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Teaching Vocabulary and Discoursein Grades 6–12
Margarita Espino Calderón
Calderón & Associates 2016. SolutionTree.comDo not duplicate. 1
© 2
016
Mar
garit
a Ca
lder
ón &
Ass
ocia
tes
W
elco
me
- 1
Miss
ion,
Visi
on a
nd P
assio
n Al
low
us t
o te
ll yo
u a
little
abo
ut o
urse
lves
and
ExC
-ELL
. Ou
r pas
sion
is he
lpin
g En
glish
Lear
ners
succ
eed!
The
se d
ays,
all s
tude
nts
are
Engl
ish-L
earn
ers,
som
e ar
e le
arni
ng th
e la
ngua
ge o
f Sta
te S
tand
ards
, ot
hers
are
lear
ning
aca
dem
ic En
glish
, and
som
e ar
e le
arni
ng E
nglis
h fo
r the
fir
st ti
me.
We
belie
ve th
at a
ll te
ache
rs, a
dmin
istra
tors
, and
coac
hes i
n a
scho
ol n
eed
to p
artic
ipat
e in
the
sam
e pr
ofes
siona
l dev
elop
men
t pro
gram
in
orde
r to
have
the
shar
ed la
ngua
ge a
nd th
e sh
ared
phi
loso
phy
of su
cces
s for
al
l stu
dent
s. O
ur p
assio
n is
to h
elp
as m
any
teac
hers
, coa
ches
, sup
ervi
sors
, an
d ad
min
istra
tors
in P
re-K
thro
ugh
Univ
ersit
ies d
evel
op a
nd p
repa
re
educ
ator
s and
all
thos
e w
ho to
uch
the
lives
of E
nglis
h Le
aner
s (EL
s) to
ens
ure
that
our
Eng
lish
lear
ning
child
ren
have
the
tool
s and
stra
tegi
es fo
r aca
dem
ic su
cces
s. Co
ncom
itant
ly, o
ur v
ision
is th
at th
e be
st w
ay to
do
this
is th
roug
h W
hole
- Sch
ool i
mpl
emen
tatio
n an
d pr
epar
edne
ss, t
hus e
nsur
ing
our E
Ls h
ave
thos
e op
port
uniti
es.
We
wan
t to
help
inst
itute
thos
e st
ruct
ures
and
feat
ures
of
succ
essf
ul sc
hool
s tha
t ena
ble
ever
yone
to co
ntin
uous
ly g
row
pr
ofes
siona
lly a
nd cr
eate
exc
iting
cont
exts
for a
ll st
uden
ts to
be
colle
ge o
r ca
reer
read
y.
Our M
issio
n is
to fa
cilita
te th
is pr
epar
edne
ss v
ia p
rofe
ssio
nal d
evel
opm
ent
gear
ed to
war
ds th
e fo
llow
ing
Inst
ruct
iona
l Fea
ture
s:
Ac
adem
ic Vo
cabu
lary
(i.e
., Ti
er 1
, 2, 3
wor
ds)
La
ngua
ge (i
.e.,
rich
disc
ussio
ns, a
rgum
enta
tive
disc
ours
e, q
uest
ions
, an
swer
s, or
acy)
Read
ing
(i.e.
, tex
t com
plex
ity, r
eadi
ng cl
osel
y fo
r diff
eren
t pur
pose
s)
W
ritin
g fro
m S
ourc
es (i
.e.,
text
s stu
dent
s are
read
ing;
writ
ing
in a
ll su
bjec
t are
as)
Bu
ildin
g Kn
owle
dge
in th
e Di
scip
lines
(i.e
., by
teac
hing
read
ing,
vo
cabu
lary
, and
writ
ing
in m
ath,
scie
nce,
socia
l stu
dies
, and
lang
uage
ar
ts)
By th
e tim
e yo
u ha
ve co
mpl
eted
this
ExC-
ELL I
nstit
ute,
you
will
hav
e be
en in
trod
uced
and
giv
en a
n ov
ervi
ew o
f how
Sta
te S
tand
ards
and
rela
ted
inst
ruct
iona
l str
ateg
ies f
or E
nglis
h La
ngua
ge Le
arne
rs w
ill h
elp
you
to
inte
grat
e st
rate
gies
into
you
r cur
ricul
um a
nd in
stru
ctio
n an
d al
ign
them
with
yo
ur st
ate’
s sta
ndar
ds.
You
will
hav
e pr
actic
ed, r
efle
cted
upo
n an
d de
velo
ped
less
on a
nd cu
rricu
lum
map
s for
dev
elop
ing
Engl
ish Le
arne
rs’ r
ich
acad
emic
lang
uage
, dep
th o
f rea
ding
com
preh
ensio
n, a
nd w
ritin
g sk
ills
nece
ssar
y to
mee
t con
tent
and
lang
uage
stan
dard
s. Y
ou w
ill b
e ab
le to
in
tegr
ate
perfo
rman
ce a
sses
smen
ts a
nd ru
brics
alig
ned
to y
our s
tate
’s
stan
dard
s to
addr
ess t
he d
iver
sity
of le
arne
rs.
You
will
be
able
to w
ork
as a
te
am to
do
peer
obs
erva
tions
and
coac
hing
to h
elp
your
self
and
your
fello
w
teac
hers
wor
k su
cces
sful
ly w
ith E
nglis
h Le
arne
rs.
If yo
u ar
e a
scho
ol
adm
inist
rato
r, de
part
men
t cha
ir or
an
acad
emic
facil
itato
r, yo
u’ll
be re
ady
to
help
you
r ent
ire st
aff i
mpl
emen
t the
se st
rate
gies
scho
ol-w
ide
for t
hat
Who
le-S
choo
l app
roac
h. Y
ou m
ay e
ven
see
that
all
stud
ents
are
ben
efitt
ing
from
thes
e st
rate
gies
be
they
ELs
, Stu
dent
s with
Inte
rrup
ted
Form
al
Educ
atio
n, st
uden
ts w
ith sp
ecia
l nee
ds, g
ifted
and
tale
nted
as w
ell a
s gen
eral
ed
ucat
ion
stud
ents
in y
our s
choo
ls.
The
Rese
arch
Beh
ind
ExC-
ELL
Carn
egie
Cor
pora
tion
of N
ew Yo
rk F
unde
d Em
piric
al Te
stin
g of
ExC
-ELL
Ex
pedi
ting
Com
preh
ensio
n fo
r Eng
lish
Lang
uage
Lear
ners
– A
pr
ofes
siona
l dev
elop
men
t pro
gram
for m
ains
trea
m te
ache
rs o
f mat
h,
scie
nce,
socia
l stu
dies
, and
lang
uage
art
s wen
t thr
ough
five
yea
rs o
f em
piric
al te
stin
g. F
ew o
ther
pro
gram
s hav
e un
derg
one
so m
uch
test
ing
and
refin
emen
t. T
he C
arne
gie
Corp
orat
ion
of N
ew Yo
rk in
vite
d us
to d
evel
op a
pro
fess
iona
l dev
elop
men
t pro
gram
in co
llabo
ratio
n w
ith m
iddl
e an
d hi
gh sc
hool
teac
hers
in K
auai
, Haw
aii,
who
wer
e w
orki
ng w
ith E
Ls o
r str
uggl
ing
read
ers.
We
sele
cted
the
low
est-p
erfo
rmin
g m
iddl
e an
d hi
gh sc
hool
s and
co
mpa
red
them
to th
e hi
ghes
t-per
form
ing
scho
ols o
n th
e isl
and.
Afte
r tw
o ye
ars,
the
expe
rimen
tal s
choo
ls m
et A
nnua
l Yea
rly P
rogr
ess (
AYP)
re
quire
men
ts, m
et th
eir A
nnua
l Mea
sure
men
t Ach
ieve
men
t Ob
ject
ives
(AM
AOS)
, rea
ched
a h
igh-
perfo
rmin
g st
atus
, and
ou
tper
form
ed th
e co
ntro
l sch
ools.
Ca
rneg
ie th
en a
sked
us t
o w
ork
with
scho
ols i
n NY
C. A
fter o
nly
two
year
s, M
iddl
e Sc
hool
319
was
reco
gnize
d as
the
mos
t im
prov
ed
scho
ol a
nd n
amed
the
#1 in
New
York
City
! W
e co
ntin
ue to
wor
k w
ith
scho
ols i
n NY
C, N
orth
Car
olin
a, Te
xas,
Virg
inia
and
New
Mex
ico.
Cont
inue
d Su
cces
s Af
ter s
tudy
ing
the
rese
arch
, list
enin
g to
pan
els,
and
seei
ng m
any
man
y se
ssio
ns o
f ExC
-ELL
in a
ctio
n as
pro
fess
iona
l dev
elop
men
t and
as
succ
ess i
n th
e cla
ssro
om, m
any
stat
es re
alize
d th
at th
e m
ost e
ffect
ive
appr
oach
wou
ld b
e a
who
le-s
choo
l, di
visio
n, o
r sta
tew
ide
appr
oach
.
Calderón & Associates 2016. SolutionTree.comDo not duplicate.2
© 2
016
Mar
garit
a Ca
lder
ón &
Ass
ocia
tes
W
elco
me
- 2
Virg
inia
As
of 2
015,
ove
r 1,0
00 te
ache
rs a
nd a
dmin
istra
tors
from
rura
l sc
hool
s acr
oss t
he st
ate
of V
irgin
ia a
nd m
ore
than
1,0
00 a
dditi
onal
ed
ucat
ors f
rom
Titl
e III
scho
ols h
ave
been
trai
ned.
Virg
inia
cont
inue
s to
wor
k w
ith w
hole
div
ision
s or w
hole
scho
ols t
o fu
rthe
r sup
port
the
impl
emen
tatio
n of
ExC
-ELL
thro
ugh
cont
inue
d pr
ofes
siona
l de
velo
pmen
t for
new
coho
rts o
f con
tent
and
ESL
teac
hers
and
ad
min
istra
tors
in e
ven
mor
e ru
ral d
istric
ts in
cent
ral a
nd n
orth
ern
Virg
inia
. Ad
ditio
nally
, sel
ecte
d m
iddl
e an
d hi
gh sc
hool
teac
hers
for
who
le-s
choo
l int
erve
ntio
n in
scie
nce,
inclu
ding
adm
inist
rato
rs, l
itera
cy
coac
hes,
and
all t
each
ers,
have
ben
efitt
ed fr
om E
xC-E
LL In
stitu
tes a
nd
stra
tegi
es.
Prof
essio
nal d
evel
opm
ent f
or d
ivisi
on co
ache
s and
ELL
Sp
ecia
lists
on
how
to o
bser
ve, c
oach
, and
supp
ort t
each
ers i
s also
, ad
ding
to th
e w
hole
-sch
ool i
mpl
emen
tatio
n su
ppor
t str
uctu
re.
Nort
h Ca
rolin
a Ov
er th
e la
st se
vera
l yea
rs, N
orth
Car
olin
a im
plem
ente
d Ex
C-EL
L on
a va
riety
of l
evel
s. F
irst,
teac
hers
in o
ne w
hole
scho
ol w
ere
train
ed
and
resu
lts sh
owed
stud
ent g
row
th in
read
ing
and
mat
h. N
ext,
prof
essio
nal d
evel
opm
ent f
or 2
5 di
visio
n co
ache
s and
ESL
Spe
cialis
ts
was
pro
vide
d on
the
12 E
xC-E
LL co
mpo
nent
s and
on
way
s to
obse
rve,
co
ach,
& su
ppor
t tea
cher
s. M
ore
teac
hers
and
adm
inist
rato
rs w
ere
train
ed in
the
past
two
sum
mer
s. A
s of a
utum
n 20
15, o
ne w
hole
-sc
hool
impl
emen
tatio
n ef
fort
s is u
nder
way
in R
alei
gh, N
C. S
ince
201
1,
the
Nort
h Ca
rolin
a De
part
men
t of P
ublic
Inst
ruct
ion
has b
een
wor
king
w
ith M
arga
rita
Cald
erón
and
Ass
ocia
tes t
o tra
in it
s ow
n ca
dre
of E
xC-
ELL t
rain
ers a
nd co
ache
s.
Natio
nal T
rend
s M
assa
chus
etts
Th
e co
mm
onw
ealth
of M
assa
chus
etts
has
mad
e th
e bo
ld m
ove
to
requ
ire S
helte
red
Engl
ish In
stru
ctio
n (S
EI) p
rofe
ssio
nal d
evel
opm
ent
for 4
0,00
0 ed
ucat
ors m
odel
ed a
fter t
he 1
2 in
stru
ctio
nal f
eatu
res o
f Ex
C-EL
L. T
his p
rofe
ssio
nal d
evel
opm
ent r
esul
ts in
an
endo
rsem
ent
need
ed to
reta
in o
r adv
ance
a M
assa
chus
etts
edu
cato
r lice
nse.
Ad
min
istra
tors
are
also
requ
ired
to ta
ke a
cour
se d
esig
ned
to h
elp
coac
h an
d su
ppor
t tea
cher
s who
teac
h EL
s. P
rincip
als,
assis
tant
prin
cipal
s, an
d su
perv
isors
lear
n ho
w to
obs
erve
the
inst
ruct
iona
l st
rate
gies
in th
e cla
ssro
om a
nd h
ow to
wor
k w
ith te
ache
rs to
impr
ove
impl
emen
tatio
n of
the
stra
tegi
es in
eac
h cla
ssro
om.
In a
dditi
on, a
ll ed
ucat
ors a
re n
ow re
quire
d to
ear
n at
leas
t 15
prof
essio
nal d
evel
opm
ent p
oint
s (PD
Ps) i
n ES
L or S
EI e
very
rene
wal
cy
cle.
Teac
her P
repa
ratio
n Pr
ogra
ms i
n M
assa
chus
etts
As
of J
uly
2014
, She
ltere
d En
glish
Inst
ruct
ion
peda
gogy
and
st
rate
gies
are
a re
quire
d co
mpo
nent
of t
he Te
ache
r Pre
para
tion
prog
ram
s for
initi
al li
cens
ure
in M
assa
chus
etts
. Te
ache
rs n
ew to
the
stat
e ar
e lik
ewise
requ
ired
to e
arn
the
SEI e
ndor
sem
ent.
High
er E
duca
tion
Ana
G M
énde
z Uni
vers
ity S
yste
m
Ana
G M
énde
z Uni
vers
ity S
yste
m, a
bili
ngua
l uni
vers
ity b
ased
in
Puer
to R
ico w
ith ca
mpu
ses i
n Fl
orid
a, Te
xas a
nd W
ashi
ngto
n, D
.C. h
as
been
pre
parin
g fa
culty
mem
bers
from
its n
ursin
g, b
usin
ess,
educ
atio
n an
d cr
imin
al ju
stice
pro
gram
s in
the
use
of E
xC-E
LL fo
r adu
lt le
arne
rs.
We
are
also
pre
parin
g a
cadr
e of
trai
ners
usin
g Ex
C-EL
L in
both
Eng
lish
and
Span
ish.
Why
PD
for t
he W
hole
Sch
ool?
Ho
w w
e us
ed to
thin
k ab
out S
helte
red
Inst
ruct
ion
The
conc
ept o
f She
ltere
d En
glish
Inst
ruct
ion
(SEI
) or S
pecia
lly
Desig
ned
Acad
emic
Inst
ruct
ion
in E
nglis
h (S
DAIE
) has
bee
n ar
ound
sin
ce 1
979,
whe
n th
e M
ulti-
Dist
rict T
rain
er o
f Tra
iner
s Ins
titut
es
star
ted
in S
outh
ern
Calif
orni
a. A
t tha
t tim
e, D
enni
s Par
ker,
Bilin
gual
Di
rect
or a
t Cor
ona-
Norc
o IS
D in
vent
ed th
e te
rm b
ased
on
curr
ent
theo
ries a
nd re
sear
cher
s’ pr
esen
tatio
ns a
nd u
sed
to p
rese
nt fo
r the
M
TTIs
up a
nd d
own
the
stat
e.
At th
at ti
me,
the
focu
s was
on
teac
hers
to m
ake
cont
ent
com
preh
ensib
le b
y
– Bu
ildin
g on
stud
ent e
xper
ienc
es a
nd u
sing
mat
eria
l with
fam
iliar
co
nten
t –
Usin
g gr
aphi
c org
anize
rs (t
able
s, w
ebs,
Venn
dia
gram
s)
– Us
ing
pict
ures
, dem
onst
ratio
ns, r
eal-l
ife o
bjec
ts, g
estu
res
Calderón & Associates 2016. SolutionTree.comDo not duplicate. 3
© 201
6 Margarita Ca
lderón
& Associates
mecalde
@gm
ail.com
1
Solu
cion
es: E
xC-E
LL V
ocab
ular
y
Teach Vo
cabu
lary
Before, D
uring & After Stude
nts R
ead
Vocabu
lary kno
wledg
e correlates with
read
ing compreh
ensio
n.Re
adingcompreh
ensio
ncorrelates with
proced
ural and
con
tent kno
wledg
e.Co
nten
t kno
wledg
e correlates with
acade
mic
success.
Compreh
ensio
n de
pend
s on kn
owing
betw
een 90
% and
95%
of the
words in te
xt.
Know
ing words m
eans explicit instruction,
not just e
xposure. Stude
nts n
eed 12
prod
uctio
n op
portun
ities to
own a word.
Graph
ics d
ownloa
ded from
Office.com
Clip Art
© 201
6 Margarita Ca
lderón
& Associates
2
Why Is Vocab
ulary Im
portan
t?•C
omman
d of a large vocabu
lary freq
uently se
ts
high
‐achieving
stud
ents apa
rt from
less
successful one
s (Mon
tgom
ery, 200
0).
•The
average 6‐yea
r‐old ha
s a vocab
ulary of
approxim
ately 8,00
0 words and
learns 3,000
‐5,00
0 more pe
r yea
r (Sene
chal& Corne
ll, 199
3).
•Vocab
ulary in kinde
rgarten an
d first grade
is a
significan
t predictor of rea
ding
compreh
ensio
n in th
e middle an
d second
ary grad
es or rea
ding
difficulties (Cu
nningh
am, 2
005; Cun
ning
ham & Stano
vich, 1
997) and
(Cha
ll& Dale, 199
5; Den
ton et al. 20
11).
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3
Vocabu
lary
Prevalen
t in Co
mplex Te
xts
•Som
e stud
ents will have sm
aller T
ier 1
, 2, and
3 vocabu
larie
s whe
n they enter th
e classroo
m.
Instruction must a
ddress th
is vocabu
lary gap
ea
rly and
aggressively.
•Provide
more instruction for stude
nts w
ith
wea
ker v
ocab
ularies rathe
r tha
n offerin
g them
fewer words.
•Focus on Tier 2 vocab
ulary instructionto help
stud
ents access g
rade
level texts.
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4
Acad
emic Lan
guage
For tea
cher‐stude
nt and
stud
ent‐stud
ent
form
al disc
ourse
For interactio
n arou
nd stan
dards a
nd
goals
For text com
preh
ensio
nFor formal writing
For success on tests
For a
cade
mic and
econo
mic status
(Calde
rón, 201
4)
© 201
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& Associates
5
Think Ab
out It
How m
any words are you
r Striving
Read
ers, ELs, a
nd AP stud
ents learning
pe
r yea
r?
Whe
re is th
e ga
p?Ho
w m
uch do
all stud
ents re
ad and
write
per sub
ject area?
Particularly in K‐5?
?
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6
Shoe
Bud
dies
Find
a bud
dy
across th
e room
who
se sh
oes b
est
match you
rs.
Only 1 bu
ddy
plea
se.
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& Associates
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ail.com
2
Solu
cion
es: E
xC-E
LL V
ocab
ular
y
Summary Starters
1 In
itially…
2 Following that…
3 Add
ition
ally…
4 Finally,
Subseq
uently,
Furthe
rmore,
Moreo
ver …
Sept
Dec
May
1 First…
Initially…
???
2 Next…
Follo
wing that… ???
3 The
n…Ad
ditio
nally…
???
4 Last…
Fina
lly,
???
Subseq
uently,
Furthe
rmore,
Moreo
ver …
© 201
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lderón
& Associates
8
ELs A
re Expected to Use
In The
ir Discou
rse:
Lang
uage Fun
ctions
Pred
ictio
n En
umeration
Iden
tification
Classification
Interpretatio
nCo
mpa
rison
/Con
trast
Explan
ation
Defin
ition
Organ
izatio
n Inference/Hy
pothesis
© 201
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9
ELs A
re Expected to Use
In The
ir Close Re
ading:
Read
ing Co
mpreh
ensio
n Strategies/Skills
Pred
ict
Visualize
De
term
ine im
portan
t inform
ation
Make inferences
Ask an
d an
swer
questio
nsMon
itor com
preh
ensio
n
Make conn
ectio
ns
Summarize
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10
ELs A
re Expected to Use
In The
ir Writing:
Writing Text Structures to:
Describ
e Ca
use an
d Effect
Persua
de/Argue
Compa
re/Con
trast
Inform
Sequ
ence
Prob
lem so
lve
Summarize
© 201
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lderón
& Associates
11
Teaching
Words Before Writing
Text
Structure
Writing
Strategy
Tier 2 W
ords
Prob
lem –
solutio
ns
•Problem
s are
iden
tified an
d solutio
ns are
provided
•Sup
porting
details describe
the prob
lem
and solutio
n
accordingly, answer, as
a result, becau
se,
challeng
e, decide,
fortun
ately, if ___
then
, iss
ue, o
ne re
ason
is,
outcom
e is, problem
, so, solution, th
e prob
lem is so
lved
by,
therefore, th
us,
unfortun
ately, trou
ble
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12
WORD
S? W
ORD
S? W
ORD
S?
Which W
ords Sho
uld I Select to
Teach Th
at Transition
to ALL
Subject A
reas in
L1 & L2?
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ail.com
3
Solu
cion
es: E
xC-E
LL V
ocab
ular
y
Do You
Parse th
e Text?
parse |p
ärs|; ana
lyze (a
senten
ce) into its
parts a
nd describe their syntactic ro
les.
We use “parsin
g” as a
way to
examine or
analyze minutely the text th
at stud
ents are
abou
t to read
to:
–Chu
nk th
e text to
fit y
our c
lass sc
hedu
le–S
elect w
ords to
teach (5‐6 Tier 2
words/phrases)
–Find senten
ces o
r grammatical fe
atures to
high
light
–Find read
ing strategies and
read
ing skills to
mod
el fo
r stude
nts to use
– Determine the type
s of a
ssessm
ents to
use fo
r ea
ch of tho
se se
gmen
ts and
lang
uage elemen
ts
© 201
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& Associates
14
Tiers 1
, 2 & 3
Subcategories
•Techn
ical words
•Information processin
g words
•Polysem
ous w
ords
•Sop
histicated
words fo
r spe
cificity
or p
recisio
n•C
onne
ctors, tran
sition words
•Cog
nates a
nd fa
lse cog
nates
•Phrasal clusters
•Idiom
s, m
etap
hors, sim
iles, pun
s &
collo
catio
ns•S
entence an
d qu
estio
n starters
•Everyda
y words ELs nee
d to kno
w© 201
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lderón
& Associates
15
Tiers 3
, 2 & 1
Summary of Vocab
ulary for E
LsTIER
3 Sub
ject‐spe
cific words th
at labe
l con
tent
disciplin
e concep
ts, sub
jects, and
topics.
Infreq
uently used acad
emic words.
TIER
2 In
form
ation processin
g words th
at nest
tier 3
words in lo
ng se
nten
ces, polysem
ous
words, transition
words, con
nectors; m
ore
soph
isticated
words fo
r rich discussio
ns and
specificity in descriptio
ns.
TIER
1 Basic words ELs nee
d to com
mun
icate,
read
and
write. Tho
se th
at sh
ould be taug
ht.
© 201
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16
Tier 3
Acad
emic Con
tent, Spe
cific or Techn
ical W
ords
Squa
re ro
otPh
otosyn
thesis
Governm
ent
Rectan
gle
Germ
Bylaws
Radical
numbe
rsAtom
Ba
ilout
Circum
ference
Matter
Cong
ressiona
l Pi sq
uare
Osm
osis
Capital
Power
Power
Power
Math
Science
Social Studies
© 201
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lderón
& Associates
17
Tier 2 W
ords in
State Exams
Inform
ation Processin
g Words
absence, accuracy, add
itive, affe
ct, allo
w,
analog
ous, app
aren
t, ap
proa
ch, arran
ge,
assortmen
t, assumption, basis, bases, b
ehavior,
belief, bo
dy, b
ound
ary, coincide, com
piled, core,
crite
ria, crucial, d
enote, dep
ict,
deplete, device, disp
lay, distinct,
due to, effe
ct, forthcoming,
gene
rate, illu
strate, impa
ct, implicit,
notw
ithstan
ding
, odd
ly, so that,
solely, successive, state,
unde
rlying, vary, whe
reby,
widespread, …
© 201
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lderón
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18
Inform
ation Processin
g Words
Tier 2 fu
nctio
n/inform
ation processin
g words,
such as c
onvert, com
bine
, infer, con
clud
e,
compa
re, and
com
pose
are foun
d across
subjects, in State Stan
dards a
nd in state tests.
They are also
foun
d in Bloom
’s cogn
itive levels:
− Re
mem
ber
− Und
erstan
d− Ap
ply
− An
alyze
− Evalua
te− Crea
te
© 201
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& Associates
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ail.com
4
Solu
cion
es: E
xC-E
LL V
ocab
ular
y
Tier 2
Polysemou
s words (h
omon
yms o
r hom
ograph
s)
across acade
mic co
nten
t areas:
solutio
ntable
divide
prim
eroun
dtrun
kstate
bank
power
cell
right
radical
leg
left
light
face
fall
check
court
hand
long
pin
rest
roll
© 201
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lderón
& Associates
20
Polysemy Cu
ts Across the
Tiers
Polysemy in Tier 3
Words th
at have diffe
rent te
chnical m
eaning
s in m
ath, sc
ience, so
cial stud
ies a
nd
lang
uage arts.
power, d
ivide, den
sity, so
lutio
n, ra
dical,
varia
ble, prism, d
egree, im
age, ra
dian
Tier 1 words can
be po
lysemou
s:saw, leg
, fall, left, b
ody
© 201
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lderón
& Associates
21
whisper
conversatio
n conversación
converse con
versar
specify
especificar
commen
t com
entar
anno
unce anu
nciar
men
tion men
cion
arrequ
est
commun
icate comun
icar
reveal re
veler
dialog
ue diálogo
remark
verbalize
verba
lizar
declare de
clarar
pron
ounce pron
unciar
describ
e de
scrib
irde
bate deb
ate
discuss d
iscutir
proclaim
proclam
arartic
ulate artic
ular
questio
n cuestio
nar
scream
pontificate pon
tificar
Tier 2
Soph
isticated
& Spe
cificity
of “Say”
Instea
d of Tier 1
: talk & sa
y. H
ow abo
ut Tier 2
s?whisper
conversatio
n conversación
converse con
versar
specify
especificar
commen
t com
entar
anno
unce anu
nciar
men
tion men
cion
arrequ
est
commun
icate comun
icar
reveal re
veler
dialog
ue diálogo
remark
verbalize
verba
lizar
declare de
clarar
pron
ounce pron
unciar
describ
e de
scrib
irde
bate deb
ate
discuss d
iscutir
proclaim
proclam
arartic
ulate artic
ular
questio
n cuestio
nar
scream
pontificate pon
tificar
© 201
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lderón
& Associates
22
Tier 2
Words th
at Nest C
ontent W
ords & Con
cepts
Cause an
d Effect –be
cause, due
to, as a
result,
since, for th
is reason
, the
refore, in orde
r to,
so th
at, thu
s…Co
ntrast –or, b
ut, alth
ough
, how
ever,
in con
trast, ne
verthe
less, o
n the othe
r han
d,
while…
Additio
n or Com
parison
–an
d, also
, as w
ell as,
in add
ition
, likew
ise, m
oreo
ver, by th
e way…
Giving Exam
ples –for e
xample, fo
r instance,
in partic
ular, such as…
© 201
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23
Run off
Run aw
ayRu
n in circ
les
Run up
and
dow
nRu
n in and
out
Run arou
nd
Brea
k a leg
Once in a while
Complete senten
ceLong
nou
n ph
rases
Relativ
ely ea
sier
Stored
ene
rgy
Stim
ulus package
Tier 2
Phrasal C
lusters a
nd Id
ioms
© 201
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lderón
& Associates
24
Tier 2
Senten
ce Starters
Summarizing:Stud
ents create a ne
w oral text
that stan
ds fo
r an existing text. The
summary
contains th
e im
portan
t information or big
idea
s.Th
is story tells abo
ut a...
This se
ction is ab
out the
...One
impo
rtan
t fact h
ere is that...
Determ
ining im
portan
t information:
Stud
ents
tell the most impo
rtan
t ide
a in a se
ction of
text, d
istingu
ishing it from
details that te
ll more ab
out it.
The main idea is...
The key de
tails th
at su
pport tha
t are...
The pu
rpose of th
is text is to
...© 201
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ail.com
5
Solu
cion
es: E
xC-E
LL V
ocab
ular
y
Tier 2
Que
stion Starters
Can you he
lp m
e __
___?
I don
't un
derstand
___
__.
Whe
re is/are ___
__?
How do I _
____
?May I ask a qu
estio
n?Ho
w m
uch tim
e do
we ha
ve fo
r ___
__?
Whe
re do I _
____
?Wou
ld you
please repe
at th
at?
© 201
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lderón
& Associates
26
Tier 1
Words fo
r ELs
Prob
lem W
ords
Exam
ples
Spellin
gtoug
h, to
otha
che, phrase,
high
light, b
ecau
sePron
unciation or
confusion with
ho
mop
hone
s
weather/w
hether, sum
/som
e,
blue
/blew, w
hole/hole,
access/exes/axis, se
ll/cell,
ship/chip
Backgrou
nd
know
ledg
elawnm
ower, b
lend
er, p
arka,
skyscrap
erFalse
cog
nates
exit, cha
racter, e
mba
rrassed,
success
© 201
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lderón
& Associates
27
Summarize
& M
emorize
the Tiers
3, 2, 1
© 201
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& Associates
28
Selecting Words to
Teach
Key Crite
riaIt is critical to the un
derstand
ing of th
e concep
t.
It wou
ld proba
bly ap
pear on a test.
It is critically im
portan
t to the disciplin
e.
It is critically im
portan
t to this un
it.
You wan
t to he
ar it in
their P
artner
Summaries.
You wan
t to see it in th
eir E
xit P
ass o
r in a
writing assig
nmen
t.Graph
ics d
ownloa
ded from
Office.com
Clip Art
© 201
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lderón
& Associates
29
Selecting Words to
Teach
Tips
Begin with
Tier 3
words th
at have to do with
the conten
t of you
r class.
ReserveTier 3 words and
phrases fo
r vocab
ulary
instruction whileread
ing as th
ey are ty
pically in
the
glossary or foo
tnotes. The
y requ
ire Tier 2
con
text clues
and will ta
ke to
o much tim
e for p
reteaching
.
Focus o
n Tier 2 words and
phrases fo
r pretea
ching. Try to
cluster as m
uch as
possible.
Once you ha
ve you
r hug
e list, un
derline
the 5
or 6 words th
at you
will te
ach first.
Ask: Is it critical to
the un
derstand
ing of wha
t they are abo
ut to
read
?© 201
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lderón
& Associates
30
Iden
tify & Classify
Words
Type
of W
ords
Tier 3
Tier 2
Tier 1
Polysemou
sPh
rases
(bun
dled
up
words, idiom
s)Co
gnates
Conn
ectors &
tran
sitio
nsHo
mop
hone
s
Other:
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& Associates
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ail.com
6
Solu
cion
es: E
xC-E
LL V
ocab
ular
y
Your Turn!
Select words fo
r each tie
r(Tier 1
, 2, 3
) from th
e ne
xt slide.
© 201
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lderón
& Associates
32
Clim
ate Ch
ange Overview
Mod
ified
from
the United States Enviro
nmen
tal Protection Ag
ency
for u
sage in th
is lesson
.
Earth’s c
limate is chan
ging
in ways tha
t affe
ct our
weather, o
cean
s, sn
ow, ice, ecosystem
s, and
society.
Natural cau
ses a
lone
, how
ever, can
not e
xplain all of
these chan
ges. Hum
an activities, w
hich have be
en
noted as con
tributing to clim
ate chan
ge, are prim
arily
due to th
e release of billions of ton
s of carbo
n dioxide
(CO
2) and
other heat‐trap
ping
gases, kno
wn as
gree
nhou
se gases, into the atmosph
ere every year. [
1]
Clim
ate chan
ges will con
tinue
into th
e future.
Accordingly, th
e more gree
nhou
se gases we em
it, th
e larger fu
ture clim
ate chan
ges will be.
Chan
ges in the clim
ate system
affe
ct our hea
lth,
environm
ent a
nd econo
my. Fortuna
tely, we can
prep
are for som
e of th
e im
pacts o
f clim
ate chan
ge to
redu
ce th
eir n
egative effects o
n ou
r well‐b
eing
.© 201
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& Associates
33
7‐Step
s for Preteaching
Vocabu
lary
An Example for 2
nd‐1
2th
1.Teache
r says the
word (or p
hrase) and
asks
stud
ents to
repe
at th
e word 3 tim
es.
2.Teache
r states the
word in con
text from
text.
3.Teache
r provide
s the
dictio
nary definition
.4.Teache
r provide
s stude
nt‐friend
ly definition
.5.Teache
r highlights g
rammar, spe
lling
, po
lysemy, etc.
6.
Stud
entsen
gage
in Tea
cher
provided
senten
ce starter o
r frame using the target
vocabu
lary fo
r 60 second
s.
7.Teache
r informs stude
nts h
ow/w
hen to use
the word in Pee
r Sum
maries, Exit P
asses, or
othe
r writing assig
nmen
ts.
© 201
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lderón
& Associates
34
Pretea
chingTier 2 or 3
Words/Phrases
1.Teache
rasks s
tude
nts to
repe
at th
e word.
2.Teache
rstates the
word in
context from th
e text.
3.Teache
rprovide
s the
dictiona
ry definition
.4.
Teache
rprovide
s stude
nt‐
friend
ly definition
.
5.Teache
rhighlights features:
polysemou
s, cog
nate, ten
se,
prefixes, etc.
6.Stud
entsen
gage in
Teache
rprovided
sen
tence starter o
r fram
e for 6
0 second
s. (M
ust
contain target vocab
.)7.
Teache
rinforms w
hen
stud
ents will se
e an
d use it.
1.Say effect
3 tim
es.
2.“W
eather can
have a big
effect
on you
r life
.” 3.
The result or con
sequ
ence of
something
.4.
Two cups of coffee in th
e morning
have a big effect
on
me –I can
’t slee
p at night!
5.It is a cogn
ate –efecto. H
ow
do we spelleffe
ct? W
hat
othe
r word is sim
ilar?
6.__
___ ha
s had
a big effe
cton
my life recently. (P
ing‐Po
ng)
7.Use effe
ctin you
r partner
read
ing & su
mmaries p
lus
toda
y’s E
xit P
ass.
© 201
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35
7‐Step
Flow
5words
per
Subject
Area
per
Day
10
Min!
= 25
words a day
How m
any in a wee
k?A Scho
ol yea
r?
© 201
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lderón
& Associates
36
Selecting Words fo
r Math
Select a se
nten
ce whe
re th
e math
concep
t is d
escribed
. Loo
k for the
words
that nest the
con
cept:
Tran
slationis a term
used in geo
metry
to describe a functio
n that m
oves an ob
ject
a certain distan
ce. Th
e ob
ject is not alte
red
in any other way. It is n
ot ro
tated,
refle
cted
or re
‐size
d. In
a tran
slation, every point of
the ob
ject m
ust b
e moved
in th
e same
direction an
d for the
same distan
ce.
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ail.com
7
Solu
cion
es: E
xC-E
LL V
ocab
ular
y
In Scien
ceTran
slationis the process o
f translatin
g the sequ
ence
of a m
esseng
erRN
A (m
RNA)
molecule to a se
quen
ce of a
mino acids
durin
gprotein synthe
sis.
The gene
tic co
dede
scrib
es th
e
relatio
nshipbe
twee
n the sequ
ence of b
ase
pairs in a gen
e an
d the correspo
nding
amino acid se
quen
ce th
at it encod
es.
© 201
6 Margarita Ca
lderón
& Associates
38
Oral Skills
Oracy
The ab
ility to
express
oneself fluen
tly and
gram
matically in
spee
ch.
Discou
rse
A form
al disc
ussio
n of a to
pic in
spee
ch or w
riting.
Engage in
conversatio
n
© 201
6 Margarita Ca
lderón
& Associates
39
Oracy/D
iscou
rse
How do we integrate vocabu
lary,
oracy, and
disc
ourse into ESL/ELD
an
d conten
t lea
rning in every
subject a
rea?
Wha
t impa
ct doe
s this h
ave on
read
ing, writing, and
con
tent
know
ledg
e?Ho
w do we ad
dress g
rammar?
© 201
6 Margarita Ca
lderón
& Associates
40
•This is a
bout…
•I und
erstan
d this is
abou
t…•I th
ink this is ab
out…
•I liked the…
•I learne
d a ne
w
word…
•The
same thing
happ
ened
to m
e whe
n…
•This text is a
bout…
•I liked the pa
rt
whe
re...
•I th
ink this mea
ns…
•I don
’t un
derstand
this pa
rt…
•Tha
t cha
racter
reminds m
e of…
•Tha
t part rem
inds m
e of…
Text‐Based
Disc
ussio
nsDiscou
rse
© 201
6 Margarita Ca
lderón
& Associates
41
Argu
men
tatio
n is HU
GE in th
e stan
dards.
Let’s m
ake sure our stud
ents have the
acad
emic disc
ourse to do it prop
erly.
© 201
6 Margarita Ca
lderón
& Associates
42
Argu
men
tativ
e Sp
eech/W
riting
•The
effe
ct of …
on…
•T
he evide
nce I u
se to
supp
ort …
is…
•I disa
gree
with
that observatio
n be
cause…
•I con
cur w
ith her/him
becau
se…
•Moreo
ver, I fou
nd th
at…
•Furthermore, based
on … I think…
•Based
on … m
y hypo
thesis is…
.
© 201
6 Margarita Ca
lderón
& Associates
43
Calderón & Associates 2016. SolutionTree.comDo not duplicate.10
© 201
6 Margarita Ca
lderón
& Associates
mecalde
@gm
ail.com
8
Solu
cion
es: E
xC-E
LL V
ocab
ular
y
Daily Assessm
ent a
nd W
riting
The ultim
ate proo
f at the
end
of e
ach class, each
subject, ea
ch wee
k:
Write on
e or tw
o pa
ragrap
hs su
mmarizing
wha
t you
learne
d ab
out _
____
____
____
__
using as m
any Tier 2 and
Tier 3
words as y
ou
have learne
d. Use app
ropriate co
nnectors,
tran
sition words, o
r signa
l words. U
se
compo
und senten
ces o
r differen
t typ
es of
clau
ses.
© 201
6 Margarita Ca
lderón
& Associates
44
Assessmen
tWord usage is assessed
…•W
hile stud
ents are usin
g them
during Step
6•W
hile stud
ents are doing
pee
r sum
maries
•During explan
ations, d
iscussio
ns, and
other
interactive activ
ities
•Whe
n used
in th
eir E
xit/En
try Passes and
other
writing
© 201
6 Margarita Ca
lderón
& Associates
45
ExC‐ELL Lesson
Com
pone
nts
1.Pretea
ching of
Vocabu
lary
2.Teache
rTh
ink‐Alou
ds3.
Stud
ent P
eer
Read
ing
4.Pe
er Sum
maries
5.De
pth of W
ord
Stud
ies/Grammar
6.Class D
ebrie
fings/
Discussio
ns
7.Co
operative
Learning
Activities
8.Form
ulating
Que
stions &
Num
bered He
ads
9.Ro
und Table
Review
s10
.Pre‐w
riting &
Draftin
g11
.Revising
/Editin
g12
.Rea
ding
Final
Prod
uct
© 201
6 Margarita Ca
lderón
& Associates
46
Dr. C
alde
rón’sbo
oks from Corwin Press and
Solution Tree
NEW
NEW
© 201
6 Margarita Ca
lderón
& Associates
47
Calderón & Associates 2016. SolutionTree.comDo not duplicate. 11
© 2
016
Mar
garit
a Ca
lder
ón &
Ass
ocia
tes
W
elco
me
- 3
– Pr
ovid
ing
hand
s-on
, int
erac
tive
lear
ning
ac
tiviti
es
– De
signa
ting
lang
uage
and
co
nten
t ob
ject
ives
for
each
less
on
– Re
adin
g to
st
uden
ts a
nd sc
affo
ldin
g qu
estio
ns
– Gi
ving
ELs
sim
plifi
ed te
xts t
o re
ad (C
alde
rón,
M. &
Spi
egel
-Col
eman
, S.
[198
5] E
ffect
ive
inst
ruct
ion
for l
angu
age
min
ority
stud
ents
--fro
m th
eory
to
pra
ctice
. In
Tea
cher
Edu
catio
n Jo
urna
l, Vo
l. II,
No.
3.;
Cald
erón
, M.
[198
4] T
rain
ing
bilin
gual
trai
ners
: An
ethn
ogra
phic
stud
y of
coac
hing
and
its
impa
ct o
n th
e tr
ansf
er o
f tra
inin
g. D
isser
tatio
n Ab
stra
cts,
Clar
emon
t Gr
adua
te S
choo
l/San
Die
go S
tate
Uni
vers
ity, 1
984.
) To
day
we
see
Shel
tere
d In
stru
ctio
n w
ith th
e fo
cus o
n st
uden
t le
arni
ng b
y te
achi
ng:
– Ke
y vo
cabu
lary
bef
ore,
dur
ing,
and
afte
r rea
ding
–
Disc
ours
e pr
otoc
ols t
o us
e fo
r disc
ussio
ns, q
uest
ions
, and
ans
wer
s re
late
d to
the
topi
c –
Com
preh
ensio
n sk
ills n
eces
sary
for e
ach
part
icula
r gra
de le
vel t
ext
– Ap
prop
riate
writ
ing
prot
ocol
s and
skill
s for
eac
h w
ritin
g as
signm
ent
– Pe
rform
ance
ass
essm
ents
to g
auge
and
trac
k in
divi
dual
lear
ning
pr
ogre
ssio
ns. (
Cald
erón
, 201
2)
The
defin
ition
has
cont
inue
d to
be
mod
ified
. Ho
wev
er, t
he
Cald
erón
(201
2) d
efin
ition
goe
s bey
ond
prov
idin
g co
mpr
ehen
sible
in
put a
nd st
ress
es, “
Is m
y te
achi
ng re
achi
ng?”
The
focu
s is o
n st
uden
ts’ p
erfo
rman
ce a
nd m
aste
ry o
f the
cont
ent.
The
new
tool
s for
te
ache
rs a
nd st
uden
ts e
nabl
e m
aste
ry.
The
onus
is n
ow o
n st
uden
ts a
s w
ell a
s tea
cher
s. W
hen
all t
each
ers i
n a
scho
ol g
o th
roug
h Ex
C-EL
L tra
inin
g, le
arni
ng
acce
lera
tes f
or a
ll st
uden
ts, n
ot ju
st E
Ls.
Teac
hers
of A
P (A
dvan
ced
Plac
emen
t) co
urse
s, as
wel
l as s
pecia
l ed
ucat
ion
teac
hers
, rep
ort t
hat t
heir
stud
ents
per
form
at h
ighe
r lev
els
whe
n th
ey te
ach
acad
emic
lang
uage
, rea
ding
com
preh
ensio
n sk
ills,
and
writ
ing
stra
tegi
es th
at p
erta
in to
thei
r sub
ject
are
a.
ELD/
ESL t
each
ers,
tuto
rs o
f ELs
, and
spec
ial e
duca
tion
teac
hers
w
ith E
Ls a
lso se
e hu
ge la
ngua
ge a
ccel
erat
ion.
SIF
E te
ache
rs w
ho u
se
thes
e sa
me
stra
tegi
es w
ith th
e Re
adin
g In
stru
ctio
nal G
oals
for O
lder
Re
ader
s (RI
GOR)
(ww
w.Be
nchm
arke
duca
tion.
com
) pro
gram
hav
e do
cum
ente
d ve
ry p
ositi
ve re
sults
.
Find
ing
the
Bala
nce
Ther
e ne
eds t
o be
a b
alan
ce b
etw
een
prov
idin
g co
mpr
ehen
sible
shel
tere
d in
stru
ctio
n an
d en
surin
g th
at E
Ls a
re
deve
lopi
ng d
epth
and
bre
adth
of w
ord
know
ledg
e an
d us
age.
La
ngua
ge g
row
s as a
resu
lt of
read
ing
in a
ll su
bjec
t are
as.
How
ever
, thi
s doe
s no
t mea
n sil
ent r
eadi
ng, w
here
stud
ents
reso
rt to
pr
eten
d re
adin
g be
caus
e th
e ta
sk o
f com
preh
ensio
n is
too
diffi
cult.
W
e w
ill se
e w
hat t
he co
mpr
ehen
sive
proc
ess o
f rea
ding
ent
ails.
It
is ve
ry d
iffer
ent f
rom
mai
nstr
eam
read
ing.
The
re a
re m
ore
step
s in
volv
ed, a
nd y
es, i
t tak
es m
ore
time.
It i
s alw
ays p
rece
ded
by p
re-
teac
hing
wor
ds th
at w
ill m
ake
that
text
com
preh
ensib
le to
the
stud
ent.
Mor
e w
ords
are
taug
ht/le
arne
d w
hile
read
ing,
and
still
mor
e ar
e ta
ught
/lear
ned
afte
r rea
ding
.
How
Doe
s Who
le-S
choo
l Im
plem
enta
tion
Wor
k?
Focu
s and
mon
itor c
ompl
ianc
e, p
rofic
ienc
y, gr
owth
and
su
stai
nabi
lity;
it’s
a co
llabo
rativ
e pr
oces
s for
ALL
te
am m
embe
rs.
We
can
help
you
ac
com
plish
this.
Calderón & Associates 2016. SolutionTree.comDo not duplicate.12
Mar
garit
a C
alde
rón
& A
ssoc
iate
s, In
c.
App
endi
x -1
Clim
ate
Chan
ge S
cienc
e O
verv
iew
M
odifi
ed fr
om th
e Un
ited
Stat
es E
nviro
nmen
tal P
rote
ctio
n Ag
ency
for u
sage
in th
is le
sson
. Ea
rth’
s clim
ate
is ch
angi
ng in
way
s tha
t affe
ct o
ur w
eath
er, o
cean
s, sn
ow, i
ce, e
cosy
stem
s, an
d so
ciety
. Na
tura
l cau
ses a
lone
, how
ever
, can
not e
xpla
in a
ll of
thes
e ch
ange
s. Hu
man
act
iviti
es, w
hich
hav
e be
en n
oted
as c
ontr
ibut
ing
to cl
imat
e ch
ange
, are
prim
arily
due
to th
e re
leas
e of
bill
ions
of t
ons o
f car
bon
diox
ide
(CO 2
) and
oth
er h
eat-t
rapp
ing
gase
s, kn
own
as g
reen
hous
e ga
ses,
into
the
atm
osph
ere
ever
y ye
ar[1
] . Cl
imat
e ch
ange
s will
cont
inue
into
the
futu
re. A
ccor
ding
ly, t
he m
ore
gree
nhou
se g
ases
we
emit,
the
larg
er fu
ture
clim
ate
chan
ges w
ill b
e.
Chan
ges i
n th
e cli
mat
e sy
stem
af
fect
our
hea
lth,
envi
ronm
ent a
nd
econ
omy.
Fo
rtun
atel
y, w
e ca
n pr
epar
e fo
r so
me
of th
e im
pact
s of c
limat
e ch
ange
to re
duce
thei
r neg
ativ
e ef
fect
s on
our w
ell-
bein
g.
Eart
h’s C
limat
e Is
Chan
ging
Da
ta sh
oes t
hat t
he g
loba
l ave
rage
tem
pera
ture
incr
ease
d by
mor
e th
an 1
.3°F
ove
r the
last
cent
ury[2
] As a
resu
lt, th
e av
erag
e te
mpe
ratu
re
in th
e Ar
ctic
rose
by
alm
ost t
wice
as m
uch.
[2] T
he b
uild
up o
f gre
enho
use
gase
s in
our a
tmos
pher
e an
d th
e w
arm
ing
of th
e pl
anet
are
resp
onsib
le
for o
ther
chan
ges,
such
as:
Cha
ngin
g pr
ecip
itatio
n pa
tter
ns [1
] [3]
I
ncre
ases
in o
cean
tem
pera
ture
s, se
a le
vel,
and
acid
ity
Mel
ting
of g
lacie
rs a
nd se
a ice
[1]
The
CO2 t
hat h
uman
s hav
e ad
ded
to th
e at
mos
pher
e ha
s cau
sed
an
incr
ease
in th
e at
mos
pher
ic co
ncen
trat
ion
of C
O2.
The
grap
h sh
own
in
here
(Fig
ure
2, p
age
3), c
alle
d a
Keel
ing
Curv
e af
ter t
he sc
ient
ist w
ho fi
rst
deve
lope
d it,
repr
esen
ts th
e re
cord
of i
ncre
ased
glo
bal a
tmos
pher
ic ca
rbon
dio
xide
conc
entr
atio
n.
Natu
ral C
ause
s Alo
ne C
anno
t Exp
lain
Rec
ent C
hang
es
Natu
ral p
roce
sses
such
as c
hang
es in
the
sun’
s ene
rgy,
shift
s in
ocea
n cu
rren
ts, a
nd o
ther
s affe
ct E
arth
’s cli
mat
e. H
owev
er, t
hey
do n
ot
expl
ain
the
war
min
g th
at w
e ha
ve o
bser
ved
over
the
last
hal
f-cen
tury
[1] .
Hum
an C
ause
s Can
Exp
lain
The
se C
hang
es
Com
pare
d to
nat
ural
caus
es, m
ost o
f the
war
min
g of
the
past
hal
f ce
ntur
y ha
s bee
n ca
used
by
hum
an e
miss
ions
of g
reen
hous
e ga
ses[1
] . Gr
eenh
ouse
gas
es co
me
from
a
varie
ty o
f hum
an a
ctiv
ities
, in
cludi
ng: b
urni
ng fo
ssil
fuel
s for
he
at a
nd e
nerg
y, cl
earin
g fo
rest
s, fe
rtili
zing
crop
s, st
orin
g w
aste
in
land
fills,
raisi
ng li
vest
ock,
and
pr
oduc
ing
som
e ki
nds o
f ind
ustr
ial
prod
ucts
. Un
fort
unat
ely,
gre
enho
use
gas
emiss
ions
are
not
the
only
way
th
at p
eopl
e ca
n ch
ange
the
clim
ate.
Act
iviti
es su
ch a
s ag
ricul
ture
or r
oad
cons
truc
tion
can
also
chan
ge th
e re
flect
ivity
of
Eart
h’s s
urfa
ce, l
eadi
ng to
loca
l w
arm
ing
or co
olin
g. T
his e
ffect
is
obse
rved
in u
rban
cent
ers,
whi
ch
are
ofte
n w
arm
er th
an su
rrou
ndin
g, le
ss p
opul
ated
are
as. A
long
with
gr
eenh
ouse
gas
es, e
miss
ions
of s
mal
l par
ticle
s, al
so k
now
n as
aer
osol
s, in
to th
e ai
r can
also
lead
to re
flect
ion
or a
bsor
ptio
n of
the
sun’
s ene
rgy.
Cl
imat
e Ch
ange
Impa
cts O
ur H
ealth
, Env
ironm
ent a
nd
Econ
omy
The
chan
ging
clim
ate
impa
cts s
ocie
ty a
nd e
cosy
stem
s in
a br
oad
varie
ty o
f way
s. Fo
r exa
mpl
e, cl
imat
e ch
ange
can
incr
ease
or d
ecre
ase
rain
fall,
influ
ence
agr
icultu
ral c
rop
yiel
ds, a
ffect
hum
an h
ealth
, cau
se
chan
ges t
o fo
rest
s and
oth
er e
cosy
stem
s, or
eve
n im
pact
our
ene
rgy
supp
ly.
Furt
herm
ore,
the
impa
cts o
f clim
ate
chan
ge in
clude
war
min
g te
mpe
ratu
res,
chan
ges i
n pr
ecip
itatio
n, in
crea
ses i
n th
e fre
quen
cy o
r in
tens
ity o
f som
e ex
trem
e w
eath
er e
vent
s, an
d ris
ing
sea
leve
ls. T
hese
im
pact
s thr
eate
n ou
r hea
lth b
y af
fect
ing
the
food
we
eat,
the
wat
er w
e dr
ink,
the
air w
e br
eath
e, a
nd th
e w
eath
er w
e ex
perie
nce.
Cl
imat
e ch
ange
affe
cts o
ur e
nviro
nmen
t and
nat
ural
reso
urce
s, an
d im
pact
s our
way
of l
ife in
oth
er w
ays.
For i
nsta
nce:
W
arm
er te
mpe
ratu
res i
ncre
ase
the
frequ
ency
, int
ensit
y, a
nd
dura
tion
of h
eat w
aves
, whi
ch ca
n po
se h
ealth
risk
s, pa
rticu
larly
for
youn
g ch
ildre
n an
d th
e el
derly
.
Figu
re 1
:The
se m
aps s
how
tem
pera
ture
s acr
oss
the
wor
ld in
the
1880
s (le
ft) a
nd th
e 19
80s (
right
), as
com
pare
d to
ave
rage
tem
pera
ture
s fro
m 1
951
to 1
980.
This
diffe
renc
e fro
m a
vera
ge is
calle
d an
an
omal
y. Th
e m
ap o
n th
e le
ft sh
ows t
hat i
t was
co
lder
in th
e 18
80’s
in m
ost p
lace
s. Th
e m
ap o
n th
e rig
ht sh
ows i
t was
war
mer
in th
e 19
80s i
n m
ost p
lace
s. Ea
rth’s
aver
age
surfa
ce te
mpe
ratu
re
has i
ncre
ased
alm
ost 1
.5°F
dur
ing
the
20th
ce
ntur
y. T
wo-
third
s of t
he w
arm
ing
has o
ccur
red
since
197
5, a
t a ra
te o
f rou
ghly
0.3
°F-0
.4°F
per
de
cade
. So
urce
: NAS
A
Hum
an a
ctiv
ities
, lik
e dr
ivin
g, m
anuf
actu
ring,
ele
ctric
ity g
ener
atio
n, a
nd
the
clear
ing
of fo
rest
s con
trib
ute
to g
reen
hous
e ga
s em
issio
ns a
nd w
arm
th
e pl
anet
. So
urce
s: EP
A 20
10, E
PA 2
011,
USG
CRP
2008
Calderón & Associates 2016. SolutionTree.comDo not duplicate. 13
Mar
garit
a C
alde
rón
& A
ssoc
iate
s, In
c.
App
endi
x -2
Risi
ng se
a le
vels
thre
aten
coas
tal c
omm
uniti
es a
nd e
cosy
stem
s. C
hang
es in
the
patt
erns
and
am
ount
of r
ainf
all,
as w
ell a
s cha
nges
in
the
timin
g an
d am
ount
of s
trea
m fl
ow, c
an a
ffect
wat
er su
pplie
s and
w
ater
qua
lity
and
the
prod
uctio
n of
hyd
roel
ectr
icity
. C
hang
ing
ecos
yste
ms i
nflu
ence
geo
grap
hic r
ange
s of m
any
plan
t and
an
imal
spec
ies a
nd th
e tim
ing
of th
eir l
ifecy
cle e
vent
s, su
ch a
s m
igra
tion
and
repr
oduc
tion.
I
ncre
ases
in th
e fre
quen
cy a
nd in
tens
ity o
f ext
rem
e w
eath
er e
vent
s, su
ch a
s hea
t wav
es, d
roug
hts,
and
flood
s, ca
n in
crea
se lo
sses
to
prop
erty
, cau
se co
stly
disr
uptio
ns to
socie
ty, a
nd re
duce
the
avai
labi
lity
and
affo
rdab
ility
of i
nsur
ance
. Pe
ople
in d
evel
opin
g co
untr
ies m
ay b
e th
e m
ost v
ulne
rabl
e to
he
alth
risk
s glo
bally
, but
clim
ate
chan
ge p
oses
sign
ifica
nt th
reat
s to
heal
th e
ven
in w
ealth
y na
tions
such
as t
he U
nite
d St
ates
. Cer
tain
po
pula
tions
, suc
h as
child
ren,
pre
gnan
t wom
en, o
lder
adu
lts, a
nd
peop
le w
ith lo
w in
com
es, f
ace
incr
ease
d ris
ks.
The
seve
rity
of th
ese
heal
th ri
sks w
ill d
epen
d on
the
abili
ty o
f pub
lic
heal
th a
nd sa
fety
syst
ems t
o ad
dres
s or p
repa
re fo
r the
se ch
angi
ng
thre
ats,
as w
ell a
s fac
tors
such
as a
n in
divi
dual
's be
havi
or, a
ge, g
ende
r, an
d ec
onom
ic st
atus
. Im
pact
s will
vary
bas
ed o
n a
whe
re a
per
son
lives
, ho
w se
nsiti
ve th
ey a
re to
hea
lth th
reat
s, ho
w m
uch
they
are
exp
osed
to
clim
ate
chan
ge im
pact
s, an
d ho
w w
ell t
hey
and
thei
r com
mun
ity a
re
able
to a
dapt
to ch
ange
. Ad
ded
to cl
imat
e-re
late
d im
pact
s occ
urrin
g ac
ross
regi
ons o
f the
gl
obe
and
acro
ss m
any
sect
ors o
f our
wor
ld’s
econ
omy,
our
eco
syst
ems
are
likew
ise a
ffect
ed in
a va
riety
of w
ays.
For i
nsta
nce,
war
min
g co
uld
forc
e sp
ecie
s to
mig
rate
to h
ighe
r lat
itude
s or h
ighe
r ele
vatio
ns w
here
te
mpe
ratu
res a
re m
ore
cond
uciv
e to
thei
r sur
viva
l. Si
mila
rly, a
s sea
le
vel r
ises,
saltw
ater
intr
usio
n in
to a
fres
hwat
er sy
stem
may
forc
e so
me
key
spec
ies t
o re
loca
te o
r die
, thu
s rem
ovin
g pr
edat
ors o
r pre
y th
at
wer
e cr
itica
l in th
e ex
istin
g fo
od ch
ain.
Cl
imat
e ch
ange
not
onl
y af
fect
s eco
syst
ems a
nd sp
ecie
s dire
ctly
; it
also
inte
ract
s with
oth
er h
uman
stre
ssor
s suc
h as
dev
elop
men
t.
Alth
ough
som
e st
ress
ors c
ause
onl
y m
inor
impa
cts w
hen
actin
g al
one,
th
eir c
umul
ativ
e im
pact
may
lead
to d
ram
atic
ecol
ogica
l cha
nges
. For
in
stan
ce, c
limat
e ch
ange
may
exa
cerb
ate
the
stre
ss th
at la
nd
deve
lopm
ent p
lace
s on
fragi
le co
asta
l are
as. A
dditi
onal
ly, r
ecen
tly
logg
ed fo
rest
ed a
reas
may
bec
ome
vuln
erab
le to
ero
sion
if cli
mat
e ch
ange
lead
s to
incr
ease
s in
heav
y ra
in st
orm
s. W
eath
er v
s. Cl
imat
e Th
e di
ffere
nce
betw
een
wea
ther
and
clim
ate
is pr
imar
ily a
mat
ter o
f tim
e an
d ge
ogra
phy.
Wea
ther
refe
rs to
the
cond
ition
s of t
he
atm
osph
ere
over
a sh
ort p
erio
d of
tim
e, su
ch a
s hou
rs o
r day
s, an
d ty
pica
lly fo
r a lo
cal a
rea.
Whi
le cl
imat
e re
fers
to th
e be
havi
or o
f the
at
mos
pher
e ov
er a
lo
nger
per
iod
of
time,
and
usu
ally
for
a la
rge
area
. Fa
mili
ar
exam
ples
of
wea
ther
ch
arac
teris
tics
inclu
de th
e da
ily
tem
pera
ture
, hu
mid
ity, o
r the
am
ount
of p
recip
itatio
n pr
oduc
ed b
y a
stor
m. W
eath
er
also
inclu
des s
ever
e w
eath
er co
nditi
ons s
uch
as h
urric
anes
, tor
nado
es,
and
blizz
ards
. Bec
ause
of t
he d
ynam
ic na
ture
of t
he a
tmos
pher
e, it
is n
ot
poss
ible
to p
redi
ct w
eath
er co
nditi
ons i
n a
spec
ific l
ocat
ion
mon
ths o
r ye
ars i
n ad
vanc
e.
Clim
ate
is ty
pica
lly d
efin
ed b
ased
on
30-y
ear a
vera
ges o
f w
eath
er. [4
] Clim
ate
repr
esen
ts o
ur e
xpec
tatio
ns fo
r the
wea
ther
. For
in
stan
ce, c
limat
e te
lls u
s how
war
m w
e ex
pect
a ty
pica
l sum
mer
to b
e,
how
muc
h ra
infa
ll w
ould
corr
espo
nd to
a w
ette
r-tha
n-av
erag
e sp
ring,
or
how
freq
uent
ly w
e ex
pect
a sn
owy
win
ter t
o oc
cur.
Scie
ntist
s can
co
mpa
re re
cent
and
long
-term
obs
erva
tions
of t
he cl
imat
e to
det
ect t
he
influ
ence
of g
reen
hous
e ga
ses o
n cli
mat
e co
nditi
ons.
Clim
ate
Will
Con
tinue
to C
hang
e, B
ut th
e Ex
tent
of t
he
Chan
ge W
ill D
epen
d O
n Ho
w M
uch,
and
How
Qui
ckly
, We
Can
Redu
ce G
reen
hous
e Ga
s Em
issio
ns.
Cons
eque
ntly
, dur
ing
the
21st
cent
ury,
glo
bal w
arm
ing
is pr
ojec
ted
to
cont
inue
and
clim
ate
chan
ges a
re li
kely
to in
tens
ify. S
cient
ists h
ave
used
cli
mat
e m
odel
s to
proj
ect d
iffer
ent a
spec
ts o
f fut
ure
clim
ate,
inclu
ding
te
mpe
ratu
re, p
recip
itatio
n, sn
ow a
nd ic
e, o
cean
leve
l, an
d oc
ean
acid
ity. O
f
Figu
re 2
M
odel
s tha
t acc
ount
onl
y fo
r the
effe
cts o
f nat
ural
pr
oces
ses a
re n
ot a
ble
to
expl
ain
the
war
min
g ov
er
the
past
cent
ury.
Mod
els
that
also
acc
ount
for t
he
gree
nhou
se g
ases
em
itted
by
hum
ans a
re a
ble
to
expl
ain
this
war
min
g.
Sour
ce: U
SGRC
P 20
09
Figu
re 1
Thi
s gra
ph sh
ows t
he in
crea
se in
gre
enho
use
gas
(GHG
) con
cent
ratio
ns in
the
atm
osph
ere
over
the
last
2,
000
year
s. In
crea
ses i
n co
ncen
trat
ions
of t
hese
gas
es
since
175
0 ar
e du
e to
hum
an a
ctiv
ities
in th
e in
dust
rial
era.
Con
cent
ratio
n un
its a
re p
arts
per
m m
illio
n (p
pm) o
r pa
rts p
er b
illio
n (p
pb),
indi
catin
g th
e nu
mbe
r of
mol
ecul
es o
f the
gre
enho
use
gas p
er m
illio
n or
bill
ion
mol
ecul
es o
f air.
Sou
rce:
USG
CRP
2009
C
ontin
ued
in fu
ll ve
rsio
n.
Calderón & Associates 2016. SolutionTree.comDo not duplicate.14
