RTI Effectiveness Model for ELLsUniversity of Colorado at Boulder

Vocabulary Oral Language and Writing

How might we increase our students’ vocabulary?

What is the difference between activating prior knowledge and building background?

What are effective ways to teach vocabulary to emerging bilingual students?

What is meant by activating prior knowledge? What is meant by building background? How do they differ instructionally?

Purpose: Create environmental text that supports learning

Process: Select words that are relevant to understand the story or concepts that might be misunderstood given their use in other areas. (Herrera, Perez, Escamilla, 2010).

Example: Photo

Purpose: To make connections with unconnected texts.

Process: Small groups create groups or categories with quotes or pieces of text. Students label or name their categories. Students then talk to write… reflecting on the content and the learning process.

Example: Word sort

Purpose: Expose children to print, new vocabulary and engage children in thinking

Process: Label items in the classroom with complete sentences, highlighting the key word in another color. Use realia. Engage thinking by forming a question.

Example: Photos

Purpose: To learn vocabulary words by making connections with the words and linking them to prior experiences and background knowledge (Marzano, 2004)

Process: Small groups rotate between chart paper with pictures of key vocabulary. Each student writes what comes to mind when looking at the pictures. Students connect their ideas with the key vocabulary word/concept. (Herrera, Perez, Escamilla, 2010, p.117)

Example: video

Spelling Grammar Using first language to

make connections to the second

Word Choice Word Analysis Compare/Contrast Categorizing Inference Synonyms Drawing conclusions

100 % Student engagement

Accessible for all linguistic and developmental levels

Thinking time Speaking, Listening,

Reading and Writing Social skills Risk taking in a safe

environment Values the known to build

on the unknown Leadership opportunities

Collateral Learning Active Literacy

Vocabulary Self-Selection Personal Dictionaries Concept Definition Maps Word Generation Word Study Books Cloze sentences List-Group-Label Vocabulary Games Self-Assessment of levels of word knowledge

How might we consider the prior knowledge and experiences of emerging bilingual students when we ask them to participate in these activities?

What is the difference between activating prior knowledge and building background?

What are effective ways to teach vocabulary to emerging bilingual students?

How might we increase our students’ vocabulary?

What is the importance of developing oral language and literacy skills simultaneously?

What is critical to have in place for Emerging Bilinguals in order to meet their literacy needs?

Within a school day, what opportunities are there to have students talk and write and read?

“It is not in the best interest of students to delay instruction in writing until they have achieved oral proficiency in the second language.” (2010, p.196)

Doesn’t require instruction

Oral Language development in the first language

Requires instruction

Writing Development in the first language

Oral Language in the second language

Oral Language in the second language

Herrera, Perez, Escamilla 2010

Direct Instruction: Spelling, DOL

Interactive Instruction: Cooperative Learning

Process Instruction: Dialogue journals, writer’s workshop

Herrera, Perez, Escamilla 2010, Genesee and Riches

Purpose: Activating prior knowledge using

all 4 language modalitiesProcess: Small group One person says the word Everyone repeats the word Everyone writes the word The person who said the word

reads the word on everyone’s listExample: Video clips

Purpose: To give EBs opportunities to practice orally what they are going to write before they write it.

Process: Tell your partner what you are going to write and then write what you said.

Example: Video

Purpose: To give EBs opportunities to verbalize their thinking and listen to others’ thoughts on the topic so that they express their ideas more deeply through writing.

Process: Turn, talk, write and readExample: Student writing sample

and video

Which side do you think had the best long-term chances for victory at the start of the Civil War? Why?

Read it Say it Use it in a sentence (orally) What do you think it means? Draw it and explain your picture to

your partner. Think – Pair – Share: What type of

word is it? What rule does the word follows?

Purpose: LEA is a reading method based on students’ own language. Thus, children's own language becomes their reading material.

Process: Students as authors dictate a story about an actual experience to a scribe, who may be a teacher, a teaching assistant, a parent or community volunteer, or a tutor. Next they copy the story (or trace it), illustrate it, and read it again and again.

Example: Define the process and photos

The Language Experience ApproachJanette Klingner

Discuss the child's ideas Record the story Copy and illustrate the story Practice sentences Learn words Learn letter sounds

• Clear objectives• Learning Process defined• Establish expectations• Self and Peer Assessments

This is a sentence.this not

sentence

This is a sentence.this not

sentence

Plan together how you might incorporate LEA and other approaches in your classroom this week!

Think about integrating research and instruction while considering emerging bilingual students’ linguistic and cultural needs as you work together.

What is critical to have in place for Emerging Bilinguals in order to meet their literacy needs?

Within a school day, what opportunities are there to have students talk and write and read?

What is the importance of developing oral language and literacy skills simultaneously?

“When you talk,

you get better at writing,

When you write,

you get better at reading!”

Rosanna, 2nd grade, 1995