Research and Practice on
Teaching ELLs in Middle and
High Schools
Margarita Calderón
Johns Hopkins University
Talking Points
1. Why is vocabulary important?
2. A science example for
-- How to select words to teach.
-- How to teach words before reading,
during reading and after reading?
3. Program implications and keeping
track of student progress.
Why is Content Area Literacy
Important?
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.
Statistical Trends in Secondary Schools
• Nationally, over 6 million American students in grades 6
through 12 are at risk of failure because they read and
comprehend below—often considerably below—the basic
levels needed for success in high school, postsecondary
education, and the workforce.
• About 60% of ELLs in middle and high school were born
in the United States, that is, they are second- or thirdgeneration immigrants - - and have been in U. S. schools
since kindergarten!
• Newcomers, refugees -- are now mainly SIFE (Students
with Interrupted Formal Education).
Why teach vocabulary before, during
and after students read a content text?
• Vocabulary knowledge correlates with
reading comprehension.
• Reading comprehension correlates with
content knowledge.
• Content knowledge correlates with
academic success.
• Comprehension depends on knowing
between 90% and 95% of the words in a
text.
• Knowing words means explicit instruction
not just exposure.
FOR TRANSITION or ENGLISH-ONLY PROGRAMS:
Teachers must balance comprehensible input with rich
challenging vocabulary and reading in math, science and
social studies in English.
ESL
Content
Sheltered
Instruction
Rich Challenging
Vocabulary
Comprehensible
input
And Reading in
Science, Social
Studies & Math
 Science can be very exciting or very dull.
 Science texts need to be carefully parsed so
that standards are met.
 A variety of texts can be used to learn
science. Students need to become familiar
with ways to read those texts and write in
that genre.
 Science is ideally suited for Cooperative
Learning.
 Scientific concepts and processes are
highly dependent on specific vocabulary.
Agreement on the following ideas or themes or
salient features of science that should be taught:
 Scientific method and critical testing
 Creativity
 Historical development of scientific knowledge
 Science and questioning
 Diversity of scientific thinking
 Analysis and interpretation of data
 Science and certainty
 Hypothesis and prediction
 Cooperation and collaboration
Importance of Teaching
Vocabulary
• Vocabulary knowledge correlates with
reading comprehension. Reading
comprehension correlates with content
knowledge. Content knowledge correlates
with academic success.
• Comprehension depends on knowing
between 90% and 95% of the words in a
text.
• An ELL needs explicit instruction and at
least 12 production opportunities to own a
word.
Explicit Instruction:
STEP 1
SELECT VOCABULARY TO PRE-TEACH
BEFORE PRESENTING CONTENT, TEACHER
READ ALOUD, OR STUDENT READING OF ANY
TEXT.
STEP 2
TEACH VOCABULARY USING 7 STEPS WITH
AMPLE STUDENT INTERACTION.
STEP 3
STUDENTS READ, DISCUSS, AND WRITE
USING NEW VOCABULARY
Vocabulary Tiers for ELLs
Tier 1
Simple
Words
Tier 2
More
Sophisticated
Tier 3
Content Words
run
sprinted
foreshadow (literature)
fell
stumbled
monarchy (history)
mad
rage
vacuole (sciences)
good
firmly
factor (math)
run
(42) run
Tier 2 words can also include
polysemous words across academic
content areas
•
•
•
•
•
ring
table
trunk
prime
round
•
•
•
•
•
power
cell
right
radical
leg
Tier 2 words that nest academic content.
Transition Words, Connectors, Causation, Time
Sequencing, Predictions. Some examples:
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 …
Tier 2 words that nest academic content
according to their function.
Passive voice -- is found, is explored, was shown…
Tentativeness or modals -- would improve, possibly,
might be, would likely be …
Word-family relationships -- drama, dramatic,
dramatist, dramatize, and dramatization…
Embedded clauses or complex sentences -- A growing
number of studies suggest, however, that such an
increase could have a big impact on life. …
Some science words shared with math
have different technical meanings in
the two disciplines. For instance in
math we find:
divide, density, solution,
radical, variable, prism,
degree, image, radian,
simulation, experiment
When teachers are explaining /
presenting a lesson, look out
for words such as:
sum
some
facts
fats
axis
exes
Cognates
Tier 1 & 2
• piano
• educación
• familia
• radio
• cámara
• televisión
• sofisticada
Cognates in Science
Tier 2 and 3
• hypotheses
hipótesis
• observations
observaciones
• classification
clasificación
• predictions
predicciones
• tentative conclusions
concluciones
tentativas
• evaluate - evaluar
• experiment
experimento
• experimentation
experimentación
• investigation
investigación
• inferences
inferencias
• process
proceso
SELECTING WORDS TO
PRE-TEACH
Activity -- Read the text:
1. Select 2 Tier 1 words
2. Select 2 Tier 2 words or clauses
3. Select 2 Tier 3 words
Observations? Questions?
3 Key Concepts So Far:
1.
2.
3.
IMPLICATIONS for our
text books and instruction:
Teaching Tiers 2 and 3 Words
Geologists/Geologos
Sediments/Sedimentos
1.Geologist
1. “Geologist”
2. Sentence- “These are all clues geologists use to figure out
how this breathtaking landscape came to be.”
3. Repeat- “Geologist, geologist, geologist!”
4. Dictionary Definition- “A scientist who studies the solid
parts of Earth such as its rocks.”
5. Student Friendly Definition- A person who can understand
and know about our planet the Earth.
6. Touch your nose if the word applies• “Volcanoes!”
• “Classroom!”
• “Plants, mountains!”
7. Prefix? “Geologist!”
2.Sediments
1. “Sediments!”
2. Sentence- “The layers look a bit like a pile of
sandwiches. Each layer was made from sedimentsbits of sand, mud, clay, and plant and animal remains.
3. Repeat- “Sediments, sediments, sediments!”
4. Dictionary Definition- “Solid material that settles to the
ocean floor or other surface.”
5. Kid-friendly Definition- Dirt, mud that falls inside of
water.
6. Please say the word- sediments – if the word applies• “Oceans, clay, dirt! “
• “Sandwiches, lunchroom, milk!”
• “Lakes, rocks, hard pressure!”
7. What type of word is “Sediments?”
Consolidation Activity
Create a poster size postcard using
the new Tier 2 and 3 vocabulary
words.
Make sure to use the Rubric to guide
you and work in groups!
Postcard Rubric
4
3
2
1
Each group
member has a
specific role and
had equal
participation in
creating postcard
3 out of 4 group
members
collaborated and
participated in
creating postcard
Less than 2
members
completed postcard
Group did not or
was not able to
collaborate together
Postcard follows the
sample postcard
and includes all
elements- greeting,
salutation – closing
Postcard follows
most of the
elements of the
sample postcardmight be missing 1
element
Postcard does not
follow all of the
elements of sample
postcard- Needs
revision
Project is not a
completed
postcardincomplete- needs
revision
Postcard uses 2
newly introduced
Tier 2 words
elaborately
Postcard uses 2 newly
introduced Tier 2
Words basically
Postcard does not
correctly use 2 newly
introduced Tier 2
Words basically
Postcard did not use
newly introduced
words- did not
successfully complete
group project
What is Academic Literacy?
•
•
•
•
•
Includes reading, writing, and oral
discourse for school
Varies from subject to subject
Requires knowledge of multiple genres,
purposes for text use and text media
Is influenced by students’ literacies in
contexts outside school
Is influenced by students’ personal, social,
and cultural experiences (Short &
Fitzsimmons, 2007)
26
Before Reading
•
•
•
•
•
•
Hook the Reader
Build Background
Connect with Prior Knowledge
Pre-teach Vocabulary Implicitly
Preview Text
Set Purpose for Reading
27
Clues to the Past
Agree
The earth is the same
as it was millions of
years ago
All rocks are the same
Fossils are animals or
plants that have been
left behind as clues to
the past
Disagree
Support for your
opinion from the
text
Read Aloud
Why Teacher Read-Alouds in Secondary?
29
During Reading
• Read-Aloud: Model and build
reading strategies
• Partner Reading: Students
practice and apply strategies
• Coach students
• Help students organize and
retain information
30
Cause
and
Effect
31
After Reading
• Model summarizing and
synthesizing information
• Help organize information and
develop reading memory
• Students apply text
• Reflect and consolidate
knowledge
32
Complete the graphic to show the relationship
between vocabulary and academic literacy.
33
Reading for Domain Knowledge
Without reading comprehension, students
cannot learn math, science, social studies and
literature (NRC Commission on Teacher Preparation).
English language learners (ELLs) are learning
English at the same time they are studying core
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).
New York City Schools, Montgomery
County, Alaska, and others are
finding that:
• Literacy interventions for native English
speakers will not work for ELLs. Adolescent
ELLs generally need much more time focused
on developing vocabulary and background
schema than native English speakers do.
• Elementary-level programs do not work for
adolescents.
• Phonics-only programs do not work.
• They commissioned focused comprehensive
programs.
Interventions and WellPrepared Teachers
 ESL, reading, special education,
bilingual teachers who can teach
phonics, decoding, vocabulary, and
reading comprehension along with
academic language and concepts.
 Mainstream teachers who can build on
language, reading and writing skills in
math, science, social studies, and
language arts.
INTEGRATION OF APPROACHES
A
C
A
D
E
M
I
C
S
U
B
J
E
C
T
S
Depth & Breadth of
WORD
KNOWLEDGE
GRAMMAR,
SYNTAX,
DISCOURSE
VOICE
RICH LANGUAGE
Practice
PHONEMIC,
PHONOLOGICAL
& SEMANTIC
AWARENESS
WRITING IN THE
DIFFERENT
SUBJECT AREAS
READING
COMPREHESION
STUDY SKILLS
Evidence-based programs that help schools
demonstrate that they are achieving AYP with
English-language learners:
• ExC-ELL -- Expediting Comprehension for
English Language Learners (6th - 12th) -professional development program for mainstream
teachers on how to integrate language and literacy
development along with subject matter.
• RIGOR -- Reading Instructional Goals for
Older Readers (4th - 12th) -- Spanish and English
curriculum -- lessons, leveled readers, ancillary
materials, and professional development for ESL,
dual-language, mainstream teachers.
A MODEL
WHERE
Social Studies
teachers
ESL
SPED
AND
Science
teachers
ELA,
Math
teachers
Emerging Literacy
and Language
teachers
MATH,
SCIENCE,
SOCIAL STUDIES
Language Arts
teachers
TEACHERS WORK TOGETHER
Settings for
Implementation
ASSESSING QUALITY INSTRUCTION - VOCABULARY INDICATORS:
TRAINING
EXAMPLE
Workshops on
vocabulary
•Reading and
discussing
research in
TLCs
•Modeling /
demos and
observations
on teaching
vocabulary to
ELLs
TEACHER
TRANSFER
EXAMPLE
STUDENT
IMPACT
EXAMPLES
•Increases
own use of
vocabulary
•Masters 5-10
Tier 1, 2, & 3
words daily
•Uses 5-10
strategies to
teach daily
vocabulary
•Uses new words
in daily speech,
& in retells
•Mentors
other teachers
on the
strategies
•Increased
reading fluency
& comprehension
•Uses new words
in writing
Coming in Spring: Logitech Digital Pen
Pen Docking
Station:
To store recorded data
on the computer
Camera:
To record data as the
user writes on the
digital paper
Ink Pen:
To write observations
on the digital paper
Observation Detail Report
SCHOOL: SCHOOL A
TEACHER: MS. JONES
COMPONENT:
GRADE: 7
COURSE TITLE: BIOLOGY
LENGTH OF PERIOD: 45 MIN.
LANGUAGE: ENG, SPA
VOCABULARY
TIME SPENT:
OBSERVER: MARGARITA CALDERÓN
OBSERVATION TYPE: CLASSROOM OBS
12 MIN
Time on Components
INDICATOR AVG SCORE: 2.5
STUDENT APPLICATION
TIER 1
WORD1
WORD2
WORD3
TOTAL
TIER 2
WORD4
WORD5
WORD6
WORD7
WORD8
STUDENTS
#1-ELL #2-NON #3-ELL #4-NON
2
3
1
4
2
2
1
3
1
2
3
2
5
7
5
9
etc.
Vocab
TOTAL
TIER 3
WORD9
WORD10
TOTAL
COMPONENT:
ORACY
TIME SPENT:
5 MIN
TIME SPENT:
10 MIN
INDICATOR AVG SCORE
STUDENT APPLICATION
COMPONENT:
READING
INDICATOR AVG SCORE
STUDENT APPLICATION
[etc., for WRITING, CONTEXT]
Oracy
Reading
Writing
Context
Teacher and Student Profile Summary Report
SCHOOL: SCHOOL A
TEACHER: MS. JONES
OBS TYPE
CLASSROOM
OBS
CLASSROOM
OBS
CLASSROOM
OBS
GRADE: 7
COURSE TITLE: EARTH SCI
DATE
9/16/06
9/30/06
10/15/06
4
3.5
3
2.5
2
1.5
1
0.5
0
9/16/2006
VOCAB
2.5
11
min
3.0
13
min
3.2
12
min
9/23/2006
Vocab
Oracy
# OBSERVATIONS: 3
AVG COMPONENT SCORES and AVG TIME
ORACY
READ
WRITE
3.5
10
3.0
12
2.5
12
min
min
min
3.5
11
3.5
9
3.0
13
min
min
min
3.5
11
3.0
16
3.2
14
min
min
min
9/30/2006
Read
10/7/2006
Write
SPENT
CONTEXT
3.0
1
min
3.0
1
min
2.5
1
min
ASSESS
3.5
N/A
3.5
N/A
3.0
N/A
10/14/2006
Context
Assess
ExC-ELL Observation Protocol
(EOP) is used:
 By teachers for designing / developing their





lessons.
By teachers for self-reflection.
By teachers for observing and documenting
student performance.
By principals and supervisors for observing and
coaching teachers.
By coaches to give concrete feedback to
teachers.
By researchers to collect data on teacher and
student growth and quality of implementation.
IN SUMMARY: Newcomers
and Long-Term ELLs Need
 ESL, reading, special education, bilingual
teachers who can teach phonics, decoding,
vocabulary, and reading comprehension along
with academic topics.
 ExC-ELL teachers to build on reading and
writing skills in math, science, social studies,
and language arts by integrating oracy and
literacy into the content areas.
 With tools such as the ExC-ELL OP we can
help expedite teacher and student success!
CONTACT INFORMATION:
Margarita Calderón
Mecalde@aol.com
(915) 276-1804