Motivating and Scaffolding Middle School English Language Learners: Focus on Content and Collaboration

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Motivating and Scaffolding Middle School English
Language Learners Focus on Content and
Collaboration

• Project ALL (Advancing Literacy for Learning)
• Donna Ogle Project ALL Team
• IRA, Toronto, May 14, 2007

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Research-based practices

• The amount of reading students do is critical
• A positive dimension of our research is that
  all our studies have demonstrated that reading
  yields significant dividends for everyone not
  just for the smart kids or the more able
  readers. Even the child with limited reading and
  comprehension skills will build vocabulary and
  cognitive structures through reading.
• A. Cunningham K. Stanovich (1998)

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Enhancing vocabulary through reading and study of
academic terms

• According to Anderson, Wilson and Fielding (1986)
  students at the 90th percentile in terms of
  volume of reading encounter 200 times more words
  than students at the 10th percentile.
• Marzanos review of vocabulary research indicates
  that students comprehension can be improved by
  33 percent when key academic vocabulary is taught
  (p.69)

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SOCIAL CONTEXTS

• Involve students actively and personally
• Connecting to their lives
• Connecting with each other
• Create opportunities for active thinking and
  student input
• Develop a metacognitive orientation and engage
  students in assessment
• Embed reading instruction in extended, rich
  instructional contexts more critical thinking

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Project ALL

• Advancing Literacy for Learning by
• Providing curricular support for teachers with
  struggling readers and English Language Learners
  (ELL)
• Using the Sheltered Immersion Observation
  Protocol (SIOP)
• Developing as a research and exploratory model
  case studies, classroom pilots of content units
  with informal assessments, differentiated texts
  and Partner Reading, and observations to create a
  collection of effective strategies teachers are
  using
• Encouraging more academic personal reading
  and integrating strategies into partner and
  personal reading

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Content reading in social studies and science

• Developing lessons using the SIOP framework
  Content and Language Objectives specified
• Providing a collection of small books on a
  content them at varied reading levels are used
• Teacher introduces the content of the unit
• Fluency snapshots help determine partners
• Students read for 20 minutes with partners
• Students keep notes on their questions and
  vocabulary they want to learn

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Informational text sets

• Developing Grades 4 - 8
• Range of reading difficulty
• Range of conceptual difficulty focus
• Illustrative sets models for teaching
• Partner Reading with content materials with an
  emphasis on
• Questioning and Discussion Vocabulary

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Text SetsFor Grades 3, 5, 8
Science
Social Studies
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5th Grade Science Texts
Title/Reading Level Author Publisher
Simple Machines(6pk.) (2nd) G. Thompson National Geographic
Machines Make it Move (6pk.) (6th) S. M. Tomecek National Geographic
Useful Machines Wheels (2nd) Chris Oxlade Heinemann
From Axes to Zippers Simple Machines (3rd) K. French Benchmark Education
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Teachers Guides

• Theme ideas
• Guide to text levels, features and structure
• Partner reading guide
• Rich instructional model
• Before reading (KWL, Text Preview)
• During reading (Graphic Organizer)
• After reading (KWL, Extended response)
• Links to Standards
• Vocabulary
• Additional teaching ideas

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Anticipate students levels of interest in
informational texts

• Visual preview of text covers
• Interest inventories
• One Minute Fluency

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Establishing Partner Reading
Provide an encouraging, positive social context
for students to read together on the carpet,
at tables, etc.
Assess students reading levels with fluency
checks and match partners with appropriate
levels of materials
Guide students use of their active reading
strategies with repeated practice with their
partner apply what is known about comprehension
and vocabulary
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Supporting all readerswith PRC2 (Partner Reading
Content Too)

• Read materials at instructional levels
• Multiple readings of the same text
• Rehearsed oral reading
• Enjoyable social interactions
• Choice in texts
• Able to read multiple texts and challenging ones
  after introduction to topic and vocabulary
• Using the academic vocabulary orally
• increases familiarity with terms and uses

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PARTNER READING Book Preview

• A. What is it about?
• B. How is it organized?
• C. Look through the book (chapter-by-chapter
  walk-through) and notice
• 1. Organization
• 2. Headings and Sub-headings
• 3. Pictures and Captions
• 4. Illustrations
• 5. Diagrams
• 6. Boxed Information
• 7. Highlighted vocabulary
• Boldface
• Italics
• Boxed Definitions
• 8. Resources in the book glossary, index,
  suggested web- sites and other books
• D. Partners preview cover of book and Table of
  Contents together

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PRC2- Partner Reading Routine

• Partners share one text on independent or
  instructional level take turns reading sections
  orally
• Both partners first read the 2 pages silently, to
  get a sense of the text
• Partners rereads their page to prepare for their
  performance read and select or write a question
  using the guide or their QAR knowledge
• Each partner reads a page/section orally and asks
  a question of the listener-partner partners talk
  about text
• Partners switch roles of reader and listener as
  they read section by section
• Each partner adds words to personal academic
  vocabulary notebook at end of PRC2

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Simple MachinesGare Thompson (2000)

• Work
• What does work mean to a scientist? Scientists
  say that work is done when a force is used to
  move an object over a distance. To do work, you
  must move something.
• Suppose you use force to push on a wall. Are you
  doing work? NO, the wall does not move. What if
  you push a door and it opens. Now, you are doing
  work. The door moved. Your push was the force
  that made the door move.
• P.1

• Machines and Work
• We do work every day. But we can make work
  easier. How? We can use machines. A machine is
  anything that helps us do work. Machines make
  work easier. They help us cut things, mix
  things, and move heavy things. Some machines are
  called simple machines. A simple machine is a
  machine that has few or no moving parts. A
  simple machine does one of the following
• increases the speed of something
• Increases the force that you use
• Changes the direction of the force that you use
• P.2

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Question Guide
What was most important in this section? What was most interesting?
What connections can you make to these ideas? What could the author have done to make this easier to understand?
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Learning to discuss text ideasNew scaffolds on
bookmarks

• Receive your partners ideas
• Thank you. Those are good ideas
• That was interesting. You helped me.
• Elaborate and extend ideas
• Can you tell me more?
• Can you think of another example?
• Clarify
• Make connections
• Add a different perspective

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Teachers Role in PRC2

• Collect appropriate materials
• Introduce unit and help identify purposes
• Observe and listen to students as they read
  discuss make notes on what you learn
• Guide vocabulary development
• Orchestrate group sharing
• Provide positive feedback to students

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Pieces of the Puzzle

• How to reach and engage all students, especially
  those struggling to meet grade level demands
• How to use the language strengths of children to
  access English texts
• How to provide a wider range of reading materials
  for students more literary non-fiction and
  general informational texts
• How to increase the amount of instruction in
  reading to learn

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Developing Formative Assessment

• Amy Correa
• Project ALL, Co-director

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What is academic literacy?

• Double the Work defines the term in the following
  way
• Includes reading, writing, and oral discourse for
  school
• Varies from subject to subject
• Requires knowledge of multiple genres of text,
  purposes for text use, and text media
• Is influenced by students literacy in contexts
  outside of school
• Is influence by students personal, social, and
  cultural experiences

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Assessments reflect content-specific reading

• ISAT equal fiction and non-fiction passages,
  linked procedural texts
• NAEP mix of reading materials and tasks to
  reflect reading different genre and reading
  multiple texts
• International assessments (PIRLS PISA) indicate
  that US students need to become more flexible in
  the kinds of reading they do more informational
  and more critical responses

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Developing Formative Assessments

• Where are the students?
• How do we assess what they bring with them?
• How do we look at multiple measures to get a
  complete picture of students language skills and
  content knowledge?
• How does literacy assessment fit in the content
  area?

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Project ALL (Advancing Literacy for Learning)
working with content reading Observing and
listening to students interpret text as they
think aloud
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Assessments within Project ALL

• Fluency Snapshots
• Visual Interest
• Idea Concept
• Morphology (5th graders had tremendous
  difficulty so more focus this year)
• Table of Contents
• Observational Notes

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Fluency Snapshots

• Where are my students in relationship to the
  classroom materials I have them reading?
• Quick initial screening
• Instructional uses
• Informs oral fluency

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Visual Interest

• What type of genre do my students prefer? Any
  informational texts?
• Students explain reasoning of choosing one over
  the other
• Helps teacher assess prior knowledge and interest
  of students on specific topic
• Helps teacher assess genre in classroom library

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Idea Concept Web

• What background knowledge are my students coming
  with?
• Students categorize words under specific labels
• Frontloads vocabulary of content area
• Helps teacher assess prior knowledge of both
  concepts and words

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Sort the following words into the categories you
think they best fit. Since we are just
beginning the unit there should be many words
that are new to you. Note them as you find them
in your reading. Terms asteroid, astronomer,
comet, Crew, Earth, meteor, mission specialist,
Venus, Yuri Gagarin, Saturn, shuttle, Booster
rocket, telescope, Neptune, satellite,
astronaut, helmet, moon
________ ________ ________ ________
Orbiting Objects
The Solar System
People
Planets
________ ________ ________ ________ ________ _____
___ ________ ________
________ _____________________________________
___________
Spacecraft Equipment
_____________________________________________
___
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Morphology

• Do my students have a good idea of word meanings?
  Are they able to expand their knowledge of words
  by understanding unit parts?
• Students demonstrate their understanding of the
  structure and meanings of words
• Helps ELLs think about the Latin and Greek roots
  within their own language (relationship to
  cognates)

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Table of Content

• What understanding of informational texts are
  students coming with?
• Students fill in appropriate chapters from two
  different types of genre
• Helps teacher assess understanding of student
  exposure to non-fiction or expository text
• Helps teacher determine student understanding of
  main concepts

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Observational Notes

• How is the teacher systemically providing time to
  collect anecdotal notes on the literacy
  development of all students in the content area
  several times a month?
• Structured time in which teacher can observe
  students
• oral reading skills, questions and discussion
  ability, knowledge of vocabulary, social
  behaviors, communication, pacing, motivation,
  level, lack of understanding of content
  (comprehension), instructional needs, follow-up
  plans, etc.

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Observational Notes for PRC2 Partner
1_________________ Title of Book Partner
2. Date Number of
sessions with book
Partner 1 Partner 2
Oral reading notes Oral reading notes

Questioning (asking or answering) Questioning (asking or answering)

Attention to knowledge of vocabulary Attention to knowledge of vocabulary

Teacher Reflections (Partners social behaviors, communication, pacing, motivation, level, lack of understanding of content (comprehension), instructional needs, follow-up plans, etc.) Teacher Reflections (Partners social behaviors, communication, pacing, motivation, level, lack of understanding of content (comprehension), instructional needs, follow-up plans, etc.)
(Ogle Correa, 2004)
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Break Out Sessions
Presenters Javier Arriola, , Debra Gurvitz,
Peggy Gyftakos, Jeanette Hamman, Renee Mackin ,
Margaret McGregor Carol Schmitz, Christine Seidman

• There will be 2 sessions of break-outs
• choose two you will attend one from each set
  of four

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Fluency Snapshot Matching TextsSession 1 - A

• Content Objective
• Assessment to identify instructional text level
• Language Objective
• Explain the purpose and limitations of the
  fluency snapshot
• Activities
• Try a fluency snapshot and graph result
• Review student data
• Select text in alignment to student score of
  correct words read

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Partner Reading Content Too (PRC2)Session 1 - B

• Content Objectives
• Learn the steps in PRC2
• Use the student guide sheet
• Use leveled books to match students with partners
  and texts
• Language Objectives
• Use academic vocabulary to describe the
  components of the texts (Table of Contents,
  headings, visual displays) and how to engage
  (preview, question, discuss)
• Activities
• Preview components
• Engage in PRC2 reading with partner

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Vocabulary Using TechnologySession 1 - C

• Content Objective
• Provide electronic/computerized experience to
  assist in the internalization of content and
  related vocabulary
• Build and connect to students home language
• Cognates
• Language Objectives
• Discuss ways to incorporate more use of new
  vocabulary in the classroom and integrate reading
  and speaking
• Activities
• Electronic Jeopardy
• Cognates
• Semantic Gradient

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Text StructureSession 1 D

• Content Objective
• Provide strategies to understand elements of
  informational text
• Table of contents, index, glossary
• Text boxes, captions, bold text (fonts),
  headings, sub headings
• Graphs/charts
• Illustrations/photographs
• Language Objectives
• Examine the importance of teaching text
  structure Practice describing text structure
  features to students as part of introduction of a
  lesson
• Activities
• Preview text
• Predicting
• Guess the Heading
• Think, pair, share
• Questioning

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Organizing and Observing PRC2Session 2 - A

• Content Objective
• Provide ways to manage and organize PRC2
• Language Objectives
• Learn the vocabulary of PRC2
• Develop ways to describe analyze student talk
• Activities
• Set up management folders
• Role of the teacher observational notes
• Audio tapes using observation form

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Vocabulary GamesSession 2 - B

• Content Objective
• Provide multi-sensory learning experiences to
  enhance content vocabulary
• Build on word knowledge
• Roots, base words, affixes
• Language Objectives
• Incorporate a variety of vocabulary development
  activities to deepen students retention and
  learning of key vocabulary
• Activities
• Pyramid game ( concept sorts)
• Vocabulary beans (morphology)
• Jeopardy (roots, base words, affixes)

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Questioning and DiscussionSession 2 - C

• Content Objective
• Provide opportunities to construct meaning
• Connections, syntheses, engagement, clarification
• Language Objectives
• Learn and use the vocabulary of PRC2
• Activities
• Four square questioning probes
• Conversation starters
• Responding to the text

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Word and Concept Sorts Session 2 - D

• Content Objective
• Provide kinesthetic activities for students to
  organize content and related vocabulary words and
  concepts
• Language Objectives
• Develop students ability to describe and
  explain their reasons for grouping words
• Activities
• Pre and post assessment sorts
• Open, closed and layered sorts
• Student generated sorts

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University Collaboration Within and Across Schools

• Carol Schmitz
• Debra Gurvitz
• Javier Arriola

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Across Schools

• Visit to Carson and Bateman Schools
• Saturday Seminars
• Articulation across schools in the project
• Year Two met at Project Schools
• Friday Seminars at National-Louis University
• Articulation of the units
• Data collection to inform instruction

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Professional Development Opportunities

• University Classes
• Masters in Education, Reading
• Endorsement in Reading or Type 10 Reading
  Specialist
• SIOP Training
• Saturday Seminars
• Professional Presentations
• Area 4 Staff Development Spring 2006
• International Reading Association 2007

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Leadership in Schools and Area

• School Leadership
• Professional Development Days
• Grade Level Meetings
• Data collection to inform instruction
• Model partner reading
• Chicago School District Area 4
• Staff Development for Area 4 Spring 2006

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Fluency Snapshot and Matching Text

• Debra Gurvitz
• Christine Seidman

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Curriculum Based Measurement (CBM) Classroom
Fluency Snapshot

• Collection of 1 minute reading samples
• All students read the same grade level passage

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Why Use

• Quick initial screening
• Hear every student read orally
• Instructional Uses
• Instructional Groups for Guided Reading
• Pairing for Partner Reading
• Match students to leveled materials
• Independent Reading 98 accuracy
• Instructional reading 95 accuracy
• Informs oral fluency-- RACE
• Rate
• Accuracy
• Comprehension (limited)
• Expression

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Administer

• Copy of text to be read
• Number on recording sheet
• Student reads original text
• Stop watch or clock with second hand
• One minute
• Ask question or 2 after (optional)

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Administer--Record Errors

• Anything different from the text that is not
  corrected put line through the word missed
• Mispronunciation (if accent or dialect not as
  error)
• Substitutions (even if they mean the same)
• Omission
• Words you supply after 2/3 seconds
• Repeated miscuescount each time
• Incorrect proper names
• Multiple counted only one time

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Not Counted as Errors

• Dont countbut note
• self-corrections
• hesitations
• repetitions
• insertions
• punctuation

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ScoringWords Per Minute

• Count words read per minute
• Subtract miscues
• Total amount of correct words read per minute

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Look at Rate

• Best is the Hasbrouck Tindal
• Best norms for Fall, Winter, Spring
• National Norms
• Local Norms
• Classroom Norms

Grade Level WPM
1.8 30-54
2.8 66-104
3.8 86-124
4.8 95-130
5.8 108-140
6.8 112-145
7.8 122-155
8.8 136-167
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Look at Accuracy

• Key Were they accurate but slow or were they
  fast and not accurate
• Understand what is happening
• Very accurate and slow
• For instructional level reading with support of
  teacher, group or tutor at least 95(as close as
  you can get)

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Things to Remember

• All students read same text
• Reading is timed ( 1 minute)
• Accuracy is recorded
• Correct WCMP ( words per minute) are charted

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References

• Allington, R. L.(2006). What really matters for
  struggling readers Designing research-based
  programs. (2ND Edition). New York Allyn Bacon.
• Blachowicz, C., Sullivan, D., Ciepley, C. (2001).
  Fluency Snapshots A quick screening tool for
  your classroom. Reading Psychology, 22, 95-109.
• Johns, J. L. (2005). Basic reading inventory.
  Dubuque, IA Kendall/Hunt.
• Moskal, M., Blachowicz, C.(2006). Partnership
  for fluency. NY Guilford
• Rasinski, T., Blachowicz, C., Lems, K (Eds).
  Fluency instruction Research-based best
  practices. NY Guildford.
• Rasinski, T. (2004). Creating fluent readers,.
  Educational Leadership, 61, 1-9.
• Short, D. Fitzsimmons, S. (2007). Double the
  Work Challenges and Solutions to Acquiring
  language and academic literacy for adolescent
  English Language Learners A report to the
  Carnegie Corporation of New York. Washington, DC
  Alliance for Excellent Education.

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Contact Information

• Donna Ogle, National-Louis University
• DOgle_at_nl.edu
• Amy Correa, NLU/CPS
• amy.correa_at_nl.edu