go to strategies

8/19/2019 Go to Strategies

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The GO TO Strategies:

Scaffolding Options for Teachers of

English Language Learners, K -12

by Linda New Levine, Laura Lukens, and Betty Ansin Smallwood

Developed as part of Project EXCELL (EXceptionalCollaboration for English Language Learning), a partnership

between

the Universit of !issouri"#ansas Cit

and $orth #ansas Cit %chools

under a &'' $ational Professional Developent *rant

fro the U+%+ Departent of Education P $uber -./0$''1.2


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-his docuent a be reproduced and distributed without perission, either in part or as a

whole+ 3owever, no changes can be ade to this docuent+ 4nd no portion of this docuent,nor this docuent in its entiret, a be reproduced in an other docuent or publication, in anediu, without perission in writing fro the authors+ 4ll in5uiries should be addressed toLaura Lu6ens, $#C% ELL Progra Coordinator, eail7 ll u6 e ns8n6 c shools+org

-he *9 -9 strategies and this docuent were developed under Project EXCELL (EXceptional

Collaboration for English Language Learning), a partnership between the Universit of!issouri:#ansas Cit and $orth #ansas Cit %chools with funding fro a &'' $ational

Professional Developent *rant fro the 9ffice of English Language 4c5uisition (9EL4) of

the U+%+ Departent of Education (ED), P $uber -./0$''1.2+ -he Center for 4ppliedLinguistics provided professional developent and technical assistance for Project EXCELL+

-he opinions e;pressed in this paper do not necessaril reflect the positions or policies of 9EL4

or ED+

ecoended citation in 4P4 stle7

Levine, L+ $+, Lu6ens, L+, < %allwood, =+ 4+ (&'.1)+ The GO TO strategies: Scaffoldingoptions for teachers of English language learners, K-12. >or Project EXCELL, a partnership

between the Universit of !issouri" #ansas Cit and $orth #ansas Cit %chools, funded b the

U% Departent of Education, P $uber -./0$''1.2+ 4vailable online atw w w+ ca l+ o r g ?e ; ce ll+

mailto:[email protected]://www.cal.org/excellhttp://www.cal.org/excellhttp://www.cal.org/excellhttp://www.cal.org/excellhttp://www.cal.org/excellmailto:[email protected]


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Table of Contents

@+ 9verview of the *9 -9 %trategies &

@@+ %trategic -eaching and Learning *uided b the >ive Principles of

@nstruction for English Language Learners

@@@+ -he *9 -9 %trategies !atri; ./

@A+ @nventor of the *9 -9 %trategies &1

A+ *lossar of the *9 -9 %trategies 2


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Section I

Overview of the O TO Strate!ies

The GO TO Strategies: Scaffolding Options for Teachers of

English Language Learners, K-12


Developed as part of Project EXCELL (EXceptional

Collaboration for English Language Learning), a partnership

betweenthe Universit of !issouri"#ansas Cit


under a &'' $ational Professional Developent *rantfro the U+%+ Departent of Education P $uber -./0$''1.2


6/107

1

Levine, L+ $+, Lu6ens, L+ < %allwood, =+ 4+ (&'.1)+ The GO TO strategies: Scaffolding options for teachers of English language learners, K-12. >or Project EXCELL, a partnership between the Universit of !issouri"#ansas

Overview of the O TO Strate!ies

-he *9 -9 %trategies Project originated with Project EXCELL (EXceptionalCollaboration for English Language Learning), a five"ear federall funded grant

partnership between $orth #ansas Cit %chools ($#C%) and the Universit of !issouri"

#ansas Cit (U!#C)+ Project EXCELL provided !issouri E%9L certification to 0/

$#C% teachers, with courses taught b instructors fro the Center for 4pplied

Linguistics and U!#C adjunct facult+

-he *9 -9 %trategies Project is an outcoe of the Project EXCELL professional

developent delivered to the $#C% teachers+ @t was designed to be used as a resource b

general education teachers of English language learners (ELLs), ELL teachers, special

education teachers, principals, and other supervisors overseeing the instruction of diverse

groups of students in $orth #ansas Cit %chools and elsewhere+

%trategies were chosen as the focus of this project because of their usefulness in helping

teachers to scaffold content and language input to children in the process of learning

English as a new language+

-he ter instructional strategy refers to a generaliBed learning or teaching techni5ue that

is applicable across content areas+ Effective teachers have 6nowledge of a wide arra of

instructional strategies, and the choose the ost effective ones for specific teaching and

learning environents (!arBano, &''1 !arBano, Pic6ering, < Polloc6, &''.)+ !ost

strategies are content"nuetral and can be used fle;ibl in a variet of teaching

environents+ -he strategies described here have been chosen to reflect five research"

based principles of scaffolded instruction for English language learners7 .) to focus on

acadeic language, literac, and vocabular &) to lin6 bac6ground 6nowledge and


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culture to learning 1) to increase coprehensible input and language output ) to

proote classroo interaction and 0) to stiulate higher order thin6ing and the use of

learning strategies (Levine, %allwood, < 3anes, &'.& a, &'.& b)+ -hese five core

principles are essential to acadeic success for English language learners, representing both research findings and best practices+

Sections of this "ocument

-his docuent contains the following sections7

• Strategic Teaching and Learning Guided y !i"e #rinciples of $nstruction for

English Language Learners sorts the strategies b the five principles of shelteredinstruction+

• -he GO TO Strategies %atri& iteiBes selected strategies b language s6ill (listening,

spea6ing, reading, writing) and b language proficienc levels ."0+

• -he $n"entory sorts and describes the strategies according to teaching purpose+

• -he Glossary lists and describes the strategies alphabeticall+

"escri#tion of the Sections

Strategic Teaching and Learning Guided y !i"e #rinciples of $nstruction for English

Language Learners provides definitions of and the research foundation for each of the

five principles of sheltered instruction+ -he core of this section is five charts that list the

strategies that are priaril or additionall useful, aligned with the principles+ -eachers

can easil use these charts to select strategies that will ensure that all five principles are

ipleented in their classes+

-he GO TO Strategies %atri& consists of a one"page chart listing fro three to si;

e;eplar strategies for each of the s6ills of listening, spea6ing, reading, and writing at

five different language proficienc levels+ -he strategies identified for a specific

proficienc level can be odified b teachers for students at other proficienc levels


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(either lower or higher)+ -he chart is intended to be a 5uic6 reference guide for teachers

in planning and ipleenting instructional odifications for ELLs in their content

classes+ 9n the bac6 of the atri;, saple strategies are briefl defined to deonstrate

how to scaffold instruction for ELLs across the proficienc levels in each languagedoain+

-he $n"entory includes a -able of Contents listing each strateg according to seven 6e

teaching or learning purpose+ -hese categories are

• Counit =uilding %trategies

• @nteractive %trategies

• -eaching %trategies

• %tudent Learning %trategies

• Aocabular -eaching %trategies

• eading %trategies

• Friting %trategies

@ndividual strategies are described in a two"colun chart characteriBing the -eacherGs

4ctions and the %tudentGs 4ctions for each strateg+ -hese descriptions help to clarif the

instructional conte;t of the strategies+ @n addition, each strateg is labeled b language

proficienc, teaching?learning purpose, and classroo grouping configuration+

-he Glossary lists the strategies alphabeticall+ @t describes each strateg, identifing its

priar purpose and the was that the strateg can be odified for different groups of

students, and providing e;aples in the for of charts and graphs to further clarif the

strategies+


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$eferences

Levine, L+$+, %allwood, =+4+, < 3anes, E++ (&'.&a)+ Listening and spea'ing: Oral

language and "ocaulary de"elop(ent for English language learners+ 3ot -opics

in ELL Education+ (=+ 4+ %allwood, %eries Ed+)+ Fashington, DC7 Center for

4pplied Linguistics+

Levine, L+$+, %allwood, =+4+, < 3anes, E++ (&'.&b)+ %ath and science: S'ills and

strategies to adapt instruction for English language learners+ 3ot -opics in ELL

Education+ (=+ 4+ %allwood, %eries Ed+) Fashington, DC7 Center for 4pplied

Linguistics+

!arBano, + H+ (&''1)+ )hat *or's in schools: Translating research into action.

4le;andria, A47 4ssociation for %upervision and Curriculu Developent+

!arBano, + H+, Pic6ering, D+ H+, < Polloc6, H+ E+ (&''.)+ +lassroo( instruction that

*or's: esearch-ased strategies for increasing student achie"e(ent + 4le;andria,

A47 4ssociation for %upervision and Curriculu Developent+


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Section II

Strate!ic Teachin! and Learnin! uided by the %ive

&rinci#les of Instruction for

'n!lish Lan!ua!e Learners





Collaboration for English Language Learning), a partnership between

the Universit of !issouri"#ansas Citand $orth #ansas Cit %chools



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Strate!ic Teachin! and Learnin! uided by

The %ive &rinci#les of Instruction for 'n!lish Lan!ua!e Learners

>ive research"based principles of second language instruction for the basis for the

education of English language learners in grades Pre# : .& and for the strategies

described in this docuent+ -eachers use the five principles and specific teaching and

learning strategies to accelerate the learning process, proote acadeic achieveent, and

foster acadeic language ac5uisition (Levine, %allwood, < 3anes, &'.&a, &'.&b)+

(%ee also the discussion of the research base for the five principles later in this section+)

&rinci#le () %ocus on academic lan!ua!e, literacy, and vocabulary* -each the

language and language s6ills re5uired for content learning+

&rinci#le +) Link back!round knowled!e and culture to learnin!7 E;plicitl plan and

incorporate was to engage students in thin6ing about and drawing fro their life

e;periences and prior 6nowledge+

&rinci#le ) Increase com#rehensible in#ut and lan!ua!e out#ut7 !a6e eaning clear through visuals, deonstrations, and other eans and give students ultiple

opportunities to produce language+

&rinci#le -) &romote classroom interaction7 Engage students in using English to

accoplish acadeic tas6s+

&rinci#le .) Stimulate hi!her order thinkin! and the use of learnin! strate!ies7

E;plicitl teach thin6ing s6ills and learning strategies to develop English language

learners as effective, independent learners+

%pecific instructional strategies are listed below under the five principles for second

language instruction+ !an of the strategies can be used to accoplish ore than one


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principle+ -he strategies in the left"hand coluns are #rimary to the ipleentation of

the principle, while those in the right"hand colun are additional strategies that are

com#atible with ipleentation of the principle+

Definitions and descriptions of the strategies are provided in the $n"entory and Glossary

sections of this docuent+


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rinciple 1. Focus on Academic Language,

Literacy,

and

Vocabulary

&rimary Strate!ies*

• to .

• 4nticipation *uides

• Choral eading

• Closed %ort -as6s

• CloBe Passages

• Cognates

• Collaborative Dialogues

• Content Learning Logs

• Dialogue Hournals

•

Dictations• Directed eading?-hin6ing(D-4)

• *raphic 9rganiBers

• *raphic 9rganiBers for Friting

• *uided eading

• 3 Charts

• @nforation *ap

• @nside " 9utside Circle

• Higsaw eading

• #e %entence >raes

• Language E;perience 4pproach (LE4)

• !i; and !atch• !odel 4cadeic Language

• 9pen %ort -as6s

• Peer"4ssisted Learning %trategies (P4L%)

• Paraphrase Passport

• Picture Fal6

• Iuestion"4nswer elationships (I4)

• eaderGs -heatre

• eciprocal -eaching

• eport >raes

• %hared eading

• %hared Friting• %tor !aps

• -each the -e;t =ac6ward

• -eacher ead 4loud

• -e;t to *raphics and =ac6 4gain

• -hin6"Frite"Pair"%hare• Ford?Picture =an6s

• Frite a Letter

Additional Strate!ies*

• Concept?@dea !aps

• Conte;tualiBe Language

• Cornell $otes

• *ive 9ne : *et 9ne

• @ 3aveJFho 3asJK

• Line Up

• Patterned 9ral Language

• oving Charts

• %elf"4ssessent %cales for Aocabular

Learning• %nowball

• %tructured $ote"-a6ing

• %tir the Class

• - Charts

• -eacher -al6

• -hin6"Pair"%hare

• -hin6"Pair"%hare %5uared

• -ic6et to Leave

• -otal Phsical esponse

• Aaried *rouping >orats

• Aaried Iuestioning >orats• Fait -ie

• Fait -ie -wo


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rinciple 2. Link Background Knowledge and

ulture

to

Learning

&rimary Strate!ies*


• Cognates



• #"F"L Charts

• Language E;perience 4pproach

• !arvelous !odifiers

• Picture Fal6s• %hared Friting


• -ea $aes

• -hings in Coon

• -hree -ruths and a Lie


• Aaried Presentation >orats

•

Aaried Iuestioning >orats• Ford?Picture =an6s

• Ford %5uares



• >our Corners

• Person of the Fee6

• -eacher -al6

• Aideo 9bservation *uide


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rinciple !. "ncrease ompre#ensible

"nput

and Language

$utput

&rimary Strate!ies*


• Collaborative Dialogues

• Coprehension Chec6ing


• *raphic 9rganiBers

• *uided eading

• Higsaw eadings

• Language E;perience 4pproach• !odel 4cadeic Language

• Patterned 9ral Language

• eaderGs -heatre

• %hared eading

• %ignal esponses

• -eacher ead 4loud

• -eacher -al6

•

-otal Phsical esponse• Aaried Presentation >orats

• Aaried Iuestioning >orats

• Aideo 9bservation *uides


• CloBe Passages

• Cognates


• Cornell $otes

• Directed eading?-hin6ing (D-4)

• 3 Charts


• - Charts• 9pen %ort -as6s


• Picture Fal6s

• %elf"4ssessent %cales for

Aocabular Learning

• %tor !aps


•

Ford?Picture =an6s• Ford %5uares

• Iuestion"4nswer elationships

(I4)

• eciprocal -eaching


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rinciple %. romote lassroom "nteraction

&rimary Strate!ies*

• .'"&

• >our Corners

• *ive 9ne : *et 9ne

• @ 3aveJFho 3asJK

• @nforation *ap

• @nside"9utside Circle

• Line Up

• $ubered 3eads -ogether

• Paraphrase Passport

• ound the Cloc6 Learning

Partners• oving Charts

• %nowball

• %tir the Class

• -hin6"Pair"%hare

• -hin6"Pair"%hare %5uared

• -hin6"Frite"Pair"%hare



• to .

• *aller Fal6

• Higsaw eadings

• #e %entence >raes

• Language E;perience 4pproach

• !i; and !atch

• Peer"4ssisted Learning %trategies

(P4L%)

• %hared Friting


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rinciple &. 'timulate (ig#er $rder

)#inking

and t#e *se o+ Learning

'trategies

&rimary Strate!ies*

• to .

• CloBe Passages



• Cornell $otes

• Directed eading?-hin6ing

(D-4)

• *raphic 9rganiBers for Friting• 3 Charts

• !i; and !atch

• 9pen %ort -as6s

• Peer"4ssisted Learning %trategies

(P4L%)

• Iuestion"4nswer elationships

(I4)

•

eciprocal -eaching• eport >raes

• ubrics

• %tor !aps


• - Charts

• Fait -ie

• Fait -ie -wo

• Ford?Picture =an6s

• Ford %5uares



• Choral eading



• Dictation


• %elf"4ssessent %cales for Aocabular

Learning• %hared Friting

• -e;t to *raphics and =ac6 4gain

• -ic6et to Leave?E;it -ic6et

• Frite a Letter


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$esearch Base for the %ive &rinci#les

-he principles of instruction for English language learners (Levine et al+, &'.&a, &'.&b)

are grounded in evidence"based research+ -he following citations underscore soe of the

research supporting each principle+

1. Focus on cade!ic Language, Literac", and #oca$ular": English language learners

who appear to be full fluent in English a nonetheless struggle to e;press

theselves effectivel in acadeic settings (Cuins, &''' %carcella, &''1 %hort

< Echevarria, &''0)+ esearch shows that students should be e;plicitl taught the

language s6ills the need to succeed in the classroo (%aunders < *oldenberg, &'.')+

2. Lin% &ac%ground Kno'ledge and (ulture to Learning: $uerous studies show that

students perfor better when their hoe culture and bac6ground 6nowledge are

incorporated into the acadeic environent (Dohert, 3ilberg, Pinal, < -harp, &''1

>rn5uiB < ees, .// *arcia, &''' Par6 < #ing, &''1)+

). *ncrease (o!prehensi$le *nput and Language Output: English language learners

learn both through the language the encounter (input) and the language the produce

(output)+ @nput should be at a level that is challenging but nonetheless coprehensible

(#rashen, ./0)+ %tudents should also be given aple opportunit to produce

language, and the should receive direct feedbac6 to increase their coprehension

and iprove their language s6ills (%aunders < *oldenberg, &'.' %hort < Echevarria,

&''0 %wain, &''0)+

+. ro!ote (lassroo! *nteraction: English language learnersG vocabular, graar, and

pronunciation develop faster when there are opportunities for interaction in the

classroo using the language being learned (!ac6e < *oo, &'')+ @nteraction

aong students and with the teacher is crucial in the language ac5uisition process

(>ang, &'.' *ass, .// Long, ./1, .//2)+

. Sti!ulate igher Order Thin%ing S%ills and the /se of Learning Strategies:4ll

students benefit fro learning the thin6ing s6ills and learning strategies that are used

naturall b the highest"perforing English language learners (-harp, Estrada, Dalton,< Maauchi, &''' Nohar < Dori, &''1)+


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$eferences

Cuins, H+ (&''')+ Language, po*er and pedagogy: ilingual children in the crossfire.

Clevedon, U#7 !ultilingual !atters+

Dohert, + F+, 3ilberg, + %+, Pinal, 4+, < -harp, + (&''1)+ >ive standards and studentachieveent+ /E 0ournal of esearch and #ractice, 1, .:&+

>ang, X+ (&'.')+ -he role of input and interaction in second language ac5uisition+ +ross-+ultural

+o((unication, (.), ..".+

>rn5uiB, !+ E+, < ees, !+ D+ L+ L+ (.//) Creating inclusive learning counities through

English language arts7 >ro chanclas to canicas. Language /rts, 3(1), &.."&&'+

*arcia, *+ E+ (&''')+ =ilingual childrenGs reading+ @n !+ L+ #ail, P+ =+ !osenthal, < P+ D+

Pearson (Eds+), 4andoo' of reading research, (Aol+ 1, pp+ .1"1)+ !ahwah, $H7

Erlbau+

*ass, %+ (.//)+ $nput, interaction, and the second language learner. !ahwah, $H7

Erlbau+

#rashen, %+ D+ (./0 5. The input hypothesis: $ssues and i(plications+ London7 Longan+

Levine, L+$+, %allwood, =+4+, < 3anes, E+>+ (&'.&a)+ Listening and spea'ing: Oral

language and "ocaulary de"elop(ent for English language learners+ 3ot -opics in ELL

Education+ (=+ 4+ %allwood, %eries Ed+)+ Fashington, DC7 Center for 4pplied

Linguistics+

Levine, L+$+, %allwood, =+4+, < 3anes, E+>+ (&'.&b)+ %ath and science: S'ills and

strategies to adapt instruction for English language learners+ 3ot -opics in ELL

Education+ (=+ 4+ %allwood, %eries Ed+)+ Fashington, DC7 Center for 4pplied

Linguistics+

Long, !+ 3+ (./1)+ $ative spea6er?non"native spea6er conversation and the negotiation of

coprehensible input+ /pplied Linguistics, 6(&), .&2"..+

Long, !+ 3+ (.//2)+ -he role of linguistic environent in second language ac5uisition+ @n F+ C+

itchie, < -+ H+ =hatia (Eds+), 4andoo' of second language ac7uisition (pp+ .1"2)+

$ew Mor67 4cadeic Press+

!ac6e, 4+, < *oo, H+ (&'')+ @nteraction research in %L47 4 eta"analsis and research

snthesis+ @n 4+ !ac6e (Ed+), +on"ersational interaction in second language ac7uisition

(pp+ '"00&)+ 9;ford, U#7 9;ford Universit Press+


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Par6, E+, < #ing, #+ (&''1)+ Cultural diversit and language socialiBation in the earl ears+

Fashington, DC7 Center for 4pplied Linguistics+ etrieved fro7

htt p7? ?www+cal+org? resou rces?di gest? digestOpdfs?'1.1par6+pdf

%aunders, F+, < *oldenberg, C+ (&'.')+ esearch to guide English language developent

instruction+ @n California Departent of Education (Ed+), $(pro"ing education for English learners: esearch-ased approaches (pp+ &.".). %acraento, C47 California

Departent of Education+

%carcella, + (&''1)+ /cade(ic English: / conceptual fra(e*or'. %anta =arbara, C47 Universit

of California Linguistic !inorit esearch @nstitute+

%hort, D+, < Echevarria, H+ (&''0)+ -eacher s6ills to support English language learners+

Educational Leadership, 2, ".1+

%wain, !+ (&''0)+ -he output hpothesis7 -heor and research+ @n E+ 3in6el (Ed+), 4andoo' ofresearch in second language teaching and learning (pp+ ."1)+ !ahwah, $H7 Erlbau+

-harp, + *+, Estrada, P+, Dalton, %+ %+, < Maauchi, L+ (&''')+ Teaching transfor(ed:

/chie"ing e&cellence, fairness, inclusion and har(ony+ =oulder, C97 Festview Press+

Nohar, 4+, < Dori, M+ H+ (&''1)+ 3igher order thin6ing s6ills and low"achieving students7 4re

the utuall e;clusiveK The 0ournal of the Learning Sciences, 12(&), pp+ .0"..+

http://www.cal.org/resources/digest/digest_pdfs/0313park.pdfhttp://www.cal.org/resources/digest/digest_pdfs/0313park.pdf


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Section III

The O TO Strate!ies /atri0





Collaboration for English Language Learning), a partnership

between

the Universit of !issouri"#ansas Cit




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./

The O TO Strate!ies /atri0* Scaffoldin! O#tions for Teachers of 'n!lish Lan!ua!e Learners, 12(+Level (

'nterin!

Level +

'mer!in!

Level ,

"evelo#in!

Level -

'0#andin!

Level .

Brid!in!

L i s t e n i n ! • Use phsical gestures to

accopan oral directives+

• !odif Teacher Talk)• Label visuals and objectswith target vocabular+• @ntroduce Co!nates to aidcoprehension+• 4s6 for Si!nal $es#onses

to chec6 coprehension)

• *ive two step

Conte0tuali3ed directions+

• estate?rephrase and use&atterned Oral Lan!ua!e

routines+

• /odel AcademicLan!ua!e and vocabular+

• 4s6 for Total &hysical

$es#onses fro students+

• Provide graphics or objects

to se5uence steps in a process+• Check Com#rehension of all students fre5uentl+• Use 4ait Time)

• Provide Antici#ation

uides for previewing content

reading+

• Copare?contrast

relationships fro auditor

inforation using a 5enn

"ia!ram)• e5uire students to restate

and rephrase fro auditor

input as in &ara#hrase

&ass#ort)

• 9utline lectures on th

%art=oard+

• Use 5ideo Observ

uides)• Confir studentsG pr

6nowledge of content to

• E;tend content vocab

with ultiple e;aples

non"e;aples+

S # e a k i n

! • Provide wall charts withillustrated acadeicvocabular+• 4s6 siple F3 (who,what, when, where), es"no or either"or 5uestions+• Elicit Choral $es#onses)• Encourage participation ingroup chants, poes, andsongs+

• Use (62+ structures+• 4ssign roles in groupwor6+• Use Clock Buddies)

• Use Numbered 7eads

To!ether)• Use Think2&air2Share2S8uared+• Develop 1ey Sentence

%rames for pair interactions+

• Provide ra#hicOr!ani3ers or notes toscaffold oral retelling+• &rom#t for acadeiclanguage output+• Use Think2&air2Share)

• $e#eat and '0#andstudent responses in a

Collaborative "ialo!ue)

• e5uire full sentenceresponses b as6ing openended 5uestions+• Use 5aried &resentation

%ormats such as role plas+

• %caffold oral reports with

note cards and provide tiefor prior practice+

• Use $eader9s Theatre to

scaffold oral language growth+

• %tructure debates

re5uiring various points

view with graphic organ

and?or outlines+

• e5uire the use of

acadeic language+• e5uire oral reportinsuariBing group wor6• @nclude oral presentain the content classroo

$ e a d i n ! • Preview the te;t content

with pictures, deos, charts,

or e;periences+• Pair students to read onete;t together+• Preview te;t with a

&icture 4alk)• Use Choral $eadin!)

• Use Teacher $eadAlouds)

• Use Card Sorts)

• Use 1242L charts before

reading+• Use the Lan!ua!e

'0#erience A##roach)• Provide a list of iportant

concepts on a graphic

organiBer+

• Use Shared $eadin!

and?or siplif the te;t+

• Provide a content

vocabular 4ord Bank with

non"linguistic representations+• -each s6iing for specific inforation+• Use Teach the Te0t

Backwards)• Use - to ( for ain ideas

fro te;t+• Use uided $eadin!+

• !odel the creation of a

Story /a# fro a narrative+

• Provide :uestion Answer

$elationshi# 5uestions for

student pairs to research+

• Use "irected $eadin!

Thinkin! Activity)• Use Cornell Notes)

• Use ;i!saw $eadin! to

scaffold independent reading+

• e5uire coputer an

librar research+

• 4s6 students to anal

te;t structure and select

appropriate ra#hic

Or!ani3er for suariB

• Use $eci#rocal

Teachin! to scaffold

independent reading+

4 r i t i n ! • e5uire students to label

visuals and?or create language balloons+• e5uire vocabular

noteboo6s with L. translations

or non"linguistic

representations+

• Provide 1ey Sentence

%rames with word and picture

ban6s+

• -each note ta6ing on ara#hic Or!ani3er+

• Use a $ovin! Chart in

sall group wor6+

• Use Interactive ;ournals)

• Use Think24rite2&air2

Share)• Provide Clo3e sentences

with a 4ord Bank +

• e5uire Learnin! Lo!sfor suaries of learning+

• Use Te0t to ra#hics and

Back A!ain)• -each Si!nal 4ords

(coparison, chronolog,

cause "effect, and listing) for

acadeic writing+

• Provide Clo3e paragraphs

with a 4ord Bank)

• Provide $ubrics ande;eplars to scaffold writingassignents+• -each and utiliBe the

writing process+• Provide an outline for thestandard five"paragraph essa+• Provide $e#ort %ramesfor independent, structured,content writing+

• e5uire acadeic wrand the use of target acavocabular+• -each the process o

writing a research paper

• 4ddress studentsG cuin differing genres of wr

• 3old fre5uent writin

conferences with teacher

peers+

%tarred strategies are described in the suar docuent on the following page, Q-he *o -o %trategies !atri;7 %caffolding 4cross Language Proficienc Levels+R

Levine, L+ $+, Lu6ens, L+ < %allwood, =+ 4+ (&'.1)+ The GO TO strategies: Scaffolding options for teachers of English language learners, K-12. >or Project

EXCELL, a partnership between the Universit of !issouri" #ansas Cit and $orth #ansas Cit %chools, funded b the U% Departent of Education, P $uber

-./0$''1.2+


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&'

The O TO Strate!ies /atri0* Scaffoldin! Across Lan!ua!e &roficiencyLevels

List e n in !Level ( Teacher Talk is accopanied b hand and bod gestures+ -al6 is clearl enunciated,directions are odeled, speech is slower, and idios are avoided+Level + &atterned Oral Lan!ua!e uses a siilar sentence structure and vocabular within theconte;t of a failiar classroo activit to help learners coprehend classroo routines+

Level 4ait Time of three to eight seconds provides the tie needed for ELLs to coprehendthe teacherGs 5uestion+

Level - &ara#hrase &ass#ort encourages learners to listen to their peersG responses+

Level . 5ideo Observation uides pose guiding 5uestions, topics, or chronolog to activate a

studentsG prior 6nowledge and to increase auditor coprehension of the video before, during, and

after viewing+

S# e a k in !Level ( Choral $eadin! includes learners in the classroo conversation)

Level + Think2&air2Share S8uared encourages students to spea6 with other students+

Level Collaborative "ialo!ues between the teacher and student proote acadeic language

through strategies such as repeat, recast, reforulate, and propt+Level - %tudents can begin to give oral reports at this level, if their reports are scaffolded withnote cards and opportunities to practice the presentation+

Level . 4cadeic debates on various viewpoints can be scaffolded with ra#hic Or!ani3ersor Outlines)

$ e a d in !Level ( Teacher $ead Alouds scaffold the te;t content and provide an e;cellent odel of reading in English+

Level + Shared $eadin! scaffolds the reading process through enlarged te;ts, activation of

prior 6nowledge, pre"teaching vocabular, and teacher instruction of basic reading s6ills+Level uided $eadin! scaffolds the reading process through targeted instruction at a

studentGs proficienc level, increased teacher intervention, and leveled te;ts+Level - ;i!saw $eadin! scaffolds independent reading b liiting the aount of the te;t

provided and re5uiring students to share te;t inforation orall with peers+

Level . $eci#rocal Teachin! scaffolds the independent reading process through instruction

and practice of four critical strategies7 suariBing, clarifing, 5uestioning, and predicting+

4 r iti n !Level ( 1ey Sentence %rames structure earl attepts at writing when supported with word

and picture ban6s+

Level + Think24rite2&air2Share scaffolds earl independent writing with e;tra tie and a

supportive learning partner+

Level Clo3e &assa!es that begin with sentences and lead into paragraphs provide structureand can be scaffolded with word or picture ban6s+

Level - Longer pieces of independent writing can be scaffolded with $e#ort %rames thatstructure the discourse+

Level . @nstruction in the process of writing a research paper can be scaffolded with

opportunities for ultiple conferences with teachers and peers

Levine, L+ $+, Lu6ens, L+ < %allwood, =+ 4+ (&'.1)+ The GO TO strategies: Scaffolding options for teachers of

English language learners, K-12. >or Project EXCELL, a partnership between the Universit of !issouri" #ansas Citand $orth #ansas Cit %chools, funded b the U% Departent of Education, P $uber -./0$''1.2+


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Section I 5

Inventory of the O TO Strate!ies





Collaboration for English Language Learning), a partnership between

the Universit of !issouri"#ansas Citand $orth #ansas Cit %chools

under a &'' $ational Professional Developent *rant

fro the U+%+ Departent of Education P $uber -./0$''1.2


25/107

Inventory of the O TO Strate!ies

TABL' O% CONT'NTS

INTRODUCTION.................................................................................................................................... 27

CATEGORIES OF STRATEGIES.......................................................................................................

.. 27

LEVELS OF STRATEGIES.......................................................................................................

............. 28

Community Building St!t"gi"#............................................................................................................................

2$1. Marvelous Modifiers.....................................................................................................................................292. TeamNames..................................................................................................................................................29

3. Things in Common.........................................................................................................................................304. Three Truths and a Lie / Whale of a

Tale.......................................................................................................30

Int"!%ti&" St!t"gi"#.............................................................................................................................

.............. '(1. 102...............................................................................................................................................................31

2. !our Corners..................................................................................................................................................313. "aller# Wal$ / %rainstorm Carousel..............................................................................................................324. "ive &ne "et &ne.......................................................................................................................................32'. ( )ave*Who )as*+.......................................................................................................................................33,. (nformation "a- /%arrier "ames..................................................................................................................33. (nside &utsideCirle....................................................................................................................................34. Line -..........................................................................................................................................................34

9. Numered )eads Together...........................................................................................................................3'10. ara-hraseass-ort......................................................................................................................................3'


26/107

11. ound the Clo$ Learning 3artners...............................................................................................................3,12. ovingCharts ................................................................................................................................................3,

13. 5no62all........................................................................................................................................................314. 5tir the Class..................................................................................................................................................31'. Thin$3air5hare............................................................................................................................................31,. Thin$air5hare 57uared..............................................................................................................................3

1. Thin$Writeair5hare..................................................................................................................................3

T"!%)ingSt!t"gi"#.............................................................................................................

................................. '$1. Collaorative8ialogues.................................................................................................................................39

2. Com-rehensionChe$ing..............................................................................................................................393. Contetuali:e Language................................................................................................................................394. "ra-hi &rgani:ers........................................................................................................................................40'. ;WL Charts..................................................................................................................................................40

,. ;e# 5entene !rames....................................................................................................................................41. Model T34?.......................................................................................................................4314. @aried "rou-ing !ormats..............................................................................................................................441'. @aried resentation !ormats........................................................................................................................441,. @aried Auestioning!ormats..........................................................................................................................44


27/107

1. @ideo &servation "uides.............................................................................................................................4'1. Wait Time......................................................................................................................................................4'19. Wait Time T6o

..............................................................................................................................................4'

Stud"nt L"!ning St!t"gi"#................................................................................................................................. *+

1. Cone-t/(dea Ma-s.......................................................................................................................................4,2. Cornell Notes.................................................................................................................................................4,3. 5trutured NoteTa$ing.................................................................................................................................4

4. TCharts .........................................................................................................................................................4

Vo%!,ul!y T"!%)ing St!t"gi"#...........................................................................................................................*8

1. Closed 5ort Tas$s...........................................................................................................................................42. Cognates........................................................................................................................................................4

3. ;e# 5entene !rames

....................................................................................................................................494. Mi and Math

..............................................................................................................................................49'. &-en 5ort

Tas$s.............................................................................................................................................'0

,. 5elf


28/107

4. Clo:e 3assages...............................................................................................................................................'3

'. 8ireted eading/Thin$ing 84T


29/107

10. Write a Letter................................................................................................................................................,4

REFERENCES.......................................................................................................................................... +-


30/107

&

Levine, L+ $+, Lu6ens, L+ < %allwood, =+ 4+ (&'.1)+ The GO TO strategies: Scaffolding options for teachers of

English language learners, K-12. >or Project EXCELL, a partnership between the Universit of !issouri"

#ansas

Inventory of the O TO Strate!ies for 'n!lish Lan!ua!e Learners, 12(+

Introduction

-he ter instructional strategy refers to a generaliBed learning or teaching techni5ue that

is applicable across content areas+ Effective teachers have 6nowledge of a wide arra of

instructional strategies and the choose the ost effective ones for specific

teaching?learning environents (!arBano, &''1 !arBano, Pic6ering, < Polloc6, &''.)+

!ost strategies are content free and can be used fle;ibl in a variet of teachingenvironents+ -he @nventor of *9 -9 %trategies has been designed to reflect the five

research"based principles of instruction for English language learners7 .) focus on

acadeic language, literac, and vocabular &) lin6 bac6ground 6nowledge and culture

to learning 1) increase coprehensible input and language output ) proote classroo

interaction and 0) stiulate higher"order thin6ing and the use of learning strategies( Levine, %allwood, < 3anes, &'.&a, &'.&b)+ -hese core principles are essential to

acadeic success for English language learners, representing both research findings and best practices+

-he strategies included in this inventor are intended to be activel selected b either the

teacher or the student to reflect these core principles of instruction for English language

learners and help students eet lesson objectives and state?or national standards+

-hese strategies are also included because the were taught throughout Project EXCELL(EXceptional Collaboration for English Language Learning), a five"ear federall funded

grant partnership between $orth #ansas Cit %chools and the Universit of !issouri"#ansas Cit (U!#C)+ Project EXCELL provided !issouri E%9L certification to 0/

teachers, with courses taught b instructors fro the Center for 4pplied Linguistics and

b adjunct facult fro U!#C+

Cate!ories of Strate!ies

• Community Buildin! Strate!ies are introduced b the teacher to help develop a sense

of counit within the classroo and within sall groups of students+ E;aples of

counit building strategies are !arvelous !odifiers and Fhale of a -ale+

• Interactive Strate!ies are organiBed b the teacher to proote oral languagedevelopent in the classroo+ E;aples of interactive strategies are Paraphrase Passport

and $ubered 3eads+


31/107

• Teachin! Strate!ies are used b a teacher to scaffold the learning process and

proote coprehension of oral or written language b students+ E;aples of these

strategies are -eacher -al6 and Fait -ie+

• Student Learnin! Strate!ies are practiced b students to proote coprehension of

content te;t+ E;aples of learning strategies are Cornell $otes and @dea !aps+

• 5ocabulary Teachin! Strate!ies are introduced into a learning unit to help studentslearn the acadeic vocabular re5uired for high achieveent in schools+ E;aples of

vocabular strategies are Ford %5uares and %ort -as6s+

• $eadin! Strate!ies are taught to students to proote coprehension of written te;ts+

E;aples of reading strategies are Language E;perience 4pproach and 4nticipation

*uides+

• 4ritin! Strate!ies are taught b the teacher to enable students to develop acadeicwriting abilities+ E;aples of writing strategies are -e;t to *raphics and =ac6 4gain and

eport >raes+

%trategies that have a structural fraewor6 are often referred to as activit structures

(=erla6, =erla6, =agenstos, < !i6el, ./0 %aphier < *ower, .//)+ 4ctivit structures

follow a patterned forat but can be custoiBed to accoodate learner age, proficienc,

teaching objectives, and learning environent+ 4ctivit structures are initiated b the

teacher, who a6es decisions regarding the level and aount of the content, tpe of

student behavior or participation, learning procedures to be followed, learning products,

and closure of the activit+ E;aples of activit structures include -hin6"Pair"%hare, the#"F"L chart, and *ive 9ne"*et 9ne+

Levels of Strate!ies

-he strategies listed below are labeled with language proficienc levels at which thestrategies will be ost effective+ Fith scaffolding, strategies can be used at lower

proficienc levels+ -he levels (fro . to 0) are aligned to the F@D4 Perforance

Definitions for levels of English language proficienc7 Entering, Eerging, Developing,

E;panding, and =ridging+ 4n e;planation of each level can be found at

http7??w w w+wida + us?st a ndards? * OPer f o r a n ceS&'De f initions + pd f +

http://www.wida.us/standards/RG_Performance%20Definitions.pdf.http://www.wida.us/standards/RG_Performance%20Definitions.pdf.


32/107

&/

NOT'* The shaded bo0es indicate the a##ro#riate lan!ua!e #roficiency levels for each strate!y)

Levine, L+ $+, Lu6ens, L+ < %allwood, =+ 4+ (&'.1)+ The GO TO strategies: Scaffolding options for teachers of Englishlanguage learners, K-12. >or Project EXCELL, a partnership between the Universit of !issouri" #ansas Cit and $orth

#ansas Cit %chools, funded b the U% Departent of Education, P $uber -./0$''1.2+

Community Buildin! Strate!ies

() /arvelous /odifiers (%allwood, &'..)

&ur#ose* -o use positive adjectives describing another student

rou#in! %ormat* @nteractive sall groups

Levels* . & 1 0

Teacher Actions Student Actions

• Places students into sall groups

• !odels the use of adjectives to describe an individual+ -he

adjective and the personGs nae begin with the sae letter

of the alphabet

• Cautions students to use positive odifiers : ones that are

QarvelousR

• Directs students to create !arvelous !odifiers for each

person in the group• %hares the inforation with the whole class

• Listens to teacherGs deonstration of the activit

• eflects on appropriate adjectives for each group

eber

• Frites the naes and odifiers on a group list

+) Team Names

&ur#ose* -o develop counit aong a group of students


Levels* . & 1 0


• Places students in sall (sei"peranent) groups

• *ives each group a piece of card stoc6 and agic ar6ers• Directs students to brainstor a nae for the group

• @ndicates that the nae should reflect the interests of the people in the group

• %hares inforation about personal interests

• =rainstors tea naes• 3elps to write the tea nae on the card stoc6


33/107

1'

) Thin!s in Common

&ur#ose* -o as6 for and provide personal inforation to define coonalities


Levels* . & 1 0


• Places students in sall (sei"peranent) groups

• !odels the activit b suggesting shared interests and

abilities such as sports, usic, athletics, technolog,

language spo6en, and others

• Provides tie for sall group ebers to share personal

inforation and attept to find at least one thing (and

ideall three or four) the all have in coon+ Encourages

the to find QuncoonR coonalities

• 4llows tie for group ebers to report on their

coonalities

• Listens as the teacher odels the activit

• Provides inforation to and as6s 5uestions of

group ebers in order to find their

coonalities

• Frites coonalities down and reports to the

whole class

-) Three Truths and a Lie < 4hale of a Tale

&ur#ose* -o provide personal inforation to strengthen relationships

rou#in! %ormat* @nteractive sall group, individual writing tie

Levels* . & 1 0


• Places students into sall groups

• Distributes a handout with space for writing three or four pieces of inforation

• !odels the activit b sharing four pieces of personalinforation+ -hree ites are truthful but one is not true

• 4s6s students to put their heads together to deterinewhich of the stateents is not true

• 4s6s for a show of hands fro the class to indicate a votefor the untrue stateent

• -ells students which stateent is not true

• Directs each student to write three or four truthfulstateents and one untrue stateent about theselves

• %ignals tie and directs students to ta6e turns reading their stateents and voting on each one

• Listens to the teacherGs personal stateents

• -al6s within the sall group to deterine whichstateent is not true

• Aotes on which stateent is not true

• Frites four personal stateents : three truthfuland one not true

• eads the stateents

• 4s6s group ebers to vote on the untruestateent+

• Listens and votes on other studentsG stateents


34/107

Interactive Strate!ies

() (62+ (%aphier < 3ale, .//1)

&ur#ose* -o provide opportunities for students to process oral inforation

rou#in! %ormat* Fhole class instruction, interactive student pairs

Levels* . & 1 0


• Presents inforation orall

• Pauses after .' inutes of oral input

• Provides processing tie b as6ing a 5uestion, posing a proble or propting students to discuss the oral input

• Faits for two inutes or ore

• 4s6s for volunteers to share

• Listens to auditor input

• Listens to teacherGs 5uestion, proble, or propt

• Pairs with another student to discuss the 5uestionor solve the proble

• Aolunteers a response

+) %our Corners (!erchant < Moung, &''')

&ur#ose* -o encourage students to support their positions through oral language

rou#in! %ormat* Fhole class interaction, interactive sall groups

Levels* . & 1 0


• Places four signs on walls of each of the four corners of

the roo

• Labels the signs with choices or categories that for

possible responses to a single 5uestion or propt

•

Directs students to read the signs, listen to a corresponding5uestion or propt, and then ove to one of the four

choices in the roo

• Encourages students to tal6 in their four sall groups

e;plaining their reasons for a6ing the choice of that

corner

• eads the four signs in the rooGs corners+

• Listens to the teacherGs e;planation, 5uestion, or

propt

• Chooses one corner as a response to the teacherGs

propt• E;plains wh the choice was ade in a sall

group setting


35/107

) allery 4alk < Brainstorm Carousel

&ur#ose* -o encourage oral language interaction aong students regarding a content topic

rou#in! %ormat* @nteractive pairs or sall groups

Levels* . & 1 0


• -apes large pieces of chart paper on the walls of the

classroo+ Each chart has a 5uestion or topic written at the

top

• Places students into pairs or sall groups

• 4s6s students to respond to the 5uestion on each chart,

writing what the 6now on a post it note or on the chart+

• %ignals when itGs tie for students to rotate to the ne;t

chart

• For6s with a partner or in a sall group to read

and respond to the teacherGs propts on chart

paper

• 4s an option, one student is selected to present

the chart inforation to the group or the class+-his is called a 3osted *aller Fal6

-) ive One 2 et One

&ur#ose* -o re5uire students to as6 and answer 5uestions regarding a content topic

rou#in! %ormat* Fhole"class instruction, interactive whole class or sall groups

Levels* . & 1 0


• Prepares a handout with four 5uadrants

• @ndicates the 6ind of inforation the students will share or

collect

• 4s6s student to coplete 5uadrant . b writing what the

6now about the topic or providing an e;aple of the topic(an option for lower proficienc levels)

• 4s6s students to wal6 around the roo or wor6 in sall

groups, sharing the inforation the have copiled and

collecting ore inforation to coplete 5uadrants &, 1

and +

• Listens as the teacher odels the process for

copleting the four 5uadrants

• Frites appropriate content inforation in

5uadrant .

• Fal6s around the roo or wor6s in sall groupsto share the inforation and to collect new

inforation for 5uadrants &, 1, and


36/107

.) I 7ave=4ho 7as=>

&ur#ose* -o review content inforation through oral interaction

rou#in! %ormat* Fhole class instruction

Levels* . & 1 0


• Prepares a series of cards (one for each student) that

contains both a 5uestion and an answer7 e+g+ $ ha"e La'e

Erie. )ho has the states that order 8irginia9

• Distributes one card to each student

• Directs students to wal6 around the class searching for

the answer to the 5uestion on the card

• -ells students to swap cards when the a6e a atch and

the 5uestion card atches an answer card

• Directs students to search for a new 5uestion or answer

atch• 9ptional7 Lines students up or sits the in a circle and

selects one student to begin b reading the 5uestion on

the card

• Faits for a student to respond with an answer+ %tudent T&

then proceeds to read another 5uestion

• Pla continues until the last card is read and atches the

first 5uestionerGs card

• eads a card silentl and searches for the person

who has the answer to the 5uestion on the card

• eads the 5uestion and answer and swaps cards

• Continues to search for atches until the teacher

calls Ti(e

• 9ptional7 eads an answer to an appropriate

5uestion and then reads the 5uestion on the card to

the class

?) Information a#


37/107

@) Inside 2 Outside Circle (#agan, .//)

&ur#ose* -o re5uire students to orall 5uiB each other regarding a content topic

rou#in! %ormat* Fhole class interaction

Levels* . & 1 0


• Directs students to for two circles : one inside with

students facing out and the other outside with students

facing in+ Each student faces a partner

• Provides each student with a note card specifing a

proble or content 5uestion on one side and the answer

on the other+ -he cards and 5uestions are different for

each student

• Directs student in the outside circle to begin as6ing the

5uestion on the card and listen to the answer+ %tudents

should confir or suppl the correct answer+ Directsstudents on the inside circle to as6 their 5uestions in turn

• %ignals tie and directs students to e;change cards while

students in the outside circle ove one place to the right

facing a new learning partner

• Lines up according to teacher direction facing a

partner

• Listens to the learning partnerGs 5uestion and

attepts to answer the 5uestion in coplete

sentences using target vocabular

• 4s6s a 5uestion on a note card and confirs or

supplies the correct answer

• %tops tal6ing at the teacherGs signal+

• E;changes note cards and oves on to a new

learning partner to repeat the process

) Line # (#agan, .//)

&ur#ose* -o encourage students to state what the 6now about a topic orall

rou#in! %ormat* Fhole class interaction

Levels* . & 1 0


• Directs students to for two straight lines parallel to each

other+ Each student in line T. faces a partner in line T&

• 4s6s a recall or thin6ing 5uestion

• Provides tie for students to state their answers to a

learning partner

• %ignals tie and directs one student in line T. to ove to

the end of that line while all the other line T. students

ove up one place in line facing a new partner

• 4s6s additional 5uestions as students ove down the line

• Lines up according to teacher direction facing a

partner

• Listens to the teacherGs propts

• Listens to and responds to the learning partner

• %tops tal6ing at the teacherGs signal

• !oves on to a new learning partner and repeats

the process


38/107

) Numbered 7eads To!ether (#agan, .//)

&ur#ose* -o chec6 coprehension and to proote oral language interaction

rou#in! %ormat* @nteractive sall groups (1"0 students), individual responses shared with the whole

class

Levels*. & 1 0


• Puts students into sall groups and directs students to

u(er yoursel"es in your tale group

• 4s6s a thin6ing 5uestion, recall 5uestion, or poses a

proble to the whole class

• 4s6s students in sall groups to #ut your heads together

to deter(ine the ans*er collaorati"ely

• %pins a nuber and as6s all students with that nuber to

stand

• %elects one or ore students to respond to the 5uestion

orall or in writing on the white board or on individual

white boards

• $ubers each student within a sall group

• Listens to the proble or 5uestion posed b the

teacher

• @nteracts with group ebers to deterine the

best answer

• %tands up when nuber is called

• esponds orall to the 5uestion

• 9ptional7 Frites the answer on the white board or

on individual whiteboards

(6) &ara#hrase &ass#ort (#agan, .//)

&ur#ose* -o proote active listening aong students and to practice oral language

rou#in! %ormat* Fhole class instruction, individual student responses to the sae 5uestion

Levels* . & 1 0


•

4s6s a 5uestion of the whole class• Calls upon a student volunteer to respond

• Listens to the response with no coent

• 4s6s another student )hat did (previous student) say9

• Listens while student paraphrases or repeats the prior

response

• $oinates another student to paraphrase

•

Listens to the teacherGs 5uestion• Listens to another student respond

• Prepares to respond b paraphrasing the previous

student


39/107

(() $ound the Clock Learnin! &artners (%aphier < 3ale, .//1)

&ur#ose* -o provide processing tie aong students in an oral language odalit

rou#in! %ormat* @nteractive student pairs

Levels* . & 1 0


• *ives a cloc6 graphic to each student

• Directs students to eet with twelve other students toQa6e an appointentR b e;changing written naes onlines ne;t to each hour on the cloc6

• !odels the activit of a6ing an appointent with

appropriate language and interaction

• Directs students to a6e appointents and calls tie+

• Chec6s to ensure that each student has a copleted cloc6 graphic

• Directs students to pair with a partner b telling the to

)or' *ith a ocloc' partner

• Uses the cloc6 during instruction to help students pair upto process a learning concept

• !eets with twelve other students

• %igns up for an appointent with twelve other students

• Chec6s to see that all signatures on the cloc6 arecopleted

• !eets with the appropriate learning partner whendirected b the teacher

• Processes the new learning with a partner

(+) $ovin! Charts

&ur#ose* -o proote oral language recall of content instruction


Levels* . & 1 0


• Puts students into sall groups

• 4llots a large piece of chart paper to each group

• @nstructs students to respond in writing to a thin6ing5uestion or proble on the chart

• %ignals tie to pass the chart paper to the ne;t group andrespond further to the new chart

• Listens to the teacherGs 5uestion or proble

• Discusses possible answers and solutions with thegroup

• Frites solutions and answers on the chart

• Passes the chart to a new group

• eads a new chart and adds to the answers writtenthere


40/107

(,) Snowball

&ur#ose* -o proote recall of content learning through interactive writing

rou#in! %ormat* Fhole class instruction, individual writing tie

Levels* . & 1 0


• Provides each student with a piece of paper

• Directs students to respond in writing to a content related

5uestion or proble

• Directs students to cruple the paper into a sall ball

• Directs students to toss the ball into the air toward the

opposite side of the roo

• 4s6s each student to retrieve one of the QsnowballsR fro

the floor and read the response on the crupled paper

• Listens to a teacherGs content 5uestion or proble

• Frites an answer or response on a sheet of paper

• Cruples the paper and tosses it in the air

• etrieves another studentGs response and reads it

(-) Stir the Class (utherford, .//)

&ur#ose* -o encourage recall of content learning through sall group oral interaction

rou#in! %ormat* @nteractive sall groups, individualiBed writing, interactive whole class, interactive

sall group

Levels* . & 1 0


• Puts students into sall groups and prepares each student

with a pencil and blan6 paper

• -ells students to write three naes, reasons, e;aples,

causes, about the topic under stud

• %ignals students to start wal6ing around the classroo

()al'. )al'.), eeting other students, sharing their ideas,

and collecting further ideas fro classates

• %ignals students to !ree;e

• Directs students to for new groups b as6ing 5uestions

with nubers as an answer7 e+g+ 4o* (any sides are therein a triangle9 4o* (any (usicians play in a duet9

%tudents for groups according to the nuerical answer

• Provides tie for students to share their inforation in the

new group

• Continues to as6 students to )al' and !ree;e foring newgroups and sharing inforation

• 4s6s students to prioritiBe, categoriBe, or sort the list ites

if appropriate

• Listens to the teacherGs re5uest

• Frites three pertinent ites on a piece of paper

• Fal6s around the roo until the teacher sas

!ree;e

• >ors a new sall group b listening to the

teacherGs 5uestion

• %hares the inforation gathered with the new

group

• Collects new inforation fro other students in

the group

• Continues to respond to )al' and !ree;e as the

teacher directs

• Collects and shares inforation with ultiple

sall groups

• For6s collaborativel to share and sort the

collected inforation


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(.) Think2&air2Share (#agan, .//)

&ur#ose* -o provide additional oral language processing tie for content learning


Levels* . & 1 0


• Presents content inforation

• Poses a 5uestion, proble, or propt

• 4s6s students to -3@$# individuall about the answer

• P4@% each student with a partner to discuss the answer

• 4s6s for student pairs to %34E their responses with theclass

• Listens to the teacherGs instruction and 5uestion

or proble

• -3@$#% about a response to a 5uestion

• P4@% with another student to discuss theresponse

• %34E% the response with the class

(?) Think2&air2Share S8uared (#agan, .//)

&ur#ose* -o provide oral language processing tie for content learningrou#in! %ormat* Fhole class instruction, @nteractive student pairs, Fhole class sharing

Levels* . & 1 0


• Proceeds as in -hin6"Pair"%hare

• 4fter student P4@% share their responses, as6s each pair

to eet with another pair and individuall %34E

responses again


• 4fter pairing with another student to share

responses, the pair eets another pair and each

partner %34E% again

(@) Think24rite2&air2Share

&ur#ose* -o provide written and oral language processing tie for content learning

rou#in! %ormat* Fhole class instruction, individual writing tie, interactive %tudent Pairs,whole class sharing

Levels* . & 1 0



• 4s6s students to F@-E their responses in English

following the -3@$# step

• P4@% each student with a partner to discuss and revise

the written response if needed

• 4s6s for volunteers to %34E their responses or collects

each response

• Listens to the teacherGs instruction and 5uestionor proble

• -3@$#% about a response to a 5uestion

• F@-E% a response to the 5uestion or proble

• P4@% with another student to discuss and revise

the written response if needed

• %34E% the response with the class


42/107

Teachin! Strate!ies

() Collaborative "ialo!ues

&ur#ose* -o support the coprehension and use of acadeic language structures

rou#in! %ormat* -eacher : student dialogue

Levels* . & 1 0


• esponds to student utterances in a one"to"one or sall

group conversation

• Uses a variet of strategies that provide needed acadeic

language inforation such as7 epetition, ecast,

eforulation, Propt (see *lossar)

• !odels acadeic vocabular and structures

• Encourages students to continue responding b propting

for further acadeic language

• @nteracts with the teacher b responding to oral

language 5uestions

• @ncorporates target vocabular and acadeic

language structures in the oral language

conversation as the teacher odels their usage

+) Com#rehension Checkin!

&ur#ose* -o deterine the degree of content and language coprehension aong all students


Levels* . & 1 0


• Uses a variet of coprehension chec6s including signal

responses, individual white boards, short written

responses, and ultiple 5uestioning on the sae topic• Elicits both individual and whole group responses

• >re5uentl chec6s student coprehension during

instruction

• Chec6s the coprehension of all students in the class

• esponds appropriatel when the teacher chec6s

coprehension of learning

) Conte0tuali3e Lan!ua!e

&ur#ose* -o increase the level of coprehension of oral language input

rou#in! %ormat* Fhole class instruction, sall group instruction

Levels* . & 1 0=


• Provides visuals, gestures, facial e;pressions, bod

language, illustrations, realia (real objects), aps, graphs,

tielines, diagras, and anipulatives to increase

coprehension of language and content

• @nfers eaning of the language fro the conte;t

provided in the gestures, illustrations, graphics,

and realia


43/107

-) ra#hic Or!ani3ers

&ur#ose* -o increase coprehension of oral or written language through a graphic

rou#in! %ormat* Fhole class instruction, sall group instruction

Levels* . & 1 0


• !odels and teaches the use of a variet of graphic

organiBers (Aenn diagras, concept aps, tielines) to

structure oral and written language with content

inforation

• Uses a graphic organiBer to understand conceptsin a te;t, to ta6e notes, to report, and?or tostructure writing

.) 1242L Charts

&ur#ose* -o activate prior 6nowledge and anticipate and confir future learning

rou#in! %ormat* Fhole class instruction, individual reflections, 5uestioning, and suariBing

Levels* . & 1 0


• Labels a large chart with headers7 Fhat @ #now, Fhat @

Fant to #now, Fhat @ Learned

• Iuestions students about a new learning topic or concept

to deterine what the alread 6now or understand+

• Lists student input in the first colun

• 4ssists students in generating 5uestions about what the

want to 6now or learn about the topic

• Lists student 5uestions on the chart

• Uses the chart as a reference throughout the learning unit

• -eaches students to suariBe learning in colun three

on the chart at the end of the learning unit

• Listens to teacherGs 5uestions and reflects on

personal understandings of the concepts or topic

• *enerates 5uestions that indicate areas of further

learning or interest

• %uariBes learning of the concept or topic

either orall or in writing at the end of the

learning unit


44/107

?) 1ey Sentence %rames

&ur#ose* -o support the use of acadeic language structures

rou#in! %ormat* Fhole class instruction, sall groups, student pairs

Levels* . & 1 0


• Frites an acadeic sentence frae on the %art=oard or

whiteboard such as: is si(ilar to in that oth

+ The characteristics of include , , and

• %elects sentence fraes that are appropriate for and a

be re5uired b, the content topic

• Provides word and picture ban6s for Level . learners

• Provides opportunities for students to use the sentence

frae in oral and written language

• Uses the provided sentence fraes to structure

oral and written language appropriate for the

content studied in the classroo

$ote7 Please see #e %entence >raes to increase

the use of acadeic vocabular under Aocabular

-eaching %trategies

@) /odel Academic Lan!ua!e

&ur#ose* -o teach acadeic language structures and vocabular


Levels* . & 1 0. :& " 1


• !odels the acadeic language orall and the content

vocabular re5uired b the lesson

• Frites target language on the whiteboard and points to the

written language as it is spo6en• Displas a visual when appropriate

• Coprehends, internaliBes, and reads the

language and vocabular odeled b the teacher

) &atterned Oral Lan!ua!e

&ur#ose* -o increase coprehension of oral language


Levels* . & 1 0


• Uses patterned language, siple consistent language

chun6s, when giving directions and initiating dailroutines

• E;aple7 Today *e are going to read aout +

(Point to the title+) Lets read the title together.

• Coprehends and internaliBes the language and

vocabular odeled b the teacher


45/107

) $eader9s Theatre (=lac6 < %tave, &'')

&ur#ose* -o develop oral language related to literature and content topics

rou#in! %ormat* Fhole class instruction, interactive sall groups

Levels* . & 1 0


• 4ssists students in creating a script fro a piece of

literature or a content reading

• 4ssigns roles for the reenactent of the script

• Provides opportunities for ultiple rehearsals of the script

• Encourages students to use props, gestures, and costues

to increase coprehensibilit of the language

• Frites oral dialog for a script based upon a piece

of literature or a content reading

• Practices the role assigned b the teacher

• e"enacts the script with classates

(6) $ubrics

&ur#ose* -o raise achieveent levels through stating criteria for assessentrou#in! %ormat* Fhole class instruction

Levels* . & 1 0


• Prepares a rubric prior to beginning a content learning unit

or project

• Lists the specific criteria that will be used to evaluate a

student product or presentation

• @ndicates and describes four separate perforance levels

on the rubric

• %hares a odel or e;eplar of the finished product and?or

odels the process on an anchor chart to help students

understand the criteria

• %hares the rubric with students prior to the learning

e;perience

• Provides clear e;planations and e;aples to help students

understand the criteria

• Uses the rubric to evaluate student perforance

• Listens as the teachers describes the criteria for

evaluation of a content learning unit or project

• Uses the rubric throughout the unit to deterine

acceptable levels of perforance and to iprove

perforance


46/107

(() Si!nal $es#onses

&ur#ose* -o chec6 coprehension of all students


Levels* . & 1 0


• e5uires students to signal their response (such as -hubs

or 3ands Up?-hubs or 3ands Down, Card esponses,

individual white boards ) to 5uestions posed whenchec6ing coprehension

• %ignals a response to teacherGs coprehension

chec6ing

(+) Teacher Talk

&ur#ose* -o increase coprehension of the oral language input

rou#in! %ormat* Fhole class instruction, interactive sall groups

Levels* . & 1 0


• Uses gestures, repetition, odeling of e;pected behaviors,

patterned language, and siplified sentence structures to

support coprehension of the oral language

• 4ttends to teacherGs language, gestures, and

sentence patterns in an attept to understand oral

language

(,) Total &hysical $es#onse DT&$E (4sher, .//)

&ur#ose* to increase coprehension of oral language input


Levels* . & 1 0


• *ives oral coands (actions) to groups of students and

odels the appropriate 6inesthetic response e.g., Turn on

the unsen urner, )rite the fraction ten t*elfths in

nu(erals

• Eventuall, gives oral coands without odeling as

students learn how to respond 6inestheticall

• Chec6s that students can respond to the coandappropriatel (forative assessent)

• Listens to the teacherGs oral language and

deonstration

• esponds to oral coands appropriatel ascoprehension increases


47/107

(-) 5aried rou#in! %ormats

&ur#ose* -o increase opportunit for oral language use

rou#in! %ormat* Fhole class instruction, interactive sall groups, learning partners

Levels* . & 1 0


• Places students into a variet of different grouping

patterns depending on language proficienc level and the

nature of the learning tas6 (e+g+, learning partners, s(all

groups, cooperati"e learning groups, *hole classinstruction5

• For6s in a variet of grouping patterns and with

a variet of different students at varing

proficienc levels

(.) 5aried &resentation %ormats

&ur#ose* -o atch the content and language input to student needs

rou#in! %ormat* Aaried instructional foratsLevels* . & 1 0


• Uses a variet of forats to present new inforation to

students

• Decides on an appropriate forat b considering thenature of the content and the language proficienc levelsof the students

• Considers the following forats for content instruction7


48/107

(@) 5ideo Observation uides

&ur#ose* -o activate prior 6nowledge and increase coprehension of input

rou#in! %ormat* Fhole class instruction, sall group interaction, learning partners

Levels* . & 1 0


• Prepares an outline of the chronological progress of the

video 9 prepares a series of 5uestions to activate

studentsG prior 6nowledge of the video topic

• 4ttends to the se5uence of the advance organiBer

for the chronological developent of the video

9 attepts to answer the teacherGs prepared

5uestions on the video topic

(A) 4ait Time (owe, ./2)

&ur#ose* -o increase the 5uantit and 5ualit of student responses


Levels* . & 1 0


• 4s6s a thin6ing 5uestion of the whole class

• Faits 0" seconds before calling on a volunteer

• 4c6nowledges student response without evaluating it

• Listens to the teacherGs 5uestion

• -hin6s about the response and raises hand to

answer

(C) 4ait Time Two (owe, ./2)

&ur#ose* -o further increase the 5uantit and 5ualit of student responses


Levels* . & 1 0


• 4s6s a thin6ing 5uestion of the whole class

• Faits 0" seconds before calling on a volunteer

• Fithout coent, waits another 0" seconds

• Calls on another student to respond

• Listens to the teacherGs 5uestion

• -hin6s about the response and raises hand to

answer

• Listens to other student responses


49/107

Student Learnin! Strate!ies

() Conce#t


50/107

) Structured Note2Takin!

&ur#ose* -o increase coprehension and recall of content learning

rou#in! %ormat* Fhole"class instruction, individual learning

Levels* . & 1 0


• !odels note"ta6ing on a large chart in front of the class

• %hows how to write data on various graphic organiBerssuch as the Aenn diagra, a tie line, a flow chart, etc

• Displas the graphics during content learning units

• Encourages students to create their own note"ta6inggraphic charts

• 4ttends as the teacher deonstrates the note"

ta6ing strateg

• Copies a saller version of the note"ta6inggraphic

• Uses the graphic to access vocabular andinforation

• Uses note"ta6ing graphics in other learninge;periences

-) T Charts

&ur#ose* -o increase coprehension and recall of content learning

rou#in! %ormat* Fhole"class instruction, individual learning

Levels* . & 1 0


• !odels note"ta6ing on a large - chart in front of the class

• %hows how to organiBe data related to a content lesson bclassifing ideas into two categories, such asdifferentiating ain ideas fro subordinating ideas

• Displas the - chart during content learning units

• Encourages students to create their own - charts

• 4ttends as the teacher deonstrates the note"

ta6ing strateg

• Copies a saller version of the - chart

• Uses the - chart to access vocabular andinforation

• Uses a - chart in other learning e;periences


51/107

5ocabulary Teachin! Strate!ies

() Closed Sort Tasks

&ur#ose* -o increase coprehension of acadeic vocabular

rou#in! %ormat* @nteractive learning partners

Levels* . & 1 0


• Chooses the categories of vocabular to be learned

• %elects critical target vocabular that can be copared and

contrasted (e+g+ the naes of reptiles vs+ (a((als,5 ororganiBed in other was+ Frites the vocabular words on

the whiteboard or prepares cards with one vocabular ite

on each card

• Places students into learning partner groups and as6s

students to sort the vocabular words into two, or ore,

separate groups

• @dentifies the titles of the groups

• For6s with a learning partner to sort vocabular

into two or ore separate groups which have

been identified b the teacher

+) Co!nates

&ur#ose* -o support learning of content vocabular


Levels* . & 1 0


•

@dentifies, odels, and displas the cognates fr

go to strategies

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