INSTRUCTIONAL
ACCOMMODATIONS FOR ELL’S
DISTRICT INITIATIVES
•UNWRAPPED GRADE LEVEL TEKS
•DEEP PRACTICE
•CLOSE READING
•
ELL’S IN ALL CONTENT AREAS MUST PARTICIPATE WITH THESE INITIATIVES INTEGRATED
WITH TEKS AND ELPS AND SHELTERED STRATEGIES TO SCAFFOLD INSTRUCTION
ELL DISTRICT GOALS
STAAR AND TELPAS
• INCREASE WRITING STAAR SCORES BY AT LEAST 15% (ADD YOUR CAMPUS GOALS)
• INCREASE READING STAAR SCORES BY AT LEAST 10%
• INCREASE SCIENCE AND SOCIAL STUDIES STAAR SCORES BY AT LEAST 10%
• INCREASE MATH STAAR SCORES BY AT LEAST 10%
• MAKE ANNUAL YEARLY PROGRESS ON TELPAS IN LISTENING, SPEAKING,
READING AND WRITING BY AT LEAST ONE YEAR’S GROWTH FOR EVERY ELL
ACADEMIC EXPECTATIONS
• ENGLISH LANGUAGE LEARNERS (ELLS) ARE LEARNING ENGLISH AT THE SAME
TIME THEY ARE STUDYING GRADE LEVEL TEKS CONTENT THROUGH ENGLISH.
THEY MUST PERFORM DOUBLE THE WORK OF NATIVE SPEAKERS TO KEEP UP,
AND AT THE SAME TIME BE ACCOUNTABLE FOR AYP (CARNEGIE PANEL ON ELL
LITERACY, 2006).
• WITHOUT EXPLICIT INSTRUCTION ON VOCABULARY AND READING IN EACH
SUBJECT AREA, STUDENTS CANNOT LEARN MATH, SCIENCE, SOCIAL STUDIES AND
LITERATURE
(NRC COMMISSION ON TEACHER PREPARATION, IN PRESS).
MARGARITA CALDERÓN & ASSOCIATES, INC.
SHELTERED INSTRUCTION
IN THE PAST
FOCUS WAS ON TEACHERS MAKING CONTENT COMPREHENSIBLE BY
• BUILDING ON STUDENT EXPERIENCES AND USING MATERIAL WITH FAMILIAR
CONTENT
• USING GRAPHIC ORGANIZERS (TABLES, WEBS, VENN DIAGRAMS)
• USING PICTURES, DEMONSTRATIONS, REAL-LIFE OBJECTS, GESTURES
• PROVIDING HANDS-ON, INTERACTIVE LEARNING ACTIVITIES
• DESIGNATING LANGUAGE AND CONTENT OBJECTIVES FOR EACH LESSON
• READING TO STUDENTS AND SCAFFOLDING QUESTIONS
• GIVING ELS SIMPLIFIED TEXTS TO READ
MARGARITA CALDERÓN & ASSOCIATES, INC.
NEW REVISED DEFINITION OF
SHELTERED INSTRUCTION
FOCUS ON STUDENT LEARNING AND APPLYING LANGUAGE BY TEACHING:
•KEY VOCABULARY BEFORE, DURING AND AFTER READING
•DISCOURSE PROTOCOLS TO USE FOR DISCUSSIONS, QUESTIONS AND ANSWERS
RELATED TO THE TOPIC
•TEACH READING COMPREHENSION SKILLS NECESSARY FOR EACH PARTICULAR
GRADE LEVEL TEXT
•APPROPRIATE WRITING PROTOCOLS AND SKILLS FOR EACH WRITING ASSIGNMENT
•PERFORMANCE ASSESSMENTS TO GAUGE AND TRACK INDIVIDUAL LEARNING
PROGRESSIONS (CALDERÓN, 2012).
MARGARITA CALDERÓN & ASSOCIATES, INC.
READING MATERIALS
ACCOMMODATED
• ALTERNATE TEXT
• LEVELED READER
• SHORTER ARTICLE
• DIFFERENT VERSION OF CHAPTER
BOOK
• HIGHLIGHTED TEXT
• CHUNKING TEXT
Reading in the Content Areas
• Use shorter, challenging texts that elicit close reading and
re-reading at each grade level.
• Select and explicitly teach specific passages within the text to
provide opportunities for close reading.
• Students should read, re-read deliberately and slowly to
probe and ponder the meanings of individual words, the order
in which sentences unfold, and the development of ideas
over the course of the text.
• Teacher guides reading comprehension by providing a direct
focus for reading text.
MARGARITA CALDERÓN & ASSOCIATES, INC.
PROVIDE VISUAL SCAFFOLDING
• VISUALS
• PICTURES
• GESTURES
• REALIA THROUGHOUT THE LESSON,
CHAPTER OR UNIT
GIVEN VERBAL SCAFFOLDING,
RECEIVES SIMPLIFIED INSTRUCTIONS
• I.E. SLOWER, SIMPLIFIED SPEECH INCLUDING INSTRUCTIONS, DIRECTIONS,
AND QUESTIONS
LISTENING/SPEAKING
SUPPORTS FOR ELL’S
• ALLOW EXTRA THINKING AND REHEARSAL TIME BEFORE EXPECTING AN ORAL
RESPONSE (ALLOW FOR ENTIRE CLASS TO HAVE TIME TO THINK, NOT JUST ELL’S)
• MODEL PRONUNCIATION AND USE CHORAL RESPONSE
• GIVE STUDENTS MULTIPLE OPPORTUNITIES TO SPEAK IN VARIED CONTEXT
• USE PEER INTERACTION-NUMBERED HEADS/PARTNER A &B DISCOURSE
• DO NOT PUT ELL’S ON THE SPOT, GIVE ALL CLASS OPPORTUNITY TO PROCESS
WHAT THEY WILL SAY BEFORE ASKING A GROUP OR PERSON TO RESPOND
•
TALK READ TALK WRITE- NANCY MOTLEY
VOCABULARY DEVELOPMENT
• PROVIDED WITH
VOCABULARY STRATEGIES THROUGHOUT INSTRUCTION IN
ORDER TO DEVELOP AND APPLY ACADEMIC VOCABULARY
• CONTENT WORD WALLS/CONTENT PICTURE CARDS
• FRAYER MODEL
• ACCESS TO NATIVE LANGUAGE TRANSLATIONS
• PICTURE DICTIONARIES
• 6 STEPS TO BUILDING ACADEMIC VOCABULARY
TEACHING ACADEMIC VOCABULARY
• FOR ENGLISH LANGUAGE LEARNERS
IT IS IMPORTANT TO TEACH VOCABULARY WITHIN
THE CONTENT AREA AND NOT IN ISOLATION.
Concept Mapping
Semantic Web
VOCABULARY DEVELOPMENT
Academic Vocabulary Tiers 1, 2, 3
TIER 1 -- Basic words ELLs need to communicate, read, and write. Those
that should be taught.
TIER 2 (Mortar terms)-- Information processing words that nest Tier 3 words
in long sentences, polysemous words, transition words, connectors; more
sophisticated words for rich discussions and specificity in descriptions.
Tier 3 (Brick terms)-- Subject-specific words that label content discipline
concepts, subjects, and topics. Infrequently used academic words.
MARGARITA CALDERÓN & ASSOCIATES, INC.
IDENTIFY AND CLASSIFY VOCABULARY:
SELECTING WORDS TO TEACH BEFORE, DURING, AND AFTER READING:
1.SELECT WORDS FROM STUDENTS’ TEXTS.
2.FROM YOUR EXPLANATIONS, FOR CLASS EXPERIMENTS, DEMONSTRATIONS YOU WILL
PRESENT TO THEM.
3.FROM INSTRUCTIONAL ACTIVITIES, FOR CLASS DISCUSSIONS DURING AND/OR AFTER
READING.
4.FOR THE ORAL AND WRITTEN SUMMARIES OF WHAT THEY HAVE LEARNED.
5.FROM AND FOR ASSESSMENTS.
MARGARITA CALDERÓN & ASSOCIATES, INC.
TIER 3 (BRICK TERMS)
ACADEMIC CONTENT SPECIFIC VOCABULARY
Math
Science
Social
Studies
Square root
Rectangle
Photosynthesis Government
Germ
Bylaws
Radical
numbers
Atom
Bailout
Circumference Matter
Pi square
Osmosis
Congressional
Capital
Power
Power
MARGARITA CALDERÓN & ASSOCIATES, INC.
Power
Tier 2 (Mortar Terms) information processing words for the
State exams and texts
ABSENCE, ACCURACY, ADDITIVE, EFFECT, AFFECT,
ALLOW, APPARENT, APPROACH, ARRANGE,
ASSORTMENT, ASSUMPTION, BASIS, BASES,
BEHAVIOR, BELIEF, BODY, BOUNDARY, CORE,
CRITERIA, CRUCIAL, DEPICT, DEPLETE, DEVICE,
DISPLAY, DISTINCT, GENERATE, IMPACT,
ILLUSTRATE…
MARGARITA CALDERÓN & ASSOCIATES, INC.
PRE-TEACHING VOCABULARY
1.
TEACHER SAYS THE WORD. ASKS STUDENTS TO REPEAT THE WORD
3 TIMES.
2.
3.
4.
5.
6.
TEACHER STATES THE WORD IN CONTEXT FROM THE TEXT.
7.
REMIND STUDENTS HOW/WHEN TO USE THE WORD.
TEACHER PROVIDES THE DICTIONARY DEFINITION(S).
EXPLAINS MEANING WITH STUDENT-FRIENDLY DEFINITIONS.
HIGHLIGHT GRAMMAR, SPELLING, POLYSEMY, ETC.
 ENGAGES STUDENTS IN ACTIVITIES TO DEVELOP
WORD/CONCEPT KNOWLEDGE.
Margarita Calderón & Associates, Inc.
TEACHING CONCEPTS/VOCABULARY
1.
2.
3.
4.
5.
Teacher says 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.
MARGARITA CALDERÓN & ASSOCIATES, INC.
Weather can have a big effect on your life.
Students repeat word effect 3 times.
The result or consequence of something.
Influence, or the power to make something
happen.
Two cups of coffee in the morning have a
big effect on me -- I can’t sleep at night!
What has had a big effect on your life
recently? TTYP
PROVIDED WITH ADDITIONAL
TEACHER MODELING
• PROVIDED WITH ADDITIONAL
TEACHER MODELING OR
DEMONSTRATION OF STUDENT
EXPECTATION
•TEACHER READ AND THINK ALOUDS
•COMPREHENSION STRATEGIES
•WRITING PROCESS
•SELF CORRECTION OR MONITORING
STRATEGIES
USE OF GRAPHIC ORGANIZERS
• UTILIZES GRAPHIC ORGANIZERS OR
THINKING MAPS TO
PROCESS/ORGANIZE THINKING AND
INFORMATION
• THIS CAN BE USED IN ANY CONTENT
AREA TO ORGANIZE IDEAS AND
EXTENDED TO SPEAKING ABOUT IT
AND THEN WRITING
TEACH TEXT STRUCTURES AND
GRAPHIC ORGANIZERS
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
MARGARITA CALDERÓN & ASSOCIATES, INC.
Teach 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
RECEIVES CONCRETE STRUCTURES
FOR SPEAKING AND WRITING
• POST AND USE SIMPLE OR COMPLEX
SENTENCE STEMS
• PROVIDE PARAGRAPH FRAMES
• PROVIDE MULTIPLE OPPORTUNITIES
TO ORALLY PROCESS INFORMATION
DURING LESSON USING NUMBERED
HEADS, PARTNER A & B
SHARING,ETC.
Numbered Heads Together for
Accountability
• Number off in your team from 1 to 4.
• Listen to the question. Post question and language
stem on board.
• Put your heads together and find the answer.
• Make sure everyone in your team knows the
answer.
• Be prepared to answer when your number is called.
MARGARITA CALDERÓN & ASSOCIATES, INC.
USE OF COLLABORATIVE
OR PARTNER GROUPING
• TEACHERS MAY CONDUCT WHOLE-CLASS INTRODUCTORY DISCUSSIONS OF
CONTENT FOLLOWED BY SMALL GROUP OR PAIRED WORK.
• STUDENT GROUPS MAY BE COACHED FROM WITHIN OR BY THE TEACHER TO
COMPLETE ASSIGNED TASKS.
• GROUPING OF STUDENTS IS NOT FIXED.
• GROUPING AND REGROUPING MUST BE A DYNAMIC PROCESS, CHANGING WITH
THE CONTENT, PROJECT, AND ON-GOING EVALUATIONS.
READING IN CONTENT AREAS
• PROVIDED WITH OPPORTUNITIES TO
READ AND COMPREHEND CONTENT
AREA TEXTS WITH INSTRUCTIONAL
STRATEGIES SUCH AS TALK, READ,
TALK, WRITE OR CLOSE READING.
• ELL STUDENTS NEED TO READ HIGH
QUALITY TEXTS AND RESPOND IN
WRITING IN ALL CONTENT AREAS
READING IN CONTENT AREAS
Before Reading
Preview Text
During Reading
After Reading
• Introduce or preview vocabulary • Students read/Focus on
• Give students 1-3 open ended
(make sure you review text for
targeted question or objective
questions related to text.
additional words beside those
• Ask students to discuss
suggested by the publisher)
answers to questions related
• Cover (chunk) part of text being
to text.
• Ask question related to concept
read
• Think about the
passage/text/article and
• Give students an opportunity to • Annotate their thinking
respond using text evidence.
discuss their thoughts and
• Give students an opportunity
responses with each other
to write a clear explanation of
(partner). Post question stem.
their thinking about the
question or topic.
• Use numbered head or think
pair share strategy
READING SUPPORTS FOR ELL’S
• ORGANIZE READING INTO MEANINGFUL “CHUNKS” OF TEXT.
• USE PEER COLLABORATION.
• SCAN FOR UNKNOWN TERMS BEFORE READING AND PRE-TEACH THOSE TERMS.
• USE TEXTS FOR MULTIPLE PURPOSES.
• PROVIDE GRAPHIC ORGANIZERS OR GUIDED QUESTIONS
•
TALK READ TALK WRITE- NANCY MOTLEY
ALTERNATE METHODS OF
RESPONDING
• POINTS TO PICTURES OR
VOCABULARY
•
•
ANNOTATES AND LABELS OF
CONTENT AREA INFORMATION
WRITTEN RESPONSES USING
LANGUAGE STEMS, GRAPHIC
ORGANIZERS
• ORAL SUMMARIES
• NUMBERED HEADS TOGETHER
• ORGANIZING IDEAS FIRST USING
CONCEPT MAPS, SEMANTIC MAPS,
GRAPHING
• WRITING TO SUMMARIZE OR
EXPLAIN AFTER READING
ACCOMMODATED WRITING
TASKS
• USE OF SENTENCE STEMS
• PARAGRAPH FRAMES
• USE OF CONTENT WORD /SIGHT
WORD LIST
• TEACHER MODELING EXPECTATIONS
• ORAL PROCESSING OF
INFORMATION BEFORE WRITING
TASK
WRITING IN CONTENT AREAS
Teacher Modeling
Whole Class-Guided
Practice
Independent Practice
Teacher writes short answer response in front of class.
Teacher thinks aloud while writing.
Student and teacher co-write a short answer response.
Teacher asks guiding questions as they co-author response.
Students write an academic response independently.
Teacher provides support on an individual basis, as needed.
Talk Read Talk Write- Nancy Motley
WRITING SUPPORTS FOR ELL’S
• PROVIDE COMPLETED
WRITING SAMPLES OF WHAT IS EXPECTED OF THEM TO
ACCOMPLISH IN WRITING- THEY NEED TO SEE QUALITY MODELS OF WRITING
• GIVE EXAMPLES AND NON EXAMPLES OF EXPECTED OUTCOMES
• PROVIDE CONCRETE FEEDBACK FOR STUDENT WRITING-CONFER WITH THEM
• TEACHER MODELS THINKING ALOUD WHEN WRITING
• CREATE MULTIPLE OPPORTUNITIES FOR STUDENTS TO WRITE USING NEWLY
ACQUIRED VOCABULARY
TALK READ TALK WRITE- NANCY MOTLEY
Example Writing Assignment
AT THE END OF THE LESSON, BLOCK, DAY, WEEK:
WRITE ONE OR TWO PARAGRAPHS SUMMARIZING WHAT YOU LEARNED ABOUT
_______________ USING AS MANY TIER 2 AND TIER 3 WORDS AS YOU HAVE
LEARNED.
EXTRA POINTS IF YOU USE APPROPRIATE CONNECTORS, TRANSITION OR SIGNAL
WORDS. USE COMPOUND SENTENCES OR DIFFERENT TYPES OF CLAUSES.
MARGARITA CALDERÓN & ASSOCIATES, INC.
ELL RESOURCES