caution! more than good teaching

Caution! More Than Good Teaching

• Much will appear to be good teaching.

• But focused reading and writing instruction for English language requires good teaching and more.

• Good teaching for ELLs will specifically target individual academic, language, and cultural needs.

Knowledge Goals for Unit 1

• Participants will recognize the connections between language and literacy development and what it means for English language learners.

• Participants will understand the complexities of factors that impact language and literacy development for English language learners.

• Participants will discuss and understand differences between the language and literacy skills of beginning and intermediate English language learners.

Overhead/Slide 1.1

p. 25

Quick Write

What do you think are the important elements of teaching language and literacy to ELL students?

• An important element for teaching language and literacy to ELL students is ….

• I think __________ is an important element of teaching language and literacy to ELL students.

Paragraph Frame

There are several important elements of teaching language and literacy to English language learners. First, you must provide _________________. Second, teachers _______________________________.Third, _______________________________________________________. Finally, these elements in conjunction will _______________________________.

Key Concept: Literacy and Bilingualism

The curriculum for the training is based on the framework developed by María Estela Brisk and Margaret Harrington (2007) in their book Literacy and Bilingualism: A handbook for ALL Teachers.

According to these authors, teaching literacy to ELL students requires knowledge about:

• the development of literacy for bilingual students • the significance of being bilingual, biliterate, and

bicultural• the factors affecting literacy development • the knowledge needed for reading and writing

Overhead/Slide 1.2

p. 26

Key Concept: Language Subsystems

PRAGMATICS & DISCOURSE:sociolinguistic rules governing language use in communicative

context

SEMANTICS:linguistic meanings of

wordsand sentences

PHONOLOGY:the sound

system of a language

MORPHOLOGY:rules of word

formation

SYNTAX & GRAMMAR:

rules of wordorder in

sentenceFormation

Overhead/Slide 1.3

p. 27

Key Concept: Relationship among Written and Oral Language

SPEAKING WRITING

LISTENING READING

DYNAMICRELATIONSHIPS

AMONG ORAL ANDWRITTEN

LANGUAGE

PRODUCTIVE LANGUAGE USE

RECEPTIVE LANGUAGE

USE

Overhead/Slide 1.4

p. 28

Key Concept: Language and Literacy Teaching

The curriculum presented in this training reflects the view that effective classrooms for ELL students incorporate a holistic approach to language and literacy development.

Based on this approach, instruction should integrate different areas of language and literacy knowledge.

“Teachers should:1. Develop reading and writing simultaneously with

speaking and listening skills in the second language.2. Teach the English language in the context of literacy

development.3. Develop literacy while developing content

knowledge”

Brisk & Harrington, 2007, p.25

Overhead/Slide 1.5

p. 29

Connecting Language, Literacy and Content Knowledge: Talking Points

• Language and literacy learning are thoroughly connected, and enhancing language development is key to ensure ELLs’ success as readers and writers.

• The research on English language learners points out that teachers need to focus on developing oral language skills by providing rich and engaging language environments while at the same time focusing on building literacy skills.

• Instruction should include a focus on language and literacy skills; and this focus should be part of all teaching including teaching in the different content areas.

Overhead/Slide 1.6

p. 30

Examination of ELL Profiles

Concept Development: Participants will work in small groups to explore the diversity of skills and factors that influence ELLs’ language and literacy development through the analysis and discussion of diverse profiles.

Key Questions for Activity: 1. What are some of the individual and contextual

factors that can impact the language and literacy development of these students?

2. What are some of the skills, strengths, needs, and challenges that these students bring to developing language and literacy skills in English?

3. What would you say is the level of oral, reading, and writing proficiency for these students?

Overhead/Slide 1.7

p. 31-36

ELL Profiles

1. Carlos, page 312. Chen, page 323. Solange, page 344. Adriana, page 35

Activity begins on page 37-40.

Examination of ELL Profiles: Talking Points

• Importance of a sociocultural perspective of language and literacy development to consider individual and contextual factors.

• ELL students display a range of different skills and needs in their oral language skills, reading, and writing abilities.

• Intermediate ELL learners are able to display a number of important skills related to their language and literacy abilities. Nevertheless, their abilities (phonology, semantics, and syntax) are still developing.

Overhead/Slide 1.8

Knowledge Goals Unit 2

• Participants will identify the skills and knowledge a reader uses to comprehend text.

p. 47

The MarlupThe marlup was poving his kump. Parmily a narg horped some whev in his kump. “Why did vump horp whev in mh frinkle kump?” the marlup jufd the narg. “Er’m muvvily trungy,” the narg grupped.

“Er heshed vump norpled whev in your kump. Do vump pove your kump frinkle?”

Source: Goodman, K. (1996). Nonsense texts to illustrate the three cue systems: ‘A mardsen giberter for farfie,’ ‘gloopy and blit,’ and ‘the marlup.’ In Whitemore, K. & Goodman, Y. (Eds.), Whole language voices in teacher education (pp. 138-140). York, ME: Stenhouse Publishers.

Overhead/Slide 2.1

p. 48

Comprehension Questions: The Marlup

1. What did the narg horp in the marlup’s kump?

2. What did the marlup jufd the narg?

3. Was the narg trungy?

4. How does the marlup pove his kump?

5. How would you feel if your narg horped in your marlup’s kump?

Source: Goodman, K. (1996). Nonsense texts to illustrate the three cue systems: ‘A mardsen giberter for farfie,’ ‘gloopy and blit,’ and ‘the marlup.’ In Whitemore, K. & Goodman, Y. (Eds.), Whole language voices in teacher education (pp. 138-140). York, ME: Stenhouse Publishers.

Overhead/Slide 2.2

p. 48-49

Answers to Comprehension Questions: The Marlup

1. What did the narg horp in the marlup’s kump?

The narg horped some whev in the Marlup’s kump.

2. What did the marlup juf the narg?

The marlup jufd the narg, “Why did vump horp whev in mh frinkle kump?”

3. Was the narg trungy?

The narg was muvvily trungy.

4. How does the marlup pove his kump?

The marlup (probably) poves his kump finkle.

5. How would you feel if your narg horped in your marlup’s kump?

(Can’t actually answer this question.)

Overhead/Slide 2.3

The Marlup (Overview of Reflection Questions 1-4)

1. What were you able to do? Why?

2. What couldn’t you do? Why?

3. What role did your English proficiency play in your ability to read this passage aloud and answer the questions?

4. What role did your familiarity with American schooling play in your ability to read the passage and answer the questions?

Overhead/Slide 2.4

p. 50-53

Responses to The Marlup Reflection Question 1

What were you able to do? Why?

1.Able to decode

2.Able to recognize ends and beginnings of sentences, commas

3. Knew many of the words

4. Able to answer questions 1-4

5.

We know and used English phonics

Familiarity with English punctuation

Had English vocabulary

Understood that answers can be “located in the text.”

Overhead/Slide 2.5

p. 50

Response to The Marlup Reflection Question 2

What weren’t you able to do?

Why?

1. Didn’t recognize some words

Insufficient vocabulary

2. Couldn’t answer question 5

We don’t have a concept of a marlup, narg, etc. or conceptual world which they are a part

3. Could not make meaning of the text

Could not comprehend

Overhead/Slide 2.6

p. 51

The Marlup Reflection Question 3What role did your English proficiency, including speaking, listening, reading and writing, play in your ability to read the passage and answer the questions?

1. Understanding of English morphology allowed us to make inferences about which words were verbs, nouns, adjectives, etc. 2. Understanding of English syntax, sentence word order, allowed us to make inferences about meaning.

3. Used English vocabulary to understand the meaning of many words.

4.

Overhead/Slide 2.7

p. 52

The Marlup Reflection Question 4What role did your familiarity with American schooling play in your ability to read the passage and answer the questions?

1. Understand that often one can respond correctly to questions without comprehension by locating answer in text.

2. Applied morphology to make nouns plural, verbs past tense, etc., when answering questions.

3.

4.

5.

Overhead/Slide 2.8

p. 53

Crosswalk Activity - Marlup to Reading Process

Overhead/Slide 2.9

What were you able to do?

Why? Reading Process

1. Pronounce Words •Applied knowledge of English phonics•Knew most of the vocabulary

Phonemic awareness and English phonicsVocabulary

2. Read Fluently •Understand that in English print is read left to right and top to bottom•Understand that print represents words. (Concept of print.)•Knowledge of English phonics•Knowledge of sentence structure, punctuation in English.•Knowledge of most of the vocabulary

Prerequisites for reading in English

Fluency

Vocabulary

3. Answer Questions •Used knowledge of English morphology (e.g., -ed signals a verb in past tense•Used experience and familiarity with reading comprehension exercises to realize that answers can often be located and copied from text•Wrote answers in complete sentences and applied knowledge of English punctuation

Morphology

Prior school experience

Syntax

4. Write Answers •Mastery of writing system in English SyntaxPrior school experience

Crosswalk Activity cont’d -Marlup to Reading Process

Overhead/Slide 2.10

What couldn’t you do? Why? Reading Process

1. Couldn’t understand selected vocabulary?

New vocabulary. Meaning not clear from context.

Vocabulary

2. Couldn’t answer last question.

Could not make meaning.

VocabularyConcept DevelopmentBackground Knowledge

3.

The Reading Process in English

Background Knowledge

Prior experienceConceptual knowledgeCultural knowledge

Word Recognition and Fluency

Phonological awarenessPhonicsFluency

Vocabulary

BreadthDepth - Morphology - Semantic relations

Language structure

SyntaxGrammar

Engagement

Authentic purposeRelevance

Making Meaning from Text: Comprehension

Prerequisites to Reading English

1. Concepts About Print2. Alphabetic Recognition3. Oral Language Proficiency

Overhead/Slide 2.12

Process Knowledge:Strategy Use

p. 55



1.2.3.

Overhead/Slide 2.11

Implications for English Language Learners

Reflect on your experience with “The Marlup” and on the relationships suggested by the graphic The Reading Process. What are some implications for English language learners?1.

2.

3.

4.

5.

6.

7.

8.

Overhead/Slide 2.13






Vocabulary


Language structure

SyntaxGrammar

Engagement





Overhead/Slide 2.12


p. 55

Knowledge Goals

• Participants will understand the critical role of background knowledge in the development of literacy for ELLs.

• Participants will understand the cultural, conceptual, linguistic and literacy-related features of background knowledge that affect ELLs’ comprehension of text.

• Through the use of the KWL strategy and Carousel Brainstorming participants will explore ways to– Discover the background knowledge of their

ELLs– Connect English literacy instruction to the

background knowledge of their ELLs where appropriate.

p. 58

Mystery Reading Passage

• You are an ELL in a fourth grade reading class. • Your teacher has pointed out the meaning of

several “tricky words’ and directed you to figure out others through the strategy of using context clues. Nevertheless, you are struggling.

• Listen carefully to the passage. – What do you think the topic is?– What principle about reading can you infer?

Mystery Passage

With hocked gems financing him

Our here bravely defied all scornful laughter

That tied to deceive his scheme.

An egg, not a table typify an unexplored plant.

Now three sturdy sisters sought proof

Forging sometimes through calm vastness

Yet, more often over turbulent peaks and valleys.

Days became weeks as many doubters spread fearful rumors about the edge.

At last, welcome winged creatures appeared

Signifying momentous success. Dooling and Lachman, 1972, p. 216-222, quoted in Tama and McClain. (1998) Guided Reading and Writing in the Content Areas: Practical Strategies. Dubuque, Iowa.

KWL Graphic OrganizerOverhead/Slide 2.A.1

p. 59

Carousel Brainstorming Activity

• You will be reviewing a number of classroom tasks. For each task, answer the following questions:

1. What background knowledge is required to complete the task?

2. Think about the student in the profile you studied in Unit 1. How would his/her background knowledge affect the way in which he or she could complete the task?

3. Is this an effective lesson/activity for ELLs? Could it be modified to be more effective? If so how?

p. 60

Background Knowledge and Reading

• “Research into reading indicates that students use past experiences and background knowledge to make sense out of unfamiliar text. For this reason, ELLs have difficulty with texts that are culturally unknown to them, contain difficult vocabulary and complex themes, or use archaic syntax” (Anstrom, 1998).

• “Prior knowledge enables a person to read between and beyond the lines. Since what is actually printed on the page is never fully explicit but only suggested, readers must use personal knowledge to fill in the gaps and the integrate different pieces of information in the message”(Giacomo 1999).

Overhead/Slide 2.A.2

Building Background Knowledge

Based on the work of Christen & Murphy (1991), Peregoy & Boyle (2008) outline three kinds of interventions to consider when readers lack the background knowledge required to comprehend text:

1. Pre-teach vocabulary(more to come in Module C)

2. Provide experiencesa. Hands-on activitiesb. Realia and visualsc. Videosd. Web-based interactive experiencese. Etc.

3. Introduce a conceptual framework a. Graphic organizers b. Outlines


Good for Developing Language: Brainstorming for Life Cycle of the Butterfly

Butterflies

Can fly

Come from caterpillars

Make cocoons

Have wings

Live in grassy areas and gardens

Don’t biteQuiet

Do they come from

eggs?

What do they eat?

How long do they live?


Better for Developing Language: KWL Graphic Organizer for Life Cycle of the Butterfly

Know Want to Know Learned

•Have wings•Come from caterpillars•Make cocoons•Can fly•Are quiet•Don’t bite•Live in grassy areas and gardens

•How long do they live?•Do they come from eggs?•What do they eat?


Even Better for Developing Language:K-W-L with Categorization for Life Cycle of the Butterfly

How they grow

Where they live

What they do

What they look like

Do they lay eggs?How long do they live?



What do they eat?

Can flyDon’t biteMake cocoons

Have wings

LearnedWant to KnowKnow


Best for Developing Language:K-W-L with Categorization and Academic Language

for Life Cycle of the Butterfly

Do they lay eggs?How long do they live?



What do they eat?

Can flyDon’t biteMake cocoons

Have wings

LearnedWant to KnowKnow

How they growLife Cycle

Where they liveHabitat

What they doBehavior

What they look likePhysical Characteristics


KWL with Categorization

• Review your KWL chart.• Reflect on the KWL with

Categorization Strategy in which you learned how “knowledge” reflected in the KWL chart could be categorized and labeled. – Create in a small group a new KWL chart

that provides categorization. p. 61

Module B: The Role of Word Recognition Skills and Fluency in ELLs’ Comprehension of Text






Vocabulary


Language structure

SyntaxGrammar

Engagement





Overhead/Slide 2.12


p. 63

Knowledge Goals

• Participants will– Review their knowledge about phonemic

awareness, phonics, and fluency instruction. – Learn about the findings regarding instruction in

phonemic awareness, phonics, fluency instruction for ELLs.

– Examine their current practices for instruction in phonemic awareness, phonics and fluency in order to and begin to explore instructional modifications that may help to enhance the effectiveness of such instruction in promoting comprehension. p. 66


Phonemic Awareness

Phonics Fluency

What is it?

What does

instruction for English

speakers include?

What are the challenges for

ELLs?

What does the research say?

What are the

implications for instruction for

ELLs?

How can your instruction be

modified?

Overhead/Slide 2.B.1

p. 63

Word Recognition and FluencyWhat Does the Research Say? Part 1

Number of Studies Examined Type of Instruction NRP NLP

Phonemic Awareness

52

Phonics

38

5

Fluency

51 2

National Reading Panel and National Literacy Panel


Word Recognition and FluencyWhat Does the Research Say? Part 2

Findings Type of Instruction NRP NLP

Phonemic Awareness

Phonics

Explicit phonemic awareness and

phonics instruction confers an early

learning advantage for first-language

students

Findings are consistent with NRP

Fluency

Oral reading fluency

instruction had a positive impact on word recognition skills, fluency and

reading comprehension

Oral reading fluency instruction beneficial for second language

learners

National Reading Panel and National Literacy Panel


Cautions and things to consider (Part 1):

The studies “yielded results that are largely consistent with the findings for native-speaking populations. Although these results are insufficient to prove that the same instructional routines found to benefit native speakers are equally effective with English language learners, they in no way contradict this” (Fitzgerald, 1995a, 1995b in August et al., 2008, p. 145).


Cautions and things to consider (Part 2):

“When comprehension was included, the studies were less likely to find benefits from the instruction. Also when reading improvements were observed, they were less pronounced if reading comprehension was included in the battery of measurements. Overall the effects observed in these studies were somewhat smaller that those reported for the comparable National Reading Panel studies” (August et al., 2008, pp. 145-146, emphasis added).


Take-Home Message

“Phonics shows students how to decode, which helps them as long as the words they are trying to decode are in their oral language repertoire. English-language learners may lack oral language counterparts of the words they decode; under such circumstances the impact of phonics on text comprehension will be more variable and less certain. The same could be said of oral reading fluency instruction and comprehension instruction, both of which show substantial impacts on the reading comprehension of native English speakers, but a much smaller impact on English-language learners. Both of these may work better when students have a greater facility with oral English”

(August et al.,2008, p. 146, emphasis added).


Jigsaw Method

• Stage 1– Class is divided into Home Groups – Each Home Group has the same number

of members as there are sections of the reading - 4

– Each member has a number which indicates his/her expert group

• Stage 2– Expert Groups are organized by number– Each Expert Group reads its designated

section of the reading


Jigsaw Method

• Stage 3– Everyone returns to Home Groups – Each “expert” shares while others

write/learn/ask clarification questions.

• Stage 4– Each person held personally

responsible for all information through some type of writing or reporting activity.


Jigsaw with Several Home Groups

Group A1 2 3 4 5

Group B1 2 3 4 5

Group C1 2 3 4 5

Group A1 2 3 4 5

Group B1 2 3 4 5

Group C1 2 3 4 5

4 4 4 5 5 53 3 32 2 21 1 1


Modified Jigsaw with the Classas the “Home” Group

ClassDivide into 3 groups.

Phonemic Awarenes

s

FluencyPhonics

Class


The Importance of Oral Language Development

“It is not enough to teach language-minority students reading skills alone. Extensive oral English development must be incorporated into successful literacy instruction. The most promising instructional practices for language-minority students bear out this point: Literacy programs that provide instructional support of oral language development in English, aligned with high-quality literacy instruction are the most successful” (August, et. al, 2008, p. 4, emphasis added).


Language Experience Approach

Purpose• To build a scaffold from oral to written

language• To develop reading (and writing)

through the use of students’ own language, thoughts and ideas

Brisk and Harrington, 2007, p. 74


Language Experience Approach

Procedure(Note: Can be used with individual or group)

Help student(s) choose the topic or “experience” and determine authentic purpose/audience

Discuss topic with student (scaffolding language)

Have the student(s) dictate while you (the teacher) write (scaffolding literacy)

Re-read the entire story Let the student(s) read the story Use the LEA text for instruction in phonics


How Does LEA Help Develop Word Recognition Skills?

The association of phonemes to graphemes is embedded in known words in a context that is authentic and meaningful for students. Instruction in specific phonics skills using LEA texts therefore ensures the connection between phonics and word recognition and ultimately making meaning from text.


LEA Scaffolds

Experience

Oral Language

WrittenLanguage

ScaffoldedConversation

(With Teacher)

Teacher Scribes(Takes dictation)


Kinds of LEA*

1. Individual Piece

2. Class/Group Piece

(One sentence or page per student)

3. Class/Group Piece

(Joint construction of entire piece)

* Book, essay, article, poem, song, letter, speech, etc.

(Should be authentic and purposeful)







Vocabulary


Language structure

SyntaxGrammar

Engagement





Overhead/Slide 2.12


p. 69

Knowledge Goals

IntroductionThe training activities in Module C are designed to build

teacher awareness of the vocabulary needs of ELLs at the elementary level, and introduce examples of best practices and strategies for the classroom.

Knowledge Goals for Module C• Participants will develop awareness of the importance of

vocabulary for comprehension of texts and for participation in academic activities.

• Participants will learn about different levels of word knowledge and recognize the need for explicit instruction and multiple encounters with a word as necessary for students to learn new words.

• Participants will learn diverse strategies for teaching vocabulary.

Overhead/Slide 2.C.1

p. 77

Module C: Strategies for the Classroom

Participants will be able to employ several strategies that help ELLs build vocabulary in their particular content area for the purpose of improving English reading comprehension. Strategies include:

Read Alouds Cognate Awareness Four Square Vocabulary Vocabulary Connections Vocabulary Log Word Wheel

Note: The strategies in Module C are by no means an exhaustive set of vocabulary-learning strategies, but they represent a sample of those that help build vocabulary for ELLs to improve reading comprehension.


p. 78

Vocabulary Knowledge and ELLs

• Vocabulary development has been identified as an important and challenging area of language and literacy development for ELL students (August & Shanahan, 2006)

• ELLs’ level of vocabulary knowledge has been shown to be an important predictor of reading ability (fluency), comprehension, and achievement on reading assessments (Hickman et. al, 2004).

• Students reading in their first language have already learned on the order of 5000-7000 words before they begin formal reading instruction in schools (Biemiller & Slonim, 2001).

• ELLs must not only close this word knowledge gap but try to keep pace with native speakers. ELLs with a strong education background acquire words at a faster pace.

• ELLs need to develop a vocabulary that includes high-frequency words along with special academic content words (Perogoy & Boyle, 2008)


Vocabulary Tier Model – Beck, McKeown, & Kucan (2002)

Three Tiers of Vocabulary • Tier 1 – Basic words that are usually learned

without explicit instruction (e.g., baby, clock, bed, run)

• Tier 2 – High-frequency words found across a variety of domains (e.g., coincidence, absurd, fortunate, exaggerate,

scampered)

• Tier 3 – Low-frequency words, often limited to a specific domain (e.g., isotope, peninsula, lava)


True or False

• To comprehend a text without help, a student needs to understand about 95 percent of words.

Overhead/Slide 2.C.5.a

True or False

• To comprehend a text without help, a student needs to understand about 95 percent of words (Nation, 2001 as cited in Peregoy & Boyle, 2008, p. 203).

True

Overhead/Slide 2.C.5.b

True or False

• The probability of acquiring an unknown word incidentally through reading is only about 15%.

Overhead/Slide 2.C.5.c

True or False

• The probability of acquiring an unknown word incidentally through reading is only about 15% (Swanborn & de Glopper, 1999).

True

Overhead/Slide 2.C.5.d

True or False

• Research indicates that at least 8 encounters with a new word are necessary for acquisition.

Overhead/Slide 2.C.5.e

True or False

• Research indicates that at least 8 encounters with a new word are necessary for acquisition; this number can vary among individuals and situations, depending on several variables (Swanborn & de Glopper, 1999).

True

Overhead/Slide 2.C.5.f

The Role of Vocabulary in ELLs Comprehension of Text

• What are some of the challenges or possible sources of difficulty that ELL students might experience in learning English vocabulary?

p. 79

Concept Development Activity #1: Brainstorm Vocabulary Challenges for

ELLs

Talking Points• Words with multiple meanings can be a

challenge for ELLs. For example, table, in everyday life is a noun referring to a piece of furniture, in math it is a noun that can mean multiplication table, in social studies it could refer to a table that compares populations, in science it can mean a periodic table, weather chart/table, or a water table.


Talking Points continued

• Orthography (laughed, Wednesday)

• Acoustic similarity (equality, a quality)

• Same sound, different spelling, different meaning (eye/I)

• Sam sound, same spelling, different meaning (scale/scale)

• Word length (encyclopedia)• Syntactic class (The mystery

person, mysterious)• Cultural meaning (family,

desegregation)

• False cognates (embarrassed/embarazada)

• Figurative language and Idioms• Pronounceability (herbivorous,

hypothesis)• Compounding (candy apple red)• Blending (brunch, chocoholic)• Acronyms (AIDS, MCAS)• Abbreviations (FBI, BPS)• Clipping (Prof, math)

(Brisk & Harrington, 2007, p.132)


Vocabulary Challenges for ELLs Include:

Experiencing New Vocabulary

• As you read the passage on page 80. Consider the following: – Make note of the words you are able to

understand. – Keep in mind the strategies you used to

gain understanding. – Make notes on page 81 of your ideas.

p. 80-81

Cognates

• Cognates are words in two languages that are similar or identical in spelling, pronunciation, and meaning. – Spanish

• Telephone (teléfono)

– German • information (information)

What cognates did you recognize in the text?

p. 82

Planning a Read Aloud to Teach Vocabulary

• In your assigned small groups, choose a book.

• Plan a read aloud using the template provided. – Remember to choose tier 2 words for

direct, explicit instruction. – Not all can be taught. Some words will

just be explained. p. 83-85

Vocabulary Strategies

• Choose one of the words from your read aloud and apply one of these vocabulary strategy.– Vocabulary log (p. 263)– Four square vocabulary (Frayer Model) (p.

212)– Vocabulary connections (p. 260) – Word Wheel Procedure (p. 271)

Wrap Up

Talking Points• These strategies represent a sample of those that

help build vocabulary for ELLs and improve reading comprehension.

• Context: Teachers might select a different strategy depending on the context and goals of the lesson/activity, the particular word, their teaching, the grade level and background of the students in their classrooms.

• Selection of words: There is no one prescription for selecting words to teach. In general, teachers should plan on selecting words for explicit teaching in particular lessons, but also think of embedding vocabulary teaching throughout their curriculum.


Wrap Up continued

Talking Points continued• Key vocabulary: Key vocabulary needs to be

identified prior to teaching the lesson. Identifying and teaching new vocabulary on the fly is less effective than mindfully selecting the words to pre-teach and planning how to teach them (August, Carlo, and Snow, 2005).

• Reinforcement and repetition: The target words will need reinforcement during the lesson and in following days for students to make them a permanent part of their vocabulary. Ideally, to further reinforce them, students will have the opportunity to use these words, both orally and in writing.







Vocabulary


Language structure

SyntaxGrammar

Engagement





Overhead/Slide 2.12


p. 97

Knowledge Goals

• Participants will– Recognize how syntax, grammar,

and discourse (language structures) interact with other important features of the reading process, notably vocabulary and comprehension.

– Understand how the development of language structures among ELLs differs as a function of both first and second language proficiency.

p. 100

Introduction to the Module

• Translate the two sentences from German to English.

• With a partner, review your responses and make any changes.

• With your partner, describe what distinguishes translating sentence 1 from sentence 2.

p. 101

Talking PointsIntroductory Activity

• First language skills are helpful in second language comprehension

• Second language comprehension is often mediated by syntactic and grammatical complexity

• Promote students’ activation of L1 knowledge

• Think-pair-share in combination with quick writing is often very effective

Overhead/Slide 2.D.1

What do you think?

• Syntax• Grammar• Use the graphic organizer to discuss

the words morphology and discourse.

p. 102

Syntax

• Rules for combing and ordering words and other sentence elements, such as phrases and clauses to form grammatical sentences.

Handout 2.D.1

Morphology

• The study and description of how words are formed. There are three basic types of morphology: – Inflectional morphology includes plural and

grammatical endings. Inflectional morphology does not change the part of speech of the base word.

– Compound morphology describes tow existing words that are combined to form a unique word.

– Derivational morphology is the use of prefixes and suffixes to change a root word to a new, but related in meaning, part of speech.

Handout 2.D.1

Grammar

• The study or parts of speech, morphology, and syntax and their functions and relations in sentences.

Handout 2.D.1

Discourse

• A way of using language in a particular context.

• Gee (1989) describes discourses as ways of “being in the world: they are forms of life which integrate words, acts, values, beliefs, attitudes and social identities as well as gestures, glances, body positions, and clothes.

Handout 2.D.1

Talking PointsSyntax, Grammar, Morphology, and Discourse Defined

Throughout this module and across the training, we will be thinking about the important role of syntax, grammar, morphology, and discourse and how these structures affect the ways in which ELLs understand the texts they are given to read.


Scaffolding Strategy: Reformulation

• Reformulation is incorporated into the classroom by having a native writer rewrite a learner’s piece preserving all the learner’s ideas, but making it sound as native like as possible.

• The strategy lends itself to small group or during conference time.

• The most important aspect is the discussion about language. Strategy

explained on p. 242.

Reformulation

• Read the writing sample to the prompt, “What does the Pledge of Allegiance mean to you?” of a 4th grade Spanish speaking ELLs.

• Use your understanding of syntax, morphology, grammar, and discourse to determine which structures are strongest and weakest.

• Reformulate you assigned sentences in your small group.

p. 103

Reformulation

• What the pledge of allegiance means to me is that it’s showing the people of our country that we care. – What aspects of syntax, grammar,

morphology, or discourse are strongest and weakest?

– How would we rewrite his sentence keeping the same idea.

p. 104-106

Talking PointsSCAFFOLDING STRATEGY: Reformulation

• Reformulation can be very helpful for showing ELLs how their writing can be rendered in the academic discourse that is required of school.

• It is important to reformulate thinking specifically of syntax, morphology, and grammar in the service of discourse, making sure to preserve the student’s original ideas.


Morphology Mapping Strategy

• Students use this graphic organizing activity to understand how words are related to one another, from a semantic (synonym/antonym), morphological (word derivations, context sentences) and grammatical (part of speech) perspective.

Strategy explained on p. 233.

Morphology Mapping Strategy

• With a partner, complete the Morphology Map using one of the following words: danger, interest, or perfect.

p. 107

Word: _____________

Related Words Derived Words

Synonyms Antonyms Nouns Verbs Adjectives

Adverbs


Talking Points

• Morphology mapping is most useful as a means of working with words that appear in texts the students are reading.

• Morphology mapping allows children to draw a deeper understanding of how words relate to one another, and

• The subsequent part-of-speech activity is a means by which to draw students attention to how altering words affects grammar and syntax

• Overall, the activity is intended to increase word consciousness among students as they prepare to read.

Overhead 2.D.5

Module E: The Role of Engagement in ELLs’ Comprehension of Text






Vocabulary


Language structure

SyntaxGrammar

Engagement





Overhead/Slide 2.12


p. 109

Knowledge Goals

• Participants will– Understand the link between immigration,

language acquisition, and engagement. – Become familiar with the importance of

providing multiple means of representation of information.

– Understand ways in which students can be provided multiple means of expressing what they know.

p. 111

Introduction

• Consider the phenomenon of bilingualism and immigration; and with a partner, quickly discuss and/or write a short definition of each of the 4 terms below.

• Bilingualism– Elective bilingualism – Circumstantial bilingualism

• Immigration– Sending context– Receiving context

p. 112

Key Terms

Elective bilingualism: Choosing to learn a second (or third,

fourth, etc.) language for any number of purposes.

Circumstantial bilingualism: Required learning of a second

(or third, fourth, etc.) language due to circumstances that

were not chosen by the language learner.

Sending context: For immigrants, the conditions under

which life occurred prior to emigrating to the new country.

Receiving context: For immigrants, the conditions

under which life in the new country occurs.

Overhead/Slide 2.E.1

Introduction

• Recall the four case studies from Unit 1. Fill out the chart for each students.

• Consider, “How might these aspects of the students’ lived experiences impact their affective stance toward school?”

p. 113

Carlos Chen Solange Adriana

Type of BilingualismElective Circumstantial

Immigration StatusImmigrantUS-Born

Age of Arrival

Sending Circumstances(positive, negative, neutral)

Receiving Circumstances(positive, negative, neutral)

L1 Literacy Development(strong, average, low)

p. 114

Talking PointIntroductory Activity

Where students come from, why they are here, and what they have experienced plays a profound role in their affective stances toward schooling.


Multiple Means of…

Representation

Content information can be expressed in multiple ways so that the same information can reach a broader range of learners.

Expression

Learning can be expressed in multiple ways so that a broader range of learners can communicate their knowledge in distinct modalities.


Thinking about Representation and Expression

ReflectionWhat are some examples of work you have done in your classrooms that incorporate some of these different modalities for learning?


Ways to Represent Content

Written textSpoken textIllustrations

Media representationsOrganization of information

(graphic organizers)OTHERS?

Ways to Express Learning

SpeakingDrawing WritingActing

Computing Video

OTHERS?

Multiple Means of Representation and Expression

Description of Activity or Assessment

Alternate Forms of Representation or Expression

p. 114

Talking PointMultiple Means of Representation and Expression

• Information can be represented in different ways, which is important for expanding comprehension and engagement.

• Allowing children to express what they know in modalities they find familiar allows them to concentrate on synthesizing information, rather than being distracted by an unfamiliar modality.

• When kids experience success in comfortable and creative situations, engagement rises.







Vocabulary


Language structure

SyntaxGrammar

Engagement





Overhead/Slide 2.12


p. 117

Knowledge Goals

• Participants will learn diverse strategies to support comprehension while reading.

• Participants will learn characteristics of effective comprehension strategy instruction.

• Participants will bring together the knowledge gained through the training in reading by engaging in an analysis of a reading activity/lesson.

p. 121

Unit 2 Module FKnowledge Goals

• Participants will learn how to apply the following instructional scaffolds to introduce ELLs to reading comprehension strategies:

- Anticipation Guides (Group A)- Graphic Organizers (Group B)- Reader-Generated Questions (Group C)

• Participants will reflect on the effectiveness of using strategy instruction to support comprehension.

Overhead/Slide 2.F.1

Five Strategies to Improve Text Comprehension

1. Monitoring comprehension

2. Using graphic and semantic organizers

3. Generating and answering questions

4. Recognizing text structure

5. Summarizing


p. 131

Effective Strategy Instruction…

• Is explicit (or direct).Steps include:

a. Direct Explanationb. Modelingc. Guided Practiced. Application

• Can be accomplished through cooperative (and/or collaborative) learning.

• Helps students use strategies flexibly and in combination.


p. 131

Anticipation Guides

• Anticipation Guides help students learn to activate background knowledge and make predictions and set purposes for reading. The challenge for teachers with the construction of anticipation guides is making sure to focus in on the relevant information in the text.


Graphic Organizers

Graphic Organizers help students understand how knowledge (or new information) is organized. The challenge for teachers is to make sure that the graphic organizer used for a particular text is a good match. In order to do this, teachers need to teach students how to use a wide array of graphic organizers.


Reader Generated Questions

Reader-Generated Questions help students learn to generate questions and make predictions. The challenge in some texts would to find pictures to prompt questions. However, the method can use text headings or sub-headings as prompts as well.Strategy

explained on p. 239.

Please present:

• A description of your scaffold

• How the scaffold helped your comprehension

• What reading strategy the scaffold helped you use


Putting It All Together

1. Working with a partner, examine one reading activity from the reading program

2. In order to apply what you’ve learned about the reading process for ELLs, analyze how background knowledge, word recognition, vocabulary, language structure and engagement are addressed (or not) to promote comprehension.

p. 132

Putting It All Together, cont’d

3 Based on your analysis, decide how the activity/lesson can be adapted to provide more effective instruction for ELLs. (Instruction that leads to making meaning from text-comprehension.)

4 Briefly summarize your analysis and your ideas on a poster.

5 Post the poster paper on the wall.6 Participate in a ‘Thought Museum’ by viewing

the posters of your colleagues and writing comments ( in post-its) that are then attached to the individual posters.

p. 132

Talking Points

• Curricula often privilege certain literacy skills over others.

• Many individual activities emphasize word level skills and neglect comprehension of connected text.

• Curricula are often designed with native English speaking populations in mind, and need to be modified to meet the needs of culturally and linguistically diverse students.

• Modifications often need to be made with respect to time allotted to different literacy skills depending on their importance in the comprehension process, and the proficiency level of the students.

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