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Academic Literacy Community of Practice Webinar 1: Effective Science and Social Studies Instruction for ELLs Hosted by the Center on Instruction February 9, 2010. - PowerPoint PPT PresentationTRANSCRIPT
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Academic Literacy Community of Practice
Webinar 1: Effective Science and Social Studies Instruction for ELLs
Hosted by the Center on Instruction
February 9, 2010
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The Center on Instruction is operated by RMC Research Corporation in partnership with the Florida Center for Reading Research at
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2010
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Housekeeping• For technical assistance, please dial 1-866-229-
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• Mute/unmute your phone by right-clicking on your name or using mute button on your phone
• Q&A feature for specific questions
• Chat feature for informal comments, etc.• QA feature forlarifying questions
relatedresentation.• Session will be recorded and posted on the COI
website
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Academic Literacy Community of Practice
Webinar 1: Effective Science and Social Studies Instruction for ELLs
Hosted by the Center on Instruction
February 9, 2010
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COI Staff• Angela Penfold, Director• Ruth Dober, Deputy Director of
Communications• Andrea Reade, Research Associate• David Francis, Director (ELL Strand)• Mabel Rivera, Deputy Director (ELL Strand)• Debby Miller, Deputy Director (Reading Strand)• Christy Murray, Deputy Director (Special Ed
Strand)• Erika Soucy, Technical Assistance
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Academic Literacy Community of Practice• PURPOSES:
– Present latest research on academic literacy across a variety of content areas in grades 4-12
– Assist with interpretation of research, including implications for practice
– Help RCCs apply new knowledge to their work with SEAs
– Provide a forum for discussion and sharing of ideas, challenges, successes, and lessons learned by RCC colleagues
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Academic Literacy Community of Practice• ACTIVITIES for CoP MEMBERS:
– Participate in monthly CoP calls/webinars– Read, review, or become familiar with
recommended readings prior to each webinar– Invite representatives from SEAs from both
general education and special education to participate in webinars with you (if desired)
– Participate in “next steps” in between CoP webinars, including follow-up with SEA colleagues
– Take advantage of coaching calls • This will be explained at end of today’s webinar
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Academic Literacy Community of Practice
Schedule of EventsAcademic Literacy for ELLs in Science and Social Studies Classrooms
Tuesday, Feb. 93:00 - 4:30 ET
David FrancisLeticia MartinezColleen Reutebuch
Academic Literacy in Social Studies Classrooms (non-ELL)
Thursday, March 113:00 - 4:30 ET
Cynthia Shanahan
Adolescent Literacy Friday, April 301:00 - 2:30 ET
Don Deshler
Academic Language and ELLs
Tuesday, May 113:00 - 4:30 ET
Robin Scarcella
Current and Ongoing Research on Secondary RTI
Thursday, June 103:00 - 4:30 ET
Greg Roberts
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Today’s Agenda• Formal presentation• Question and answer session with our featured
speakers• Discussion among webinar participants,
featured speakers and COI staff• Next steps• Evaluation
Introduction to CREATE
David Francis, DirectorCREATE
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About CREATE
• CREATE
– A National Research and Development Center – Funded through the U.S. Dept. of Education
• Institute of Education Sciences (IES)• National Center for Education Research (NCER)
– Mission is to address specific challenges in the education of EL learners in the middle grades (Grades 4-8)
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About CREATE• CREATE is a partnership of researchers from several institutions:
• CREATE is a partnership of researchers from several institutions:
Texas Inst. for Measurement, Evaluation, and Statistics, Univ. of HoustonDavid J. Francis, Coleen D. Carlson
California State University at Long BeachJana Echevarria, Catherine Richards
Center for Applied LinguisticsDiane August, Deborah Short
Harvard UniversityCatherine Snow
University of California-BerkeleyElfrieda Hiebert
The Meadows Center for Preventing Educational Risk, UT - AustinSharon Vaughn, Sylvia Linan-Thompson
Center Work Scope
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Problem Focus of CREATE
• Inadequate research base on Middle School EL learners– Short & Fitzsimmons (2006) Double the Work: Challenges and
Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners
• Inadequate knowledge base on effective practices regarding comprehension and vocabulary instruction
• Limited understanding of the features of instruction that facilitate EL learners content knowledge
• Need for more effective models for delivering instruction to EL learners
• Need for the dissemination of information on Effective Practices
Focused Program of Research
• Program of research to address challenges in the education of EL learners in the middle grades (Grades 4–8) in science and social studies. – Develop research-based interventions – Test these interventions in controlled
experiments/randomized field trials with classroom teachers
– Combine them into a comprehensive package– Test the effectiveness of the combined package in
randomized experiments
Focused Program of Research
• Area 1: Enhancement to Instructional Practice and Literacy Materials
• General objective is to take interventions that have proven effective with non-EL students and provide enhancements that should make them more effective for EL learners– Studies / Interventions have been conducted in:
• Teacher-guided methods to enhance vocabulary and comprehension in Science (August)
• Peer Collaborative Group Work in Social Studies (Thompson and Vaughn)
• Enhanced vocabulary instruction (Snow)
Focused Program of Research
• Area 2: Studies of SIOP• General Objective is to rigorously test the SIOP
model and develop an integrated instruction model– Studies 1 & 2 (Short and Echevarria)
• Test SIOP model when implemented with real teachers provided model lesson plans in Middle School Science
• Studies to be carried out in multiple locations• Outcome focus is on concept formation in science
and language and literacy development
Leadership and Dissemination
• Today, you will learn about our current study that integrates the research across these two strands.
• Recent special issue of Journal of Research on Education Effectiveness featured the research of CREATE
• Webcasts offered in collaboration with WestEd• Electronic Publications
– CREATE Website (www.cal.org/create)– CREATE Newsletter
• Professional Connections– Participation in professional meetings (IRA, AERA,
TESOL, NABE) – Annual CREATE Conference
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Enhancing Vocabulary and Concept Learning
in Grade 7 Social Studies and Science Content
ClassesColleen Reutebuch
Leticia MartinezProject Coordinators
Sharon Vaughn & Sylvia Linan-Thompson, Co-PIs
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Agenda• Social Studies Intervention• Science Intervention• Q &A
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English as a Second Language Techniques• Builds on best practices from SIOP
– Lesson preparation– Building background– Comprehensible input– Strategies– Interaction– Practice/application– Lesson delivery– Review and assessment
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The Social Studies Intervention• Overarching activities:
– focus on big idea and concept learning– use of peer mediated learning– provide opportunities for student discourse
• Four intervention components:– explicit vocabulary/concept instruction– strategic use of video and purposeful
discussion to build concepts– use of graphic organizers and writing to
build big ideas– use of peer pairing
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Vocabulary Instruction for ELLS• Vocabulary development is especially
important for ELLs because they are less able to comprehend text at grade level than their English-only counterparts (August et al. 2005)
• Strategies used with English-only students are also effective with ELLs, although we do have to adapt to their language needs
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Vocabulary StrategiesThere are several strategies that areespecially valuable for building ELLs’vocabulary:• Take advantage of students’ first language• Have students become engaged with the word• Provide multiple exposures to words
August et al., 2005
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Prioritizing Vocabulary• Not all vocabulary are of equal significance• Before teaching a lesson, identify about 4
words that have utility and importance
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Choosing Words to TeachBeck, McKeown, and Kucan, 2005
Tier 1 words are the most basic words that themajority of students know
Examples: state, past, warTier 2 words are high-frequencywords that are critical for content
understandingExamples: annexation, colonist, emancipation
Tier 3 words are not frequentlyused across a variety of domains
Examples: nullification, status quo
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Parsing of Text by Teacher• Parsing of text and selecting the most
important content should be done during planning. Try to select and condense text by eliminating unnecessary information.
• While segmenting and parsing the text you can decide where to stop the reading in order to initiate a discussion to construct meaning
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When you prepare for a lesson:• Select text to be used (and make sure to
eliminate unnecessary information)• Write a very brief summary of the content
(connected to the big idea) for sharing with students before lesson
• Select key vocabulary for pre-teaching and plan on using them in reading and follow-up activities
• Decide if you can use a video clip to support your lesson
• Formulate questions for drawing on background knowledge. Write questions that students will use before, during, and after reading.
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Lesson Preparation (cont.)• Decide how you will model reading
comprehension strategy for students during read-aloud
• Plan on how to assess students learning through review activities such as completion of graphic organizers, summary statements, and class discussion as a way to wrap-up the lesson
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Social Studies Lesson FrameworkDaily-1. Start the lesson with an
overview that incorporates the big idea
2. Prioritize and explicitly teach concepts/vocabulary
3. Use brief video clips to build concepts
4. Read-aloud by teacher or with student partners
5. Generate and answer questions.
6. Wrap-up with discussion, graphic organizer or activity
Weekly-
1. Review and progress monitor
2. Whole class review of quiz items and clarification/re-teaching/re-enforcement of concepts, if necessary
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1. Talk about the big idea of the lesson
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2. Teach pre-selected concepts/vocabulary1. Show students concept/vocabulary
transparency.2. Pronounce the word, give Spanish cognate or
translation, and define it.3. Ask or tell students how the illustration is
representative of the word.4. Use word in two sentences.5. Use Turn & Talk prompts to help students make
connections between the unit of study and what they know.
6. Give students opportunities to encounter the word repeatedly throughout instruction.
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3. Watch video clip to provide access to text
1. Introduce the video clip either before students have read the textbook passage.
2. Preview what students will watch in the video and set the purpose.
3. Students watch the video clip.
4. Conduct a brief discussion about the video.
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4. Paired/teacher-led read aloud to promote academic and linguistic performance
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5. Generate and answer questions
questions from assigned reading
• Who are the people living in Texas in 1835, right before the Texas Revolution begins? How did they get here?
• Why did Mexican government officials issue stricter laws on Texas settlers?
• Do you think the Texas settlers were right to go to war against the Mexican government? Why or why not?
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6. Review/Assessment
1. Introduce the activity.2. Explain how students will use the activity. 3. Direct students to work on this activity in their
notebook (if the activity involves a graphic organizer, display it and clarify how to complete it).
4. Remind students that graphic organizers and other activities are used to organize the most important information (main ideas) from their lessons.
5. Make time to review students’ responses and provide feedback.
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Clarifying Questions Regarding Social Studies
Instruction?
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QuEST Quality English and Science Teaching
Center for Applied LinguisticsDiane August, PI
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QuEST: Quality English and Science Teaching• NSF model of science instruction that includes
engagement, exploration, explanation, elaboration, and evaluation
• Language and literacy development, including writing
• Student learning strategies• Word learning (cognates, word roots, base words)• Comprehension (generating questions, summarizing)• Motivation (based on work of Guthrie--provide lots of
hands-on experiences, give students choices) • Teacher collaboration• Professional development and mentoring
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Engagement (warm-up)
Exploration, Explanation, ElaborationHands-on science activities •Guided reading•Language arts
Evaluation
QuEST Framework
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Methods to Develop Academic Language in the Content of Science• Guided Reading• Writing• Word-learning strategies
–Cognates–Base words–Root words
• Academic and technical vocabulary–glossaries and assessments
• Cooperative group and partner work
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Language and Science Objectives
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Guided Reading–Teacher Guide
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Guided Reading–Student Guide
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Writing Activity–Student Guide
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Word LearningStrategies
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Example of a Word Learning Strategy–Cognates: Letter Differences Read the Spanish words in the list below. Next to each Spanish word, write its English cognate and circle the letters in the English word that are different than the Spanish cognate.
Spanish Cognates English Cognates
1. astronautas __________________________2. momento __________________________3. planeta __________________________
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Selection of Vocabulary• Use the Academic Word List to select the
highest frequency general academic words
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Academic Glossary
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Technical Glossary
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Teacher Review Cards
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Vocabulary Assessment—Student Guide
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Differentiating Instruction/Scaffolding• Partnering with high and low proficient
students working together, while teacher pulls group of struggling learners
• Guided reading where teacher reads the text
• Use of on-level supplementary materials for students who are more advanced
• Lots of teacher modeling– Written examples of what students have to
produce– Use of visuals prior to reading the text
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About CREATE
• Find out more about CREATE’s projects and activities at www.cal.org/create
• Subscribe to the email announcement list to receive regular updates from CREATE: www.cal.org/create/join
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Additional Resources• National Literacy Panel
– August, D. & Shanahan, T. (2007). Developing literacy in second-language learners. Mahway, NJ: Lawrence Erlbaum Associates.
– August, D. & Shanahan, T. (2008). Developing reading and writing in second-language learners. Routledge, IRA, and CAL
• Optimizing Outcomes for English Language Learners: Project SAILL
• SIOP
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Questions?
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DiscussionHow do we:
(a) equip content area teachers with the skills necessary to utilize academic literacy practices in content area classrooms?
(b) encourage content area teachers to embrace the use of academic literacy strategies in their classrooms?
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Next Steps• Your Challenge: RCC/SEA Dialogue
Guide
• Optional Coaching Calls– Provided as an extra support to CoP
members
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Thank You!• Next webinar is March 11 @ 3:00 - 4:30 ET
– Topic is Social Studies instruction (non-ELL) with Cynthia Shanahan: What Social Studies Teachers Can Do to Help All Students Understand (and Like) History.
• Evaluation available at: http://www.surveymonkey.com/s/KPT7WCY