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EXPEDITING COMPREHENSION FOR ENGLISH LANGUAGE LEARNERS

EXPEDITING COMPREHENSION FOR ENGLISH LANGUAGE LEARNERS. Margarita Calder ón , Ph.D. Professor Emerita , Johns Hopkins University Argelia Carreón , María Trejo, Elma Noyola , Jeanne Cantú. Learning Outcomes. Overview of on-going implementation of ExC-ELL

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EXPEDITING COMPREHENSION FOR ENGLISH LANGUAGE LEARNERS

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  1. EXPEDITING COMPREHENSION FOR ENGLISH LANGUAGE LEARNERS Margarita Calderón, Ph.D. Professor Emerita, Johns Hopkins University ArgeliaCarreón, María Trejo, Elma Noyola, Jeanne Cantú Margarita Calderón & Associates, Inc.

  2. Learning Outcomes • Overview of on-going implementation of ExC-ELL • Focus on modeling, partner reading, and formulating questions • Making teaching more efficient and effective • Answer teachers’ questions and concerns Margarita Calderón & Associates, Inc.

  3. Oracy Takes Place During Content Instruction What is the amount of time for student talk vs. teacher talk? • Pre-teaching of vocabulary • Modeling • Partner reading • Peer summaries • Depth of word studies/grammar • Class discussions • Cooperative learning activities • Formulating Questions and Numbered Heads • Round Table Reviews • Pre-writing & drafting • Revising/editing • Reading Final Products

  4. Vocabulary: Tiers 1, 2, and 3 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.

  5. How Many Words to Teach? Pre-teach 5 to 6 of the most useful words for each lesson/each subject each day. Margarita Calderón & Associates, Inc.

  6. PRE-TEACHING VOCABULARYAn Example for 2nd to 12th 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). Teacher explains meaning with student-friendly definitions. Highlights grammar, spelling, polysemy, etc.  Engages students in activities to develop word/concept knowledge. Reminds students how/when to use the word. Margarita Calderón & Associates, Inc.

  7. Engagement with TextPreparing to Read The teacher models: • Previewing the text – What does the text seem to be about and how is it organized? • Activating prior knowledge – What do I already know about the topic? • Setting the purpose for reading – What do I need to learn from the text? What are the targeted learning objectives assigned? Margarita Calderón & Associates, Inc.

  8. Partner Reading – Option 1 The teacher reads and models strategies for students to apply: • Partner A reads the first sentence. Partner B helps. • Partner B reads the next sentence. Partner A helps. • After each paragraph, partners “put their heads together” and summarize what they read. • Partners continue until they finish reading the section assigned. Margarita Calderón & Associates, Inc.

  9. Global Warming What's causing today's increased temperatures? Many scientists say that human activities, such as burning coal, oil, and other fossil fuels, are largely to blame. These activities release heat-trapping gases, such as carbon dioxide, into the atmosphere. The more these gases accumulate in the atmosphere, the hotter things get on Earth.

  10. Close and Careful Reading The teacher models responding to repeated readings: • What does it say? • What does it mean? • Why is it important? The teacher models how students should stop and reflect intermittently. Margarita Calderón & Associates, Inc.

  11. Partner Reading – Option 2 • Partner A reads a paragraph. Partner B helps. • Partner B retells what happened in the paragraph or identifies the main idea/target strategy. Partner B adds details. (The partner who reads the paragraph always retells/identifies the strategy applied. • Partners A and B alternate roles. • The teacher leads a short discussion of the page to check comprehension. Margarita Calderón & Associates, Inc.

  12. Questions and Language/Literacy Tasks • High-quality sequences of text-dependent questions should be modeled. • Questions should begin with relatively simple questions requiring attention to specific words, details, and arguments, and then move to explore the impact of those specifics on the text as a whole. • Series of questions that demonstrate students ability to follow the details of what is explicitly stated in the text. Margarita Calderón & Associates, Inc.

  13. Questions and Language/Literacy Tasks • Good questions will often linger over specific phrases and sentences to ensure careful comprehension. • Questions should also focus on inferences based on evidence from the text. • Questions should focus on building and extending knowledge. Margarita Calderón & Associates, Inc.

  14. Formulating Questions Students work in teams of four: • Construct two questions based on the specific Bloom’s level assigned to your team. • Write each question on a separate card. • Give your cards to the teacher. Margarita Calderón & Associates, Inc.

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

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

  17. Applying Bloom’s Taxonomy of Cognitive Process – 3 Margarita Calderón & Associates, Inc.

  18. Applying Bloom’s Taxonomy of Cognitive Process – 4 Margarita Calderón & Associates, Inc.

  19. Applying Bloom’s Taxonomy of Cognitive Process – 5 Margarita Calderón & Associates, Inc.

  20. Applying Bloom’s Taxonomy of Cognitive Process – 6 Margarita Calderón & Associates, Inc.

  21. Numbered Heads Together • Number off in your team from 1 to 4. • Listen to the question. • Put your heads together and find the answer. • Make sure everyone in your team knows the answer. • Be prepared to answer when your number is called. Margarita Calderón & Associates, Inc.

  22. CCSS -- Writing • Writing shows that students can analyze and synthesize sources in texts they read, presenting careful analysis, well-defended claims, ideas, and clear information. • They draw evidence from a text or text to support analysis, reflection, or research. • Short focused research projects should also be used. Margarita Calderón & Associates, Inc.

  23. High School ESL 2 Lesson Margarita Calderón & Associates, Inc.

  24. Sample ESL Lesson Margarita Calderón & Associates, Inc.

  25. High School ESL 2 Lesson Margarita Calderón & Associates, Inc.

  26. SOLUTION TREE

  27. Solution Tree Press: Item # 14BSF–BKF402 Solution-tree.com Phone 800.733.6786 FAX 812.336.7790 Margarita Calderón & Associates, Inc.

  28. www.corwinpress.com Margarita Calderón & Associates, Inc.

  29. Preventing Long-Term ELs: Transforming Schools to Meet Core Standards Paperback: $31.95, D10840-978-1-4129-7416-5 WWW.CORWIN PRESS.COM 800-233-9936 Margarita Calderón & Associates, Inc.

  30. THANK YOU!!! Wishing you great success in your endeavors! mecalde@aol.com www.margaritacalderon.org 202-368-4621 Margarita Calderón & Associates, Inc.

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