instructional accommodations for ell’s. district initiatives unwrapped grade level teks deep...

INSTRUCTIONALACCOMMODATIONS FOR ELL’S

DISTRICT INITIATIVES

•UNWRAPPED GRADE LEVEL TEKS

•DEEP PRACTICE

•CLOSE READING• ELL’S IN ALL CONTENT AREAS MUST PARTICIPATE WITH THESE INITIATIVES INTEGRATED

WITH TEKS AND ELPS AND SHELTERED STRATEGIES TO SCAFFOLD INSTRUCTION

ELL DISTRICT GOALS STAAR AND TELPAS

• INCREASE WRITING STAAR SCORES BY AT LEAST 15% (ADD YOUR CAMPUS GOALS)

• INCREASE READING STAAR SCORES BY AT LEAST 10%

• INCREASE SCIENCE AND SOCIAL STUDIES STAAR SCORES BY AT LEAST 10%

• INCREASE MATH STAAR SCORES BY AT LEAST 10%

• MAKE ANNUAL YEARLY PROGRESS ON TELPAS IN LISTENING, SPEAKING,

READING AND WRITING BY AT LEAST ONE YEAR’S GROWTH FOR EVERY ELL

ACADEMIC EXPECTATIONS • ENGLISH LANGUAGE LEARNERS (ELLS) ARE LEARNING ENGLISH AT THE SAME

TIME THEY ARE STUDYING GRADE LEVEL TEKS CONTENT THROUGH ENGLISH. THEY MUST PERFORM DOUBLE THE WORK OF NATIVE SPEAKERS TO KEEP UP, AND AT THE SAME TIME BE ACCOUNTABLE FOR AYP (CARNEGIE PANEL ON ELL LITERACY, 2006).

• WITHOUT EXPLICIT INSTRUCTION ON VOCABULARY AND READING IN EACH SUBJECT AREA, STUDENTS CANNOT LEARN MATH, SCIENCE, SOCIAL STUDIES AND LITERATURE (NRC COMMISSION ON TEACHER PREPARATION, IN PRESS).

MARGARITA CALDERÓN & ASSOCIATES, INC.

SHELTERED INSTRUCTION IN THE PAST

FOCUS WAS ON TEACHERS MAKING CONTENT COMPREHENSIBLE BY

• BUILDING ON STUDENT EXPERIENCES AND USING MATERIAL WITH

FAMILIAR CONTENT

• USING GRAPHIC ORGANIZERS (TABLES, WEBS, VENN DIAGRAMS)

• USING PICTURES, DEMONSTRATIONS, REAL-LIFE OBJECTS, GESTURES

• PROVIDING HANDS-ON, INTERACTIVE LEARNING ACTIVITIES

• DESIGNATING LANGUAGE AND CONTENT OBJECTIVES FOR EACH

LESSON

• READING TO STUDENTS AND SCAFFOLDING QUESTIONS

• GIVING ELS SIMPLIFIED TEXTS TO READMARGARITA CALDERÓN & ASSOCIATES, INC.

NEW REVISED DEFINITION OF SHELTERED INSTRUCTION

FOCUS ON STUDENT LEARNING AND APPLYING LANGUAGE BY TEACHING:

•KEY VOCABULARY BEFORE, DURING AND AFTER READING

•DISCOURSE PROTOCOLS TO USE FOR DISCUSSIONS, QUESTIONS AND ANSWERS

RELATED TO THE TOPIC

•TEACH READING COMPREHENSION SKILLS NECESSARY FOR EACH PARTICULAR

GRADE LEVEL TEXT

•APPROPRIATE WRITING PROTOCOLS AND SKILLS FOR EACH WRITING ASSIGNMENT

•PERFORMANCE ASSESSMENTS TO GAUGE AND TRACK INDIVIDUAL LEARNING

PROGRESSIONS (CALDERÓN, 2012).


READING MATERIALS ACCOMMODATED

• ALTERNATE TEXT

• LEVELED READER

• SHORTER ARTICLE

• DIFFERENT VERSION OF CHAPTER

BOOK

• HIGHLIGHTED TEXT

• CHUNKING TEXT


Reading in the Content Areas• Use shorter, challenging texts that elicit close reading and

re-reading at each grade level.• Select and explicitly teach specific passages within the text to

provide opportunities for close reading.• Students should read, re-read deliberately and slowly to

probe and ponder the meanings of individual words, the order in which sentences unfold, and the development of ideas over the course of the text.

• Teacher guides reading comprehension by providing a direct focus for reading text.

PROVIDE VISUAL SCAFFOLDING

• VISUALS

• PICTURES

• GESTURES

• REALIA THROUGHOUT THE LESSON,

CHAPTER OR UNIT

GIVEN VERBAL SCAFFOLDING, RECEIVES SIMPLIFIED INSTRUCTIONS

• I.E. SLOWER, SIMPLIFIED SPEECH INCLUDING INSTRUCTIONS, DIRECTIONS,

AND QUESTIONS

LISTENING/SPEAKING SUPPORTS FOR ELL’S

• ALLOW EXTRA THINKING AND REHEARSAL TIME BEFORE EXPECTING AN ORAL RESPONSE

(ALLOW FOR ENTIRE CLASS TO HAVE TIME TO THINK, NOT JUST ELL’S)

• MODEL PRONUNCIATION AND USE CHORAL RESPONSE

• GIVE STUDENTS MULTIPLE OPPORTUNITIES TO SPEAK IN VARIED CONTEXT

• USE PEER INTERACTION-NUMBERED HEADS/PARTNER A &B DISCOURSE

• DO NOT PUT ELL’S ON THE SPOT, GIVE ALL CLASS OPPORTUNITY TO PROCESS WHAT THEY

WILL SAY BEFORE ASKING A GROUP OR PERSON TO RESPOND

• TALK READ TALK WRITE- NANCY MOTLEY

VOCABULARY DEVELOPMENT• PROVIDED WITH VOCABULARY STRATEGIES THROUGHOUT INSTRUCTION IN

ORDER TO DEVELOP AND APPLY ACADEMIC VOCABULARY

• CONTENT WORD WALLS/CONTENT PICTURE CARDS

• FRAYER MODEL

• ACCESS TO NATIVE LANGUAGE TRANSLATIONS

• PICTURE DICTIONARIES

• 6 STEPS TO BUILDING ACADEMIC VOCABULARY

TEACHING ACADEMIC VOCABULARY

• FOR ENGLISH LANGUAGE LEARNERS IT IS IMPORTANT TO TEACH VOCABULARY WITHIN

THE CONTENT AREA AND NOT IN ISOLATION.

Concept Mapping Semantic Web

VOCABULARY DEVELOPMENT

Academic Vocabulary Tiers 1, 2, 3

TIER 1 -- Basic words ELLs need to communicate, read, and write. Those that should be taught.

TIER 2 (Mortar terms)-- Information processing words that nest Tier 3 words in long sentences, polysemous words, transition words, connectors; more sophisticated words for rich discussions and specificity in descriptions.

Tier 3 (Brick terms)-- Subject-specific words that label content discipline concepts, subjects, and topics. Infrequently used academic words.


IDENTIFY AND CLASSIFY VOCABULARY:

SELECTING WORDS TO TEACH BEFORE, DURING, AND AFTER READING:

1.SELECT WORDS FROM STUDENTS’ TEXTS.

2.FROM YOUR EXPLANATIONS, FOR CLASS EXPERIMENTS, DEMONSTRATIONS YOU WILL

PRESENT TO THEM.

3.FROM INSTRUCTIONAL ACTIVITIES, FOR CLASS DISCUSSIONS DURING AND/OR AFTER

READING.

4.FOR THE ORAL AND WRITTEN SUMMARIES OF WHAT THEY HAVE LEARNED.

5.FROM AND FOR ASSESSMENTS.


TIER 3 (BRICK TERMS)ACADEMIC CONTENT SPECIFIC VOCABULARY


Math Science Social Studies

Square root Photosynthesis Government

Rectangle Germ Bylaws

Radical numbers

Atom Bailout

Circumference Matter Congressional

Pi square Osmosis Capital

Power Power Power

ABSENCE, ACCURACY, ADDITIVE, EFFECT, AFFECT,

ALLOW, APPARENT, APPROACH, ARRANGE,

ASSORTMENT, ASSUMPTION, BASIS, BASES,

BEHAVIOR, BELIEF, BODY, BOUNDARY, CORE,

CRITERIA, CRUCIAL, DEPICT, DEPLETE, DEVICE,

DISPLAY, DISTINCT, GENERATE, IMPACT,

ILLUSTRATE…


Tier 2 (Mortar Terms) information processing words for the

State exams and texts

Margarita Calderón & Associates, Inc.

PRE-TEACHING VOCABULARY

1. TEACHER SAYS THE WORD. ASKS STUDENTS TO REPEAT THE WORD

3 TIMES.

2. TEACHER STATES THE WORD IN CONTEXT FROM THE TEXT.

3. TEACHER PROVIDES THE DICTIONARY DEFINITION(S).

4. EXPLAINS MEANING WITH STUDENT-FRIENDLY DEFINITIONS.

5. HIGHLIGHT GRAMMAR, SPELLING, POLYSEMY, ETC.

6. ENGAGES STUDENTS IN ACTIVITIES TO DEVELOP WORD/CONCEPT

KNOWLEDGE.

7. REMIND STUDENTS HOW/WHEN TO USE THE WORD.

TEACHING CONCEPTS/VOCABULARY


1. Teacher says the word.2. Teacher states the word in context from

the text.3. Teacher provides the dictionary

definition(s).4. Explains meaning with student-friendly

definitions.5. Engages students in activities to develop word/concept knowledge.

Weather can have a big effect on your life. Students repeat word effect 3 times.

The result or consequence of something.

Influence, or the power to make something happen. Two cups of coffee in the morning have a big effect on me -- I can’t sleep at night! What has had a big effect on your life recently? TTYP

PROVIDED WITH ADDITIONALTEACHER MODELING

• PROVIDED WITH ADDITIONAL

TEACHER MODELING OR

DEMONSTRATION OF STUDENT

EXPECTATION

•TEACHER READ AND THINK ALOUDS

•COMPREHENSION STRATEGIES

•WRITING PROCESS

•SELF CORRECTION OR MONITORING

STRATEGIES

USE OF GRAPHIC ORGANIZERS

• UTILIZES GRAPHIC ORGANIZERS OR

THINKING MAPS TO

PROCESS/ORGANIZE THINKING AND

INFORMATION

• THIS CAN BE USED IN ANY CONTENT

AREA TO ORGANIZE IDEAS AND

EXTENDED TO SPEAKING ABOUT IT

AND THEN WRITING

TEACH TEXT STRUCTURES AND GRAPHIC ORGANIZERS


Description•provides a specific topic and its attributes•main idea(s) is/are supported by rich/descriptive details

above, across, all, also, appears to be, as an example, behind, below, beside, by observing, characteristics are, for example, for instance

Sequence•provides information/events in chronological order•details are in specific order to convey specific meaning

additionally, after, after that, afterward, another, at __(time), before, during, finally, first, following, initially, last , later, meanwhile, next

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

accordingly, answer, as a result, because, challenge, decide, fortunately, if __then, issue, one reason is, outcome is, problem, so

Structure Teach Signal Words Graphic

Topic

Problem

Attempted solution

Results

RECEIVES CONCRETE STRUCTURES FOR SPEAKING AND WRITING

• POST AND USE SIMPLE OR COMPLEX

SENTENCE STEMS

• PROVIDE PARAGRAPH FRAMES

• PROVIDE MULTIPLE OPPORTUNITIES

TO ORALLY PROCESS INFORMATION

DURING LESSON USING NUMBERED

HEADS, PARTNER A & B

SHARING,ETC.


Numbered Heads Together for Accountability

• Number off in your team from 1 to 4.• Listen to the question. Post question and language

stem on board.• Put your heads together and find the answer.• Make sure everyone in your team knows the

answer.• Be prepared to answer when your number is called.

USE OF COLLABORATIVE OR PARTNER GROUPING

• TEACHERS MAY CONDUCT WHOLE-CLASS INTRODUCTORY DISCUSSIONS OF

CONTENT FOLLOWED BY SMALL GROUP OR PAIRED WORK.

• STUDENT GROUPS MAY BE COACHED FROM WITHIN OR BY THE TEACHER TO

COMPLETE ASSIGNED TASKS.

• GROUPING OF STUDENTS IS NOT FIXED.

• GROUPING AND REGROUPING MUST BE A DYNAMIC PROCESS, CHANGING WITH

THE CONTENT, PROJECT, AND ON-GOING EVALUATIONS.

READING IN CONTENT AREAS• PROVIDED WITH OPPORTUNITIES TO

READ AND COMPREHEND CONTENT

AREA TEXTS WITH INSTRUCTIONAL

STRATEGIES SUCH AS TALK, READ,

TALK, WRITE OR CLOSE READING.

• ELL STUDENTS NEED TO READ HIGH

QUALITY TEXTS AND RESPOND IN

WRITING IN ALL CONTENT AREAS

READING IN CONTENT AREAS Before Reading

Preview TextDuring Reading

After Reading

• Introduce or preview vocabulary (make sure you review text for additional words beside those suggested by the publisher)

• Ask question related to concept

• Give students an opportunity to discuss their thoughts and responses with each other (partner). Post question stem.

• Use numbered head or think pair share strategy

• Students read/Focus on targeted question or objective

• Cover (chunk) part of text being read

• Annotate their thinking

• Give students 1-3 open ended questions related to text.

• Ask students to discuss answers to questions related to text.

• Think about the passage/text/article and respond using text evidence.

• Give students an opportunity to write a clear explanation of their thinking about the question or topic.

READING SUPPORTS FOR ELL’S

• ORGANIZE READING INTO MEANINGFUL “CHUNKS” OF TEXT.

• USE PEER COLLABORATION.

• SCAN FOR UNKNOWN TERMS BEFORE READING AND PRE-TEACH THOSE TERMS.

• USE TEXTS FOR MULTIPLE PURPOSES.

• PROVIDE GRAPHIC ORGANIZERS OR GUIDED QUESTIONS

• TALK READ TALK WRITE- NANCY MOTLEY

ALTERNATE METHODS OF RESPONDING

• POINTS TO PICTURES OR

VOCABULARY

• ANNOTATES AND LABELS OF

CONTENT AREA INFORMATION

• WRITTEN RESPONSES USING

LANGUAGE STEMS, GRAPHIC

ORGANIZERS

• ORAL SUMMARIES

• NUMBERED HEADS TOGETHER

• ORGANIZING IDEAS FIRST USING

CONCEPT MAPS, SEMANTIC MAPS,

GRAPHING

• WRITING TO SUMMARIZE OR

EXPLAIN AFTER READING

ACCOMMODATED WRITING TASKS

• USE OF SENTENCE STEMS

• PARAGRAPH FRAMES

• USE OF CONTENT WORD /SIGHT

WORD LIST

• TEACHER MODELING EXPECTATIONS

• ORAL PROCESSING OF

INFORMATION BEFORE WRITING

TASK

WRITING IN CONTENT AREAS

Teacher Modeling

Teacher writes short answer response in front of class.

Teacher thinks aloud while writing.

Whole Class-Guided Practice

Student and teacher co-write a short answer response.Teacher asks guiding questions as they co-author response.

Independent Practice

Students write an academic response independently.Teacher provides support on an individual basis, as needed.

Talk Read Talk Write- Nancy Motley

WRITING SUPPORTS FOR ELL’S

• PROVIDE COMPLETED WRITING SAMPLES OF WHAT IS EXPECTED OF THEM TO

ACCOMPLISH IN WRITING- THEY NEED TO SEE QUALITY MODELS OF WRITING

• GIVE EXAMPLES AND NON EXAMPLES OF EXPECTED OUTCOMES

• PROVIDE CONCRETE FEEDBACK FOR STUDENT WRITING-CONFER WITH THEM

• TEACHER MODELS THINKING ALOUD WHEN WRITING

• CREATE MULTIPLE OPPORTUNITIES FOR STUDENTS TO WRITE USING NEWLY

ACQUIRED VOCABULARY

TALK READ TALK WRITE- NANCY MOTLEY

AT THE END OF THE LESSON, BLOCK, DAY, WEEK:

WRITE ONE OR TWO PARAGRAPHS SUMMARIZING WHAT YOU LEARNED ABOUT

_______________ USING AS MANY TIER 2 AND TIER 3 WORDS AS YOU HAVE

LEARNED.

EXTRA POINTS IF YOU USE APPROPRIATE CONNECTORS, TRANSITION OR SIGNAL

WORDS. USE COMPOUND SENTENCES OR DIFFERENT TYPES OF CLAUSES.


Example Writing Assignment

ELL RESOURCES

instructional accommodations for ell’s. district initiatives unwrapped grade level teks deep...

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