Dr. Virginia P.

Rojas

What We Need
to Know & Do
for English
Learners

Dakar 2011
 Table of Contents

Session Materials Page

FRIDAY, 9-12 Power Point: Expectations & SLA 3
#52 Think Pair & #8 Mix Freeze n/a
#8 Find The Myths 13
Find The Myths Responses 17

ELL "responsive conditions" Tools n/a

ALTERNATVE ASSIGNMENTS:
 ESL Program Checklist 26
 Spanish Science Lesson 32
 Reading K-U-L-U-M 36
 DVD n/a

FRIDAY, 1-4 Power Point: Differentiation 38

Differentiation Concept Preview 42
Jigsaw & TIC TAC TOE 43
Differentiation Tools 45
Differentiation Checklist 50
Example RAFTS 54
Find Someone Who review 62

SATURDAY, 1-3 Power Point: Academic Vocabulary 63

Vocabulary Tiers Sort 66
Expert Jigsaw & #21 One Stray 74
Vocabulary Mentor Plans 77
#21 Numbered Heads Together n/a

APPENDIX A Cooperative Learning Tools 82

APPENDIX B Vocabulary Tools 84

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VIRGINIA P. ROJAS Language Education Consultant (732) 940-1860 [email protected]

2
 What We Need to Know & Do

Dr. Virginia Rojas

ASCD Faculty
2011

Preview Building Background

#52 THINK PAIR SQUARE

alone look over the terms

with a partner try to pair the

words (synonyms, antonyms)

with a p
partner tryy to square
q the
terms (analogy)

#18 MIX FREEZE GROUP

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 #8 FIND THE MYTHS

one partner reads a

statement, both h discuss &
decide if the statement is
true or not (pp. 33-
33-36)

other partner checks the

response s (pp. 37
37--45)

switch roles

Changing ESL Beliefs & Ideologies

Philosophical paradigm shift
“…from a deficit or remedial orientation; that is, ‘different ‘students
perceived as a ‘problem’ in need of ‘fixing’ by specialists and - until
process complete – students seen as incapable of achieving in grade-
grade-
level classrooms (e.g. lower standards, easier tasks, pass fail option
OR bothersome to extend or enrich for gifted)…”

“…to an orientation focused on potential achievement through explicit

support building upon learners’ ”funds of knowledge” in order to
develop “identities of competence” in high
high--challenge, high
high--support
learning environments.” (Gibbons, 2009; Manyak,
Manyak, 2004)

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 Know: MT & Bilingualism
L1 Competent
l
Developmentall
Variable

Monitoring
R fl t
Reflective
Holistic

Changing the ESL Program

Medical vs. ecological model of program
delivery
“Special programs created for learners who need to fixed by specialists
or to protect students from classrooms which do not modify
or differentiate learning experiences “

“Mainstream classrooms responsive to the needs of all learners –

including
l Gifted,
f ELL, Speciall Needs and/ or based
b on students’
interest, learning profiles, & readiness - through differentiation
of instructional materials, tasks, strategies, & groupings”

____________________________________________________________________________________
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5
 Typology of Programs
English + primary language English-
English-language
n n
instruction n n exclusively
instruction y
Separate  Early
Early--exit or transitional  Newcomer programs
provision bilingual education  ESL pull out taught
 Late
Late--exit or developmental traditionally
bilingual education  Content
Content--based ESL pull
 One
One--way dual language or out
enrichment bilingual education  Sheltered instruction
 Heritage schools (ESLM,
(ESLM SIOP
SIOP, UBD for
ELL, ExC-
ExC-ELL, TELLiM,
TELLiM,
QTELL, WIDA)
Inclusive Two
Two--way dual language or  Collaborative sheltered
provision bilingual education immersion

Changing Our Focus …

Emphasis on Academic Literacy(ies
Literacy(ies))
Across Curriculum
“specialist vocabulary and grammatical patterns common to the different
kinds of genres or text types and language structures particular to specific
subjects” (Schleppegrell
(Schleppegrell,, 2002)

Classroom teachers & specialists work together to help students make

“Classroom
explicit connections between the language features of each content area
and the content itself in order to support students in disciplined inquiry
(the expression of one’s ideas in extended communication rather than
reductionist forms of language expression).” (Rojas; 2010)

____________________________________________________________________________________
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6
 Know:
Proficiency
Text Types
Domaains & Registers maximum Narrative
Skills (O, R, W) Descriptive
Expository
Persuasion
P
Procedural
d l
Report
minimal Recount

Changing the ESL Curriculum

Content/ Grade/ Duration
Essential Question(s) Enduring Understanding(s)
I.
I Content Objectives I.
I Skills and II.
II Assessments ‘hi
‘high
h
Language Features
challenge’
(SAME)

III. Learning Experiences

‘high-
g -
high
ELL ‘responsive conditions’ Tools
Graphic Organizers
support
support’’
Vocabulary (EQUITY)
Reading Comprehension
Writing
Cooperative Learning
Differentiation
Co-
Co-Teaching

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 Elementary (Grades Pre
Pre--K- 1 )
Topic/ Assessments We can use … so students can…

Structure & Function of Animals: scientific

inquiry (life science), distinguishing between
fiction & nonfiction information (Language
Arts), measurement (math), habitat (Social
Studies)
Formatives: vocabulary definitions & usage,
drawings/ dritings
dritings// writings, oral retellings,
graphs, T
T--Chart sorts, questions, oral
responses, role plays/ drama, journals

Summative: Class Book & Puppet Show

Elementary (Grades 2
2--4 )
Topic/ Assessments We can use … so students can…

Weather Patterns & Seasons:

Seasons: scientific
inquiry (earth science & technology),
gathering & interpreting non
non--fiction
information (Language Arts), measurement
(math), impact on ways of life in different
seasons (Social Studies)
Formatives: vocabulary definitions & usage,
questions, responses, discussions, journal
entries, graphs, logs, written tasks, oral tasks,
quick writes
Summative: RAFT Written Choices (e.g.
illustrated booklet, emails, letter, guidebook,
brochure, poster, report, short story, song)

____________________________________________________________________________________
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 MS/ HS Language Arts
Topic/ Assessments We can use … so students can …
Standard: read, write, listen, & speak for
literary response and expression
(biographies)

Formatives: read & take notes, graphic

organizers, research (print & non-
non-print) on
the times and life of the person, literature
circle discussions, writer’s workshop (plans,
drafts,
f revisions, edits)

Summative: essay (use the writing process

to introduce the character of a book
emphasizing the impact of his/her life )

MS/ HS Science
Topic/ Assessments We can use … so students can …

Science expectation: reconstruct geological

history by observing sequences of rock types
& fossils to correlate bedrock at various
locations (geological reference table)

Formatives: vocabulary definitions & usage,

written & graphic interpretation notes,
notes oral
responses & discussions, model or timescale,

Summative: written tasks (factual recount,

explanations)

____________________________________________________________________________________
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9
 MS/ HS Social Studies
Topic/ Assessments We can use … so students can …

Standard:
Standard: historical thinking including
comprehension, analysis and interpretation,
research capabilities (current events/ global
issues)

Formatives: topic & thesis statement, Web

Quest notes,
Quest, notes outline
outline, drafts
drafts, revisions,
revisions edits,
edits
summary, rehearsal

Summative: oral summary of written work

using Power Point

MS/ HS Math
Topic/ Assessments We can use … so students can …
Statistics & Probability: collect, organize,
analyze & represent data

Formatives: technical vocabulary usage, data

collection, data calculations, conversions,
interpretations, graphic representations
(pictographs, bar graphs, histograms, line
graphs, circle graphs, etc), problems &
solutions, discussions, explanations, written
journal entries

Summative: oral & visual presentation of

project (real-
(real-world application)

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10
 Jigsaw Team of 4

‘topic’
p and assessment task(s)

Divide the ‘four’ responsive ELL

conditions:

1) build background knowledge

2) scaffold
ff ld meaning
i
3) extend language
4) affirm identity

“We can use … so students can …”

Mind Map Format

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 #32 Rotating Review

ONE PERSON is
selected to stay and
present

TEAMS rotate
r tat to
t vi
view
others’ work

Alternative Assignments
 ESLSelf-Assessment
Checklist: How are we
doing?

Spanish Science Lesson

Reading K-U-L-U-M

DVD

____________________________________________________________________________________
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12
 Revisiting the Myths

STATEMENT #1: Some international schools foster subtractive bilingualism while others promote additive
bilingualism.

STATEMENT #2: Younger children are more effective language learners than older learners.

STATEMENT #3: Acquiring an additional language is completely different than acquiring one’s first
language.

STATEMENT #4: EAL, Host Country Language, Mother Tongue and Modern Language curriculum planning
needs to be quite different.

STATEMENT #5: Most of the mistakes which second language learners make are due to interference from
their primary language.

STATEMENT #6: Important variables impacting upon the second language acquisition success of learners
include the following: the level and quality of proficiency one has in their primary language, language
aptitude, age, motivation, and how comfortable one feels in the immersion environment (e.g. acculturation
potential).

STATEMENT #7: It may take two years to attain a cognitively academic level of language proficiency; in
other words, two years for English learners to be totally peer-competitive with English-proficient students in
academic settings.

_______________________________________________________________________________________________________________
VIRGINIA P. ROJAS Language Education Consultant (732) 940-1860 [email protected]
13
STATEMENT #8: There are many ways that teachers can speed up students’ acquisition of an additional
language.

STATEMENT #9: The difference between immersion and submersion programs is that immersion program
teachers are trained to support second language acquirers not to ‘sink or swim’ through the use of specific
instructional support (i.e. scaffolding) strategies.

STATEMENT #10: English language learners would best be served in separate EAL programs until they are
proficient enough to be placed in rigorous academic programs.

STATEMENT #11: English language learners are underrepresented in gifted or honors programs and
overrepresented in special needs programs.

STATEMENT #12: One of the advantages of the IB Diploma is that it promotes bilingualism through its
various language offerings. Unfortunately, not all English-language schools offer the full range of language
offerings.

STATEMENT #13: When working with English language learners, it is important for teachers to
differentiate expectations or standards while students are acquiring the new language.

STATEMENT # 14: Differentiating or scaffolding for English language learners means designing
individualized lessons, depending on students’ primary languages, cultural/ academic backgrounds and English
language proficiency levels.

_______________________________________________________________________________________________________________
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14
STATEMENT #15: Even when English language learners are proficient or peer-competitive in English with
native-English students, it is necessary to use instructional strategies to support language development and
academic achievement.

STATEMENT #16: The use of students’ primary languages will hinder their success in English.

STATEMENT #17: English language learners should not be allowed to study another language when they are
trying to learn English since this will confuse them and slow down the acquisition of English.

STATEMENT #18: An effective program for preparing English language learners for mainstream classrooms
is the often-used pull-out, language-based model.

STATEMENT #19: EAL or sheltered instruction teachers can not meet all of the linguistic and academic
needs of English language learners by themselves.

STATEMENT #20: English language learners need to be grouped by similar language proficiency levels since
EAL teachers can not be expected to differentiate or scaffold for multilevel groups of students (as
classroom teachers might be expected to do).

STATEMENT #21: Classroom teachers should not assess or grade English language learners with the same
criteria (e.g. expectations) used for English-proficient students.

STATEMENT #22: The presence of too many English language learners lowers the standards of classrooms
and schools since using effective instructional strategies for them in mainstream classrooms slows down the
learning of the other students.

_______________________________________________________________________________________________________________
VIRGINIA P. ROJAS Language Education Consultant (732) 940-1860 [email protected]
15
STATEMENT #23: Students’ linguistic and academic development is delayed when they have to submit to
semesters of instruction which adapt or water down subject matter using simplistic linguistic discourse.

STATEMENT #24: Assessing English Language Learners suspected of having a learning disability or special
need can be done using the same procedures as those with native English students but should be conducted in
students’ primary languages as well.

STATEMENT #25: Teachers of English or academic content in English need to be native speakers of
English.

_______________________________________________________________________________________________________________
VIRGINIA P. ROJAS Language Education Consultant (732) 940-1860 [email protected]
16
 Revisiting the Fibs

STATEMENT #1: Some international schools foster subtractive bilingualism while others promote additive bilingualism.

 True.

MYTH #2: Younger children are more effective language learners than older learners.

 Myth. Younger learners may be able to pronounce a new language with little or no accent and be able to perform
developmentally-appropriate tasks which help them to be more effective acquirers. Younger learners are also less
inhibited about the process of language learning and so often take more risks (e.g. another effective language acquisition
behavior). However, older students are actually more efficient or effective language learners since they are cognitively
mature in their own language. In other words, since they know the systems of their own language, many are able to
efficiently learn another language.

MYTH #3: Acquiring an additional language is completely different than acquiring one’s first language.

 Myth. Acquiring a second language is somewhat different than acquiring a first language. There are many parallels
between acquiring a first and second language (i.e. errors are integral to the process, mastering the language takes about
five years, acquisition and success are influenced by socio-cultural and cognitive variables). The most significant
difference is that first language acquisition is more fixed while second language acquisition is more variable.

STATEMENT #4: EAL, Host Country Language, Mother Tongue and Modern Language curriculum planning
needs to be quite different.

_______________________________________________________________________________________________________________
VIRGINIA P. ROJAS Language Education Consultant (732) 940-1860 [email protected]
17
 Myth. All curriculum plans consist of the following components: (1) identifying what we want students to know & do
(expectations), (2) identifying how we will know what they know & can do (assessment), (3) identifying the learning
experiences that will be used to enable the students to know and be able to do what we want (instruction).

MYTH #5: Most of the mistakes which second language learners make are due to interference from their primary
language.

 Myth. Most of the pronunciation mistakes second language learners make might be considered as interference from the
primary language (i.e. an accent). Other kinds of mistakes, however, are more developmental in nature (i.e. morphological,
syntactical, and semantic). EAL and classroom teachers need to monitor students’ errors in order to keep track of their
second language development and, just as important, to provide strategic feedback to students as they progress along a
second language continuum of skills and expectations. Making mistakes is an essential part of the second language
acquisition process, and English language learners must feel free to approximate increasingly-complex structures. As
their proficiency increases, the number of errors decreases.

STATEMENT #6: Important variables impacting upon the second language acquisition success of learners include the
following: the level and quality of proficiency one has in their primary language, language aptitude, age, motivation,
and how comfortable one feels in the immersion environment (e.g. acculturation potential).

 True.

MYTH #7: It may take two years to attain a cognitively academic level of language proficiency; in other words, two
years for English learners to be totally peer-competitive with English-proficient students in academic settings.

 Myth. Collier (1979) and Cummins (1984) found that when students are schooled in two languages, they usually take from
4 to 7 years to reach norms on standardized achievement tests. Younger students with no schooling in their own language
may take as long as ten years to reach the norms. Calderon (2007) recently released research which found that it may
take up to five to seven years when the pacing of instruction is too relaxed and not challenging enough in EAL programs

_______________________________________________________________________________________________________________
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18
 and when mainstream classrooms are too difficult and there is no instructional scaffolding or support. These extreme
practices in schools imply the balancing act between rigor, relevancy, and sensitivity we need all teachers of English
language learners to achieve in their active teaching practices.

MYTH #8: There are many ways that teachers can speed up students’ acquisition of an additional language.

 Myth. Research indicates that the rate of second language acquisition in an academic setting is not a function of teacher
impact. However, teachers do have an impact on students’ ultimate level of English proficiency attained (i.e. the
quality of language proficiency at the end of schooling). Ten years from now, students may come back to thank you for
teaching them English, but not for teaching them fast.

STATEMENT #9: The difference between immersion and submersion programs is that immersion program teachers are
trained to support second language acquirers not to ‘sink or swim’ through the use of specific instructional support (i.e.
scaffolding) strategies.

 True.

MYTH #10: English language learners would best be served in separate EAL programs until they are proficient enough
to be placed in rigorous academic programs.

 Myth. A traditional approach to servicing English language learners has been one whereby they were to learn enough
English to be able to enter mainstream classrooms (i.e. a sequential model of language acquisition and then academic
achievement). Since research showed that this approach led to students falling behind academically, a current approach
focuses on supporting English language learners to acquire language and achieve academically at the same time (i.e. a
simultaneous model).

STATEMENT #11: English language learners are underrepresented in gifted or honors programs and overrepresented
in special needs programs.

_______________________________________________________________________________________________________________
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 True.

STATEMENT #12: One of the advantages of the IB Diploma is that it promotes bilingualism through its various
language offerings. Unfortunately, not all English-language schools offer the full range of offerings.

 True.

MYTH #13: When working with English language learners, it is important for teachers to differentiate expectations or
standards while students are acquiring the new language.

 Myth. It is important not to differentiate expectations or standards as then they are no longer standards. Traditionally,
it has been assumed that English language learning is remedial in nature (again based on the deficit model). When English
language learners are expected to meet the same standards, it is more akin to ‘immersion.’ Equity for English language
learners is best achieved through instruction to meet expectations and not through the lowering of the expectations.

MYTH # 14: Differentiating or scaffolding for English language learners means designing individualized lessons,
depending on students’ primary languages, cultural/ academic backgrounds and English language proficiency levels.

 Myth. Differentiated or scaffolded instruction is not the same as individualized instruction. Effective curriculum for all
students consists of the following stages: (1) identifying or setting expectations (i.e. standards), (2) designing evidence
of the attainment of these expectations (i.e. assessment), (3) planning the learning experiences which will enable students
perform well on the assessments, and (4) planning the ways in which to support differentiated or scaffolded learning
experiences for diverse learners.

STATEMENT #15: Even when English language learners are proficient or peer-competitive in English with English-
native students, it is necessary to use instructional strategies to support language development and academic
achievement.

_______________________________________________________________________________________________________________
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20
 True.

MYTH 16: The use of students’ primary languages will hinder their success in English.

 Myth. A major problem facing English learners is often articulated as one of not knowing English, though in reality the
real problem may be what can only be labeled as an “obsession with speaking English” since the general perception is that
the more students use English, the faster they will acquire it. The way in which teachers and schools view students’
languages and language-usage patterns may have an even greater influence on their achievement. A shift in thinking is
necessary to move away from such a perspective: all teachers need to understand how languages are acquired, how to
develop an additive perspective concerning bilingualism, and how to consciously foster dual-language literacy.
International schools need to move beyond what may be a monolingual paralysis: the goal of second language acquisition in
international-school settings is the making of English-knowing balanced bilinguals – a concept inherently supported by the
IB program (not English monolinguals or ambi-bilinguals who are bilinguals that are perfect in both languages). The reality
is that English will most likely always be an additional of English language learners and not a ‘native language’ – just by
definition.

MYTH #17: English language learners should not be allowed to study another language when they are trying to learn
English since this will confuse them and slow down the acquisition of English.

 Myth. This myth has its genesis in the perception that second language acquisition suffers from interference - a once
popular notion though now essentially dismissed in the research. Linguists and second language practitioners accept the
concept that bilingualism is enabling rather than disabling and, again, many would easily argue the same for trilingualism.
Continuing to conceive of sequential language acquisition as pedagogically sounder than simultaneous language acquisition
resonates of the deficit model of bilingualism. Unfortunately, it is difficult to convince those who hold onto monolingual
perceptions of language acquisition otherwise. Research on so called at-risk students’ potential success in studying
another world language indicates that they can indeed be successful. Keep in mind that many variables such as motivation,
feelings toward the target language and culture, and learning style also impact upon second language acquisition so a one-

_______________________________________________________________________________________________________________
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21
 to-one correspondence is far too simple a response (i.e. weak English proficiency = lack of success studying the host-
country language). The issue of being really proficient in additional languages as an advantage for all children needs to be
addressed. If so, then we must reflect again upon our notion of sequential language learning as a better approach than
simultaneous language acquisition - whether it is for the English language learner or the English-proficient student
learning another language.

MYTH #18: An effective program for preparing English language learners for mainstream classrooms is the often-
used pull-out, language-based model.

 Myth. Neither traditional ESL pull-out programs (i.e. language-based curriculum) nor unprepared mainstream classes (i.e.
mainstream teachers with no training) are suitable instructional environments for English language learners, especially
when there is little to no articulation between the two. The questions of who owns English language learners, and why,
resonate in this context. ESL teachers feel a need to protect students from what they see as potential discomfort or
harm in mainstream classes. Classroom teachers feel mystified by students who do not share the language of the
classroom and are often ill-equipped to support English language learners’ academic achievement. The longer these
sensitivities endure, the longer schools delay implementing an inclusive model of responsibility, whereby all teachers own
English language learners alike.

STATEMENT #19: EAL or sheltered instruction teachers can not meet all of the linguistic and academic needs of
English language learners by themselves.

 True.

MYTH #20: English language learners need to be grouped by similar language proficiency levels since ESL teachers
can not be expected to differentiate or scaffold for multilevel groups of students (as classroom teachers might be
expected to do).

_______________________________________________________________________________________________________________
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22
 Myth. TESOL standards for English language learners (see www.TESOL.org) underscore the implementation of content-
based EAL programs in order to provide English language learners immediate access to challenging, grade-level content
and create a vision of academic success by describing the language proficiencies needed to attain the same high-level
standards in content areas as English-proficient students. For this to happen, students need to be grouped and serviced
by their respective grade levels rather than traditional language-proficiency levels. EAL teachers need to utilize the
same kinds of instructional approaches for multilevel students as classroom teachers must; for example, differentiation,
cooperative learning, process and developmental literacy strategies, and performance assessments. Besides, language
acquisition is not linear, sequential or uniform so the concept of homogeneous language groups to facilitate language
development is lost (e.g. think of the difference between ‘foreign’ and second language models and goals).

MYTH #21: Classroom teachers should not assess or grade English language learners with the same criteria (e.g.
expectations) used for English-proficient students.

 Myth. The use of standards-based performance assessments to gather evidence of what students know and can do along
with criteria given to students at the outset of instruction (e.g. rubrics) along with well-planned instructional scaffolds to
support students through the rubric should be the focal point of an equitable grading system. EAL and classroom
teachers can collaboratively use standards and evidence-based performance assessments to dismantle assumptions that
attribute lack of success to lack of English proficiency by focusing instead on the ongoing and unwavering preparation of
English language learners for academic success. The use of instructional scaffolding tools can support English language
learners to attain the same criteria as their English-background peers. Equity is provided through the instructional
process and not by lowering expectations.

MYTH #22: The presence of too many English language learners lowers the standards of classrooms and schools since
using effective instructional strategies for them in mainstream classrooms slows down the learning of the other
students.

 Myth. This statement implies a perception that linguistic and cultural diversity is a deficit rather than a resource.
Schools which have a majority of English language learners and display exemplary reform efforts share the following

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23
 common characteristics: a school-wide vision of excellence that incorporates English language learners and creates a
community of learners engaged in active inquiry, programs which develop English proficiency and cultivate primary-
language skills, and a conscious effort to recruit and hire multilingual staff who are trained to support linguistically- and
culturally-diverse students. Fortunately, the criteria for providing responsive learning environments for English language
learners are similar to many of those for all students, including those for the gifted. Much of the academic literature
today speaks to teachers about the need to create inquiry-based and learning-centered environments. These include: the
articulation of what students should know and be able to do (i.e. standards or outcomes), the determination of acceptable
evidence for this knowledge and behavior (i.e. evidence-based assessment), the planning of learning experiences to develop
students’ conceptual understandings, the utilization of process literacy strategies (i.e. reading and writing processes,
open-ended and interpretational questioning techniques), and the use of instructional frameworks for diverse learners (i.e.
backwards design of learning experiences, differentiation, cooperative learning, collaboration between classroom and
learning-support teachers). Avoiding the twin sins of classrooms also contributes to an inquiry-based and learning-
centered environment; namely, the use of topics and activities in elementary school not grounded in standards or outcomes
and the issues of curriculum coverage and transmission of information in upper school.

STATEMENT #23: Students’ linguistic and academic development is delayed when they have to submit to semesters of
instruction which adapt or water down subject matter using simplistic linguistic discourse.

 True.

STATEMENT #24: Assessing English Language Learners suspected of having a learning disability or special need can
be done using the same procedures as those with native English students as long as they are conducted in students’
primary languages as well.

 True.

MYTH #25: Teachers of English or academic content in English need to be native speakers of English.

_______________________________________________________________________________________________________________
VIRGINIA P. ROJAS Language Education Consultant (732) 940-1860 [email protected]
24
 Myth. It is not necessary to be a native speaker of a language, though one must be proficient. Similarly, it is not
necessary for ESL teachers to speak a language other than English though it can be very helpful! The globalization of
English cries out with the need to come to terms with the ‘internationalness’ of English. Exposure to and acceptance of a
variety of world Englishes is critical since that is the medium that most students will end up using in their futures.

_______________________________________________________________________________________________________________
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25
 Reprinted From Strategies for Success with English Language Learners
Self-Assessment Checklist ©VPRojas, ASCD, 2007
Note: Checklist has three components: (1) program, (2) school-wide attributes, and (3) instructional conditions.

Responsive Program Specifications Exceeds Meets Needs

Attention
1. We embrace our English language learners (ELL) as an asset to our school
and do not feel that they ‘pull down’ our program, teaching or learning
standards (evidence = no quota system to limit enrollment; ELL not
considered as remedial or special needs).
2. We have articulated language policies across the curriculum which honors
additive bilingualism and emphasizes language acquisition and development
as lifelong processes for students (evidence = policy statements to which
the community and staff assent; understanding of students’ primary
languages as beneficial to and necessary for English language acquisition).
3. We allow the use of students’ primary languages as a tool for learning and
are aware of and sensitive to variables which may cause students to use
their primary language to avoid learning (evidence = language usage self-
assessments; primary language materials; linguistic autobiographies;
conferences; counseling support).
4. We understand how long peer-competitive English proficiency takes and
how variable the process is, and we understand how different variables
impact upon ELL with distinct needs (evidence = profiles of students
based on second language acquisition variables).
5. We are sensitive to cultural identity issues among our learners (evidence
= bias checklist for materials selection; awareness sessions on issues
which could cause divisions among groups in school, whether it be
students, teachers, or parents).

_______________________________________________________________________________________________________________
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26
6. We have an ecological program model for our ELL whereby EVERYONE
understands and embraces their roles and responsibilities as teachers of
ELL (evidence = a program whereby mainstream teachers are language
sensitive and ESL teachers are content based; a program which is focused
on long-term efforts and not short-term fix it solutions for a problem).
7. We do not perceive the need for a separate ESL program as a safe haven
for our ELL because all classrooms in our school are safe learning
environments for all our students (evidence = empathetic teachers and
peers; strive for excellence and equity resonates as mutual goals).
8. Our program allows English language learners’ access to grade-level
content while they are learning English as per the 2006 TESOL standards
for English language learners (evidence = ESL program model is content-
based and supports grade-level core academic subjects; delivery of one
curriculum to all students by classroom and ESL teachers collaboratively).
9. We use an assessment framework to collect data on language proficiency
and academic achievement (evidence: diagnostic, formative and
summative classroom-based assessments; standardized assessments
which are valid and reliable for our population).
10. We participate in ongoing staff development efforts in order to learn to
help all students learn and we reflectively ‘transfer’ our knowledge into
classroom practice (evidence = study groups; courses & workshops; small
scale investigations; peer coaching and mentoring; assessment teams).
Responsive School-Wide Practices Exceeds Meets Needs
Attention
1. We conceive of and implement literacy within a –reading-and-writing-to-
learn framework; reading and writing across the curriculum is a meta-goal
for acquiring and synthesizing information (evidence = all teachers use
language development strategies as a part of their disciplines; attention is
explicitly paid to genre studies as a part of content in all subject areas;
all classrooms use the reading and writing processes for learning).

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27
2. We avoid the twin sins of schooling; that is, topics and activities in
elementary school and curriculum coverage and transmission of
information in upper school (evidence = concepts and purposeful
strategies in elementary school and depth of understanding and learning-
centered strategies in upper school).
3. We use a backwards planning curriculum model which identifies what we
want students to know and be able to (Stage I); how we will collect
evidence of what they know and can do (Stage II); and how we will plan
learning experiences and instructional strategies to facilitate their
attainment of the evidence (Stage III). We then build scaffolds to
support ELL as a part of this process (Stage IV). (evidence = UbD,
assessment-driven planning).
4. We conceive of assessment as informative; i.e. assessment for learning so
students can show ‘what they got’ though performance tasks; teachers
can assist learners to ‘get more’ since tasks are multi-step and require
coaching over time (evidence = formative and summative complex
assessment model).
5. We provide expectations to students before instruction and feedback
after instruction along with instructional strategies to enable their
progression (evidence = checklists; rating scales; analytic/ holistic/ task-
based rubrics).
6. Our classes emphasize problem-posing and solving through an inquiry
model of learning (evidence = use of inquiry-based essential questions
which are conceptual, overarching, open-ended, succinct, require
elaborated responses, and have an information gap or some tension;
identified complex assessment tasks as evidence of responses to these
questions).
7. Our classes are learning-centered meaning it is the students who are
doing the doing (evidence = gradual release of responsibility model of
learning which emphasizes that students do more than teachers to show

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28
 what they know and can do).
8. We hold high expectations for English Language Learners to use
generated language and do not stop with scripted language tasks
(evidence = NO ditto sheets; NO vocabulary or grammar skills practiced
out of context; lots of complex tasks integrating all four language skills).
9. We – mainstream and ESL teachers – collaborate in order to ensure that
all learning experiences of English language learners are scaffolded or
supported as necessary (evidence = co-planning; co-teaching; collaborated
assessments).
10. We practice three-way communication – among ELL parents, mainstream
teachers, and ESL teachers (evidence = newsletters; conferences;
meeting minutes; translators).
Responsive Instructional Strategies Exceeds Meets Needs
Attention
1. We develop language through content by focusing on linguistic features/
discourse markers of our disciplines (evidence = lessons with explicit
content and implicit linguistic form and function).
2. We plan instructional experiences and strategies only after we have
designed evidence-based assessments (evidence = backwards design
model of planning).
3. We use the benchmarks or performance indicators from our curriculum to
design our feedback tools, and we provide exemplars for learners to
follow (evidence = assessment tasks with checklists, rating scales, or
rubrics).
4. We use portfolios to collect evidence of what students know and do and
we conference with students to give them explicit strategies for
improving their performance (evidence = portfolios full of projects,
papers, checklists, rubrics, drafts, tapes, self-assessments).
5. We identify the content and language skills (benchmarks or performance
indicators) students are to master as a result of completing the

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29
 assessment tasks, and we are proficient at targeting instructional
strategies to the skills (evidence = lesson plans list content and language
skills matched or aligned with instructional strategies).
6. We utilize time-honored ESL scaffolds to make the content
comprehensible to our ELL (evidence = visuals; demonstrations;
paraphrasing; linguistic buddies; active hands-on materials; preview
vocabulary; comprehension checks; graphic organizers).
7. We consistently utilize five to ten research-based instructional
strategies to develop vocabulary which may be new for all students
(evidence = open word sorts; four dimensional word study; vocabulary
graphics; knowledge rating scales).
8. We consistently utilize five to ten research-based reading strategies to
develop the comprehension skills of all students so reading becomes a
tool for learning (evidence = Guided Reading; SSR; Collaborative Strategic
Reading; Math Notes; SQR3; DRTA; Pen-in-Hand; T-Notes; PORPE;
SPAWN; Proposition Support; an array of graphic organizers).
9. We consistently utilize research-based instructional strategies to develop
the writing skills of all students so writing becomes a tool for learning
(evidence = cubing; 4-2-1 drafting; Hennings Sequence; exemplars;
divorcing the draft; unsettling; writer’s workshop).
10. We utilize the instructional framework scaffold of cooperative learning
to increase verbal interaction in our classes and to extend the classroom
discourse beyond ‘teacher asks question/ students respond one at a time’
(evidence = students working together in structured groups so that they
are talking to learn and are not passive recipients of teacher talk).
11. We utilize the instructional framework scaffold of differentiation in
order to provide multiple paths to learning for our diverse students
(evidence = differentiation of material through jigsaw or literature
circles; differentiation of tasks through tiered activities or learning
menus; differentiation of instructional strategies through centers or

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30
 curriculum compacting; differentiation of classroom configuration
through flexible student groupings).
12. We utilize the instructional framework scaffold of co-teaching with our
ESL teachers in order to provide ELL’ access to mainstream learning
experiences (evidence = parallel teaching; alternative teaching; station
teaching; team teaching).
13. We consistently work with and listen to students in small groups whether
it be with a group which needs support or with a group which needs to be
extended (evidence = co-teaching; conferencing records).
14. We use multiple sources of information and materials including technology
(evidence = textbook is only one resource for learning; also use
instructional software, internet investigations, SMART Boards).
15. We develop students’ metalinguistic awareness focusing on English- and
primary-language usage patterns and on language development strategies
to assist our ELL with their language acquisition (evidence = self-
regulating tasks; self-assessments; learning strategies checklists). We do
not have punitive language-usage policies in our classrooms, no matter how
well-intended they may be.

_______________________________________________________________________________________________________________
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31
 GENÉTICA

Dominante Híbrido Recesivo

Características
(Dos Caras) (Una Cara, una cruz) (Dos Cruzes)

La Forma
de la Cara Redonda Redonda Cuadrada
(RR) (Rr) (rr)

Hoyuelo en
La Barbilla No tiene No tiene Tiene
(CC) (Cc) (cc)

Pelo
Rízos Ondulado Lacio
(HH) (Hh) (hh)

El Punto
De Viuda Tiene
Tiene No tiene
(WW) (Ww) (ww)

La Distancia
Entre Los Ojos
Pegados Normales Separados
(EE) (Ee) (ee)

La Forma de
Los Ojos Almendra Almendra Redonda
(AA) (Aa) (aa)

La Posición
De Los Ojos Derechos Derechos Achinoados
(SS) (Ss) (ss)

El Tamaño de
Los Ojos Grandes Medianos Pequeños
(LL) (Ll) (ll)

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32
 Dominante Hibrido Sumisa
Características
(Dos Caras) (Una Cara, una cruz) (Dos Cruzes)

El Largo de
largas largas cortas
Las Pestañas
(LL) (Ll) (ll)

La Forma de
Las Cejas tupidas tupidas ralas
(BB) (Bb) (bb)

La Posición de
Las Cejas separadas separadas juntas
(CC) (Cc) (cc)

El Tamaño de
La Naríz
grande mediana pequeña
(LL) (Ll) (ll)

La Forma de
Los Labios normales finos
gruesos
(TT) (Tt) (tt)

El Tamaño de
Las Orejas pequeñas
grandes medianas
(LL) (Ll) (ll)

El Tamaño de
La Boca grande mediana pequeña
(LL) (Ll) (ll)

Pecas
tiene tiene no tiene
(FF) (Ff) (ff)

Hoyuelos
tiene tiene no tiene
(DD) (Dd) (dd)

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OBSERVACIONES

EL SEXO ___________________________

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34
 DIARIO DE APRENDIZ

Yo sé el significado de éstas palabras:

_______ labios _______ pelo

_______ cara _______ ojos

_______ hoyuelo _______ punto de viuda

_______ distancia _______ forma

_______ centavo _______ mujer

Yo puedo explicar algúnas características genéticas:

Mi bebe tiene _____________________________________________ .

Mi bebe no tiene ___________________________________________ .

Yo tengo el pelo ____________________________________________.

Gini tiene _________________________________________________.

Hoy he aprendido ________________________________________________.

Hoy he estudiado ________________________________________________.

Hoy he practicado _______________________________________________.

Hoy he dicho algo correcto _________________________________________.

Hoy he cometido un error __________________________________________.

Mis dificultades son ______________________________________________.

Lo que quiero aprender mañana ______________________________________.

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35
 K-W-L-U-M
Topic _____________________________ Name ___________________ Date _________

Before Reading During Reading After Reading

What we think What we LEARNED How we will USE What MORE we
We KNOW What we WANT to learn What we learned need to learn

36
37
 Differentiation Tools

Dr. Virginia Rojas

ASCD Faculty
2011

Preview Concepts

ALONE read though the concepts

‘T’ if you can teach it to others

‘H’ if you have heard of it

‘?’ if y
you have no idea
d what the
concept refers to

FIND SOMEONE WHO can help

answer the ‘?’

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38
 Differentiation Framework
Material Task Strategy Configuration
(content) (student product) (learning experiences) (student groupings)

Multiple materials Product options to Varied strategies with meta-  Opportunities to work
(i.e. leveled, MT,) respond to varied cognitive reflections (e.g. alone, in pairs, or in small
interests or learning vocabulary, reading, writing) groups
Books on tape
profiles
Highlighted or Varied journal prompts
Varied performance
rebus text Choice of roles when in
assessments (e.g. menus, Choice of review tools and small groups
Varied topics for TIC TAC TOE, RAFT) homework options
research
Varied choices or roles
Independent in performance Supportive technology Literature Circle roles
research options assessments
Amount or kind d of support
pp
 Interest centers Varied
V d ttimelines
l or available (e.g. centers) Jigsaw groups
check--in points
check
Optional
minilessons Some choice of Various types of graphic
questions on tests & organizers & supporting
Compacting documents (e.g. reading/
quizzes
Online extension listening guides, academic
activities sentence frames)

Mentors

High Standards/ Expectations for ALL

TIC TAC TOE

Partners select one row to

complete

Show your work on the page

provided

Use the differentiation tools

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 Differentiation Checklist

#26Partners complete the

self-assessment checklist

#24 Pairs Compare the

results

Example RAFT (persuasive)

Role Audience Format Topic

Edit
Editorial
i l

Brochure

Tribute

Children’s book

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40
 #7 Find Someone Who
can provide you with
one response
can use yourself
once
can use the trainer
once
first ones done win
prizes

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41
 Differentiated Instruction for ELL Preview/ Review

Place a “T” if you can teach the dichotomy to someone else, an “H” if you
have heard of the dichotomy, and a question mark “?” next to dichotomies
you are unsure of. Then, find someone who can help you clarify the "?."

__________________ individualized vs. differentiated instruction

__________________ teaching-centered vs. learning-centered classrooms

__________________ language learning vs. language acquisition

__________________ BICS vs. CALP

__________________ differentiation vs. scaffolding

__________________ language led vs. content-led curriculum

__________________ submersion vs. immersion environments

__________________ declarative vs. procedural knowledge

__________________ quantitative vs. qualitative rubrics

__________________ fact-based vs. concept-based curriculum

__________________ intervention vs. instructional models

__________________ summative vs. formative assessments

__________________ traditional vs. end-in-mind design planning

__________________ tests vs. performance tasks

__________________ CAN'T DO yet vs. CAN DO with support

Draft a sentence about one of these dichotomies showing how you support
ELL:

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42
 TIC-TAC-TOE

Directions: Select and complete one horizontal row with your

partners (i.e. either two’s or three’s). Use the differentiation
strategies which follow & show your work on the next page.

discuss how you identify three select one

might use three of differentiation differentiation
the differentiation strategies you have strategy and actually
strategies in your already used in your design it to use for a
class this year class – then identify unit this year
one you might like to
try
discuss how you discuss how you actually design either
might use the jigsaw might use the TIC- a jigsaw or a TIC-
strategy (i.e. think TAC-TOE strategy TAC-TOE strategy
differentiation of (i.e. think for a unit this year
material) differentiation of
in your class this task) in your class
year this year
sort the discuss how you actually design one of
differentiation might use the ‘do’ the ‘do’ strategies
strategies into two strategies in your for a unit this year
piles: ones we might class this year
do and ones we won’t
do
draft a summative select a Show how the
assessment task differentiation differentiation
strategy that would strategy would allow
work well with the inclusion of all
task students to work on
the summative task

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DISCUSSION & DESIGN EVIDENCE:

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44
 DIFFERENTIATION STRATEGIES
Alternative Assignments These can include various ways for students to
represent their understanding of a text they have
read. Students might represent the main idea or
message in the form of a drawing, a dramatic
representation, or a written analysis. These can be
assigned by the teacher or self-selected by the
student.
Anchor Activities These are tasks to which students automatically
move as soon as they complete an assignment. They
are a good way to help students cultivate the habit of
using time wisely and with a clear purpose and should
not be conceived of as busywork.
Agendas A personalized list of tasks that a particular student
must complete in a specified time. They usually take
a student two to three weeks to complete, and a
designated time of the day or period is set aside for
this purpose. While students are working, teachers
can move about to coach and monitor progress.

Centers or Stations These are different spots in the classroom where

students work on different tasks simultaneously (i.e.
the tasks can be distinct or work in concert with one
another). Not all students have to visit all locations
all the time, nor do all students have to spend the
same amount of time at any location. Sometimes the
teacher decides who will go where and other times
the students self-select.

Choice Boards Changing assignments are placed in permanent

pockets or folders. By asking a student to make a
work selection from a particular pocket or folder, the
teacher targets work toward student need and at the
same time allows student choice.
Curriculum Compacting This approach begins with a focus on student
readiness and ends with an emphasis on student
interest. Teachers assess students before a unit of
study or development of a skill. Students who do well
on the pre-assessment do not continue working on
what they already know. Three-stage compacting
documents what students know, identifies what
students do not know yet, and develops a plan for
what these students will do with the ‘bought’ time.

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45
 DIFFERENTIATION STRATEGIES
Complex Instruction A collaborative instructional strategy which has
students work together in heterogeneous groups to
complete tasks that genuinely draw upon the skills of
each of them in order to ensure that each student is
indispensable to the work of the group as a whole.
The tasks should be open ended, interesting,
accomplishable in more than one way, challenging, &
use a variety of expressive modalities (e.g. oral,
reading & writing, media). The tasks should not be
exclusively dependent on decoding, encoding,
computation or memorization.
Entry Points This has been described as a strategy for addressing
varied intelligence profiles. Students explore a given
topic through as many as five avenues; for example,
narrational, logical-quantitative, foundational,
aesthetic, or experiential.
4MAT Based on several personality and learning inventories,
this approach hypothesizes that students have one of
four learning preferences. Teachers plan instruction
for each of the four preferences during the course
of several days on a given topic. Thus, some lessons
focus on mastery, some on understanding, some on
personal involvement and some on synthesis. All
students take part in all approaches based on the
belief that each learner has a chance to approach the
topic through preferred modes and also to
strengthen weaker modes.

Flexible Groupings These are fundamental to the differentiated

classroom. Students move into and out of small
groups either by choice or by teacher assignment.
Students work with many different classmates
during a unit of study because groups do not stay the
same for long periods of time; likewise students can
work as a total class, alone, or in pairs.

Group Investigations The teacher guides students through selection of

topics and breaks the class into groups by learner
interest. Then the teacher helps them with planning
the investigation, carrying out the investigation,
presenting findings, and evaluating outcomes both
individually and as a group.

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46
 DIFFERENTIATION STRATEGIES
Homework Many teachers begin differentiating assignments
by creating more than one option for students.
For example, students may respond to different
questions or may read different books.
Independent Studies This offers a tailor-made opportunity to help
students develop talent and interest areas.
Teachers systematically aid students in developing
curiosity, pursuing topics that interest them,
identifying intriguing questions, developing plans to
find out more about those questions, managing
time, setting goals and criteria for work, assessing
progress, and presenting new understandings.
Jigsaw Activities This is a popular cooperative learning strategy that
divides the material to be studied into sections
and makes individuals or groups responsible for
learning and then teaching their section to the
other students.
Learning Menus or Contracts These are designed to give learners choices of
tasks while still ensuring that each learner focuses
on knowledge and skills designated as essential.
Typically, they will include a ‘main course’ which
students are required to complete in its entirety;
‘side dishes’ from which students must select a
designated number of options; and ‘desserts’ which
are optional extension or enrichment tasks. For
older learners, the terms ‘imperatives,’
‘negotiables’, and ‘options’ might be used in the
form of a contract.
Literature Circles Students may be assigned to read different texts
connected by theme or genre or to select a text
from possible titles. Then students can
participate in discussion groups or produce an
artifact such as a report or speech.
Multiple Texts & Using multiple texts and combining them with a
wide variety of supplementary materials increases
Resource Material
teachers’ chances for reaching all students.
Teachers can develop valuable differentiation
resources by building a classroom library of varied-
level texts, magazines, newsletters, brochures, and
other print materials. Additionally, there is a rich
array of materials available through the Internet,
computer programs, audio and video materials, etc.
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47
 DIFFERENTIATION STRATEGIES
Orbitals These are independent investigations revolving
around some facet of the curriculum and lasting
from three to six weeks. Students select their
own topics and are guided by their teacher to
develop more expertise on the topic and on the
process of becoming an independent investigator.

Projects Students explore a topic as investigators,

researchers, or discoverers of knowledge. Several
variations are available: (1) structured projects
(e.g. build the tallest structure that will stand
alone using the materials given), (2) topic-related
projects (e.g. choose a political figure and create a
collage), and (3) open-ended projects (e.g. develop
an innovative product that would be useful to the
elderly).

RAFT Students are provided choices for the ways in

which they show that they know and can do
(assessment tasks). The table or grid is designed
as follows:

Role Audience Format Topic

Nutritionist Hungry Menu Eat
Caterpillar healthier
One planet Another Venn What I
planet got that
you don’t
Pythagoras Students Letter My
theorem
Chinese Public Political Great Wall
student cartoon

Schedule Chart or These are used by teachers to help organize class

time and to help students work independently as
Work Board
they follow the schedule. What students do in a
particular task can vary based on interest or need;
the chart assigns names of students accordingly.
Students then go to the designated tasks on the
chart in the designated order.
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48
 DIFFERENTIATION STRATEGIES
Socratic Seminar This is a discussion strategy that emphasizes
thoughtful dialogue among the students without
teacher intervention. In one model, all students sit
in a circle and participate in an open-ended
discussion based on teacher- or student-generated
questions. Or students can sit in two concentric
circles with the inner circle discussing and the
outer circle listening (then they switch roles).
TIC TAC TOE This seems like a positive way to present a variety
of assignments. The assignments on the board can
be arranged by rows representing degree of
difficulty or learning preferences. A variation is
to use the board for extension activities for
students who have demonstrated the capacity to
go beyond the core class assignments. Another
variation is to have students complete three
assignments, not necessarily in a row.
Tiered Activities An instructional approach designed to have
students of differing skill levels work with
essential knowledge, understanding, and skill – but
to do so at levels of difficulty appropriately
challenging for them as individuals at a given point
in the instructional cycle. Begin by developing one
challenging activity squarely focused on the stated
outcomes; then develop two to four different
versions of the task to challenge the range of
learners.
Web Quests These are inquiry-based activities designed by
teachers to help students negotiate the Internet
for a teacher-assigned or student-selected topic.
When creating these, the teacher pre-determines
links that are connected to the topic. They
support differentiated instruction because they
can be based on student readiness and interest and
can be conducted as a group or individual inquiry.
Writing Workshop Students work at their own pace at the various
stages of the writing process. They may be
working individually, in pairs, in small groups, or in
conferences with the teacher.

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49
 Understanding by Design + Differentiating Instruction
Sources: From Integrating Differentiated Instruction and Understanding by Design by Carol Ann Tomlinson
and Jay McTighe, 2006, Association for Supervision and Curriculum Development.
Instructional Principles:

1. Provides supported reading for students who have difficulty with text
material (e.g. reading buddies, taped portions of text, highlighted texts,
graphic organizers for distilling text, double entry journals, etc).

2. Introduces key vocabulary through simple definitions and icons or

illustrations.

3. Provides English language learners with linguistic buddies, dual-language

dictionaries, primary language internet sites, and opportunities for primary
language usage for learning.

4. Provides resources at a range of reading levels and at varying degrees of

content complexity.

5. Uses small-group instruction to conduct concept attainment lessons.

6. Connects enduring understandings (e.g. big ideas) with a variety of student

experiences, cultures, interests, and perspectives during discussions.

7. Uses a variety of techniques to provide participation opportunities for all

students to verbally interact (e.g. Think Pair Share, cueing).

8. Provides varied homework assignments as needed.

9. Provides opportunities for all students to be actively engaged in tasks.

10. Models reading strategies and then provides mini-lessons as a follow up.

11. Forms flexible and fluid instructional groups based on ongoing or formative
assessment data.

12. Provide alternative assignments for students who evidence mastery on

formative assessments.

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50
 13. Invites students to propose alternative ways of accomplishing goals.

14. Uses ‘heads up’ oral reminders to the class to call student attention to
potential trouble spots in their tasks and responses.

15. Uses regular ‘teacher talk’ groups as one assessment strategy to gather
information about students’ progress.

16. Offers periodic mini-workshops on skills or topics with which students may
experience difficulty or on skills or topics designed to push forward the
thinking and production of advanced learners.

17. Offers students the option of working alone or with a partner when feasible.

18. Uses rubrics with elements and criteria focused on key content goals as well
as personalized elements designed to appropriate challenge various learners
and cause them to attend to particular facets of the work important to their
own development.

19. Tiers activities when appropriate so that all students are working toward the
same goals but at varying levels of difficulty.

20. Offers varied modes of exploring or expressing learning when appropriate.

Assessment & Grading Principles for Determining Student Success:

1. Gives quizzes orally and provides more time for quizzes for students who
need these options.

2. Allows use of the primary language as needed so students can show what
they know.

3. Allows students to use alternative ways of completing assessments.

4. Provides options for various ways to express the desired outcomes.

5. Guides or directs the work of one or more small groups periodically

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51
 throughout assessment work.

6. Offers option of working alone or with partners on assessments.

7. Uses rubrics with elements and criteria focused on key content goals as well
as personalized elements designed to appropriate challenge various learners
and cause them to attend to particular facets of the work important to their
own development.

8. Allows students peer consultations directed by critique guides that focus

the ‘consultant’ on key product requirements delineated in rubrics.

9. Provides optional planning templates or organizers to guide students’

products or assessment work.

10. Continues to use regular ‘teacher talk’ groups as a means of gathering data
and assisting students with assessment work.

11. Bases grades on clearly specified learning goals and performance standards.

12. Uses valid evidence for grading; that is, bases grades on criteria and not
norms (criterion-referenced vs. norm referenced).

13. Distinguishes between assessment and grading as follows: assessment

focuses on gathering information about student achievement that can be
used to make instructional decisions and grading is an end-point judgment
about student achievement. Grading does not have to be based on all
assessments.

14. Avoids grading based on (mean) averages which can be misleading.

15. Focuses on achievement only and reports other factor separately (e.g. class
participation, attendance, behavior, attitude).

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What we already do:

What we need to do more of (and how we plan to do that):

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53
 Sample RAFT Assignments
2nd Grade Language Arts RAFT Assignment: The Very Hungry Caterpillar
developed by staff at the Columbus School in Medellin, Colombia
ROLE AUDIENCE FORMAT TOPIC
You Teacher Event Chain Retell the story
Nutritionist Caterpillar Menu A healthier diet
Butterfly Plant Venn Diagram Our life cycles
Caterpillar Caterpillar Diary Entry How I felt on
Saturday
You Eric Carle Letter Why I like the
book
Eric Carle Us Sequel What happens next
Script writers Students Puppet show script Retell the story

4th Grade Social Studies RAFT Assignment: China

Developed by Melissa Pellerin, Surabaya International School
ROLE AUDIENCE FORMAT TOPIC
Great-
Town council – with Which emperor
Grandchildren of
money to build Debate should be honored
Ancient Chinese
monument with monument?
Emperor
The story behind
Graphic Comic nd
Modern 2 Grader Graphic Comic the Great Wall of
Creator
China
Child of Ancient An exciting week
Modern 4th Grader Journal
China for me
A 6-day tour of
Tour Guide – with Tour brochure, Ancient and
time traveling Rich tourists including itinerary Modern China for
machine and maps the unconventional
tourist
Presenting two
Nobles and sides of dispute to
Chinese Emperor Farmers rights
farmers be settled by the
emperor

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54
 Sample RAFT Assignments
Sample RAFT for the Topic of Planets

ROLE AUDIENCE FORMAT TOPIC

Student Peers Model Planets

A planet Another planet Venn Diagram How we are

alike & different
Astronaut NASA Journal entry What we found
on Mars
Newspaper Astronaut Interview Your journey
reporter
Earth Sun Diary You move me

Me Nicolaus Letter You are my

Copernicus inspiration
4th grader 1st grader Children’s book The day and
night cycle
Astronomer Public Ad or invitation See the universe

Jupiter, Saturn & Neptune, Pluto, & Illustration What we got that
Uranus beyond you don’t

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55
 Sample RAFT Assignments
6th Grade Science Assignment: Forces
Developed by Byron Adams, 6th grade teacher,
City View Community School, Minneapolis, MN

ROLE AUDIENCE FORMAT TOPIC

Bungee Cord Person in line at an Storyboard, comic How I give people a
amusement park strip or diagram jump that never
with captions seems to end
Sixth grader Second grader Science newsletter Let me introduce
you to forces all
around you
Teenager Parents and Journal entry If you understood
teachers force, you’d
understand my life
Athlete Spectators or fans Interview with a You may not know
TV sportscaster it, but sports are
all about force
Shoe company Consumer or Ad or commercial Extreme Forces:
customer the magic in your
sports shoe

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56
 Sample RAFT Assignments

7TH GRADE MATH RAFT

ROLE AUDIENCE FORMAT TOPIC

Student Teacher Poster with All about triangles

written explanation

Pythagoras Math students Letter My theorem

Line of symmetry Self Diary Life as an

identical twin

Irregular polygon Regular polygon Venn diagram Same but

different

Points & lines Angles Procedures Keeping our figures

Parallel line Perpendicular line Rap What you got

that I do not

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57
 Sample RAFT Assignments

Math: Shapes and Geometric Reasoning

Role Audience Format Topic
Trapezoid Parallelograms (any Letter Why I wish I was
or all types) like you
Student Teacher Summarize a Quadrilaterals
problem from print
media (i.e.
newspaper,
magazine, etc.)
Transversal Parallel Lines Love Note We make great
things together
Comic Strip Writer Newspaper Comic Strip The Quadrilateral
Readers Family
Comedian HIAT 3 class 3-minute standup Proofs
comedy routine
Congruent Proofs Song or Rap You justify me in
Triangles so many ways
Author Child Children’s Story Similar and
congruent triangles
Marketer General Public Commercial Why similar
triangles are so
important
Congruent Triangle Itself Diary Life as an identical
twin

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58
 Sample RAFT Assignments

RAFT ASSIGNMENTS FOR THE TOPIC OF THE FIVE KINGDOMS (Biology)

ROLE AUDIENCE FORMAT TOPIC

Animals Other four Brochure Welcome to our

world

Any of the five Selves Diary entries How we differ

kingdoms from the others

Scientist 2nd graders Illustrated The Magic School

Children’s book Bus Tour of the
Kingdoms

The Five Kingdoms Teens Comic strip Our lives together

and apart

Any of the five Public Autobiography my life

kingdoms

Students Teacher Semantic map What

characterizes The
Five Kingdoms

Scientific writer Tourists Guidebook Organisms found

around here

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59
 Sample RAFT Assignments

RAFT ASSIGNMENTS FOR 9TH GRADE CITY OF THE BEASTS NOVEL

ROLE AUDIENCE FORMAT TOPIC

fiction writer young adults short story A Hero’s Journey

teen writer 1st graders illustrated City of the Beasts

children’s book

book reviewer potential readers book review first young adult

novel of Isabel
Allende

Nadia herself diary entries my journey

Alexander grandmother, comparative essay my journey

father & mother compared to a
Greek hero
analysis of movie the call refused
movie critic fans Groundhog Day (what if …. Or how
would the lives of
the heroes
differed)
Isabel Allende us add chapter to the return to their
book former lives

playwright Isabel Allende drama or movie the transformation

script chapters

student English teacher analytical essay a movie of a

hero’s journey
(e.g. Forrest Gump)
the anthropologist,
the writer, and the the world the magazine Political Conflicts
photographer article in the Amazon

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60
 Sample RAFT Assignments
Role Audience Format Topic

SAMPLE TASKS OR FORMATS: add chapter to book, advertisement, autobiography,

brochure, cartoon, case study, chart, children’s book, commentary, conclusion,
critique, data table, debate, demonstration, design, diagram, diary entries, digital
movie, drama script, drawings, editorial, essay, event chain, explanation, flow chart,
game board, group discussion, guidebook, illustration, interviews, invention, journal,
labels, legend, letter, lists, magazine page, manual, map, math problems, memoir,
menu, model, newscast, newspaper article, opinion, oral presentation, pamphlet,
photo album, podcast, position statement, poster, proposal, puppet show, Reader’s
Theatre, recipe, report, retelling, review, rules, song, Science display, speech,
story, summary, survey, telegram, tribute, venn, Web Quest,
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61
 Can describe a
Can describe a Can describe a Uses jigsaw
strategy to use for Can describe a RAFT
mind map reading strategy regularly
writing
Can define formative Can identify two
Can recall a myth Can scaffold for Can recall one
vs. summative cooperative learning
ESL Levels checklist criteria
assessment strategies

Can distinguish
Can describe how to Free Can identify two
Can identify two
implement one building vocabulary
BICS vs. CALP
background strategy Space strategies
graphic organizers

Can describe how to Can give an

Can identify two
Puede describir implement one Can describe example of a
performance
a su bebe affirming identity TIC TAC TOE differentiation
assessment tasks
strategy strategy
Can describe how
Can recall the Can identify ways
Can describe Can use the sentence to implement one
components of a to differentiate in
language proficiency we can use ... so students can ... extending
curriculum planner classrooms
language strategy

__________________________________________________________________________________________________________________
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62
 Vocabulary Tools for English Learners

Dr. Virginia Rojas

ASCD Faculty
2011

Vocabulary Tier Sort

SORT vocabulary
words from your
example into Tier I, II,
or III

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63
 Jigsaw Tools

JIGSAW vocabulary
tools among team
members

Find ‘tools’ in Appendices

A or B

#22 One Stray

one person selected

to go to another team
and share vocabulary
tools

give all, get one back

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64
 Mentor Vocabulary Plans

Review vocabulary
plans

Formula:
20%-60%-20%

#21 Numbered Heads Together

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65
 Tiers Overview
These are the most basic words and expressions
and do not need to be taught except to English
TIER I learners. Examples are: car, water, man,
answer, make up your mind, once upon a time.
In ESL, we refer to these words and phrases as
BICS (basic interpersonal communication skills).
______________________

TIER II These are words that have importance and

utility because they are in grade-level texts and
appear frequently across a variety of academic
domains (e.g. power, cell, radical, right, leg, tree,
(A) _____________________ prime, imaginary, round, simple, expression,
dependent).

Polysemous (i.e. words that are used differently

across the content areas) words are some of the
most troublesome words (e.g. trunk, set, ring,
bad, slip, run, root).

These are function words which are needed to

understand concepts and to output extended
discourse (e.g. because, due to, as a result, in
(B) ___________________
order that, therefore … for cause and effect;
although, however, nevertheless, while … for
contrast; as well as, in addition to, likewise, by
the way …. for comparison; for instance, in
particular, such as …. for giving examples). These
are absolutely needed for CALP (see below).

TIER III These are low-frequency words that are limited

to specific content areas. Although they are
low-frequency words, they are very important
for understanding content. For instance, lathe,
___________________ isotope, peninsula, osmosis, hyperbole, isosceles,
corpus, sedentary, exacerbate. In ESL, we
refer to these as CALP (cognitive academic
language proficiency).

Sources: Calderón, M. (2007). Teaching Reading to English Language Learners, Grades 6-12: A
Framework for Improving Achievement in the Content Areas, Corwin Press.
Colombo, M. & Furbash, D. (2010. Teaching English Language Learners: Content and Language in
Middle and Secondary Schools, Sage Publications.

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66
 Math Tier I Tier II Tier III

Topic: Understand the skills of and

become proficient in the skills of
mathematics; communicate and reason
mathematically, become problem solvers
by using appropriate tools and
strategies; determine what can be
measured and how, using appropriate
methods and formulas.

Examples: calculate, compare, convert,

distance, unit price, money, capacity,
mass, volume, exchange rate table,
levels of precision, magnitude, map
scale, metric, protractor, relative error,
proportions, calculator, equations,
measurements, relationships, surface
area, reasonableness, data, circle graph,
double line graphs, double bar graphs,
central tendency.

Identify Assessment Task:

Students will solve problems and orally

explain how they arrived at their answers
and keep a written journal of the
principles and procedures

Vocabulary Students Need to Know &

Be Able to Use:

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67
 Science

Topic: Students will understand human

growth and development (throughout
the life cycle) and recognize the
relationship between behaviors and
healthy development.

Examples: human, growth, life cycle,

prevention, risk reduction, influences,
evaluate, disease, fitness, personal,
cells, systems, tissues, muscles,
structures, functions, respiratory,
genetic, interrelationship, environment.

Identify Assessment Task:

Students will prepare an oral

presentation on the relationship
between their behavior and their health.

Vocabulary Students Need to Know &

Be Able to Use:

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68
 Literature Tier I Tier II Tier III

Topic: Students will read, write, listen,

and speak for literary response and
expressions.

Examples: characters, plot, setting,

theme, dialogue, point of view,
omniscient narrator, symbolism,
metaphor, simile, personification,
foreshadowing, critique, assumptions,
biases, conflict, details, fallacies,
interpretation, hidden, traditions,
culture, paraphrase, analogies, climax,
message, mood, motivation, resolution,
events, conclude, voice, evaluate,
flashback.

Identify Assessment Task:

Students orally participate in a

literature circle.

Vocabulary Students Need to Know &

Be Able to Use:

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69
 History

Topic: Students will use a variety of

intellectual skills to demonstrate their
understanding of major ideas, eras,
themes, developments, and turning
points in world history and examine the
broad sweep of history from a variety
of perspectives.

Examples: culture, civilization, social,

economic, customs, norms, values,
beliefs, traditions, education, religion,
ethnic, events, developments,
connections, interactions, human
condition, perspectives, artifacts,
documents, achievements,
accomplishments, environment,
timeframe, connectedness, primary
source, secondary source,
interpretations, historian, judgment,
frames of reference, research,
Buddhism, Hinduism, Islam, Judaism,
Taoism, colonialism, unification,
timelines, consequences.

Identify Assessment Task:

Students will write an essay.

Vocabulary Students Need to Know &

Be Able to Use:

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70
 Music or Art

Topic : Students will develop an

understanding of the personal and
cultural forces that shape artistic
communication and how the arts in turn
shape the diverse cultures of past and
present societies.

Examples: create, compose, perform,

record, produce, range, improvise,
interpretation, evaluation, relationships,
cultural, repertoire, genres, styles,
peoples, world, titles, well-known,
examples.

Identify Assessment Task:

Students will make an oral presentation
on the relationship between culture and
expression.

What function words would students

need to know and be able to use?

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71
 Technology

Topic : Computers as tools for design,

modeling, information processing
communication, and system control, have
greatly increased human productivity
and knowledge.

Examples: keyboard, system, central

processing unit, drives, mouse, monitor,
information, Internet sites, software,
tool, draw, dimension, computer-aided
design project, program, specifications,
interfaced, assemble, connect, access,
prototypical, model, interrelate,
retrieve, presentations, impact,
limitations, accuracy, spreadsheets,
database, erroneous, graphics,
electronically-stored, design

Identify Assessment Task:

Students will make an oral presentation
detailing the procedures for a process.

What function words would students

need to know and be able to use?

__________________________________________________________________________________
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72
 Physical Education

Topic : Understands the social and

personal responsibility associated with
participation in physical activity;

Uses leadership and follower roles, when

appropriate, in accomplishing group goals
in physical activities.

Examples: equipment, cones, motivate,

positive feedback, technique, game
session, instructions, rules, procedures,
traits, performance, acceleration,
aerobic fitness, agility, balance, ballistic
stretching, biomechanics, BMI,
endurance, gravity, force, skill,
coordinate, efficacy, effort, exercise,
frequency, friction, goal, health, inertia,
intensity, locomotion, mastery, overload,
power, recovery time, target zone, warm
up, wellness

Identify Assessment Task:

Students will orally explain how their

physical exercise fulfills their pre-
established goals.

What function words would students

need to know and be able to use?

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73
 Expert Jigsaw
DIRECTIONS
Each expert team is responsible for learning the vocabulary strategies assigned in the right-
hand column. The following page is for note (i.e. t what tier, what stage, & an example for
classroom application).

Math Concept Definition Mapping,

Vocab Alert!,
Vocabulary Writing in Math,
Find My Rule, Showdown

Language Arts Character Trait Maps, Vocab Story Map,

Word Family Tree,
Teammates Consult, Rally Table

Science Vocabulary Elaboration,

Vocab Concept Chain,
Simon Says/ Science Says,
Paraphrase Passport, Pairs Compare

History Analogies, Magnet Summaries,

Four Dimensional Word Study,
Team Word Web, Find the Fib

Music or Art Vocab Graphics,

Semantic Gradient Scale,
Semantic Feature Analysis,
Mix Pair Discuss, One Stray

Technology Frayer Model, Click and Clunk,

Vocabulary Cards,
Team Pair Solo, Sages Share

Physical Education/ Health Open Word Sort, Vocab Marks,

4-Square Vocabulary Approach,
Numbered Heads, Team Statements

Knowledge Rating Scale,

All Verb Walls, Find Someone Who,
Vocabulary Notebook or Journal,
Line Ups, Think Pair Share

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74
 Expert Jigsaw

Strategy:

Tier Stage Classroom Example

Strategy:

Tier Stage Classroom Example

Strategy:

Tier Stage Classroom Example

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 Expert Jigsaw

Strategy:

Tier Stage Classroom Example

Strategy:

Tier Stage Classroom Example

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76
 Content Area

EXPOSURE (20%): Have students complete a Knowledge Rating Scale Vocabulary

Strategy) using vocabulary from the content area (either Tier II or III or a
combination).

PRACTICE (60%): Have groups of students complete any of the following

vocabulary strategies for the words they don’t know: concept definition mapping
(math), magnet summaries (social studies), Stephens Vocabulary Elaboration
(science), vocabulary story map or character trait map (ELA), & vocabulary
graphics (specials).

PRACTICE: Use Circle-The-Sage Cooperative Learning Strategy so selected

students can explain the meaning (concepts) of Tier II or III words.

PRACTICE: Now students are ‘ready’ to read text which is too difficult for them.
Several reading strategies that can be used are the following: anticipation guides
coding, collaborative strategic reading, concept collection, group summarizing
interactive reading guide, KNWS, learning logs, Question Menu , or T-Notes.

MASTERY (20%): Have students re-visit Knowledge Rating Scale to reflect on

words they have learned after practicing and reading.

ASSESSMENT: Have students use words in a RAFT writing task. RAFT is an

after reading-drafting strategy which differentiates ‘role,’ ‘audience,’ ‘format,’ and
‘task' (see examples). Have students share their drafts with one another using
Cooperative Learning Strategies like Corners, Roundtable, or Stand and Share.

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77
 GRADE 6 RAFT ASSIGNMENT FOR PHYSICAL SCIENCE
Role Audience Format Topic
A Floating
Picture book Potato
6th grade nd
2 grade students with beginning,
Scientists
middle and end

Alka seltzer

H2 O How you make

Role - Play
(Water) me POP!

Na2CO3
How you have
Epson Salt (Sodium Carbonate) Email
changed me!

How you heat

Song/ me up!
Match Flame
Rap

Apple How we are

alike and how
Venn Diagram we are
Banana different.

Why we are
Baking Soda Vinegar Cartoon
BFF’s.

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78
 RAFT ASSIGNMENT FOR MAUS: A SURVIVOR'S TALE
(Humanities)
Role Audience Format Topic

Reader Potential readers Book review The story, the

style, who is this
for, if you liked
this one ....

Vladek Spiegelman Anne Frank Series of letters We are alike but

different

Blogger Blog readers Blog entries Human genocide

lives on ....

Maus Public today Tribute Holocaust

survivors

Art Spiegelman Self Diary entries For each Maus

chapter

Drama students Peers Reader's Theatre A single Maus

chapter

Vladek Spiegelman Victims today Guidebook How to survive

History teacher History Journal Critical essay Denial of genocide

then ... and now

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79
 GRADE 7 MATH RAFT ASSIGNMENT

ROLE AUDIENCE FORMAT TOPIC

Student Teacher Poster with All about triangles

written explanation

Pythagoras Math students Letter My theorem

Line of symmetry Self Diary Life as an

identical twin

Irregular polygon Regular polygon Venn diagram Same but

different

Points & lines Angles Procedures Keeping our figures

Parallel line Perpendicular line Rap What you got

that I do not

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80
 Grade & Topic:

EXPOSURE (20%):

PRACTICE (60%):

MASTERY (20%):

ASSESSMENT:

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81
 © 1 9 9 8 K a g a n ’ s C o o p e r a t i v e L e a r n i n g S t r u c t u r e s
1. Agreement Circles 9. Flashcard Game 17. Match Mine 23. Pairs Check
Students stand in a large circle, then step to the Flashcards in pairs, with rounds, progressing Receivers arrange objects to match those of Students work first in pairs each doing a
center in proportion to their agreement with a from many to no clues. Senders whose objects are hidden by a barrier. problem and receiving coaching and praise from
statement by a student or teacher. ƒ Draw-What-I-Say: Receiver draws what their partner: then pairs check and celebrate
10. Formations sender describes after every two problems.
2. Blind Sequencing Students stand together as a class to form ƒ Build-What-I-Write: Receiver constructs
Students sequence all pieces without peeking at shapes. what Sender has described in writing. 24. Pairs Compare
the pieces of teammates. Pairs generate ideas or answers, compare their
11. Four S Brainstorming 18. Mix-Freeze-Group answers with another pair, and then see if
3. Circle-the-Sage Sultan of Silly, Synergy Guru, Sergeant Support, Students rush to form groups of a specific size, working together they can come up with
Students who know, stand to become sages; and the Speed Captain play their roles as they hoping not to land in "Lost and Found." additional responses neither pair alone had.
teammates each gather around a different sage quickly generate many ideas which are recorded
to learn. Students return to teams to compare by Synergy Guru. 19. Mix-Pair-Discuss 25. Paraphrase Passport
notes. ƒ ThinkPad Brainstorming: No roles. Students Students pair with classmate, to discuss Students can share their own ideas only after
generate items on thinkpad slips, announcing question posed by the teacher they accurately paraphrase the person who
4. Corners them to teammates and placing them in the spoke before them.
Students pick a corner, write its number, go center of the table. 20. Mix-N-Match
there, and interact with others with same 26. Partners
Students mix, then find partners with the
corner choice in a Rally Robin or Timed Pair 12. Idea Spinner Pairs work to prepare a presentation, then
matching card.
Share. Spin Captain “Shares an Idea" or "Quizzes a Pal" present to the other pair in their team.
ƒ Snowball: Students toss crumpled papers
to Summarize, Evaluate, Explain, or Predict.
over imaginary volleyball net, stop, pick up a
5. Fan-N-Pick 27. Poems for Two Voices
snowball, then find the person with the
Played with higher level thinking Q cards. #1 13. Inside/Outside Circle Partners alternate reading "A” and "B" lines of a
matching “snowball.”
fans; 2 picks; #3 answers. #4 praises. Students Students in concentric circles rotate to face a poem, and read "AB" lines together in unison.
then rotate roles. partner to answer the teacher’s questions or ƒ Songs for Two Voices: Partners alternate
21. Numbered Heads Together
those of the partner. singing "A" and "B" lines of a song, and sing
6. Find My Rule Students huddle to make sure all can respond, a
"AB" lines together in unison.
The teacher places items in a frame (two boxes, 14. Jigsaw Problem Solving number is called, the student with the number
Venn, on a line); Students induce the rule. Each teammate has part of the answer or a clue responds. 28. Q-Spinner
ƒ Two Box Introduction card; teammates must put their info together to ƒ Paired Heads Together: Students in pairs Students generate questions from one of 36
ƒ What’s My Line solve the team problem. huddle to make sure they both can respond, question prompts produced by spinners.
ƒ Crack My Venn an "A" or "B" is called, the student with that
15. Line Ups letter responds. 29. RallyRobin
7. Find Someone Who Students line up by characteristics, estimates, ƒ Traveling Heads Together: Students in Students in pairs take turns talking.
Students circulate, finding others who can values, or assigned items. Numbered Heads travel to new teams to ƒ RallyToss: Partners toss a ball (paper wad)
contribute to their worksheet. ƒ Value Lines: Student, line up as they agree or share response. while doing RallyRobin.
ƒ People Hunt: Students circulate, finding disagree with a value statement.
others who match their own characteristics ƒ Folded & Split Line Ups: Students fold the 30. RallyTable
22. One Stray
ƒ Fact Bingo: Find Someone Who played on Line Up or Split and Slide it to interact with Students in pairs take turns writing, drawing,
The teacher calls a number: students with that
bingo worksheet someone with a different point of view, pasting, (2 erasers, 2 pencils per team)
number "stray" to join another team, often to
characteristic or estimate. ƒ Pass-N-Praise: Students in pairs take turns
share.
8. Find the Fib writing and hand their paper to the next
ƒ Two Stray: Two students stray to another
Teammates try to determine which of three 16. Lyrical Lessons person only after receiving praise.
team, often to share and to listen.
statements is a fib. Students write and/or sing songs based on ƒ Three Stray: Three students stray to
ƒ Fact or Fiction: Teammates try to determine curriculum, often to familiar tunes. another team, often to listen to the one who
if a statement is true or false.
stayed to explain a team project.
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31. ReadingBoards 38. Showdown 44. Team Chants 51. Telephone
Students manipulate game pieces relating to the Teammates each write an answer, then there is a Teammates come up with words and phrases One student leaves the room. The teacher
song as they sing along. "showdown" as they show their answers to each related to the content, then come up with a teaches the remaining students. The absent
other. Teammates verify answers. rhythmic chant often with snapping, stomping, student returns and is taught by teammates.
32. Rotating Review tapping, and clapping.
Teams discuss topic, chart their thoughts, 39. Similarity Groups 52. Think-Pair-Share
rotate to the next chart to discuss and chart Students form groups based on a commonality. 45. Team Interview Students think about their response to a
their thoughts. Students are interviewed, each in turn, by their question, discuss answers in pairs, and share
ƒ Rotating Feedback: Teams discuss, then 40. Spend-A-Buck teammates. their own or partner’s answer with the class.
chart their feedback to another team's Each student has four quarters to spend on two, ƒ Think-Pair-Square: Same except students
product: then rotate to do the same with the three, or four items. The item with the most 46. Teammates Consult share their answers with teammates rather
next team. quarters is the team choice. Fur each of a series of questions, students than with the class.
place pens in a cup, share and discuss their
33. RoundRobin 41. Spin-N-Think answers, and then pick up pens to write answer 53. Three-Pair-Share
Students in teams take turn talking. Students follow a thinking trail (Read Q. Answer in own words. Students share on a topic three times, once with
ƒ Turn Toss: Students toss a ball (paper wad) Q. Paraphrase & Praise, & Discuss). At each point each teammate.
while doing RoundRobin. on the trail a student is randomly selected to 47. Team-Pair-Solo
ƒ Think-Write-RoundRobin: Students think, perform after all students have had think time. Students solve problems first as a team, then as 54. Three-Step Interview
then write before the RoundRobin. ƒ Spin-N-Review: Students review questions a pair, finally alone. Students share with a partner, the partner
by following trail (Read Q, Answer Q, shares with them, and then they RoundRobin
34. Roundtable Check Answer, Praise or Help). 48. Team Stand-N-Share share their partner's response with the other
Students in teams take turns writing, drawing, All teams stand. Teams share ideas and record teammates.
pasting, (1 paper, 1 pencil per team) 42. Stir-the-Class ideas from other teams. Teams sit when all ideas
ƒ Rotating Recorder: Students take turns Teams stand in circle around room, huddle to are shared and continue to record until all teams 55. Timed Pair Share
recording team responses. discuss a question from the teacher, stand sit. Students share with a partner for a
ƒ Simultaneous Roundtable: RoundTable with shoulder to shoulder when they have their predetermined amount of time and then the
more than one recording sheet passed at answers, rotate to next team when their number 49. Team Statements partner shares with them for the same amount
once. (4 papers, 4 pencils per team) is called to share their answer, and join the new Students think, discuss in pairs, write an of time.
team for next question. individual statement, RoundRobin individual
35. Sages Share statements, and then work together to arrive at 56. Who Am I?
Students ThinkPad Brainstorm ideas, and each 43. Talking Chips team statement they all endorse more strongly Students attempt to determine their secret
initial those ideas they can explain, then Students place their chip in the center each than their individual statements. identity (taped on their back) by circulating
students take turns interviewing the "sages"- time they talk; they cannot speak gain until all asking “yes-no" questions of classmates. They
those who can explain an idea they don't chips are in the center and collected. 50. Team Word-Web are allowed three questions per classmate (or
understand. ƒ Gambit Chips: like Talking Chips but chips Students write the topic in the center, Round unlimited questions until they receive a no
contain gambits (things to say or do): For Table core concepts then free-for-all supporting response). They then find a new classmate to
36. Same-Different examples, Affirmation Chips contain elements, and bridges. Students each use a question. When the student guesses his/her
Students try to discover what is the same and praisers: Paraphrase Chips contain gambits different color pen or marker for individual identity, he/she becomes a consultant to give
different in two pictures, but neither student for paraphrasing. accountability and to ensure equal participation. clues to those who have not yet found their
can look at the picture of the other. Response Mode Chips: Like Talking Chips but ƒ Team Mind Map: Students draw and label identity.
chips contain response modes: For examples, the central image, brainstorm, draw and label
37. Send-A-Problem Summarizing, Giving an Idea, Praising an Idea main ideas radiating out of the central
Teammates make problems which are sent image, and finally add details using colors,
around the class for other teams to solve. images, branches and key words.
Trade-A-Problem: Teammates make problems
which are traded with another learn to solve.

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 Vocabulary Strategies

Vocabulary
Strategies

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 Vocabulary Strategies
Analogies: (Sejnost & Thiese, 2001) – Procedure: (a) select a concept and explain how it relates to a
concept that the students recognize (e.g. see the example below), (b) model the graphic organizer
on an overhead, (c) have small groups generate similarities and differences, and (d) ask students to
identify categories (e.g. rule making that comprise the basis for comparison).

Example: Analogies

Analogies

Similarities and Differences Between the Concepts of:

Congress and a School Principal

Similarities Differences

Congress and a principal both set rules Congress has more members and rules
and regulations. and regulations.
Both organizations need to work together Congress has nationwide goals.
to achieve goals.
Neither has complete power regarding Congress has a Senate and president; a
issues. principal has a superintendent and a
school board
Both organizations represent other Congress rules the nation; principals rule
groups of people. the school community.

Both have committees. Congress has joint committees;

principals have assistants and parent
advisors.

Both have processes for achieving goals. Congress votes; principals make rulings
based on input from others.

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 Vocabulary Strategies
Character Trait Maps: - (Burns, 1999) – Words for labeling character traits are often missing in
student’s vocabularies. Even if the words are known, students are often unable to distinguish the
subtle differences among connotations. Procedure: (a) after reading, have the class discuss the
characters and in pairs have them try to visually verbalize the character traits (see example that
follows), and (b) as a class, again, have the students compare their maps in order to select the
words they think work best.

Devises bow and

Uses windbreaker to
arrow, a fish
Rips himself carry raspberries
spear, a raft, and a
free from the fish pen
submerged plane

Determined Inventive
Realizes he can create
Insightful fire from the sparks
of his hatchet
Brian
Perceptive In
Hatchet
Connects tracks on
sand to turtle eggs, Defeated
connects water Let fire go out, didn’t
refraction to eat, and wanted to die
spearing fish when a plane didn’t see
him

Clever

Realistic Tenacious Sobbed after

Followed the
porcupine
birds to
berries attack

Builds a door for his shelter

despite hurt back muscles,
swollen eyelids from mosquito
bites, sunburn, a swollen
Knows he will not be
forehead, and cramped legs
rescued easily
because they were
off the flight path

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 Vocabulary Strategies
Click and Clunk – (Sadler, 2001) – Have students create two columns on a paper labeled “click” and
“clunk.” They read a passage and then list words they understand or don’t understand in the two
columns. Direct instruction or group discussion is used to clarify meanings of the words.

Concept Definition Mapping - (Billmeyer & Barton, 1998) - This strategy teaches students the
meaning of key concepts by helping them understand the essential attributes, qualities, or
characteristics of a word's meaning. Procedure: (a) use an overhead to display an example of a
concept definition map (b) select a term and have students brainstorm information for such a map,
(c) have students work in pairs to complete a map with a term you have chosen from the unit, and
(d) instruct students to write a complete definition, using the information from their maps. See
examples below.

What is It?
What is it like?
Mathematical Shape

Closed

Plane Figure

Polygon Straight Sides

Two-dimensional

Made of line
segments
Pentagon Hexagon Rhombus
What are some examples?

climate
Properties
What is it like?
rain
less than 25 cm.
of rainfall
desert

no cloud cover;
winds dry land

heat radiates into

dry air at night
Mojave Gobi

Sahara

Illustrations
What are some examples?

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 Vocabulary Strategies
Connect-Two - (Cloud, Genesee, & Hamayan, 2000) - A vocabulary strategy which can be used
before, during or after reading text. Procedure: Given a list of words, students try to identify
connections between any two words on the list and explain the rationale. For example, they might
explain the connections between "benefit" and "benefactor."

Contextual Redefinition - (Readence, Moore, & Rickelman, 2001) - It is essential that readers are
able to use context clues to derive meaning; this strategy provides a format for students to realize
this importance. Procedure: (a) select unfamiliar words from the text that are central to
comprehending important concepts, (b) write a sentence for each word onto a transparency, (c) ask
groups of students to provide a meaning for each word and to defend their guess, (d) then present
the words in the original text, and (e) students consult a dictionary for verification. In essence,
appropriate reading behavior is being modeled for the class.

Find Someone Who - (Kagan, 1992) - This is an interactive strategy to help students practice new
vocabulary. Procedure: (a) prepare a Find Someone Who ... form that looks similar to a bingo card,
(b) in each space put a new vocabulary word, (c) give one form to each student and give the class
about ten minutes to roam and get definitions (i.e. the name of the student and what he or she gives
as the meaning of the word or concept), and (d) the student who gets most of the spaces filled
without using anyone twice 'wins.' Translations into the mother tongue are acceptable.

Four-Dimensional Study - (Stejnost & Thiese, 2001) - This strategy encourages students to learn
vocabulary from different approaches: context clues, dictionary definitions, application, and visual.
Procedure: (a) choose 5 to 10 words that are unfamiliar, (b) instruct students to do the following on
an index card - copy a sentence from the text that uses the word, write the dictionary meaning,
write a personal knowledge or experience, and draw a picture. See example below.

Four-Dimensional Study
This lawsuit is not about banning a product,
but about banning a fraud.

1. Sentence from the text.

My favorite
2. From the dictionary.

baseball player,
To forbid or to
3. From my life.

Pete Rose, has

stop
been banned
from election to
the Baseball Hall
of Fame!

4. Symbol/picture to represent word.

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 Vocabulary Strategies
4-Square Vocabulary Approach - (Stephens & Brown, 2000) - This provides an interactive way to
introduce key vocabulary words and helps students to draw on their prior knowledge and personal
experience. The strategy takes less time as students learn how to use the strategy on their own.
Procedure: (a) have the students fold and number their papers into four squares, (b) in square 1,
students write the key term while the teacher presents the word in context and explains its
definition, (c) in square 2 students write an example from personal experience that fits the term
(can be done in the mother tongue if necessary), (d) in square 3 students write a non-example of
the term, and (e) in square 4 students write their own definition of the word. See the example
below.

(square 1) (square 2)

compromise Sometimes people have to settle

things by giving up something they
compromised want.
compromising
Some government delegates had to
agree to give up some things they
anted to reach an agreement.

(square 3) (square 4)

The fighting couple could not settle A compromise is an agreement

their differences and so they between two or more people or groups
divorced. where both must give up something.

An agreement between the two

counties was not reached, and so a
war was started.

Frayer Model - (Billmeyer & Barton, 1998) - This is a word categorization strategy which provides
students with different ways to think about the meaning of word concepts and develop
understanding of content area reading vocabulary. Students form hierarchical word relationships by
listing essentials, examples, non-essentials, and non-examples of a particular word (i.e. knowing what
a concept isn't can help define what it is). Procedure: (a) assign concepts to groups, (b) explain the
attributes of the Frayer model, (c) complete one with the class, (d) have students work in pairs to
complete their concepts, and (f) have students share and then display their boards so the concepts
can be continuously during the unit of study. See the example on the following page.

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 Vocabulary Strategies
DINOSAURS - PREHISTORIC REPTILES

NON-ESSENTIALS: cold blooded

ESSENTIALS: prehistoric
(some may have been warm blooded);
reptiles: backbone, lay eggs,
eat meat (some eat plants): chew
straight legs, walk or run fast
food, hunt in packs

EXAMPLES: brontosaurus, NON-EXAMPLES: snakes, crocodiles,

allosaurus, stegosaurus, diplodocus turtles, lizards

Knowledge Rating - (Stejnost & Thiese, 2001) - Procedure: (a) distribute a list of words appropriate
to the topic, (b) ask students to respond individually to each category by placing an 'x' in the boxes,
(c) have students share their responses in small groups, and (d) have a whole class discussion to
foster prior knowledge about the topic. See examples below.

Knowledge Rating for Science

Word Have Seen Can Say Can Define Can Spell Can Use in Don't Know
or Heard a Sentence at All

diffusion X

permeable X

glucose X X X

dialysis X X X X X

endocytosis X

phagocytosis X

impermeable X

osmosis X X X X X
'

Knowledge Rating for Social Studies

Word Have Seen Can Say Can Define Can Spell Can Use in Don't Know
or Heard a Sentence at All

oligarchy X

anarchy X X X X X

democracy X X

communism X X

socialism X

impeachment X X

monarchy X X

banishment X

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 Vocabulary Strategies
Independent Word Learning Strategies - (Barton, 2001) - These three methods consistently help
students learn to determine meaning of unfamiliar words on their own:
1. Modeling context clues - When you are reading together with your students, be on the lookout
for words you think they might not know. Stop and ask them what they think the words might
mean in this text. Walk them through the process of looking around the unfamiliar word for
words that offer clues to meaning, and tell them they are using context clues. Modeling this
strategy on a regular basis a few times a week will help students begin to apply them on their
own;
2. Structural analysis - Reading also offers many opportunities for this strategy. Structural
analysis means to look within an unfamiliar word for familiar word parts. Students can learn
through your modeling to use this strategy if you explicitly show them how it works and practice
with them regularly; and
3. Using the dictionary - It is worth the time to teach students how to use the dictionary to look up
unknown words since they tend to note only the first few words that appear in the dictionary
definition when they look up a word. A practical format for helping students use the dictionary
productively is to have them answer two questions when they define a word: "What larger group
of 'things' does this word belong to?” and "What makes this word different from the rest of its
group?"

Magnet Summaries - (Buehl, 2001) - This strategy involves the identification of key words - magnet
words from a reading- that students then use to organize information into a summary (prewriting).
Procedure: (a) have students read a short portion of text, looking for key terms to which the
details in the passage seem to connect, (b) on a transparency model writing details from the
passage that are connected to the magnet word, (c) distribute index cards for recording magnet
words while students read the rest of the passage (tell younger students they should identify a
magnet word for each paragraph or heading), (d) in groups have students share their words and
decide on the best magnet words and generate the details, (e) model for students how the
information can be organized into a sentence, (f) have students construct sentences for their
remaining cards (on scratch paper first and then on the back of the cards), and (g) direct students
to arrange the cards in the order they want their summary to read. See example on following page.

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 Vocabulary Strategies
MAGNET SUMMARIES FOR HISTORY

Farm for 5 years

160 acres “Many people went west because of
Homestead Act the Homestead Act, which gave 160
Congress 1862 acres to people if they farmed them
for five years.”
Many went West

The Great Plains

Insects "In the Great Plains, people had
drought hardships with the very hot and very
Hardships cold weather, and their crops failed
hot/cold crops due to drought and insects. "
weather failed

way they dug wells

plowed
"Farmers needed to do dry farming,
wheat
so they dug wells, made windmills, and
Dry Farming changed the way they plowed to grow
irrigation wheat."
windmills

no trees
far from "Homes on the Prairie were sod
loneliness each other houses, called 'soddies, ' because
they had no trees. People were lonely
Homes on the Prairie because the houses were far from
each other."
dirt floors
sod houses “soddies”

Missing Words - (Stephens & Brown, 2000) - Missing words - an adaptation of the cloze procedure -
engages students in reading a selection with certain words deleted, and then predicting in writing
the missing words. It helps students learn to draw upon prior knowledge, use meta-cognitive skills,
think inferentially, and understand relationships. Procedure: (a) the teacher selects a passage that
the students haven't read and deletes certain words - leaving the beginning and ending sentences
intact- (the deleted words may be key vocabulary words, certain parts of speech, or based on a
numerical pattern like every seventh word), (b) the teacher also models - using a different passage
- how to skim a passage for an overview and how to read the material looking for clues, (c) the
teacher uses a think-aloud to model the meta-cognitive process of rereading the passage -
monitoring the word choices and their effect upon the meaning of the passage.

Open Word Sort - (Cloud, Genesee, & Hamayan, 2000) - A strategy for before, during or after
reading text. Procedure: (a) Student pairs are given words written on individual strips of paper, (b)
they collaborate to categorize the words by identifying and explaining relationships among them, (c)
students then read and reorganize the words in a way that would be effective for teaching key

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 Vocabulary Strategies
information to others, and (d) following the reading they use the resorted words to explain the
reading or answer questions.

Semantic Feature Analysis – (Johnson & Pearson, 1978) - This develops vocabulary concepts and
categorization skills when students find similarities and differences in related words. Procedure: (a)
write a category above a matrix, (b) list words or examples in the category vertically in the matrix,
(c) write features horizontally on the matrix, and (d) have students study each feature and write a
'+' if the word contains the feature and a '-' if the word does not. The strategy helps students
form broader vocabulary concepts and review information by comparing and contrasting words in
the same category. See example below.

DINOSAURS

Triassic Jurassic Cretaceous Meat Plant Large

Small
(220m) (213m) (144m) Eaters Eaters

Tyrannosaur -- -- + + -- + --

Coelophysis + -- -- + -- -- +

Bronotosauris -- + -- -- + + --

Trodan -- -- + + -- -- +

Duckbills -- -- + + -- + --

Prosauropods + -- -- -- + + --

Alosaurus -- + -- + -- + --

Semantic Gradient Scales - (Blachowicz & Fisher, 1996) - This scale helps students to see how new
words fit into a patterns of known words. Procedure: (a) establish a semantic gradient scale (see
example), (b) have the students develop words that fit between the two poles (e.g. developing words
between courageous and cowardly might coordinate with a literature lesson while a freedom list
might fit with a social studies unit).

THE SEMANTIC GRADIENT SCALE

Hottest Courageous Free To Do As You Please

scorching
sultry
steamy
tropical
balmy
sunny
cool
nippy
raw
freezing
frigid
glacial
Coldest Cowardly Totally Controlled

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 Vocabulary Strategies
Simon Says, Science Says: The teacher selects informal and formal ways of describing actions or
events (i.e. rises/ floats, falls/ sinks, stays the same/ remains unchanged). The teacher uses the
game of ‘Simon Says’ to practice the actions with students. During science experiments, the
teacher reminds the students that there is another way to describe similar events which is how
‘science says.’ Words should be categorized onto a word wall so students can locate the formal
vocabulary when recording data or writing lab reports. Variations: Simon Says, Einstein Says; Simon
Says, Shakespeare Says; Simon Says, Columbus Says.

10 Most Important Words - (Stephens & Brown, 2000) - This is designed to help students become
aware of the value of key concepts in developing content knowledge. It can be used as a 'pre' or
'post' unit activity. Procedure: (a) the teacher introduces a topic by helping students think about
what they already know, (b) students are then asked to predict in pairs what they think the ten
most important words of the unit will be, (c) then pairs share their lists with another pair - and
they agree to a final list of ten, (d) the lists are continually referred to, revised and at the end of
the unit the class reflects on which ten were the most important after all.

Tri-bond – (Chen, L. & Mira-Flores, E., 2006) – Create a set of word cards that contain three words
on one side and the larger concept they fit within on the other side. Have students work in
partners: one reads out the front of the card and the other has to try out the concept. Example:

(front) (back)
Jupiter

Mercury Planets

Mars

Verb Walls:Understanding and using verbs helps students to grasp the actions of a
discipline. Teachers can create a verb wall by posting the 50-verb list of their
subject area onto the wall. Teachers refer to specific verbs as they present
concepts (i.e. exposure) and students use the verb wall for writing tasks in the
specific subject areas to explain or describe concepts (i.e. practice and mastery
through the writing process). See verb lists below.

• Math - add, subtract, multiply, divide, equalize, factor, correspond, graph, plot, compare,
represent, travel, substitute, intersect, calculate, suppose, assume, function, bisect,
depend, vary, estimate, slope, change, interpret, measure, connect, apply, match, distribute,
simplify, evaluate, express, solve, construct, predict, order, designate, assign, follow,
differ, coincide, justify, arrange, demonstrate, operate, extrapolate, draw, determine, find

• History - cause, change, affect, influence, conflict, force, govern, rule; invade, dominate,
rebel, attack, establish, expand, lead to, explore, follow, build, form, export/import,
increase/decrease, support, promote, vanquish, develop, reign, result, contribute, grow,

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 Vocabulary Strategies
demand, produce, trade, modernize, industrialize, urbanize, reflect, turn, control, end,
begin, rise, decline, believe, practice, advance, retreat, convert, isolate, integrate, worship

• Literature - evoke, convey, express, imply, mean, infer, ascertain, contrast, coincide, relate,
begin, proceed, end, tie in, juxtapose, clash, rhyme, alliterate, compare, analyze, symbolize,
represent, relate, connect, explain, describe, expose, inform, interpret, foreshadow entail,
suggest, summarize, imagine, satirize, understate, exaggerate, personify, motivate,
dramatize, connote, denote, characterize, specify, philosophize, translate, narrate, portray,
conflict, empathize

• Chemistry - separate, mix, behave, join, bond, fuse, attract, repel, lower, raise, remain,
liquefy, burn, calculate, discharge, explode, implode, deploy, balance, equate, level, form,
involve, remove, melt, cool, dissolve, heat, change, affect, release, free, oxidize, control,
absorb, differ, maintain, react, act, share, transfer, contain, saturate, exchange, equalize,
occur, produce, complete, respond, evaporate

• Earth Science - fill, develop, split, cleave, cut, flow, spin, drop, raise, increase, decrease,
absorb, weather, erode, build, turn, drift, move, accumulate, maintain, change, support,
release, migrate, sift, dissolve, moderate, float, sink, originate, reflect, radiate, settle,
form, melt, cement, compact, collapse, disintegrate, arrange, date, overturn, precipitate,
elongate, shorten, intensify, weaken, travel, diverge, converge

• Biology - interact; develop, flow, block, react, act, metabolize, pump, oxygenate,
deoxygenate, inflame, expand, contract, nourish, respond, produce, die, protect, reproduce,
exchange, process, perform, digest, excrete, secrete, synthesize, breathe, divide,
differentiate, transmit, filter, cross, graft, regenerate, disperse, fertilize, evolve, mutate,
ingest, control, transport, stimulate, impede, function, connect, hydrate, dehydrate,
acidify, proliferate, decompose

• Physics - push, pull, fly, raise, lower, burn, flow, cohere, adhere, engage, disengage, force,
float, expand, contract, melt, evaporate, sink, spin, differentiate, turn, drive, exert,
convert, balance, calibrate, measure, deflect, bounce, reflect, explode, implode, relay
launch, meet, gather, collect, signal, ignite, draw, touch, attract, repel, rotate, reverse,
vibrate, recycle, counteract, act, react

(Benjamin, 1999

Vocab Alert! - (Stephens & Brown, 2000) – The design of the Vocab Alert! Helps make students
aware of important terms prior to reading or a lecture. It serves as a form of self-assessment as
well as an assessment tool for teachers. Procedure: (a) the teacher selects the most important
words (between 5 and 10) from the text, (b) using the continuum below, students self assess their
familiarity with each term, (c) then the teacher introduces the significance of the terms to the
topic, (d) as the students read/hear the text, they record information, and (e) afterwards the
teacher engages the class in discussion to further clarify and develop understanding of the terms.

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 Vocabulary Strategies
See example below.

I know It’s sort of familiar Don’t know

1 2 3 4 5

List of Words:

1. embargo

Notes: government restricts trade; see p. 356

2. treaty

Notes: agreement between nations: see p. 359

3.

Notes:

Vocab-marks - (Stephens & Brown, 2000) -A Vocab-mark is a bookmark made from laminated paper
with spaces for students to list unfamiliar words as they encounter them in their reading.
Procedure: (a) the teacher models finding unfamiliar words while reading and how to record them on
a Vocab-mark and (b) students make their own and begin to list new words, the page number, and a
brief definition (either through a dictionary or a friend). Some teachers structure the use of
Vocab-marks by specifying what students must look for (e.g. three technical terms, two unfamiliar
terms, etc).

Vocabulary Cards - (Kagan, 1990) - These cards are designed to generate higher level thinking
among students in cooperative learning groups. Procedure: (a) the teacher provides a group of four
with the vocabulary words from the unit, (b) after the question is read students pair up in the
group of four to discuss the answer, and (c) then the pairs share their responses with one another;
or (a) the teacher provides pairs with the vocabulary words, (b) student 1 asks the question, (b)
both students write their answers down and then share, and (c) student 2 asks the next question
(and so on). Cards are available from www.kaganonline.com.

Vocabulary Concept Chain - (Billmeyer, 2003) - Students study the vocabulary relating to the
concept being studied. In pairs, they try to determine how the vocabulary words are related in
order to organize the words into a concept chain (e.g. a circular set of words). After all of the
vocabulary words are placed in the appropriate order, students write a relationship sentence which
summarizes how the chain of words expresses the meaning of the concept. See example below.

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Vocabulary Concept Chain Example

Beautify

Relationship sentence: In order to

Pollution beautify our world we need to take care
Environment
of our environment by recycling, reducing
waste, reusing materials and eliminating
pollution.

Reuse Recycle

Reduce

Vocabulary Connections - (Brisk & Harrington, 2000) - Choose a reading selection. Choose words
crucial to understanding the selection - preferably in limited semantic fields. Have students look up
the words in a dictionary - in class or as homework. Have students discuss their definitions with one
another in class (i.e. give examples in their own lives of the selected words and their meanings).
Have students read the selection. Have students retell or write a summary of the selection - using
the new vocabulary.

Vocabulary Elaboration - (Brown, Phillips, and Stephens, 1993 in Billmeyer, 2003) - The strategy
has students record a new word, the date it was encountered, and the context in which the word
was found. Students propose a definition and check it against a dictionary or glossary and then
they provide examples and non-examples based on their experiences. Students also record
characteristics or elements which are situational to help them understand different meanings of
the same words. Students work in groups to complete a graphic organizer. These are shared with
other groups. See example two pages down.

Vocabulary Graphics - (Stejnost & Thiese, 2001) - Procedure: (a) give students 5 x 7 index cards,
(b) instruct students to find the meaning of a given word and write it in the center of the card, (b)
tell them to record the following information in each of the card's four corners: a sentence using
the word, a synonym, an antonym, an illustration, and (d) hook the cards together for unit
vocabulary file. See the example below.

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SENTENCE: SYNONYM:
When I think of a NUCLEUS, I think core
of a sunny-side up egg!

WORD: Nucleus
DEFINITION: A nucleus is the center

ILLUSTRATION:

ANTONYM:
edge

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Vocabulary Elaboration Strategy Example

Context Category, Topic, or Subject Definition

Classification Plants Have seeds in

Plant Kingdom flowers

New Term or Word

Angiosperm

Examples Non-Examples

Gingko Rose Daisy Lilac Pine Gingko Cycad Fir

bush tree

Elements/Characteristics

vessel flowers seed fruit vascular

elements tissue

Brown, Phillips, and Stephens, 1993

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Vocabulary Notebook or Journal - (Billmeyer, 2004) - After reading or discussing, students keep
track of their vocabulary development in a notebook or journal by recording how a word is used in
different contexts, sketching what it means, and providing meaningful examples which link to their
lives. Notebooks and journals can be shared with peers. See example.

Vocabulary Notebook Example

1. word: concentric page: 5 6. association or symbol:
2. context: “There were more than a dozen vessels of
various kinds, formed roughly into concentric circles.”
3. definition: having a common center
4. antonyms: imbalanced
5. predicted definition: round

Vocabulary Writing in Math – (Billmeyer, 2004) – Learning math is often equated to learning a new
language due to the vocabulary-dense texts and conceptual context within which vocabulary is
presented. One way to help students assimilate mathematical language is to have them create their
own vocabulary journal as follows:

WORD PICTURE DEFINITION

yard ft ft ft A standard unit of measure made
up of three feet. It is smaller
than a meter.

Vocabulary Story Map - (Blachowicz & Fisher, 1996) Integrating new vocabulary with students'
schema or prior experiences makes them more accessible. Procedure: for an upcoming story, map
out the story line choosing vocabulary words that are critical to the story elements (see example).
The possible big ideas section may not be in the story but are needed for effective discussion and
the vocabulary should be used multiple times in discussing, explaining, summarizing, and responding
to the story. See example below.

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“THE NECKLACE” (Vocabulary Story Map)

Characters
Mathilde, who believes there is nothing more humiliating than to look poor among women who are rich.
M. Loisel, who gives his wife 400 francs for a ball gown.
She suffered ceaselessly from the ugliness of her curtains.

Setting
The vestibule of the palace
The ministerial ball
A tented garret

Problem
Mathilde loses a borrowed diamond necklace and is sick with chagrin and anguish.
M. Loisel borrows money and accepts ruinous obligations.
They are impoverished by the debt.

Resolution
M. and Me. Pay the accumulations of debt and interest for years. After the debt is paid, Mathilde sees
the friend from whom she borrowed the necklace and finds out it was only paste.

Possible Big Ideas

Putting on airs, humiliation, egotism, arrogance, conceit, vanity, disdain, haughtiness, destitute,
indigent, irony, false pride, image, deprivation, poverty, calamity, compromised, luxuries

Word Boxes/Journals & Logs - (Fogarty, 2001) - These are based on the same principles but are for
different age groups. For younger students, shoeboxes are used for individual word boxes.
Students gather new words each day using 8 inch x 3 inch colored construction strips to record
them. Students play the game "Go Fish” mixing their word cards with partners. When students know
their words, they keep them (unknown words are discarded). Word strips are then used to create a
story - some- of which are illustrated, bound and read to others. Over the months students will see
their own progress. Vocabulary journals and logs serve the same purpose for older students as they
use their growing list of words to better understand content specific material.

Word Chains - (Stephens & Brown, 2000) - A word chain provides students with a structure to
explore relationships among words, understand how they can be used, and remember their meanings.
Procedure: (a) the teacher selects 5 to 7 new vocabulary words that are related to the same
concept and models how to develop a word chain based on the connections, (b) the students - in
pairs - are given a group of words, (c) the students develop a word chain and then share it with
another pair (or the rest of the class), and (d) finally each student writes a short paragraph using
the new words in a way that demonstrates their connection.

Word Cards Strategy - (Brisk & Harrington. 2000) - Procedure: Prepare strips of strong cardboard.
Each day have each student give a word; write it on the card. Give the cards to the students to
read alone or to trace the letters. Keep a file box in which to place the cards (first write the names

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of the children on the cards). Every day have the children find their own words, sit with a
classmate, and read their words to each other. If they can't remember their words, sit and help
them. Once students have 20 to 30 cards, use these follow-up activities:
. Taking a few and checking to see if they remember them
. Choosing one to elicit discussion of a topic by a group or the whole class
. Having the students write their word and draw a picture
. Having students put together a dictionary or create a game with the words

Word Family Tree - (Buehl, 2001) - This strategy involves students in connecting a key term to its
origins, to related words or words that serve a similar function, and to situations in which one might
expect the word to be used. Procedure: (a) select a group of target words for students to
investigate (i.e. pivotal words in a story, a unit of study, or general-high utility vocabulary) and (b)
have students work with partners or in cooperative groups to complete the organizer using
appropriate resources. See example.

Ancestor (Root Word): Pronunciation Key: Words that are

quies ack-wee-ess' similar:
Which means: to rest agree
Words that are relatives: comply
Memory Clue:
quiet submit
"quiet A"
quiescent (inactive,passive consent
agree quietly
quietude (calm, still)
acquiescent

Acquiesce

Definition: to go along reluctantly,

to give in maybe even if you really don’t want to

A sentence where you found this word:

Eventually the Native Americans acquiesced to the treaty, even though
they felt betrayed by the government.

Who would say it? Pick three kinds of people who might say this word and
write a sentence showing how they might use it:

Politician Judge Business Person

After a few changes to the The judge told the jury that I will acquiesce to buy your
bill, the senator acquiesced to every member had to computers if you guarantee
vote for it. acquiesce to reach the that they will work for my
verdict. company.

Word of the Week - (Stephens & Brown, 2000) - This process of making new words their own helps
students to construct an ever-widening vocabulary. Procedure: (a) students identify a new word that
they are interested in adding to their vocabularies, (b) they list the word, the part of speech, the

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definitions, and a sentence, (c) students use 'their word' in class all week, and students share their
words with partners, then small groups, then the class.

Word Splash - (Burns, 1999) - Word splash sounds very simple but an amazing amount of connected
information is shared in a relatively short amount of time. The strategy may not produce precision
with vocabulary but when the words are encountered in the text, they will not be complete
strangers. Procedure: (a) a variety of words that are integral to the unit are spread across a
transparency, (b) the teacher elicits from the student what is already known about the terms -
including their use in sentences, and (c) the teacher checks off the words as they a re used, (d) The
next step is to predict the story based on the word splash. Seethe example below.

falcon celestial ancient

Osiris tomb
deceased
inscription dismembered
ointments divinities
dynasty
sarcophagi mumiform

netherworld

Word Walls - (Pinnell & Fountas, 1998) - Procedure: (a) be selective and stingy about what words go
up there, limiting the words to those really common words that students need a lot in writing, (b)
add words gradually - about five a week, (c) make them accessible where everyone can see them,
write them in big letters, and use a variety of colors, (d) practice the words by chanting and writing
them in different ways (i.e. magnetic letters, sand, portable word walls), (e) do a variety of review
activities, (e) make sure that word-wall words are spelled correctly in any writing the students do.
See examples in their books!

Zip Cloze - (Burns, 1999) - Procedure: Put a reading passage on an overhead and block out words
with masking tape. Choosing selected vocabulary words seems more useful than deleting every
seventh word (the usual doze). Students use all the strategies they know to guess the missing
words. When the tape is guessed, the tape is zipped off and students can compare their choice with
the author's.

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