Expediting Comprehension for

1. Expediting Comprehension for English Language Learners ExC-ELL Margarita CalderónAna Bishop Margarita Calderón and Associates Margarita Calderón & Associates, Inc.

2. Research & Strategies • What the research says about teaching ELLs. • ExC-ELL – RIGOR – vocabulary strategies. • Importance of student-student interaction and interaction strategies. Margarita Calderón & Associates, Inc.

3. The New York Carnegie Corporation Goal for ExC-ELL (2003-2008) Research-based & evidence based program for ELLs Collaboratively develop, implement, and refine a staff development program and instructional design for middle and high school teachers of English, science, and social studies who have English-language learners (ELLs) in their classrooms. Margarita Calderón & Associates, Inc.

4. Formed from a phased out school 3 years ago; now met AYP; now honored as the best middle school in New York City. This year, higher! Has both ExC-ELL and RIGOR. Middle School 319 # 1 in New York City for most improvement!!!

5. Students did so well, New York City schools gave 30 more schools grants to implement the program. New pilot in 3 schools with special education ELLs. RIGOR Study in 17 middle and high schools with SIFE

6. Why is Content Area Literacy Important for ELLs? Without reading instruction on content area literacy: • SURFACE COMPREHENSION: Literal comprehension; students read on their own and answer questions; questions are low-level. With reading instruction integrated into content areas: • DEEP COMPREHENSION: Critical comprehension; students learn new vocabulary continuously; associate new readings with prior knowledge; add new knowledge, discuss ideas, interpret facts and information, and apply critical thinking skills to text. Margarita Calderón & Associates, Inc.

7. Key: Teach Vocabulary Before, During & After Students Read • Vocabulary knowledge correlates with reading comprehension. • Reading comprehension correlates with procedural and content knowledge. • Content knowledge correlates with academic success. • Comprehension depends on knowing between 90% and 95% of the words in text.[OSMOSIS EXAMPLE] • Knowing words means explicit instruction not just exposure. Students need 12 production opportunities to own a word. Margarita Calderón & Associates, Inc.

8. IN THE PAST… ESL SHELTERED INSTRUCTION Margarita Calderón & Associates, Inc.

9. ESL Depth of Vocabulary SHELTERED INSTRUCTION Reading & Writing in Content Domains BASED ON CURRENT RESEARCH, ELLs NEED A BALANCE OF Margarita Calderón & Associates, Inc.

10. A C A D E M I C S U B J E C T S Depth & Breadth of WORD KNOWLEDGE GRAMMAR, SYNTAX, DISCOURSE VOICE RICH LANGUAGE Practice in all subjects WRITING IN THE DIFFERENT SUBJECT AREAS PHONEMIC, PHONOLOGICAL & SEMANTIC AWARENESS READING COMPREHESION METACOGNITIVE, METALINGUISTIC, STUDY SKILLS Schools Need Integration of Content, Language and Literacy Margarita Calderón & Associates, Inc.

11. Semantic Awareness Semantic Awareness is a cognitive, metacognitive, affective, and linguistic stance toward words. It is a mindset that word consciousness involves motivating and showing students how important it is to be learning words. Students who are word conscious are aware of the power of words they read, hear, write and speak. Semantic awareness helps students become more skillful and precise in word usage at many levels of complexity and sophistication. Margarita Calderón & Associates, Inc.

12. Put Your Heads Together Check the 3 things you listed under the K: IMPLICATIONS for our text books and instruction: 1. 2. 3. Margarita Calderón & Associates, Inc.

13. A Framework for Academic Language: • What is academic language? • What is academic vocabulary? • How do we select and teach vocabulary? Margarita Calderón & Associates, Inc.

14. Academic Language: • For formal discourse between teacher-student and student-student interaction around standards/goals. • For text comprehension. • For formal writing. • For success in tests. • For academic and economic status.(Calderón, in press) Margarita Calderón & Associates, Inc.

15. Academic Language Framework: • Words associated with concepts in core subjects, as well all the words in a sentence that nest those concepts; • Formal syntax/grammar that nest those concepts and words; • Words/phrases used for understanding, explaining, discussing, reading and writing concepts in math, science, social studies, and language arts texts and tests. (Calderón, 2007; in press) Margarita Calderón & Associates, Inc.

16. Multiple Perspectives/Interfaces Margarita Calderón & Associates, Inc.

17. Multiple Perspectives/Interfaces Margarita Calderón & Associates, Inc.

18. Multiple Perspectives/Interfaces Margarita Calderón & Associates, Inc.

19. Academic Language: Language Functions & Discourse words words words words words words words words words words words words words words words wor words words words words words words words words words words words words words words words words words words words Writing Conventions & Skillsures Reading Strategies & Skills Margarita Calderón & Associates, Inc.

20. Multiple Applications of Words Margarita Calderón & Associates, Inc.

21. Vocabulary Mastery ORACY  READING  APPROPRIATE USE IN WRITING Margarita Calderón & Associates, Inc.

22. Identify and Classify Vocabulary: Selecting words to teach before, during, and after reading: • Select Tiers 1, 2, & 3 from students’ texts. • From your explanations, for class experiments, demonstrations you will present to them. • From instructional activities, for class discussions during and/or after reading. • For the oral and written summaries of what they have learned. • From and for assessments. Margarita Calderón & Associates, Inc.

23. Criteria for Selecting Words to Teach • It is critically important to the discipline. • It is critically important to this unit. • It is important to the understanding of the concept. • It is not critical but useful for ELLs. • It is not useful at this time. Margarita Calderón & Associates, Inc.

24. Tier 3 academic content specific Margarita Calderón & Associates, Inc.

25. TIER 2 Tier 2 words can also include polysemous wordsacross academic content areas: Margarita Calderón & Associates, Inc.

26. Tier 2 idioms and phrasal clusters • Long noun phrases • Relatively easier • Stored energy • Stimulus package • Run off • Run away • Break a leg • Once in a while • Complete sentence Margarita Calderón & Associates, Inc.

27. TIER 2 Tier 2 words nest academic content through transition Words, Connectors, Causation, Time Sequencing, Predictions. Some examples: Cause & Effect-- because, due to, as a result, since, for this reason, therefore, in order to, so that, thus… Contrast-- or, but, although, however, in contrast, nevertheless, on the other hand, while… Addition or Comparison-- and, also, as well as, in addition, likewise, moreover, by the way… Giving examples-- for example, for instance, in particular, such as… Margarita Calderón & Associates, Inc.

28. Vocabulary Tiers for ELLs: Specificity & Sophistication Margarita Calderón & Associates, Inc.

29. Cognates -Tier 1 and 2 • piano • educación • familia • radio • cámara • televisión • sofisticada Margarita Calderón & Associates, Inc.

30. Tiers 2 & 3 Cognates • Literature = literatura • Context = contexto • Multisyllabic = multisilábico • Osmosis = osmosis • Irony = ironía False Cognates • Library ≠ librería (bookstore) = (biblioteca) • Story ≠ historia (history) = (cuento) • Exit ≠ éxito (success) = (salida) • Success ≠ suceso (event) = (éxito) • Character ≠ carácter (personality) = (personaje) Margarita Calderón & Associates, Inc.

31. When teachers are explaining/presenting a lesson, look out for homophones such as: sum some cell sell weather whether facts fats axis exes Margarita Calderón & Associates, Inc.

32. Tier 2 information processing words for the 7th-8th State exams and texts absence, accuracy, additive, effect, affect, allow, apparent, approach, arrange, assortment, assumption, basis, bases, behavior, belief, body, boundary, core, criteria, crucial, depict, deplete, device, display, distinct, generate, impact, illustrate… Margarita Calderón & Associates, Inc.

33. Tier 1 for ELLs Simple words that mainstream English speakers knows but might create difficulty for ELLs due to: • Spelling • Pronunciation • Background knowledge • Unfamiliar word • False cognate Margarita Calderón & Associates, Inc.

34. Reading to Learn • English language learners (ELLs) are learning English at the same time they are studying core content through English. They must perform double the work of native speakers to keep up, and at the same time be accountable for AYP (Carnegie Panel on ELL Literacy, 2006). • Without explicit instruction on vocabulary and reading in each subject area, students cannot learn math, science, social studies and literature(NRC Commission on Teacher Preparation, in press). Margarita Calderón & Associates, Inc.

35. A Queen’s Wish One gray winter day the elderly queen summoned all her grandchildren to the castle. “I have been fortunate to have lived a long life,” she said. “But in time your generationwill rule the country. You must work persistently to help the people and take care of the land. “We will always work hard,” the children replied. “You must also be faithful to your brothers and sisters, no matter what,” the queen said. Margarita Calderón & Associates, Inc.

36. Vocabulary Tiers for ELLs Margarita Calderón & Associates, Inc.

37. Explicit Instruction in Vocabulary STEP 1 SELECT VOCABULARY TO PRE-TEACH BEFORE PRESENTING CONTENT, TEACHER READ ALOUD, OR STUDENT READING OF ANY TEXT. STEP 2 TEACH VOCABULARY USING 7 STEPS WITH AMPLE STUDENT INTERACTION. STEP 3 STUDENTS READ, DISCUSS, AND WRITE USING NEW VOCABULARY Margarita Calderón & Associates, Inc.

38. Vocabulary TIERS (Tears?) for ELLs Homophones are words that - sound the same - but are spelled differently - and have different meanings (too, two, to) Polysemous words (or homonyms) are those that - sound alike - are spelled alike - but have different meanings (trunk, trunk, etc.) Margarita Calderón & Associates, Inc.

39. Summary of Vocabulary Tiers 1, 2, 3 For ELLs TIER 1 -- Basic words ELLs need to communicate, read, and write. Those that should be taught. TIER 2 --Information processing words that nest Tier 3 words in long sentences, polysemous words, transition words, connectors; more sophisticated words for rich discussions and specificity in descriptions. TIER 3 --Subject-specific words that label content discipline concepts, subjects, and topics. Infrequently used academic words. Margarita Calderón & Associates, Inc.

40. HOMOPHONES MULTI- SYLLABLES CONNECTORS WORD TYPES AND PARTS COGNATES SUFFIXES POLYSEMOUS WORDS PREFIXES IDIOMS Margarita Calder溶 For your tiers, find examples of: Margarita Calderón & Associates, Inc.

41. Your Turn!  Select 3 words for each tier - (Tier 1, 2, 3) from the text slide. Margarita Calderón & Associates, Inc.

42. Your Tier 1, 2, 3 Words Margarita Calderón & Associates, Inc.

43. A Change in Climate From one day to the next, weather can have a big effect on your life. When it rains, you have to stay indoors or carry an umbrella. When it's cold, you have to bundle up. Over the course of hundreds, thousands, and millions of years, weather trends affect life on Earth in more dramatic ways. Ice ages or long droughts, for example, can wipe out certain types of plants and animals. Although many species manage to survive such extreme, long-term climate shifts, their living conditions also change.

44. Do I know this word? Receptive oral: words we understand when we hear them. Productive oral: words we use well. Receptive reading: words we can “read fluently.” Productive reading: words we can read and comprehend. Receptive written: words we know how to read, spell, have an inkling about, but do not use in our own writing. Productive written: words we can use in our writing for different genre. Margarita Calderón & Associates, Inc.

45. Pre-Teaching Vocabulary Teacher says the word. Teacher asks students to repeat the word 3 times. Teacher states the word in context from the text. Teacher provides the dictionary definition(s). Teacher explains meaning with student-friendly definitions.  Engages students in activities to develop word/concept knowledge. Teacher highlights grammar, spelling, polysemy, etc. Margarita Calderón & Associates, Inc.

46. Teaching Concepts/Vocabulary Margarita Calderón & Associates, Inc.

47. Teaching Vocabulary Margarita Calderón & Associates, Inc.

48. Teaching Concepts/Vocabulary Margarita Calderón & Associates, Inc.

49. Question, Reasons, Examples If you are studying for a test, you need to do it persistently. What else do you need to do persistently? Say faithful if it applies: A cat who always comes home before dark. A brother who takes care of his sister. A girl who has 3 boyfriends. You provide an example for us. Making Choices & Review What would you do - feel fortunate or feel unfortunate if you: won a million dollars? had to clean somebody else’s mess? got a hug from your favorite movie star? were told you had 3 months of vacation? Applaud if you’d like to be described by the word: faithful, stubborn, awesome, awkward, impish, stern, illuminated. More Examples for Step #6 Margarita Calderón & Associates, Inc.

50. Ejemplos del paso #6 Margarita Calderón & Associates, Inc.