Working with English Learners and Culturally and Linguistically Diverse Students

1. Getting the Best Out of Students Working with English Learners and Culturally and Linguistically Diverse Students Presented by Marie Flood and Amy Pope

2. AGENDA • How Much Do You Really Need To Know? • LTLL’s (Another Acronym) • Biggest Bang For Our Buck • Vocabulary • Context Clues

3. Vocabulary Knowledge Learning, as a language based activity, isfundamentally and profoundly dependent on vocabulary knowledge(Baker, Simmons, & Kame’enui, 1998).

4. Vocabulary How Many Words Do Students Need to Know to Understand Content? Please read the passage from Harris, C. H. Curriculum Based Assessment: A Primer

5. Surprising Facts about Vocabulary Possessing the capacity to learn unfamiliar words requires a student to know almost all the other words in the text. Indeed, if students don’t know at least 95% of the words in a text, comprehension of the main points is likely to be inadequate (Strategic Education Research Partnership, 2008).

6. How The Brain Acquires Language Video • https://www.youtube.com/watch?feature=player_detailpage&v=qRRiWg6wYXw#t=98

7. Brain Overload Brain has an intrinsic mechanism for shutting down input when it needs to (Eric Jensen 2008)

8. Teaching is not easy!!!!! Not only that our students forget information….

9. Memory Research Using textbook material in a study of 3,605 6th grade students, H. Spitzer found that the rate of forgetting: • After one day 46% forgotten • After seven days 65% forgotten • After 14 days 79% forgotten • After 21 days 82% forgotten

10. Implications Students need processing time. Teaching new content may require processing time of 2-5 minutes every 10-15 minutes. 10:2 Lecture (Brechtel, 2001) After every ten minutes of instruction students spend two minutes discussing what they have learned.

11. Elbow Up! Tell us What You have Learned So Far-

12. How We Teach Student Survival Skills What happens first in a period of time and what happens last are usually the longest remembered. What happens just past the middle is often the 1st to be forgotten. BeginningEnd Research for Better Teaching – www.rbteach.com

13. Memory Research At the beginning of class, review important ideas. Get students actively involved in the middle. Select important ideas from the middle of the period and include them in the summarizing at the end. Research for Better Teaching – www.rbteach.com

14. Why 95% Vocabulary Accuracy? This passage has 16 occurrences of six unknown words, or 93% known words, making it impossible to comprehend. Therefore, teaching unknown vocabulary to students is imperative!

15. Vocabulary Vocabulary is essential to students’ academic success but what words should we choose and what strategies should we use to teach them?

16. Shift 1: Balancing Informational & Literary Text • Shift 2: Knowledge in the Disciplines • Shift 3: Staircase of Complexity • Shift 4: Text-based Answers • Shift 5: Writing from Sources • Shift 6: Academic Vocabulary

17. College and Career Readiness Anchor Standards for Language • L.CCR.4: • Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, andconsulting general and specializedreference materials, as appropriate. • L.CCR.5: • Demonstrate understanding of figurative language, word relationships, andnuances in word meanings.

18. College and Career Readiness Anchor Standards for Language • L.CCR.6: • Acquire and use accurately a range of general academicand domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word of phrase important to comprehension or expression.

19. College and Career Readiness Anchor Standards for Language • L.CCR.4: • Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, andconsulting general and specializedreference materials, as appropriate.

20. Context Clues • Match the Clue • Please read your cards and decide what type of context clue helped you to understand the meaning of the underlined word. • Place the cards under the appropriate headers: Definition, Synonym, Antonym, Example, General, or NCAA (No Clue At All). Adapted from the Florida Center for Reading Research, 2007

21. Answers • Definition: 6 • Synonyms: 3 • Antonyms: 4 • Example: 5 • General: 2 • NCAA: 1

22. Degrees of Meaning • Students work with partners or small groups • They arrange words with similar meaning in a continuum from least to most • Students share their final results with the classand explain their reasoning Most Least

23. Sediment (Particle) Sizes

24. Answers

25. Winds

26. Answers

27. Vocabulary http://vimeo.com/27077248 http://www.schooltube.com/video/f5579f0c03224cc487b7/

28. Vocabulary Instruction According to Isabelle Beck, words may be categorized into three levels: • Tier 1: High Frequency • Tier 2: General Academic - frequently occurring words across a variety of domains • Tier 3: Domain Specific - specialized vocabulary

29. Tier 1: High Frequency Words Most commonly used words:

30. Tier 2 and Tier 3 Tier 3: Domain Specific - specialized vocabulary. Words typically associated with a content area or topic: • evaporation • peninsula • isotope • refinery Tier 2: General Academic - frequently occurring words across a variety of domains: • complex • identify • coincidence • absurd

31. Sorting Activity • With your partner, please place the following words under the appropriate Tier:

32. Answers • Tier 1: come, there, book, could • Tier 2: relative, analyze, establish, expectation, vary, itemize • Tier 3: impressionism, lava, photosynthesis, legislature, circumference

33. College and Career Readiness Anchor Standards for Language • L.CCR.6: • Acquire and use accurately a range of general academicanddomain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word of phrase important to comprehension or expression. • General academic: Tier 2 words Vessel: • a ship or large boat (Social Studies) • a hollow container, esp. one used to hold liquid (Science) • Domain – specific: Tier 3 words • photosynthesis • peninsula

34. Give One, Get One, Move On • A sheet of paper is divided into a given number of boxes. • Students individually fill in two or three of the boxes with ideas they want to remember, key points, etc. • Afterwards, they get out of their seats and walk up to someone to “give an idea away” and get an idea. • After the exchange, students move on to another partner to share their idea and to collect a new one. • Students return to their desks for a whole class discussion.

35. Vocabulary • Students need repeated exposures and repeated opportunities to connect and authentically use the new words over time – in writing, in reading, and in talking and listening. Lasting learning needs cohesion and reinforcement. As a student once asked, “Once you know a word, then what?” We must teach students how to use the word (Zwiers and Crawford, 2011). • Most typically developing children need to encounter a word about 12 times before they know it well enough to improve comprehension (Biemiller; Nagy, & Anderson).

36. Brain Research How much do students retain from instruction? Average Retention Percent after 24 hours How the Brain Learns, Dr. David A. Sousa