7/11/14
North Carolina
Guide to
ExC-ELL
NC Guide to ExC-ELL!
Welcome!
Create a group name for
your table and make a
paper tent to display it.
NC Guide to ExC-ELL!
Our Purpose for the Institute
The Purpose of our Institute is to share
ExC-ELL professional development and
instructional components in order to:
•  Guide teaching and learning to raise English
Language Learner academic language
proficiency
•  Positively mpact classroom achievement
…And to have fun doing it!
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NC Guide to ExC-ELL
Our Goals Today
•  Understand the relationship between
teaching academic vocabulary and
English language learners’ accelerated
learning
•  Discover the Tiers of Vocabulary
•  Explore the 7 Steps in Teaching
Vocabulary
…And to have fun doing it!
NC Guide to ExC-ELL!
Margarita Calderón
"We have accumulated a
collection of schoolbased and instructional
features that are working
for all students." (Teaching
Reading & Comprehension to English Learners,
K-5, 2011, p.1)
NC Guide to ExC-ELL!
ExC-ELL: Research-based and
Proven Outcomes!
ExC-ELL
…funded by the NY
Carnegie Corporation
…a professional
development program for
teachers
…5+ years of empirical
testing of ExC-ELL
…Shows great results!
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NC Guide to ExC-ELL
Alphabet Soup
ELL/EL
English Language Learner
English Learner
ELD
English Language Development
SIFE
Students with Interrupted Formal
Education
BICS
Basic Interpersonal
Communication Skills
CALP
Cognitive Academic Language
Proficiency
ExC-ELL
Expediting Comprehension for
English Language Learners
NC Guide to ExC-ELL
Alphabet Soup
NC Guide to ExC-ELL!
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Expediting Comprehension for
English Language Learners
ExC-ELL
R EA
DIN
G
WRIT
ING
VOCABULARY
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NC Guide to ExC-ELL!
ExC-ELL Parallels the CCSS
The CCSS call for basic changes in the way
all K-12 teachers have been teaching:
•  Academic vocabulary (e.g., tier 1, 2, 3 words)
•  Language (e.g., rich discourse, discussions, questions, answers)
•  Reading (e.g., text complexity, more informational than literary)
•  Writing from sources (e.g., texts they are reading)
•  Building knowledge in the disciplines by teaching
reading, vocabulary and writing in science,
social
studies,
and Inc.
Margarita
Calderón
& Associates,
language arts
NC Guide to ExC-ELL
Schools ensure:
ELLs at all levels (and all students) read,
discuss and write in all subjects from the
first day of school.
ExC-ELL strategies HELP!
NC Guide to ExC-ELL!
The Big Question from Teachers:
What can ExC-ELL do for my students?
Prior to ExC-ELL:
Surface
Comprehension
•  low-level questions
•  lacks
rich discussions
With ExC-ELL:
Deep
Comprehension
•  learn
new vocabulary
discussions
•  critical comprehension
•  rich
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NC Guide to ExC-ELL!
Why Involve ALL Teachers with ExC-ELL?
ExC-ELL!
ExC-ELL!
ExC-ELL!
NC Guide to ExC-ELL!
NC Guide to ExC-ELL!
Browse the chapter with your group. Discuss
what elements you think are key. Illustrate on
chart paper and be ready to present a 5
minute summary in 25 minutes.
Chapter 1
Chapter 6
Chapter 2
Chapter 7
Chapter 3
Chapter 8
Chapter 4
Chapter 9
Chapter 5
Chapter 10
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NC Guide to ExC-ELL
BREAK
NC Guide to ExC-ELL!
Share out!
What did you discover?
NC Guide to ExC-ELL!
What are we taking away
from this morning?
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NC Guide to ExC-ELL!
Enjoy your lunch!
NC Guide to ExC-ELL!
ccssccssccssccssccssccssccssccssccssccssccssccssccssccssccssccssccsscc
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Expediting Comprehension for
English Language Learners
ExC-ELL
R EA
DIN
G
WRIT
ING
VOCABULARY
NC Guide to ExC-ELL!
Why is Vocabulary Important?
Command of a large vocabulary
frequently sets high-achieving
students apart from less successful
ones. (Montgomery, 2000)
CARDS WITH QUOTES FOR DISCUSSION
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NC Guide to ExC-ELL!
Did you know…
The average 6-year-old has a vocabulary of
approximately 8000 words, and learns
3000-5000 more per year. (Senechal &
Cornell, 1993)
Students have to learn some 50,000
words before they graduate from
high school.
Margarita Calderón & Associates, Inc.
NC Guide to ExC-ELL!
Think about it…
How many words are your ELLs
learning per year?
How much do they
read per subject area?
Margarita Calderón & Associates, Inc.
NC Guide to ExC-ELL!
Vocabulary and Oracy
Development Takes Place:
Before Reading
Pre-teaching of vocabulary
During Reading
Teacher read alouds
Student peer reading
After Reading
Peer summaries
Depth of word studies/grammar
Class discussions
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NC Guide to ExC-ELL!
How to Select Words to Teach
Choose words that are critically
important:
•  to the text
•  to the understanding of the concept
•  to the unit
NC Guide to ExC-ELL!
Vocabulary TIERS
Tier 3
Content specific words
(highlighted in the text)
Tier 2
Academic process language
Transition words
Connectors
Polysemous words
Tier 1
Basic words usually taught by
many teachers
Tier 3
NC Guide to ExC-ELL!
Academic Content-Specific or
Technical Words
Math
Science
Social Studies
Square root
Photosynthesis
Government
Rectangle
Germ
Bylaws
Radical numbers
Atom
Bailout
Circumference
Matter
Congressional
Pi
Osmosis
Capital
Power
Power
Power
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NC Guide to ExC-ELL!
Tier 2
Words in End Of Grade & End Of Course
Exams, the “high-stakes” testing.
Information Processing Words
•  Infer
•  Implied
•  Convey
NC Guide to ExC-ELL!
Polysemous words float
across the tiers…
Tier 1
Math
Science
Social
Studies
Language
Arts
Tier 2
table
Tier 3
table
table
table
NC Guide to ExC-ELL!
Vocabulary Tiers:
Specificity & Sophistication
Tier 1
Tier 2
Tier 3
knee
kneecap
patella
in all
total
sum
person
character
protagonist
people
population
demographics
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NC Guide to ExC-ELL!
Tier 2- The “Forgotten List”
of Vocabulary
•  Academic Processing words
•  Idioms
•  Transition words and connectors
•  Phrasal Clusters
•  Sophisticated and Specific
•  Homophones
NC Guide to ExC-ELL!
WRITEAROUND
Instructions—get ready for our activity!
•  Clear your desks.
•  Each student has one paper and pencil.
•  Each student writes one sentence and
passes the paper to the right.
•  Read the narrative on the paper you
received and write one sentence to go with
that narrative.
•  Continue this process until the teacher calls
time out.
Margarita Calderón & Associates, Inc.
NC Guide to ExC-ELL!
WRITEAROUND Activity
Each group begins with ONE of the
following sentence starting prompts:
Ø Academic Processing words…
Ø  Idioms…
Ø Transition words and connectors…
Ø  Phrasal Clusters…
Ø  Sophisticated and Specific…
Ø  Homophones…
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NC Guide to ExC-ELL!
Gallery Walk
NC Guide to ExC-ELL!
Cognates
"
True Cognates!
•  literature = literatura "
•  Osmosis = osmosis !
•  irony = ironía "
!
False Cognates"
•  story ≠ historia (history) = cuento"
•  success ≠ suceso (event) = éxito !
•  character ≠ carácter (personality) = personaje !
NC Guide to ExC-ELL!
A Queen’s Wish
One gray winter day the elderly queen
summoned all her grandchildren to the castle. “I
have been fortunate to have lived a long life,”
she said. “But in time your generation will rule
the country. You must work persistently to help
the people and take care of the land.”
“We will always work hard,” the children replied.
“You must also be faithful to your brothers and
sisters, no matter what,” the queen said.
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NC Guide to ExC-ELL
A Queen’s Wish
http://www.youtube.com/watch?v=u9Wjxs6hhXA
NC Guide to ExC-ELL!
Vocabulary Tiers for ELLs
A Queen’s Wish
Tier 1
Tier 2
Tier 3
Simple
Words
Process, Idioms,
Sophisticated
Content Words,
Key vocabulary
summoned
wish
in time
gray
take care
fortunate
Queen
replied
generation
castle
no matter what
persistently
rule
elderly
faithful
NC Guide to ExC-ELL!
Tier 1, 2 or 3?
What are the differences
between Tier 1, Tier 2, and Tier 3?
Chat with your buddy
or your inner self and review.
Write in the question box a nice succinct
definition for the 3 Tiers.
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NC Guide to ExC-ELL!
Pre-Teaching Vocabulary
•  Teacher says the word.
•  Students repeat the word 3 times.
•  Teacher states the word in context from the text.
•  Teacher provides the dictionary definition(s).
•  Teacher explains meaning with student-friendly
definitions.
•  Students engage in activities to develop word/
concept knowledge.
•  Teacher highlights grammar, spelling, polysemy, etc.
Pre-Teach
Step 1
NC Guide to ExC-ELL!
Teacher says the word .
ExC-ELL
Teacher asks students to repeat
the word three times
(whisper, high, low)
ExC-ELL, ExC-ELL, ExC-ELL
Step 3
Say the word in context from the
text.
We will receive an overview of ExC-ELL
today.
Step 4
Teacher provides the definition
of the word (dictionary)
ExC-ELL is an acronym for Expediting
Comprehension for English Language
Learners.
Step 5
Provide the meaning in studentfriendly terms.
ExC-ELL is a way to help ELLs learn to read
and write in a quick and accurate way!
Step 6
Student actively engages with the
word to develop word/concept
knowledge.
Turn to your partner and discuss the acronym
ExC-ELL. What do each of the letters
stand for?
Step 7
Highlight grammar, spelling,
polysemy
Note- this word is not to be confused with
Excel, a popular program by Microsoft to
make spreadsheets.
Step 2
NC Guide to ExC-ELL!
Step 1
Step 2
Teacher says the word .
(USE A WORD FROM A QUEEN’S WISH)
Teacher asks students to repeat
the word three times
(whisper, high, low)
Step 3
Say the word in context from the
text.
Step 4
Teacher provides the definition
of the word (dictionary)
Step 5
Provide the meaning in studentfriendly terms.
Step 6
Student actively engages with the
word to develop word/concept
knowledge.
Step 7
Highlight grammar, spelling,
polysemy
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NC Guide to ExC-ELL!
Examples for Step #6
Popcorn Activity:
If you are studying for a test, you
need to do it persistently. What else
do you need to do persistently?
NC Guide to ExC-ELL!
More Examples for Step #6
Choral Responses:
Add seems to be faithful/unfaithful at the end of the
sentence and say the whole sentence:
•  A
cat who always comes home before dark.
•  A
brother who takes care of his sister.
•  A
girl who has 3 boyfriends.
•  You
provide an example for us.
NC Guide to ExC-ELL!
“A Change in Climate”
From one day to the next, weather can have a big
effect on your life. When it rains, you have to stay
indoors or carry an umbrella. When it's cold, you
have to bundle up.
Over the course of hundreds, thousands, and
millions of years, weather trends affect life on
Earth in more dramatic ways. Ice ages or long
droughts, for example, can wipe out certain types
of plants and animals. Although many species
manage to survive such extreme, long-term
climate shifts, their living conditions also change.
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NC Guide to ExC-ELL!
Your Turn!
Select 3 words
for each tier – Tier 1, 2, 3
“A Change in Climate”
NC Guide to ExC-ELL!
Vocabulary Tiers for ELLs
A Change in Climate
Tier 1
Tier 2
Tier 3
Simple
Words
Process, Idioms,
Sophisticated
Content Words,
Key vocabulary
NC Guide to ExC-ELL!
Teaching Tiers: Teacher Supports
Sensory Supports
Graphic Supports Interactive Supports
Real-life objects
(realia)
Manipulatives
Pictures /photographs
Illustrations, diagrams
Drawings
Physical activities
Videos & films
Broadcasts
Models & figures
Charts
Graphs
Tables
Timelines
Graphic organizers
Number lines
Maps
Interactive white
boards
Pairs
Triads
Foursomes
Whole group
Cooperative learning
strategies
Internet or software
programs
Use of native language
Peer coaches
Adapted from M. Gottlieb et al. (2007) WIDA Proficiency Standards
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NC Guide to ExC-ELL
Your Turn!
•  Prepare to teach a Tier 1 word using a
support from the previous page.
•  Prepare to teach a Tier 2 or 3 word using
the 7 steps.
•  Teach it to us – role play as if we were your
students (3 minutes).
NC Guide to ExC-ELL
BREA
K
NC Guide to ExC-ELL!
Teaching Words After Reading or
Anchoring Knowledge
Cooperative Learning strategies -Round
Table, Tea Party, Write-Around, 3-Step
Interview, 8-Rectangles, Corners, etc.
Games -Jeopardy, Charades, let students
invent!
Visuals -Charts, graphs, cognitive
organizers, semantic maps, word webs
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NC Guide to ExC-ELL!
For Teaching Words After Reading
or Anchoring Knowledge
B
yB
udd
uzz
Thin
k-Pa
ir-Sh
a
Come up with a long,
re
sophisticated, complete
sentence using the word
Tu
rn
to
ner
__________________.
Pa
Y
Part
w
rtn our
o
b
El
er
NC Guide to ExC-ELL!
For Teaching Words After Reading
or Anchoring Knowledge
•  Poems, chants, songs, rhymes!
•  Summaries, syntheses, story-related
writing, reports, related research,
personification plays, cartoons, comic
books -- all should include as many of
the key words as possible!
NC Guide to ExC-ELL!
For Teaching Words After Reading or
Anchoring Knowledge
Sentences
The palm trees
swayed in
the wind.
The fortune teller
will read your palm
and tell your fortune.
Examples
Palm trees on
Palm Blvd.
Explanation(Definition)
An evergreen tree that
grows in hot
places
The flat inside
part of your
hand.
Drawing
sweaty palms
palm reader
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NC Guide to ExC-ELL!
After Reading Strategy
Vocabulary
Bank
weather trends
Categorize &
Name Your Category
effect manage
Ice ages
Verbs
wipe out
affect
their
droughts
species
long term climate shifts
extreme
bundle up
living conditions
NC Guide to ExC-ELL!
Daily Assessment and Writing
The ultimate proof - at the end of each week:
“Write one or two paragraphs summarizing what
you learned about (topic) using as many Tier 2
and Tier 3 words as you have learned. Use
appropriate connectors, transition or signal
words. Use compound sentences or different
types of clauses.”
NC Guide to ExC-ELL!
Oracy - Discourse
•  How do we integrate vocabulary, oracy
and discourse into ESL/ELD and content
learning in every subject area?
•  How does oracy impact reading, writing
and content knowledge?
•  How do we address grammar?
Margarita Calderón & Associates, Inc.
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NC Guide to ExC-ELL!
CCSS: VOCABULARY PREVALENT
IN COMPLEX TEXTS
•  Some students will have smaller Tier 1, 2. 3
vocabularies when they enter the classroom.
Instruction must address this vocabulary gap
early and aggressively.
• Provide more instruction for students with
weaker vocabularies rather than offering them
fewer words.
•  Focus on Tier 2 instruction to help students
access grade level texts. Margarita Calderón & Associates, Inc.
NC Guide to ExC-ELL!
CCSS: VOCABULARY PREVALENT
IN COMPLEX TEXTS
•  Students use new vocabulary in rich
academic discussions, oral and written
summaries.
•  Students have rich rigorous
conversations which are dependent on
a common text.
NC Guide to ExC-ELL!
Example: Justification Discourse
•  Purpose: share perspectives, provide
evidence and claims, offer counterclaims,
and disagree without being disagreeable.
•  Students stay on topic and think deeply
about what the partner says. Partners
help ELLs express their ideas.
•  Discourse: I read… I found that on page…
I disagree because… I agree with …
because…
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NC Guide to ExC-ELL!
Discourse for Text Discussions
•  This (text) is about…
•  I liked the part where..
•  I understand this is
•  I think this means…
about…
•  I think this is about…
•  I liked the …
•  I learned a new word…
•  The same happened to
•  I don’t understand…
•  That character reminds me
of …
•  That part reminds me of…
me when…
NC Guide to ExC-ELL!
Argumentative Speech/Writing
•  The effect of … on…
•  The evidence I use to support … is…
•  I disagree with that observation because…
•  I concur with her/him because …
•  Moreover, I found that …
•  Furthermore, based on … I think …
•  Based on … my hypothesis is ….
NC Guide to ExC-ELL!
Thinking/Writing My Justification
1. 
What is my point of view?
2. 
Is the evidence credible and accurate?
3. 
Is the evidence sufficient?
4. 
Is the order of evidence appropriate?
5. 
Will my argument/justification convince
my readers?
Margarita Calderón & Associates, Inc.
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NC Guide to ExC-ELL!
Reflection
What should be considered when
selecting vocabulary?
How is student engagement with
vocabulary connected to owning the
words?
How do you see vocabulary instruction
fitting in with your instruction? Whole
group? Small group?
NC Guide to ExC-ELL!
How did we do with our goals?
ü Understand the relationship between
teaching academic vocabulary and
ELLs accelerated learning
ü  Discover the Tiers of Vocabulary
ü  Explore the 7 Steps in Teaching
Vocabulary
NC Guide to ExC-ELL!
For Tomorrow… on our horizon…
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NC Guide to ExC-ELL!
Margarita Calderón & Associates, Inc.
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