EVIDENCE-BASED INSTRUCTION FOR ELS IN BILINGUAL SETTINGS

1. EVIDENCE-BASED INSTRUCTION FOR ELS IN BILINGUAL SETTINGS Margarita Calderón, Ph.D. Professor Emerita, Johns Hopkins University Argelia Carreón María Trejo Margarita Calderón & Associates Margarita Calderón & Associates, Inc.

2. AGENDA • Introduction, on-going research, and program structures for ELs. • Examples of instructional strategies that ensure academic language, close reading, and writing. • Implications for all subjects and classrooms. Margarita Calderón & Associates, Inc.

3. Clock Buddies • Draw a clock on your paper and indicate the hours: 12, 3, 6, 9. • Find one partner for each hour. Write your name on their clock and they write their name on yours. 12 9  3 6

4. Results From the Five-year Studies: IES comparison study of K-4th dual language (DL), transitional bilingual (TB), and sheltered English instruction/structured English immersion (SEI). NIH seven-year study on transfer of skills. Carnegie Corporation of New York study in 6th-12th general education teachers, ESL, SEI, SIFE, and bilingual teachers. New study in NYC on RTI and LT-ELs. Margarita Calderón & Associates, Inc.

5. Why is Vocabulary Important? • Command of a large vocabulary frequently sets high-achieving students apart from less successful ones (Montgomery, 2000). • The average 6-year-old has a vocabulary of approximately 8000 words, and learns 3000-5000 more per year(Senechal & Cornell, 1993). • Vocabulary in kindergarten and first grade is a significant predictor of reading comprehension in the middle and secondary grades (Cunningham, 2005; Cunningham & Stanovich, 1997) or reading difficulties (Chall & Dale, 1995; Denton et al. 2011). Margarita Calderón & Associates, Inc.

6. ADD % TO EACH • LT-ELs -- Long-Term ELLs (60-85%) ____ • Struggling Readers/Reluctant Readers ____ • R-ELs -- Reclassified ELLs ____ • M-ELs -- Migrant ELLs ____ • SIFE -- Students with Interrupted Formal Education ____ • SE-ELs -- Special Education ELLs ____ • HSN -- Highly Schooled Newcomers ____ Margarita Calderón & Associates, Inc. Margarita Calderón & Associates, Inc.

7. THINK ABOUT IT • How many words are your LT-ELs learning per year? • How about the struggling learners? • How about the highly-schooled newcomers? • SIFE? Margarita Calderón & Associates, Inc.

8. Key: Teach Vocabulary Before, During & After Students Read • Vocabulary knowledge correlates with reading comprehension. • Reading comprehension correlates with procedural and content knowledge. • Content knowledge correlates with academic success. • Comprehension depends on knowing between 90% and 95% of the words in text. • Knowing words means explicit instruction not just exposure. Students need 12 production opportunities to own a word. Margarita Calderón & Associates, Inc.

9. Why is Content Area Literacy Important for ELLs? Without reading instruction on content area literacy: • SURFACE COMPREHENSION: Literal comprehension; students read on their own and answer questions; questions are low-level. With reading instruction integrated into content areas: • DEEP COMPREHENSION: Critical comprehension; students learn new vocabulary continuously; associate new readings with prior knowledge; add new knowledge, discuss ideas, interpret facts and information, and apply critical thinking skills to text. Margarita Calderón & Associates, Inc.

10. CCSS -VOCABULARY PREVALENT IN COMPLEX TEXTS • Some students will have smaller tier 1, 2. 3 vocabularies when they enter the classroom. Instruction must address this vocabulary gap early and aggressively. • Provide more instruction for students with weaker vocabularies rather than offering them fewer words. • Focus on tier 2 instruction to help students access grade level texts. Margarita Calderón & Associates, Inc.

11. ORACY/RICH LANGUAGE DEVELOPMENT Oracy development occurs when teachers • Provide ELs with multiple opportunities to interact with peers about a text or what they are writing (Eads & Wells, 1989; Slavin & Calderón, 2010; Fisher et al. 2012) • Carefully plan, model, provide a psychological safety net, and scaffold in a way that makes ELs feel comfortable expressing their “English in progress”(Calderón 2011) • Create a context of the classroom that encourages voicing of understandings and misunderstandings, thereby, enriching students’ cognitive and linguistic repertoires (Fisher et al. 2012)

12. Semantic Awareness Semantic Awareness is a cognitive, metacognitive, affective, and linguistic stance toward words that the whole school should adopt. It is a mindset that word consciousness involves motivating and showing students how important it is to be learning words for every subject area. Semantic awareness helps students become more skillful and precise in word usage at many levels of complexity and sophistication. Margarita Calderón & Associates, Inc.

13. SUMMARIZE: THE MESSAGES FROM WHAT HAS BEEN PRESENTED SO FAR. 2. DISCUSS: WHAT ARE THE IMPLICATIONS SO FAR FOR YOUR CLASSROOM AND YOUR SCHOOL? Margarita Calderón & Associates, Inc.

14. Initially Following that Additionally Finally Margarita Calderón & Associates, Inc.

15. WHICH WORDS TO SELECT TO TEACH IN ALL SUBJECT AREAS IN L1 & L2? Margarita Calderón & Associates, Inc.

16. Review of Academic Language • For formal discourse between teacher-student and student-student interaction around standards/goals. • For text comprehension. • For words you want to see in their formal writing. • For success in the new tests. • For academic and economic status. Margarita Calderón & Associates, Inc.

17. Tier 2 & 3 —Subcategories • Polysemous words • Words for specificity • Sophisticated words • Connectors, transition words • Phrasal clusters • Information processing words • Cognates & false cognates when possible • Sentence & question starters & frames • Idioms, metaphors, similes, puns

18. TIER 3 – CONTENT SPECIFIC Margarita Calderón & Associates, Inc.

19. Tier 2—Subcategories Polysemous words(homonyms or homographs) across academic content areas: • fall • check • court • hand • long • pin • rest • roll • sense

20. 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 – WORDS THAT NEST CONTENT WORDS AND CONCEPTS Margarita Calderón & Associates, Inc. Margarita Calderón & Associates, Inc.

21. vary, underlying, albeit, solely, state, successive, denote, crucial, oddly, analogous, compiled, oddly, whereby, notwithstanding, forthcoming, coincide, widespread, implicit… These Await Your Students in 6th & 7th Grade Tests! Margarita Calderón & Associates, Inc. Margarita Calderón & Associates, Inc.

22. TIER 2 – PHRASAL CLUSTERS AND IDIOMS Run off Run away Break a leg Once in a while Complete sentence • Long noun phrases • Relatively easier • Stored Energy • Stimulus package Margarita Calderón & Associates, Inc.

23. TIER 2 – SOPHISTICATED WORDS FOR SPECIFICITY FOR THE WORD “TALK” • Whisper • Argue • Specify • Announce • Request • Reveal • Remark • Declare • Describe • Pontificate • Discuss • Proclaim • Shout • Scream • Converse • Communicate • Verbalize • Debate • Articulate • Question Margarita Calderón & Associates, Inc.

24. IDIOMS WITH: talk • Small talk • Sweet talk • Talk shop • Talk big • Talk sense • Talk down • Talk back • Talk over • Speak up • Pep talk • Talk your ear off • Talk in circles • Talk in riddles • Talk a mile a minute • Dance around a topic • Talking to a brick wall • Talk of the town • Spit it out • Talking point • Talk your way out of it

25. CHECK THIS OUT! • Bad check • Bed check • Check-in • Check-out • Check off • Check up on • Cross-check • Double check • Spellcheck • Checkbook • Paycheck • Checkstub • Blank check • Rubber check • Rain check • Spot check • Checklist • Checkmate

26. Spanish to English: ¡Fácil! Fácil • Facile • Facilitate • Facilitator • Facilitation Edificio • Edifice • Edify • Edification

27. TIER 2 - SENTENCE STARTERS Summarizing. Students create a new oral text that stands for an existing text. The summary contains the important information or big ideas. + This story tells about a . . . + This section is about the . . . + One important fact here is that . . . Determining important information. Students tell the most important idea in a section of text, distinguishing it from details that tell more about it. + The main idea is . . . + The key details that support that are . . . + The purpose of this text is to . . . Margarita Calderón & Associates, Inc.

28. TIER 2 - QUESTION STARTERS • Can you help me _____? • I don't understand _____. • Where is/are _____? • How do I _____? • May I ask a question? • How much time do we have for _____? • Where do I _____? • Would you please repeat that? Margarita Calderón & Associates, Inc.

29. Tier 1 Words for ELs Margarita Calderón & Associates, Inc.

30. 1 2 3 6 Summarize and Memorize the Tiers

31. Your Turn!  Select 3 words for each tier - (Tier 1, 2, 3) from the text slide.

32. Summary of Vocabulary Tiers 1, 2, 3 For ELLs 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.

33. Criteria for Selecting Words to Teach • It is critically important to the discipline. • It is critically important to this unit. • It is important to the understanding of the concept. • It is not critical but useful for ELLs. • It is not useful at this time.

34. U.S. DEPARTMENT OF ENERGY Revolution Now The Future Arrives for Four Clean Energy Technologies September 17, 2013 Lead author Dr. Levi Tillemann, Special Advisor for Policy and International Affairs Contributors Fredric Beck, DOE Wind Technology Program Dr. James Brodrick, DOE Solid-State Lighting Program Dr. Austin Brown, DOE National Renewable Energy Laboratory David Feldman, DOE National Renewable Energy Laboratory Tien Nguyen, DOE Fuel Cells Technology Office Jacob Ward, DOE Vehicles Technology Program FOR TRAINING PURPOSES ONLY. Selected sections of the article are used for illustration purposes only. The complete article may be accessed at: http://www.doe.gov/sites/prod/files/2013/09/f2/Revolution%20Now%20--%20The%20Future%20Arrives%20for%20Four%20Clean%20Energy%20Technologies.pdf.

35. Gaining Force Fordecades, America has anticipated the transformational impact of clean energy technologies. But even as costs fell and technology matured, a clean energy revolution always seemed just out of reach. Critics often said a clean energy future would “always be five years away.” This report focuses on four technology revolutions that are here today. In the last five years they have achieved dramatic reductions in cost and this has been accompanied by a surge in consumer, industrial and commercial deployment. Although these four technologies still represent a small percentage of their total market (e.g. electricity, cars and lighting), they are growing rapidly. 1

36. Identify & Classify Words

37. HOW TO TEACH WORDS IN ALL SUBJECT AREAS IN L1 AND L2? Margarita Calderón & Associates, Inc.

38. Pre-teaching Vocabulary • Not passive role – don’t ask them to look up in dictionary or define in the context of a sentence or copy from the board or to listen to the word and meaning only. • Active role – ask them to use the word with peers, apply to real-life experiences, connect with meaning used in the text. • Use of the word – in reading comprehension and discussion, and in oral and written summaries.

39. Pre-teaching Vocabulary • Try to keep teacher talk to 1 minute for the 7 steps; students’ practice to 1 minute (2 - 3 minutes per word). • 100% student participation!!! • DO NOT ask them to write, draw, guess what it means, or spend too much time giving examples that might draw students away from the real meaning. Writing and further depth of word meaning and practice can come after reading. Avoid methods that want you to take up to 20 minutes per word!

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

41. 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). Explains meaning with student-friendly definitions. Highlight grammar, spelling, polysemy, etc.  Engages students in activities to develop word/concept knowledge. Remind students how/when to use the word. Margarita Calderón & Associates, Inc.

42. Teaching Concepts/Vocabulary

43. Teaching Concepts/Vocabulary

44. Teaching Vocabulary

45. Popcorn Answers: If you are studying for a test, you need to do it persistently. What else do you need to do persistently? Choral Responses: Add seems to be faithful/unfaithful at the end of the sentence and say the whole sentence: 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. Answer and Say Why: 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 and Say the Word if you’d like to be described by the word: faithful, stubborn, awesome, awkward, impish, stern, illuminated. More Examples for Step #6

46. Your Turn to Teach Us! • Prepare to teach a Tier 2 word using the 7 steps. • Write out the steps. • Teach it to us – role play as if we were your students (3 minutes max).

47. ORACY • The ability to express oneself fluently and grammatically in speech. DISCOURSE • A formal discussion of a topic in speech or writing; • Engage in conversation. Margarita Calderón & Associates, Inc.

48. CCSS = ORACY PREVALENT IN COMPLEX TEXTS • Develop a sense of excitement about words through games, puns, jokes, word play focusing on multiple word meanings, morphology, phonology and orthography. • Use new vocabulary in rich discussions, oral and written summaries. • Students have rich rigorous conversations which are dependent on a common text. Margarita Calderón & Associates, Inc.

49. Argumentation Discourse • Purpose: share perspectives, provide evidence and claims, offer counterclaims, and disagree without being disagreeable. • Students stay on topic and think deeply about what the partner says. Partners help ELs express their ideas. • Discourse: I read… I found that on page… I disagree because… I agree with … because…

50. Discourse for Text Discussions • This is about… • I understand this is about… • I think this is about… • I liked the … • I learned a new word… • The same happened to me when… • This text is about… • I liked the part where.. • I think this means… • I don’t understand this part … • That character reminds me of … • That part reminds me of…