1 Academic Literacy Community of Practice Webinar 1: Effective Science and Social Studies...

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Academic Literacy Community of Practice

Webinar 1: Effective Science and Social Studies Instruction for ELLs

Hosted by the Center on Instruction

February 9, 2010

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Webinar 1: Effective Science and Social Studies Instruction for ELLs

Hosted by the Center on Instruction

February 9, 2010

COI Staff

• Angela Penfold, Director• Ruth Dober, Deputy Director of

Communications• Andrea Reade, Research Associate• David Francis, Director (ELL Strand)• Mabel Rivera, Deputy Director (ELL Strand)• Debby Miller, Deputy Director (Reading Strand)• Christy Murray, Deputy Director (Special Ed

Strand)• Erika Soucy, Technical Assistance

Academic Literacy Community of Practice• PURPOSES:

– Present latest research on academic literacy across a variety of content areas in grades 4-12

– Assist with interpretation of research, including implications for practice

– Help RCCs apply new knowledge to their work with SEAs

– Provide a forum for discussion and sharing of ideas, challenges, successes, and lessons learned by RCC colleagues

Academic Literacy Community of Practice• ACTIVITIES for CoP MEMBERS:

– Participate in monthly CoP calls/webinars– Read, review, or become familiar with

recommended readings prior to each webinar– Invite representatives from SEAs from both

general education and special education to participate in webinars with you (if desired)

– Participate in “next steps” in between CoP webinars, including follow-up with SEA colleagues

– Take advantage of coaching calls • This will be explained at end of today’s webinar

Schedule of EventsAcademic Literacy for ELLs in Science and Social Studies Classrooms

Tuesday, Feb. 93:00 - 4:30 ET

David FrancisLeticia MartinezColleen Reutebuch

Academic Literacy in Social Studies Classrooms (non-ELL)

Thursday, March 113:00 - 4:30 ET

Cynthia Shanahan

Adolescent Literacy Friday, April 301:00 - 2:30 ET

Don Deshler

Academic Language and ELLs

Tuesday, May 113:00 - 4:30 ET

Robin Scarcella

Current and Ongoing Research on Secondary RTI

Thursday, June 103:00 - 4:30 ET

Greg Roberts

Today’s Agenda

• Formal presentation• Question and answer session with our featured

speakers• Discussion among webinar participants,

featured speakers and COI staff• Next steps• Evaluation

Introduction to CREATE

David Francis, Director

CREATE

About CREATE

• CREATE

– A National Research and Development Center – Funded through the U.S. Dept. of Education

• Institute of Education Sciences (IES)• National Center for Education Research (NCER)

– Mission is to address specific challenges in the education of EL learners in the middle grades (Grades 4-8)

About CREATE

• CREATE is a partnership of researchers from several institutions:

Texas Inst. for Measurement, Evaluation, and Statistics, Univ. of HoustonDavid J. Francis, Coleen D. Carlson

California State University at Long BeachJana Echevarria, Catherine Richards

Center for Applied LinguisticsDiane August, Deborah Short

Harvard UniversityCatherine Snow

University of California-BerkeleyElfrieda Hiebert

The Meadows Center for Preventing Educational Risk, UT - AustinSharon Vaughn, Sylvia Linan-Thompson

Center Work Scope

Problem Focus of CREATE

• Inadequate research base on Middle School EL learners– Short & Fitzsimmons (2006) Double the Work: Challenges and

Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners

• Inadequate knowledge base on effective practices regarding comprehension and vocabulary instruction

• Limited understanding of the features of instruction that facilitate EL learners content knowledge

• Need for more effective models for delivering instruction to EL learners

• Need for the dissemination of information on Effective Practices

Focused Program of Research

• Program of research to address challenges in the education of EL learners in the middle grades (Grades 4–8) in science and social studies. – Develop research-based interventions – Test these interventions in controlled

experiments/randomized field trials with classroom teachers

– Combine them into a comprehensive package– Test the effectiveness of the combined package in

randomized experiments

• Area 1: Enhancement to Instructional Practice and Literacy Materials

• General objective is to take interventions that have proven effective with non-EL students and provide enhancements that should make them more effective for EL learners– Studies / Interventions have been conducted in:

• Teacher-guided methods to enhance vocabulary and comprehension in Science (August)

• Peer Collaborative Group Work in Social Studies (Thompson and Vaughn)

• Enhanced vocabulary instruction (Snow)

• Area 2: Studies of SIOP• General Objective is to rigorously test the SIOP

model and develop an integrated instruction model– Studies 1 & 2 (Short and Echevarria)

• Test SIOP model when implemented with real teachers provided model lesson plans in Middle School Science

• Studies to be carried out in multiple locations• Outcome focus is on concept formation in science

and language and literacy development

Leadership and Dissemination

• Today, you will learn about our current study that integrates the research across these two strands.

• Recent special issue of Journal of Research on Education Effectiveness featured the research of CREATE

• Webcasts offered in collaboration with WestEd

• Electronic Publications

– CREATE Website (www.cal.org/create)

– CREATE Newsletter

• Professional Connections

– Participation in professional meetings (IRA, AERA, TESOL, NABE)

– Annual CREATE Conference

Enhancing Vocabulary and Concept Learning

in Grade 7 Social Studies and Science Content

ClassesColleen Reutebuch

Leticia MartinezProject Coordinators

Sharon Vaughn & Sylvia Linan-Thompson, Co-PIs

Agenda

• Social Studies Intervention• Science Intervention• Q &A

English as a Second Language Techniques• Builds on best practices from SIOP

– Lesson preparation– Building background– Comprehensible input– Strategies– Interaction– Practice/application– Lesson delivery– Review and assessment

The Social Studies Intervention• Overarching activities:

– focus on big idea and concept learning– use of peer mediated learning– provide opportunities for student discourse

• Four intervention components:– explicit vocabulary/concept instruction– strategic use of video and purposeful

discussion to build concepts– use of graphic organizers and writing to

build big ideas– use of peer pairing

Vocabulary Instruction for ELLS• Vocabulary development is especially

important for ELLs because they are less able to comprehend text at grade level than their English-only counterparts (August et al. 2005)

• Strategies used with English-only students are also effective with ELLs, although we do have to adapt to their language needs

Vocabulary Strategies

There are several strategies that areespecially valuable for building ELLs’vocabulary:• Take advantage of students’ first language• Have students become engaged with the word• Provide multiple exposures to words

August et al., 2005

Prioritizing Vocabulary

• Not all vocabulary are of equal significance• Before teaching a lesson, identify about 4

words that have utility and importance

Choosing Words to Teach

Beck, McKeown, and Kucan, 2005

Tier 1 words are the most basic words that themajority of students know

Examples: state, past, warTier 2 words are high-frequencywords that are critical for content

understandingExamples: annexation, colonist, emancipation

Tier 3 words are not frequentlyused across a variety of domains

Examples: nullification, status quo

Parsing of Text by Teacher

• Parsing of text and selecting the most important content should be done during planning. Try to select and condense text by eliminating unnecessary information.

• While segmenting and parsing the text you can decide where to stop the reading in order to initiate a discussion to construct meaning

When you prepare for a lesson:• Select text to be used (and make sure to

eliminate unnecessary information)• Write a very brief summary of the content

(connected to the big idea) for sharing with students before lesson

• Select key vocabulary for pre-teaching and plan on using them in reading and follow-up activities

• Decide if you can use a video clip to support your lesson

• Formulate questions for drawing on background knowledge. Write questions that students will use before, during, and after reading.

Lesson Preparation (cont.)

• Decide how you will model reading comprehension strategy for students during read-aloud

• Plan on how to assess students learning through review activities such as completion of graphic organizers, summary statements, and class discussion as a way to wrap-up the lesson

Social Studies Lesson FrameworkDaily-1. Start the lesson with an

overview that incorporates the big idea

2. Prioritize and explicitly teach concepts/vocabulary

3. Use brief video clips to build concepts

4. Read-aloud by teacher or with student partners

5. Generate and answer questions.

6. Wrap-up with discussion, graphic organizer or activity

Weekly-

1. Review and progress monitor

2. Whole class review of quiz items and clarification/re-teaching/re-enforcement of concepts, if necessary

1. Talk about the big idea of the lesson

2. Teach pre-selected concepts/vocabulary

1. Show students concept/vocabulary transparency.

2. Pronounce the word, give Spanish cognate or translation, and define it.

3. Ask or tell students how the illustration is representative of the word.

4. Use word in two sentences.5. Use Turn & Talk prompts to help students make

connections between the unit of study and what they know.

6. Give students opportunities to encounter the word repeatedly throughout instruction.

3. Watch video clip to provide access to text

1. Introduce the video clip either before students have read the textbook passage.

2. Preview what students will watch in the video and set the purpose.

3. Students watch the video clip.

4. Conduct a brief discussion about the video.

4. Paired/teacher-led read aloud to promote academic and linguistic performance

5. Generate and answer questions

questions from assigned reading

• Who are the people living in Texas in 1835, right before the Texas Revolution begins? How did they get here?

• Why did Mexican government officials issue stricter laws on Texas settlers?

• Do you think the Texas settlers were right to go to war against the Mexican government? Why or why not?

6. Review/Assessment

1. Introduce the activity.2. Explain how students will use the activity. 3. Direct students to work on this activity in their

notebook (if the activity involves a graphic organizer, display it and clarify how to complete it).

4. Remind students that graphic organizers and other activities are used to organize the most important information (main ideas) from their lessons.

5. Make time to review students’ responses and provide feedback.

Clarifying Questions Regarding Social Studies

Instruction?

QuEST Quality English and Science Teaching

Center for Applied LinguisticsDiane August, PI

QuEST: Quality English and Science Teaching• NSF model of science instruction that includes

engagement, exploration, explanation, elaboration, and evaluation

• Language and literacy development, including writing

• Student learning strategies• Word learning (cognates, word roots, base words)• Comprehension (generating questions,

summarizing)• Motivation (based on work of Guthrie--provide lots of

hands-on experiences, give students choices) • Teacher collaboration• Professional development and mentoring

Engagement (warm-up)

Exploration, Explanation, ElaborationHands-on science activities •Guided reading•Language arts

Evaluation

QuEST Framework

Methods to Develop Academic Language in the Content of Science• Guided Reading• Writing• Word-learning strategies

–Cognates–Base words–Root words

• Academic and technical vocabulary–glossaries and assessments

• Cooperative group and partner work

Language and Science Objectives

Guided Reading–Teacher Guide

Guided Reading–Student Guide

Writing Activity–Student Guide

Word LearningStrategies

Example of a Word Learning Strategy–Cognates: Letter Differences Read the Spanish words in the list below. Next to each Spanish word, write its English cognate and circle the letters in the English word that are different than the Spanish cognate.

Spanish Cognates English Cognates

1. astronautas __________________________

2. momento __________________________

3. planeta __________________________

Selection of Vocabulary

• Use the Academic Word List to select the highest frequency general academic words

Academic Glossary

Technical Glossary

Teacher Review Cards

Vocabulary Assessment—Student Guide

Differentiating Instruction/Scaffolding• Partnering with high and low proficient

students working together, while teacher pulls group of struggling learners

• Guided reading where teacher reads the text

• Use of on-level supplementary materials for students who are more advanced

• Lots of teacher modeling– Written examples of what students have to

produce– Use of visuals prior to reading the text

About CREATE

• Find out more about CREATE’s projects and activities at www.cal.org/create

• Subscribe to the email announcement list to receive regular updates from CREATE: www.cal.org/create/join

Additional Resources

• National Literacy Panel– August, D. & Shanahan, T. (2007).

Developing literacy in second-language learners. Mahway, NJ: Lawrence Erlbaum Associates.

– August, D. & Shanahan, T. (2008). Developing reading and writing in second-language learners. Routledge, IRA, and CAL

• Optimizing Outcomes for English Language Learners: Project SAILL

• SIOP

Questions?

Discussion

How do we:

(a) equip content area teachers with the skills necessary to utilize academic literacy practices in content area classrooms?

(b) encourage content area teachers to embrace the use of academic literacy strategies in their classrooms?

Next Steps

• Your Challenge: RCC/SEA Dialogue Guide

• Optional Coaching Calls– Provided as an extra support to CoP

members

Thank You!

• Next webinar is March 11 @ 3:00 - 4:30 ET– Topic is Social Studies instruction (non-ELL)

with Cynthia Shanahan: What Social Studies Teachers Can Do to Help All Students Understand (and Like) History.

• Evaluation available at: http://www.surveymonkey.com/s/KPT7WCY

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