Margarita Calder ón & Associates, Inc.

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1Margarita Calderón & Associates, Inc.

TEACHING VOCABULARY To English Learners For Reading

And Writing Mastery

Margarita Calderón, Professor Emerita, JHU

Elma Noyola, Lead Trainer

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words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words

Academic Language:

Writing Conventions

& Skills

Writing Conventions

& Skills

Reading Strategies &

Skills

Reading Strategies &

Skills

Language Functions & Discourse

Language Functions & Discourse

Margarita Calderón & Associates, Inc.

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The Writing Process for ELLs

1.Pre-teach key vocabulary. Select key words that students will need to understand and use for writing assignments.

2.Develop background knowledge. Students from different cultures approach writing differently and they also have different schooling experiences. Develop background knowledge or explanations of unfamiliar concepts and mechanics for writing.

3.Describe it. Discuss and present the strategy, its purpose, benefits, and goals, and the grading rules of finished products. Consider differentiated grading scales for ELLs, depending on their level of English proficiency.


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The Writing Process for ELLs

1. Model it. Show the writing you want them to emulate. Model each phase of the strategy.

2. Memorize it. Ensure that students memorize the language and steps of the strategy.

3. Support it. Support or scaffold the student’s use of the strategy until he/ she can apply it with few or no supports. Model self-regulated learning and the use of mnemonic devices.

4. Ample use of student interaction. Model and implement collaborative/cooperative writing strategies to plan, draft, revise, and edit composition.

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• Clear your desks.

• Only one paper and pencil.

• Each student writes one answer and passes the paper to the right.

• Everyone must write an answer.

• Continue this process until the teacher calls time out.

• Count the number of correct responses by your team. Delete repeated words and report your numbers.


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• Write a key word from

the text and pass the paper.

• Keep writing one word at a time until time is up.

• The words must be Tier 2 or 3.


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Round 2

• Put your heads together and come up with a strategy to improve your team total.

• Apply your strategy in Round 2 of Round Table.

• Follow the same rules as for Round 1.


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Key: Teach vocabulary before, during and after students read

• Vocabulary knowledge correlates with reading comprehension.

• Reading comprehension correlates with procedural and content knowledge.

• Content knowledge correlates with academic success.

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Key: Teach vocabulary before, during and after students read

• Comprehension depends on knowing between 90% and 95% of the words in a text.

• Knowing words means explicit instruction not just exposure. Students need 12 production opportunities to own a word.

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Multiple Applications of Words

Text structure Writing strategy Signal words

Problem – solutions

• problems are identified and solutions are provided• supporting details describe the problem and solution

accordingly, answer, as a result, because, challenge, decide, fortunately, if ___then, issue, one reason is, outcome is, problem, so, solution, the problem is solved by, therefore, thus, unfortunately, trouble


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Identify and Classify Vocabulary:

Selecting words to teach before, during, and after reading:

1. Select Tiers 1, 2, & 3 from students’ texts.

2. From your explanations, for class experiments, demonstrations you will present to them.

3. From instructional activities, for class discussions during and/or after reading.

4. For the oral and written summaries of what they have learned.

5. From and for assessments.


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Tier 3 academic content specific

Square root Photosynthesis Government

Rectangle Germ Bylaws

Radical numbers

Atom Bailout

Circumference Matter Congressional

Pi square Osmosis Capital

Power Power Power

MATH SOCIALSTUDIES

SCIENCE


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Identify & Classify Words

Type of Words Tier 3 Tier 2 Tier 1

Polysemous

Phrases (bundled up words, idioms)

Cognates

Connectors & transition

Info processing

Homophones

Other


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Simple words for English speakers, but might create difficulty for ELLs due to:

• Spelling• Pronunciation• Background knowledge• Unfamiliar word• False cognate

Tier 1 for ELLs


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Phrasal clusters: stored energy, skim through, run your hand over, stimulus package, over the course of

Idioms, social function words/clustersIn your dreams. Break a leg. It’s over his head. You can lead a horse to water, but . . .I’m just looking. I’m good. I know what you mean [agreement].If . . . then . . . The problem is solved by . . .

Polysemous wordstrunk, power, cell, left, right, light, prime, table

Sample Tier 2 Words & Clusters

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Information-processing wordsapparent, assortment, assumption, basis, crucial, display, illustrate, generate, effect, affect, allow

Connectorssubsequently, although, as well as, however, as a result of, in order to, in contrast, for instance

Sophisticated words and words to provide specificityshuddered, scrutiny, celestial, wholesome

Sample Tier 2 Words

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Sample Sentence Frames

For example, when writing a summary, sentence starters such as these can help:● The author is writing about ● The author is comparing ... with .... ● Three facts I learned are (1) ..., (2) ..., (3) .... ● First of all, ● One important thing is ● We read about ... and discovered

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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 Sub-category: Words that nest academic content

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Sa

ELLs can begin by using connectors such as and, but, and because, …

then proceed to in addition, however, and due to.

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Getting off to a Good Start

During a student’s initial writing phases in English, it is important to:

•Focus on ideas the student has, rather than the ones he/she lacks. •Teach the vocabulary or key words you want the student to use. •Provide opportunities to interact with peers; allow joint authorships. •Set high but flexible standards. •Develop separate rubrics and criteria for each individual student and increase in complexity every three weeks or so.

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Contextualized Grammar

• Through extensive conversations on students’ writing

• For students to play with and then use in their writing

• Using authentic examples from authentic texts;

• Teaching about how different choices of modal verbs in argument can position the writer

• Teaching about how expanded noun phrases can create great mind-movies

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Assessing Progress

•Allow ELLs to work on one or two skills per week, focusing on proofreading and editing skills.

•A rule of thumb might be to let the student write only one paragraph and use three or four new vocabulary words.

•The student and teacher will increasingly target other skills to assess. Samples of work can be included in personal portfolios to track growth.

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Assessing Progress

•Teaching vocabulary before, during, and after writing

•Highlighting grammatical features to use

•Providing language tools for each objective

•Allocating ample time for peer interaction.

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Some Cautionary Notes

• Graphic organizers may not be the best way to start writing. ELLs need substantial guidance for understanding graphing ideas.

• When brainstorming requires rapid responses, ELLs are at a disadvantage because they need additional time to pull thoughts together into sentences. By then, the class or the group has moved on to another topic.

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Revising: Cut and Grow

Students will need the following:

-- their compositions

-- a blank piece of paper (preferably pastel-colored)

-- scissors

-- tape Students cut their compositions right after their

unelaborated sentence and glue it onto the colored sheet of paper.

The elaborated sentences are written on the colored sheet. Once written, the students tape the rest of their composition onto the colored sheet.

Students reread their improved compositions.


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Revising:

1. Find a simple declarative sentence in your composition, one that lacks specificity and details.

2. Do not choose the first or last sentence in the composition or the first or last sentences in a paragraph.

3. Underline the sentence that you select.

4. Examples of sentences:

-- The girl is pretty.

-- The book was interesting.

-- The man was important.

Dr. JAC’s Guide to Writing with Depth, Joyce Armstrong Carroll


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Revising by Elaborating

The girl is pretty.

1. Have students elaborate or extend the sentence: The girl’s blue eyes contrast with her dark hair and olive complexion. When she smiles, she lights up the room. Her slim, lithe figure gracefully and confidently glides as she moves through the room.

2. The elaborated sentences can be written on a post-it note and affixed to the composition or they can do a “cut and grow” in order to add the elaborated sentences to their composition.

3. Add adjectives, adverbs, specificity, polysemous words, sophisticated words, compound sentences, etc.


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Add an Introduction or Lead and a Conclusion or Ending

1. Add an introduction that will hook the reader to the composition.

2. Write a conclusion appropriate to the genre and purpose of the composition.

3. Review the paper for errors in spelling and/or conventions.

4. Reread the improved composition aloud to your group.


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Revising: Ratiocination

1.Students create a chart with three columns.

2.Label the columns: Code, Clue, Decoding.

3.The students check their papers for a particular purpose, such as overuse of the “to be” verbs.

4.Teachers may need to do a mini-lesson before the particular skill is checked for.

5.Teachers should start by checking for one clue per paper and add more for different writings.

6.Students should have colored markers, pencils, or crayons available for this activity.

Acts of Teaching, Joyce Armstrong Carroll

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Code Clue Decoding

Circle “to be” verbs:

is, am, are, was, were, be, being, been

• do not change• change to a vivid verb• indicates passive voice• indicates a weak

sentence• do not change if the “to

be” verb is in a quote or dialogue

Square

Make a list of every first word.

first word in every sentence

• do not change• vary sentence

beginnings

Chart for Ratiocination

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What are the differences between Tier 1, Tier 2, and Tier 3?

Chat with your buddy or your inner self and review.

Write in the question box a nice succinct definition for the 3 Tiers.

Tier 1, 2 & 3 for ELLs


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Academic Language:

Selecting 6 words to pre-teach:

1. Which words are going to be most important for learning this content?

2. Start with tier 3 – words that are content specific.

3. Next, find tier 2 words that nest those concepts.

4. Finally, select tier 1 words that students do not know and you need to teach those in order to better comprehend the tier 2 and 3 words. If none are necessary, select two tier 2 instead.


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Math

Equivalent Non-Negative Rational

Numbers


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Equivalent Non-Negative Rational Numbers

As a 5th graders, we worked with fractions. We learned about equivalent fractions which are two fractions that look different but have the same value. For example, 1/2 =8/16. We also studied relationships of fractions and decimals. Now as 6th graders, we will convert decimals to percents to fractions. Therefore we will match equivalent forms of non-negative rational numbers.


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Pre-teach vocabulary

Tier 1 Tier 2 Tier 3


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Mercantilism

Aim: SWBAT describe mercantilism.


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Language Objective

• Students will orally describe the events that helped develop mercantilism


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Mercantilism

• During the 17th and 18th centuries, Europeans believed in an idea called mercantilism, the idea that a nation’s existence depended on power, and power depended on wealth. To gain wealth a country had to have colonies. The colonies were to provide a constant source of raw material and become markets for the manufactured goods to the country that owned them or their “Mother Country”. For example, the colonists cut down trees, these trees were sent to England where craftsmen made furniture, paper, barrels, and tools. These goods were then sent back to the colonies and sold to the colonists. The money went back to England.


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Pre-teach vocabulary

Tier 1 Tier 2 Tier 3

Wealth

power

Raw materials

revenue

Mercantilism

Navigation Act

Trade

vessel

Colony

Colonists


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PRE-TEACHING VOCABULARY

1. Teacher says the word.2. Asks students to repeat the word 3 times.3. Teacher states the word in context from the

text.4. Teacher provides the dictionary definition(s).5. Explains meaning with student-friendly

definitions. Engages students in activities to develop

word/concept knowledge.7. Highlight grammar, spelling, polysemy, etc.

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Step 6: Student Engagement

1. criteria

2. criteria, criteria, criteria

3. Use the word in context

4. Dictionary definition

5 Student friendly definition

6. 100% student engagement: give students a football

picture and a basketball picture. They select which sport is

more rigorous..

What criteria did they use for making their choice.

My criteria for selecting _____is_______________.

7. ???


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Come up with a long sophisticated complete sentence using the word __________________

Buddy Buzz Think-Pair-Share

Turn to Your Partner


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• Hook the Reader• Build Background• Connect with Prior

Knowledge• Pre-teach Vocabulary

Explicitly• Preview Text with

Students• Set Purpose for

Reading

Before Reading Science, Math, Social Studies, and Language Arts


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Standards/Objectives

• State/District Science Standard/Instructional Objective Example: Interdependence of living things, climate and the environment

•Comprehension Objective: Identify main idea and supporting details


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Why Do Teacher Read and Think AloudsTeacher Read and Think Alouds??

•Fluency

•Comprehension Strategies

•Self-correction

•Fix-it strategies

Extend comprehension

Teach more words

Engagement with Text – Step 2Modeling Comprehension

M O D EL


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The ultimate proof -- at the end of each week:

Write one or two paragraphs summarizing what you learned about _______________ using as many tier 2 and tier 3 words as you have learned. Use appropriate connectors, transition or signal words. Use compound sentences or different types of clauses.

Assessment & Writing


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EXIT PASS

Name _______________________ Subject _____________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________


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• Cooperative Learning strategies -- RoundTable, Tea Party, Write-Around, 3-Step Interview, 8-Rectangles, Corners, etc.

• Word journals, Freyer graphs, semantic webs, etc.

• Games -- Jeopardy, Charades, let students invent!

• Charts, graphs, cognitive organizers, semantic maps, word webs!

• Poems, chants, songs, rhymes!

• Summaries, syntheses, story-related writing, reports, related research, personification plays, cartoons, comic books -- all should include as many of the key words as possible.

Teaching Words After Reading or for Anchoring Knowledge


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Applying Bloom’s Taxonomy of Cognitive Process – 1

THINKING PROCESSVERBS FOR OBJECTIVES

MODEL QUESTIONS

INSTRUCTIONAL STRATEGIES

(Knowledge-1)Shallow processing: drawing out factual

answers, testing recall and recognition

R

E

M

E

M

B

E

R

choose

describe

define

identify

label

list

locate

match

memorize

name

omit

recite

recognize

select

state

Who?

Where?

Which one?

What?

How?

What is the best?

Why?

How Much?

When?

What does it mean?

• Highlighting• Rehearsal• Memorizing• Mnemonics

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Applying Bloom’s Taxonomy of Cognitive Process – 2

THINKING

PROCESSVERBS FOR OBJECTIVES MODEL QUESTIONS

INSTRUCTIONAL STRATEGIES

(Comprehension-2)

Translating, interpreting and

extrapolating

U

N

D

E

R

S

T

A

N

D

classify, defenddemonstratedistinguishexplain, expressextendgive exampleillustrateindicateinterrelateinterpretinfer, judgematchparaphraserepresentrestaterewriteselect, showsummarizetell, translate

State in your own words.Which are facts?What does this mean?Is this the same as…?Give an example. Select the best definition.Condense this paragraph.What would happen if…?State in one word…Explain what is happening.What part doesn’t fit?Explain what is meant. What expectations are there?Read the graph (table).What are they saying?

• Key examples• Emphasize connections• Elaborate concepts• Summarize• Paraphrase• STUDENTS explain• STUDENTS state the rule•Why does this example…?• Create visual representations

(concept maps, outlines, flow charts, organizers, analogies, pro/con grids) PRO/CON• NOTE: The faculty member

can show them, but they have to do it. •Metaphors, rubrics, heuristics

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Instructional Sequence - For every teacher action there is a student reaction!

Teacher Students

1. Introduces concepts/vocab Provide examples, questions, usage

2. Thinks aloud to model

comprehension strategies Apply the strategies with partners

3. Reads aloud for fluency Read along silently or whisper

4. Models how to partner read Conduct partner reading for fluency

5. Monitors & records partners Partners reread to practice strategies

6. Conducts cooperative activity Work in teams to process & summarize

7. Conducts debriefing Discuss words, concepts, summaries

8. Models writing strategies Do content-related writing using vocab

9. Assesses vocabulary & content Analyze their test results and go back to learn the missing pieces

10. Assesses a second time All students should be successful

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Thank you!

[email protected]

www.margaritacalderon.org

202-368-4621

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• Calderón, M. E., (2007). Teaching reading to English language learners, Grades 6-12: A framework for improving achievement in the content areas. Thousand Oaks, CA: Corwin Press.

• Calderón, M. E. (2007). RIGOR! Reading Instructional Goals for Older Readers: Reading Program for 6th – 12th Students with Interrupted Formal Education. New York: Benchmark Education Co.

THANK YOU!!!


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• Calderón M.E. & Minaya-Rowe, L. (2011). Preventing Long-Term English Language Learners: Transforming schools to meet core standards. Thousand Oaks, CA: Corwin Press.

• Calderón, M. E. (2011). Teaching Reading & Comprehension to English Learners in K-5th. Bloomington, IN: Solution Tree Press.

THANK YOU!!!


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