INTRODUCTION - Project ISLA - Texas A&M University ...ell.tamucc.edu/files/ell_promising_practices.doc · Web viewThe four categories identified were vocabulary and language development

Promising PracticesFor Secondary

English Language Learners

Published as part of the LEP Student Success Initiative Grant

Office of Education InitiativesTexas Education Agency

In collaboration with

The Office for the Improvement of Second Language Achievement (ISLA)

Texas A & M University – Corpus ChristiAugust, 2009

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Copyright © 2006 Texas Education Agency (TEA)

Photocopy/ Reprint Permission StatementPermission is hereby granted to professors and teachers to reprint or photocopy any article in the Promising Practices for Secondary English Language Learners document for use in their classrooms, provided each copy made shows the copyright notice. Such copies may not be sold, and further distribution is expressly prohibited. Except as authorized above, prior written permission must be obtained from the Texas Education Agency to reproduce or transmit this work or portions thereof in any other form or by another electronic or mechanical means, including any information storage or retrieval system, unless expressly permitted by federal copyright law. Address inquires to Dr. Frank Lucido, Office of the Institute for Second Language Achievement (ISLA), Texas A & M University- Corpus Christi, 6300 Ocean Drive Unit #5818, Corpus Christi, Texas, 78412-5818.

Printed at Texas A & M University – Corpus Christi

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PROJECT STAFF

Mr. Robert Scott, Commissioner of Education

Lizzette Reynolds, Deputy Commissioner of Statewide Policy and Programs

Norma Torres-Martinez, Deputy Associate Commissioner, Standards and Alignment

Lilie Elizondo-Limas, Director, Office of State Initiatives

Roberto C. Manzo, Program Specialist, Office of State Initiatives

Georgina Gonzalez, Director, Bilingual/ESL

Susie Coultress, Assistant Director, Bilingual/ESL

Office of the Institute for Second Language Achievement (ISLA)

Texas A & M University – Corpus Christi

AuthorsDr. Frank Lucido, Director, ISLA

Carmen Ramirez Boatright, Assistant Director, ISLADr. Pushpa Attal, Faculty

University of HoustonDr. Gustavo Gonzalez, Professor Emeritus

Texas A & M University – KingsvilleDr. Guadalupe Thompson, Professor Emeritus

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University of OklahomaTable of Contents

Table of Contents ………………………………………………………………. V

Section I Introduction and background ………………………………… 1

Section II Promising practice – Vocabulary and language development 9

Use of word walls ……………………………………………… 10Cognate awareness ……………………………………………. 12Word analysis …………………………………………………. 14Concept definition maps ……………………………………… 16Semantic maps ………………………………………………… 18

Section III Promising practice –Use of graphic organizers and visuals 20

Venn diagrams ………………………………………………... 21Story maps …………………………………………………….. 27Double-entry journals ………………………………………… 29Semantic attribute matrices ………………………………….. 31Word banks ……………………………………………………. 33Writing frames ………………………………………………… 36

Section IV Promising practice – Teaching for Meaning 39

Quick writes …………………………………………………… 40Thematic prompts …………………………………………….. 42Use of role – play ……………………………………………… 45

Section V Promising practice – Cognitive/ metacognitive strategies 47

Note-taking …………………………………………………….. 48Pre-reading guides ….…………………………………………. 50Preview/review…………………………………………………. 53Reciprocal teaching …………………………………………… 55Summarization ………………………………………………… 57Think-alouds ……………………………………………………. 59Visualization …………………………………………………… 61

Section VI Bibliography …………………………………………………… 63

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INTRODUCTION

Secondary school adolescents are the most diverse English language learners in

our schools. Although some of these students are newcomers/new arrivals within five

years, others have always called the U.S. their home (Rance-Roney, 2009). Batalova,

Fix, & Murray (2007) found that 57 percent of adolescent learners classified as limited

English proficient were born within the U.S. borders and thus are second or third-

generation residents. These students have often achieved oral proficiency but are lagging

behind in their ability to use English for literacy and content learning for reasons that

may be only partly related to their second language status (Short & Fitzsimmons, 2007).

Lucas (1997) found that life experiences and circumstances will influence the individual

needs of these secondary learners. Among the factors cited were quality of prior

educational experiences, level of native language development, level of acculturation and

assimilation into the mainstream American culture, and expectation of re-entering the

country of origin and/or expectation of permanent return to their country of origin.

Adolescent secondary ELL’s benefit most from reforms that improve learning for all

students, such as curriculum improvement, professional development, and school

reorganization (Ruiz de Velasco & Fix, 2000). However, there are specific strategies that

can be implemented which contribute to ELL academic and linguistic improvement.

These strategies are the focus of the present publication.

The LEP Student Success Initiative was initiated by the Texas Education Agency

in 2004. Since that time, over one hundred school districts in the state of Texas have

received educational grants aimed at improving the education of English language

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learners. As the number of English language learners continues to increase, the need to

identify research based promising practices to educate these students grows as well. In

2009 of a total of 800,671 ELLs, the largest number of English language learners were

Spanish speakers numbering 732, 196 students, Vietnamese speakers numbering 15, 230

students, and Urdu at 3,783 students (PIEMS, 2009).

The Office for Improvement of Second Language Achievement (ISLA) at Texas

A&M University-Corpus Christi was awarded a contract to provide professional

development, technical assistance to the grant awardees, and to develop this document on

promising practices focusing on second language learners. The state’s emphasis on

Closing the Gap among the different ethnic groups adds urgency to providing a quality

education for English language learners.

The first step in the development of this document was an identification of studies

conducted in secondary classrooms that used specific strategies that were effective in the

education of English language learners. The strategy was deemed effective when it

showed improvement in language development as defined by the particular study. There

were thirteen studies including panel reports that identified effective strategies in

instructing English language learners at the secondary level. Instructional similarities

among the strategies led to four major categories. The four categories identified were

vocabulary and language development strategies; teaching for meaning strategies;

strategies involving the use of graphic organizers; and cognitive and meta-cognitive

strategies.

In order to verify that these strategies were among those being used in Texas

classrooms, interviews were conducted with secondary ESL teachers that were deemed

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effective in educating English language learners. A panel of ESL educators was

assembled to develop a description of classroom strategies and how they interface with

standards. Of course, many of the strategies can be used to address a wide array of

standards, depending on the particular situation in the classroom.

In December of 2007, the English Language Proficiency Standards (ELPS) were

developed by the Texas Education Agency to assist Texas teachers in addressing the

language development needs of English language learners as they interact with the Texas

Essential Knowledge and Skills (TEKS). Since English learners are expected to master

the Texas curriculum outside of the regular ESL class, educators must recognize that all

teachers, ESL and content are as well, contribute to language development, intentionally

or unintentionally. All teachers are teachers of language regardless of content area

taught. The English language proficiency standards define specific standards in listening,

speaking, reading, and writing that must be developed in all areas of instruction. Special

attention is given to assuring that English language learners are provided differentiated

instruction according to their level of language development (Beginner, Intermediate,

Advanced, and Advanced High). With the development of content objectives and

language objectives at the linguistic level of the students, educators across the curriculum

can help all students, and specifically English learners to develop their linguistic and

literacy abilities, resulting in enhanced academic achievement and career success.

This document was developed to identify research-based strategies found to be

effective in teaching English language learners across the curriculum. The document

identifies the specific strategy and defines the strategy as it applies to teaching and

learning. The research studies for verifying the effectiveness of the strategy are listed as

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well as additional resources for implementing the strategy. The document also identifies

the specific English Language Proficiency Standard that can be addressed when

incorporating the strategy. The implementation of the strategy with a classroom example

of the strategy is then described. The importance of integration of all four language skills

(listening, speaking, reading, and writing) is stressed throughout the examples to insure

that all aspects of language development are enhanced. Although many of these

strategies are considered best practices for all learners, educators must be conscious of

the language development level of the English language learners so as to tailor instruction

in the classroom to the student’s linguistic ability level.

This document is meant to serve as a resource to all teachers as we continue to

work together to improve the education of English language learners in the state of

Texas.

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Vocabulary and Language Development

Vocabulary knowledge is a critical component of reading proficiency across the

K-12 spectrum. Achieving comprehension through setting reading goals, interacting with

texts, and accessing background knowledge is especially challenging for ELL students.

Unfamiliar cultural assumptions and academic demands in content courses place a

tremendous burden on learners who are simultaneously developing their language skills

and learning content information. ELL students continually encounter words in their

readings that they don’t fully understand. Examples of this include academic vocabulary

in literature, science, history, social studies, and mathematics. This is vocabulary that is

best developed through direct instruction, practice, and use in and appropriate contexts.

Vocabulary development should be taught both directly and indirectly with

activities that link and reinforce words and their meanings. Vocabulary can be

introduced in isolation as well as in the context of the content.

Vocabulary and language instruction should include activities for students

involving word walls, cognates awareness, word analysis, concept definition maps, and

semantic maps. These and other activities will help in developing their language skills.

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Word walls Targeted Proficiency Levels: Beginning to AdvancedDescription: The word wall consists of the key words, concepts, or ideas contained in the lesson or unit. These are printed on poster board or butcher paper and prominently displayed so that all students have a clear view of them. The content of the word wall will vary not only by content area but by grade level. It is to be expected that a word wall for 12th graders will be more advanced than one for 7th graders.

Research/Resources:Abedi et al (2001)Cunningham, (2004)Gibbons (2009)

Alignment with English Language Proficiency StandardsListening

2C: Learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions.2E: Use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language.

Speaking3B: Expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication.3D: Speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency.

Reading4D: Use pre-reading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other pre-reading activities to enhance comprehension of written text.4F: Use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language.

Writing5B: Write using newly acquired basic vocabulary and content-based grade-level vocabulary.5C: Spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired.5G: Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.

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Using Word walls in Content Area Classrooms: What does it look like?

1. Create a word wall chart. (laminate)2. Print key words and clip to chart (monarchy, democracy, dictatorship, oligarchy).3. Pronounce the words and ask students if they can give a definition and an

example of each. If students cannot provide a definition, the teacher should provide one.

4. Have students develop their own dictionary where they can write their own definition of each type of government and add more vocabulary as they research each type.

5. Divide the class into four groups to study the characteristics of each type, such as its structure, its constitution, elections, freedoms, powers, free speech, right to bear arms, and other areas which they would like to discuss.

6. Each group will then develop an oral presentation on their assigned type of government. The presentation will be structured in such a way as to provide each student an opportunity to contribute to the actual presentation (not just its planning and/or development).

7. At the conclusion of all the presentations, each group has to turn in a semantic map of its type of government.

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Cognate awareness Targeted Proficiency Levels: Beginning to AdvancedDescription: Cognates are words that exist in different languages but share semantic and physical (orthographic) characteristics. Many students are timid or hesitant to guess at meanings of new words, even obvious cognates.

Using texts that identify true cognates allows students to gain confidence in perceiving the meaning of the basic word. It further enables them to recognize related words when they appear.

Research/Resources:Nagy & Garcia (1993)Genesee & Riches (2006)


2B: Recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters.2C: Learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions.2E: Use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language.

Speaking3D: Speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency.3E: Share information in cooperative learning interactions.

Reading4A: Learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words.4G: Demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade-level needs.

Writing5G: Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.

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Using cognate awareness in Content Area Classrooms: What does it look like?

Encourage students to find English words that have cognates in their native language. Geography and history texts include many words based on Latin and Greek which may already be familiar to them. The teacher may start the discussion by providing a list of some of the cognates that they will be encountering in the lesson. An activity that could be used for developing cognate awareness use is as follows:

1. Make word strips of identical cognates and others that include some differences in spelling between cognates.

2. Write enough words so that everyone in the class can be involved.3. Distribute the words among the students.4. Ask the students to find the classmate that has the corresponding cognate.5. Ask students who have identical cognate words to raise their hand. Next, ask the

students with similar but not identical cognates to stand up. Ask the students as a group to talk about differences in the pairs that are similar cognates, such as extra vowels, suffix tion/ción, and the ending y.

Examples of word strips:1. identical: abdomen, animal, central, chocolate, horror, vision, idea, etc. (2 strips

for each word)2. similar: acid/ácido, absurd/absurdo, model/modelo, clinic/clínica, insect/insecto,

credit/ crédito, ambition/ambición, circulation/circulación, education/educación, petition/petición, agony/agonía, anatomy/anatomía, biology/biología, colony/colonia, democracy/democracia, history/historia, salary/salario, etc.

Another activity that could be used in your course is to identify the key words in each lesson and distribute them to the students.

1. Have the students review the list and provide a cognate for words that have one in their native language.

2. At the end of a unit or lesson, review their list to see how many cognates they have discovered.

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Word analysisTargeted Proficiency Levels: Beginning to AdvancedDescription: Word analysis, focused instruction on the parts of a word, improves spelling and aids in acquiring academic vocabulary. The ability to break down new words will allow students to decipher the meaning of new words they encounter throughout their academic careers.

A decoding skill that is very useful is the ability to recognize word families. Knowing the meaning of prefixes, common base words, Greek and Latin roots, and suffixes aids the students in decoding the meaning of new words. Teachers can find lists of prefixes, suffixes and word families in books on teaching reading. Classifying words based on structure also improves student orthography.

Research/Resources:Goldenberg (2008)Beck, McKeown & Kucan (2002)Genesee & Riches (2006)


2C: Learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions.2D: Monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed.2I: Demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.

Speaking3D: Speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency.3F: Ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments.

Reading4D: Use pre-reading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other pre-reading activities to enhance

Writing5E: Employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations.

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comprehension of written text.4G: Demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade-level needs.

5F: Write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired.

Using Word analysis in Content Area Classrooms: What does it look like?

1. Before you start the activity, define the words prefix and suffix. Give examples on the board.

2. Provide students with a list of prefixes and suffixes and their meaning. Example:

3. Have

students think of words that

contain each prefix or suffix. Ask them to write the words and their meaning on the sheet with the list of affixes.

4. Have the students share the words and their meanings with the class.5. Ask the students if they know additional prefixes and suffixes. List them on the

board.6. Ask students to do a quick write on the importance of prefixes and suffixes and

how knowing them would help them in analyzing a new word.

Concept definition mapTargeted Proficiency Levels: Beginning to AdvancedDescription: A concept definition map is a Research/Resources:

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Prefix Meaning Word Meaninganti- againstex- formerim-, in- notnon- notpost- afterpre- beforere- againre- backun- not

Suffix Meaning Word Meaning-able, -ible is, can, be-ar, -er, -or one who-ess one who (female)-est most

visual organizer that enables students to process a concept, a term, or an idea.Concept maps begin with a single concept which is written in a square or circle. New concepts are represented by and included in new shapes and connected with lines to the other shapes, creating a web showing relationships among the ideas presented. A concept organizer can also be used for each new word. The organizer may include sentences, synonyms, definitions, examples, and antonyms.

Goldenberg (2008)Echevarria & Graves (2005)


2E: Use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language.2H: Understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations.2I: Demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.

Speaking3E: Share information in cooperative learning interactions.3G: Express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics.3H: Narrate, describe, and explain with increasing specificity and detail as more English is acquired.

Reading4D: Use pre-reading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other pre-reading activities to enhance comprehension of written text.4G: Demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade-level needs.

Writing5B: Write using newly acquired basic vocabulary and content-based grade-level vocabulary.5F: Write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired.5G: Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.

Using Concept definition maps in Content Area Classrooms: What does it look like?

1. Have students fill in the concept map with words and phrases from a story, essay,

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or topic they are studying.2. Next, ask individual students to share their ideas about the concept or topic with a

partner.3. Now, ask students to write an essay on a separate sheet of paper expressing their

impressions of and reactions to the concept or topic. Have the students review the concept map “Poverty in the United States” that they have brainstormed on earlier.

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PovertyIn the

United States

How people live

Identify people

Where people live

Why people live

this way

Effects of poverty on

people

Semantic maps Targeted Proficiency Levels: Beginning to AdvancedDescription: Semantic maps are an excellent means for organizing new information introduced in class. They provide direction and organization while narrowing the content to the most important information of the lesson. This allows the student to focus on the main theme, concept, topic, or word.

Research/Resources:Goldenberg (2008)Johnson, Pittelman, Toms-Bronowski & Levin (1984)


2C: Learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions.2E: Use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language.2I: Demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.

Speaking3B: Expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication.3D: Speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency.3E: Share information in cooperative learning interactions.

Reading4D: Use pre-reading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other pre-reading activities to enhance comprehension of written text.4F: Use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly


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challenging language.4G: Demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade-level needs.Using Semantic maps in Content Area Classrooms: What does it look like?

1. The teacher introduces the topic “Five Senses” through pictures and asks the students what they know about it (prior knowledge).

2. Teacher uses a KWL chart to write the students’ comments. After discussion, a semantic map is developed as follows:

3. Have students write sentences that evoke a sensory response. Have the students write these sentences on the map.

4. Have students read their sentences to a partner without saying which sense(s) they are describing. Ask the partner to guess the senses being referred to.

5. Have different volunteers present one of their sentences to the class and see if the class can guess the sense.

6. Teacher introduces the literature selection on the five senses to the class.

A semantic map brainstormed in a social studies class studying conditions of life in the colonies from Jamestown to 1783 may include in the center circle of the map “Life in the Colonies.” Other circles connecting with the center circle would include such topics as Housing, Food, Clothing, Work, Education, Religion, Government, Money Exchange, Role of Women, etc.

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Five Senses

Hearing

SightSmell

Touch Taste

Use of graphic organizers and visuals

The use of graphic organizers and visuals is an effective means of building

schema for English Language Learners (ELLs). Graphic organizers and visuals are

particularly important for ELLs that are not yet proficient in English because they allow

ELLs to organize information and demonstrate their understanding of content.

Additionally, graphic organizers and visuals help students see relationships among and

between ideas. Through the use of graphic organizers and visuals, students are able to

express their understanding without the use of complex language or increased grammar

demands.

Examples of graphic organizers and visuals that are beneficial for English

language learners include: Venn diagrams, story maps, double-entry journals, semantic

attribute matrices, word banks, and writing frames.

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Venn diagrams Targeted Proficiency Levels: Beginning to AdvancedDescription: Venn diagrams allow ELLs to focus on the content by reducing the language demand to single words or phrases. Venn diagrams are often used in mathematics, but they actually can be used in all subjects, grades K to 12. Venn diagrams allow for the comparison of two different topics, words, or concepts through the use of enclosed (overlapping) circles. Characteristics shared by the concepts or topics are listed in the area of overlap, while those features that are unique are listed in the remaining area of the respective circles, as illustrated below.

Research/Resources:Iwai (2007)Dickson, et al (1995)


2E: Use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language.2G: Understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar.2I: Demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.

Speaking3E: Share information in cooperative learning interactions.3F: Ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments.3H: Narrate, describe, and explain with increasing specificity and detail as more English is acquired.

Reading4D: Use pre-reading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other pre-reading activities to enhance comprehension of written text.4E: Read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned.4G: Demonstrate comprehension of

Writing5B: Write using newly acquired basic vocabulary and content-based grade-level vocabulary.5F: Write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired.5G: Narrate, describe, and explain with increasing specificity and detail to fulfill

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increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade-level needs.

content area writing needs as more English is acquired.

Using Venn diagrams in Content Area Classrooms: What does it look like?

1. Have the students draw a pair of overlapping circles. These circles must be large enough to allow students to write in them.

2. Have the students select an idea, concept, word, or set of characters in a story that they would like to compare and contrast.

3. If the students are studying the characters in a story they have read, have them select two characters and list in the larger, non-overlapping areas of the circles, those descriptors that make them different or unique.

4. Next, have the students list in the space where the circles intersect those qualities that the

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Different DifferentSame

two characters have in common.5. Have the students write a paragraph comparing/contrasting the two characters. Ask them

to select a partner and read the paragraph to him/her.

A Venn diagram is used for showing the similarities and differences between two genres (see Glencoe/McGraw-Hill, Literature: The Reader’s Choice, 2004).

1. Engage the students in a class discussion on essays and short stories. Have the students answer the following questions: In what ways are essays and short stories similar? In what ways are they different?

2. Have the students list their ideas in a Venn diagram.3. Next, have the students use their Venn diagram to explain the differences and

similarities between essays and short stories to a classmate.4. Have the students write a paragraph on the differences and similarities between the

two genres.

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Short StoryEssay

Nonfiction

Expresses Author’s Personal Views

Fiction

Plot leading to conclusionCharacters and dialogue

Short pieces of literature point of view

Venn diagrams usually compare and contrast two elements, but the strategy can be used in comparing three items (see Reis, 2005, p. 79).

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Short StoryEssay

Nonfiction

Expresses Author’s Personal Views

Fiction

Plot leading to conclusionCharacters and dialogue

Short pieces of literature point of view

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BDifferent

SameA + B

SameA+B +C

Same B+C

ADifferent

SameA+C C

Different

Story maps Targeted Proficiency Levels: Beginning to AdvancedDescription: Story maps are visual representations of the characters and events of a story. The entire class constructs the map – either by adding to it gradually as they read the story or by creating it all at once after they have completed reading the story. In addition, students can draw their own map before retelling the story or writing a summary. A sample framework is given below.

Research/Resources:Dickson (1985)Idol & Croll (1987)


2E: Use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language.2G: Understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar.2I: Demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.

Speaking3D: Speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency.3E: Share information in cooperative learning interactions.3H: Narrate, describe, and explain with increasing specificity and detail as more English is acquired.

Reading4D: Use pre-reading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other pre-reading activities to enhance comprehension of written text.4F: Use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language.


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4G: Demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade-level needs.

Using Story maps in Content Area Classrooms: What does it look like?

1. Have students fill out their story map individually.2. Have the students choose a partner and retell the story to the partner. The student

pairs then switch roles, allowing both partners oral English practice.3. Have the students write a summary of the story and turn it in to you (teacher) to

check for comprehension and evaluate writing skills.

Another format for a story map is given below.

Story map

Story setting/sMain charactersOther charactersConflicts/problemsClimaxResolution of conflict

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Setting Main Characters

TitleAuthor

Problems Solution

Event 1Event 2Event 3

Double-entry Journals Targeted Proficiency Levels: Beginning to Advanced

Description: A double-entry journal is a two-column journal used for reflective writing about topics covered in the class. In one column, students write words, phrases, quotes, ideas, content concepts, experiments in the laboratory, notable men and women, movements in history, etc. The second column is used for the students’ reflective responses to what or who is listed in Column I.

In some classes, the teacher creates open-ended tables in notebooks which have a light line dividing the page vertically, as shown below.

Column I Column IIWords/quotes/ideas/conceptsExperiments/Notable People/Historical movements

-Student’s Response-Why Important

Research/Resources:Beck, McKeown & Kucan (2002)


2C: Learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions.2D: Monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed.

Speaking3D: Speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency.3E: Share information in cooperative learning interactions.3G: Express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics.3H: Narrate, describe, and explain with increasing specificity and detail as more English is acquired.

Reading4D: Use pre-reading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other pre-reading activities to enhance comprehension of written text.

Writing5F: Write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired.5G: Narrate, describe, and explain with increasing specificity and detail to fulfill content

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area writing needs as more English is acquired.

Using Double-entry Journals in Content Area Classrooms: What does it look like?

1. Have each student start a double-entry journal beginning with the first week of class. Describe the purpose of the journal and provide an example of the format to be followed.

2. Have the students volunteer to share their entries with the class after completing the unit.

Make sure that all students are given the opportunity to participate in this activity throughout the year. This activity can be used as a review for the unit.

Another graphic organizer similar to the format of the double-entry journal is T-notes (see Reiss, 2005, p. 59). In this approach, the left column represents a main idea and the right column shows examples or details. The sample below illustrates the use of the T-notes with the topic of water quality.

Factors affecting water qualityMain ideas Details/examples

1. appearance and taste 1. cloudiness2. odor3. color4. minerals and chemicals

Under the left column, other main ideas such as acidity, hardness, disease-causing agents, and standards of quality are listed. Details/examples are listed on the right-hand column describing each main idea. The T-notes format serves as an aid to learning and also as an excellent review.

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Semantic attribute matrices Targeted Proficiency Levels: Beginning to AdvancedDescription: A matrix is a chart that compares a number of items across a number of distinctions or attributes (see Reiss, 205). This chart lists traits or features that define members, a particular category or a concept.

Research/Resources:Goldenberg (2008)Anders et al (1984)


2C: Learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions.2G: Understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar.2I: Demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.

Speaking3E: Share information in cooperative learning interactions.3F: Ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments.3H: Narrate, describe, and explain with increasing specificity and detail as more English is acquired.


4E: Read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned.4F: Use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge


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needed to comprehend increasingly challenging language.Using Semantic attributes matrices in Content Area Classrooms: What does it look like?

Matrix grids present information in different ways. Some of the grids require only a plus or minus sign to denote the presence or absence of quality or item listed on the grid. In some matrices the students can provide a descriptive word, a short phrase, or a drawing.

Formation

Rock Types Remains of living

organisms

Exposure to heat

From cooling molten rock

Deposition of pieces of other

rocks

Pressure for

extended time

1. Igneous √2. Sedimentary √ √3. Metamorphic √ √

In a social studies class studying Africa South of the Sahara, for instance, students can develop a chart/matrix summarizing the major points of the countries in Africa included in this geographic area.

Africa South of the SaharaCountry Pop/Density Landmass Major

ExportMajor Import

Government

Activity:1. After presenting and explaining the above format to the class, have each student

choose a different African country and conduct research on the characteristics listed in the columns (the teacher and students can add to or change the columns).

2. Have the students discuss the findings on his chosen country with a partner. The partner then shares information on his/her country.

3. Have the student write a summary comparing his country to another African country (his partner’s country or another country from the list).

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Word banks Targeted Proficiency Levels: Beginning to AdvancedDescription: Teachers use word banks, lists of content-related words or phrases, on assignments that require short answers. Students select items from the list provided to answer the assigned questions. Word banks display words that are relevant to a particular topic and which will enhance the participation of all students in the learning process.

Word banks are used in activities which check for comprehension of readings, diagrams in science, or maps/charts in social studies. In classes where assignments will consist of discussion or narrative writing, teachers post in the classroom connective words or phrases which will assist in completing the assignment. Examples for use in discussion writing include: First, Second, Also, In addition, On the other hand, However, Nevertheless, and Therefore. For narrative writing the students may use a word bank that lists One day, after, afterwards, later on, The following morning, In the end, Finally, and At last.

Research/Resources:Bongolan & Moir (2005)


2C: Learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions.

Speaking3E: Share information in cooperative learning interactions.3G: Express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics.3H: Narrate, describe, and explain with increasing specificity and detail as more English is acquired.3J: Respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.

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Using Word banks in Content Area Classrooms: What does it look like?

In a history class studying the U.S. in the 1930s, photographs may be used in the unit on the causes and social consequences of homelessness (see Brenton, Donna M. & Master, Peter, Editors, 1997).

1. Form groups of four to five students2. Distribute 6-8 photographs of homeless people to each group and a vocabulary

development worksheet.

Word Bank Word Bank Faces of Homeless Emotions of Students

__affection __hatred __admiration __frustration__anger __hope __anger __guilt__courage __humiliation __awe __hope__defiance __love __care __outrage__depression __need __curiosity __pain__determination __outrage __depression __pity__fear __pity __disgust __repulsion__greed __pride __fascination __respect__terror __rejection __fear __sympathy__guilt __terror

3. Ask students to look at the pictures and check the words on the list that express the emotions they see on the faces of the homeless.

4. Have students compare answers with other members of their group and explain their answers.

5. Have the students look at the pictures again and check the words on the list that express their own feelings in looking at the faces in the pictures.

6. Have each group select the pictures that move them the most.

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7. Have the students write a brief “day-in-the-life” journal entry, assuming the persona in their favorite picture.

8. Have the students turn in their journal entries. Shuffle the entries and distribute them to different students, making sure no student winds up with his own entry.

9. Have students read silently their peer’s entry.10. Ask for volunteers to read a journal entry and have other students identify the

picture of the individual whose experience is being described.11. Have students brainstorm the main issues and connect to the source materials

studied in the unit.

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Writing frames Targeted Proficiency Levels: Beginning to AdvancedDescription: Teachers use writing frames to provide ELLs with an explicit framework for the type of writing the class is doing. This kind of explicit scaffolding means the ELL students are able to take part in the same tasks as the rest of the students in class.

Content area classes use writing frames to provide structure for writing assignments on experiments, demonstrations, or other activities. At times the frames consist of specific questions or statements that the students have to answer or complete. The frame model for a science demonstration consists of the name of the experiment and statements that show what they wanted to do, what materials they used, what steps they took to do it, what happened, and what the results showed (Reiss, 2005).

Research/Resources:Gibbons (2005)


2C: Learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions.2G: Understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar.2I: Demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages,

Speaking3C: Speak using a variety of grammatical structures, sentence lengths sentence types, and connecting words with increasing accuracy and ease as more English is acquired.3D: Speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency.3E: Share information in cooperative learning interactions.3G: Express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics.

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responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.

Reading4D: Use pre-reading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other pre-reading activities to enhance comprehension of written text.4E: Read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned.4G: Demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade-level needs.

Writing5E: Employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:

(i) using correct verbs, tenses, and pronouns/antecedents;

(ii) using possessive case (apostrophe s) correctly; and

(iii) using negatives and contractions correctly.

5F: Write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired.5G: Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.

Using Writing frames in Content Area Classrooms: What does it look like?

Writing frames provide English learners with correct models. By structuring the language and pattern of these reports and writing assignments, the teachers allow the ELLs to concentrate on what they are learning instead of having to focus on creating the language needed to generate an appropriate response.

Activity1. Present the format below and have the students complete the writing frames

provided based on topics introduced earlier.2. Discuss the students’ responses in class making sure to call on all students.3. Ask students to write a summary of the topic using the framework provided and

turn it in.

Arguments forReasons why I believe this…..

1. First_______________________________________________________________

2. In addition _________________________________________________________

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3. Finally ____________________________________________________________

Counterarguments1. On the other hand, some people argue that

________________________________2. In addition

_________________________________________________________3. They also say

_______________________________________________________ConclusionHowever, my view (opinion) is that ___________________________________________Because _________________________________________________________________(see Gibbons, 2002, p. 71).

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Teaching for meaning

Teaching for meaning is an essential component of instruction for English

language learners and requires teachers to be knowledgeable about a variety of strategies

that provide English language learners with meaningful opportunities to acquire language

proficiency as they learn academic content. Teaching for meaning invites teachers and

students to focus on the “big ideas” or “key issues” in the learning segment and engages

learners in authentic contexts for developing academic knowledge related to the specific

content area.

The following strategies have been identified as beneficial in working with

English Language Learners: quick writes, use of real life models, thematic prompts, use

of role-play and identifying and analyzing different perspectives. These and other

strategies are useful in teaching academic concepts in a manner that facilitates authentic

and relevant learning experiences for students.

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Quick writes Targeted Proficiency Levels: Beginning to AdvancedDescription: The students write nonstop on a word, topic, or concept for a period of time set by the teacher. The teacher also provides a list of words or concepts from which the students may choose.

Research/Resources:Ogle (1986)


2C: Learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions.2G: Understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar.2I: Demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.

Speaking3E: Share information in cooperative learning interactions.

Reading4C: Develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials.4G: Demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade-level needs.


Using Quick writes in Content Area Classrooms: What does it look like?

Students may state that they are unable to write in English. In such cases, some teachers allow students to sketch or draw or write in the native language. Quick writes can be assigned after the teacher has presented a new topic, new word, or an idea. The activity

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can be assigned after class discussion has taken place on the gist of the word, topic, concept, or idea.

Read a short selection and model a word map of a familiar word to show the kinds of information that go into a definition.

1. Have the students do a quick write on the word ecology. Tell the class to include in the quick write answers to three questions: What is it? What is it like? What is an example?

2. Have the students share their quick write with a partner.3. Ask for volunteers in sharing their quick write with the class.

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Thematic prompts Targeted Proficiency Levels: Beginning to AdvancedDescription: Thematic prompts are cues or strategies that teachers use to prepare students to learn through a thematic unit approach. Thematic prompts may consist of KWL + charts, visuals such as pictures, letters, films, songs, graphic organizers, think alouds, verbal or written questions and formats for conducting or reporting research.

Research/Resources:Christen & Murphy (1991)Echevarria, (1995)


2F: Listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment.2G: Understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar.2H: Understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations.2I: Demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.

Speaking3D: Speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency.3E: Share information in cooperative learning interactions.3G: Express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics.3J: Respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.

Reading4E: Read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned.4G: Demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade-level needs.

Writing

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Using Thematic prompts in Content Area Classrooms: What does it look like?

The social studies class has been working on a thematic unit on cultural diversity in the United States. Today’s lesson is on the subtopic African Americans.

1. The teacher starts the lesson by showing a picture of Langston Hughes and asking the class if they know who he is. After students answer the teacher shows a short film on the author.

2. The teacher writes the title of the poem on the board and asks: What do you think the poem might be about? What are some common ways that mothers relate to sons and sons to mother? (Short discussion)

3. The teacher distributes a copy of the poem to the class and reads it aloud as the students follow along. She then selects a student to read it.

Mother to Son

Well, son, I’ll tell you:Life for me ain’t been no crystal stair.It’s had tacks in it,And splinters.And boards torn upAnd places with no carpet on the floor—Bare.But all the time I’se been a climbin’ on,And reachin’ landin’s,And turnin’corners,And sometimes goin’ in the darkWhere there ain’t been no light.So boy, don’t you turn back.Don’t you set down on the steps’Cause you finds it’s kinder hard.Don’t you fall now—For I’se still goin’ honey,I’se still climbin’,And life for me ain’t been no crystal stair.

4. The class is divided into groups of four to five students. The students are asked to read the poem silently and then discuss these points in their group: what the poem is about, what the mother is trying to get across, why is the mother saying this, what do we know about her son, what might the son have been saying or acting like, and how might the son react.

5. After the groups have completed their discussion, call a volunteer from each group to present their group discussion on one of the points. Continue the group presentations on the rest of the points.

6. The teacher concludes by saying “Class, for tomorrow make note of the language

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and syntax used in the poem, the metaphors used, what we can tell about the woman from the way she talks, why did the author choose to use this type of language, would the poem have been different if the language had sounded educated. Tomorrow we have a visitor Ms./Mr. __________ (English teacher) will be helping us look more closely at the language used in the poem.”

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Role-playTargeted Proficiency Levels: Intermediate to AdvancedDescription: Role-play is a strategy used to enhance students’ communicative language skills. Role-play offers a range of opportunities. Some role-plays are simple, based on prepared scripts or exchanges provided by the teacher. For advanced students, role-plays provide opportunities to assume another’s persona, perspective, or set of beliefs.

Research/Resources:Muth & Alvermann (1999)Bongolan & Moir (2005)


2C: Learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions.2D: Monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed.2I: Demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.

Speaking3C: Speak using a variety of grammatical structures, sentence lengths sentence types, and connecting words with increasing accuracy and ease as more English is acquired.3D: Speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency.3G: Express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics.

Reading4D: Use pre-reading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other pre-reading activities to enhance comprehension of written text.4G: Demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade-level needs.

Writing5D: Edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired.5F: Write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired.5G: Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.

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5E: Employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:

(iv) using correct verbs, tenses, and pronouns/antecedents;

(v) using possessive case (apostrophe s) correctly; and

(vi) using negatives and contractions correctly.

Using role-play in Content Area Classrooms: What does it look like?

Pre-task activities used in role-plays include brainstorming activities, question and answer techniques, vocabulary classification tasks, and creating the type of dialogue that is needed in the role-play. In a social studies class that has completed a unit on cultural diversity in the United States, the teacher assigns students the task of developing a role-play dialogue between themselves and the Native American, African American, Latino American, Asian American, or any other member of an ethnic group. The teacher will be guiding the students at each point of the task.

1. Divide the class in five groups and have them choose the ethnic group they will dialogue with.

2. Have each group brainstorm a list and web on what they would want to talk about with the person of selected ethnic group.

3. Have them brainstorm a possible script for the dialogue.4. Have each group practice their role-play dialogue, exchanging roles among their

group.5. Have each group select the best role-play presentation and explain their selection

in their double-entry journal.

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Cognitive/metacognitive strategies

Cognitive and metacognitive strategies provide tools for learning that help

students develop an awareness of tasks necessary in approaching academic content and

how these tasks can be monitored to gauge effective learning. As such they are important

to consider in educating English language learners who are still in the process of

developing proficiency in the English language. The strategies assist students by

providing them the “know how” to approach academic tasks in a meaningful manner so

goals of learning can be met.

The following strategies have been identified as beneficial in working with

English language learners: Note-taking, summarizing, visualization, preview/review,

think alouds, reciprocal teaching and pre-reading guides.

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Note-taking Targeted Proficiency Levels: Intermediate to AdvancedDescription: Teachers may be required to use textbooks and other reading materials that are too difficult for ELLs to read and understand on their own. The challenge is to make these materials accessible to students without watering down the content. Teachers can teach and model taking notes throughout the lessons as pre-reading strategy, during reading strategy or post-reading strategy. During pre-reading, students can discuss the topic and take simple notes to demonstrate prior knowledge. During reading, students can use notes to organize the new information. As a post-reading strategy, student understanding of the new concept can be assessed. Students can take notes individually as well as in pairs or small groups.

Research/Resources:Genesee & Riches, (2006)


2I: Demonstrate listening comprehension of increasingly complex spoken English by following directions and taking notes.

Speaking3G: Express ideas, opinions and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of academic topics.

Reading4F: Use visual and contextual support and support from peers and teachers to read grade-appropriate text.4G: Demonstrate comprehension of increasingly complex English by taking notes.

Writing5F: Write using a variety of grade-appropriate words and sentences in increasingly accurate ways as more English is acquired.

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Note-taking in Content Area Classrooms: What does it look like?

1. T-chart and Double T-chart: Students can fold their paper vertically to create a T-Chart. Two columns can be used for classification of information about a topic in two categories. Brainstorm what students know about a topic. List their ideas. Have them classify information in the two columns. Have them explain their rationale for classifying information about the topic in that particular category. Double T-charts can be created by folding the paper in a three-fold (“Accordian Style”). Information can be recorded in three categories in a similar manner.

2. Two-column notes: Used as a strategy during reading teachers may provide important vocabulary words or important phrases in the first column and students may fill the second column with definitions, explanations, or other pertinent information. Use the two columns for main ideas and details as a post-reading strategy.

3. Concept webs: Create a simple web with the target concept word in the middle. Students can extend the concept by writing words that correspond with the target word. For example:

Concept web can be used for character traits, as a literary terms map, as a story map, etc.

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mono

monologue

monotheism

monopoly

monocle

monolingual

Pre-reading guides Targeted Proficiency Levels: Intermediate to AdvancedDescription: Learning content is more than reading the assigned text and answering a set of questions. Prior to the reading of the assigned text, students need to be prepared to read the text and need teacher guidance in reading for specially targeted concepts. Each student enters the classroom with prior knowledge. The challenge for the teacher lies in guiding to use that prior knowledge. Students need to be made aware that using prior knowledge and having a purpose behind the reading of text helps understand the text. Integrating the new material and anchoring it to prior knowledge will be facilitated when the teacher acts as a role model. The teacher needs to use and encourage the use of pre-reading guides for this process. These guides can come various forms and can act as informal diagnostic tools.

Research/Resources:McLaughlin & Allen (2002)


2D: Monitor understanding of spoken language during classroom instruction, interaction and seek clarification as needed.

Speaking3J: Respond orally to information presented in a variety of print, electronic, audio and visual media to build and reinforce concept and language attainment.

Reading4D: Use pre-reading activities to enhance comprehension of written text.4H: Read silently with increasing ease and comprehension for longer periods.

Writing5B: Write using newly acquired basic vocabulary and content-based grade-level vocabulary.

Using Pre-reading Guides in Content Area Classrooms: What does it look like?

1. Anticipation Guides

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This is a great way to activate students’ thoughts and opinions about a topic. They not only assist the teacher in gauging the students’ prior knowledge about a specific topic, but they can aid in rooting out misconceptions about the topic. The teacher can address the misconceptions through proper instruction. These guides can also act as springboards for small group or whole class discussions and work well with print as well as other media. The following steps can be taken to create an anticipation guide:

Identify the major concepts and important details. Identify students’ experiences and beliefs that can be supported, and those that

can be challenged by the learning material. Create statements that will support or challenge those beliefs and experiences.

Add statements that will be consistent with students’ backgrounds. For secondary ELLs, three to five statements usually work well.

Ask individual students to respond positively or negatively to these statements. Have them provide a brief justification for each response (a few words or phrases) in writing so they can use these as a reference point during the discussion that will follow.

Engage students in a pre-reading discussion encouraging justification for both positive and negative responses.

Remind students that these statements are a springboard for ideas and not true or false statements to be memorized!

2. Text PreviewThe purpose of this strategy is to divide the text into chunks which can more easily be understood. Teacher prepared outlines of the assignment work well as a text preview. When students’ attention is directed to specific information they will be responsible for learning in the lesson, they can prepare for the information that is coming. The teacher builds interest by providing a brief introductory paragraph which highlights the important points or the key people or characters, etc. This introductory paragraph may consist of statements or questions. It may be a short poem on the main topic to be read. It may be involve calling attention to the title, pictures or the text structure (such as the use of boldface words, size of font, color of font, use of tables, graphs, etc.) in the main text to be read. The teacher should initially model the use of Text Preview and later guide their students to create their own Text Preview. 3. KWL ChartThis chart works well for all content areas well is a great diagnostic and quick assessment tool. The first two columns work as a pre-reading guide. The information in the third column reflects what has been learned. ELLs need to be specifically reminded that the objective in filling the chart needs to be on providing information, and not usage nor the mechanics of writing. Beginners and Intermediates also need to be assured that it is OK not to complete the entire chart.Students can make their own KWL charts easily by folding a horizontal piece of plain notebook paper “accordian style” in three columns.

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KWhat do I know?

WWhat do I want to know?

LWhat have I learned?

…………… ……………… ……………

…………….. ……………… …………….. ………………… ………………. …………..

…………………. ……………… ……………….. …………………. …………………… ………………. …………………. …………………..

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Preview/Review Targeted Proficiency Levels: Beginning, Intermediate, Advanced

Description: Brief presentations of abstract concepts given before a lesson assist in students’ schema-building. With this strategy students can make connections between their prior knowledge and the new information presented. Preview-Review bridges the gap between what is already known and the new material to be learned. Reviewing this new material assists in the contextualization of the content while developing the academic language.

Research/Resources:Goldenberg (2008)Snow, Griffin & Burns (2005)


2I: Demonstrate listening comprehension of increasingly complex spoken English by responding to questions and retelling spoken messages.2C: Learn new expressions and basic and academic vocabulary heard during classroom instruction and interactions.

Speaking3B: Expand and internalize English vocabulary by retelling simple stories and basic information.3F: Ask and give information ranging from using concrete vocabulary to using abstract and content based vocabulary.

Reading4D: Use pre-reading supports such as pre-taught topic-related vocabulary and other pre-reading activities to enhance comprehension of written text.

Writing5B: Write using newly acquired content-based grade-level vocabulary.

Using Preview/Review in Content Area Classrooms: What does it look like?

The following steps may be taken in Preview-Review strategy. Students need to have ample opportunities to utilize this strategy in specific content areas.

Plan and gather materials: While planning a lesson, identify key vocabulary and concepts. Gather visuals and supporting materials that can assist student comprehension.

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Introduce key vocabulary and concepts: During the preview section of the lesson introduce key words and concepts using the support materials gathered. Do NOT actually teach the lesson, but familiarize students with key words and concepts.

Teach the lesson Review vocabulary and concepts: Encourage students to refer to the support

materials to demonstrate comprehension. Provide additional practice by creating work-stations that will allow students to practice key concepts through the use of support materials.

For example: To prepare students for an author’s visit, the teacher brings various books written by this author. She then discusses the books briefly in class, listing key information. She further teaches students a lesson on asking questions to an unfamiliar adult. The class brainstorms questions they may ask the author. As a review, the students refer to various books and share their notes with class. The day of the author’s visit, students participate in asking questions to the author and taking notes on the responses.

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Reciprocal Teaching Targeted Proficiency Levels: Beginning to Advanced

Description: This is a strategic approach to reading that is very effective with ELLs. Since this is done in small groups, it works especially well even with beginners and intermediates. Reciprocal teaching is a student-student interaction and collaboration which assists in the comprehension of text. The following strategies are used in this technique: cooperation, summarization, question generation, clarification, prediction, making inferences etc. Teacher modeling in the initial practices is a must.

Research/Resources:Muth & Alvermann (1999)


2C: Learn new language structures, expressions and vocabulary heard during classroom interaction.2D: Monitor understanding of spoken language during classroom interactions and seek clarification as needed.

Speaking3E: Share information in cooperative learning interactions.3G: Express ideas and opinions from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics.

Reading4G: Demonstrate comprehension of increasingly complex English by participating in shared reading, retelling and summarizing material, and responding to questions commensurate with content and grade-level needs.

Writing

Reciprocal Teaching in Content Area Classrooms: What does it look like?

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Students work in small groups to read and discuss text. After reading a section, students take turns leading a discussion. The student leader first gives a short summary of the section read and then poses questions to the other group members. The teacher monitors the group discussions to assure that a mix of simple questions and higher order critical inferential questions are included in the discussions. Next the leader identifies any difficulties encountered in the text. The group cooperatively engages in a discussion and attempts to resolve those difficulties. Finally, the leader predicts what will happen in the text next and the group continues to read the next section. Following the same procedure, another member leads the discussion etc.Initially this strategy may be adapted through using pictures, teacher-provided vocabulary, and teacher modeling of language to be used during the discussion.

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Summarization Targeted Proficiency Levels: Intermediate to AdvancedDescription: Summarizing is a complex process and initially must be modified to accommodate specific content and topics. Teacher provided and partially filled outlines or other organizers work best for ELLs. The use of organizers allows the students to focus on extracting the critical information from written or spoken language.

Research/Resources:Herrell & Jordan (2008)


2G: Understand general meaning, main points and important details of spoken language ranging from situations in which topics, language and contexts are familiar to unfamiliar.

Speaking3H: Narrate, describe, and explain with increasing specificity as more English is acquired.

Reading4G: Demonstrate comprehension of increasingly complex English by summarizing material commensurate with content area and grade-level needs.

Writing5G: Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.

Summarization in Content Area Classrooms: What does it look like?

1. GIST: This procedure assists students in getting the overall meaning of the text or spoken language. With the teacher the class reads a small section of text. The teacher guides students in underlining ten to fifteen of the most important words or phrases for understanding the text. The students make a list of these important words or phrases. As a group they use them to write a sentence that summarizes the section. Repeat the process for the rest of the text. Later, with the addition of an introductory sentence, these sentences can be edited into a summary of the entire text.

2. Somebody Wanted But So: Students can work independently or in pairs. After reading a story or a historical account, students can use the sentence stems to fill

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in the summary chart.Somebody –what he or she wantedBut –what happened that created a problemSo -how was the problem solved

3. Process Frame:

4. Outline:

Think Alouds

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Event 1

Event 2

Event…..

Summary

Here is how__________ is made. First, _____________________________ . Next _______________________. Then _________________________. Finally, ________________________________________________________.

The Circulatory SystemI. Major Organs

A. Heart1. Size ______________2. Function ___________

B. __________________________1. ___________________2. ___________________

II. Major VesselsA. Artery

1. ___________________2. ___________________

B. __________________________ 1. ___________________ 2. ___________________

III. Types of Blood CellsA. __________________________

1. ____________________

Targeted Proficiency Levels: Beginning to IntermediateDescription: This is a great metacognitive strategy which facilitates students’ thinking and builds content concepts. Teachers can scaffold students’ cognitive and metacognitive thinking by saying aloud the thought processes involved in reading, solving problems, and making decisions. In this technique the teacher reads a short segment of the text and verbalizes whatever thoughts come to mind to show students how to understand the text. These openly verbalized thoughts may include paraphrases, questions, predictions, evaluative statements, surprises, etc.

Research/Resources:Baumann, Jones & Seifert-Kessell (1993)


2H: Understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations.

Speaking3I: Adapt spoken language appropriately for formal and informal purposes.

Reading4D: Use pre-reading supports such as pre-reading activities to enhance comprehension of written text.4E: Read linguistically accommodated content area material with decreasing need for linguistic accommodations as more English is learned.

Writing

Using Think-alouds in Content Area Classrooms: What does it look like?

This is a carefully planned and structured model of thinking. Explain to students exactly what you are doing while reading, e.g., “ I am going to show you how I think when I read.” For example:

“If look at the title, that tells me the main topic of this chapter. I need to remember that.”

“When I see a bold-faced word, I remember from the last time that bold-faced words are important words that talk about important ideas in the chapter.”

“I wonder why this sentence is written in a different color. There must be a special reason for the change in color.”

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“What is this? Is this talking about something coming out of the earth?” “I remember watching a movie about liquid coming out of a mountain. It sure

was a scary scene. People started to run everywhere.” “I didn’t know that it is hot. Now it makes sense. I can see why volcanoes cause

disasters.” “It must have been scary to be on the island of Krakatoa at that time. It was such

a long time ago.” “I don’t understand what this word “cataclysm” means. I better read further. Oh,

there is a little picture here. Let me see…”

2. Partner Think Aloud This strategy can be further modified as students practice it in pairs. Pairing an ELL with a more experienced peer works well. Later, similar-level peers use the processes of reading, thinking and sharing the thinking processes with each other as the teacher closely monitors.

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Visualization Targeted Proficiency Levels: Beginning to AdvancedDescription: Processing a great deal of auditory information is difficult for ELLs. Use of visual aides can greatly benefit them in comprehension of content. Such visual aides may include the use of real objects, pictures, models, charts, graphs, timelines, etc. Students need to be taught to create sensory images during and after reading. They need to be taught to use the images to clarify and enhance comprehension. They need to be taught to draw conclusions based on images provided by others. The use of mental images greatly improves writing. Students can be taught to use other authors’ (including peers’) images as a way to improve their own.

Research/Resources:Lin & Chen (2007)


2E: Use visual support to enhance and confirm understanding of increasingly complex and elaborated spoken language.

Speaking3J: Respond orally to information presented in a wide variety of print, electronic, and visual media to build and reinforce concept and language attainment.

Reading4C: Derive meaning of environmental print.4D: Use pre-reading supports, such as, illustrations to enhance comprehension of written text.4F: Use visual support to read grade-appropriate content area text, enhance and confirm understanding and develop vocabulary.

Writing5B: Write using newly acquired basic vocabulary and content-based grade-level vocabulary.

Visualization in Content Area Classrooms: What does it look like?

1. Analogies: Analogies are thinking exercises. Students can be exposed to subtle word associations and learn to draw inferences. They are great for enhancing writing too. For example:

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A dime is to a penny, as a dollar is to a ___________Nickel, quarter, dime, penny

Verbalization: A dime is made of ten pennies, so a dollar must be made of something that is ten. What is it? A dime

Next, provide several blank analogies from the content and a word bank. Ask student to compare the analogies in pairs or independently.For example:

1. Physical is to mixture, as ______________ is to compound2. Proton is to positive, as electron is to ________________3. Atom is to elements, as _____________ is to compoundEtc.

Word bank: solid, energy, molecule, atomic, chemical, etc.************************

2. Poems: Explain to students that writers learn from images created in their minds while reading. They also study other authors’ use of images to improve their own. Read aloud some poems and think aloud about each poem as you share the images created in your mind. Allow students to practice writing their own poem. In a small group, students can share their poem. Peers will share their mental images in the group.

A similar process can be used with text later.

**************************

3. Verbal and Visual Word AssociationDraw a square with four boxes in it. Write the target word in the top left hand square and its “working” definition in the bottom left hand square. In the top right hand corner write a personal association for the word or use the word in a sentence. In the bottom right hand corner write a non-example.

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INTRODUCTION - Project ISLA - Texas A&M University ...ell.tamucc.edu/files/ell_promising_practices.doc · Web viewThe four categories identified were vocabulary and language development