1. INSTRUCTIONAL ACCOMMODATIONS FOR ELL’S

2. 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

3. 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

4. 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.

5. 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.

6. 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.

7. READING MATERIALS ACCOMMODATED ALTERNATE TEXT LEVELED READER SHORTER ARTICLE DIFFERENT VERSION OF CHAPTER BOOK HIGHLIGHTED TEXT CHUNKING TEXT

8. MARGARITA CALDERÓN & ASSOCIATES, INC. 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.

9. PROVIDE VISUAL SCAFFOLDING VISUALS PICTURES GESTURES REALIA THROUGHOUT THE LESSON, CHAPTER OR UNIT

10. GIVEN VERBAL SCAFFOLDING, RECEIVES SIMPLIFIED INSTRUCTIONS I.E. SLOWER, SIMPLIFIED SPEECH INCLUDING INSTRUCTIONS, DIRECTIONS, AND QUESTIONS

11. 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

12. 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

13. 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

14. VOCABULARY DEVELOPMENT

15. 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.

16. 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.

17. TIER 3 (BRICK TERMS) ACADEMIC CONTENT SPECIFIC VOCABULARY MARGARITA CALDERÓN & ASSOCIATES, INC. MathScienceSocial Studies Square rootPhotosynthesisGovernment RectangleGermBylaws Radical numbers AtomBailout CircumferenceMatterCongressional Pi squareOsmosisCapital Power

18. 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. Tier 2 (Mortar Terms) information processing words for the State exams and texts

19. Margarita Calderón & Associates, Inc. PRE-TEACHING VOCABULARY 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.

20. TEACHING CONCEPTS/VOCABULARY MARGARITA CALDERÓN & ASSOCIATES, INC. 1.Teacher says the word. 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. Engages students in activities to develop word/concept knowledge. 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

21. PROVIDED WITH ADDITIONAL TEACHER MODELING PROVIDED WITH ADDITIONAL TEACHER MODELING OR DEMONSTRATION OF STUDENT EXPECTATION TEACHER READ AND THINK ALOUDS TEACHER READ AND THINK ALOUDS COMPREHENSION STRATEGIES WRITING PROCESS SELF CORRECTION OR MONITORING STRATEGIES

22. 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

23. TEACH TEXT STRUCTURES AND GRAPHIC ORGANIZERS MARGARITA CALDERÓN & ASSOCIATES, INC. Description provides a specific topic and its attributes main idea(s) is/are supported by rich/descriptive details above, across, all, also, appears to be, as an example, behind, below, beside, by observing, characteristics are, for example, for instance Sequence provides information/events in chronological order details are in specific order to convey specific meaning additionally, after, after that, afterward, another, at __(time), before, during, finally, first, following, initially, last, later, meanwhile, next Problem-Solution 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 Structure Teach Signal Words Graphic Attempted solution Results Attempted solution Results

24. 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.

25. MARGARITA CALDERÓN & ASSOCIATES, INC. 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.

26. 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.

27. 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

28. READING IN CONTENT AREAS Before Reading Preview Text During Reading After Reading Introduce or preview vocabulary (make sure you review text for additional words beside those suggested by the publisher) Ask question related to concept Give students an opportunity to discuss their thoughts and responses with each other (partner). Post question stem. Use numbered head or think pair share strategy Students read/Focus on targeted question or objective Cover (chunk) part of text being read Annotate their thinking Give students 1-3 open ended questions related to text. Ask students to discuss answers to questions related to text. Think about the passage/text/article and respond using text evidence. Give students an opportunity to write a clear explanation of their thinking about the question or topic.

29. 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

30. 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

31. 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

32. WRITING IN CONTENT AREAS Teacher Modeling Teacher writes short answer response in front of class. Teacher thinks aloud while writing. Whole Class-Guided Practice Student and teacher co-write a short answer response. Teacher asks guiding questions as they co-author response. Independent Practice Students write an academic response independently. Teacher provides support on an individual basis, as needed. Talk Read Talk Write- Nancy Motley

33. 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

34. 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. Example Writing Assignment

35. ELL RESOURCES