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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