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Academic Literacy Community of Practice Webinar 1: Effective Science and Social Studies Instruction for ELLs Hosted by the Center on Instruction February 9, 2010


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Title: Academic Literacy Community of Practice Webinar 1: Effective Science and Social Studies Instruction for ELLs Hosted by the Center on Instruction February 9, 2010

Academic Literacy Community of Practice
Webinar 1 Effective Science and Social Studies
Instruction for ELLsHosted by the Center on
Instruction February 9, 2010
  • We will begin promptly at 300 pm Eastern
    Time.To access the audio portion of this event,
    please call (866) 469-3239Meeting number
    687-911-497Your caller/user ID can be found in
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  • The Center on Instruction is operated by RMC
    Research Corporation in partnership with the
    Florida Center for Reading Research at Florida
    State University RG Research Group the Texas
    Institute for Measurement, Evaluation, and
    Statistics at the University of Houston and The
    Meadows Center for Preventing Educational Risk at
    the University of Texas at Austin.The contents
    of this PowerPoint were developed under
    cooperative agreement S283B050034 with the U.S.
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    requests that no changes be made to the content
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  • For technical assistance, please dial
  • Mute/unmute your phone by right-clicking on your
    name or using mute button on your phone
  • QA feature for specific questions
  • Chat feature for informal comments, etc.
  • QA feature forlarifying questions
  • Session will be recorded and posted on the COI

Academic Literacy Community of Practice
Webinar 1 Effective Science and Social Studies
Instruction for ELLsHosted by the Center on
Instruction February 9, 2010
COI Staff
  • Angela Penfold, Director
  • Ruth Dober, Deputy Director of Communications
  • Andrea Reade, Research Associate
  • David Francis, Director (ELL Strand)
  • Mabel Rivera, Deputy Director (ELL Strand)
  • Debby Miller, Deputy Director (Reading Strand)
  • Christy Murray, Deputy Director (Special Ed
  • Erika Soucy, Technical Assistance

Academic Literacy Community of Practice
  • Present latest research on academic literacy
    across a variety of content areas in grades 4-12
  • Assist with interpretation of research,
    including implications for practice
  • Help RCCs apply new knowledge to their work with
  • Provide a forum for discussion and sharing of
    ideas, challenges, successes, and lessons learned
    by RCC colleagues

Academic Literacy Community of Practice
  • Participate in monthly CoP calls/webinars
  • Read, review, or become familiar with recommended
    readings prior to each webinar
  • Invite representatives from SEAs from both
    general education and special education to
    participate in webinars with you (if desired)
  • Participate in next steps in between CoP
    webinars, including follow-up with SEA colleagues
  • Take advantage of coaching calls
  • This will be explained at end of todays webinar

Academic Literacy Community of Practice
  • Schedule of Events

Academic Literacy for ELLs in Science and Social Studies Classrooms Tuesday, Feb. 9 300 - 430 ET David Francis Leticia Martinez Colleen Reutebuch
Academic Literacy in Social Studies Classrooms (non-ELL) Thursday, March 11 300 - 430 ET Cynthia Shanahan
Adolescent Literacy Friday, April 30 100 - 230 ET Don Deshler
Academic Language and ELLs Tuesday, May 11 300 - 430 ET Robin Scarcella
Current and Ongoing Research on Secondary RTI Thursday, June 10 300 - 430 ET Greg Roberts
Todays Agenda
  • Formal presentation
  • Question and answer session with our featured
  • Discussion among webinar participants, featured
    speakers and COI staff
  • Next steps
  • Evaluation

Introduction to CREATE
  • David Francis, Director

  • A National Research and Development Center
  • Funded through the U.S. Dept. of Education
  • Institute of Education Sciences (IES)
  • National Center for Education Research (NCER)
  • Mission is to address specific challenges in the
    education of EL learners in the middle grades
    (Grades 4-8)

  • CREATE is a partnership of researchers from
    several institutions
  • CREATE is a partnership of researchers from
    several institutions
  • Texas Inst. for Measurement, Evaluation, and
    Statistics, Univ. of HoustonDavid J. Francis,
    Coleen D. Carlson
  • California State University at Long BeachJana
    Echevarria, Catherine Richards
  • Center for Applied LinguisticsDiane August,
    Deborah Short
  • Harvard UniversityCatherine Snow
  • University of California-BerkeleyElfrieda
  • The Meadows Center for Preventing Educational
    Risk, UT - AustinSharon Vaughn, Sylvia

Center Work Scope
Problem Focus of CREATE
  • Inadequate research base on Middle School EL
  • Short Fitzsimmons (2006) Double the Work
    Challenges and Solutions to Acquiring Language
    and Academic Literacy for Adolescent English
    Language Learners
  • Inadequate knowledge base on effective practices
    regarding comprehension and vocabulary
  • Limited understanding of the features of
    instruction that facilitate EL learners content
  • Need for more effective models for delivering
    instruction to EL learners
  • Need for the dissemination of information on
    Effective Practices

Focused Program of Research
  • Program of research to address challenges in the
    education of EL learners in the middle grades
    (Grades 48) in science and social studies.
  • Develop research-based interventions
  • Test these interventions in controlled
    experiments/randomized field trials with
    classroom teachers
  • Combine them into a comprehensive package
  • Test the effectiveness of the combined package in
    randomized experiments

Focused Program of Research
  • Area 1 Enhancement to Instructional Practice and
    Literacy Materials
  • General objective is to take interventions that
    have proven effective with non-EL students and
    provide enhancements that should make them more
    effective for EL learners
  • Studies / Interventions have been conducted in
  • Teacher-guided methods to enhance vocabulary and
    comprehension in Science (August)
  • Peer Collaborative Group Work in Social Studies
    (Thompson and Vaughn)
  • Enhanced vocabulary instruction (Snow)

Focused Program of Research
  • Area 2 Studies of SIOP
  • General Objective is to rigorously test the SIOP
    model and develop an integrated instruction model
  • Studies 1 2 (Short and Echevarria)
  • Test SIOP model when implemented with real
    teachers provided model lesson plans in Middle
    School Science
  • Studies to be carried out in multiple locations
  • Outcome focus is on concept formation in science
    and language and literacy development

Leadership and Dissemination
  • Today, you will learn about our current study
    that integrates the research across these two
  • Recent special issue of Journal of Research on
    Education Effectiveness featured the research of
  • Webcasts offered in collaboration with WestEd
  • Electronic Publications
  • CREATE Website (
  • CREATE Newsletter
  • Professional Connections
  • Participation in professional meetings (IRA,
  • Annual CREATE Conference

Enhancing Vocabulary and Concept Learning in
Grade 7 Social Studies and Science Content
  • Colleen Reutebuch
  • Leticia Martinez
  • Project Coordinators
  • Sharon Vaughn Sylvia Linan-Thompson, Co-PIs

  • Social Studies Intervention
  • Science Intervention
  • Q A

English as a Second Language Techniques
  • Builds on best practices from SIOP
  • Lesson preparation
  • Building background
  • Comprehensible input
  • Strategies
  • Interaction
  • Practice/application
  • Lesson delivery
  • Review and assessment

The Social Studies Intervention
  • Overarching activities
  • focus on big idea and concept learning
  • use of peer mediated learning
  • provide opportunities for student discourse
  • Four intervention components
  • explicit vocabulary/concept instruction
  • strategic use of video and purposeful discussion
    to build concepts
  • use of graphic organizers and writing to build
    big ideas
  • use of peer pairing

Vocabulary Instruction for ELLS
  • Vocabulary development is especially important
    for ELLs because they are less able to comprehend
    text at grade level than their English-only
    counterparts (August et al. 2005)
  • Strategies used with English-only students are
    also effective with ELLs, although we do have to
    adapt to their language needs

Vocabulary Strategies
  • There are several strategies that are
  • especially valuable for building ELLs
  • vocabulary
  • Take advantage of students first language
  • Have students become engaged with the word
  • Provide multiple exposures to words
  • August et al., 2005

Prioritizing Vocabulary
  • Not all vocabulary are of equal significance
  • Before teaching a lesson, identify about 4 words
    that have utility and importance

Choosing Words to Teach
  • Beck, McKeown, and Kucan, 2005

Tier 1 words are the most basic words that
the majority of students know Examples state,
past, war
Tier 2 words are high-frequency words that are
critical for content understanding Examples
annexation, colonist, emancipation
Tier 3 words are not frequently used across a
variety of domains Examples nullification,
status quo
Parsing of Text by Teacher
  • Parsing of text and selecting the most important
    content should be done during planning. Try to
    select and condense text by eliminating
    unnecessary information.
  • While segmenting and parsing the text you can
    decide where to stop the reading in order to
    initiate a discussion to construct meaning

When you prepare for a lesson
  • Select text to be used (and make sure to
    eliminate unnecessary information)
  • Write a very brief summary of the content
    (connected to the big idea) for sharing with
    students before lesson
  • Select key vocabulary for pre-teaching and plan
    on using them in reading and follow-up activities
  • Decide if you can use a video clip to support
    your lesson
  • Formulate questions for drawing on background
    knowledge. Write questions that students will use
    before, during, and after reading.

Lesson Preparation (cont.)
  • Decide how you will model reading comprehension
    strategy for students during read-aloud
  • Plan on how to assess students learning through
    review activities such as completion of graphic
    organizers, summary statements, and class
    discussion as a way to wrap-up the lesson

Social Studies Lesson Framework
  • Daily-
  • Start the lesson with an overview that
    incorporates the big idea
  • Prioritize and explicitly teach
  • Use brief video clips to build concepts
  • Read-aloud by teacher or with student partners
  • Generate and answer questions.
  • Wrap-up with discussion, graphic organizer or
  • Weekly-
  • Review and progress monitor
  • Whole class review of quiz items and
    clarification/re-teaching/re-enforcement of
    concepts, if necessary

(No Transcript)
1. Talk about the big idea of the lesson
2. Teach pre-selected concepts/vocabulary
  1. Show students concept/vocabulary transparency.
  2. Pronounce the word, give Spanish cognate or
    translation, and define it.
  3. Ask or tell students how the illustration is
    representative of the word.
  4. Use word in two sentences.
  5. Use Turn Talk prompts to help students make
    connections between the unit of study and what
    they know.
  6. Give students opportunities to encounter the word
    repeatedly throughout instruction.

(No Transcript)
3. Watch video clip to provide access to text
  1. Introduce the video clip either before students
    have read the textbook passage.
  2. Preview what students will watch in the video
    and set the purpose.
  3. Students watch the video clip.
  4. Conduct a brief discussion about the video.

4. Paired/teacher-led read aloud to promote
academic and linguistic performance
5. Generate and answer questions
  • questions from assigned reading
  • Who are the people living in Texas in 1835, right
    before the Texas Revolution begins? How did they
    get here?
  • Why did Mexican government officials issue
    stricter laws on Texas settlers?
  • Do you think the Texas settlers were right to go
    to war against the Mexican government? Why or why

6. Review/Assessment
  • Introduce the activity.
  • Explain how students will use the activity.
  • Direct students to work on this activity in their
    notebook (if the activity involves a graphic
    organizer, display it and clarify how to complete
  • Remind students that graphic organizers and other
    activities are used to organize the most
    important information (main ideas) from their
  • 5. Make time to review students responses and
    provide feedback.

Clarifying Questions Regarding Social Studies
Quality English and Science Teaching
Center for Applied Linguistics Diane August, PI
QuEST Quality English and Science Teaching
  • NSF model of science instruction that includes
    engagement, exploration, explanation,
    elaboration, and evaluation
  • Language and literacy development, including
  • Student learning strategies
  • Word learning (cognates, word roots, base words)
  • Comprehension (generating questions, summarizing)
  • Motivation (based on work of Guthrie--provide
    lots of hands-on experiences, give students
  • Teacher collaboration
  • Professional development and mentoring

QuEST Framework
  • Engagement (warm-up)
  • Exploration, Explanation, Elaboration
  • Hands-on science activities
  • Guided reading
  • Language arts
  • Evaluation

Methods to Develop Academic Language in the
Content of Science
  • Guided Reading
  • Writing
  • Word-learning strategies
  • Cognates
  • Base words
  • Root words
  • Academic and technical vocabulary
  • glossaries and assessments
  • Cooperative group and partner work

Language and Science Objectives
Guided ReadingTeacher Guide
Guided ReadingStudent Guide
Writing ActivityStudent Guide
Word LearningStrategies
Example of a Word Learning StrategyCognates
Letter Differences
Read the Spanish words in the list below. Next
to each Spanish word, write its English cognate
and circle the letters in the English word that
are different than the Spanish cognate.
Spanish Cognates English Cognates
1. astronautas __________________________
2. momento __________________________
3. planeta __________________________
Selection of Vocabulary
  • Use the Academic Word List to select the highest
    frequency general academic words

Academic Glossary
Technical Glossary
Teacher Review Cards
Vocabulary AssessmentStudent Guide
Differentiating Instruction/Scaffolding
  • Partnering with high and low proficient students
    working together, while teacher pulls group of
    struggling learners
  • Guided reading where teacher reads the text
  • Use of on-level supplementary materials for
    students who are more advanced
  • Lots of teacher modeling
  • Written examples of what students have to produce
  • Use of visuals prior to reading the text

  • Find out more about CREATEs projects and
    activities at
  • Subscribe to the email announcement list to
    receive regular updates from CREATE

Additional Resources
  • National Literacy Panel
  • August, D. Shanahan, T. (2007). Developing
    literacy in second-language learners. Mahway, NJ
    Lawrence Erlbaum Associates.
  • August, D. Shanahan, T. (2008). Developing
    reading and writing in second-language learners.
    Routledge, IRA, and CAL
  • Optimizing Outcomes for English Language
    Learners Project SAILL
  • SIOP

  • How do we
  • equip content area teachers with the skills
    necessary to utilize academic literacy practices
    in content area classrooms?
  • encourage content area teachers to embrace the
    use of academic literacy strategies in their

Next Steps
  • Your Challenge RCC/SEA Dialogue Guide
  • Optional Coaching Calls
  • Provided as an extra support to CoP members

Thank You!
  • Next webinar is March 11 _at_ 300 - 430 ET
  • Topic is Social Studies instruction (non-ELL)
    with Cynthia Shanahan What Social Studies
    Teachers Can Do to Help All Students Understand
    (and Like) History.
  • Evaluation available at http//www.surveymonkey.c