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The GO TO Strategies:
Scaffolding Options for Teachers of
English Language Learners, K -12
by Linda New Levine, Laura Lukens, and Betty Ansin Smallwood
Developed as part of Project EXCELL (EXceptionalCollaboration for English Language Learning), a partnership
between
the Universit of !issouri"#ansas Cit
and $orth #ansas Cit %chools
under a &'' $ational Professional Developent *rant
fro the U+%+ Departent of Education P $uber -./0$''1.2
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-his docuent a be reproduced and distributed without perission, either in part or as a
whole+ 3owever, no changes can be ade to this docuent+ 4nd no portion of this docuent,nor this docuent in its entiret, a be reproduced in an other docuent or publication, in anediu, without perission in writing fro the authors+ 4ll in5uiries should be addressed toLaura Lu6ens, $#C% ELL Progra Coordinator, eail7 ll u6 e ns8n6 c shools+org
-he *9 -9 strategies and this docuent were developed under Project EXCELL (EXceptional
Collaboration for English Language Learning), a partnership between the Universit of!issouri:#ansas Cit and $orth #ansas Cit %chools with funding fro a &'' $ational
Professional Developent *rant fro the 9ffice of English Language 4c5uisition (9EL4) of
the U+%+ Departent of Education (ED), P $uber -./0$''1.2+ -he Center for 4ppliedLinguistics provided professional developent and technical assistance for Project EXCELL+
-he opinions e;pressed in this paper do not necessaril reflect the positions or policies of 9EL4
or ED+
ecoended citation in 4P4 stle7
Levine, L+ $+, Lu6ens, L+, < %allwood, =+ 4+ (&'.1)+ The GO TO strategies: Scaffoldingoptions for teachers of English language learners, K-12. >or Project EXCELL, a partnership
between the Universit of !issouri" #ansas Cit and $orth #ansas Cit %chools, funded b the
U% Departent of Education, P $uber -./0$''1.2+ 4vailable online atw w w+ ca l+ o r g ?e ; ce ll+
mailto:[email protected]://www.cal.org/excellhttp://www.cal.org/excellhttp://www.cal.org/excellhttp://www.cal.org/excellhttp://www.cal.org/excellmailto:[email protected]
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Table of Contents
@+ 9verview of the *9 -9 %trategies &
@@+ %trategic -eaching and Learning *uided b the >ive Principles of
@nstruction for English Language Learners
@@@+ -he *9 -9 %trategies !atri; ./
@A+ @nventor of the *9 -9 %trategies &1
A+ *lossar of the *9 -9 %trategies 2
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Section I
Overview of the O TO Strate!ies
The GO TO Strategies: Scaffolding Options for Teachers of
English Language Learners, K-12
by Linda New Levine, Laura Lukens, and Betty Ansin Smallwood
Developed as part of Project EXCELL (EXceptional
Collaboration for English Language Learning), a partnership
betweenthe Universit of !issouri"#ansas Cit
and $orth #ansas Cit %chools
under a &'' $ational Professional Developent *rantfro the U+%+ Departent of Education P $uber -./0$''1.2
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1
Levine, L+ $+, Lu6ens, L+ < %allwood, =+ 4+ (&'.1)+ The GO TO strategies: Scaffolding options for teachers of English language learners, K-12. >or Project EXCELL, a partnership between the Universit of !issouri"#ansas
Overview of the O TO Strate!ies
-he *9 -9 %trategies Project originated with Project EXCELL (EXceptionalCollaboration for English Language Learning), a five"ear federall funded grant
partnership between $orth #ansas Cit %chools ($#C%) and the Universit of !issouri"
#ansas Cit (U!#C)+ Project EXCELL provided !issouri E%9L certification to 0/
$#C% teachers, with courses taught b instructors fro the Center for 4pplied
Linguistics and U!#C adjunct facult+
-he *9 -9 %trategies Project is an outcoe of the Project EXCELL professional
developent delivered to the $#C% teachers+ @t was designed to be used as a resource b
general education teachers of English language learners (ELLs), ELL teachers, special
education teachers, principals, and other supervisors overseeing the instruction of diverse
groups of students in $orth #ansas Cit %chools and elsewhere+
%trategies were chosen as the focus of this project because of their usefulness in helping
teachers to scaffold content and language input to children in the process of learning
English as a new language+
-he ter instructional strategy refers to a generaliBed learning or teaching techni5ue that
is applicable across content areas+ Effective teachers have 6nowledge of a wide arra of
instructional strategies, and the choose the ost effective ones for specific teaching and
learning environents (!arBano, &''1 !arBano, Pic6ering, < Polloc6, &''.)+ !ost
strategies are content"nuetral and can be used fle;ibl in a variet of teaching
environents+ -he strategies described here have been chosen to reflect five research"
based principles of scaffolded instruction for English language learners7 .) to focus on
acadeic language, literac, and vocabular &) to lin6 bac6ground 6nowledge and
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culture to learning 1) to increase coprehensible input and language output ) to
proote classroo interaction and 0) to stiulate higher order thin6ing and the use of
learning strategies (Levine, %allwood, < 3anes, &'.& a, &'.& b)+ -hese five core
principles are essential to acadeic success for English language learners, representing both research findings and best practices+
Sections of this "ocument
-his docuent contains the following sections7
• Strategic Teaching and Learning Guided y !i"e #rinciples of $nstruction for
English Language Learners sorts the strategies b the five principles of shelteredinstruction+
• -he GO TO Strategies %atri& iteiBes selected strategies b language s6ill (listening,
spea6ing, reading, writing) and b language proficienc levels ."0+
• -he $n"entory sorts and describes the strategies according to teaching purpose+
• -he Glossary lists and describes the strategies alphabeticall+
"escri#tion of the Sections
Strategic Teaching and Learning Guided y !i"e #rinciples of $nstruction for English
Language Learners provides definitions of and the research foundation for each of the
five principles of sheltered instruction+ -he core of this section is five charts that list the
strategies that are priaril or additionall useful, aligned with the principles+ -eachers
can easil use these charts to select strategies that will ensure that all five principles are
ipleented in their classes+
-he GO TO Strategies %atri& consists of a one"page chart listing fro three to si;
e;eplar strategies for each of the s6ills of listening, spea6ing, reading, and writing at
five different language proficienc levels+ -he strategies identified for a specific
proficienc level can be odified b teachers for students at other proficienc levels
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(either lower or higher)+ -he chart is intended to be a 5uic6 reference guide for teachers
in planning and ipleenting instructional odifications for ELLs in their content
classes+ 9n the bac6 of the atri;, saple strategies are briefl defined to deonstrate
how to scaffold instruction for ELLs across the proficienc levels in each languagedoain+
-he $n"entory includes a -able of Contents listing each strateg according to seven 6e
teaching or learning purpose+ -hese categories are
• Counit =uilding %trategies
• @nteractive %trategies
• -eaching %trategies
• %tudent Learning %trategies
• Aocabular -eaching %trategies
• eading %trategies
• Friting %trategies
@ndividual strategies are described in a two"colun chart characteriBing the -eacherGs
4ctions and the %tudentGs 4ctions for each strateg+ -hese descriptions help to clarif the
instructional conte;t of the strategies+ @n addition, each strateg is labeled b language
proficienc, teaching?learning purpose, and classroo grouping configuration+
-he Glossary lists the strategies alphabeticall+ @t describes each strateg, identifing its
priar purpose and the was that the strateg can be odified for different groups of
students, and providing e;aples in the for of charts and graphs to further clarif the
strategies+
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$eferences
Levine, L+$+, %allwood, =+4+, < 3anes, E++ (&'.&a)+ Listening and spea'ing: Oral
language and "ocaulary de"elop(ent for English language learners+ 3ot -opics
in ELL Education+ (=+ 4+ %allwood, %eries Ed+)+ Fashington, DC7 Center for
4pplied Linguistics+
Levine, L+$+, %allwood, =+4+, < 3anes, E++ (&'.&b)+ %ath and science: S'ills and
strategies to adapt instruction for English language learners+ 3ot -opics in ELL
Education+ (=+ 4+ %allwood, %eries Ed+) Fashington, DC7 Center for 4pplied
Linguistics+
!arBano, + H+ (&''1)+ )hat *or's in schools: Translating research into action.
4le;andria, A47 4ssociation for %upervision and Curriculu Developent+
!arBano, + H+, Pic6ering, D+ H+, < Polloc6, H+ E+ (&''.)+ +lassroo( instruction that
*or's: esearch-ased strategies for increasing student achie"e(ent + 4le;andria,
A47 4ssociation for %upervision and Curriculu Developent+
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Section II
Strate!ic Teachin! and Learnin! uided by the %ive
&rinci#les of Instruction for
'n!lish Lan!ua!e Learners
The GO TO Strategies: Scaffolding Options for Teachers of
English Language Learners, K-12
by Linda New Levine, Laura Lukens, and Betty Ansin Smallwood
Developed as part of Project EXCELL (EXceptional
Collaboration for English Language Learning), a partnership between
the Universit of !issouri"#ansas Citand $orth #ansas Cit %chools
under a &'' $ational Professional Developent *rantfro the U+%+ Departent of Education P $uber -./0$''1.2
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Strate!ic Teachin! and Learnin! uided by
The %ive &rinci#les of Instruction for 'n!lish Lan!ua!e Learners
>ive research"based principles of second language instruction for the basis for the
education of English language learners in grades Pre# : .& and for the strategies
described in this docuent+ -eachers use the five principles and specific teaching and
learning strategies to accelerate the learning process, proote acadeic achieveent, and
foster acadeic language ac5uisition (Levine, %allwood, < 3anes, &'.&a, &'.&b)+
(%ee also the discussion of the research base for the five principles later in this section+)
&rinci#le () %ocus on academic lan!ua!e, literacy, and vocabulary* -each the
language and language s6ills re5uired for content learning+
&rinci#le +) Link back!round knowled!e and culture to learnin!7 E;plicitl plan and
incorporate was to engage students in thin6ing about and drawing fro their life
e;periences and prior 6nowledge+
&rinci#le ) Increase com#rehensible in#ut and lan!ua!e out#ut7 !a6e eaning clear through visuals, deonstrations, and other eans and give students ultiple
opportunities to produce language+
&rinci#le -) &romote classroom interaction7 Engage students in using English to
accoplish acadeic tas6s+
&rinci#le .) Stimulate hi!her order thinkin! and the use of learnin! strate!ies7
E;plicitl teach thin6ing s6ills and learning strategies to develop English language
learners as effective, independent learners+
%pecific instructional strategies are listed below under the five principles for second
language instruction+ !an of the strategies can be used to accoplish ore than one
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principle+ -he strategies in the left"hand coluns are #rimary to the ipleentation of
the principle, while those in the right"hand colun are additional strategies that are
com#atible with ipleentation of the principle+
Definitions and descriptions of the strategies are provided in the $n"entory and Glossary
sections of this docuent+
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rinciple 1. Focus on Academic Language,
Literacy,
and
Vocabulary
&rimary Strate!ies*
• to .
• 4nticipation *uides
• Choral eading
• Closed %ort -as6s
• CloBe Passages
• Cognates
• Collaborative Dialogues
• Content Learning Logs
• Dialogue Hournals
•
Dictations• Directed eading?-hin6ing(D-4)
• *raphic 9rganiBers
• *raphic 9rganiBers for Friting
• *uided eading
• 3 Charts
• @nforation *ap
• @nside " 9utside Circle
• Higsaw eading
• #e %entence >raes
• Language E;perience 4pproach (LE4)
• !i; and !atch• !odel 4cadeic Language
• 9pen %ort -as6s
• Peer"4ssisted Learning %trategies (P4L%)
• Paraphrase Passport
• Picture Fal6
• Iuestion"4nswer elationships (I4)
• eaderGs -heatre
• eciprocal -eaching
• eport >raes
• %hared eading
• %hared Friting• %tor !aps
• -each the -e;t =ac6ward
• -eacher ead 4loud
• -e;t to *raphics and =ac6 4gain
• -hin6"Frite"Pair"%hare• Ford?Picture =an6s
• Frite a Letter
Additional Strate!ies*
• Concept?@dea !aps
• Conte;tualiBe Language
• Cornell $otes
• *ive 9ne : *et 9ne
• @ 3aveJFho 3asJK
• Line Up
• Patterned 9ral Language
• oving Charts
• %elf"4ssessent %cales for Aocabular
Learning• %nowball
• %tructured $ote"-a6ing
• %tir the Class
• - Charts
• -eacher -al6
• -hin6"Pair"%hare
• -hin6"Pair"%hare %5uared
• -ic6et to Leave
• -otal Phsical esponse
• Aaried *rouping >orats
• Aaried Iuestioning >orats• Fait -ie
• Fait -ie -wo
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rinciple 2. Link Background Knowledge and
ulture
to
Learning
&rimary Strate!ies*
• 4nticipation *uides
• Cognates
• Content Learning Logs
• Dialogue Hournals
• #"F"L Charts
• Language E;perience 4pproach
• !arvelous !odifiers
• Picture Fal6s• %hared Friting
• -each the -e;t =ac6ward
• -ea $aes
• -hings in Coon
• -hree -ruths and a Lie
• Aaried *rouping >orats
• Aaried Presentation >orats
•
Aaried Iuestioning >orats• Ford?Picture =an6s
• Ford %5uares
Additional Strate!ies*
• Conte;tualiBe Language
• >our Corners
• Person of the Fee6
• -eacher -al6
• Aideo 9bservation *uide
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rinciple !. "ncrease ompre#ensible
"nput
and Language
$utput
&rimary Strate!ies*
• Closed %ort -as6s
• Collaborative Dialogues
• Coprehension Chec6ing
• Conte;tualiBe Language
• *raphic 9rganiBers
• *uided eading
• Higsaw eadings
• Language E;perience 4pproach• !odel 4cadeic Language
• Patterned 9ral Language
• eaderGs -heatre
• %hared eading
• %ignal esponses
• -eacher ead 4loud
• -eacher -al6
•
-otal Phsical esponse• Aaried Presentation >orats
• Aaried Iuestioning >orats
• Aideo 9bservation *uides
Additional Strate!ies*
• CloBe Passages
• Cognates
• Concept?@dea !aps
• Cornell $otes
• Directed eading?-hin6ing (D-4)
• 3 Charts
• %tructured $ote"-a6ing
• - Charts• 9pen %ort -as6s
• Person of the Fee6
• Picture Fal6s
• %elf"4ssessent %cales for
Aocabular Learning
• %tor !aps
• -each the -e;t =ac6ward
•
Ford?Picture =an6s• Ford %5uares
• Iuestion"4nswer elationships
(I4)
• eciprocal -eaching
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rinciple %. romote lassroom "nteraction
&rimary Strate!ies*
• .'"&
• >our Corners
• *ive 9ne : *et 9ne
• @ 3aveJFho 3asJK
• @nforation *ap
• @nside"9utside Circle
• Line Up
• $ubered 3eads -ogether
• Paraphrase Passport
• ound the Cloc6 Learning
Partners• oving Charts
• %nowball
• %tir the Class
• -hin6"Pair"%hare
• -hin6"Pair"%hare %5uared
• -hin6"Frite"Pair"%hare
• Aaried *rouping >orats
Additional Strate!ies*
• to .
• *aller Fal6
• Higsaw eadings
• #e %entence >raes
• Language E;perience 4pproach
• !i; and !atch
• Peer"4ssisted Learning %trategies
(P4L%)
• %hared Friting
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rinciple &. 'timulate (ig#er $rder
)#inking
and t#e *se o+ Learning
'trategies
&rimary Strate!ies*
• to .
• CloBe Passages
• Concept?@dea !aps
• Content Learning Logs
• Cornell $otes
• Directed eading?-hin6ing
(D-4)
• *raphic 9rganiBers for Friting• 3 Charts
• !i; and !atch
• 9pen %ort -as6s
• Peer"4ssisted Learning %trategies
(P4L%)
• Iuestion"4nswer elationships
(I4)
•
eciprocal -eaching• eport >raes
• ubrics
• %tor !aps
• %tructured $ote"-a6ing
• - Charts
• Fait -ie
• Fait -ie -wo
• Ford?Picture =an6s
• Ford %5uares
Additional Strate!ies*
• 4nticipation *uides
• Choral eading
• Closed %ort -as6s
• Dialogue Hournals
• Dictation
• Person of the Fee6
• %elf"4ssessent %cales for Aocabular
Learning• %hared Friting
• -e;t to *raphics and =ac6 4gain
• -ic6et to Leave?E;it -ic6et
• Frite a Letter
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$esearch Base for the %ive &rinci#les
-he principles of instruction for English language learners (Levine et al+, &'.&a, &'.&b)
are grounded in evidence"based research+ -he following citations underscore soe of the
research supporting each principle+
1. Focus on cade!ic Language, Literac", and #oca$ular": English language learners
who appear to be full fluent in English a nonetheless struggle to e;press
theselves effectivel in acadeic settings (Cuins, &''' %carcella, &''1 %hort
< Echevarria, &''0)+ esearch shows that students should be e;plicitl taught the
language s6ills the need to succeed in the classroo (%aunders < *oldenberg, &'.')+
2. Lin% &ac%ground Kno'ledge and (ulture to Learning: $uerous studies show that
students perfor better when their hoe culture and bac6ground 6nowledge are
incorporated into the acadeic environent (Dohert, 3ilberg, Pinal, < -harp, &''1
>rn5uiB < ees, .// *arcia, &''' Par6 < #ing, &''1)+
). *ncrease (o!prehensi$le *nput and Language Output: English language learners
learn both through the language the encounter (input) and the language the produce
(output)+ @nput should be at a level that is challenging but nonetheless coprehensible
(#rashen, ./0)+ %tudents should also be given aple opportunit to produce
language, and the should receive direct feedbac6 to increase their coprehension
and iprove their language s6ills (%aunders < *oldenberg, &'.' %hort < Echevarria,
&''0 %wain, &''0)+
+. ro!ote (lassroo! *nteraction: English language learnersG vocabular, graar, and
pronunciation develop faster when there are opportunities for interaction in the
classroo using the language being learned (!ac6e < *oo, &'')+ @nteraction
aong students and with the teacher is crucial in the language ac5uisition process
(>ang, &'.' *ass, .// Long, ./1, .//2)+
. Sti!ulate igher Order Thin%ing S%ills and the /se of Learning Strategies:4ll
students benefit fro learning the thin6ing s6ills and learning strategies that are used
naturall b the highest"perforing English language learners (-harp, Estrada, Dalton,< Maauchi, &''' Nohar < Dori, &''1)+
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$eferences
Cuins, H+ (&''')+ Language, po*er and pedagogy: ilingual children in the crossfire.
Clevedon, U#7 !ultilingual !atters+
Dohert, + F+, 3ilberg, + %+, Pinal, 4+, < -harp, + (&''1)+ >ive standards and studentachieveent+ /E 0ournal of esearch and #ractice, 1, .:&+
>ang, X+ (&'.')+ -he role of input and interaction in second language ac5uisition+ +ross-+ultural
+o((unication, (.), ..".+
>rn5uiB, !+ E+, < ees, !+ D+ L+ L+ (.//) Creating inclusive learning counities through
English language arts7 >ro chanclas to canicas. Language /rts, 3(1), &.."&&'+
*arcia, *+ E+ (&''')+ =ilingual childrenGs reading+ @n !+ L+ #ail, P+ =+ !osenthal, < P+ D+
Pearson (Eds+), 4andoo' of reading research, (Aol+ 1, pp+ .1"1)+ !ahwah, $H7
Erlbau+
*ass, %+ (.//)+ $nput, interaction, and the second language learner. !ahwah, $H7
Erlbau+
#rashen, %+ D+ (./0 5. The input hypothesis: $ssues and i(plications+ London7 Longan+
Levine, L+$+, %allwood, =+4+, < 3anes, E+>+ (&'.&a)+ Listening and spea'ing: Oral
language and "ocaulary de"elop(ent for English language learners+ 3ot -opics in ELL
Education+ (=+ 4+ %allwood, %eries Ed+)+ Fashington, DC7 Center for 4pplied
Linguistics+
Levine, L+$+, %allwood, =+4+, < 3anes, E+>+ (&'.&b)+ %ath and science: S'ills and
strategies to adapt instruction for English language learners+ 3ot -opics in ELL
Education+ (=+ 4+ %allwood, %eries Ed+)+ Fashington, DC7 Center for 4pplied
Linguistics+
Long, !+ 3+ (./1)+ $ative spea6er?non"native spea6er conversation and the negotiation of
coprehensible input+ /pplied Linguistics, 6(&), .&2"..+
Long, !+ 3+ (.//2)+ -he role of linguistic environent in second language ac5uisition+ @n F+ C+
itchie, < -+ H+ =hatia (Eds+), 4andoo' of second language ac7uisition (pp+ .1"2)+
$ew Mor67 4cadeic Press+
!ac6e, 4+, < *oo, H+ (&'')+ @nteraction research in %L47 4 eta"analsis and research
snthesis+ @n 4+ !ac6e (Ed+), +on"ersational interaction in second language ac7uisition
(pp+ '"00&)+ 9;ford, U#7 9;ford Universit Press+
-
8/19/2019 Go to Strategies
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Par6, E+, < #ing, #+ (&''1)+ Cultural diversit and language socialiBation in the earl ears+
Fashington, DC7 Center for 4pplied Linguistics+ etrieved fro7
htt p7? ?www+cal+org? resou rces?di gest? digestOpdfs?'1.1par6+pdf
%aunders, F+, < *oldenberg, C+ (&'.')+ esearch to guide English language developent
instruction+ @n California Departent of Education (Ed+), $(pro"ing education for English learners: esearch-ased approaches (pp+ &.".). %acraento, C47 California
Departent of Education+
%carcella, + (&''1)+ /cade(ic English: / conceptual fra(e*or'. %anta =arbara, C47 Universit
of California Linguistic !inorit esearch @nstitute+
%hort, D+, < Echevarria, H+ (&''0)+ -eacher s6ills to support English language learners+
Educational Leadership, 2, ".1+
%wain, !+ (&''0)+ -he output hpothesis7 -heor and research+ @n E+ 3in6el (Ed+), 4andoo' ofresearch in second language teaching and learning (pp+ ."1)+ !ahwah, $H7 Erlbau+
-harp, + *+, Estrada, P+, Dalton, %+ %+, < Maauchi, L+ (&''')+ Teaching transfor(ed:
/chie"ing e&cellence, fairness, inclusion and har(ony+ =oulder, C97 Festview Press+
Nohar, 4+, < Dori, M+ H+ (&''1)+ 3igher order thin6ing s6ills and low"achieving students7 4re
the utuall e;clusiveK The 0ournal of the Learning Sciences, 12(&), pp+ .0"..+
http://www.cal.org/resources/digest/digest_pdfs/0313park.pdfhttp://www.cal.org/resources/digest/digest_pdfs/0313park.pdf
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Section III
The O TO Strate!ies /atri0
The GO TO Strategies: Scaffolding Options for Teachers of
English Language Learners, K-12
by Linda New Levine, Laura Lukens, and Betty Ansin Smallwood
Developed as part of Project EXCELL (EXceptional
Collaboration for English Language Learning), a partnership
between
the Universit of !issouri"#ansas Cit
and $orth #ansas Cit %chools
under a &'' $ational Professional Developent *rantfro the U+%+ Departent of Education P $uber -./0$''1.2
-
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./
The O TO Strate!ies /atri0* Scaffoldin! O#tions for Teachers of 'n!lish Lan!ua!e Learners, 12(+Level (
'nterin!
Level +
'mer!in!
Level ,
"evelo#in!
Level -
'0#andin!
Level .
Brid!in!
L i s t e n i n ! • Use phsical gestures to
accopan oral directives+
• !odif Teacher Talk)• Label visuals and objectswith target vocabular+• @ntroduce Co!nates to aidcoprehension+• 4s6 for Si!nal $es#onses
to chec6 coprehension)
• *ive two step
Conte0tuali3ed directions+
• estate?rephrase and use&atterned Oral Lan!ua!e
routines+
• /odel AcademicLan!ua!e and vocabular+
• 4s6 for Total &hysical
$es#onses fro students+
• Provide graphics or objects
to se5uence steps in a process+• Check Com#rehension of all students fre5uentl+• Use 4ait Time)
• Provide Antici#ation
uides for previewing content
reading+
• Copare?contrast
relationships fro auditor
inforation using a 5enn
"ia!ram)• e5uire students to restate
and rephrase fro auditor
input as in &ara#hrase
&ass#ort)
• 9utline lectures on th
%art=oard+
• Use 5ideo Observ
uides)• Confir studentsG pr
6nowledge of content to
• E;tend content vocab
with ultiple e;aples
non"e;aples+
S # e a k i n
! • Provide wall charts withillustrated acadeicvocabular+• 4s6 siple F3 (who,what, when, where), es"no or either"or 5uestions+• Elicit Choral $es#onses)• Encourage participation ingroup chants, poes, andsongs+
• Use (62+ structures+• 4ssign roles in groupwor6+• Use Clock Buddies)
• Use Numbered 7eads
To!ether)• Use Think2&air2Share2S8uared+• Develop 1ey Sentence
%rames for pair interactions+
• Provide ra#hicOr!ani3ers or notes toscaffold oral retelling+• &rom#t for acadeiclanguage output+• Use Think2&air2Share)
• $e#eat and '0#andstudent responses in a
Collaborative "ialo!ue)
• e5uire full sentenceresponses b as6ing openended 5uestions+• Use 5aried &resentation
%ormats such as role plas+
• %caffold oral reports with
note cards and provide tiefor prior practice+
• Use $eader9s Theatre to
scaffold oral language growth+
• %tructure debates
re5uiring various points
view with graphic organ
and?or outlines+
• e5uire the use of
acadeic language+• e5uire oral reportinsuariBing group wor6• @nclude oral presentain the content classroo
$ e a d i n ! • Preview the te;t content
with pictures, deos, charts,
or e;periences+• Pair students to read onete;t together+• Preview te;t with a
&icture 4alk)• Use Choral $eadin!)
• Use Teacher $eadAlouds)
• Use Card Sorts)
• Use 1242L charts before
reading+• Use the Lan!ua!e
'0#erience A##roach)• Provide a list of iportant
concepts on a graphic
organiBer+
• Use Shared $eadin!
and?or siplif the te;t+
• Provide a content
vocabular 4ord Bank with
non"linguistic representations+• -each s6iing for specific inforation+• Use Teach the Te0t
Backwards)• Use - to ( for ain ideas
fro te;t+• Use uided $eadin!+
• !odel the creation of a
Story /a# fro a narrative+
• Provide :uestion Answer
$elationshi# 5uestions for
student pairs to research+
• Use "irected $eadin!
Thinkin! Activity)• Use Cornell Notes)
• Use ;i!saw $eadin! to
scaffold independent reading+
• e5uire coputer an
librar research+
• 4s6 students to anal
te;t structure and select
appropriate ra#hic
Or!ani3er for suariB
• Use $eci#rocal
Teachin! to scaffold
independent reading+
4 r i t i n ! • e5uire students to label
visuals and?or create language balloons+• e5uire vocabular
noteboo6s with L. translations
or non"linguistic
representations+
• Provide 1ey Sentence
%rames with word and picture
ban6s+
• -each note ta6ing on ara#hic Or!ani3er+
• Use a $ovin! Chart in
sall group wor6+
• Use Interactive ;ournals)
• Use Think24rite2&air2
Share)• Provide Clo3e sentences
with a 4ord Bank +
• e5uire Learnin! Lo!sfor suaries of learning+
• Use Te0t to ra#hics and
Back A!ain)• -each Si!nal 4ords
(coparison, chronolog,
cause "effect, and listing) for
acadeic writing+
• Provide Clo3e paragraphs
with a 4ord Bank)
• Provide $ubrics ande;eplars to scaffold writingassignents+• -each and utiliBe the
writing process+• Provide an outline for thestandard five"paragraph essa+• Provide $e#ort %ramesfor independent, structured,content writing+
• e5uire acadeic wrand the use of target acavocabular+• -each the process o
writing a research paper
• 4ddress studentsG cuin differing genres of wr
• 3old fre5uent writin
conferences with teacher
peers+
%tarred strategies are described in the suar docuent on the following page, Q-he *o -o %trategies !atri;7 %caffolding 4cross Language Proficienc Levels+R
Levine, L+ $+, Lu6ens, L+ < %allwood, =+ 4+ (&'.1)+ The GO TO strategies: Scaffolding options for teachers of English language learners, K-12. >or Project
EXCELL, a partnership between the Universit of !issouri" #ansas Cit and $orth #ansas Cit %chools, funded b the U% Departent of Education, P $uber
-./0$''1.2+
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&'
The O TO Strate!ies /atri0* Scaffoldin! Across Lan!ua!e &roficiencyLevels
List e n in !Level ( Teacher Talk is accopanied b hand and bod gestures+ -al6 is clearl enunciated,directions are odeled, speech is slower, and idios are avoided+Level + &atterned Oral Lan!ua!e uses a siilar sentence structure and vocabular within theconte;t of a failiar classroo activit to help learners coprehend classroo routines+
Level 4ait Time of three to eight seconds provides the tie needed for ELLs to coprehendthe teacherGs 5uestion+
Level - &ara#hrase &ass#ort encourages learners to listen to their peersG responses+
Level . 5ideo Observation uides pose guiding 5uestions, topics, or chronolog to activate a
studentsG prior 6nowledge and to increase auditor coprehension of the video before, during, and
after viewing+
S# e a k in !Level ( Choral $eadin! includes learners in the classroo conversation)
Level + Think2&air2Share S8uared encourages students to spea6 with other students+
Level Collaborative "ialo!ues between the teacher and student proote acadeic language
through strategies such as repeat, recast, reforulate, and propt+Level - %tudents can begin to give oral reports at this level, if their reports are scaffolded withnote cards and opportunities to practice the presentation+
Level . 4cadeic debates on various viewpoints can be scaffolded with ra#hic Or!ani3ersor Outlines)
$ e a d in !Level ( Teacher $ead Alouds scaffold the te;t content and provide an e;cellent odel of reading in English+
Level + Shared $eadin! scaffolds the reading process through enlarged te;ts, activation of
prior 6nowledge, pre"teaching vocabular, and teacher instruction of basic reading s6ills+Level uided $eadin! scaffolds the reading process through targeted instruction at a
studentGs proficienc level, increased teacher intervention, and leveled te;ts+Level - ;i!saw $eadin! scaffolds independent reading b liiting the aount of the te;t
provided and re5uiring students to share te;t inforation orall with peers+
Level . $eci#rocal Teachin! scaffolds the independent reading process through instruction
and practice of four critical strategies7 suariBing, clarifing, 5uestioning, and predicting+
4 r iti n !Level ( 1ey Sentence %rames structure earl attepts at writing when supported with word
and picture ban6s+
Level + Think24rite2&air2Share scaffolds earl independent writing with e;tra tie and a
supportive learning partner+
Level Clo3e &assa!es that begin with sentences and lead into paragraphs provide structureand can be scaffolded with word or picture ban6s+
Level - Longer pieces of independent writing can be scaffolded with $e#ort %rames thatstructure the discourse+
Level . @nstruction in the process of writing a research paper can be scaffolded with
opportunities for ultiple conferences with teachers and peers
Levine, L+ $+, Lu6ens, L+ < %allwood, =+ 4+ (&'.1)+ The GO TO strategies: Scaffolding options for teachers of
English language learners, K-12. >or Project EXCELL, a partnership between the Universit of !issouri" #ansas Citand $orth #ansas Cit %chools, funded b the U% Departent of Education, P $uber -./0$''1.2+
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Section I 5
Inventory of the O TO Strate!ies
The GO TO Strategies: Scaffolding Options for Teachers of
English Language Learners, K-12
by Linda New Levine, Laura Lukens, and Betty Ansin Smallwood
Developed as part of Project EXCELL (EXceptional
Collaboration for English Language Learning), a partnership between
the Universit of !issouri"#ansas Citand $orth #ansas Cit %chools
under a &'' $ational Professional Developent *rant
fro the U+%+ Departent of Education P $uber -./0$''1.2
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Inventory of the O TO Strate!ies
TABL' O% CONT'NTS
INTRODUCTION.................................................................................................................................... 27
CATEGORIES OF STRATEGIES.......................................................................................................
.. 27
LEVELS OF STRATEGIES.......................................................................................................
............. 28
Community Building St!t"gi"#............................................................................................................................
2$1. Marvelous Modifiers.....................................................................................................................................292. TeamNames..................................................................................................................................................29
3. Things in Common.........................................................................................................................................304. Three Truths and a Lie / Whale of a
Tale.......................................................................................................30
Int"!%ti&" St!t"gi"#.............................................................................................................................
.............. '(1. 102...............................................................................................................................................................31
2. !our Corners..................................................................................................................................................313. "aller# Wal$ / %rainstorm Carousel..............................................................................................................324. "ive &ne "et &ne.......................................................................................................................................32'. ( )ave*Who )as*+.......................................................................................................................................33,. (nformation "a- /%arrier "ames..................................................................................................................33. (nside &utsideCirle....................................................................................................................................34. Line -..........................................................................................................................................................34
9. Numered )eads Together...........................................................................................................................3'10. ara-hraseass-ort......................................................................................................................................3'
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11. ound the Clo$ Learning 3artners...............................................................................................................3,12. ovingCharts ................................................................................................................................................3,
13. 5no62all........................................................................................................................................................314. 5tir the Class..................................................................................................................................................31'. Thin$3air5hare............................................................................................................................................31,. Thin$air5hare 57uared..............................................................................................................................3
1. Thin$Writeair5hare..................................................................................................................................3
T"!%)ingSt!t"gi"#.............................................................................................................
................................. '$1. Collaorative8ialogues.................................................................................................................................39
2. Com-rehensionChe$ing..............................................................................................................................393. Contetuali:e Language................................................................................................................................394. "ra-hi &rgani:ers........................................................................................................................................40'. ;WL Charts..................................................................................................................................................40
,. ;e# 5entene !rames....................................................................................................................................41. Model T34?.......................................................................................................................4314. @aried "rou-ing !ormats..............................................................................................................................441'. @aried resentation !ormats........................................................................................................................441,. @aried Auestioning!ormats..........................................................................................................................44
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1. @ideo &servation "uides.............................................................................................................................4'1. Wait Time......................................................................................................................................................4'19. Wait Time T6o
..............................................................................................................................................4'
Stud"nt L"!ning St!t"gi"#................................................................................................................................. *+
1. Cone-t/(dea Ma-s.......................................................................................................................................4,2. Cornell Notes.................................................................................................................................................4,3. 5trutured NoteTa$ing.................................................................................................................................4
4. TCharts .........................................................................................................................................................4
Vo%!,ul!y T"!%)ing St!t"gi"#...........................................................................................................................*8
1. Closed 5ort Tas$s...........................................................................................................................................42. Cognates........................................................................................................................................................4
3. ;e# 5entene !rames
....................................................................................................................................494. Mi and Math
..............................................................................................................................................49'. &-en 5ort
Tas$s.............................................................................................................................................'0
,. 5elf
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4. Clo:e 3assages...............................................................................................................................................'3
'. 8ireted eading/Thin$ing 84T
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10. Write a Letter................................................................................................................................................,4
REFERENCES.......................................................................................................................................... +-
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&
Levine, L+ $+, Lu6ens, L+ < %allwood, =+ 4+ (&'.1)+ The GO TO strategies: Scaffolding options for teachers of
English language learners, K-12. >or Project EXCELL, a partnership between the Universit of !issouri"
#ansas
Inventory of the O TO Strate!ies for 'n!lish Lan!ua!e Learners, 12(+
Introduction
-he ter instructional strategy refers to a generaliBed learning or teaching techni5ue that
is applicable across content areas+ Effective teachers have 6nowledge of a wide arra of
instructional strategies and the choose the ost effective ones for specific
teaching?learning environents (!arBano, &''1 !arBano, Pic6ering, < Polloc6, &''.)+
!ost strategies are content free and can be used fle;ibl in a variet of teachingenvironents+ -he @nventor of *9 -9 %trategies has been designed to reflect the five
research"based principles of instruction for English language learners7 .) focus on
acadeic language, literac, and vocabular &) lin6 bac6ground 6nowledge and culture
to learning 1) increase coprehensible input and language output ) proote classroo
interaction and 0) stiulate higher"order thin6ing and the use of learning strategies( Levine, %allwood, < 3anes, &'.&a, &'.&b)+ -hese core principles are essential to
acadeic success for English language learners, representing both research findings and best practices+
-he strategies included in this inventor are intended to be activel selected b either the
teacher or the student to reflect these core principles of instruction for English language
learners and help students eet lesson objectives and state?or national standards+
-hese strategies are also included because the were taught throughout Project EXCELL(EXceptional Collaboration for English Language Learning), a five"ear federall funded
grant partnership between $orth #ansas Cit %chools and the Universit of !issouri"#ansas Cit (U!#C)+ Project EXCELL provided !issouri E%9L certification to 0/
teachers, with courses taught b instructors fro the Center for 4pplied Linguistics and
b adjunct facult fro U!#C+
Cate!ories of Strate!ies
• Community Buildin! Strate!ies are introduced b the teacher to help develop a sense
of counit within the classroo and within sall groups of students+ E;aples of
counit building strategies are !arvelous !odifiers and Fhale of a -ale+
• Interactive Strate!ies are organiBed b the teacher to proote oral languagedevelopent in the classroo+ E;aples of interactive strategies are Paraphrase Passport
and $ubered 3eads+
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• Teachin! Strate!ies are used b a teacher to scaffold the learning process and
proote coprehension of oral or written language b students+ E;aples of these
strategies are -eacher -al6 and Fait -ie+
• Student Learnin! Strate!ies are practiced b students to proote coprehension of
content te;t+ E;aples of learning strategies are Cornell $otes and @dea !aps+
• 5ocabulary Teachin! Strate!ies are introduced into a learning unit to help studentslearn the acadeic vocabular re5uired for high achieveent in schools+ E;aples of
vocabular strategies are Ford %5uares and %ort -as6s+
• $eadin! Strate!ies are taught to students to proote coprehension of written te;ts+
E;aples of reading strategies are Language E;perience 4pproach and 4nticipation
*uides+
• 4ritin! Strate!ies are taught b the teacher to enable students to develop acadeicwriting abilities+ E;aples of writing strategies are -e;t to *raphics and =ac6 4gain and
eport >raes+
%trategies that have a structural fraewor6 are often referred to as activit structures
(=erla6, =erla6, =agenstos, < !i6el, ./0 %aphier < *ower, .//)+ 4ctivit structures
follow a patterned forat but can be custoiBed to accoodate learner age, proficienc,
teaching objectives, and learning environent+ 4ctivit structures are initiated b the
teacher, who a6es decisions regarding the level and aount of the content, tpe of
student behavior or participation, learning procedures to be followed, learning products,
and closure of the activit+ E;aples of activit structures include -hin6"Pair"%hare, the#"F"L chart, and *ive 9ne"*et 9ne+
Levels of Strate!ies
-he strategies listed below are labeled with language proficienc levels at which thestrategies will be ost effective+ Fith scaffolding, strategies can be used at lower
proficienc levels+ -he levels (fro . to 0) are aligned to the F@D4 Perforance
Definitions for levels of English language proficienc7 Entering, Eerging, Developing,
E;panding, and =ridging+ 4n e;planation of each level can be found at
http7??w w w+wida + us?st a ndards? * OPer f o r a n ceS&'De f initions + pd f +
http://www.wida.us/standards/RG_Performance%20Definitions.pdf.http://www.wida.us/standards/RG_Performance%20Definitions.pdf.
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&/
NOT'* The shaded bo0es indicate the a##ro#riate lan!ua!e #roficiency levels for each strate!y)
Levine, L+ $+, Lu6ens, L+ < %allwood, =+ 4+ (&'.1)+ The GO TO strategies: Scaffolding options for teachers of Englishlanguage learners, K-12. >or Project EXCELL, a partnership between the Universit of !issouri" #ansas Cit and $orth
#ansas Cit %chools, funded b the U% Departent of Education, P $uber -./0$''1.2+
Community Buildin! Strate!ies
() /arvelous /odifiers (%allwood, &'..)
&ur#ose* -o use positive adjectives describing another student
rou#in! %ormat* @nteractive sall groups
Levels* . & 1 0
Teacher Actions Student Actions
• Places students into sall groups
• !odels the use of adjectives to describe an individual+ -he
adjective and the personGs nae begin with the sae letter
of the alphabet
• Cautions students to use positive odifiers : ones that are
QarvelousR
• Directs students to create !arvelous !odifiers for each
person in the group• %hares the inforation with the whole class
• Listens to teacherGs deonstration of the activit
• eflects on appropriate adjectives for each group
eber
• Frites the naes and odifiers on a group list
+) Team Names
&ur#ose* -o develop counit aong a group of students
rou#in! %ormat* @nteractive sall groups
Levels* . & 1 0
Teacher Actions Student Actions
• Places students in sall (sei"peranent) groups
• *ives each group a piece of card stoc6 and agic ar6ers• Directs students to brainstor a nae for the group
• @ndicates that the nae should reflect the interests of the people in the group
• %hares inforation about personal interests
• =rainstors tea naes• 3elps to write the tea nae on the card stoc6
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1'
) Thin!s in Common
&ur#ose* -o as6 for and provide personal inforation to define coonalities
rou#in! %ormat* @nteractive sall groups
Levels* . & 1 0
Teacher Actions Student Actions
• Places students in sall (sei"peranent) groups
• !odels the activit b suggesting shared interests and
abilities such as sports, usic, athletics, technolog,
language spo6en, and others
• Provides tie for sall group ebers to share personal
inforation and attept to find at least one thing (and
ideall three or four) the all have in coon+ Encourages
the to find QuncoonR coonalities
• 4llows tie for group ebers to report on their
coonalities
• Listens as the teacher odels the activit
• Provides inforation to and as6s 5uestions of
group ebers in order to find their
coonalities
• Frites coonalities down and reports to the
whole class
-) Three Truths and a Lie < 4hale of a Tale
&ur#ose* -o provide personal inforation to strengthen relationships
rou#in! %ormat* @nteractive sall group, individual writing tie
Levels* . & 1 0
Teacher Actions Student Actions
• Places students into sall groups
• Distributes a handout with space for writing three or four pieces of inforation
• !odels the activit b sharing four pieces of personalinforation+ -hree ites are truthful but one is not true
• 4s6s students to put their heads together to deterinewhich of the stateents is not true
• 4s6s for a show of hands fro the class to indicate a votefor the untrue stateent
• -ells students which stateent is not true
• Directs each student to write three or four truthfulstateents and one untrue stateent about theselves
• %ignals tie and directs students to ta6e turns reading their stateents and voting on each one
• Listens to the teacherGs personal stateents
• -al6s within the sall group to deterine whichstateent is not true
• Aotes on which stateent is not true
• Frites four personal stateents : three truthfuland one not true
• eads the stateents
• 4s6s group ebers to vote on the untruestateent+
• Listens and votes on other studentsG stateents
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Interactive Strate!ies
() (62+ (%aphier < 3ale, .//1)
&ur#ose* -o provide opportunities for students to process oral inforation
rou#in! %ormat* Fhole class instruction, interactive student pairs
Levels* . & 1 0
Teacher Actions Student Actions
• Presents inforation orall
• Pauses after .' inutes of oral input
• Provides processing tie b as6ing a 5uestion, posing a proble or propting students to discuss the oral input
• Faits for two inutes or ore
• 4s6s for volunteers to share
• Listens to auditor input
• Listens to teacherGs 5uestion, proble, or propt
• Pairs with another student to discuss the 5uestionor solve the proble
• Aolunteers a response
+) %our Corners (!erchant < Moung, &''')
&ur#ose* -o encourage students to support their positions through oral language
rou#in! %ormat* Fhole class interaction, interactive sall groups
Levels* . & 1 0
Teacher Actions Student Actions
• Places four signs on walls of each of the four corners of
the roo
• Labels the signs with choices or categories that for
possible responses to a single 5uestion or propt
•
Directs students to read the signs, listen to a corresponding5uestion or propt, and then ove to one of the four
choices in the roo
• Encourages students to tal6 in their four sall groups
e;plaining their reasons for a6ing the choice of that
corner
• eads the four signs in the rooGs corners+
• Listens to the teacherGs e;planation, 5uestion, or
propt
• Chooses one corner as a response to the teacherGs
propt• E;plains wh the choice was ade in a sall
group setting
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) allery 4alk < Brainstorm Carousel
&ur#ose* -o encourage oral language interaction aong students regarding a content topic
rou#in! %ormat* @nteractive pairs or sall groups
Levels* . & 1 0
Teacher Actions Student Actions
• -apes large pieces of chart paper on the walls of the
classroo+ Each chart has a 5uestion or topic written at the
top
• Places students into pairs or sall groups
• 4s6s students to respond to the 5uestion on each chart,
writing what the 6now on a post it note or on the chart+
• %ignals when itGs tie for students to rotate to the ne;t
chart
• For6s with a partner or in a sall group to read
and respond to the teacherGs propts on chart
paper
• 4s an option, one student is selected to present
the chart inforation to the group or the class+-his is called a 3osted *aller Fal6
-) ive One 2 et One
&ur#ose* -o re5uire students to as6 and answer 5uestions regarding a content topic
rou#in! %ormat* Fhole"class instruction, interactive whole class or sall groups
Levels* . & 1 0
Teacher Actions Student Actions
• Prepares a handout with four 5uadrants
• @ndicates the 6ind of inforation the students will share or
collect
• 4s6s student to coplete 5uadrant . b writing what the
6now about the topic or providing an e;aple of the topic(an option for lower proficienc levels)
• 4s6s students to wal6 around the roo or wor6 in sall
groups, sharing the inforation the have copiled and
collecting ore inforation to coplete 5uadrants &, 1
and +
• Listens as the teacher odels the process for
copleting the four 5uadrants
• Frites appropriate content inforation in
5uadrant .
• Fal6s around the roo or wor6s in sall groupsto share the inforation and to collect new
inforation for 5uadrants &, 1, and
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.) I 7ave=4ho 7as=>
&ur#ose* -o review content inforation through oral interaction
rou#in! %ormat* Fhole class instruction
Levels* . & 1 0
Teacher Actions Student Actions
• Prepares a series of cards (one for each student) that
contains both a 5uestion and an answer7 e+g+ $ ha"e La'e
Erie. )ho has the states that order 8irginia9
• Distributes one card to each student
• Directs students to wal6 around the class searching for
the answer to the 5uestion on the card
• -ells students to swap cards when the a6e a atch and
the 5uestion card atches an answer card
• Directs students to search for a new 5uestion or answer
atch• 9ptional7 Lines students up or sits the in a circle and
selects one student to begin b reading the 5uestion on
the card
• Faits for a student to respond with an answer+ %tudent T&
then proceeds to read another 5uestion
• Pla continues until the last card is read and atches the
first 5uestionerGs card
• eads a card silentl and searches for the person
who has the answer to the 5uestion on the card
• eads the 5uestion and answer and swaps cards
• Continues to search for atches until the teacher
calls Ti(e
• 9ptional7 eads an answer to an appropriate
5uestion and then reads the 5uestion on the card to
the class
?) Information a#
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@) Inside 2 Outside Circle (#agan, .//)
&ur#ose* -o re5uire students to orall 5uiB each other regarding a content topic
rou#in! %ormat* Fhole class interaction
Levels* . & 1 0
Teacher Actions Student Actions
• Directs students to for two circles : one inside with
students facing out and the other outside with students
facing in+ Each student faces a partner
• Provides each student with a note card specifing a
proble or content 5uestion on one side and the answer
on the other+ -he cards and 5uestions are different for
each student
• Directs student in the outside circle to begin as6ing the
5uestion on the card and listen to the answer+ %tudents
should confir or suppl the correct answer+ Directsstudents on the inside circle to as6 their 5uestions in turn
• %ignals tie and directs students to e;change cards while
students in the outside circle ove one place to the right
facing a new learning partner
• Lines up according to teacher direction facing a
partner
• Listens to the learning partnerGs 5uestion and
attepts to answer the 5uestion in coplete
sentences using target vocabular
• 4s6s a 5uestion on a note card and confirs or
supplies the correct answer
• %tops tal6ing at the teacherGs signal+
• E;changes note cards and oves on to a new
learning partner to repeat the process
) Line # (#agan, .//)
&ur#ose* -o encourage students to state what the 6now about a topic orall
rou#in! %ormat* Fhole class interaction
Levels* . & 1 0
Teacher Actions Student Actions
• Directs students to for two straight lines parallel to each
other+ Each student in line T. faces a partner in line T&
• 4s6s a recall or thin6ing 5uestion
• Provides tie for students to state their answers to a
learning partner
• %ignals tie and directs one student in line T. to ove to
the end of that line while all the other line T. students
ove up one place in line facing a new partner
• 4s6s additional 5uestions as students ove down the line
• Lines up according to teacher direction facing a
partner
• Listens to the teacherGs propts
• Listens to and responds to the learning partner
• %tops tal6ing at the teacherGs signal
• !oves on to a new learning partner and repeats
the process
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) Numbered 7eads To!ether (#agan, .//)
&ur#ose* -o chec6 coprehension and to proote oral language interaction
rou#in! %ormat* @nteractive sall groups (1"0 students), individual responses shared with the whole
class
Levels*. & 1 0
Teacher Actions Student Actions
• Puts students into sall groups and directs students to
u(er yoursel"es in your tale group
• 4s6s a thin6ing 5uestion, recall 5uestion, or poses a
proble to the whole class
• 4s6s students in sall groups to #ut your heads together
to deter(ine the ans*er collaorati"ely
• %pins a nuber and as6s all students with that nuber to
stand
• %elects one or ore students to respond to the 5uestion
orall or in writing on the white board or on individual
white boards
• $ubers each student within a sall group
• Listens to the proble or 5uestion posed b the
teacher
• @nteracts with group ebers to deterine the
best answer
• %tands up when nuber is called
• esponds orall to the 5uestion
• 9ptional7 Frites the answer on the white board or
on individual whiteboards
(6) &ara#hrase &ass#ort (#agan, .//)
&ur#ose* -o proote active listening aong students and to practice oral language
rou#in! %ormat* Fhole class instruction, individual student responses to the sae 5uestion
Levels* . & 1 0
Teacher Actions Student Actions
•
4s6s a 5uestion of the whole class• Calls upon a student volunteer to respond
• Listens to the response with no coent
• 4s6s another student )hat did (previous student) say9
• Listens while student paraphrases or repeats the prior
response
• $oinates another student to paraphrase
•
Listens to the teacherGs 5uestion• Listens to another student respond
• Prepares to respond b paraphrasing the previous
student
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(() $ound the Clock Learnin! &artners (%aphier < 3ale, .//1)
&ur#ose* -o provide processing tie aong students in an oral language odalit
rou#in! %ormat* @nteractive student pairs
Levels* . & 1 0
Teacher Actions Student Actions
• *ives a cloc6 graphic to each student
• Directs students to eet with twelve other students toQa6e an appointentR b e;changing written naes onlines ne;t to each hour on the cloc6
• !odels the activit of a6ing an appointent with
appropriate language and interaction
• Directs students to a6e appointents and calls tie+
• Chec6s to ensure that each student has a copleted cloc6 graphic
• Directs students to pair with a partner b telling the to
)or' *ith a ocloc' partner
• Uses the cloc6 during instruction to help students pair upto process a learning concept
• !eets with twelve other students
• %igns up for an appointent with twelve other students
• Chec6s to see that all signatures on the cloc6 arecopleted
• !eets with the appropriate learning partner whendirected b the teacher
• Processes the new learning with a partner
(+) $ovin! Charts
&ur#ose* -o proote oral language recall of content instruction
rou#in! %ormat* @nteractive sall groups
Levels* . & 1 0
Teacher Actions Student Actions
• Puts students into sall groups
• 4llots a large piece of chart paper to each group
• @nstructs students to respond in writing to a thin6ing5uestion or proble on the chart
• %ignals tie to pass the chart paper to the ne;t group andrespond further to the new chart
• Listens to the teacherGs 5uestion or proble
• Discusses possible answers and solutions with thegroup
• Frites solutions and answers on the chart
• Passes the chart to a new group
• eads a new chart and adds to the answers writtenthere
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(,) Snowball
&ur#ose* -o proote recall of content learning through interactive writing
rou#in! %ormat* Fhole class instruction, individual writing tie
Levels* . & 1 0
Teacher Actions Student Actions
• Provides each student with a piece of paper
• Directs students to respond in writing to a content related
5uestion or proble
• Directs students to cruple the paper into a sall ball
• Directs students to toss the ball into the air toward the
opposite side of the roo
• 4s6s each student to retrieve one of the QsnowballsR fro
the floor and read the response on the crupled paper
• Listens to a teacherGs content 5uestion or proble
• Frites an answer or response on a sheet of paper
• Cruples the paper and tosses it in the air
• etrieves another studentGs response and reads it
(-) Stir the Class (utherford, .//)
&ur#ose* -o encourage recall of content learning through sall group oral interaction
rou#in! %ormat* @nteractive sall groups, individualiBed writing, interactive whole class, interactive
sall group
Levels* . & 1 0
Teacher Actions Student Actions
• Puts students into sall groups and prepares each student
with a pencil and blan6 paper
• -ells students to write three naes, reasons, e;aples,
causes, about the topic under stud
• %ignals students to start wal6ing around the classroo
()al'. )al'.), eeting other students, sharing their ideas,
and collecting further ideas fro classates
• %ignals students to !ree;e
• Directs students to for new groups b as6ing 5uestions
with nubers as an answer7 e+g+ 4o* (any sides are therein a triangle9 4o* (any (usicians play in a duet9
%tudents for groups according to the nuerical answer
• Provides tie for students to share their inforation in the
new group
• Continues to as6 students to )al' and !ree;e foring newgroups and sharing inforation
• 4s6s students to prioritiBe, categoriBe, or sort the list ites
if appropriate
• Listens to the teacherGs re5uest
• Frites three pertinent ites on a piece of paper
• Fal6s around the roo until the teacher sas
!ree;e
• >ors a new sall group b listening to the
teacherGs 5uestion
• %hares the inforation gathered with the new
group
• Collects new inforation fro other students in
the group
• Continues to respond to )al' and !ree;e as the
teacher directs
• Collects and shares inforation with ultiple
sall groups
• For6s collaborativel to share and sort the
collected inforation
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(.) Think2&air2Share (#agan, .//)
&ur#ose* -o provide additional oral language processing tie for content learning
rou#in! %ormat* Fhole class instruction
Levels* . & 1 0
Teacher Actions Student Actions
• Presents content inforation
• Poses a 5uestion, proble, or propt
• 4s6s students to -3@$# individuall about the answer
• P4@% each student with a partner to discuss the answer
• 4s6s for student pairs to %34E their responses with theclass
• Listens to the teacherGs instruction and 5uestion
or proble
• -3@$#% about a response to a 5uestion
• P4@% with another student to discuss theresponse
• %34E% the response with the class
(?) Think2&air2Share S8uared (#agan, .//)
&ur#ose* -o provide oral language processing tie for content learningrou#in! %ormat* Fhole class instruction, @nteractive student pairs, Fhole class sharing
Levels* . & 1 0
Teacher Actions Student Actions
• Proceeds as in -hin6"Pair"%hare
• 4fter student P4@% share their responses, as6s each pair
to eet with another pair and individuall %34E
responses again
• Proceeds as in -hin6"Pair"%hare
• 4fter pairing with another student to share
responses, the pair eets another pair and each
partner %34E% again
(@) Think24rite2&air2Share
&ur#ose* -o provide written and oral language processing tie for content learning
rou#in! %ormat* Fhole class instruction, individual writing tie, interactive %tudent Pairs,whole class sharing
Levels* . & 1 0
Teacher Actions Student Actions
• Proceeds as in -hin6"Pair"%hare
• 4s6s students to F@-E their responses in English
following the -3@$# step
• P4@% each student with a partner to discuss and revise
the written response if needed
• 4s6s for volunteers to %34E their responses or collects
each response
• Listens to the teacherGs instruction and 5uestionor proble
• -3@$#% about a response to a 5uestion
• F@-E% a response to the 5uestion or proble
• P4@% with another student to discuss and revise
the written response if needed
• %34E% the response with the class
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Teachin! Strate!ies
() Collaborative "ialo!ues
&ur#ose* -o support the coprehension and use of acadeic language structures
rou#in! %ormat* -eacher : student dialogue
Levels* . & 1 0
Teacher Actions Student Actions
• esponds to student utterances in a one"to"one or sall
group conversation
• Uses a variet of strategies that provide needed acadeic
language inforation such as7 epetition, ecast,
eforulation, Propt (see *lossar)
• !odels acadeic vocabular and structures
• Encourages students to continue responding b propting
for further acadeic language
• @nteracts with the teacher b responding to oral
language 5uestions
• @ncorporates target vocabular and acadeic
language structures in the oral language
conversation as the teacher odels their usage
+) Com#rehension Checkin!
&ur#ose* -o deterine the degree of content and language coprehension aong all students
rou#in! %ormat* Fhole class instruction
Levels* . & 1 0
Teacher Actions Student Actions
• Uses a variet of coprehension chec6s including signal
responses, individual white boards, short written
responses, and ultiple 5uestioning on the sae topic• Elicits both individual and whole group responses
• >re5uentl chec6s student coprehension during
instruction
• Chec6s the coprehension of all students in the class
• esponds appropriatel when the teacher chec6s
coprehension of learning
) Conte0tuali3e Lan!ua!e
&ur#ose* -o increase the level of coprehension of oral language input
rou#in! %ormat* Fhole class instruction, sall group instruction
Levels* . & 1 0=
Teacher Actions Student Actions
• Provides visuals, gestures, facial e;pressions, bod
language, illustrations, realia (real objects), aps, graphs,
tielines, diagras, and anipulatives to increase
coprehension of language and content
• @nfers eaning of the language fro the conte;t
provided in the gestures, illustrations, graphics,
and realia
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-) ra#hic Or!ani3ers
&ur#ose* -o increase coprehension of oral or written language through a graphic
rou#in! %ormat* Fhole class instruction, sall group instruction
Levels* . & 1 0
Teacher Actions Student Actions
• !odels and teaches the use of a variet of graphic
organiBers (Aenn diagras, concept aps, tielines) to
structure oral and written language with content
inforation
• Uses a graphic organiBer to understand conceptsin a te;t, to ta6e notes, to report, and?or tostructure writing
.) 1242L Charts
&ur#ose* -o activate prior 6nowledge and anticipate and confir future learning
rou#in! %ormat* Fhole class instruction, individual reflections, 5uestioning, and suariBing
Levels* . & 1 0
Teacher Actions Student Actions
• Labels a large chart with headers7 Fhat @ #now, Fhat @
Fant to #now, Fhat @ Learned
• Iuestions students about a new learning topic or concept
to deterine what the alread 6now or understand+
• Lists student input in the first colun
• 4ssists students in generating 5uestions about what the
want to 6now or learn about the topic
• Lists student 5uestions on the chart
• Uses the chart as a reference throughout the learning unit
• -eaches students to suariBe learning in colun three
on the chart at the end of the learning unit
• Listens to teacherGs 5uestions and reflects on
personal understandings of the concepts or topic
• *enerates 5uestions that indicate areas of further
learning or interest
• %uariBes learning of the concept or topic
either orall or in writing at the end of the
learning unit
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?) 1ey Sentence %rames
&ur#ose* -o support the use of acadeic language structures
rou#in! %ormat* Fhole class instruction, sall groups, student pairs
Levels* . & 1 0
Teacher Actions Student Actions
• Frites an acadeic sentence frae on the %art=oard or
whiteboard such as: is si(ilar to in that oth
+ The characteristics of include , , and
• %elects sentence fraes that are appropriate for and a
be re5uired b, the content topic
• Provides word and picture ban6s for Level . learners
• Provides opportunities for students to use the sentence
frae in oral and written language
• Uses the provided sentence fraes to structure
oral and written language appropriate for the
content studied in the classroo
$ote7 Please see #e %entence >raes to increase
the use of acadeic vocabular under Aocabular
-eaching %trategies
@) /odel Academic Lan!ua!e
&ur#ose* -o teach acadeic language structures and vocabular
rou#in! %ormat* Fhole class instruction
Levels* . & 1 0. :& " 1
Teacher Actions Student Actions
• !odels the acadeic language orall and the content
vocabular re5uired b the lesson
• Frites target language on the whiteboard and points to the
written language as it is spo6en• Displas a visual when appropriate
• Coprehends, internaliBes, and reads the
language and vocabular odeled b the teacher
) &atterned Oral Lan!ua!e
&ur#ose* -o increase coprehension of oral language
rou#in! %ormat* Fhole class instruction
Levels* . & 1 0
Teacher Actions Student Actions
• Uses patterned language, siple consistent language
chun6s, when giving directions and initiating dailroutines
• E;aple7 Today *e are going to read aout +
(Point to the title+) Lets read the title together.
• Coprehends and internaliBes the language and
vocabular odeled b the teacher
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) $eader9s Theatre (=lac6 < %tave, &'')
&ur#ose* -o develop oral language related to literature and content topics
rou#in! %ormat* Fhole class instruction, interactive sall groups
Levels* . & 1 0
Teacher Actions Student Actions
• 4ssists students in creating a script fro a piece of
literature or a content reading
• 4ssigns roles for the reenactent of the script
• Provides opportunities for ultiple rehearsals of the script
• Encourages students to use props, gestures, and costues
to increase coprehensibilit of the language
• Frites oral dialog for a script based upon a piece
of literature or a content reading
• Practices the role assigned b the teacher
• e"enacts the script with classates
(6) $ubrics
&ur#ose* -o raise achieveent levels through stating criteria for assessentrou#in! %ormat* Fhole class instruction
Levels* . & 1 0
Teacher Actions Student Actions
• Prepares a rubric prior to beginning a content learning unit
or project
• Lists the specific criteria that will be used to evaluate a
student product or presentation
• @ndicates and describes four separate perforance levels
on the rubric
• %hares a odel or e;eplar of the finished product and?or
odels the process on an anchor chart to help students
understand the criteria
• %hares the rubric with students prior to the learning
e;perience
• Provides clear e;planations and e;aples to help students
understand the criteria
• Uses the rubric to evaluate student perforance
• Listens as the teachers describes the criteria for
evaluation of a content learning unit or project
• Uses the rubric throughout the unit to deterine
acceptable levels of perforance and to iprove
perforance
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(() Si!nal $es#onses
&ur#ose* -o chec6 coprehension of all students
rou#in! %ormat* Fhole class instruction
Levels* . & 1 0
Teacher Actions Student Actions
• e5uires students to signal their response (such as -hubs
or 3ands Up?-hubs or 3ands Down, Card esponses,
individual white boards ) to 5uestions posed whenchec6ing coprehension
• %ignals a response to teacherGs coprehension
chec6ing
(+) Teacher Talk
&ur#ose* -o increase coprehension of the oral language input
rou#in! %ormat* Fhole class instruction, interactive sall groups
Levels* . & 1 0
Teacher Actions Student Actions
• Uses gestures, repetition, odeling of e;pected behaviors,
patterned language, and siplified sentence structures to
support coprehension of the oral language
• 4ttends to teacherGs language, gestures, and
sentence patterns in an attept to understand oral
language
(,) Total &hysical $es#onse DT&$E (4sher, .//)
&ur#ose* to increase coprehension of oral language input
rou#in! %ormat* Fhole class instruction
Levels* . & 1 0
Teacher Actions Student Actions
• *ives oral coands (actions) to groups of students and
odels the appropriate 6inesthetic response e.g., Turn on
the unsen urner, )rite the fraction ten t*elfths in
nu(erals
• Eventuall, gives oral coands without odeling as
students learn how to respond 6inestheticall
• Chec6s that students can respond to the coandappropriatel (forative assessent)
• Listens to the teacherGs oral language and
deonstration
• esponds to oral coands appropriatel ascoprehension increases
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(-) 5aried rou#in! %ormats
&ur#ose* -o increase opportunit for oral language use
rou#in! %ormat* Fhole class instruction, interactive sall groups, learning partners
Levels* . & 1 0
Teacher Actions Student Actions
• Places students into a variet of different grouping
patterns depending on language proficienc level and the
nature of the learning tas6 (e+g+, learning partners, s(all
groups, cooperati"e learning groups, *hole classinstruction5
• For6s in a variet of grouping patterns and with
a variet of different students at varing
proficienc levels
(.) 5aried &resentation %ormats
&ur#ose* -o atch the content and language input to student needs
rou#in! %ormat* Aaried instructional foratsLevels* . & 1 0
Teacher Actions Student Actions
• Uses a variet of forats to present new inforation to
students
• Decides on an appropriate forat b considering thenature of the content and the language proficienc levelsof the students
• Considers the following forats for content instruction7
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(@) 5ideo Observation uides
&ur#ose* -o activate prior 6nowledge and increase coprehension of input
rou#in! %ormat* Fhole class instruction, sall group interaction, learning partners
Levels* . & 1 0
Teacher Actions Student Actions
• Prepares an outline of the chronological progress of the
video 9 prepares a series of 5uestions to activate
studentsG prior 6nowledge of the video topic
• 4ttends to the se5uence of the advance organiBer
for the chronological developent of the video
9 attepts to answer the teacherGs prepared
5uestions on the video topic
(A) 4ait Time (owe, ./2)
&ur#ose* -o increase the 5uantit and 5ualit of student responses
rou#in! %ormat* Fhole class instruction
Levels* . & 1 0
Teacher Actions Student Actions
• 4s6s a thin6ing 5uestion of the whole class
• Faits 0" seconds before calling on a volunteer
• 4c6nowledges student response without evaluating it
• Listens to the teacherGs 5uestion
• -hin6s about the response and raises hand to
answer
(C) 4ait Time Two (owe, ./2)
&ur#ose* -o further increase the 5uantit and 5ualit of student responses
rou#in! %ormat* Fhole class instruction
Levels* . & 1 0
Teacher Actions Student Actions
• 4s6s a thin6ing 5uestion of the whole class
• Faits 0" seconds before calling on a volunteer
• Fithout coent, waits another 0" seconds
• Calls on another student to respond
• Listens to the teacherGs 5uestion
• -hin6s about the response and raises hand to
answer
• Listens to other student responses
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Student Learnin! Strate!ies
() Conce#t
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) Structured Note2Takin!
&ur#ose* -o increase coprehension and recall of content learning
rou#in! %ormat* Fhole"class instruction, individual learning
Levels* . & 1 0
Teacher Actions Student Actions
• !odels note"ta6ing on a large chart in front of the class
• %hows how to write data on various graphic organiBerssuch as the Aenn diagra, a tie line, a flow chart, etc
• Displas the graphics during content learning units
• Encourages students to create their own note"ta6inggraphic charts
• 4ttends as the teacher deonstrates the note"
ta6ing strateg
• Copies a saller version of the note"ta6inggraphic
• Uses the graphic to access vocabular andinforation
• Uses note"ta6ing graphics in other learninge;periences
-) T Charts
&ur#ose* -o increase coprehension and recall of content learning
rou#in! %ormat* Fhole"class instruction, individual learning
Levels* . & 1 0
Teacher Actions Student Actions
• !odels note"ta6ing on a large - chart in front of the class
• %hows how to organiBe data related to a content lesson bclassifing ideas into two categories, such asdifferentiating ain ideas fro subordinating ideas
• Displas the - chart during content learning units
• Encourages students to create their own - charts
• 4ttends as the teacher deonstrates the note"
ta6ing strateg
• Copies a saller version of the - chart
• Uses the - chart to access vocabular andinforation
• Uses a - chart in other learning e;periences
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5ocabulary Teachin! Strate!ies
() Closed Sort Tasks
&ur#ose* -o increase coprehension of acadeic vocabular
rou#in! %ormat* @nteractive learning partners
Levels* . & 1 0
Teacher Actions Student Actions
• Chooses the categories of vocabular to be learned
• %elects critical target vocabular that can be copared and
contrasted (e+g+ the naes of reptiles vs+ (a((als,5 ororganiBed in other was+ Frites the vocabular words on
the whiteboard or prepares cards with one vocabular ite
on each card
• Places students into learning partner groups and as6s
students to sort the vocabular words into two, or ore,
separate groups
• @dentifies the titles of the groups
• For6s with a learning partner to sort vocabular
into two or ore separate groups which have
been identified b the teacher
+) Co!nates
&ur#ose* -o support learning of content vocabular
rou#in! %ormat* Fhole class instruction
Levels* . & 1 0
Teacher Actions Student Actions
•
@dentifies, odels, and displas the cognates fr