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1. TEACHING VOCABULARY To English Learners For Reading And Writing Mastery Margarita Calderón, Professor Emerita, JHU Elma Noyola, Lead Trainer Margarita Calderón & Associates, Inc.

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

3. The Writing Process for ELLs • Pre-teach key vocabulary. Select key words that students will need to understand and use for writing assignments. • Develop background knowledge. Students from different cultures approach writing differently and they also have different schooling experiences. Develop background knowledge or explanations of unfamiliar concepts and mechanics for writing. • Describe it. Discuss and present the strategy, its purpose, benefits, and goals, and the grading rules of finished products. Consider differentiated grading scales for ELLs, depending on their level of English proficiency. Margarita Calderón & Associates, Inc.

4. The Writing Process for ELLs • Model it. Show the writing you want them to emulate. Model each phase of the strategy. • Memorize it. Ensure that students memorize the language and steps of the strategy. • Support it. Support or scaffold the student’s use of the strategy until he/ she can apply it with few or no supports. Model self-regulated learning and the use of mnemonic devices. • Ample use of student interaction. Model and implement collaborative/cooperative writing strategies to plan, draft, revise, and edit composition. Margarita Calderón & Associates, Inc.

5. ROUNDTABLE • 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. Margarita Calderón & Associates, Inc.

6. ROUNDTABLE • 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. Margarita Calderón & Associates, Inc.

7. 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. Margarita Calderón & Associates, Inc.

8. 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. Margarita Calderón & Associates, Inc.

9. 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. Margarita Calderón & Associates, Inc.

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

11. 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.

12. Tier 3 academic content specific SOCIAL STUDIES MATH SCIENCE Margarita Calderón & Associates, Inc.

13. Identify & Classify Words Margarita Calderón & Associates, Inc.

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

15. Sample Tier 2 Words & Clusters Phrasal clusters: stored energy, skim through, run your hand over, stimulus package, over the course of Idioms, social function words/clusters In your dreams. Break a leg. It’s over his head. You can lead a horse to water, but . . . I’m just looking. I’m good. I know what you mean [agreement]. If . . . then . . . The problem is solved by . . . Polysemous words trunk, power, cell, left, right, light, prime, table Margarita Calderón & Associates, Inc.

16. Sample Tier 2 Words Information-processing words apparent, assortment, assumption, basis, crucial, display, illustrate, generate, effect, affect, allow Connectors subsequently, although, as well as, however, as a result of, in order to, in contrast, for instance Sophisticated words and words to provide specificity shuddered, scrutiny, celestial, wholesome Margarita Calderón & Associates, Inc.

17. Sample Sentence Frames For example, when writing a summary, sentence starters such as these can help: ● The author is writing about ● The author is comparing ... with .... ● Three facts I learned are (1) ..., (2) ..., (3) .... ● First of all, ● One important thing is ● We read about ... and discovered Margarita Calderón & Associates, Inc.

18. 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 … Tier 2 Sub-category: Words that nest academic content Margarita Calderón & Associates, Inc.

19. Sa ELLs can begin by using connectors such as and, but, and because, … then proceed to in addition, however, and due to. Margarita Calderón & Associates, Inc.

20. Getting off to a Good Start • During a student’s initial writing phases in English, it is important to: • Focus on ideas the student has, rather than the ones he/she lacks. • Teach the vocabulary or key words you want the student to use. • Provide opportunities to interact with peers; allow joint authorships. • Set high but flexible standards. • Develop separate rubrics and criteria for each individual student and increase in complexity every three weeks or so. Margarita Calderón & Associates, Inc.

21. Contextualized Grammar • Through extensive conversations on students’ writing • For students to play with and then use in their writing • Using authentic examples from authentic texts; • Teaching about how different choices of modal verbs in argument can position the writer • Teaching about how expanded noun phrases can create great mind-movies Margarita Calderón & Associates, Inc.

22. Assessing Progress • Allow ELLs to work on one or two skills per week, focusing on proofreading and editing skills. • A rule of thumb might be to let the student write only one paragraph and use three or four new vocabulary words. • The student and teacher will increasingly target other skills to assess. Samples of work can be included in personal portfolios to track growth. Margarita Calderón & Associates, Inc.

23. Assessing Progress • Teaching vocabulary before, during, and after writing • Highlighting grammatical features to use • Providing language tools for each objective • Allocating ample time for peer interaction. Margarita Calderón & Associates, Inc.

24. Some Cautionary Notes • Graphic organizers may not be the best way to start writing. ELLs need substantial guidance for understanding graphing ideas. • When brainstorming requires rapid responses, ELLs are at a disadvantage because they need additional time to pull thoughts together into sentences. By then, the class or the group has moved on to another topic. Margarita Calderón & Associates, Inc.

25. Revising: Cut and Grow • Students will need the following: -- their compositions -- a blank piece of paper (preferably pastel-colored) -- scissors -- tape • Students cut their compositions right after their unelaborated sentence and glue it onto the colored sheet of paper. • The elaborated sentences are written on the colored sheet. Once written, the students tape the rest of their composition onto the colored sheet. • Students reread their improved compositions. Margarita Calderón & Associates, Inc.

26. Revising: • Find a simple declarative sentence in your composition, one that lacks specificity and details. • Do not choose the first or last sentence in the composition or the first or last sentences in a paragraph. • Underline the sentence that you select. • Examples of sentences: -- The girl is pretty. -- The book was interesting. -- The man was important. Dr. JAC’s Guide to Writing with Depth, Joyce Armstrong Carroll Margarita Calderón & Associates, Inc.

27. Revising by Elaborating The girl is pretty. • Have students elaborate or extend the sentence: The girl’s blue eyes contrast with her dark hair and olive complexion. When she smiles, she lights up the room. Her slim, lithe figure gracefully and confidently glides as she moves through the room. • The elaborated sentences can be written on a post-it note and affixed to the composition or they can do a “cut and grow” in order to add the elaborated sentences to their composition. • Add adjectives, adverbs, specificity, polysemous words, sophisticated words, compound sentences, etc. Margarita Calderón & Associates, Inc.

28. Add an Introduction or Lead and a Conclusion or Ending • Add an introduction that will hook the reader to the composition. • Write a conclusion appropriate to the genre and purpose of the composition. • Review the paper for errors in spelling and/or conventions. • Reread the improved composition aloud to your group. Margarita Calderón & Associates, Inc.

29. Revising: Ratiocination • Students create a chart with three columns. • Label the columns: Code, Clue, Decoding. • The students check their papers for a particular purpose, such as overuse of the “to be” verbs. • Teachers may need to do a mini-lesson before the particular skill is checked for. • Teachers should start by checking for one clue per paper and add more for different writings. • Students should have colored markers, pencils, or crayons available for this activity. • Acts of Teaching, Joyce Armstrong Carroll Margarita Calderón & Associates, Inc.

30. Chart for Ratiocination Margarita Calderón & Associates, Inc.

31. 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. Tier 1, 2 & 3 for ELLs Margarita Calderón & Associates, Inc.

32. Academic Language: Selecting 6 words to pre-teach: • Which words are going to be most important for learning this content? • Start with tier 3 – words that are content specific. • Next, find tier 2 words that nest those concepts. • 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. Margarita Calderón & Associates, Inc.

33. Math Equivalent Non-Negative Rational Numbers Margarita Calderón & Associates, Inc.

34. Equivalent Non-Negative Rational Numbers As a 5th graders, we worked with fractions. We learned about equivalent fractions which are two fractions that look different but have the same value. For example, 1/2 =8/16. We also studied relationships of fractions and decimals. Now as 6th graders, we will convert decimals to percents to fractions. Therefore we will match equivalent forms of non-negative rational numbers. Margarita Calderón & Associates, Inc.

35. Pre-teach vocabulary Tier 1 Tier 2 Tier 3 Margarita Calderón & Associates, Inc.

36. Mercantilism Aim: SWBAT describe mercantilism. Margarita Calderón & Associates, Inc.

37. Language Objective • Students will orally describe the events that helped develop mercantilism Margarita Calderón & Associates, Inc.

38. Mercantilism • During the 17th and 18th centuries, Europeans believed in an idea called mercantilism, the idea that a nation’s existence depended on power, and power depended on wealth. To gain wealth a country had to have colonies. The colonies were to provide a constant source of raw material and become markets for the manufactured goods to the country that owned them or their “Mother Country”. For example, the colonists cut down trees, these trees were sent to England where craftsmen made furniture, paper, barrels, and tools. These goods were then sent back to the colonies and sold to the colonists. The money went back to England. Margarita Calderón & Associates, Inc.

39. Pre-teach vocabulary Margarita Calderón & Associates, Inc.

40. PRE-TEACHING VOCABULARY Teacher says the word. Asks students to repeat the word 3 times. Teacher states the word in context from the text. Teacher provides the dictionary definition(s). Explains meaning with student-friendly definitions.  Engages students in activities to develop word/concept knowledge. Highlight grammar, spelling, polysemy, etc. Margarita Calderón & Associates, Inc.

41. Step 6: Student Engagement 1. criteria 2. criteria, criteria, criteria 3. Use the word in context 4. Dictionary definition 5 Student friendly definition 6. 100% student engagement: give students a football picture and a basketball picture. They select which sport is more rigorous.. What criteria did they use for making their choice. My criteria for selecting _____is_______________. 7. ??? Margarita Calderón & Associates, Inc.

42. Think-Pair-Share Buddy Buzz Come up with a long sophisticated complete sentence using the word __________________ Turn to Your Partner Margarita Calderón & Associates, Inc.

43. 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 Margarita Calderón & Associates, Inc.

44. 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 Margarita Calderón & Associates, Inc.

45. Engagement with Text – Step 2 Modeling Comprehension • Why Do Teacher Read and Think Alouds? • Fluency • Comprehension Strategies • Self-correction • Fix-it strategies Extend comprehension Teach more words M O D EL Margarita Calderón & Associates, Inc.

46. 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. Assessment & Writing Margarita Calderón & Associates, Inc.

47. EXIT PASS Name _______________________ Subject _____________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Margarita Calderón & Associates, Inc.

48. 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. Margarita Calderón & Associates, Inc.

49. Applying Bloom’s Taxonomy of Cognitive Process – 1 Margarita Calderón & Associates, Inc.

50. Applying Bloom’s Taxonomy of Cognitive Process – 2 Margarita Calderón & Associates, Inc.