EL Excellence Every Day

EL Excellence Every Day
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Tonya Ward Singer. EL Excellence Every Day

EL Excellence Every Day

Contents

Foreword

Acknowledgments

Publisher’s Acknowledgments

About the Author

Section I Essentials for EL Excellence

Chapter 1 Introduction

Why This Book?

Helping Every Teacher Excel Teaching ELs

Who Are ELs?

What Is English Proficiency?

Language Assets:

Every Student Is Unique

What About My Students Who Aren’t ELs?

Teaching Beyond the “EL” Label

Core Pedagogy for EL Excellence

More Than “Good Teaching”

How This Guide Helps You Every Day

Making EL Excellence Routine

A Synthesis of Best Practice

A Synthesis of Priorities

Ways to Use This Flip-To Guide

Collaborative Ways to Use This Guide With a Team

Reflect on Chapter 1

Chapter 2 Essential Mindsets

Mindsets Matter

A Call for Humble Reflection

Three Essential Mindsets

Value English Learners’ Assets

Why This Mindset Matters

Ways We Might Get Stuck

Actions to Live the Mindset. 1. Pronounce Students’ Names Correctly

2. Make Connections to Students’ Life Experiences, Culture, and Values

3. Build on Students’ Primary Language Assets

4. Value “Errors” as Formative Language Data

5. Use Contrastive Analysis to Build on Primary Language Assets

6. Choose “Enabling Texts” for Your Classroom Library and Teaching

Questions for Humble Reflection. What Are My Perceptions?

How Do I Connect to Students’ Assets?

Additional Resources to Foster This Mindset

Expect Excellence From Every English Learner

Why This Mindset Matters

Ways We Might Get Stuck

Actions to Live the Mindset. 1. Be Specific About Your Goals for Student Learning

2. Collaborate to Calibrate Expectations

3. Prioritize High-Level Thinking Tasks

Questions for Humble Reflection. Do I Teach With High Expectations for ELs and All Students?

How Do I Respond When a Student Struggles?

Additional Reading to Foster This Mindset

Reflect in Inquiry About Your Impact

Why This Mindset Matters

Ways We Might Get Stuck

Questions for Humble Reflection

Actions to Live the Mindset. 1. Plan With High Expectations and Strategic Use of Supports

2. Teach to Actively Engage Students

3. Watch Students as They Engage to Gather Formative Data

4. Reflect and Refine Teaching for Impact

5. Collaborate in Continuous Inquiry About Impact

Additional Reading to Foster This Mindset

Reflect on Chapter 2

Section II Engage

Chapter 3 Engage Every EL

What Is Student Engagement?

Engagement From the Inside Out

Engagement Through Active Participation

Why Collaborative Conversations?

Why Peer Conversations Are the Most Essential Strategy

Structure Peer Conversations

Why Peer Conversations Especially Matter for ELs

Three Important Benefits of Peer Conversations for ELs

The Best Tasks for Collaborative Conversations

What and Why?

Structures for Accountable Participation

Tips to Be Strategic. CREATE A SAFE SPACE:

DEEPEN DISCOURSE:

Build Ideas Ball Toss

EXAMPLE IN A LANGUAGE ARTS LESSON:

What and Why?

Structures for Partner Conversations. Think-Pair-Share:

Think-Write-Pair-Share:

Think-Pair-Write-Share:

Partner Conversations in Context:

Barrier Game:

What and Why?

Structures for Small-Group Conversations. Numbered Heads:

Numbered Heads in Context:

Talking Chips:

Pass the Stick:

Pass the Stick in Context:

What and Why?

Strategies for Up and Moving Conversations. Clock Partners:

Clock Partners in Context:

Collaborative Brainstorm:

Collaborative Brainstorm in Context:

Inside Circle/Outside Circle:

Traveling 4-by-4:

What and Why?

Different Ways to Use Fishbowl. Use Fishbowl to Model Expectations:

Use Fishbowl to Reflect on Conversation Dynamics:

Enhance Fishbowl With Active Observation:

Use Fishbowl for Teachable Moments:

What and Why?

Strategies to Listen to Conversations as Formative Data. Focus on a Few Students:

Focus on Priority Learning Goals:

Use a Rubric to Quantify Conversation Data:

Expect

Engage

Observe

Support

Personalization Chart

Strategies to Support and Differentiate Conversations. Model Expectations:

Structure Who Discusses Together:

Seat Students Strategically:

Structure Turn Taking:

Start With “Think-Write”:

Provide Linguistic Scaffolds:

Questions to Reflect and Adapt Teaching

What and Why?

Tips to Be Strategic

What and Why?

Strategies to Make Your Teaching Comprehensible. Model and Demonstrate:

Give Directions Orally and in Writing:

Rephrase:

Avoid Idiomatic Expressions:

Chunk Your Speech:

Use Visuals:

Preteach Important Vocabulary:

Check for Understanding:

Strategies to Foster Active Participation

Total Physical Response:

Choose Between Two Options:

Respond With a Simple Frame and Word Bank:

Strategies to Engage Emerging ELs in Peer Discussions. Group Emerging ELs Strategically:

Invite Primary Language Use:

Create Low-Risk Opportunities to Speak:

Use Flexible Grouping:

What and Why?

Strategies for Total Physical Response. Point To:

Act Out a Word Meaning:

Thumb Vote:

Finger Rubric Vote:

Vote With Your Feet:

What and Why?

Strategies to Read and Annotate Together

Read Together in Context:

Annotate:

What and Why?

Strategies to Collaborate to Write. Color-Coded Writing:

Gallery Walk:

Writing Online Together:

Peer Editing With Track Changes:

Tips to Be Strategic. Choose Digital or Paper Based on Your Goals:

Reflect on Chapter 3:

Apply Learning to Teaching

Collaborate with Colleagues

Related Reading to Extend Your Learning

Section III Support

Chapter 4 Support ELs Strategically

What Supports Do ELs Need?

What Is Language?

Essential Shifts From Traditional Language Teaching

Support Productive and Receptive Language

Listening, Speaking, Reading, and Writing

Teach How English Works in the Context of Meaningful Communication

How Do I Personalize Supports?

A Vision for Strategic Supports

The Right Supports at the Right Time

Expect, Engage, Observe

Engaging for Formative Data Versus Direct Instruction

Explore the Continuum of Learning

Personalize Supports Within a Lesson

Personalize Supports Beyond a Lesson

How This Guide Helps You Personalize Supports

How Do I Differentiate With Ease?

Logistics for Everyday Differentiation

Strategies for Flexible Everyday Differentiation

Provide Tiered Supports

Personalize Feedback During a Whole-Group Task

Personalize Supports as Peers Discuss

Strategic Partnering

Strategies for Scheduled Differentiation

Scheduled Small-Group Rotations

Substantial to Moderate to Light: A Range of Options

Supports Along a Continuum

Reflect on Chapter 4

Chapter 5 Build Background

What and Why?

When Do I Build Background?

Who Benefits From Building Background?

Strategies to Build Background

Tips to Be Strategic

What and Why?

Structure a Quick Peer Discussion Before Reading or Teaching

Build Background From a Familiar to Academic Context

Other Ways to Build From Students’ Prior Knowledge to New Learning

Tips to Be Strategic

What and Why?

How?

How to Directly Teach a Word With the Frayer Model

Tips to Be Strategic

What and Why?

How to Facilitate the Collaborative Approach

Tips to Be Strategic

What and Why?

When to Use?

Steps for Direct Vocabulary Instruction

Tips to Be Strategic

What and Why?

How to Use This Strategy

Steps to Teach Vocabulary With a Cognate

Tips to Be Strategic

What and Why?

Strategies for Modeling

How to Model with Think-Aloud

Tips to Be Strategic

What and Why?

How to Model With an Exemplar

Success Criteria

Exemplar

Steps for Instruction

Exemplar With Marked Success Criteria

Tips to Be Strategic

What and Why?

How?

Example

What and Why?

How?

Tips to Be Strategic

Reflect on Chapter 5

Chapter 6 Scaffold Language During a Task

What and Why?

Strategies to Scaffold Language During a Task

How to Design Effective Linguistic Scaffolds

Four Steps to Design Just-Right Linguistic Scaffolds

Anticipating the Just-Right Level of Scaffolds

Remember That “Errors” Are Valuable

Use “Errors” to Learn the Linguistic Demands of Your Tasks

Tips to Be Strategic

What and Why?

WHEN TO USE LINGUISTIC FRAMES

Examples of How to Differentiate Using Linguistic Frames

What and Why?

Tips to Be Strategic

Examples of How to Differentiate Using Word Banks

What and Why?

Example 1: Word Bank Table With Categories

Example 2: Word Bank Table Organized by Parts of Speech

Examples of How to Differentiate Using Word Bank Tables

What and Why?

Example 1: A Sentence Chart to Retell Character Actions

Example 2: A Sentence Chart to Describe the Central Ideas of an Expository Text About the World’s Largest Earthquake

Example 3: A Sentence Chart to Teach Embedded Clause

Examples of How to Differentiate Using Sentence Charts

What and Why?

Examples of Graphic Organizers

1. A Semantic Web to Generate Related Ideas

2. A Flow Chart to Sequence

3. Multiple Flow Charts to Show Cause and Effect

Tips to Be Strategic

Examples to Differentiate Using a Graphic Organizer

Reflect on Chapter 6

Chapter 7 Teach Language Beyond a Task

What and Why?

What Features of Language Do I Teach?

Strategies to Teach Language in This Chapter

What and Why?

Strategy at a Glance

Strategy Lesson Example: Teach Future Verb Tense

Tips to Be Strategic

What and Why?

Strategy at a Glance

What and Why?

Who Benefits?

Three Ways to Use Syntax Surgery

Tips to Be Strategic. FOSTER ACADEMIC CONVERSATIONS:

What and Why?

How?

1. Compare and Contrast

2. Organize Words by Meaning

3. Word Families

Reflect on Chapter 7

Section IV Apply Strategies to Differentiate Academic Literacy

Chapter 8 Make EL Excellence Routine

There Is More to Reading Than Close Reading

Why Emphasize Close Reading in This Book?

Four Steps, Four Conversation Tasks

Why Routine?

Variety Is the Spice of Life

Getting Started:

Introducing the Close Reading Routine

What About Modeling, Scaffolds, and Supports?

Apply Essentials to Meet Specific Literacy Goals

Where Do I Begin?

Tips to Begin With Formative Data

What Will I Find in Each Chapter?

Be in Continuous Inquiry About Your Impact

Chapter 9 Anticipate

What and Why?

Literacy Goals in This Chapter

Expect

Engage

Observe

Support

Personalization Chart

Choose Supports Strategically

Build Background. Teach Predict With the Frayer Model

Teach Predict With the Cognate

Build Background From Multimedia to Text

Build Background From Familiar to Academic

Scaffold Language During a Task. Linguistic Frames

Word Bank

Teach Language Beyond a Task

Explicit Language Teaching: From Personal Experience

Questions to Reflect and Adapt Teaching

Expect

Engage

Observe

Support

Personalization Chart

Choose Supports Strategically

Build Background. Build Background in a Familiar Context

Use Student Questions as Language Models

Analyze Questions in Mentor Texts

Build Directly on Primary Language Skills

Scaffold Language During a Task

Word Bank

Linguistic Frames

Model and Linguistic Frames

Sentence Chart

Linguistic Scaffolds in a Graphic Organizer

Teach Language Beyond a Task

What’s in the Bag?

Color-Coded Collaboration

Syntax Surgery

Questions to Reflect and Adapt Teaching

Chapter 10 Read to Understand

What and Why?

Read to Understand Goals in This Chapter

Expect

Engage

Observe

Support

Personalization Chart

Choose Supports Strategically

Build Background. Build Concept Vocabulary

Teach Main Idea With a List

Teach Central Idea With the Cognate

Model Reading for Main Ideas

Model Discussing Main Idea

Build From Familiar to Academic Contexts

Compare Exemplars to Get Specific About Expectations

Scaffold Language During a Task

Word Bank

Teach Language Beyond a Task

Unpack an Exemplar for Word Choice

Unpack an Exemplar for Complex Sentence Structure

Build the Language of Paraphrasing

Questions to Reflect and Adapt Teaching

Expect

Engage

Observe

Support

Personalization Chart

Choose Supports Strategically

Build Background. Model Monitoring for Comprehension as You Read

Model Using Context Clues to Figure Out an Unknown Word

Teach Context With the Cognate

Build From a Specific Focus to an Integrated Task

Model Discussing Confusions

Scaffold Language During a Task. Conversation Prompts and Linguistic Frames

Questions to Reflect and Adapt Teaching

Expect

Engage

Observe

Support

Personalization Chart

Choose Supports Strategically

Build Background. Teach Concept Vocabulary

Teach Prefix With Common Prefixes

Teach Suffix With Common Suffixes

Use Cognates to Teach Prefixes and Suffixes

Model Reading Using Affixes and Roots to Figure Out Word Meaning

Scaffold Language During a Task

Conversation Prompts and Linguistic Frame Examples

Categorize Prefixes in a Graphic Organizer

Root Word Tree

Teach Language Beyond a Task

Teach the Most Common English Prefixes

Teach the Most Common English Suffixes

Questions to Reflect and Adapt Teaching

Chapter 11 Read to Analyze and Infer

What and Why?

Read to Analyze and Infer Goals in This Chapter

Expect

Engage

Observe

Support

Personalization Chart

Choose Supports Strategically

Build Background

Build Background From Familiar to Academic Context

Building Background From Multimedia to Text

Compare Exemplars

Analyze Claims in Mentor Texts

Collaborative Conversation Questions/Tasks

Scaffold Language During a Task

Teach Language Beyond a Task. Four Tiers for Making a Claim

Questions to Reflect and Adapt Teaching

Expect

Engage

Observe

Support

Personalization Chart

Choose Supports Strategically

Build Background. Teach Concept Words

Teach the Concept With Total Physical Response

Teach Justify With the Cognate

Build Background in a Familiar Context

Model Expectations With an Exemplar

Scaffold Language During a Task

Word Banks

Nouns to Reference a Text

Scaffold Extended Conversations

Graphic Organizer

Teach Language Beyond a Task

Teach Language From a Text: Embedded Text Evidence in a Sentence

Color-Coded Collaboration

Expand Concept Vocabulary

Questions to Reflect and Adapt Teaching

Expect

Engage

Observe

Support

Personalization Chart

Choose Supports Strategically

Build Background. Teach Concept Words

Connect to Students’ Life Experiences

Build Background From Pictures to Text

Model Reading Closely to Make a Claim About a Character

Scaffold Language During a Task

Conversation Prompts and Linguistic Frame Examples

Linguistic Frames

Word Bank

Word Wheel

Graphic Organizer

Teach Language Beyond a Task

Teach Word Relationships

Color-Coded Collaboration

Syntax Surgery

Questions to Reflect and Adapt Teaching

Expect

Engage

Observe

Support

Personalization Chart

Choose Supports Strategically

Build Background in Concepts. Teach Concept Vocabulary With the Frayer Model

Teach Theme With the Cognate

Model Reading for Theme

Analyze Exemplars to Identify Success Criteria

Evaluate and Compare Exemplars

Scaffold Language During a Task

Use Word Banks to Enhance Word Choice About Theme

Graphic Organizer

Questions to Reflect and Adapt Teaching

Expect

Engage

Everyday Tasks With Compare and Contrast

Observe

Support

Personalization Chart

Choose Supports Strategically

Build Background. Teach Concept Words

Teach Comparison Vocabulary With Cognates

Build Background From Life Experience to Text

Build From Students’ Language Choices

Model Close Reading to Compare

Model Writing to Compare

Analyze Exemplars to Identify Success Criteria

Evaluate and Compare Exemplars

Scaffold Language During a Task

Conversation Prompts and Linguistic Frame Examples

Use a Venn Diagram

Use a Matrix to Generate and Organize a Task-Specific Word Bank

Word Banks

Teach Language Beyond a Task

Teach Comparatives and Superlatives

Teach Word Relationships

Syntax Surgery

Questions to Reflect and Adapt Teaching

Appendix Graphic Organizers. Conversations

Supports

Collaborative Brainstorm

Frayer Model

Direct Vocabulary Instruction

Word Family Chart

Organize Cause and Effect

Claim and Justify With Text Evidence

References

Index

Отрывок из книги

The Flip-to Guide for Differentiating Academic Literacy

First Edition

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To deepen your collaborative approach, please read my book Opening Doors to Equity: A Practical Guide to Observation-Based Professional Learning (Singer, 2015). It will give you all the tools you need to facilitate peer observation inquiry, a powerful approach to collaborating to plan, teach, observe, reflect, and refine teaching together to solve any learning challenge you prioritize.

To learn more about contrastive analysis including specific strategies and texts that especially benefit SELs with fluency in African American English, read pages 39–46 of Noma LeMoine and Ivannia Soto’s book Academic Language Mastery: Culture in Context (2017).

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