1. ESL PLC – Supporting ELLs in Cycle 2 ELA and Math
October 30, 2014

2. Session Objectives Participants will
familiarize themselves with content resources in JCPS.
review ESL Newcomer PD that was presented to mainstream teachers.
learn developmental writing stages and KCAS expectations for ELLs.
explore visual scaffolds for teaching KCAS vocabulary to ELLs.
be introduced to math standards coding.
learn strategies to support ELLs with solving math word problems.
experience representing math word problems in semi-concrete and concrete forms.

3. Where Are ALL the RESOURCES?!

6. “Go To” strategies and top tips for mainstream teachers
RTI for ELLs that includes the essential core instruction
Differentiation for ESL newcomers focusing on the lesson essentials
Strategies to Support Newcomers in Intermediate Grades
ESL Newcomer PD

7. Assessing Student Writing

8. Where Are They?
Researchers have identified a continuum of development that students go through as they learn to write. This continuum can help teachers identify student needs and determine instructional next steps.
Sulzby, E., Barnhart, J., & Hieshima, J., (1989, July). Forms of writing and rereading from writing: A preliminary report (Technical Report No. 20). Berkeley, CA: University of California, Center for the Study of Writing.

9. Interaction Opportunity
You will work with a partner
You will receive two envelopes.
Open envelope #1. It contains samples of student writing.
Put these writing pieces in order from the earliest to the most advanced level of writing development.

10. K-CAS Connection 1 Earliest 2 3 4 5 6 7 Most Advanced
This is a visual organizer to help you think about this task that requires chronological order of the stages of writing development.

11. Interaction Opportunity
When you have finished arranging the pieces in order, check with another pair.
What do you notice?

12. Emergent

13. Developing

14. Beginning

15. Novice

16. Bridging

17. Expanding

18. Independent

19. More Interaction You are still working with a partner.
Open Envelope #2.
Match the characteristics of the writer and instructional next steps with each piece.
Which characteristics of the writer do you find in each piece?

20. More Interaction
When you have finished arranging the pieces in order, check with another pair.
What do you notice?

21. Developmental Writing Continuum1
Emergent 2
Developing 3
Beginning 4
Novice 5
Bridging 6
Expanding 7
Independent
This is a visual organizer to help you think about this task that requires chronological order of the stages of writing development.

22. Group Share
What did you notice or learn that you would like to share with the group?
Look here for more information on this Developmental Writing Continuum:
and-evaluation/documents/Writing-Continuum.pdf
If time is limited, just call on a few groups to share their thinking.

23. What are the Expectations?
Remind the GCCs that we looked at the progressions during the Cycle 1 PD, and discussed that they are a useful tool for differentiation.
Think about the writing development continuum and the progressions. How can these help you as you guide teachers” thinking about writing instruction?
Discuss.

24. How Do We Help Them Get There?
Word Bank- The teacher provides a list of important words that students may want to use in their writing.
Emergent Writers could use the word bank for labeling.

25. Drawing and Labeling
Using writing paper that has space for drawing and writing shows emergent ELL writers that they can communicate by drawing and print.
For some ELLs, drawing can communicate their ideas at a more sophisticated level than writing.

26. Paper Choice
Lucy Calkins suggests giving emergent writers, including ELLs, paper choices.
This allows students to draw and write at a level that’s appropriate for them.
Students start with one-word writing such as labels, lists, and names. For ELLs the more labels, the better!

27. See pages of  The Nuts and Bolts small book inside the Units of Study for Primary Writing Workshop by Lucy Calkins to answer more questions about paper choices in the primary writing workshop.

28. Paper Choice
Students move on to phrases such as captions and simple statements.
Then, they use sentences using models and patterns.
As always, with ELLs and other emergent writers, it is important to build on and expand oral language

29. Student Work
This student was a third grade from Nepal when he wrote this piece. He was a newcomer and had been in school only a few months when he wrote this, with support from his teacher.

30. Student Work
This was written by a student who had been in the U.S. for less than 1 year. She is from Iraq and attended school in Lebanon.
Text: “First I was in Lebanon. I flew on an airplane to London, England then to Chicago, U. S. A. Then I went to the hotel. Finally, I went to an airplane to fly to Kentucky my uncle came to get me and brought me to my first house, later we move to my second house.”

31. Oral Rehearsal
Rehearsing ideas aloud can help ELLs organize and clarify ideas that may not be entirely formed in their minds yet.
As they collaboratively discuss ideas with partners, they can work on organizing these thoughts into an appropriate sequence so they make sense to a reader.
Students learn from others by sharing their ideas and by hearing the ideas of others.

32. Sentence Frames
Sentence frames are an easy way to focus on a language structure.

33. Why use framed paragraphs?
Framed paragraphs provides students a framework and guide to write strong paragraphs and transitional phrases for sentences. It incorporates sentence types: long and short, simple and complex.

34. Academic Discussion Strategies/Accountable Talk
Using Academic Discussion Strategies during writing instruction:
Provides an opportunity to also teach K-CAS speaking and listening standards.
Helps students offer feedback to peers.
Helps students ask and answer questions about the writing
Allows students to clarify ideas

36. BRING POSTER
Good Resource-

40. Building Background through Effective Vocabulary Instruction
The academic vocabulary demands of KCAS are rigorous and challenging for our students.

41. A Helpful Resource
This recent practice guide recommends that teachers of ELLs:
Teach a set of academic vocabulary words intensively across several days using a variety of instructional activities.
-Choose from a small set of academic vocabulary for in-depth instruction.
-Use multiple modalities (writing, speaking, listening).
-Teach word-learning strategies.

42. Reading Informational CCR4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Language
CCR4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and reference materials, as appropriate.
CCR5
Demonstrate understanding of word relationships and nuances in word meanings.
CCR6
Acquire and use accurately grade-appropriate and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.
These are the standards students need to master by the end of grade 12. What do they look like at your grade level? (Share KCAS progressions for these two anchor standards.) What do you notice about the language vocabulary standard? (Students need to learn how to use roots and affixes to further their vocabulary understanding. This is best practice for ELLs.)
Word Learning Strategies (students independently learn new word meanings when they learn to use word learning strategies such as exploring context and anaylzing prefixes: (Edwards, Font, Baumann, & Boland, 2004; Graves, 2000)-part of a comprehensive vocabulary program that also includes Direct Teaching of Important Individual Words (Beck, McKeown, & Kucan, 2002). Feldman and Kinsella

43. RI.CCR.4
Anchor
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape comprehension. K
With prompting and support, ask and answer questions about unknown words in a text. 1
Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. 2
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. 3
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 4 topic or subject area. 5
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
Here is an example of what one KCAS standard that addresses vocabulary, RI.CCR.4, looks like in a progression from K-5. What do you notice about how the language changes across the progressions? How could you use this for an ELL?

44. Research reveals that vocabulary knowledge...
is related to a student’s ability to ________ text
comprehend
is related to overall __________ success.
academic
is related to higher status ___________.
occupations
influences peoples’ judgment of __________.
the speaker
is influenced by __________.
instruction
Let’s see what other researchers says about vocabulary.
If time allows, participants can turn and talk to complete these statements.
Yopp, Yopp & Bishop, 2009

45. What We Know
Vocabulary instruction is effective when…
key words are directly taught using strategies to make them clear.
students are repeatedly exposed to and given opportunities to use vocabulary words they are taught.
words to be taught are carefully and intentionally selected to help with comprehension.
It is especially important to give ELLs the opportunity to talk about domain-specific and general academic vocabulary. (IES Practice Guide from slide 20-recommendation 2).

46. What Doesn’t Work Why? Why? Why?
Assigning words for students to look up in a dictionary.
Expecting students to figure out the meaning of a new word using context.
Depending on spontaneous explanations.
Why?
Why?
Teachers turn and talk to share why they think each of these strategies is difficult for students. While each of them can help students expand their vocabulary understanding, they shouldn’t be used as the main instructional strategy for teaching students vocabulary. (Narrowing the Language Gap: The Case for Explicit Vocabulary Instruction by Feldman & Kinsella, 2005)
Why?

47. Selecting Vocabulary Words
What words should I teach?
Practice Guide Recommendation 1 is hyperlinked. Participants will need a handout of pages Read p. 16 & top of p. 17. Turn to a partner. What did you learn about choosing vocabulary words to teach? Could you make a handout to help teachers with selecting vocabulary based on what you read?
Starting with the assessment can also help here.

48. Selecting Vocabulary Words
Beck, McKeown, Kucan (2002)
Tiers have different terminology depending on the reference.
Tier 2= general academic
Tier 3=domain specific

49. How will you know which words to teach?
Vocabulary Knowledge Scale
Word
I don’t remember ever seeing or hearing this word.
I have seen and/or heard this word but don’t know what it means.
I have seen and/or heard this word and I think it means…
I know this word. It means…
I can use this word in a sentence:
HO-The VKS
Try this with some Tier 2 words from Intellivocab SAT practice app words:
Abdicate- to give up (royal power or the like)
Daring-brave
Edify-to build up, or strengthen, especially in morals or religion
Jocose-done or made in jest (THIS IS THE WORD THAT WILL BE USED AS AN EXAMPLE LATER.)

50. A VKS by an ELL.
Prove-to show the real thing
Cozy-to stay warm and feel good

51. How do I teach the words so the students will learn them?
Marzano’s 6-step process is well-known. What makes it effective?
How do I teach the words so the students will learn them?
Marzano’s Six-Step Process for Vocabulary Teaching

52. Research on Effectiveness of Marzano’s Vocabulary Teaching Strategy (Marzano, 2009)
It’s how someone uses the strategy that determines whether it produces great results, mediocre results, or no results at all (p. 83).
When students copy the teacher’s explanation or description of a term instead of generating their own explanation, the results are not as strong. Student explanations should come from their own lives (p. 84).
Why would teachers sometimes not have students generate their own explanations? What are some alternate solutions?
It’s important that the teacher use an explanation that students understand.

53. Research on Effectiveness of Marzano’s Vocabulary Teaching Strategy (Marzano, 2009)
It’s how someone uses the strategy that determines whether it produces great results, mediocre results, or no results at all (p. 83).
When students copy the teacher’s explanation or description of a term instead of generating their own explanation, the results are not as strong. Student explanations should come from their own lives (p. 84).
Why would teachers sometimes not have students generate their own explanations? What are some alternate solutions?
It’s important that the teacher use an explanation that students understand.

54. Vocabulary Notebooks and Note-taking Scaffolds
A note-taking scaffold has many advantages (Marzano et al, 2001)
It provides an advance organizer of the most essential lesson terms.
It keeps students on-task and accountable during vocabulary teaching.
It provides a reference for later study and practice of new terms.

55. HO -Simplified organizer for K and grade 1 (?) and ESL newcomers
For younger students. How can you use this to support vocabulary learning?
- Shrink and glue in notebook.
-Make copies and staple with a cover that shows the content and topic.
-Could your students reproduce this in their notebook? How would that work?
Teachers should have a large organizer all students can see and refer to.

57. This is an organizer that an ESL teacher from Roosevelt Perry created for her newcomers and kinder students.

58. For older students. This organizer supports word learning strategies that help students learn more words independently. Which KCAS standard does this support? (Language CCR 4)
Synonym and sentence can be used to expand understanding in step 4 of Marzano.

59. Let’s Do This!
Jocose

60. How will you know when students have learned vocabulary that you directly teach?
Completed note-taking scaffold
Oral reading record
Student constructed responses-short answer and extended response
Teacher observation of when the child uses the word correctly
In peer discussion
In writing
During vocabulary review activities
Example: When Holly Terry’s students used previously taught vocabulary (special) to describe a new vocabulary word (ordinary) when she said it means not special.

61. The word special had been previously taught using this process
The word special had been previously taught using this process. Obviously, the student understands that word as well as her new word, plain.

62. Resources and Professional Reading
Contemporary Classroom Vocabulary Assessment for Content Areas (Stahl & Bravo, 2010) Six Steps to Better Vocabulary Instruction (Marzano, 2009) Making Vocabulary Instruction Effective and Engaging (McKeown & Beck, 2011)

64. Let’s Read the Math Standards

66. Why Do ELLs Struggle With Math Word Problems?
They have to…
read and comprehend the text of the problem
identify the question that needs answered
create and solve problem
…in English!

67. Key Terminology

68. Consideration: try not to just emphasize on key terminology
What research has found is that if we ask students to only rely on knowing that certain key words signal specific operations, we can actually lead them away from trying to understand the problems. They will tend to look only for those words and whatever numbers are in the problem, even if they are not relevant to the answer. This will not help them be mathematically proficient later, even when they are proficient with English.

69. Let’s Look At This Sample
Maria has 24 marbles which is 8 fewer than Paolo has. How many marbles does Paolo have?
fewer
24-8=16

70. Some Other Ideas to Support ELLs
Read the word problem to them, a few times
Discuss what the word problem means
Break up the word problem in segments
Draw or act out the word problem
Anchor chart
Solving organizer

71. Math Word Problems
Meant to be very guided and include LOTS of discussion and modeling.
Give out handout of both the anchor chart and the graphic and Amy explains how she used this in her group

72. Math Focus Group
* Analyzed Math Diagnostic to determine areas of struggle
* 15 students targeted (basic multiplication and division facts and some fraction work)
* 5 students double targeted (with word problem anchor chart and explicit instruction and practice)
* 13 of 15 targeted went up 1-2 levels (one maintained proficiency)
* 5 of the 4 double targeted went up 2 levels
Explanation of results

73. Data from Amy’s Math Focus Group

74. Semi-Concrete and Concrete
Representing Multiplication and Division situations
Semi-Concrete and Concrete
Participants will be given one situation per pair to create a semi-concrete or concrete representation of the problem. We will be borrowing materials from the Math specialist.

75. Next Steps Choose a strategy that was discussed tonight.
In the next month implement this strategy with a small group (if you can connect one to your SMART goal even better!)
For the next small group PLC:
Prepare to share you chosen strategy and reflection for student success. or give materials to your resource teacher no later than 1 week before the PLC.
Examples for presenting:
PowerPoint slides
Video
Student Samples

76. Do You Want This Powerpoint?
Go to Sharepoint!
…you know you want to