EngageNY.org Session 3 Beyond Good Instructional Design Basics: Specific Supports for English Language Learners 1

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Session 3

Beyond Good Instructional Design Basics:

Specific Supports for English Language Learners

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Session Objective

•Integrate oral and written English language instruction into the Skills Strand

Reading time Routines

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A FOCUS ON READING TIME IN THE SKILLS ROUTINES

Scaffolding

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Effective Methods• Use sound research-based

methods that focus on all thekey components of reading:

•Integrate oral and written English language instruction into the Skills Strand): instructional tools, vocabulary, student talk, and writing

References: August & Shanahan, 2010; Baker et al., 2014)

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comprehension vocabulary

oral reading fluency

letter naming

phonemic awareness

decoding word reading

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Overview of Key Shifts

• Academic Vocabulary: Build academic vocabulary throughout instruction

• Additional supports for ELLs: ELLs need support for acquiring vocabulary that many

English-proficient students have already acquired.

• Reading Text Closely/Text-Based Evidence: Read closely and answer a sequence of text-dependent questions

• Writing from Sources: Draw evidence from text to produce clear and coherent writing that informs, explains, or makes an argument in various written forms (e.g., notes, short responses, summaries, or formal essays)

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ACADEMIC VOCABULARY

Build Vocabulary in Context Throughout Instruction

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Vocabulary Selection: ELLs

• ELLs typically exhibit vocabulary growth rates that are similar to or surpass those of native English speakers.

• However, ELLs are often 2-3 years behind their English-speaking peers, so a large vocabulary gap remains.

• ELLs reading comprehension is impaired because they don’t know highly frequent English words that English proficient students are likely to have acquired.

The 100 most frequent English words account for about 50% of words that readers encounter in text.

The 1,000 most frequent English words account for about 70% of words that readers encounter in text.

The 4,000 most frequent English words account for about 80% of words that readers encounter in text.

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Frequency

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Seward Reading Resources: http://www.sewardreadingresources.com/img/fourkw/4KW_Teaching_List.pdf


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1st Quartile 2nd Quartile 3rd Quartile 4th Quartile

First 4000 Words List

In 1812 James Madison had a hard choice to make. Many Americans were angry with the British. Some of them were saying the United States should declare war on Great Britain. But others disagreed. They said the United States should not go to war. Madison was president of the United States. He had to decided what to do. Should he ask the U.S. Congress to declare war? Or should he try to keep the peace?

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First 4000 Words List: Analyzer Results

http://vocabularytool.airprojects.org/

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• To be successful readers, ELLs need to know words that are frequent across multiple texts (see previous slides).

• ELLs also need to know the meanings of words and phrases that are crucial to understanding the text at hand (as indexed by the text dependent questions).

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Importance to Text

Text Text-dependent Question

Key Vocabulary


What did Madison have to decide

hard choice

angry

declare war

disagree

decidekeep the peace

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• Words that are conceptually complex are more difficult to acquire.

• Conceptually complex words may require more intensive instruction.

• Conceptual complexity: Imageability Concreteness Relatedness

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Conceptual Complexity

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Vocabulary Instruction: ELLs• Teacher directed instruction

More intensive instruction for abstract words• Provide the definition in context• Provide the home language definition and cognate status• Illustrate the word• Invite students to talk about the word

• Less intensive instruction (i.e., ESOL techniques) for concrete words

• Define the word in situ• Use gestures to demonstrate the word• Show the word in illustrations from the text

• Student directed learning Glossaries Word learning strategies

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Sentence Frame: I already _________ when my ___________ asked me.

More Complex Vocabulary

Look at the picture. The player (in the red hat) is trying to catch the ball so he can tag the runner (in the blue shirt) but the runner is already on base. The runner was on base before the other player caught the ball.

Let’s talk about the word already. Already means something that happened before now. Already in Spanish is ya.

For example, my brother asked me to wash his car, but I already washed it.

Partner talk: Tell your partner about a time a family member asked you to do something, but you already did it.

Use the sentence stem: I already _______when my ________ asked me. (Call on one or two students to share their responses.) Let’s spell already. [a,l,r,e,a,d,y]What word have we spelled? [already]

Students see: The teacher says:

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Vocabulary Instruction: ELLs

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*Governess picture not in this version of the text; shown as an example.

Less Complex Vocabulary

Word ESOL Techniquebrave define in situ

He was a brave leader. This means he was ready to face pain or danger. Another word for brave is courageous.

angry demonstrate or gesture (e.g., make a happy or sad face)

Madison show a picture from the text

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Student directed learning• Glossary use• Application of word learning strategies

• Cognates, context clues, morphology, etc.• Dictionaries and digital resources

• Online: • English: wordsmyth.net• spanish.dictionary.com

• Smartphone apps: • English: SnaPanda (Android)• English: Dictionary! (Android & iPhone)• Free Spanish English Dictionary + (iPhone)• English Spanish dict. (Android)

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Glossaries

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Word Learning Strategies

Word Strategydisagree context clues

Some were saying the US should declare war.But others said the US should not go to war.

decide cognatedecidir

hard choice glossary use

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Your Turn• Turn to the Vocabulary Activity.• Note the words that have been selected for

instruction because they are high frequency or important for understanding the text.

• Complete the chart. Identify some words for teacher-directed vocabulary

instruction prior to the close read and explain why. Identify some words for teacher-directed vocabulary

instruction during the close read and explain why. Identify some words that students might learn using

student-directed vocabulary learning (think about cognates and context clues and explain why.

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READING TEXT CLOSELY/TEXT-BASED EVIDENCE

Read Closely and Answer a Sequence of Text-Dependent Questions

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Overview of Key Shifts

• Academic Vocabulary: Build academic vocabulary throughout instruction

• Reading Text Closely/Text-Based Evidence: Read closely and answer a sequence of text-dependent questions

• Additional supports for ELLs• Present text in smaller chunks• Engage students in multiple readings• Provide supplementary questions, sentence starters,

sentence frames and word banks ensure ELLs understand task demands

• Writing from Sources

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Should be standards aligned

Should have a text-based focus:

• Require the reader to go back to the text to find out what it says

• Have concrete and explicit answers rooted in the text

• Not be answered solely on personal opinion, background information, and/or imaginative speculation

See examples that follow.

Reading: All Students

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Source: Pook, D. (2012). Implementing the CCSS: What teachers need to know and do.

Text-Dependent Questions:

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Align Questions to ELA Standards

Cluster Standard Trouble with the British

Key Ideas and Details

Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text. (2.1)

How did many Americans feel about the British?

Who was Madison?

Key Ideas and Details

Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. (2.2)

What did Madison have to decide?

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Align Questions to ELA standards

*Thayer, E. L. (1888). “Casey at the Bat.” In H. Ferris (Ed.), Favorite poems old and new. Doubleday (1957).

Cluster Standard Trouble with the British

Craft and Structure

Determine the meaning of words and phrases in a text relevant to a grade two topic or subject area.

The text says “Other Americans disagreed.” What does the word disagree mean? Use the text to try to understand the meaning.

Craft and Structure

Know and use various text features to locate key facts or information in a text efficiently.

Use your glossary to find the meaning of the phrase “hard choice.”

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Source: Pook, D. (2012). Implementing the CCSS: What teachers need to know and do.

Ensure Questions Have a Text Based Focus• Requires the reader to go back to the text to find evidence.

• Cannot be answered solely on personal opinion, background information, and/or imaginative speculation.

Non-Text Dependent Questions

Have you ever been to Europe?

Who is our current president?

When is a time you sided with someone during a fight?

Text Dependent Questions

What countries in Europe were at war?

Who was Madison?

Who did some people side with?

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Reading: ELLsPresent Text in Smaller Sections• Identify two or more main occurrences within the text excerpt• Divide text into sections such that each contains one occurrence

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Occurrence 1 Occurrence 2


At the time, Great Britain was already at war with France. The two countries had been fighting for years. Most of the countries in Europe where involved in the war. Some sided with the British. Others sided with the French. The French were led by a man named Napoleon. He was a brave leader. He had beaten the British in a number of battles. Still the British kept fighting.

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Reading: ELLs

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Reading for Key Ideas and Details

• Teacher Read Aloud: The teacher reads the text aloud to demonstrate native speaker fluency.

• First Close Read: Students read the text in pairs or groups and answer questions focused on key ideas and details and vocabulary.

Annotating for Key Ideas and Details• Annotation: Students re-read the text and note vocabulary and details that they do not yet understand.

Revisiting for Craft and Structure

• Second Close Read: Students read the text in pairs or groups and answer questions focused on craft and structure.

Engage Students in Multiple Readings

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Reading: ELLs

Guiding Question: What did Madison have to decide?

He had to decide if he should ask the U.S. Congress to

declare war or if he should try to keep the peace.

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Ask Guiding Questions• Ask a guiding question for every portion of text that introduces a

main idea.In 1812 James Madison had a hard choice to make. Many Americans were angry with the British. Some of them were saying the United States should declare war on Great Britain. But others disagreed. They said the United States should not go to war. Madison was president of the United States. He had to decided what to do. Should he ask the U.S. Congress to declare war? Or should he try to keep the peace?

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Reading: ELLs

• ELLs may need additional, supplementary questions to help them answer guiding questions.

• Supplementary questions can inquire about word meanings as well as larger sections of text.

• Sequence supplementary questions to support ELLs’ understanding of the main idea.

• Make it easier for ELLs to answer supplementary questions by:

Defining key words prior to asking the question Restating phrases or sentences that will help ELLs answer the

question

• Note that supplementary questions are text-dependent!

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Ask Supplementary Questions

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Text Dependent

Sequence to

support understanding

Who was James Madison?

How did many Americans feel about the British?

What did these Americans want to do?

What did the other Americans who disagreed say the United States should not do?




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Text Dependent

Scaffold Questions

Inquire about word meanings prior to asking about sentences that use these words

The phrase not go to war means the same as ___________________________________.

Restate phrases or sentences prior to questioning

Other Americans disagreed. What did they say the United States should do?

Define key words prior to asking the question

To be angry means to be mad at or feel someone has done something wrong. Who were many Americans angry with?




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Reading: ELLs

• ELLs may need instruction that helps them understand the task demands of certain question types.

• ELLs with lower levels of proficiency may also need sentence starters, sentence frames, and/or word banks to help them answer all questions.

Omitted words in sentence frames are words that carry most meaning in the sentence.

• The level of scaffolding can and should be adjusted depending on ELL’s level of English proficiency.

Emergent level proficiency: Sentence frames and word banks Intermediate level proficiency: Sentence starters Advanced level proficiency: Word banks

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Scaffold Questions at Different Levels of Proficiency

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keep the peace British idea difficult

United States president angry not

war different decision declare war

Emergent

1. Use your glossary to find the meaning of the phrase “hard choice.”

The phrase hard choice means a ________________ ______________.

2. How did many Americans feel about the British?

Many Americans were ____________ with the _____________.

3. What did these Americans want to do?

They wanted the __________________________ to __________________________ on the British.

4. The text says “Other Americans disagreed.” What does the word disagree mean? Use other words in the text to try to figure out the meaning of ‘disagree.’ HINT: The sentences to help you both have the word war in them.

The word disagree means to have a ____________ ______________ or opinion from someone else.

5. What did the other Americans who disagreed say the United States should not do?

They said the United States should ____________ go to ___________.

_____________________________________________.

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Intermediate


Hard choice means ____________________________________.


Many Americans felt ____________________________________.


They wanted __________________________________________.


The word disagree means ________________________________.


They said _______________________________________________.

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______________________________________________________.


______________________________________________________.


______________________________________________________.


_______________________________________________________.


_______________________________________________________.

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Advanced peace declare war keep

difference angry decision

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Your Turn• Turn to Guiding and Supplementary Questions

Activity.• Create one text-dependent question and

supplementary questions for the guiding question• Ensure that the questions are

Aligned to a reading standard Text dependent Sequenced to support understanding

• Create emergent-level scaffolding for responses (i.e., sentence frames and a word bank) for each of your supplementary questions.

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WATCH VIDEO: SUPPORTING ENGLISH LANGUAGE LEARNERS IN CKLA

Identifying Accommodations

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ELL Support In Action•Turn to Video Capture Sheet•Watch Clip & look for scaffolds

defining target words in context connecting vocabulary to gestures & visuals group practice that includes repetition of target (sounds, letters,

words, phrases, & concepts) modeling that includes naming actions other

• What are the scaffolds that have been used?• What scaffolds appear in the Core Knowledge lesson

that might be incorporated into this lesson?

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Video clip: http://vimeo.com/coreknowledge/review/92624522/82109529c1

http://vimeo.com/coreknowledge/review/92624522/82109529c1


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ELL Support In Action•Watch Clip again & based on this presentation note additional scaffolds that might support ELLs

vocabulary guiding and supplementary questions additional scaffolding for responses partner work other

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Video clip: http://vimeo.com/coreknowledge/review/92624522/82109529c1



Christina Erland

Is this correct reference for clipYES

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Paired Verbal SharingPerson A: Share scaffolds in video(60 seconds)

Person B: Describe scaffolding methods in Core Knowledge lesson that are not in video (60 seconds)

A & B: Open exchange(90 seconds)

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How do these methods support learning for all students? For

ELLs?

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Paired Verbal SharingPerson A: Share scaffolds you learned during presentation that might be incorporated into this lesson to support ELLs (60 seconds)

Person B: Add additional scaffolds not mentioned by Person A (60 seconds)


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How do these scaffolds support learning for all students? For

ELLs?

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Paired Verbal SharingA and B: Review second part of model lesson


How do these scaffolds compare to those you came up with?

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A FOCUS ON ROUTINES IN THE SKILLS STRAND

Creating Scaffolds/Accommodations

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Skills Routine: Mirror, Mirror

• What target words should be defined in context

• What vocabulary should be supported by gestures & visuals

• What target words should students be encouraged to repeat.

• What should be explicitly modeled?

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http://vimeo.com/coreknowledge/review/93292696/4b2904de78



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Skills Routine: Mirror, Mirror

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• T – The first sound you will learn is the

/m/ sound. • T – We make sounds by putting parts

of our mouth like our lips and tongue into special position while breathing out air.

• T – Distributes handheld mirror to each student.

• T – Use your mirror to observe the shape our your mouth as you say /m/

• T – Is your mouth open or closed when you say this sound?

• T – Are your lips closed or opened when you say /m/?

• T –Watch your mouths as you echo these words_____.

• What target words should be defined in context

• What vocabulary should be supported by gestures & visuals

• What target sounds should students be encouraged to repeat.

• What should be explicitly modeled?

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Mirror, MirrorProcedure: • T – The first sound you will learn is the /m/ sound. • T – We make sounds by putting parts of our mouth like our lips and tongue

into special position while breathing out air.• T – Distributes handheld mirror to each student.• T – Use your mirror to observe the shape our your mouth as you say /m/• T – Is your mouth open (demonstrate an open mouth) or closed

(demonstrate a closed mouth) when you say this sound? • T – Are your lips closed (demonstrate) or opened (demonstrate)when you

say /m/? • T – I will say another sound. Watch your mouths, lips, teeth and tongue as

you echo these words_____. Sometimes you can’t see your teeth or your tongue.

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Modeling

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Mirror, MirrorProcedure: • T – The first sound you will learn is the /m/ sound. • T – We make sounds by putting parts of our mouth like our lips and tongue

into special position while breathing out air.• T – Distributes handheld mirror to each student.• T – Use your mirror to observe the shape our your mouth as you say /m/• T – Is your mouth open (demonstrate an open mouth) or closed

(demonstrate a closed mouth) when you say this sound? • T – Are your lips closed (demonstrate) or opened (demonstrate)when you

say /m/? • T – I will say another sound. Repeat or echo the sound after me. Watch

your mouths, lips, teeth and tongue as you echo these words_____. Sometimes you can’t see your teeth or your tongue.

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Defining

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Mirror, MirrorProcedure: • T – The first sound you will learn is the /m/ sound. • T – We make sounds by putting parts of our mouth(point to mouth) like our

lips (point to lips) and tongue (point to tongue) into special position while breathing out air.

• T – Distributes handheld mirror to each student.• T – Use your mirror to observe the shape our your mouth as you say /m/• T – Is your mouth open (demonstrate an open mouth) or closed

(demonstrate a closed mouth) when you say this sound? • T – Are your lips closed (demonstrate) or opened (demonstrate) when you

say /m/? • T – I will say another sound. Repeat or echo the sound after me. Now look

in the mirror. Watch your mouths (point to mouth), lips (point to lips), teeth (point to teeth) and tongue (point to tongue) as you echo these words_____. Sometimes you can’t see your teeth or your tongue.

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Gestures

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Identifying Scaffolds in Skills Routines

Your task:

1. Stand & find a partner

2. Select 1 routine (workbook pp. 23 – 35)

3. Identify scaffolds/accommodations that can be provided to support ELLs.

4. Include a rationale describing how your scaffold supports ELLs.

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Possible ScaffoldsReference this resource to identify additional scaffolds that can be made to Skills Routines in support of ELLs.

Note: We are going to share our scaffolds at the end of the session through a gallery walk

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Reflection• What are you currently doing

to support ELLs in your classroom?

• Working with Readers: What have you learned that you can apply in your classroom?

• Working with Lesson Routines: What have you learned that you can apply in your classroom?

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Documents

EngageNY.org Session 3 Beyond Good Instructional Design Basics: Specific Supports for English Language Learners 1