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Teaching Drafting, Revising,and Editing in Grades K–12

Margarita Espino Calderón

Calderón & Associates 2016. SolutionTree.comDo not duplicate. 1

© 2

016

Mar

garit

a Ca

lder

ón &

Ass

ocia

tes

W

elco

me

- 1

Miss

ion,

Visi

on a

nd P

assio

n Al

low

us t

o te

ll yo

u a

little

abo

ut o

urse

lves

and

ExC

-ELL

. Ou

r pas

sion

is he

lpin

g En

glish

Lear

ners

succ

eed!

The

se d

ays,

all s

tude

nts

are

Engl

ish-L

earn

ers,

som

e ar

e le

arni

ng th

e la

ngua

ge o

f Sta

te S

tand

ards

, ot

hers

are

lear

ning

aca

dem

ic En

glish

, and

som

e ar

e le

arni

ng E

nglis

h fo

r the

fir

st ti

me.

We

belie

ve th

at a

ll te

ache

rs, a

dmin

istra

tors

, and

coac

hes i

n a

scho

ol n

eed

to p

artic

ipat

e in

the

sam

e pr

ofes

siona

l dev

elop

men

t pro

gram

in

orde

r to

have

the

shar

ed la

ngua

ge a

nd th

e sh

ared

phi

loso

phy

of su

cces

s for

al

l stu

dent

s. O

ur p

assio

n is

to h

elp

as m

any

teac

hers

, coa

ches

, sup

ervi

sors

, an

d ad

min

istra

tors

in P

re-K

thro

ugh

Univ

ersit

ies d

evel

op a

nd p

repa

re

educ

ator

s and

all

thos

e w

ho to

uch

the

lives

of E

nglis

h Le

aner

s (EL

s) to

ens

ure

that

our

Eng

lish

lear

ning

child

ren

have

the

tool

s and

stra

tegi

es fo

r aca

dem

ic su

cces

s. Co

ncom

itant

ly, o

ur v

ision

is th

at th

e be

st w

ay to

do

this

is th

roug

h W

hole

- Sch

ool i

mpl

emen

tatio

n an

d pr

epar

edne

ss, t

hus e

nsur

ing

our E

Ls h

ave

thos

e op

port

uniti

es.

We

wan

t to

help

inst

itute

thos

e st

ruct

ures

and

feat

ures

of

succ

essf

ul sc

hool

s tha

t ena

ble

ever

yone

to co

ntin

uous

ly g

row

pr

ofes

siona

lly a

nd cr

eate

exc

iting

cont

exts

for a

ll st

uden

ts to

be

colle

ge o

r ca

reer

read

y.

Our M

issio

n is

to fa

cilita

te th

is pr

epar

edne

ss v

ia p

rofe

ssio

nal d

evel

opm

ent

gear

ed to

war

ds th

e fo

llow

ing

Inst

ruct

iona

l Fea

ture

s:

Ac

adem

ic Vo

cabu

lary

(i.e

., Ti

er 1

, 2, 3

wor

ds)

La

ngua

ge (i

.e.,

rich

disc

ussio

ns, a

rgum

enta

tive

disc

ours

e, q

uest

ions

, an

swer

s, or

acy)

Read

ing

(i.e.

, tex

t com

plex

ity, r

eadi

ng cl

osel

y fo

r diff

eren

t pur

pose

s)

W

ritin

g fro

m S

ourc

es (i

.e.,

text

s stu

dent

s are

read

ing;

writ

ing

in a

ll su

bjec

t are

as)

Bu

ildin

g Kn

owle

dge

in th

e Di

scip

lines

(i.e

., by

teac

hing

read

ing,

vo

cabu

lary

, and

writ

ing

in m

ath,

scie

nce,

socia

l stu

dies

, and

lang

uage

ar

ts)

By th

e tim

e yo

u ha

ve co

mpl

eted

this

ExC-

ELL I

nstit

ute,

you

will

hav

e be

en in

trod

uced

and

giv

en a

n ov

ervi

ew o

f how

Sta

te S

tand

ards

and

rela

ted

inst

ruct

iona

l str

ateg

ies f

or E

nglis

h La

ngua

ge Le

arne

rs w

ill h

elp

you

to

inte

grat

e st

rate

gies

into

you

r cur

ricul

um a

nd in

stru

ctio

n an

d al

ign

them

with

yo

ur st

ate’

s sta

ndar

ds.

You

will

hav

e pr

actic

ed, r

efle

cted

upo

n an

d de

velo

ped

less

on a

nd cu

rricu

lum

map

s for

dev

elop

ing

Engl

ish Le

arne

rs’ r

ich

acad

emic

lang

uage

, dep

th o

f rea

ding

com

preh

ensio

n, a

nd w

ritin

g sk

ills

nece

ssar

y to

mee

t con

tent

and

lang

uage

stan

dard

s. Y

ou w

ill b

e ab

le to

in

tegr

ate

perfo

rman

ce a

sses

smen

ts a

nd ru

brics

alig

ned

to y

our s

tate

’s

stan

dard

s to

addr

ess t

he d

iver

sity

of le

arne

rs.

You

will

be

able

to w

ork

as a

te

am to

do

peer

obs

erva

tions

and

coac

hing

to h

elp

your

self

and

your

fello

w

teac

hers

wor

k su

cces

sful

ly w

ith E

nglis

h Le

arne

rs.

If yo

u ar

e a

scho

ol

adm

inist

rato

r, de

part

men

t cha

ir or

an

acad

emic

facil

itato

r, yo

u’ll

be re

ady

to

help

you

r ent

ire st

aff i

mpl

emen

t the

se st

rate

gies

scho

ol-w

ide

for t

hat

Who

le-S

choo

l app

roac

h. Y

ou m

ay e

ven

see

that

all

stud

ents

are

ben

efitt

ing

from

thes

e st

rate

gies

be

they

ELs

, Stu

dent

s with

Inte

rrup

ted

Form

al

Educ

atio

n, st

uden

ts w

ith sp

ecia

l nee

ds, g

ifted

and

tale

nted

as w

ell a

s gen

eral

ed

ucat

ion

stud

ents

in y

our s

choo

ls.

The

Rese

arch

Beh

ind

ExC-

ELL

Carn

egie

Cor

pora

tion

of N

ew Yo

rk F

unde

d Em

piric

al Te

stin

g of

ExC

-ELL

Ex

pedi

ting

Com

preh

ensio

n fo

r Eng

lish

Lang

uage

Lear

ners

– A

pr

ofes

siona

l dev

elop

men

t pro

gram

for m

ains

trea

m te

ache

rs o

f mat

h,

scie

nce,

socia

l stu

dies

, and

lang

uage

art

s wen

t thr

ough

five

yea

rs o

f em

piric

al te

stin

g. F

ew o

ther

pro

gram

s hav

e un

derg

one

so m

uch

test

ing

and

refin

emen

t. T

he C

arne

gie

Corp

orat

ion

of N

ew Yo

rk in

vite

d us

to d

evel

op a

pro

fess

iona

l dev

elop

men

t pro

gram

in co

llabo

ratio

n w

ith m

iddl

e an

d hi

gh sc

hool

teac

hers

in K

auai

, Haw

aii,

who

wer

e w

orki

ng w

ith E

Ls o

r str

uggl

ing

read

ers.

We

sele

cted

the

low

est-p

erfo

rmin

g m

iddl

e an

d hi

gh sc

hool

s and

co

mpa

red

them

to th

e hi

ghes

t-per

form

ing

scho

ols o

n th

e isl

and.

Afte

r tw

o ye

ars,

the

expe

rimen

tal s

choo

ls m

et A

nnua

l Yea

rly P

rogr

ess (

AYP)

re

quire

men

ts, m

et th

eir A

nnua

l Mea

sure

men

t Ach

ieve

men

t Ob

ject

ives

(AM

AOS)

, rea

ched

a h

igh-

perfo

rmin

g st

atus

, and

ou

tper

form

ed th

e co

ntro

l sch

ools.

Ca

rneg

ie th

en a

sked

us t

o w

ork

with

scho

ols i

n NY

C. A

fter o

nly

two

year

s, M

iddl

e Sc

hool

319

was

reco

gnize

d as

the

mos

t im

prov

ed

scho

ol a

nd n

amed

the

#1 in

New

York

City

! W

e co

ntin

ue to

wor

k w

ith

scho

ols i

n NY

C, N

orth

Car

olin

a, Te

xas,

Virg

inia

and

New

Mex

ico.

Cont

inue

d Su

cces

s Af

ter s

tudy

ing

the

rese

arch

, list

enin

g to

pan

els,

and

seei

ng m

any

man

y se

ssio

ns o

f ExC

-ELL

in a

ctio

n as

pro

fess

iona

l dev

elop

men

t and

as

succ

ess i

n th

e cla

ssro

om, m

any

stat

es re

alize

d th

at th

e m

ost e

ffect

ive

appr

oach

wou

ld b

e a

who

le-s

choo

l, di

visio

n, o

r sta

tew

ide

appr

oach

.

Calderón & Associates 2016. SolutionTree.comDo not duplicate.2

© 2

016

Mar

garit

a Ca

lder

ón &

Ass

ocia

tes

W

elco

me

- 2

Virg

inia

As

of 2

015,

ove

r 1,0

00 te

ache

rs a

nd a

dmin

istra

tors

from

rura

l sc

hool

s acr

oss t

he st

ate

of V

irgin

ia a

nd m

ore

than

1,0

00 a

dditi

onal

ed

ucat

ors f

rom

Titl

e III

scho

ols h

ave

been

trai

ned.

Virg

inia

cont

inue

s to

wor

k w

ith w

hole

div

ision

s or w

hole

scho

ols t

o fu

rthe

r sup

port

the

impl

emen

tatio

n of

ExC

-ELL

thro

ugh

cont

inue

d pr

ofes

siona

l de

velo

pmen

t for

new

coho

rts o

f con

tent

and

ESL

teac

hers

and

ad

min

istra

tors

in e

ven

mor

e ru

ral d

istric

ts in

cent

ral a

nd n

orth

ern

Virg

inia

. Ad

ditio

nally

, sel

ecte

d m

iddl

e an

d hi

gh sc

hool

teac

hers

for

who

le-s

choo

l int

erve

ntio

n in

scie

nce,

inclu

ding

adm

inist

rato

rs, l

itera

cy

coac

hes,

and

all t

each

ers,

have

ben

efitt

ed fr

om E

xC-E

LL In

stitu

tes a

nd

stra

tegi

es.

Prof

essio

nal d

evel

opm

ent f

or d

ivisi

on co

ache

s and

ELL

Sp

ecia

lists

on

how

to o

bser

ve, c

oach

, and

supp

ort t

each

ers i

s also

, ad

ding

to th

e w

hole

-sch

ool i

mpl

emen

tatio

n su

ppor

t str

uctu

re.

Nort

h Ca

rolin

a Ov

er th

e la

st se

vera

l yea

rs, N

orth

Car

olin

a im

plem

ente

d Ex

C-EL

L on

a va

riety

of l

evel

s. F

irst,

teac

hers

in o

ne w

hole

scho

ol w

ere

train

ed

and

resu

lts sh

owed

stud

ent g

row

th in

read

ing

and

mat

h. N

ext,

prof

essio

nal d

evel

opm

ent f

or 2

5 di

visio

n co

ache

s and

ESL

Spe

cialis

ts

was

pro

vide

d on

the

12 E

xC-E

LL co

mpo

nent

s and

on

way

s to

obse

rve,

co

ach,

& su

ppor

t tea

cher

s. M

ore

teac

hers

and

adm

inist

rato

rs w

ere

train

ed in

the

past

two

sum

mer

s. A

s of a

utum

n 20

15, o

ne w

hole

-sc

hool

impl

emen

tatio

n ef

fort

s is u

nder

way

in R

alei

gh, N

C. S

ince

201

1,

the

Nort

h Ca

rolin

a De

part

men

t of P

ublic

Inst

ruct

ion

has b

een

wor

king

w

ith M

arga

rita

Cald

erón

and

Ass

ocia

tes t

o tra

in it

s ow

n ca

dre

of E

xC-

ELL t

rain

ers a

nd co

ache

s.

Natio

nal T

rend

s M

assa

chus

etts

Th

e co

mm

onw

ealth

of M

assa

chus

etts

has

mad

e th

e bo

ld m

ove

to

requ

ire S

helte

red

Engl

ish In

stru

ctio

n (S

EI) p

rofe

ssio

nal d

evel

opm

ent

for 4

0,00

0 ed

ucat

ors m

odel

ed a

fter t

he 1

2 in

stru

ctio

nal f

eatu

res o

f Ex

C-EL

L. T

his p

rofe

ssio

nal d

evel

opm

ent r

esul

ts in

an

endo

rsem

ent

need

ed to

reta

in o

r adv

ance

a M

assa

chus

etts

edu

cato

r lice

nse.

Ad

min

istra

tors

are

also

requ

ired

to ta

ke a

cour

se d

esig

ned

to h

elp

coac

h an

d su

ppor

t tea

cher

s who

teac

h EL

s. P

rincip

als,

assis

tant

prin

cipal

s, an

d su

perv

isors

lear

n ho

w to

obs

erve

the

inst

ruct

iona

l st

rate

gies

in th

e cla

ssro

om a

nd h

ow to

wor

k w

ith te

ache

rs to

impr

ove

impl

emen

tatio

n of

the

stra

tegi

es in

eac

h cla

ssro

om.

In a

dditi

on, a

ll ed

ucat

ors a

re n

ow re

quire

d to

ear

n at

leas

t 15

prof

essio

nal d

evel

opm

ent p

oint

s (PD

Ps) i

n ES

L or S

EI e

very

rene

wal

cy

cle.

Teac

her P

repa

ratio

n Pr

ogra

ms i

n M

assa

chus

etts

As

of J

uly

2014

, She

ltere

d En

glish

Inst

ruct

ion

peda

gogy

and

st

rate

gies

are

a re

quire

d co

mpo

nent

of t

he Te

ache

r Pre

para

tion

prog

ram

s for

initi

al li

cens

ure

in M

assa

chus

etts

. Te

ache

rs n

ew to

the

stat

e ar

e lik

ewise

requ

ired

to e

arn

the

SEI e

ndor

sem

ent.

High

er E

duca

tion

Ana

G M

énde

z Uni

vers

ity S

yste

m

Ana

G M

énde

z Uni

vers

ity S

yste

m, a

bili

ngua

l uni

vers

ity b

ased

in

Puer

to R

ico w

ith ca

mpu

ses i

n Fl

orid

a, Te

xas a

nd W

ashi

ngto

n, D

.C. h

as

been

pre

parin

g fa

culty

mem

bers

from

its n

ursin

g, b

usin

ess,

educ

atio

n an

d cr

imin

al ju

stice

pro

gram

s in

the

use

of E

xC-E

LL fo

r adu

lt le

arne

rs.

We

are

also

pre

parin

g a

cadr

e of

trai

ners

usin

g Ex

C-EL

L in

both

Eng

lish

and

Span

ish.

Why

PD

for t

he W

hole

Sch

ool?

Ho

w w

e us

ed to

thin

k ab

out S

helte

red

Inst

ruct

ion

The

conc

ept o

f She

ltere

d En

glish

Inst

ruct

ion

(SEI

) or S

pecia

lly

Desig

ned

Acad

emic

Inst

ruct

ion

in E

nglis

h (S

DAIE

) has

bee

n ar

ound

sin

ce 1

979,

whe

n th

e M

ulti-

Dist

rict T

rain

er o

f Tra

iner

s Ins

titut

es

star

ted

in S

outh

ern

Calif

orni

a. A

t tha

t tim

e, D

enni

s Par

ker,

Bilin

gual

Di

rect

or a

t Cor

ona-

Norc

o IS

D in

vent

ed th

e te

rm b

ased

on

curr

ent

theo

ries a

nd re

sear

cher

s’ pr

esen

tatio

ns a

nd u

sed

to p

rese

nt fo

r the

M

TTIs

up a

nd d

own

the

stat

e.

At th

at ti

me,

the

focu

s was

on

teac

hers

to m

ake

cont

ent

com

preh

ensib

le b

y

– Bu

ildin

g on

stud

ent e

xper

ienc

es a

nd u

sing

mat

eria

l with

fam

iliar

co

nten

t –

Usin

g gr

aphi

c org

anize

rs (t

able

s, w

ebs,

Venn

dia

gram

s)

– Us

ing

pict

ures

, dem

onst

ratio

ns, r

eal-l

ife o

bjec

ts, g

estu

res


© 2

016

Mar

garit

a Ca

lder

ón &

Ass

ocia

tes

W

elco

me

- 3

– Pr

ovid

ing

hand

s-on

, int

erac

tive

lear

ning

ac

tiviti

es

– De

signa

ting

lang

uage

and

co

nten

t ob

ject

ives

for

each

less

on

– Re

adin

g to

st

uden

ts a

nd sc

affo

ldin

g qu

estio

ns

– Gi

ving

ELs

sim

plifi

ed te

xts t

o re

ad (C

alde

rón,

M. &

Spi

egel

-Col

eman

, S.

[198

5] E

ffect

ive

inst

ruct

ion

for l

angu

age

min

ority

stud

ents

--fro

m th

eory

to

pra

ctice

. In

Tea

cher

Edu

catio

n Jo

urna

l, Vo

l. II,

No.

3.;

Cald

erón

, M.

[198

4] T

rain

ing

bilin

gual

trai

ners

: An

ethn

ogra

phic

stud

y of

coac

hing

and

its

impa

ct o

n th

e tr

ansf

er o

f tra

inin

g. D

isser

tatio

n Ab

stra

cts,

Clar

emon

t Gr

adua

te S

choo

l/San

Die

go S

tate

Uni

vers

ity, 1

984.

) To

day

we

see

Shel

tere

d In

stru

ctio

n w

ith th

e fo

cus o

n st

uden

t le

arni

ng b

y te

achi

ng:

– Ke

y vo

cabu

lary

bef

ore,

dur

ing,

and

afte

r rea

ding

–

Disc

ours

e pr

otoc

ols t

o us

e fo

r disc

ussio

ns, q

uest

ions

, and

ans

wer

s re

late

d to

the

topi

c –

Com

preh

ensio

n sk

ills n

eces

sary

for e

ach

part

icula

r gra

de le

vel t

ext

– Ap

prop

riate

writ

ing

prot

ocol

s and

skill

s for

eac

h w

ritin

g as

signm

ent

– Pe

rform

ance

ass

essm

ents

to g

auge

and

trac

k in

divi

dual

lear

ning

pr

ogre

ssio

ns. (

Cald

erón

, 201

2)

The

defin

ition

has

cont

inue

d to

be

mod

ified

. Ho

wev

er, t

he

Cald

erón

(201

2) d

efin

ition

goe

s bey

ond

prov

idin

g co

mpr

ehen

sible

in

put a

nd st

ress

es, “

Is m

y te

achi

ng re

achi

ng?”

The

focu

s is o

n st

uden

ts’ p

erfo

rman

ce a

nd m

aste

ry o

f the

cont

ent.

The

new

tool

s for

te

ache

rs a

nd st

uden

ts e

nabl

e m

aste

ry.

The

onus

is n

ow o

n st

uden

ts a

s w

ell a

s tea

cher

s. W

hen

all t

each

ers i

n a

scho

ol g

o th

roug

h Ex

C-EL

L tra

inin

g, le

arni

ng

acce

lera

tes f

or a

ll st

uden

ts, n

ot ju

st E

Ls.

Teac

hers

of A

P (A

dvan

ced

Plac

emen

t) co

urse

s, as

wel

l as s

pecia

l ed

ucat

ion

teac

hers

, rep

ort t

hat t

heir

stud

ents

per

form

at h

ighe

r lev

els

whe

n th

ey te

ach

acad

emic

lang

uage

, rea

ding

com

preh

ensio

n sk

ills,

and

writ

ing

stra

tegi

es th

at p

erta

in to

thei

r sub

ject

are

a.

ELD/

ESL t

each

ers,

tuto

rs o

f ELs

, and

spec

ial e

duca

tion

teac

hers

w

ith E

Ls a

lso se

e hu

ge la

ngua

ge a

ccel

erat

ion.

SIF

E te

ache

rs w

ho u

se

thes

e sa

me

stra

tegi

es w

ith th

e Re

adin

g In

stru

ctio

nal G

oals

for O

lder

Re

ader

s (RI

GOR)

(ww

w.Be

nchm

arke

duca

tion.

com

) pro

gram

hav

e do

cum

ente

d ve

ry p

ositi

ve re

sults

.

Find

ing

the

Bala

nce

Ther

e ne

eds t

o be

a b

alan

ce b

etw

een

prov

idin

g co

mpr

ehen

sible

shel

tere

d in

stru

ctio

n an

d en

surin

g th

at E

Ls a

re

deve

lopi

ng d

epth

and

bre

adth

of w

ord

know

ledg

e an

d us

age.

La

ngua

ge g

row

s as a

resu

lt of

read

ing

in a

ll su

bjec

t are

as.

How

ever

, thi

s doe

s no

t mea

n sil

ent r

eadi

ng, w

here

stud

ents

reso

rt to

pr

eten

d re

adin

g be

caus

e th

e ta

sk o

f com

preh

ensio

n is

too

diffi

cult.

W

e w

ill se

e w

hat t

he co

mpr

ehen

sive

proc

ess o

f rea

ding

ent

ails.

It

is ve

ry d

iffer

ent f

rom

mai

nstr

eam

read

ing.

The

re a

re m

ore

step

s in

volv

ed, a

nd y

es, i

t tak

es m

ore

time.

It i

s alw

ays p

rece

ded

by p

re-

teac

hing

wor

ds th

at w

ill m

ake

that

text

com

preh

ensib

le to

the

stud

ent.

Mor

e w

ords

are

taug

ht/le

arne

d w

hile

read

ing,

and

still

mor

e ar

e ta

ught

/lear

ned

afte

r rea

ding

.

How

Doe

s Who

le-S

choo

l Im

plem

enta

tion

Wor

k?

Focu

s and

mon

itor c

ompl

ianc

e, p

rofic

ienc

y, gr

owth

and

su

stai

nabi

lity;

it’s

a co

llabo

rativ

e pr

oces

s for

ALL

te

am m

embe

rs.

We

can

help

you

ac

com

plish

this.


SOLU

CIONES: E

xC‐ELL W

riting

© 201

6 Margarita Ca

lderón

& Associates

mecalde

@gm

ail.com

1

ExC‐ELL Lesson

Com

pone

nts

1.Pretea

ching of

Vocabu

lary

2.Teache

rTh

ink‐Alou

ds3.

Stud

ent P

eer

Read

ing

4.Pe

er Sum

maries

5.De

pth of W

ord

Stud

ies/Grammar

6.Class D

ebrie

fings/

Discussio

ns

7.Co

operative

Learning

Activities

8.Form

ulating

Que

stions &

Num

bered He

ads

9.Ro

und Table

Review

s10

.Pre‐w

riting &

Draftin

g11

.Revising

/Editin

g12

.Rea

ding

Final

Prod

uct

© 201

6 Margarita Ca

lderón

& Associates

2

Tiers 3

, 2 & 1

Summary of Vocab

ulary for E

Ls

TIER

3 Sub

ject‐spe

cific words th

at labe

l con

tent

disciplin

e concep

ts, sub

jects, and

topics.

Infreq

uently used acad

emic words.

TIER

2 In

form

ation processin

g words th

at nest

tier 3

words in lo

ng se

nten

ces, polysem

ous

words, transition

words, con

nectors; m

ore

soph

isticated

words fo

r rich discussio

ns and

specificity in descriptio

ns.

TIER

1 Basic words ELs nee

d to com

mun

icate,

read

and

write. Tho

se th

at sh

ould be taug

ht.

© 201

6 Margarita Ca

lderón

& Associates

3

Pretea

chingTier 2 or 3

Words/Phrases

1.Teache

rasks s

tude

nts to

repe

at th

e word.

2.Teache

rstates the

word in

context from th

e text.

3.Teache

rprovide

s the

dictiona

ry definition

.4.

Teache

rprovide

s stude

nt‐

friend

ly definition

.

5.Teache

rhighlights features:

polysemou

s, cog

nate, ten

se,

prefixes, etc.

6.Stud

entsen

gage in

Teache

rprovided

sen

tence starter o

r fram

e for 6

0 second

s. (M

ust

contain target vocab

.)7.

Teache

rinforms w

hen

stud

ents will se

e an

d use it.

1.Say effect

3 tim

es.

2.“W

eather can

have a big

effect

on you

r life

.” 3.

The result or con

sequ

ence of

something

.4.

Two cups of coffee in th

e morning

have a big effect

on

me –I can

’t sle

ep at n

ight!

5.It is a cogn

ate –efecto. H

ow

do we spelleffe

ct? W

hat

othe

r word is sim

ilar?

6.__

___ ha

s had

a big effe

cton

my life recently. (P

ing‐Po

ng)

7.Use effe

ctin you

r partner

read

ing & su

mmaries p

lus

toda

y’s E

xit P

ass.

© 201

6 Margarita Ca

lderón

& Associates

4

Mod

eling Writing

•ELs nee

d to have the writing process

mad

e visib

le to

them

.•Tea

chers m

ust m

odel, think

aloud

and

provide go

od examples

of writing genres.

• The

writing of ELs lags one

to tw

o levels

behind

their o

ral lan

guage de

velopm

ent.

•Syntax, grammar, and

spellin

g errors are

the same as in

oral lan

guage.

Teaching

Reading

to Eng

lish Lang

uage Learners, Calde

rón, 201

2

© 201

6 Margarita Ca

lderón

& Associates

5

College and

Caree

r Rea

dine

ssStan

dards for W

riting

Text Type

Purpose

Argu

men

tsTo cha

nge the read

er’s thinking

, move the read

er to

actio

n, or c

onvince the read

er to

accep

t the

writer’s

explan

ation of a problem

or c

oncept by supp

ortin

g claims w

ith clear re

ason

s and

relevant evide

nce.

Inform

ative/

Explan

atory

To examine a topic an

d convey id

eas, con

cepts, and

inform

ation throug

h the selection, organ

izatio

n, and

an

alysis of re

levant con

tent in

order to

increase

know

ledg

e, explain a procedu

re, o

r explore a

concep

t in de

pth.

Narrativ

esTo entertain, instruct, or inform

by de

veloping

real

or im

agined

experiences or e

vents using effective

techniqu

es, relevan

t descriptiv

e de

tails, and

well‐

structured

event se

quen

ces.

© 201

6 Margarita Ca

lderón

& Associates

6

http://w

ww.bcps.org/offices/lis/writing/second

ary/type

s.html#na

rrative

Writing to Lea

rn (S

tate Stand

ards)

Writing

Structure

Purpose

Prob

lem/

Solutio

n

Show

the de

velopm

ent o

f a problem

and

one

or m

ore

solutio

ns to

the prob

lem. The

autho

r states a

problem

and

vario

us so

lutio

ns or u

ses a

que

stion‐an

swer fo

rmat and

ad

dresses the

problem

.

Compa

re/

Contrast

Point o

ut likene

sses (com

parison

) and

/or d

ifferen

ces

(con

trast) amon

g facts, peo

ple, events, con

cepts

Cause/

Effect

Show

how

facts, events, or c

oncepts (effects) hap

pen or

come into being

becau

se o

f other fa

cts, events, or c

oncepts

Descrip

tion

Address a

specific topic an

d its attrib

utes

Prov

ide main idea(s) sup

ported

by ric

h/de

scrip

tive de

tails

Sequ

ence

Prov

ide inform

ation/even

ts in

chron

olog

ical order

Presen

t details in sp

ecific orde

r to convey spe

cific m

eaning

© 201

6 Margarita Ca

lderón

& Associates

7


SOLU

CIONES: E

xC‐ELL W

riting

© 201

6 Margarita Ca

lderón

& Associates

mecalde

@gm

ail.com

2

The Writing Process

Writing is a recursive process, not a line

ar

one. It nee

ds to

be taug

ht explicitly an

d system

atically in stages:

–Vocab

ulary to use (T

ier 2

and

3; m

aybe

Tier 1

)–D

rafting

–Revising

–Editin

g–F

inal Draft/Pub

lishing

Throug

hout th

e process, stud

ents sh

ould

have explicit mini‐lessons and

examples of

features expected for tha

t com

position. The

y shou

ld have op

portun

ities to

con

ference with

an

d get fee

dback from

pee

rs and

the teache

r.© 201

6 Margarita Ca

lderón

& Associates

8

Role of the

Teache

rTh

e teache

r:Explicitly teache

s and

mod

els p

rewriting,

draftin

g, re

visin

g, editin

g, and

pub

lishing

strategies.

Demon

strates a

nd explains w

hat the

fina

l written prod

uct sho

uld look

like. P

rovide

s exem

plars for stud

ents to

review

.Explains and

disp

lays ru

brics/crite

ria fo

r assessmen

t of tha

t piece of w

riting.

Addresses d

ifferen

t stages o

f writing

developm

ent a

nd helps stud

ents at e

ach

stage.

© 201

6 Margarita Ca

lderón

& Associates

9

Compa

red to natural cau

ses, m

ost o

f the

warming of th

e pa

st

half century ha

s bee

n caused

by hu

man

emiss

ions of g

reen

house

gases[1

] . Green

house gases c

ome from

a variety of h

uman

activ

ities, including

: burning

fossil fuels for heat a

nd ene

rgy,

clearin

g forests, fe

rtilizin

g crop

s, storing waste in land

fills, raisin

g livestock, and

produ

cing

som

e kind

s of ind

ustrial produ

cts.

Unfortuna

tely, green

house gas e

miss

ions are not th

e on

ly

way th

at peo

ple can chan

ge th

e clim

ate. Activities su

ch as

agric

ulture or roa

d constructio

n can also cha

nge the refle

ctivity

of Earth’s surface, lead

ing to local w

arming or coo

ling. This e

ffect

is ob

served

in urban

cen

ters, w

hich are often

warmer th

an

surrou

nding, less pop

ulated

areas. A

long

with

green

house gases,

emiss

ions of small partic

les, also

kno

wn as aerosols, into th

e air

can also lead

to re

flection or absorption of th

e sun’s e

nergy.

Compa

red to natural cau

ses, m

ost o

f the

warming of th

e pa

st

half century ha

s bee

n caused

by hu

man

emiss

ions of g

reen

house

gases[1

] . Green

house gases c

ome from

a variety of h

uman

activ

ities, including

: burning

fossil fuels for heat a

nd ene

rgy,

clearin

g forests, fe

rtilizin

g crop

s, storing waste in land

fills, raisin

g livestock, and

produ

cing

som

e kind

s of ind

ustrial produ

cts.

Unfortuna

tely, green

house gas e

miss

ions are not th

e on

ly

way th

at peo

ple can chan

ge th

e clim

ate. Activities su

ch as

agric

ulture or roa

d constructio

n can also cha

nge the refle

ctivity

of Earth’s surface, lead

ing to local w

arming or coo

ling. This e

ffect

is ob

served

in urban

cen

ters, w

hich are often

warmer th

an

surrou

nding, less pop

ulated

areas. A

long

with

green

house gases,

emiss

ions of small partic

les, also

kno

wn as aerosols, into th

e air

can also lead

to re

flection or absorption of th

e sun’s e

nergy.

Practic

e Partne

r Rea

ding

Human

Cau

ses C

an Explain The

se Cha

nges

© 201

6 Margarita Ca

lderón

& Associates

10

Summarize

with

you

r partner

Summarize

with

you

r partner

B

A

End of paragraph

. Su

mmarize

with

you

r partner

End of paragraph

. Su

mmarize

with

you

r partner

A

B

A

Men

tor Text

Take 5‐7 m

inutes to

read

“Clim

ate Ch

ange

Science Overview” at th

e ba

ck of you

r ha

ndou

t.

Plea

se re

mem

ber this a

ctivity

wou

ld ta

ke

place after stude

nts h

ad learne

d vocabu

lary and

partner re

ad/sum

marize

d the text. Plus se

veral other Coo

perativ

e Learning

activities.

© 201

6 Margarita Ca

lderón

& Associates

11

Write‐Arou

ndPart 1

•Stude

nts w

ork in te

ams o

f 3 or 4

.•S

tude

nts c

lear th

eir d

esks.

•Each stud

ent h

as one

pap

er and

a pe

n or pen

cil.

•Eachstud

ent w

rites, cop

ies o

r com

pletes a se

nten

ce

used

asa

writing prom

pt.

•After writing, cop

ying

or c

ompleting the senten

ce, each

stud

ent p

asses the

pap

er to

the pe

rson

to th

e rig

ht. The

go

al is to

write ab

out the

topic of stud

y an

d use related

Tier 2 and

Tier 3

words.

•The

stud

ent receiving

the pa

per rea

ds wha

t is w

ritten,

adds a se

nten

ce and

passes the

pap

er to

the rig

ht.

•The

process con

tinue

s until the teache

r calls tim

e.

© 201

6 Margarita Ca

lderón

& Associates

12

Draftin

g: Te

am Cho

oses One

Use as m

any Tier 2 & 3 words as p

ossib

le.

Human

s are th

e cause of globa

l warming du

e to…

© 201

6 Margarita Ca

lderón

& Associates

13


SOLU

CIONES: E

xC‐ELL W

riting

© 201

6 Margarita Ca

lderón

& Associates

mecalde

@gm

ail.com

3

Write‐Arou

ndPart 2

•Do a Re

ad‐Aroun

d‐Alou

d.

• Rea

d the compo

sition you are ho

lding to you

r team

.• S

elect the

one

you

like best. Th

is is th

e on

e you

will re

vise and

edit.

© 201

6 Margarita Ca

lderón

& Associates

14

Ratio

cina

tion

Revisin

gTh

is strategy explicitly teache

s grammar with

in th

e writing process. It is a sy

stem

atic way fo

r stude

nts to

re‐enter th

eir p

apers.

•Teacher asks the

stud

ents to

che

ck th

eir p

apers for a

particular purpo

se, such as overuse of som

e words or

repe

ated

use of the

same word to begin a se

nten

ce.

•Teacher m

ay nee

d to do a mini‐lesson be

fore th

e stud

ents che

ck fo

r a partic

ular elemen

t of g

rammar.

•Teacher starts by checking

for o

ne fe

ature pe

r pap

er

and ad

ds m

ore as th

e stud

ents learn the process a

nd

additio

nal aspects of g

rammar.

•Stude

nts s

hould ha

ve colored

markers, p

encils or

crayon

s available for this a

ctivity. Ac

ts of Tea

ching, Jo

yce Armstrong

Carroll

© 201

6 Margarita Ca

lderón

& Associates

15

Chart for Ratiocina

tion

Code

Clue

Make a list o

f first

words.

First w

ord (or p

hrase) in

every se

nten

ceDe

cide

: Kee

p or cha

nge to so

phisticated

tran

sition

word or con

nector.

“To be

” verbs:

is, am, are, w

as, w

ere, be, being

, bee

nDe

cide

: Kee

p or cha

nge to active verb.

Und

erlin

eTier 1 words

Find

Tier 1

words.

Decide

: Kee

p or su

bstitute with

Tier 2

word.

Alternating lin

esHigh

light alte

rnating senten

ces to sh

ow structure an

d leng

th variety.

Individu

alize

d????

Stud

ent cen

tered diffe

rentiatio

n. W

hat d

oes

Margarita ne

ed to

work on

?Ho

w abo

ut Sha

wn?

Argelia?

Later let th

e EL cho

ose the ite

m to

Ratiocina

te.

© 201

6 Margarita Ca

lderón

& Associates

16

Box

Box

Circle

Circle

Revisin

g: Cut‐n‐Grow

•Stude

nts find a senten

ce th

at nee

ds to

be

follo

wed

with

evide

nce, a claim

or

coun

terclaim

. • S

tude

nts c

ut th

eir com

positions righ

t after th

e senten

ce whe

re th

ey are going

to add

evide

nce

from

the text.

• The

add

ition

al se

nten

ces a

re written on

the

colored shee

t. Once written, th

e stud

ents ta

pe th

e rest of the

ircompo

sition on

to th

e colored shee

t.•S

tude

nts rerea

d their improved

compo

sitions.

© 201

6 Margarita Ca

lderón

& Associates

17

cut

grow

Ratio

cina

tion

Editing

Stud

ents ca

n also use ra

tiocina

tion to edit the

ir pa

pers. The

y can go

back an

d code

:–S

pelling

–Pun

ctua

tion

–Sim

ple senten

ces to chan

ge into com

poun

d senten

ces

–Statemen

ts th

at nee

d supp

ort in the form

of:

eviden

cede

tail

© 201

6 Margarita Ca

lderón

& Associates

18

Write‐Arou

ndPart 3

•Give it a title –an

atten

tion grab

ber!

•Edit/revise introd

uctio

n to present you

r claim/the

sis and

to hoo

k the read

er.

•More Tier 2 & 3 words.

•Edit/revise evide

nce, explana

tions, examples

to provide

strong

supp

ort for th

e claim/

coun

terclaim

. Present su

pport in logical order.

•Add

a pow

erful end

ing or con

clusion.

•Prepa

re you

r volun

teer to

read

it to

the class.

Help th

e voluntee

r practice read

ing with

prosod

y an

d gana

s.

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19


SOLU

CIONES: E

xC‐ELL W

riting

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& Associates

mecalde

@gm

ail.com

4

Write‐Arou

ndPart 4

•Ask a volun

teer to

read

it to

the class.

•10 minsto prep

are.

•1 m

in to

read

.

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& Associates

20

RAFT Strategy

•RAF

Tgives stude

nts the

opp

ortunity to

consider a to

pic from

differen

t perspectiv

es.’

•It focuses on an

assignm

ent tha

t offe

rs

stud

ents a fresh an

d creativ

e way to

think

abou

t writing while enh

ancing

und

erstan

ding

of th

e un

it.•F

ollowing a un

it of stud

y, th

e teache

r creates a

varie

ty of R

AFT writing tasks.

•The

teache

r assigns a writing expe

rience to

each stud

ent.

•ELs ben

efit from

working

with

a partner.

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21

Wha

t Is R

AFT?

R= role(W

ho are you

as a

writer?) –Allows

stud

ents to

take on a varie

ty of roles to

explore diffe

rent points o

f view

A= au

dien

ce(To who

m are you

writing?) –

The

audien

ce is clearly defined

F= form

at(W

hat form will th

e writing take?) –

Essay, sp

eech, letter, dialog

ue, m

emo, etc.

T= topic(W

hat is the

subject?) –

Must b

e na

rrow

eno

ugh so stud

ents are not

overwhe

lmed

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22

Exam

ple RA

FT Assignm

ents

RA

FT

New

s repo

rter

College‐

educated

adu

ltsNew

s artic

leGloba

l warming

Astron

omer

First g

rade

rsTravel guide

Journe

y throug

h the solar system

Acute

triang

leObtuse triang

leLetter

Diffe

rences

amon

g triang

les

Jackie

Robinson

Hall of Fam

e au

dien

ceAc

ceptan

ce

spee

chMy life in baseb

all

Tornad

o tracker

Weather

repo

rter

Interview

Facts a

bout

tornad

osHe

rmione

Grang

erHa

rry Po

tter

Dialog

ueWhy are you

so

suspicious?

Rosa Parks

Historians

Diary en

try

The bo

ycott

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23

Mini‐Lessons

•Mini‐lessons are necessary so

stud

ents ca

n learn to m

aster spe

cific elemen

ts of w

riting.

•Sho

uld be

short a

nd fo

cus o

n on

e aspe

ct of the

writing they are abo

ut to

begin or the

y are

engaged in.

•Can

be de

livered

in a sm

all group

or to the

who

le class.

•Top

ics include

wha

t stude

nts n

eed

–sub

ject‐verb agreem

ent

–transition

s–d

ialogu

e–c

ombining

senten

ces, etc.

© 201

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24

A Mini‐Lesson on

Transition

Words

Coordina

ting

Conjun

ctions

Correlative

Conjun

ctions

Subo

rdinating

Conjun

ctions

Conjun

ctive

Adverbs

Conn

ect w

ords of

the same kind

, such as 2

or m

ore

noun

s or v

erbs

Can also con

nect

larger group

s of

words, such as

prep

osition

al

phrases o

r complete

senten

ces

Two words or

phrases tha

t conn

ect sim

ilar

kind

s of w

ords or

grou

ps of w

ords

Come in pairs

Are always

sepa

rated by one

or m

ore words in

a senten

ce

Introd

uce a

subo

rdinate clau

se

and de

fine the

relatio

nship

betw

een the

subo

rdinate clau

se

and an

inde

pend

ent

clau

seCo

ntain a subject

and verb but do

not stand

alone

as

a senten

ceAlways c

ome at th

e be

ginn

ing of or

introd

uce a

depe

nden

t ide

a

Are used

as

conjun

ctions to

conn

ect c

omplete

ideas

Are often used

as

tran

sitions,

conn

ectin

g diffe

rent ideas b

y show

ing

compa

rison

s,

contrasts, or

results

Are used

to provide

cohe

rence an

d im

prove

organizatio

n

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& Associates

25


SOLU

CIONES: E

xC‐ELL W

riting

© 201

6 Margarita Ca

lderón

& Associates

mecalde

@gm

ail.com

5

Insid

e the Foldab

leCo

ordina

ting

Conjun

ctions

Correlative

Conjun

ctions

Subo

rdinating

Conjun

ctions

Conjun

ctive

Adverbs

FANBO

YS:

F –for

A –an

dN –no

rB –bu

tO –or

Y –yet

S –so

both ... and

either ... o

rne

ither ... n

orno

t only ... but

also

whe

ther ... o

r

after, althou

gh, as,

as if, as lon

g as, as

soon

as, as

thou

gh, b

ecau

se,

before, even

thou

gh, if, in order

that, since, so

that, tha

n, th

ough

, un

less, u

ntil,

whe

n, whe

never,

whe

re, w

herever,

while

accordingly, again,

also, b

esides,

conseq

uently,

finally,

furthe

rmore,

however, ind

eed,

instead, m

oreo

ver,

neverthe

less,

othe

rwise

, the

n,

therefore, th

us

Samples:

My Da

d an

dhis

friend

met fo

r lunch today.

My exam

ples:

Samples:

Either

the pe

ncil

orthe pe

n will

work.

My exam

ples:

Samples:

I mad

e the grocery

list a

fterI che

cked

the pa

ntry.

My exam

ples:

Samples:

The mov

ie was

good

; how

ever, I

prefer th

e bo

ok.

My exam

ples:

© 201

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& Associates

26

Team

Con

solid

ation/De

briefin

gWrite a jin

gle, ra

p, poe

m, flyer, etc., that

refle

cts w

hat y

ou have learne

d ab

out

writing.

7 minsto prep

are

3 minsto presen

t

Involve your who

le te

am!

© 201

6 Margarita Ca

lderón

& Associates

27

Dr. C

alde

rón’sb

ooks from

Corwin Press and

Solution TreeNEW

NEW

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Calderón

&

28


Teaching Drafting, Revising, and Editing in Grades K–12 · is helping English Learners succeed!...

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Transcript of Teaching Drafting, Revising, and Editing in Grades K–12 · is helping English Learners succeed!...