ExC-ELL
EVIDENCE-BASED INSTRUCTION
FOR ELS IN BILINGUAL
SETTINGS
Margarita Calderón, Ph.D.
Professor Emerita, Johns Hopkins University
Argelia Carreón
María Trejo
Margarita Calderón & Associates
Margarita Calderón & Associates, Inc.
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ExC-ELL
AGENDA
• Introduction, on-going research, and
program structures for ELs.
• Examples of instructional strategies that
ensure academic language, close
reading, and writing.
• Implications for all subjects and
classrooms.
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Clock Buddies
ExC-ELL
• Draw a clock on your paper and indicate
the hours: 12, 3, 6, 9.
12
9

3
6
• Find one partner for each hour. Write your
name on their clock and they write their
name on yours.
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ExC-ELL
Results From the Five-year Studies:
IES comparison study of K-4th dual language
(DL), transitional bilingual (TB), and
sheltered English instruction/structured
English immersion (SEI).
NIH seven-year study on transfer of skills.
Carnegie Corporation of New York study in 6th12th general education teachers, ESL, SEI,
SIFE, and bilingual teachers.
New study in NYC on RTI and LT-ELs.
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ExC-ELL
Why is Vocabulary Important?
• Command of a large vocabulary frequently sets
high-achieving students apart from less successful
ones (Montgomery, 2000).
• The average 6-year-old has a vocabulary of
approximately 8000 words, and learns 3000-5000
more per year (Senechal & Cornell, 1993).
• Vocabulary in kindergarten and first grade is a
significant predictor of reading comprehension in
the middle and secondary grades (Cunningham, 2005;
Cunningham & Stanovich, 1997) or reading difficulties (Chall & Dale,
1995; Denton et al. 2011).
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ExC-ELL
ADD % TO EACH
 LT-ELs -- Long-Term ELLs (60-85%) ____
 Struggling Readers/Reluctant Readers ____
 R-ELs -- Reclassified ELLs ____
 M-ELs -- Migrant ELLs ____
 SIFE -- Students with Interrupted Formal
Education ____
 SE-ELs -- Special Education ELLs ____
 HSN -- Highly Schooled Newcomers ____
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ExC-ELL
THINK ABOUT IT
1. How many words are your
LT-ELs learning per year?
2. How about the struggling
learners?
3. How about the highlyschooled newcomers?
4. SIFE?
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ExC-ELL
Key: Teach Vocabulary
Before, During & After Students Read
• Vocabulary knowledge correlates with reading
comprehension.
• Reading comprehension correlates with
procedural and content knowledge.
• Content knowledge correlates with academic
success.
• Comprehension depends on knowing
between 90% and 95% of the words in text.
• Knowing words means explicit instruction
not just exposure. Students need 12
production opportunities to own a word.
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ExC-ELL
Why is Content Area Literacy
Important for ELLs?
Without reading instruction on content area literacy:
• SURFACE COMPREHENSION:
Literal comprehension; students read on their own and answer
questions; questions are low-level.
With reading instruction integrated into content areas:
• DEEP COMPREHENSION:
Critical comprehension; students learn new vocabulary
continuously; associate new readings with prior knowledge; add new
knowledge, discuss ideas, interpret facts and information, and apply
critical thinking skills to text.
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ExC-ELL
CCSS -VOCABULARY PREVALENT IN
COMPLEX TEXTS
• Some students will have smaller tier 1, 2. 3
vocabularies when they enter the
classroom. Instruction must address this
vocabulary gap early and aggressively.
• Provide more instruction for students with
weaker vocabularies rather than offering
them fewer words.
• Focus on tier 2 instruction to help
students access grade level texts.
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ExC-ELL
ORACY/RICH LANGUAGE
DEVELOPMENT
Oracy development occurs when teachers
Provide ELs with multiple opportunities to interact
with peers about a text or what they are writing (Eads &
Wells, 1989; Slavin & Calderón, 2010; Fisher et al. 2012)
Carefully plan, model, provide a psychological
safety net, and scaffold in a way that makes ELs feel
comfortable expressing their “English in progress”
(Calderón 2011)
Create a context of the classroom that encourages
voicing of understandings and misunderstandings,
thereby, enriching students’ cognitive and linguistic
repertoires (Fisher et al. 2012)
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ExC-ELL
Semantic Awareness
Semantic Awareness is a cognitive,
metacognitive, affective, and linguistic stance
toward words that the whole school should adopt.
It is a mindset that word consciousness involves
motivating and showing students how important it
is to be learning words for every subject area.
Semantic awareness helps students become
more skillful and precise in word usage at many
levels of complexity and sophistication.
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ExC-ELL
1. SUMMARIZE: THE MESSAGES FROM
WHAT HAS BEEN PRESENTED SO
FAR.
2. DISCUSS: WHAT ARE THE
IMPLICATIONS SO FAR FOR YOUR
CLASSROOM AND YOUR SCHOOL?
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ExC-ELL
Initially
Following that
Additionally
Finally
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ExC-ELL
WHICH WORDS TO SELECT TO
TEACH IN ALL SUBJECT
AREAS IN L1 & L2?
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ExC-ELL
Review of Academic Language
For formal discourse between
teacher-student and student-student
interaction around standards/goals.
For text comprehension.
For words you want to see in their
formal writing.
For success in the new tests.
For academic and economic status.
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ExC-ELL
1.
2.
3.
4.
5.
6.
7.
8.
9.
Tier 2 & 3 —Subcategories
Polysemous words
Words for specificity
Sophisticated words
Connectors, transition words
Phrasal clusters
Information processing words
Cognates & false cognates when possible
Sentence & question starters & frames
Idioms, metaphors, similes, puns
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ExC-ELL
TIER 3 – CONTENT SPECIFIC
Square root
Rectangle
Radical
numbers
Circumference
Pi square
Power
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Photosynthesis Government
Germ
Bylaws
Atom
Bailout
Matter
Osmosis
Power
Congressional
Capital
Power
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ExC-ELL
Tier 2—Subcategories
Polysemous words (homonyms or homographs)
across academic content areas:
• solution
• table
• divide
• prime
• round
• trunk
• state
• power
• cell
• right
• radical
• leg
• left
• light
•
•
•
•
•
•
•
•
•
fall
check
court
hand
long
pin
rest
roll
sense
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ExC-ELL
TIER 2 – WORDS THAT NEST CONTENT
WORDS AND CONCEPTS
Some Examples of Transition Words & Connectors for:
• Cause & Effect -- because, due to, as a result, since,
for this reason, therefore, in order to, so that, thus…
• Contrast -- or, but, although, however, in contrast,
nevertheless, on the other hand, while …
• Addition or comparison -- and, also, as well as, in
addition, likewise, moreover, by the way …
• Giving examples -- for example, for instance, in
particular, such as …
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Margarita
Calderón
Calderón
& Associates,
& Associates,
Inc. Inc.
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ExC-ELL
These Await Your Students in 6th
& 7th Grade Tests!
vary, underlying, albeit, solely, state,
successive, denote, crucial, oddly,
analogous, compiled, oddly, whereby,
notwithstanding, forthcoming,
coincide, widespread, implicit…
Margarita
Margarita
Calderón
Calderón
& Associates,
& Associates,
Inc. Inc.
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ExC-ELL
TIER 2 – PHRASAL CLUSTERS AND
IDIOMS
•
•
•
•
Run off
Run away
Break a leg
Once in a
while
• Complete
sentence
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• Long noun
phrases
• Relatively
easier
• Stored
Energy
• Stimulus
package
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TIER 2 – SOPHISTICATED WORDS FOR
ExC-ELL
SPECIFICITY FOR THE WORD “TALK”
•
•
•
•
•
•
•
•
•
•
Whisper
Argue
Specify
Announce
Request
Reveal
Remark
Declare
Describe
Pontificate
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•
•
•
•
•
•
•
•
•
•
Discuss
Proclaim
Shout
Scream
Converse
Communicate
Verbalize
Debate
Articulate
Question
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ExC-ELL
•
•
•
•
•
•
•
•
•
•
Small talk
Sweet talk
Talk shop
Talk big
Talk sense
Talk down
Talk back
Talk over
Speak up
Pep talk
IDIOMS WITH: talk
•
•
•
•
•
•
•
•
•
•
Talk your ear off
Talk in circles
Talk in riddles
Talk a mile a minute
Dance around a topic
Talking to a brick wall
Talk of the town
Spit it out
Talking point
Talk your way out of it
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ExC-ELL
•
•
•
•
•
•
•
•
•
Bad check
Bed check
Check-in
Check-out
Check off
Check up on
Cross-check
Double check
Spellcheck
CHECK THIS OUT!
•
•
•
•
•
•
•
•
•
Checkbook
Paycheck
Checkstub
Blank check
Rubber check
Rain check
Spot check
Checklist
Checkmate
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ExC-ELL
Spanish to English: ¡Fácil!
Fácil
•Facile
•Facilitate
•Facilitator
•Facilitation
Edificio
•Edifice
•Edify
•Edification
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ExC-ELL
TIER 2 - SENTENCE STARTERS
Summarizing. Students create a new oral text that stands
for an existing text. The summary contains the important
information or big ideas.
+ This story tells about a . . .
+ This section is about the . . .
+ One important fact here is that . . .
Determining important information. Students tell the
most important idea in a section of text, distinguishing it
from details that tell more about it.
+ The main idea is . . .
+ The key details that support that are . . .
+ The purpose of this text is to . . .
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ExC-ELL
•
•
•
•
•
•
•
•
TIER 2 - QUESTION STARTERS
Can you help me _____?
I don't understand _____.
Where is/are _____?
How do I _____?
May I ask a question?
How much time do we have for _____?
Where do I _____?
Would you please repeat that?
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ExC-ELL
Tier 1 Words for ELs
Tier 1 Problem
Words
Examples
Spelling
Tough, toothache, phrase, highlight,
because
Pronunciation or
confusion with
homophones
Weather/whether, sum/some,
blue/blew, whole/hole,
access/exes/axis, sell/cell, ship/chip
Background
knowledge
Lawnmower, blender, parka,
skyscraper
False cognates
Exit, character, embarrassed,
success
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ExC-ELL
1
2
3
6
Summarize and Memorize
the Tiers
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ExC-ELL
Your Turn!
 Select 3 words for each tier (Tier 1, 2, 3) from the text slide.
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ExC-ELL
Summary of
Vocabulary Tiers 1, 2, 3 For ELLs
TIER 1 -- Basic words ELLs need to communicate,
read, and write. Those that should be taught.
TIER 2 -- Information processing words that nest Tier 3
words in long sentences, polysemous words, transition
words, connectors; more sophisticated words for rich
discussions and specificity in descriptions.
TIER 3 -- Subject-specific words that label content
discipline concepts, subjects, and topics. Infrequently
used academic words.
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ExC-ELL
Criteria for Selecting Words to
Teach
 It is critically important to the discipline.
 It is critically important to this unit.
 It is important to the understanding of the
concept.
 It is not critical but useful for ELLs.
 It is not useful at this time.
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ExC-ELL
U.S. DEPARTMENT OF ENERGY
Revolution Now
The Future Arrives for Four Clean Energy Technologies
September 17, 2013
Lead author
Dr. Levi Tillemann, Special Advisor for Policy and International Affairs
Contributors
Fredric Beck, DOE Wind Technology Program Dr. James Brodrick, DOE Solid-State Lighting Program
Dr. Austin Brown, DOE National Renewable Energy Laboratory David Feldman, DOE National Renewable
Energy Laboratory Tien Nguyen, DOE Fuel Cells Technology Office Jacob Ward, DOE Vehicles
Technology Program
FOR TRAINING PURPOSES ONLY. Selected sections of the article are used for illustration purposes
only. The complete article may be accessed at:
http://www.doe.gov/sites/prod/files/2013/09/f2/Revolution%20Now%20-%20The%20Future%20Arrives%20for%20Four%20Clean%20Energy%20Technologies.pdf.
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ExC-ELL
Gaining Force
For decades, America has anticipated the transformational
impact of clean energy technologies. But even as costs fell and
technology matured, a clean energy revolution always seemed
just out of reach. Critics often said a clean energy future would
“always be five years away.”
This report focuses on four technology revolutions that are here
today. In the last five years they have achieved dramatic
reductions in cost1 and this has been accompanied by a surge
in consumer, industrial and commercial deployment. Although
these four technologies still represent a small percentage of
their total market (e.g. electricity, cars and lighting), they are
growing rapidly.
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ExC-ELL
Type of Words
Identify & Classify Words
Tier 3
Tier 2
Tier 1
Polysemous
Phrases (bundled
up words, idioms)
Cognates
Connectors &
transition
Homophones
Other:
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ExC-ELL
HOW TO TEACH WORDS IN ALL
SUBJECT AREAS
IN L1 AND L2?
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ExC-ELL
Pre-teaching Vocabulary
• Not passive role – don’t ask them to look up
in dictionary or define in the context of a
sentence or copy from the board or to listen
to the word and meaning only.
• Active role – ask them to use the word with
peers, apply to real-life experiences,
connect with meaning used in the text.
• Use of the word – in reading comprehension
and discussion, and in oral and written
summaries.
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ExC-ELL
Pre-teaching Vocabulary
• Try to keep teacher talk to 1 minute for the 7 steps;
students’ practice to 1 minute (2 - 3 minutes per
word).
• 100% student participation!!!
• DO NOT ask them to write, draw, guess what it
means, or spend too much time giving examples
that might draw students away from the real
meaning. Writing and further depth of word meaning
and practice can come after reading. Avoid
methods that want you to take up to 20 minutes per
word!
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ExC-ELL
Multiple Applications of Words
Text structure
Writing strategy
TIER 2
Problem –
solutions
• problems are
identified and
solutions are
provided
• supporting
details describe
the problem and
solution
accordingly, answer,
as a result, because,
challenge, decide,
fortunately, if ___then,
issue, one reason is,
outcome is, problem,
so, solution, the
problem is solved by,
therefore, thus,
unfortunately, trouble
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ExC-ELL
PRE-TEACHING VOCABULARY
An Example for 2nd to 12th
1. Teacher says the word. Asks students to
repeat the word 3 times.
2. Teacher states the word in context from the
text.
3. Teacher provides the dictionary definition(s).
4. Explains meaning with student-friendly
definitions.
5. Highlight grammar, spelling, polysemy, etc.
6.  Engages students in activities to
develop word/concept knowledge.
7. Remind students how/when to use the word.
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ExC-ELL
1.
2.
3.
4.
5.
6.
7.
Teaching Concepts/Vocabulary
Teacher asks students to
repeat the word.
Teacher states the word in
context from the text.
Teacher provides the
dictionary definition(s).
Explains meaning with
student-friendly definitions.
Engages students in
activities to develop
word/concept knowledge.
Highlights features of the
word: polysemous, cognate,
tense, prefixes, etc.
Reminds when to use it.
1.
2.
3.
4.
5.
6.
7.
Say effect 3 times.
Weather can have a big
effect on your life.
The result or consequence
of something.
Two cups of coffee in the
morning have a big effect
on me -- I can’t sleep at
night!
What has had a big effect
on your life recently? TTYP
It is a cognate – efecto. How
do we spell effect? What
other word is similar?
Use effect in your EXIT
PASS today.
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ExC-ELL
1.
2.
3.
4.
5.
6.
7.
Teaching Concepts/Vocabulary
Teacher asks students to repeat
the word.
Teacher states the word in context
from the text.
Teacher provides the dictionary
definition(s).
Explains meaning with studentfriendly definitions.
Highlights features of the word:
polysemous, cognate, tense,
prefixes, etc.
Engages students in activities to
develop word/concept knowledge.
Reminds when to use it.
1.
2.
3.
4.
5.
6.
7.
Say transformational 3 times.
America has anticipated the
transformational impact of clean
energy technologies.
to change, to convert, to
revolutionize. (life-changing)
Twitter has had a transformational
impact on how we communicate!
The cognate for transform is –
transformar. What other word is
similar?
What would have a
transformational impact on your
life? TTYP
Use transformational in your EXIT
PASS today.
43
ExC-ELL
1.
2.
3.
4.
5.
6.
7.
Teaching Vocabulary
Teacher selects the word and
sentence from the text.
Provides the dictionary definition.
Explains meaning with studentfriendly definitions.
Asks students to repeat the word 3
times.
Highlights features of the word:
polysemous, cognates, etc.
Engages students in activities to
develop word knowledge.
Reminds how they will use it.
1.
2.
3.
4.
5.
6.
7.
…a clean energy revolution always
seemed just out of reach.
[noun] To create a momentous or
sweeping change in someone or
something.
Example: Jason’s marriage created a
revolution with his in-laws.
[adjective] Was it because he was a
revolutionary?
Say revolution 3 times. Now say
revolutionary 3 times.
What is the cognate for
revolutionary?
Use the word as a verb and as an
adjective.
Use both revolution and
revolutionary in your summaries.
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ExC-ELL
More Examples for Step #6
Popcorn Answers:
• If you are studying for a test, you
need to do it persistently. What
else do you need to do
persistently?
Choral Responses:
• Add seems to be
faithful/unfaithful at the end of
the sentence and say the whole
sentence:
– A cat who always comes
home before dark.
– A brother who takes care of
his sister.
– A girl who has 3 boyfriends.
– You provide an example for
us.
Answer and Say Why:
• Would you have iron will if you:
– Were afraid of cats?
– Were tired but kept running
until you reached the finish
line?
– Worked very hard to get an
“A” on your report card?
Applaud and Say the Word
• if you’d like to be described by the
word: faithful, stubborn,
awesome, awkward, impish,
stern, illuminated.
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ExC-ELL
Your Turn to Teach Us!
Prepare to teach a Tier 2 word
using the 7 steps.
Write out the steps.
Teach it to us – role play as if we
were your students (3 minutes max).
46
ExC-ELL
ORACY
DISCOURSE
•The ability to
express oneself
fluently and
grammatically in
speech.
•A formal
discussion of a
topic in speech or
writing;
•Engage in
conversation.
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ExC-ELL
CCSS = ORACY PREVALENT IN
COMPLEX TEXTS
• Develop a sense of excitement about words
through games, puns, jokes, word play focusing
on multiple word meanings, morphology,
phonology and orthography.
• Use new vocabulary in rich discussions, oral and
written summaries.
• Students have rich rigorous conversations which
are dependent on a common text.
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ExC-ELL
Argumentation Discourse
• Purpose: share perspectives, provide
evidence and claims, offer counterclaims,
and disagree without being disagreeable.
• Students stay on topic and think deeply
about what the partner says. Partners
help ELs express their ideas.
• Discourse: I read… I found that on
page… I disagree because… I agree with
… because…
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ExC-ELL
Discourse for Text Discussions
• This is about…
• I understand this is
about…
• I think this is about…
• I liked the …
• I learned a new
word…
• The same happened
to me when…
•
•
•
•
This text is about…
I liked the part where..
I think this means…
I don’t understand
this part …
• That character
reminds me of …
• That part reminds me
of…
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ExC-ELL
GRAMMAR
Main categories of grammar that are
difficult for ELLs
A. Compound and complex sentences
B. Nominalization and long noun
phrases
C. Passive voice structures
D. Long or multiple prepositional
phrases and idioms.
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ExC-ELL
A Queen’s Wish
One gray winter day the elderly queen
summoned all her grandchildren to the castle.
“I have been fortunate to have lived a long
life,” she said. “But in time your generation will
rule the country. You must work persistently to
help the people and take care of the land.
“We will always work hard,” the children replied.
“You must also be faithful to your brothers and
sisters, no matter what,” the queen said.
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ExC-ELL
Vocabulary and Oracy
Development Takes Place During:
1. Pre-teaching of
vocabulary
2. Teacher read alouds
3. Student peer reading
4. Peer summaries
5. Depth of word
studies/grammar
6. Class discussions
7. Cooperative learning
activities
8. Formulating questions
and Numbered Heads
9. Round Table Reviews
10.Pre-writing & drafting
11.Revising/editing
12.Reading Final Product
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ExC-ELL
Consolidation Activities
Activity: Exit Pass
1. The most important thing I learned about
vocabulary is…….
Therefore, I will ……..
2. One of the most effective teacher vocabulary
presentations was for the word, _________,
because…………
3. List three effective step 6 activities you observed
and explain why they work.
•Assignment: Read “The Future Arrives for
Four Clean Energy Technologies”
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•” Calderón & Associates, Inc.
54
The Most Important….
Vocabulary
The most important thing about
teaching vocabulary is
____________________.
p. 1
It is also important _______.
p. 2
It is equally important ___.
p. 3
But the most important thing about
teaching vocabulary is
____________________.
p. 4
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ExC-ELL
EVIDENCE-BASED INSTRUCTION
FOR ELS IN BILINGUAL
SETTINGS
Teaching Content Reading
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ExC-ELL
Fluency
• Fluency doesn’t mean only reading x number of words per
minute; it embraces both word recognition and
comprehension as the:
– Ability to comprehend each word being read
– Ability to read words quickly, accurately and with proper expression
– Ability to access vital background knowledge and process the
connector phrases/sentences in the text (Council for Advancing
Adolescent Literacy, 2009)
• Word knowledge helps free cognitive resources for
comprehension (National Literacy Panel for Language Minority Children and
Youth, 2006)
• “What we read and how deeply we read shape both the
brain and the thinker” (Wolf & Barzillai, Education Leadership: March 2009).
)
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ExC-ELL
Text Features
Nonfiction text makes use of features
readers can recognize and use to help
understand the text.
Activity: Seek, find and add to the list.
Text Feature
How does it help me read and understand?
Table of Contents
Headings
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ExC-ELL
Seek and Find Activity
Newspaper: Circle and Label
Books: Tag and Label
Share and explain how the
text feature helps with
comprehension.
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ExC-ELL
Reading Road Signs
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ExC-ELL
Structure
Description
•provides a specific topic and
its attributes
•main idea(s) is/are
supported by rich/descriptive
details
Sequence
•provides information/events
in chronological order
•details are in specific order
to convey specific meaning
Problem-Solution
•problems are identified and
solutions are provided
•supporting details describe
the problem and solution
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Text Structure
Signal Words
Graphic
above, across, all, also,
appears to be, as an
example, behind, below,
beside, by observing,
characteristics are, for
example, for instance
additionally, after, after that,
afterward, another, at
__(time), before, during,
finally, first, following, initially,
last , later, meanwhile, next
accordingly, answer, as a
result, because, challenge,
decide, fortunately, if __then,
issue, one reason is,
outcome is, problem, so
Attempted
solution
Attempted
solution
Results
Results
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ExC-ELL
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Text Structures
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ExC-ELL
Before Reading Science, Math,
Social Studies, and Language Arts
Step 1:
•Build Content or Concept
Background
•Explicitly Pre-teach Key Words
and Phrases for it
•Set Content Objective and Level
of Complexity for Reading
•Discuss Text Features and Text
Structures
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Step 2: Model Reading
Comprehension Strategy
Teacher Read and Think Alouds
•Fluency
M
O •Comprehension Strategies
D
•Self-correction
E
•Fix-it strategies
L
M
O
D
E
L
Extend comprehension
Teach more words
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http://www.health.com/health/gallery/0,,20496048_3,00.html
http://www.health.com/health/gallery/0,,20490855_2,00.html
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Clean Energy Technologies
Coal fired electric plant
Wind farm
commons.wikimedia.org
http://www.crystalgraphics.com/powerpictures/im
ages.photos.asp?ss=wind%20power%20plant
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Clean Energy Technologies
https://www.google.com/#q=electric+car+images
Chellascommoncents.com/cleaning
images.thetruthaboutcars.com
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Gaining Force
For decades, America has anticipated the transformational
impact of clean energy technologies. But even as costs fell and
technology matured, a clean energy revolution always seemed
just out of reach. Critics often said a clean energy future would
“always be five years away.”
This report focuses on four technology revolutions that are here
today. In the last five years they have achieved dramatic
reductions in cost1 and this has been accompanied by a surge
in consumer, industrial and commercial deployment. Although
these four technologies still represent a small percentage of
their total market (e.g. electricity, cars and lighting), they are
growing rapidly.
p. 23
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Model Partner Reading
In recent years, it has become increasingly clear that welldesigned federal and state incentives and investments in
research and development have the potential to stimulate
significant energy transformations. For instance, from 19802002 the U.S. federal government’s production incentives
for shale gas and support for new drilling technologies laid
the foundation for that industry’s dramatic rise.2 Today, timelimited tax credits for wind, solar and electric vehicles and
targeted support for research and development are
supporting the expansion of these burgeoning markets.
p. 23
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Partner Reading Practice
This analysis explains both the magnitude of and
mechanisms behind these nascent revolutions – exploring the
intersection between declining costs and surging demand.
These industries are providing real world solutions for
reducing emissions of harmful carbon pollution and slowing
the effects of climate change. Each of the sectors examined
has also become a major opportunity for America’s clean
energy economy.
The trends in each sector show that the historic shift to a
cleaner, more domestic and more secure energy future is not
some far away goal. We are living it, and it is gaining force.
p.23
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ExC-ELL
Step 3: Partner Reading
• The teacher reads and models strategies.
• Partner A reads the first sentence.
Partner B helps.
• Partner B reads the next sentence.
Partner A helps.
• After each paragraph, partners “put their
heads together” and summarize what they
read using Tier 2 and Tier 3 words.
• Partners continue until they finish reading
the section assigned.
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Partner Reading – Option 2
• Partner A reads a paragraph. Partner B helps.
• Partner A retells what happened in the paragraph or
identifies the main idea/target strategy. Partner B
adds details. (The partner who reads the paragraph
always retells/identifies the strategy applied.)
• Partners A and B alternate roles.
• The teacher leads a short discussion of the page to
check comprehension. As a part of the discussion,
partners share a word that was difficult for them
and the strategy they used to read it.
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ExC-ELL
Land-Based Wind Power
Wind deployments on a steep upward climb 3
Today, deployed wind power in the United States has the equivalent
generation capacity of about 60 large nuclear reactors.4 Wind is the
first non-hydro renewable energy source to begin to approach the
same scale as conventional energy forms like coal, gas and
nuclear.
p.24
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This success has been decades in the making – with both government
and private-sector R&D dollars propelling its progress. From a technology
standpoint three elements have been key to wind power’s success. The
first is increasing size: wind turbines have gotten progressively larger in
terms of generation capacity over the past 30 years and this has helped to
drive down costs. In fact, since 1999 the average amount of electricity
generated by a single turbine has increased by about 260%. The second
is the scale of production. As with many industries, increases in scale tend
to drive down costs. Finally, wind farm operators have become much more
sophisticated in understanding and adapting to dynamic wind patterns.
This has helped drive up the “capacity factor” – or the percentage of time
that turbines are actually producing electricity. The federal Production Tax
Credit – which pays an additional 2.3¢ a kilowatt hour for the electricity
produced by wind turbines over the first 10 years of operation – has also
been critically important to incentivizing deployment of wind energy.
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ExC-ELL
Step 4: Whole Class Debriefing
After section assigned for partner reading:
 Clarify words students did not understand;
those they listed on post it notes.
 Have students report on gist of paragraph.
 Ask text-dependent questions beginning
with simple questions requiring attention
to specific words, details, arguments
text structure or relevant aspects of the
passage. Does the author support the statement
that “there is stuff going on”? Explain.
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Review the steps.
What did you
observe during
this strategy?
Let’s Debrief
How does the
summary help
with oracy?
How is this
beneficial to
students?
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The future of wind
Wind continues to be one of America’s best choices for low-cost, zero
carbon, zero pollution renewable energy. The combined potential of landbased and off-shore wind is about 140 quads – or about 10 times U.S.
electricity consumption today. And wind is 100% renewable, so it won’t
ever run out. The industry is working to build new power transmission
lines from some of the windiest parts of the country, to the most densely
populated in order to maintain aggressive growth in the sector. This also
includes building “marine” wind farms offshore – where steady ocean
breezes harbor vast wind power potential. With continued technology
improvements and policy support, the Department of Energy estimates
that as much as 20% of projected U.S. electricity demand could be met
by wind power by 2030. 5
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READING ANCHOR STRATEGIES:
•
•
•
•
•
•
•
Oral summaries
Formulating Bloom Questions by students
Numbered Heads Together
Round Table for anchoring new words
Concept maps, semantic maps, graphing
Other Cooperative Learning strategies
Exit/Entry Pass for anchoring sentences,
concepts, and tier 2 and 3 words
• Other types of writing to summarize
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CCSS = QUESTIONS AND
LANGUAGE/CONTENT LITERACY TASKS
• High-quality sequences of text-dependent
questions should be modeled.
• Questions should begin with relatively simple
questions requiring attention to specific
words, details, and arguments, and then
more to explore the impact of those specifics
on the text as a whole.
• Series of questions that demonstrate students
ability to follow the details of what is explicitly
stated in the text.
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ExC-ELL Step 5: Connect Reading and Writing
Formulating Questions
Students work in teams of four:
1. Construct 2 questions based on the
specific Bloom level assigned to you.
2. Write each question on a separate
card.
3. Give your cards to the teacher.
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ExC-ELL
THINKING PROCESS
(Knowledge-1)
Shallow processing:
drawing out factual
answers, testing recall
and recognition
R
E
M
E
M
B
E
R
Applying Bloom’s Taxonomy of
Cognitive Process – 1
VERBS FOR
OBJECTIVES
choose
describe
define
identify
label
list
locate
match
memorize
name
omit
recite
recognize
select
state
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MODEL
QUESTIONS
Who?
Where?
Which one?
What?
How?
What is the best?
Why?
How Much?
When?
What does it mean?
INSTRUCTIONAL
STRATEGIES
• Highlighting
• Rehearsal
• Memorizing
• Mnemonics
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Numbered Heads Together
• Number off in your team from 1 to 4.
• Listen to the question.
• Put your heads together and find the answer.
• Make sure everyone in your team knows the
answer.
• Be prepared to answer when your number is
called.
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•
Clear your desks.
•
Only one paper and pencil.
•
Each student writes one answer and passes the paper
to the right.
•
Everyone must write an answer.
•
Continue this process until the teacher calls time
out.

•
Count the number of correct responses by your
team. Delete repeated words and report your
numbers.
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• Write a key word from
the text and pass the paper.
• Keep writing one word at a time until
time is up.
• The words must be Tier 2 or 3.

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Round 2
• Put your heads together and come up
with a strategy to improve your team
total.
• Apply your strategy in Round 2 of
Round Table.
• Follow the same rules as for Round 1.
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Assessment & Writing
The ultimate proof -- at the end of the
block, day, week:
Write one or two paragraphs
summarizing what you learned about
_______________ using as many tier 2
and tier 3 words as you have learned.
Extra points if you use appropriate
connectors, transition or signal words.
Use compound sentences or different
types of clauses.
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Inside the Foldable
ExC-ELL
Coordinating
Conjunction
Correlative
Conjunction
Subordinating
Conjunction
Conjunctive
Adverb
FANBOYS:
F – for
A – and
N – nor
B – but
O – or
Y – yet
S – so
both . . . and
either . . . or
neither . . . nor
not only . . . but also
whether . . . or
after, although, as,
as if, as long as, as
soon as, as though,
because, before,
even though, if, in
order that, since,
so that, than,
though, unless,
until, when,
whenever, where,
wherever, while
accordingly, again,
also, besides,
consequently,
finally, furthermore,
however, indeed,
instead, moreover,
nevertheless,
otherwise, then,
therefore, thus
Samples:
My Dad and his friend
met for lunch today.
My examples:
Samples:
Either the pencil or the
pen will work.
My examples:
Samples:
I made the grocery list
after I checked the
pantry.
My examples:
Samples:
The movie was good;
however, I prefer the
book.
My examples:
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Writing to Learn
ExC-ELL
Writing Mode
Purpose
Describe, create a picture
Description /
Expressive
Use concrete/sensory details
to describe a person, place
or event so that reader can
visualize and sense what is
described.
Narration
Tell a story (real, personal,
imaginary) in a time
sequence.
Tell, tell about a time, imagine
that…
Exposition /
Informative
Convey information by
explaining ideas, facts or
processes, without analysis
or interpretation.
Explain, explain how, tell why
(cause and effect), classify,
compare and contrast.
Persuasion
Influence or convince the
reader to agree with the
writer by providing reasons
or examples.
Convince/persuade/present an
argument about an idea or
point of view.
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Key Verbs/Phrases
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Writing to Learn
ExC-ELL
Writing Mode
Purpose
Problem/Solution
Showing the development of a
problem and one or more
solutions to the problem. The
author states a problem and
various solutions or states a
question-answer format and then
answers the problem.
Explain,, because, consequently,
as a result, ultimately, the answer
was, added new parts, deleted old
parts
Pointing out likenesses
(comparison) and/or differences
(contrast) among facts, people,
events, concepts
Compare how two or more things
are alike and/or are different. It is
quite different from, it is so similar
to, it is just like, it differs in that, in
contrast, on the other hand..
To show how facts, events, or
concepts (effects) happen or
come into being because of
other facts, events, or concepts.
Explain, explain how, tell why
(cause and effect), classify,
compare and contrast. When,
consequently, as a result of …
Compare/Contrast
Cause/Effect
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Key Verbs/Phrases
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• Form teams of 3 or 4.
• One paper and pencil for each.
• Each student completes the prompt and
passes the paper to the right.
• Each student continues to write one
sentence and pass the paper to the
right until the teacher calls time out.

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Drafting: Team Chooses one
The historic shifts to a cleaner, more domestic
and more secure energy future is a realistic
goal because…
Or
The historic shifts to a cleaner, more domestic
and more secure energy future is not a
realistic goal because…
Use as many Tier 2 & 3 words as possible.
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• Do a Read-Around-Aloud.
• Read the composition you are
holding to your team.
• Select the one you like best. This
is the one you will revise and edit.
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Chart for Ratiocination
ExC-ELL
Code
Circle
Square
Clue
“to be” verbs:
is, am, are, was, were, be, being, been
Decide: Keep or change to active verb.
First word in every sentence.
Decide: Keep or change to sophisticated transition word
or connector.
Make a list of very
first word.
Underline
Find Tier 1 words.
Decide: Keep or substitute with Tier 2 word.
Tier 1 words
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Revising: Cut and Grow
 Students find a sentence that needs to be
followed with evidence.
 Students cut their compositions right after
the sentence where they are going to add
evidence from the text.
 The additional sentences are written on the
colored sheet. Once written, the students
tape the rest of their composition onto the
colored sheet.
cut
grow
 Students reread their improved
compositions.
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Argumentation is HUGE in the Standards;
let’s make sure our students have the
academic discourse to do it properly
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Example: Argumentation
Discourse
• Purpose: share perspectives, provide
evidence and claims, offer counterclaims,
and disagree without being disagreeable.
• Students stay on topic and think deeply
about what the partner says. Partners
help ELs express their ideas.
• Discourse: I read… I found that on
page… I disagree because… I agree with
… because…
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•
•
•
•
•
•
•
Argumentative Speech/Writing
The effect of … on…
The evidence I use to support … is…
I disagree with that observation because…
I concur with her/him because …
Moreover, I found that …
Furthermore, based on … I think …
Based on … my hypothesis is ….
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Thinking/Writing My Argument?
1. What is my point of view?
2. Is the evidence credible and accurate?
3. Is the evidence sufficient?
4. Is the order of evidence appropriate?
5. Will my argument convince my readers?
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WRITEAROUND 4
• Ask a volunteer to read
it to the class.
• 10 minutes to prepare; 1 minute to
read.
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BOOKMARKS FOR PARTNERS
FIGURE OUT
WORDS:
•Reread that word
•Say it slowly
•Use the vowel
sounds
•Cover the word and
slowly uncover each
part
•Read the sentence
again
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PARAGRAPH
SUMMARIES:
•Who
•What
•Where
•When
•Why
•How
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A quote/fact/sentence
you liked:
What I thought about
that:
A fact that surprised
you:
Two facts you will
remember:
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ExC-ELL
Page
_____
_____
_____
_____
_____
_____
_____
SUMMARY STATEMENTS:
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What is RAFT?
R = role (Who are you as a writer?)
- allows students to take on a variety of roles to explore different
points of view
A = audience (To whom are you writing?)
- the audience is clearly defined
F = format (What form will the writing take?)
- essay, speech, letter, dialogue, memo, etc.
T = topic (What is the subject?)
- must be narrow enough so students are not overwhelmed
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Example of RAFT Assignments
R
A
F
T
News reporter
College-educated
adults
News article
Global warming
Astronomer
First graders
Travel guide
Journey through
the solar system
Acute triangle
Obtuse triangle
Letter
Differences
among triangles
Jackie Robinson
Hall of Fame
Audience
Acceptance
speech
My life in baseball
Tornado tracker
Weather reporter
Interview
Facts about
tornados
Hermione
Granger
Harry Potter
Dialogue
Why are you so
suspicious?
Rosa Parks
Historians
Diary entry
The boycott
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Story Map for a Narrative
Characters
Setting
Beginning
(What is the problem/conflict?)
Middle
(What events happened?)
Event 1
Event 2
Event 3
End
(How is the problem solved or the conflict resolved?
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Tear ups!
• Each team tears two sheets of different-colored
construction paper into creative pieces.
• Share your piece with your team and talk about
it -- What does it look like?
• Write a group story with plot, characters,
background setting.
• Paste the pieces beside the story of that match.
• Share your story.
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ExC-ELL
Tear ups!
• Each team tears two sheets of different-colored
construction paper into creative pieces.
• 1st Day Procedures and Rules
• Argumentative (use 5 tier 2 or 3 words)
• Narrative – setting character plot
• Paste the pieces beside the story of that match.
• Share your story.
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ExC-ELL
NEXT STEPS FOR A
SUCCESSFUL
IMPLEMENTATION
And homework…
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Vocabulary and Oracy
Development Takes Place During:
1. Pre-teaching of
vocabulary
2. Teacher read alouds
3. Student peer reading
4. Peer summaries
5. Depth of word
studies/grammar
6. Class discussions
7. Cooperative learning
activities
8. Formulating questions
and Numbered Heads
9. Round Table Reviews
10.Pre-writing & drafting
11.Revising/editing
12.Reading Final Product
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ExC-ELL
Whole Class & Small Group
Reading Approaches:
WHOLE CLASS
1. Pre-teaching of
vocabulary
2. Teacher think alouds
to model reading
comprehension and
word meaning in
context
3. Student peer reading
using strategies
4. Peer summaries
5. Class discussions
SMALL GROUP
1.Pre-teaching of
vocabulary
2.Teacher think alouds to
model reading
comprehension and word
meaning in context
3.Student peer reading
using strategies
4.Peer summaries
5.Group discussions
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Vocabulary, Language, Literacy &
Knowledge Progressions
How do your students progress through the
different proficiency levels?
Does their vocabulary progress in the 4 language
domains – listening, speaking, reading, writing?
Does their vocabulary progress in the 4 core
subjects – math, science, social studies, language
arts?
Is their academic language differentiated and
targeted for each proficiency level and range of
schooling background?
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How to be successful!
1. Adhere fidelity to all ExC-ELL
components
2. Have 80-100% of teachers in a
school implementing ExC-ELL
3. Train administrators and coaches
4. Coach teachers 3 to 5 times a year
5. Implement TLCs/PLCs
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THANK YOU!!!
ExC-ELL
Wishing you success in
your new endeavors!
mecalde@aol.com
acarreon6@comcast.net;
mtrejo47@att.net,
www.margaritacalderon.org
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• POST in classroom:
• Objective/Aim/assessment -- what is to
be tested at the end of the unit
• Comprehension Strategy
• Tiers 1, 2, 3
• DO NOW – review activities for words
previously learned. (3-5 min.)
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• Build Background (3 min)
• Vocabulary-- 7 step process (10 - 12
min)
• Reading-- Read Aloud/Think Aloud
(model strategy/skill) (3 min)
• More Vocabulary: During Read
Aloud/Think Aloud (2 min)
• Partner Reading (practice strategy/skill)
(10 min)
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• Question Formulation – Numbered
Heads Together (10 – 15 min)
• More vocabulary: semantic maps,
cognitive maps, graphic organizers (510 min)
• Write Around (5 – 15 min)
• Round Table (10 min)
• Tea Party (10 min)
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• Jigsaws (15 – 20 min)
• other cooperative learning techniques
• WRITING (connect writing to reading)
(each day 1 – 10 min)
• ASSESSMENT
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