E.L. Achieve
Elementary
Constructing Meaning
Explicit Language for Literacy
Instruction
Matt Coleman
Shannon O’Neal
Gustavo Olvera
October 7, 2013
E L E M E N T A R Y
Administration Center
1
Logistics
 Evaluation Form
 Pre-approval for course credits
 Homework requirements
 Follow-up support
 Agenda
E L E M E N T A R Y
2
Think-Write-Pair Share
Writing Prompt
 What do you know about ELLs in our district?
– I know that __________________ .
 In what ways are you currently supporting the needs of
ELLs?
– We are currently supporting the needs of our ELLs by ______ .
 What do you hope to gain from this institute?
– I hope to gain ________________ .
E L E M E N T A R Y
3
What is Constructing Meaning?
 Explicit Language for Literacy Instruction
 What is the purpose?
 To infuse explicit language instruction
throughout the instructional day
E L E M E N T A R Y
Please Read Tab 1.1
4
Effective Program Implementation Phases
E L E M E N T A R Y
Tab 1.3
5
Hillsboro School District Data
E L E M E N T A R Y
6
Improving Outcomes for English Language Learners 2011-2016
E L E M E N T A R Y
E L E M E N T A R Y
Constructing Meaning
Explicit Language for Literacy Instruction
Goal!
Equipping English learners with the
language they need to express the
sophistication of their thinking for
academic purposes.
E L E M E N T A R Y
October 13
9
A Constructing Meaning teacher understands that…
 Comprehending content depends on knowing the
language of both content and text structures
 Expressing complex thought depends on a strong
command of the language
 Successfully completing reading and writing tasks
requires knowing how English works
 English Learners deserve this explicit language
instruction
Tab 1.1
E L E M E N T A R Y
October 13
10
As the District takes on this initiative, you will internalize:
A process for deconstructing academic tasks – both
reading and writing – called out in English language arts
standards
A way to analyze language demands embedded within
tasks
How to maximize proven instructional practices you
use to provide explicit language support and use your
instructional materials to best effect.
E L E M E N T A R Y
Tab 1.1
11
Outline of topics by day
Day One
 The Role of Language in Literacy
Development
 Word Analysis and Vocabulary Instruction
Day Two
 Language for Reading Comprehension
Day Three
 Language for Written Production
E L E M E N T A R Y
See Tab 1.1 for Institute Outcomes
12
Day One Outcomes
 Learn the purpose of Constructing Meaning
 Gain insight as to the role of language knowledge
in academic success
 Learn tools to scaffold instruction for word
analysis
 Learn more about how to scaffold instruction to
develop vocabulary knowledge
 Identify additional resources in our school district
E L E M E N T A R Y
13
Collaboration
Learning communities are groups of individuals who
come together with a shared purpose and agreement to
construct new understandings.
-Peter Senge
E L E M E N T A R Y
14
Institute norms
 Be respectful of one another
– Cell phones off or on vibrate
– Avoid side conversations (jot notes instead?)
– Ask “we” questions; save “me” questions
– Be punctual
– Take care of personal needs
– During discussion time, please focus attention on the given
task first, then discuss related topics of interest
 Be a learner
– Actively participate in readings and activities
– Keep the focus on teaching and learning; that which is within
our sphere of influence
E L E M E N T A R Y
15
Elementary
Constructing Meaning
The CM focus is on
teaching the contentspecific language that
enables students to think,
discuss, read, and write
to the goals of the lesson.
E L E M E N T A R Y
Analysis of the language
demands of content
lessons integral to
instructional planning
Both language and
content goals are
considered.
E L E M E N T A R Y
16
Constructing Meaning
Explicit Language for Literacy Instruction
Purposes:
 Break down academic tasks to
determine what language students
need to construct meaning and express
understanding.
 Learn to provide appropriate, explicit
language instruction.
E L E M E N T A R Y
Tab 1.2
17
Binder walk
1. Knowing our Students: Level of English Proficiency
(1.6 – 1.12)
2. Building a Rich and Varied Vocabulary (2.17 – 2.18)
3. Reading Language Tools, Instruction and Application
(3.10 – 3.28)
4. Language Function Tools (4.6 – 4.30)
5. Matrix of Grammatical Forms (Pre-CM Module)
6. Appendices
E L E M E N T A R Y
18
Self-guided tour
 Take a few minutes to flip through the
Handbook. Use Post-its to flag
additional pages that interest you.
 Tell your partner one thing you are
looking forward to learning more about.
E L E M E N T A R Y
19
Code Your Reading
√ = Got it
! = Important to remember
? = Question I have
E L E M E N T A R Y
20
20
The Urgency for Language
Development
 The challenge
 Long-term English learners and other
characteristic profiles
 Language and academic success
E L E M E N T A R Y
Read 1.3-1.5
21
The challenge
 Ms. Wright shows an illustrated book about the farm
to her first-grade students and reads, “The tractor
went up and down the rows of corn.” Later, she
checks in with her students about the story and finds
that at least one of her English learners has an
image of the tractor bouncing up and down like a ball
on the ground.
 Ramón, a fourth-grade student, studies his reading
passage intently to understand the sentence, “The
cat knew nothing besides hunting birds and mice.”
He wonders, “Wouldn’t it be dangerous for the birds
and mice to be beside the cat?”
E L E M E N T A R Y
Tab 1.3
22
Significant Shifts
Common Core Standards
There is an unprecedented emphasis
on language:
 Comprehend and respond to complex texts
 Craft effective arguments grounded in evidence
from texts
 Demonstrate understanding of content through
discussions, presentations, and written
E L E M E N T A R Y
23
Significant Shifts
Common Core Standards
There is an unprecedented emphasis
on language:
Make informed, skillful language choices to
express themselves
Use formal English in their writing and speaking
Build on ideas of others, and confirm they’ve
been understood
Students will need thoughtful language
instruction to do this!
E L E M E N T A R Y
24
It’s a daunting task
While learning grade-level content, ELs must gain a multifaceted knowledge of the English language
 Native language = almost invisibly learned
 Rules (syntax, discourse), vocabulary, and nuances
(idioms, cadence, registers)
 Academic language = requires instruction in critical
components
 New language + academic language =
careful instruction and a great deal of
practice
Tab 1.3-1.4
E L E M E N T A R Y
25
In a condensed time frame,
English learners must learn…
 Every word and sentence combination
native- English speakers have spent
thousands of hours internalizing during their
early childhoods
 The content language being taught in their
reading and writing materials
– conceptual and concrete language taught in the
current year
– also the foundational vocabulary taught in each
previous year.
E L E M E N T A R Y
26
While keeping pace with native-English
speaking peers, they must learn
 Abstract concepts like “plot”
 Ideas like “loyalty”
 Techniques like “predicting”
 Idioms, such as “knowing the ropes” or “put
your best foot forward”
E L E M E N T A R Y
27
Quality content instruction in English
is not sufficient
 Academic achievement will be
accelerated when students are proficient
in English.
 English learners need explicit instruction
in English and how it works – vocabulary,
word usage, grammatical features, and
syntactical structures to gain academic
proficiency.
Saunders, Foorman, & Carlson, 2006
E L E M E N T A R Y
28
Common English learner profiles
Recent or relatively recently arrived in U.S.
Primary grade (K-2) new to English
– Tremendous variation in depth and richness of primary
language knowledge.
Upper grade (3-6)
– Some bring strong literacy skills in home language
– Some bring limited literacy skills in home language and little
to no formal schooling experiences
E L E M E N T A R Y
Tab 1.4
29
Common English learner profiles
 Long-term English learners (4-6)
–
May have lived their entire lives in U.S.
–
Some have strong English language and literacy skills (some
gaps) and on track to full English proficiency.
–
Some have limited literacy skills, seemingly strong oral English
skills, many gaps in academic language. May be at or below
Intermediate level.
 Learners of Standard English (K-6)
–
Students who are primarily English speaking but have been
designated Limited English Proficient (LEP)
–
Some are English-only students who speak a non-standard
variation of English.
E L E M E N T A R Y
Tab 1.4
30
A look at two contexts for language use
1. An extended oral response to a
question about a familiar topic.
2. An extended written response to a
formal writing prompt.
E L E M E N T A R Y
31
Think-Write-Pair Activity
How would you say it?
1. Turn and talk with an elbow partner.
2. Determine partner A and partner B.
3. Think about this question:
What are some differences between a cell
phone and an ipad?
4. Write down key phrases and vocabulary for two
differences.
5. Pair - At the signal, take turns sharing with your
partner. Together decide on two significant
differences.
E L E M E N T A R Y
32
Example #1 – HSD Student
Response to a question about a familiar topic
 Listen for the vocabulary this student
uses to respond to the question:
What are some differences between a
cell phone and an ipad?
 What differences does he identify?
 What language does he use to discuss
them?
E L E M E N T A R Y
33
E L E M E N T A R Y
34
Example #1- HSD Student
What do we notice about this
student’s English language use?
Vocabulary
Syntactical
Structures
Fluency
L1 Influence
 Lack of precise topic vocabulary
 Run-on simple sentences
 Lack of clarity in the explanation
 Language Skills
E L E M E N T A R Y
35
Example #2 - Long-term Adolescent English Learner
Formal Writing Prompt
 Evaluate your current study place and
determine whether you should make
any changes to create a more
productive work environment.
E L E M E N T A R Y
36
Example #2 - Long-term Adolescent English Learner
Extended Written Response
Well actually I study in my livingroom almost
sometime. Because I don’t usually do my
homeworks. Every time when I pick up my pen to
work on my homeworks I got disturb from my little
bros., and sister. They come into the livingroom and
chase each other aroun. I was like sitting in hell with
a demon. In my living room I had a desk which it is
about 6 ft. by 3, a lamp, dictionary, papers, pens
and some books. I had a 27 inch TV in front of me.
9th grade (7 years in U.S., CELDT 3)
E L E M E N T A R Y
37
Example #2 - Long-term Adolescent English Learner
What do we notice about this
student’s English language use?
 Imprecise vocabulary use
 Inconsistent and inaccurate use of habitual
present tense: I study; I got disturb; I had a desk
 Errors with:
– Adverbs of frequency: almost sometime
– Count/non-count nouns: homeworks
– Sentence fragments: Because I don’t usually do
my homeworks.
– Inappropriate register: Well, actually…
E L E M E N T A R Y
38
Student written response
Well actually I study in my livingroom
almost sometime. Because I don’t
usually do my homeworks. Every time
when I pick up my pen to work on my
homeworks I got disturb from my little
bros., and sister. They come into the
livingroom and chase each other aroun.
I was like sitting in hell with a demon.
In my living room I had a desk which it
is about 6 ft. by 3, a lamp, dictionary,
papers, pens and some books. I had a
27 inch TV in front of me.
E L E M E N T A R Y
39
Student written response
Well actually I study in my livingroom
almost sometime. Because I don’t
usually do my homeworks. Every time
when I pick up my pen to work on my
homeworks I got disturb from my little
bros., and sister. They come into the
livingroom and chase each other aroun.
I was like sitting in hell with a demon.
In my living room I had a desk which it
is about 6 ft. by 3, a lamp, dictionary,
papers, pens and some books. I had a
27 inch TV in front of me.
Well actually I study in my livingroom
almost sometime. Because I don’t
usually do my homeworks. Every time
when I pick up my pen to work on my
homeworks I got disturb from my
little bros., and sister. They come into
the livingroom and chase each other
aroun. I was like sitting in hell with a
demon. In my living room I had a desk
which it is about 6 ft. by 3, a lamp,
dictionary, papers, pens and some
books. I had a 27 inch TV in front of
me.
E L E M E N T A R Y
40
Student written response
Teacher modeled example
Well actually I study in my livingroom
almost sometime. Because I don’t
usually do my homeworks. Every time
when I pick up my pen to work on my
homeworks I got disturb from my
little bros., and sister. They come into
the livingroom and chase each other
aroun. I was like sitting in hell with a
demon. In my living room I had a desk
which it is about 6 ft. by 3, a lamp,
dictionary, papers, pens and some
books. I had a 27 inch TV in front of
me.
E L E M E N T A R Y
41
Student written response
Teacher modeled example
Well actually I study in my livingroom
almost sometime. Because I don’t
usually do my homeworks. Every time
when I pick up my pen to work on my
homeworks I got disturb from my
little bros., and sister. They come into
the livingroom and chase each other
aroun. I was like sitting in hell with a
demon. In my living room I had a desk
which it is about 6 ft. by 3, a lamp,
dictionary, papers, pens and some
books. I had a 27 inch TV in front of
me.
Most of the time, I use the living
room as my place of study. However,
this is not ideal because I often get
disturbed by my younger brothers and
sisters. Every time I pick up my pen
and try to concentrate on my
homework, I hear my siblings chasing
each other around my workspace. I get
so annoyed that it feels like sitting in
hell with demons. Even with a
designated space marked by a 6 feet
by 3 inch lamp and tools like a
dictionary, paper, pens, and textbooks,
a big screen television positioned in
front of me is what attracts my
attention. This is obviously not the
ideal environment for completing my
homework and I should make some
changes so that I can be more
productive.
42
E L E M E N T A R Y
Student written response
Teacher modeled example
Well actually I study in my livingroom
almost sometime. Because I don’t
usually do my homeworks. Every time
when I pick up my pen to work on my
homeworks I got disturb from my
little bros., and sister. They come into
the livingroom and chase each other
aroun. I was like sitting in hell with a
demon. In my living room I had a desk
which it is about 6 ft. by 3, a lamp,
dictionary, papers, pens and some
books. I had a 27 inch TV in front of
me.
Most of the time, I use the living
room as my place of study. However,
this is not ideal because I often get
disturbed by my younger brothers and
sisters. Every time I pick up my pen
and try to concentrate on my
homework, I hear my siblings chasing
each other around my workspace. I get
so annoyed that it feels like sitting in
hell with demons. Even with a
designated space marked by a 6 feet
by 3 inch lamp and tools such as a
dictionary, paper, pens, and textbooks,
a big screen television positioned in
front of me is what attracts my
attention. This is obviously not the
ideal environment for completing my
homework and I should make some
changes so that I can be more
productive.
43
E L E M E N T A R Y
Two-Minute Activity
Partner Discussion Task
How are the language needs of English
learners addressed in our schools’
communities?
E L E M E N T A R Y
44
Sample 5th Grade Task
 Make a t-chart
 What cognitive and linguistic skills and knowledge will
students need to successfully meet these CCSS?
RI.5.3 Explain the relationships or interactions
between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text
based on specific information in the text.
W.5.2.eProvide a concluding statement or section
related to the information or explanation presented.
 Share your list with someone next to you.
E L E M E N T A R Y
45
What is required of students?
Cognitive Skills
Linguistic Skills
 Fluently decode
 Recognize words and
 Write to inform
 Use evidence in the
text to identify the
historical context
 Discern significant
events
 Recognize how actions
compare within a
series of events
phrases that signal
comparing
 Use comparing
structures
 Recognize and use
words that signal the
order of events
 Describe events using
specific vocabulary
E L E M E N T A R Y
46
Research on Language and academic success
 Learning to read well depends on rich
language knowledge.
– Students with well developed English oral skills
experience greater success in English reading
(Genesse, et al/2005)
 National data indicate EL tend to do poorly on
tasks requiring language proficiency
– Quality content instruction is not enough. (Saunders,
Foorman, Carlson/2006)
– EL need explicit instruction in how English works.
E L E M E N T A R Y
Please Read Tab 1.5
47
Knowing our Students:
Levels of English Proficiency






E L E M E N T A R Y
Beginning
Early Intermediate
Intermediate
Early Advanced
Advanced
Examples across proficiency levels
Tab 1.6
48
A brief look at Proficiency Levels
1. It’s my bicycle.
2. I have a new bicycle. I am happy.
3. I wanted a new bicycle, so I worked hard to save
enough money.
4. Although it took a long time to save the money, I’m
excited to finally have a bicycle.
5. I’m proud of myself! If I hadn’t saved all of my money, I
wouldn’t have been able to buy a new bicycle.
E L E M E N T A R Y
October 13
49
49
Getting to know English proficiency levels
You will each read about one proficiency level
and summarize key ideas to your group.
Form groups of five and count off.
Turn your Talking Chip from red to white when
you are ready to share.
Code your reading:
√ = Got it
! = Important to remember
? = Question I have
Tab 1.6-1.10
E L E M E N T A R Y
50
50
Share out
 What are some of the key
competencies students must gain at
each proficiency level as they move
from one to the next?
E L E M E N T A R Y
51
Examples across proficiency levels
 As students gain knowledge of English,
they are able to communicate their
content knowledge using topic-specific
vocabulary in increasingly complex
sentences.
 Read Tab 1.11 to see how students
might use language orally or in writing
across four proficiency levels.
E L E M E N T A R Y
52
Ten Minute Partner Activity
Write your own
 Work with a partner to write your own
examples.
 Use one of the articles provided.
 How might students at each proficiency
level restate facts and details about a
new topic?
Tab 1.11
E L E M E N T A R Y
53
Part One
Backward map from grade-level target
 Begin with a target grade-level
appropriate response for “on target.”
– Be sure it is natural sounding (no stilted
language).
– Ask yourself: Is this an example of
academically solid language for this
grade/age group?
– It should not exceed grade-level standards
E L E M E N T A R Y
54
Part Two
Backward map from grade-level target
 Once you’ve determined the target response,
move down to the intermediate level for the
step building toward the target response.
 Keep in mind the descriptions of vocabulary
and sentence structures on Tab 1.6 - 1.10.
 Continue down the proficiency levels.
 When you finish, read them over. Do they
build logically? Use natural language?
 If not, revise the sentences.
E L E M E N T A R Y
55
Delving more deeply
Compare/contrast examples
 Read vertically to see the range of ways
students can compare at each level.
 Work with a partner to write your own
examples.
 How might students at each proficiency
level restate facts and details about a
new topic?
E L E M E N T A R Y
Tab 1.12
56
Music Appointments!
 Remove Music Appointment page from
appendices.
 At the signal, you will make an appointment with
four different people from four different tables.
 Be sure you have an appointment for each time
slot.
 If you are making an appointment with someone
you do not yet know, you may want to jot a note
(dark hair, blue shirt) to help you remember.
E L E M E N T A R Y
Tab 5.3
57
Music Appointment #1
Discuss potential opportunities for instruction
 When you hear the music, find your
appointment for that genre of music
 You have five minutes to share what’s
on your mind.
 Be sure both of you get a chance to
talk.
E L E M E N T A R Y
58
Lunch
E L E M E N T A R Y
59
Word Analysis and Vocabulary
Development
 Building on primary language: Transfer
 Word Analysis Strategies
 Building a rich and varied vocabulary
E L E M E N T A R Y
Tab 2
60
Framework for Reading Assessment &
Instruction
 Reading as a motivated act combining
decoding and comprehension
E L E M E N T A R Y
61
Building on primary language:
Transfer
 Please read the top of page 2.1
 Every teacher can support primary
language skills.
 Value the language your students bring. It is
part of them.
 Assign homework that encourages
discussion of important ideas and
meaningful topics.
Tab 2.1
E L E M E N T A R Y
62
Transferable skills
Tab 2.1
 English learners literate in their primary language bring:
– An understanding that print carries meaning and letters
correspond to sounds of speech
– Literary analysis: plot, characters, author’s purpose
– An understanding that there are conventions for oral and
written language
– Interest and motivation to read
– Subject matter content knowledge
– Comprehension skills of summarizing, questioning,
predicting
– Word recognition and analysis: roots, prefixes, suffixes
E L E M E N T A R Y
63
Transference
IS
IS NOT
strategic
spontaneous
deliberately planned &
consistently addressed
teaches metalanguage
made visible to students
sporadic
students are taught and
encouraged to draw upon
their knowledge of both
languages
capitalizes on L1-L2
influences
encompasses all dimensions
of literacy
E L E M E N T A R Y
concurrent translation
ideas are vague and abstract
taught in isolation and only
within one context
rejects approximations
limited to reading and writing
English/Spanish transfer
Tab 2.1
 The vast majority (79%) of English learners
nationally are from Spanish-language
backgrounds
 Because of this, we will take a closer look at
Spanish/English as an example of the
transfer process
 This framework can be applied to other
languages.
We’ll begin with sounds
and sound/spelling
E L E M E N T A R Y
65
Framework for Reading Assessment &
Instruction
 Reading as a motivated act combining
decoding and comprehension
E L E M E N T A R Y
66
Letter/sound relationships
 Corresponding sounds in English and Spanish:
– Consonants b, c, f, k, l, m, n, p, s, t, w, y
– Hard and soft c (cat, caldo; city, cine)
– Hard g (go, gato), but soft g has different sound.
And in English is not consistent (get, give).
– Subtle differences between b and v
Tab 2.2
E L E M E N T A R Y
67
Letter/sound relationships
 Fewer consonant blends in Spanish
– Corresponding: bl, br, cl, cr, dr, fl, fr, gl, gr, pl,
pr, tr
– No initial blends with s. Hence, “estreet”
– No final blends. So lift, stamp, want, milk are
difficult to pronounce
 Fewer consonant digraphs in Spanish
– Corresponding: ch
– There is no sh, wh, ph, or th
– No voiced/unvoiced distinction
Tab 2.2
E L E M E N T A R Y
68
Minimal pairs
 Read through pages 2.2 and 2.3
 Contrasting /th/ and /d/
/th/
they
there
then
than
this
E L E M E N T A R Y
/d/
day
dare
den
Dan
dis*
* colloquial
69
Word Analysis Strategies
Phonemic Awareness (sounds)
Segmenting and blending
Minimal pairs
Word Sorts (sound/spelling)
Dictations for English Learners at
four proficiency levels
E L E M E N T A R Y
Tab 2.4
70
Partner Practice
Minimal Pairs (sounds)
1. Please read page 2.4
2. Use the Word Analysis Lesson Planner
(Tab 2.5) to plan how to teach a challenging
sound/spelling pattern for your grade level.
 Come up with a list of minimal pair words.
 Take turns practicing the lesson sequence for
teaching minimal pairs.
E L E M E N T A R Y
71
Word Sorts – (sound/spelling
patterns)
 Students sort and organize
 Help build knowledge of spelling
patterns
 Emphasize the relationship between
words; how discrete words are related
to each other
 Most successful when followed by
discussion
E L E M E N T A R Y
Tab 2.7
72
Closed Word Sorts
Use picture or word cards to sort by:
A.Sound – initial, medial or final
B.Spelling – same sound, different spelling
Ex: day, rake, rain. Upper grade add: weigh
C.Spelling – same spelling, different initial,
medial, final sounds, such as:
– Consonant digraphs: voiced and unvoiced /th/
– Vowels: caught, lot, pause
– Morphemes: final –s or –ed
E L E M E N T A R Y
Tab 2.7
73
A. Sound – initial, medial or final
Common words spelled with th
Tab 2.7
E L E M E N T A R Y
Initial
Medial
Final
(beginning)
(middle)
(end)
the
mother
math
this
father
with
there
brother
both
then
bother
bath
that
other
teeth
they
another
smooth
thing
weather
think
whether
74
A. Sound
Example of picture and word sort
sh ch j √
E L E M E N T A R Y
Tab 2.8
75
B. Sound – Same sound, different spelling
Ways to spell long a
E L E M E N T A R Y
Tab 2.8
76
C. Sound – Same spelling, different final sound
Regular past tense verbs
Tab 2.9
E L E M E N T A R Y
77
Native Language Influence
E L E M E N T A R Y
78
Native Language Influence
E L E M E N T A R Y
79
Narrative Input Chart for Vocabulary
 1. Freedom
 2. Courage
 3. Rights
 4. Protest
 5. Equal
 6. Convince
 7. Movement
 8. Segregation
E L E M E N T A R Y
80
Dictations for English Learners
 Do not measure expressive language
skills.
 Enhance our knowledge of students'
ability to:
– Spell certain high utility words
– Encode using correct word boundaries
– Encode common spelling patterns,
including vowels, morphemes (-ed)
E L E M E N T A R Y
Tab 2.11
81
Dictations for English Learners
Beginning Level
1. I like pizza.
2. The tree is big and green.
3. I have two sisters.
4. My bike is red.
Tab 2.13
E L E M E N T A R Y
82
Dictations for English Learners
Early Intermediate Level
1. Where are my books?
2. I am looking for them.
3. I can't find them.
4. They are not on the table or in my
room.
Tab 2.13
E L E M E N T A R Y
83
Dictations for English Learners
Intermediate Level
I learned about whales. They live in the
ocean, but they are not fish. Whales have
fur, breathe with lungs and have warm
blood. Their babies are born alive.
Whales are great!
Tab 2.13
E L E M E N T A R Y
84
Dictations for English Learners
Early Advanced Level
Once upon a time there was a little girl
named Vanessa. She lived with her
mother in a small house in the forest.
Mother said, “Grandma is sick. Take her
this basket of cherries, cookies, and
honey. Go quickly.” Soon Vanessa was
zipping through the woods. The next thing
she knew a wolf jumped out and asked,
“Where are you going?”
Tab 2.13
E L E M E N T A R Y
85
theDictado as designed by Literacy Squared
Universal Equality
Dr. Martin Luther King Jr., led a peaceful
movement to end segregation. “Sooner or later,
all the people of the world will have to discover a
way to live together,” declared Dr. King. After
ten years of courageous protests, lawmakers in
Washington voted to end segregation. African
Americans finally had the rights and freedom
that once belonged to whites only.
E L E M E N T A R Y
86
theDictado as designed by Literacy Squared
Universal Equality
Dr. Martin Luther King Jr., led a peaceful movement to end
segregation. “Sooner or later, all the people of the world will have to
discover a way to live together,” declared Dr. King. After ten years
of courageous protests, lawmakers in Washington voted to end
segregation. African Americans finally had the rights and freedom
that once belonged to whites only.

Teaching Points

Capitalization of proper nouns: Dr. Martin Luther King Jr., Dr.
King, Washington, African Americans

Quotation marks to indicate a quote: “Sooner or later,…”

Vocabulary: equality, movement, segregation, courageous,
protests, rights, freedom
E L E M E N T A R Y
87
theDictado as designed by Literacy Squared
Universal Equality
Dr. Martin Luther King Jr., led a peaceful movement to end
segregation. “Sooner or later, all the people of the world will have to
discover a way to live together,” declared Dr. King. After ten years
of courageous protests, lawmakers in Washington voted to end
segregation. African Americans finally had the rights and freedom
that once belonged to whites only.

Teaching Points

Capitalization of proper nouns: Dr. Martin Luther King Jr., Dr.
King, Washington, African Americans

Quotation marks to indicate a quote: “Sooner or later,…”

Vocabulary: equality, movement, segregation, courageous,
protests, rights, freedom
E L E M E N T A R Y
88
theDictado as designed by Literacy Squared
Universal Equality
Dr. Martin Luther King Jr., led a peaceful movement to end
segregation. “Sooner or later, all the people of the world will have to
discover a way to live together,” declared Dr. King. After ten years
of courageous protests, lawmakers in Washington voted to end
segregation. African Americans finally the had rights and freedom
that once belonged to whites only.

Teaching Points

Capitalization of proper nouns: Dr. Martin Luther King Jr., Dr.
King, Washington, African Americans

Quotation marks to indicate a quote: “Sooner or later,…”

Vocabulary: equality, movement, segregation, courageous,
protests, rights, freedom
E L E M E N T A R Y
89
theDictado as designed by Literacy Squared
Universal Equality
Dr. Martin Luther King Jr., led a peaceful movement to end
segregation. “Sooner or later, all the people of the world will have to
discover a way to live together,” declared Dr. King. After ten years
of courageous protests, lawmakers in Washington voted to end
segregation. African Americans finally had the rights and freedom
that once belonged to whites only.

Teaching Points

Capitalization of proper nouns: Dr. Martin Luther King Jr., Dr.
King, Washington, African Americans

Quotation marks to indicate a quote: “Sooner or later,…”

Vocabulary: equality, movement, segregation, courageous,
protests, rights, freedom
E L E M E N T A R Y
90
Dictation Group
Analysis Sheet
Tab 2.14
E L E M E N T A R Y
91
Music Appointment #2
Discuss potential opportunities for instruction
 When you hear the music, find your
appointment for that genre of music
 You have five minutes to share what’s
on your mind.
 Be sure both of you get a chance to
talk.
E L E M E N T A R Y
92
Building a Rich and Varied
Vocabulary
Increasing specificity and
precision
Layers of language and cognates
Word relationships
Strategies for teaching ‘brick’
vocabulary
E L E M E N T A R Y
Tab 2.17
93
Framework for Reading Assessment &
Instruction
 Reading as a motivated act combining
decoding and comprehension
E L E M E N T A R Y
94
Utilizing Our Expertise
Effective Vocabulary Instruction
Effective vocabulary instruction includes: Wide reading Direct teaching of individual, high-utility
and core vocabulary words Explicit instruction on how to learn
words independentl y Repeated practice of new vocabulary, in
speaking and writing as well as readi ng E L E M E N T A R Y
Practices that support effective instruction: Tab 2.17
95
English/Spanish Transfer: Cognates
Examples:
 analyze
 convince
 government
 chemical reaction
 structure
E L E M E N T A R Y
Ejemplos:
 analizar
 convencer
 gobierno
 reacción quimica
 estructura
Tab 2.19
96
Layers of Language
 Anglo-Saxon
20% of English, but 80%
of most frequently used
words
 Latin
Roots usually stressed
and can be easily sounded
out
 Greek
Often made up of two roots
of equal stress and
importance
E L E M E N T A R Y
Tab 2.20-2.21
97
Partner Practice
Layers of Language
Working with a partner, generate examples for
each:
 Anglo-Saxon
 Latin
 Greek
Tab 2.22 – 2.23
E L E M E N T A R Y
98
Building word knowledge
 Add affixes
– Comparatives and superlatives (-er, -est)
– Opposites with un-, dis– Convert to adverb with –ly
– Adjective to noun with -ness
 Synonyms
 Multiple meaning words
Tab 2.24
E L E M E N T A R Y
99
Cognates - Cognados
Prefixes
reproducir = reproduce
reanimar = reanimate
reemplazar = replace
renacer = reborn
rehacer = remake
E L E M E N T A R Y
Suffixes
inmediatamente = immediately
pacientemente = patiently
posiblemente = possibly
curiosamente = curiously
tremendamente = tremendously
Word relationships
 Provides students a way to connect key
words to related forms
With a partner,
read tab 2.25 and
discuss the value
E L E M E N T A R Y
101
Beyond Definitions
Tab 2.26
Dazzling - bright enough to deprive someone
of sight
Strange - not expected, normal or ordinary
Exhausted - extremely weak or tired
Nuisance - an annoying or irritating person
or thing
Beck, McKeown, & Kucan (2003)
E L E M E N T A R Y
102
Beyond Definitions
Explanations put meaning into one’s own
words
 If something is dazzling, that means that it’s so
bright that you can hardly look at it.
 Strange describes something different from what
you are used to.
 Exhausted means feeling so tired that you can
hardly move
 When someone is a nuisance, he or she is
bothering you.
Beck, McKeown, & Kucan (2003)
E L E M E N T A R Y
103
Sentences that Support Comprehension
 Non-example:
He saw the lodge.
 Example:
When he came to an open place in the
forest, he saw the lodge. It was built of
wood and had a stone chimney,
windows, and a door painted red.
E L E M E N T A R Y
104
Your Turn
 Add information to the following
sentence to make the meaning of the
word more clear.
She suddenly came upon a drawbridge
 Now do another:
He thought it was tedious.
E L E M E N T A R Y
Tab 2.26
105
Effective Use of Context Clues
 Definition
 Synonym
 Antonym
 Example
 General
E L E M E N T A R Y
Tab 2.27
106
Types of Context Clues
 Synonym: Kabuo and his wife, Hatufe, were relocated to
a camp in the Northwest. They lost their land when they
were put someplace else for the rest of the war.
 Antonym: The island in the novel is a symbol for isolation
and living alone without connections to other people.
 Example: The president can sign emergency federal
orders, such as Executive Order 9066, in time of war.
 General: Exile was devastating for the people involved
because they were forcibly removed from their homes
and sent far away to strange lands.
E L E M E N T A R Y
107
Teaching Topic Vocabulary
 Take five minutes to become familiar
with the rest of this section
– Graphic Organizers
– Illustrated Word Bank
– Picture Cards and Realia
Tab 2.28 – 2.29
E L E M E N T A R Y
108
Music Appointment #3
Discuss potential opportunities for instruction
 When you hear the music, find your
appointment for that genre of music
 You have five minutes to share what’s
on your mind.
 Be sure both of you get a chance to
talk.
E L E M E N T A R Y
109
Homework
Between today and Day Two:
 Teach a lesson focusing on word analysis
 Teach a lesson focusing on vocabulary
development
 Bring artifacts with you to Day Two
 Design target responses across multiple
proficiency levels
 Use a mentor text for 2 – 3 strategies
E L E M E N T A R Y
110 110
Day One Outcomes
 Gain insight about the role of language
knowledge in academic success.
 Deepen understanding of English-learner
profiles and levels of proficiency.
 Learn tools to scaffold instruction for word
analysis.
 Learn more about how to scaffold instruction
to develop vocabulary knowledge.
E L E M E N T A R Y
Tab 5.5
111
Wrap Up of Day: 3, 2, 1
Take one minute or two to jot:
3 - Three things you learned today
2 - Two things you will take into your
practice
1 - One thing you would like to learn
more about.
Please complete evaluation
E L E M E N T A R Y
112