Transcript Presentation: ELL Specific Supports In Action

Session 3
Beyond Good Instructional Design Basics:
Specific Supports for English Language Learners
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Session Objective
•Integrate oral and written English language instruction
into the Skills Strand
Reading time
Routines

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Scaffolding
A FOCUS ON READING TIME
IN THE SKILLS ROUTINES
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Effective Methods
• Use sound research-based
methods that focus on all the
key components of reading:
letter naming
comprehension
oral reading fluency
vocabulary
phonemic awareness
•Integrate oral and written English language instruction into
the Skills Strand): instructional tools, vocabulary, student
talk, and writing
References: August & Shanahan, 2010; Baker et al., 2014)
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Overview of Key Shifts
• Academic Vocabulary: Build academic vocabulary throughout
instruction
• Additional supports for ELLs:

ELLs need support for acquiring vocabulary that many
English-proficient students have already acquired.
• Reading Text Closely/Text-Based Evidence: Read closely and
answer a sequence of text-dependent questions
• Writing from Sources: Draw evidence from text to produce
clear and coherent writing that informs, explains, or makes an
argument in various written forms (e.g., notes, short
responses, summaries, or formal essays)
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ACADEMIC VOCABULARY
Build Vocabulary in Context Throughout
Instruction
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Vocabulary Selection: ELLs
Frequency
• ELLs typically exhibit vocabulary growth rates that are similar
to or surpass those of native English speakers.
• However, ELLs are often 2-3 years behind their Englishspeaking peers, so a large vocabulary gap remains.
• ELLs reading comprehension is impaired because they don’t
know highly frequent English words that English proficient
students are likely to have acquired.



The 100 most frequent English words account for about 50% of
words that readers encounter in text.
The 1,000 most frequent English words account for about 70% of
words that readers encounter in text.
The 4,000 most frequent English words account for about 80% of
words that readers encounter in text.
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Vocabulary Selection: ELLs
First 4000 Words List
1st Quartile
2nd Quartile 3rd Quartile
4th Quartile
In 1812 James Madison had a hard choice to make.
Many Americans were angry with the British. Some
of them were saying the United States should
declare war on Great Britain. But others disagreed.
They said the United States should not go to war.
Madison was president of the United States. He had
to decided what to do. Should he ask the U.S.
Congress to declare war? Or should he try to keep
the peace?
Seward Reading Resources:
http://www.sewardreadingresources.com/img/fourkw/4KW_Teaching_List.pdf
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First 4000 Words List: Analyzer Results
http://vocabularytool.airprojects.org/
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Vocabulary Selection: ELLs
Importance to Text
•
•
To be successful readers, ELLs need to know words that are frequent
across multiple texts (see previous slides).
ELLs also need to know the meanings of words and phrases that are
crucial to understanding the text at hand (as indexed by the text
dependent questions).
Text
Text-dependent
Question
Key Vocabulary
In 1812 James Madison had a hard choice to
make. Many Americans were angry with the
British. Some of them were saying the United
States should declare war on Great Britain. But
others disagreed. They said the United States
should not go to war.
What did Madison
have to decide
hard choice
Madison was president of the United States. He
had to decided what to do. Should he ask the
U.S. Congress to declare war? Or should he try
to keep the peace?
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angry
declare war
disagree
decide
keep the peace
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Vocabulary Selection: ELLs
Conceptual Complexity
• Words that are conceptually complex are more
difficult to acquire.
• Conceptually complex words may require more
intensive instruction.
• Conceptual complexity:



Imageability
Concreteness
Relatedness
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Vocabulary Instruction: ELLs
• Teacher directed instruction

More intensive instruction for abstract words
• Provide the definition in context
• Provide the home language definition and cognate status
• Illustrate the word
• Invite students to talk about the word
• Less intensive instruction (i.e., ESOL techniques) for concrete
words
• Define the word in situ
• Use gestures to demonstrate the word
• Show the word in illustrations from the text
• Student directed learning


Glossaries
Word learning strategies
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More Complex Vocabulary
Students see:
The teacher says:
Look at the picture. The player (in the red hat) is trying to
catch the ball so he can tag the runner (in the blue shirt)
but the runner is already on base. The runner was on
base before the other player caught the ball.
Let’s talk about the word already. Already means
something that happened before now. Already in Spanish
is ya.
For example, my brother asked me to wash his car, but I
already washed it.
Partner talk: Tell your partner about a time a family
member asked you to do something, but you already did
it.
Sentence Frame: I already _________
when my ___________ asked me.
Use the sentence stem: I already _______when my
________ asked me. (Call on one or two students to
share their responses.)
Let’s spell already. [a,l,r,e,a,d,y]
What word have we spelled? [already]
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Vocabulary Instruction: ELLs
Less Complex Vocabulary
Word
ESOL Technique
brave
define in situ
He was a brave leader. This means he was ready to face pain
or danger. Another word for brave is courageous.
angry
demonstrate or gesture (e.g., make a happy or sad face)
Madison
show a picture from the text
*Governess picture not in this version of the text; shown as an example.
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Vocabulary Instruction: ELLs
Student directed learning
• Glossary use
• Application of word learning strategies
•
Cognates, context clues, morphology, etc.
•
Dictionaries and digital resources
• Online:
• English: wordsmyth.net
• spanish.dictionary.com
• Smartphone apps:
• English: SnaPanda (Android)
• English: Dictionary! (Android & iPhone)
• Free Spanish English Dictionary + (iPhone)
• English Spanish dict. (Android)
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Vocabulary Instruction: ELLs
Glossaries
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Vocabulary Instruction: ELLs
Word Learning Strategies
Word
Strategy
disagree
context clues
Some were saying the US should declare war.
But others said the US should not go to war.
decide
cognate
decidir
hard choice
glossary use
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Your Turn
• Turn to the Vocabulary Activity.
• Note the words that have been selected for
instruction because they are high frequency or
important for understanding the text.
• Complete the chart.



Identify some words for teacher-directed vocabulary
instruction prior to the close read and explain why.
Identify some words for teacher-directed vocabulary
instruction during the close read and explain why.
Identify some words that students might learn using
student-directed vocabulary learning (think about
cognates and context clues and explain why.
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READING TEXT CLOSELY/
TEXT-BASED EVIDENCE
Read Closely and Answer a Sequence of TextDependent Questions
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Overview of Key Shifts
• Academic Vocabulary: Build academic vocabulary throughout
instruction
• Reading Text Closely/Text-Based Evidence: Read closely and
answer a sequence of text-dependent questions
• Additional supports for ELLs
• Present text in smaller chunks
• Engage students in multiple readings
• Provide supplementary questions, sentence starters,
sentence frames and word banks ensure ELLs understand
task demands
• Writing from Sources
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Reading: All Students
Text-Dependent Questions:
Should be standards aligned
Should have a text-based focus:
• Require the reader to go back to the text to find out what it says
• Have concrete and explicit answers rooted in the text
• Not be answered solely on personal opinion, background
information, and/or imaginative speculation
See examples that follow.
Source: Pook, D. (2012). Implementing the CCSS: What teachers need to know and do.
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Reading: All Students
Align Questions to ELA Standards
Cluster
Standard
Trouble with the British
Key Ideas
and Details
Ask and answer such
How did many Americans
questions as who, what, where, feel about the British?
when, why and how to
demonstrate understanding of
Who was Madison?
key details in a text. (2.1)
Key Ideas
and Details
Identify the main topic of a
multi-paragraph text as well as
the focus of specific
paragraphs within the text.
(2.2)
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What did Madison have to
decide?
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Reading: All Students
Align Questions to ELA standards
Cluster
Standard
Trouble with the British
Craft and
Structure
Determine the meaning of words and
phrases in a text relevant to a grade
two topic or subject area.
The text says “Other
Americans disagreed.”
What does the word
disagree mean? Use the
text to try to understand the
meaning.
Craft and
Structure
Know and use various text features
to locate key facts or information in a
text efficiently.
Use your glossary to find
the meaning of the phrase
“hard choice.”
*Thayer, E. L. (1888). “Casey at the Bat.” In H. Ferris (Ed.), Favorite poems old
and new. Doubleday (1957).
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Reading: All Students
Ensure Questions Have a Text Based Focus
•Requires the reader to go back to the text to find evidence.
•Cannot be answered solely on personal opinion, background
information, and/or imaginative speculation.
Non-Text Dependent Questions
Text Dependent Questions
Have you ever been to Europe?
What countries in Europe were at
war?
Who is our current president?
Who was Madison?
When is a time you sided with
someone during a fight?
Who did some people side with?
Source: Pook, D. (2012). Implementing the CCSS: What teachers need to know and do.
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Reading: ELLs
Present Text in Smaller Sections
• Identify two or more main occurrences within the text excerpt
• Divide text into sections such that each contains one occurrence
Occurrence 1
Occurrence 2
In 1812 James Madison had a hard choice to make.
Many Americans were angry with the British. Some
of them were saying the United States should
declare war on Great Britain. But others disagreed.
They said the United States should not go to war.
At the time, Great Britain was already at war with
France. The two countries had been fighting for
years. Most of the countries in Europe where
involved in the war. Some sided with the British.
Others sided with the French.
Madison was president of the United States. He had
to decided what to do. Should he ask the U.S.
Congress to declare war? Or should he try to keep
the peace?
The French were led by a man named Napoleon. He
was a brave leader. He had beaten the British in a
number of battles. Still the British kept fighting.
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Reading: ELLs
Engage Students in Multiple Readings
Reading for Key Ideas and Details
• Teacher Read Aloud: The teacher reads the text aloud to demonstrate native speaker
fluency.
• First Close Read: Students read the text in pairs or groups and answer questions
focused on key ideas and details and vocabulary.
Annotating for Key Ideas and Details
• Annotation: Students re-read the text and note vocabulary and details that they do not
yet understand.
Revisiting for Craft and Structure
• Second Close Read: Students read the text in pairs or groups and answer questions
focused on craft and structure.
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Reading: ELLs
Ask Guiding Questions
• Ask a guiding question for every portion of text that introduces a
main idea.
In 1812 James Madison had a hard choice to make. Many Americans were angry with the
British. Some of them were saying the United States should declare war on Great Britain.
But others disagreed. They said the United States should not go to war.
Madison was president of the United States. He had to decided what to do. Should he
ask the U.S. Congress to declare war? Or should he try to keep the peace?
Guiding Question: What did Madison have to decide?
He had to decide if he should ask the U.S. Congress to
declare war or if he should try to keep the peace.
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Reading: ELLs
Ask Supplementary Questions
• ELLs may need additional, supplementary questions to help
them answer guiding questions.
• Supplementary questions can inquire about word meanings
as well as larger sections of text.
• Sequence supplementary questions to support ELLs’
understanding of the main idea.
• Make it easier for ELLs to answer supplementary questions
by:


Defining key words prior to asking the question
Restating phrases or sentences that will help ELLs answer the
question
• Note that supplementary questions are text-dependent!
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Ask Supplementary Questions
In 1812 James Madison had a hard choice to make. Many Americans were angry with the
British. Some of them were saying the United States should declare war on Great Britain. But
others disagreed. They said the United States should not go to war.
Madison was president of the United States. He had to decided what to do. Should he ask the
U.S. Congress to declare war? Or should he try to keep the peace?
Guiding Question: What did Madison have to decide?
Text Dependent
Sequence to support
understanding
Who was James Madison?
How did many Americans feel about the British?
What did these Americans want to do?
What did the other Americans who disagreed say the United
States should not do?
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Ask Supplementary Questions
In 1812 James Madison had a hard choice to make. Many Americans were angry with the
British. Some of them were saying the United States should declare war on Great Britain. But
others disagreed. They said the United States should not go to war.
Madison was president of the United States. He had to decided what to do. Should he ask the
U.S. Congress to declare war? Or should he try to keep the peace?
Guiding Question: What did Madison have to decide?
Scaffold Questions
Text Dependent
Inquire about word
meanings prior to
asking about
sentences that use
these words
The phrase not go to war means the same as
___________________________________.
Restate phrases or
sentences prior to
questioning
Other Americans disagreed. What did they say
the United States should do?
Define key words
prior to asking the
question
To be angry means to be mad at or feel
someone has done something wrong. Who
were many Americans angry with?
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Reading: ELLs
Scaffold Questions at Different Levels of Proficiency
• ELLs may need instruction that helps them understand the
task demands of certain question types.
• ELLs with lower levels of proficiency may also need sentence
starters, sentence frames, and/or word banks to help them
answer all questions.

Omitted words in sentence frames are words that carry most
meaning in the sentence.
• The level of scaffolding can and should be adjusted
depending on ELL’s level of English proficiency.



Emergent level proficiency: Sentence frames and word banks
Intermediate level proficiency: Sentence starters
Advanced level proficiency: Word banks
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Scaffold Questions at Different Levels of Proficiency
Emergent
keep the peace
British
idea
difficult
United States
president
angry
not
war
different
decision
declare war
1. Use your glossary to find the meaning of the phrase “hard choice.”
The phrase hard choice means a ________________ ______________.
2. How did many Americans feel about the British?
Many Americans were ____________ with the _____________.
3. What did these Americans want to do?
They wanted the __________________________ to __________________________ on the British.
4. The text says “Other Americans disagreed.” What does the word disagree mean? Use other
words in the text to try to figure out the meaning of ‘disagree.’ HINT: The sentences to help you both
have the word war in them.
The word disagree means to have a ____________ ______________ or opinion from someone
else.
5. What did the other Americans who disagreed say the United States should not do?
They said the United States should ____________ go to ___________.
_____________________________________________.
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Scaffold Questions at Different Levels of Proficiency
Intermediate
1. Use your glossary to find the meaning of the phrase “hard choice.”
Hard choice means ____________________________________.
2. How did many Americans feel about the British?
Many Americans felt ____________________________________.
3. What did these Americans want to do?
They wanted __________________________________________.
4. The text says “Other Americans disagreed.” What does the word disagree mean?
Use other words in the
text to try to figure out the meaning of ‘disagree.’
HINT: The sentences to help you both have the word war in them.
The word disagree means ________________________________.
5. What did the other Americans who disagreed say the United States should not
do?
They said _______________________________________________.
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Scaffold Questions at Different Levels of Proficiency
Advanced
peace
declare war
keep
difference
angry
decision
1. Use your glossary to find the meaning of the phrase “hard choice.”
______________________________________________________.
2. How did many Americans feel about the British?
______________________________________________________.
3. What did these Americans want to do?
______________________________________________________.
4. The text says “Other Americans disagreed.” What does the word disagree mean?
Use other words in the text to try to figure out the meaning of ‘disagree.’ HINT: The
sentences to help you both have the word war in them.
_______________________________________________________.
5. What did the other Americans who disagreed say the United States should not
do?
_______________________________________________________.
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Your Turn
• Turn to Guiding and Supplementary Questions
Activity.
• Create one text-dependent question and
supplementary questions for the guiding question
• Ensure that the questions are



Aligned to a reading standard
Text dependent
Sequenced to support understanding
• Create emergent-level scaffolding for responses (i.e.,
sentence frames and a word bank) for each of your
supplementary questions.
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Identifying Accommodations
WATCH VIDEO: SUPPORTING
ENGLISH LANGUAGE LEARNERS
IN CKLA
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ELL Support In Action
•Turn to Video Capture Sheet
•Watch Clip & look for scaffolds





defining target words in context
connecting vocabulary to gestures & visuals
group practice that includes repetition of target (sounds, letters,
words, phrases, & concepts)
modeling that includes naming actions
other
• What are the scaffolds that have been used?
• What scaffolds appear in the Core Knowledge lesson
that might be incorporated into this lesson?
Video clip:
http://vimeo.com/coreknowledge/review/92624522/82109529c1
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ELL Support In Action
•Watch Clip again & based on this presentation note
additional scaffolds that might support ELLs

vocabulary

guiding and supplementary questions

additional scaffolding for responses

partner work

other
Video clip:
http://vimeo.com/coreknowledge/review/92624522/82109529c1
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Paired Verbal Sharing
 Person A: Share scaffolds in video
(60 seconds)
 Person B: Describe scaffolding
methods in Core Knowledge lesson
that are not in video (60 seconds)

A & B: Open exchange
(90 seconds)
How do these methods support
learning for all students? For
ELLs?
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Paired Verbal Sharing
 Person A: Share scaffolds you
learned during presentation that might
be incorporated into this lesson to
 support ELLs (60 seconds)
Person B: Add additional scaffolds
 not mentioned by Person A (60
seconds)
A & B: Open exchange
(90 seconds)
How do these scaffolds support
learning for all students? For
ELLs?
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Paired Verbal Sharing
 A and B: Review second part of

model lesson
A & B: Open exchange
(180 seconds)
How do these scaffolds compare to
those you came up with?
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Creating Scaffolds/Accommodations
A FOCUS ON ROUTINES IN
THE SKILLS STRAND
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Skills Routine: Mirror, Mirror
• What target words
should be defined in
context
• What vocabulary
should be supported
by gestures & visuals
• What target words
should students be
encouraged to repeat.
http://vimeo.com/coreknowledge/
review/93292696/4b2904de78
• What should be
explicitly modeled?
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Skills Routine: Mirror, Mirror
•
•
•
•
•
•
•
T – The first sound you will learn is the
/m/ sound.
T – We make sounds by putting parts
of our mouth like our lips and tongue
into special position while breathing
out air.
T – Distributes handheld mirror to each
student.
T – Use your mirror to observe the
shape our your mouth as you say /m/
T – Is your mouth open or closed when
you say this sound?
T – Are your lips closed or opened
when you say /m/?
T –Watch your mouths as you echo
these words_____.
• What target words
should be defined in
context
• What vocabulary
should be supported
by gestures & visuals
• What target sounds
should students be
encouraged to repeat.
• What should be
explicitly modeled?
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Mirror, Mirror
Modeling
Procedure:
• T – The first sound you will learn is the /m/ sound.
• T – We make sounds by putting parts of our mouth like our lips and tongue
into special position while breathing out air.
• T – Distributes handheld mirror to each student.
• T – Use your mirror to observe the shape our your mouth as you say /m/
• T – Is your mouth open (demonstrate an open mouth) or closed
(demonstrate a closed mouth) when you say this sound?
• T – Are your lips closed (demonstrate) or opened (demonstrate)when you
say /m/?
• T – I will say another sound. Watch your mouths, lips, teeth and tongue as
you echo these words_____. Sometimes you can’t see your teeth or
your tongue.
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Mirror, Mirror
Defining
Procedure:
• T – The first sound you will learn is the /m/ sound.
• T – We make sounds by putting parts of our mouth like our lips and tongue
into special position while breathing out air.
• T – Distributes handheld mirror to each student.
• T – Use your mirror to observe the shape our your mouth as you say /m/
• T – Is your mouth open (demonstrate an open mouth) or closed
(demonstrate a closed mouth) when you say this sound?
• T – Are your lips closed (demonstrate) or opened (demonstrate)when you
say /m/?
• T – I will say another sound. Repeat or echo the sound after me. Watch
your mouths, lips, teeth and tongue as you echo these words_____.
Sometimes you can’t see your teeth or your tongue.
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Mirror, Mirror
Gestures
Procedure:
• T – The first sound you will learn is the /m/ sound.
• T – We make sounds by putting parts of our mouth(point to mouth) like our
lips (point to lips) and tongue (point to tongue) into special position
while breathing out air.
• T – Distributes handheld mirror to each student.
• T – Use your mirror to observe the shape our your mouth as you say /m/
• T – Is your mouth open (demonstrate an open mouth) or closed
(demonstrate a closed mouth) when you say this sound?
• T – Are your lips closed (demonstrate) or opened (demonstrate) when you
say /m/?
• T – I will say another sound. Repeat or echo the sound after me. Now look
in the mirror. Watch your mouths (point to mouth), lips (point to
lips), teeth (point to teeth) and tongue (point to tongue) as you echo
these words_____. Sometimes you can’t see your teeth or your tongue.
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Identifying Scaffolds
in Skills Routines
Your task:
1. Stand & find a partner
2. Select 1 routine
(workbook pp. 23 – 35)
3. Identify scaffolds/
accommodations that can
be provided to support
ELLs.
4. Include a rationale
describing how your
scaffold supports ELLs.
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Possible Scaffolds
Reference this resource to
identify additional scaffolds
that can be made to Skills
Routines in support of
ELLs.
Note: We are going to
share our scaffolds at the
end of the session through
a gallery walk
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Reflection
•
What are you currently doing
to support ELLs in your
classroom?
•
Working with Readers: What
have you learned that you can
apply in your classroom?
•
Working with Lesson Routines:
What have you learned that
you can apply in your
classroom?
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