Vocabulary Strategies For High SchoolERTES

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1 Accessing the Common Core: Vocabulary In Content Literacy and English Language Learners Hillsborough County Public Schools (HCPS) Developed By: Debra Bartlett-Estes & Lesleigh Lopez

2 Session Objectives: Provide background on ELLs in HCPS Provide an overview of ELL Programs Infrastructure Provide vocabulary strategies that support ELLs literacy in the Common Core

3 Hillsborough County Public Schools (HCPS) By the Numbers: Approximately 200,000 students 25,000 served by the ELL Program = 13% 19,000 former ELLs = 9% Over 125 languages/dialects Spanish Arabic Vietnamese Haitian Creole Chinese

4 Serving ELLs throughout HCPS Oversees implementation of program initiatives and compliance to meet US/FLDOE requirements Supervisor District Resource Teachers 4 Elementary DRTs 2 Middle School DRTs 1 High School DRT 1 Staff Development DRT 1Title III DRT 1 DRT for Parent Involvement and the Literacy and Acculturation Center (DRTs) Upwards of 400 Bilingual Paraprofessionals employed by the district Bilingual Paras ESOL Resource Teachers (ERTs) ESOL Specialists 95 Elementary ERTs 20 Middle School ERTs 3 Specialists 14 High School ERTs 7 Specialists

5 Common Core State Standards and ELLs: Building a Foundation Text Complexity: Raising Rigor in Reading Douglas Fisher Book study among Elementary ERTs in order to effectively support CCSS in K-2 classrooms Greek and Latin Roots: Keys to Building Vocabulary Dr. Timothy Rasinski Interactive workshop for all ERTs conducted by Dr. Rasinski targeting the importance of accessing academic vocabulary across content areas through the identification and understanding of Greek and Latin roots Vocabulary Building Hands-on ERT training by Kim Graves of Teacher Created Materials targeting best practices for vocabulary instruction of ELLs across content Pathways to the Common Core Lucy Calkins Book study among Elementary ERTs on raising student achievement through the CCSS Classroom Instruction that Works with English Language Learners Jane D. Hill Book study among Elementary ERTs on best practices for ELL students; so effective, many school sites are using this resource as a PLC book study

6 Common Core State Standards and ELLs: Instructional Materials Cognitive Academic Language Learner Approach (CALLA) Ana Uhl Chamot On-going ERT and site-based training targeting effective lesson planning for ELLs across content areas A+RISE: An Instructional Strategy Guide for Teachers of ELLs Evelyn Arroyo A Research-based Instructional Strategies for ELLs on-line database; utilized by teachers in lesson planning to select effective academic vocabulary building strategies Differentiated Instruction Binders Teacher Created Materials/Shell Education Research-based content specific resource binders with reproducible lesson samples on differentiated instruction Subject Area Glossaries Academic Vocabulary Builders Content specific student resources which allow accessibility to content vocabulary through simplified language and illustrations Rosetta Stone On-line resource provided to each site as a targeted supplemental instructional tool/ intervention to reinforce and assist in language acquisition

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8 Common Core State Standards and ELLs: Planning for Instruction Designing a Lesson with ELLs and CCSS in Mind Questions for Consideration What is the language proficiency of each ELL in my classroom? What specific vocabulary hinders comprehension/mastery of content? How much of the text does the student need to interact with to meet lesson objective? What other texts are available at the student s independent reading level? Will I differentiate by content, process, or product? Have I provided accommodations for daily instruction? ( e.g. ESOL Strategies Checklist, heritage language support, heritage language dictionary, extended time, small group setting)

9 Common Core State Standards and ELLs: Why Teach Vocabulary? Improves Reading Comprehension Improves Writing Aids in Word Recognition/Decoding Increases General Intelligence

10 Common Core State Standards and ELLs: Vocabulary Strategies In Action Modified Five Day Vocabulary Kinesthetic Word Web Pre-Voke: Predicting with Vocabulary (Dr. Timothy Rasinski)

11 Strategy: Modified Five Day Vocabulary Day 1: Definition and part of speech; assign action Day 2: Illustration and role play Day 3: Synonyms and Antonyms Day 4: Write sentences using context clues Day 5: Assessment

12 Aloft

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14 Strategy: Kinesthetic Word Web Courtesy of Teacher Created Materials/Shell Education Prior to the activity, write the lesson s main topic on an index card. Choose 2 to 5 words/phrases related to the main topic and write one word or phrase on individual index cards. Create multiple sets of index cards so that each student will get one. Distribute one of the index cards created prior to the start of the lesson to each student. Instruct students to walk around the room looking for words related to the word on each of their index cards and the main topic. Once a group of students believes that they have found all of the words, have students form an outer circle around the student with the main topic card. The outer circle of students will place one hand on the Hula-Hoop of the student with the main topic card thereby creating a Kinesthetic Word Web.

15 Strategy: Pre-Voke Courtesy of Dr. Timothy Rasinski Prediction Based on Vocabulary: A Comprehension Strategy Choose approximately 20 words from a short story. Review words with class; have students sort words into the following categories: Setting; characters; problem; resolution; interesting/unusual words or phrases. Have students write a prediction of what will happen in the story based on the vocabulary.

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17 QUESTIONS OR CONCERNS?

18 CONTACT INFORMATION Sandra Rosario, ELL Program Supervisor Debra Bartlett-Estes, District Resource Teacher Lesleigh Lopez, District Resource Teacher