Transcript Day 3 - NC WiseOwl

ExC-ELL
Teaching Vocabulary
and
Reading Comprehension
in Content Classrooms
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ExC-ELL
Dr. Margarita Calderón
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ExC-ELL
Elma Noyola
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ExC-ELL
Multiple Perspectives/Interfaces
Examples of Language Functions
Prediction
Enumeration
Identification
Classification
Interpretation
Comparison/Contrast
Explanation
Definition
Organization
Inference/hypothesis
Retelling
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Summarization
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ExC-ELL
Multiple Perspectives/Interfaces
Reading Comprehension
Strategies/Skills
Predict
Visualize
Determine important Make inferences
information
Ask & answer
Monitor
questions
comprehension
Make connections
Summarize
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ExC-ELL
Multiple Perspectives/Interfaces
Examples of Writing Text Structures
Description
Cause and effect
Sequence
Problem solution
Compare and
contrast
Summarize
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Academic Language:
ExC-ELL
words
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Writing
Conventions
& Skills
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words
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Language
Functions &
Discourse
Reading
Strategies &
Skills
words
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ExC-ELL
Multiple Applications of Words
Text structure
Writing strategy
Signal words
Problem –
solutions
• problems are
identified and
solutions are
provided
• supporting
details describe
the problem and
solution
accordingly, answer,
as a result, because,
challenge, decide,
fortunately, if ___then,
issue, one reason is,
outcome is, problem,
so, solution, the
problem is solved by,
therefore, thus,
unfortunately, trouble
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ExC-ELL
Key: Teach vocabulary
before, during and after students read
• Vocabulary knowledge correlates
with reading comprehension.
• Reading comprehension correlates
with procedural and content
knowledge.
• Content knowledge correlates with
academic success.
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ExC-ELL
Key: Teach vocabulary
before, during and after students read
• Comprehension depends on
knowing between 90% and 95% of
the words in a text.
• Knowing words means explicit
instruction not just exposure.
Students need 12 production
opportunities to own a word.
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ExC-ELL
Explicit Instruction of 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, SUMMARIZE, DISCUSS, AND
WRITE ABOUT THE SUBJECT USING THE NEW
VOCABULARY
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ExC-ELL
REFLECTION QUESTION
What are the implications so far
for your teaching and
your collegial activities in your
school?
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ExC-ELL
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
generation will 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.
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ExC-ELL
Vocabulary Tiers for ELLs
Tier 1
Simple
Words
Tier 2
Process, Idioms,
Sophisticated
Tier 3
Content Words,
Key vocabulary
wish
rule
summoned
gray
take care
fortunate
queen
replied
generation
castle
no matter what
persistently
elderly
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faithful
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ExC-ELL
Identify and Classify Vocabulary:
Selecting words to teach before, during, and
after reading:
1. Select Tiers 1, 2, & 3 from students’ texts.
2. From your explanations, for class experiments,
demonstrations you will present to them.
3. From instructional activities, for class
discussions during and/or after reading.
4. For the oral and written summaries of what they
have learned.
5. From and for assessments.
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Tier 3 academic content specific
ExC-ELL
MATH
Square root
SCIENCE
SOCIAL
STUDIES
Photosynthesis Government
Rectangle
Germ
Radical
Atom
numbers
Circumference Matter
Bylaws
Bailout
Pi square
Power
Capital
Power
Osmosis
Power
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Congressional
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ExC-ELL
Tier 2 Sub-category: Polysemy
Tier 2 words can also include polysemous words
across academic content areas:
• solution
• table
• divide
• prime
• round
• trunk
• state
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• power
• cell
• right
• radical
• leg
• left
• light
•
•
•
•
•
•
•
•
•
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ExC-ELL
Tier 2 Sub-category: Polysemy
Select one or two polysemous words and jot
down as many ways that ELLs might hear these
words across academic content areas, on TV, in
the community.
Think of idioms or phrases where they might also
be found.
Think of prefixes, suffixes that are often heard with
these words.
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ExC-ELL
Tier 2 Sub-category: Rich challenging
language for ELLs
Tier 1
Simple
Words
Tier 2
More sophisticated
More specificity
run
fell
mad
good
sprinted
stumbled
rage
firmly
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ExC-ELL
Tier 2 Sub-category: Idioms and
phrasal clusters
•
•
•
•
Run off
Run away
Break a leg
Once in a
while
• Complete
sentence
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• Long noun
phrases
• Relatively
easier
• Stored
energy
• Stimulus
package
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ExC-ELL
Tier 2 Sub-category: Words that nest
academic content
Some Examples of Transition Words & Connectors for:
• 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 …
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ExC-ELL
Tier 2 Sub-category: Favorite words for
tests and texts
vary, underlying, albeit, solely,
successive, denote, crucial, oddly,
analogous, compiled, oddly, whereby,
notwithstanding, forthcoming,
coincide, widespread, implicit…
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Cognates - Tiers 2 & 3
ExC-ELL
•
•
•
•
•
•
Literature = literatura = littèrature
Context = contexto = contexte
Multisyllabic = multisilábico = ?
Osmosis = osmosis = osmose
Irony = ironía = ironie
Comprehension = comprensión = compréhension
False Cognates
• Library ≠ librería (bookstore) = biblioteca = bibliothèque
• Story ≠ historia (history) = cuento = histoire/conte
• Exit ≠ éxito (success) = salida = sortie
• Success ≠ suceso (event) = éxito = succès
• Character ≠ carácter (personality) = personaje = caractèr
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ExC-ELL
Homophones
When explaining / presenting a lesson, pay
attention to homophones such as:
–sum
some
–cell
sell
–weather
whether
–blew
blue
–whole
hole
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ExC-ELL
Tier 1 for ELLs
Simple words for English speakers, but
might create difficulty for ELLs due to:
• Spelling
• Pronunciation
• Background knowledge
• Unfamiliar word
• False cognate
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ExC-ELL
Tier 1, 2 & 3 for ELLs
What are the differences between Tier
1, Tier 2, and Tier 3?
Chat with your buddy or your inner
self and review.
Write in the question box a nice
succinct definition for the 3 Tiers.
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ExC-ELL
PRE-TEACHING VOCABULARY
1. Teacher says the word.
2. Asks students to repeat the word 3 times.
3. Teacher states the word in context from the
text.
4. Teacher provides the dictionary definition(s).
5. Explains meaning with student-friendly
definitions.
6.  Engages students in activities to
develop word/concept knowledge.
7. Highlight grammar, spelling, polysemy, etc.
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ExC-ELL
Pre-Teaching Vocabulary/Concepts
Teacher says the word.
Teacher states the word in context
from the text.
Teacher provides the dictionary
definition(s).
Explains meaning with studentfriendly definitions.
Asks students to repeat the word 3
times.
Engages students in activities to
develop word/concept
knowledge.
Highlight features of the word:
polysemous, cognate, tense,
prefixes, etc..
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Say effect three times.
Weather can have a big effect on
your life.
The result or consequence of
something.
Influence, or the power to make
something happen.
Say effect 3 times.
Two cups of coffee in the morning
have a big effect on me -- I
can’t sleep at night!
What has had a big effect on your
life recently? TTYP
How do we spell effect? What other
word is similar?
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ExC-ELL
1.
2.
3.
4.
5.
6.
7.
Teaching Vocabulary
Teacher selects the word and
sentence from the text.
Provides the dictionary
definition.
Explains meaning with
student-friendly definitions.
Provides examples in contexts
other than the one in the text.
Asks students to repeat the
word 3 times.
Engages students in activities
to develop word knowledge.
Highlights features of the
word: polysemous, cognates,
etc.
1.
2.
3.
4.
5.
6.
Over the course of hundreds
of years, weather trends affect
life on Earth in more dramatic
ways.
[verb] To influence or change
someone or something.
Jason’s accident affected him
badly.
[adjective] False and
unnatural.
Jena’s affected voice makes
her sound like she’s acting.
Use the word as a verb and as
an adjective.
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ExC-ELL
More Examples for Step #6
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
• Would you have iron will if you:
– Were afraid of cats?
– Were tired but kept running
until you reached the finish
line?
– Worked very hard to get an
“A” on your report card?
•
Applaud if you’d like to be
described by the word: faithful,
stubborn, awesome, awkward,
impish, stern, illuminated.
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ExC-ELL
More Examples for Step #6
SAY THE WORDS –
1. SLEEPILY
2. SUSPICIOUSLY
3. JOYFULLY
4. SADLY
5. SOFTLY
6. LOUDLY
7. LOUDER
8. LAUGHING
9. WHISPERING
faithful,
stubborn,
awesome,
awkward,
impish,
stern,
illuminated.
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ExC-ELL
Think-Pair-Share
Come up with a long sophisticated
complete sentence using the word
__________________
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ExC-ELL
Academic Language:
Selecting 6 words to pre-teach:
1. Which words are going to be most important for
learning this content?
2. Start with tier 3 – words that are content specific.
3. Next, find tier 2 words that nest those concepts.
4. Finally, select tier 1 words that students do not
know and you need to teach those in order to
better comprehend the tier 2 and 3 words. If none
are necessary, select two tier 2 instead.
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ExC-ELL
Type of Words
Identify & Classify Words
Tier 3
Tier 2
Tier 1
Polysemous
Phrases (bundled
up words, idioms)
Cognates
Connectors &
transition
Info processing
Homophones
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ExC-ELL
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.
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ExC-ELL
Before Reading Science, Math,
Social Studies, and Language Arts
• Hook the Reader
• Build Background
• Connect with Prior
Knowledge
• Pre-teach Vocabulary
Explicitly
• Preview Text with
Students
• Set Purpose for
Reading
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ExC-ELL
Standards/Objectives
• State/District Science
Standard/Instructional Objective
Example: Interdependence of living
things, climate and the environment
•Comprehension Objective: Identify
main idea and supporting details
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ExC-ELL
Engagement with Text – Step 2
Modeling Comprehension
Why Do Teacher Read and Think Alouds?
•Fluency
•Comprehension Strategies
•Self-correction
•Fix-it strategies
Extend comprehension
M
O
D
E
L
Teach more words
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ExC-ELL
There's lots of evidence of drastic changes in climate
occurring in the distant past. Earth today may again be
in the midst of such a climate change. In the last 100
years, studies show, global temperatures have risen an
average of 0.6 degrees C.
That might not sound so bad. After all, what difference
does half a degree make?
A growing number of studies suggest, however, that
such an increase could have a big impact on life.
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ExC-ELL
Sample Daily Schedule for Each Content
5-7 min. Anticipatory Set
12-15 min. Preteach Vocabulary
4 min. Model Reading Comprehension
10 min. Paired Reading with Oral
Summaries
5 min. Class Discussion & New Words
10 min. Cooperative Learning
10 min. Writing
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ExC-ELL
Assessment & Writing
The ultimate proof -- at the end of each week:
Write one or two paragraphs summarizing what
you learned about _______________ using as
many tier 2 and tier 3 words as you have
learned. Use appropriate connectors,
transition or signal words. Use compound
sentences or different types of clauses.
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ExC-ELL
EXIT PASS
Name _______________________ Subject _____________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
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ExC-ELL
•
Clear your desks.
•
Only one paper and pencil.
•
Each student writes one answer and passes the paper
to the right.
•
Everyone must write an answer.
•
Continue this process until the teacher calls time
out.

•
Count the number of correct responses by your
team. Delete repeated words and report your
numbers.
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ExC-ELL
• Write a key word from
the text and pass the paper.
• Keep writing one word at a time until
time is up.
• The words must be Tier 2 or 3.

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ExC-ELL
Round 2
• Put your heads together and come up
with a strategy to improve your team
total.
• Apply your strategy in Round 2 of
Round Table.
• Follow the same rules as for Round 1.
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ExC-ELL
Polysemous S.E.E.D. activity as a
“DO NOW” the following day.
Sentences
The palm trees swayed
in the wind.
Explanation (Definition)
An evergreen tree that
grows in hot
places
The fortune teller will
read your palm and tell
your fortune.
Examples
palm trees on
Palm Blvd.
The flat inside part
of your hand.
Drawing
sweaty palms
palm reader
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ExC-ELL
Teaching Words After Reading or for
Anchoring Knowledge
•
Cooperative Learning strategies -- RoundTable, Tea Party,
Write-Around, 3-Step Interview, 8-Rectangles, Corners, etc.
•
Word journals, Freyer graphs, semantic webs, etc.
•
Games -- Jeopardy, Charades, let students invent!
•
Charts, graphs, cognitive organizers, semantic maps, word
webs!
•
Poems, chants, songs, rhymes!
•
Summaries, syntheses, story-related writing, reports, related
research, personification plays, cartoons, comic books -- all
should include as many of the key words as possible.
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ExC-ELL
Applying Bloom’s Taxonomy of Cognitive Process – 1
THINKING PROCESS
(Knowledge-1)
Shallow processing:
drawing out factual
answers, testing recall
and recognition
R
E
M
E
M
B
E
R
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VERBS FOR
OBJECTIVES
choose
describe
define
identify
label
list
locate
match
memorize
name
omit
recite
recognize
select
state
MODEL
QUESTIONS
Who?
Where?
Which one?
What?
How?
What is the best?
Why?
How Much?
When?
What does it mean?
INSTRUCTIONAL
STRATEGIES
• Highlighting
• Rehearsal
• Memorizing
• Mnemonics
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Applying Bloom’s Taxonomy of Cognitive Process – 2
ExC-ELL
THINKING
PROCESS
VERBS FOR
OBJECTIVES
(Comprehension-2)
Translating,
interpreting and
extrapolating
classify, defend
demonstrate
distinguish
explain, express
extend
give example
illustrate
indicate
interrelate
interpret
infer, judge
match
paraphrase
represent
restate
rewrite
select, show
summarize
tell, translate
U
N
D
E
R
S
T
A
N
D
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MODEL QUESTIONS
State in your own words.
Which are facts?
What does this mean?
Is this the same as…?
Give an example. Select
the best definition.
Condense this
paragraph.
What would happen if…?
State in one word…
Explain what is
happening.
What part doesn’t fit?
Explain what is meant.
What expectations are
there?
Read the graph (table).
What are they saying?
INSTRUCTIONAL
STRATEGIES
• Key examples
• Emphasize connections
• Elaborate concepts
• Summarize
• Paraphrase
• STUDENTS explain
• STUDENTS state the rule
• Why does this example…?
• Create visual representations
(concept maps, outlines, flow
charts, organizers, analogies,
pro/con grids) PRO/CON
• NOTE: The faculty member
can show them, but they have
to do it.
• Metaphors, rubrics, heuristics
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ExC-ELL
Applying Bloom’s Taxonomy of Cognitive Process – 3
THINKING
PROCESS
(Application-3)
Knowing when to apply;
why to apply and
recognizing patterns of
transfer to situations that
are new, unfamiliar or
have a new slant for
students
A
P
P
L
Y
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VERBS FOR
OBJECTIVES
apply
choose
dramatize
explain
generalize
judge
organize
paint
prepare
produce
select
show
sketch
solve
use
MODEL QUESTIONS
Predict what would
happen if
Choose the best
statements that apply
Judge the effects
What would result
Tell what would happen
Tell how, when, where,
why
Tell how much change
there would be
Identify the results of
INSTRUCTIONAL
STRATEGIES
• Modeling
• Cognitive
apprenticeships
• “Mindful” practice –
NOT just a “routine”
practice
• Part and whole
sequencing
• Authentic situations
• “Coached” practice
• Case studies
• Simulations
• Algorithms
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ExC-ELL
Applying Bloom’s Taxonomy of Cognitive Process – 4
THINKING
PROCESS
(Analysis-4)
Breaking down into
parts, forms
A
N
A
L
Y
Z
E
VERBS FOR
OBJECTIVES
analyze
categorize
classify
compare
differentiate
distinguish
identify
infer
point out
select
subdivide
survey
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MODEL QUESTIONS
What is the function of…?
What’s fact? Opinion?
What assumptions…?
What statement is relevant?
What motive is there?
Related to, extraneous to, not
applicable.
What conclusions?
What does the author believe?
What does the author assume?
Make a distinction.
State the point of view of…
What is the premise?
State the point of view of…
What ideas apply?
What ideas justify the conclusion?
What’s the relationship between?
The least essential statements are…
What’s the main idea? Theme?
What inconsistencies, fallacies?
What literary form is used?
What persuasive technique?
Implicit in the statement is…
INSTRUCTIONAL
STRATEGIES
• Models of thinking
• Challenging
assumptions
• Retrospective analysis
• Reflection through
journaling
• Debates
• Discussions and other
collaborating learning
activities
• Decision-making
situations
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ExC-ELL
Applying Bloom’s Taxonomy of Cognitive Process – 5
THINKING
PROCESS
VERBS FOR
OBJECTIVES
(Evaluation-5)
appraise
Evaluate according to judge
some set of criteria,
criticize
and state why
defend
compare
c
E
V
A
L
U
A
T
E
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MODEL QUESTIONS
INSTRUCTIONAL
STRATEGIES
What fallacies,
consistencies,
inconsistencies appear?
Which is more important,
moral, better, logical, valid,
appropriate?
Find the errors
• Challenging assumptions
• Journaling
• Debates
• Discussions and other
collaborating learning
activities
• Decision-making situations
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ExC-ELL
Applying Bloom’s Taxonomy of Cognitive Process – 6
THINKING
PROCESS
(Synthesis-6)
Combining elements
into a pattern not
clearly there before
C
R
E
A
T
E
VERBS FOR
OBJECTIVES
choose
combine
compose
construct
create
design
develop
do
formulate
hypothesize
invent
make
make up
originate
organize
plan
produce
role play, tell
c
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MODEL QUESTIONS
How would you test…?
Propose an alternative.
Solve the following.
How else would you…?
State a rule.
INSTRUCTIONAL
STRATEGIES
• Modeling
• Challenging assumptions
• Reflection through
journaling
• Debates
• Discussions and other
collaborating learning
activities
• Design
• Design-making situations
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ExC-ELL
Instructional Sequence - For every
teacher action there is a student reaction!
Teacher
1. Introduces concepts/vocab
Students
Provide examples, questions, usage
2. Thinks aloud to model
comprehension strategies
Apply the strategies with partners
3. Reads aloud for fluency
Read along silently or whisper
4. Models how to partner read
Conduct partner reading for fluency
5. Monitors & records partners
Partners reread to practice strategies
6. Conducts cooperative activity
Work in teams to process & summarize
7. Conducts debriefing
Discuss words, concepts, summaries
8. Models writing strategies
Do content-related writing using vocab
9. Assesses vocabulary & content Analyze their test results and go back
to learn the missing pieces
10. Assesses a second time
Margarita Calderón & Associates, Inc.
All students should be successful
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ExC-ELL
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D
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&
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Depth & Breadth of
WORD
KNOWLEDGE
GRAMMAR,
SYNTAX,
DISCOURSE
VOICE
RICH LANGUAGE
Practice
WRITING IN THE
DIFFERENT
SUBJECT AREAS
PHONEMIC,
PHONOLOGICAL
& SEMANTIC
AWARENESS
READING
COMPREHENSION
Margarita Calderón & Associates, Inc.
STUDY SKILLS
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ExC-ELL
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ExC-ELL
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ExC-ELL
Thank you!
[email protected]
www.margaritacalderon.org
Margarita Calderón & Associates, Inc.
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