The document summarizes an upcoming workshop on instructional strategies for English language learners. It provides an agenda for the workshop which will introduce new strategy materials aligned to English language proficiency levels, assessments, and research-based principles. The workshop will provide hands-on experience with strategies inventory and glossary to scaffold rigorous instruction for ELLs.

1. Linda
New
Levine,
Ph.D
Laura
Lukens
Be5y
Ansin
Smallwood,
Ph.
D.
EFL/ESL
Consultant
ELL
Program
Coordinator
Founder
and
President
Vero
Beach,
FL
North
Kansas
City
Schools
Succeeding
with
ELLS
(SWELL)
Kansas
City,
MO
Bethesda,
MD
The
GO
TO
Strategies
2014
TESOL
Interna1onal
Conven1on
Portland,
Oregon
March
27,
9:30-­‐11:15AM
Strategies
to
Scaffold
Rigor
and
Create
Relevance
for
ELLs

2.
Agenda
Review
1. Ge&ng
Started:
Overview
and
Community
Building
2. Making
the
Connec?on:
ELP
Levels,
Assessment,
Descriptors
and
Strategies
3. Associa?ng
Research-­‐based
Principles
with
Prac?ce
and
Strategies
4. Becoming
Familiar
with
the
GO
TO
Strategies:
Inventory
and
Glossary
5. DraQing
an
Ac?on
Plan
6. Integra?ng
Strategies
into
Instruc?on
7. Summary
and
Conclusion
The GO TO Strategies

3. The
GO
TO
Strategies
Project
• Outgrowth
of
Project
EXCELL-­‐NKCS/UMKC
• Based
on
CAL’s
Five
Principles
of
Sheltered
Instruc?on
• Scaffolds
rigorous
instruc?on
for
ELLs
as
states
transi?on
to
the
CCSS
h5p://www.cal.org/projects/pdfs/go-­‐to-­‐strategies.pdf
Project EXCELL

4. The
GO
TO
Strategies
Project
• A
“suite”
of
products
for
use
in
content
or
ELL
classrooms:
– Introduc*on
to
the
Strategies
Project
– Strategic
Teaching
and
Learning
Guided
by
the
Five
Principles
of
Instruc*on
for
ELLs
– Strategies
“Matrix”
– Strategies
Inventory
– Strategies
Glossary
• Our
goal
for
today:
– To
introduce
and
provide
hands-­‐on
experience
with
new
instruc?onal
strategy
materials
for
teachers
of
ELLs,
K-­‐12
(2013)
that
connect
with
English
language
proficiency
levels,
assessments
and
research-­‐based
principles
The GO TO Strategies

5. Introduc1on
and
Community
Building
Things
in
Common
• In
your
table
groups,
find
one
thing
you
all
have
in
common.
• Don’t
go
for
the
obvious!
• Choose
someone
to
report
your
group’s
finding

6. Things
in
Common
Useful
for:
• Crea?ng
community
among
a
group
of
diverse
students
• Enabling
students
to
learn
about
each
other
• Establishing
connec?ons
among
members
of
a
group
• Showing
students
that
all
are
valued
for
their
unique
differences
and
their
commonali?es
Community
Building
Strategy,
Inventory,
P.
30

7. Structured
Note-­‐Taking
Useful
for:
• Enabling
students
to
organize
informa?on
• Providing
a
focus
for
listening
• Organizing
informa?on
and
concepts
for
future
study
• Teaching
a
learning
strategy
Student
Learning
Strategy,
Inventory,
P.
47

8. WIDA Consortium
35 Member States and Territories

9. What
are
WIDA’s
six
proficiency
levels?

10. ACCESS
Teacher
Reports
Audience or Stakeholders:
• All educators who work with ELLs, Administrators, School Teams
Purpose:
• To provide data to help inform curriculum, instruction and assessment of ELLs
Types of Information:
• Language proficiency level by domain
• Overall (composite) score (35% reading, 35% writing, 15% listening, 15% speaking)
• Performance by WIDA standards: Raw score/total number of items for Comprehension,
Speaking and Writing for each standard
Potential Uses:
• Determining extent and type of language services for individual students
• Differentiation of language services for individual students
• Placement decisions
• Curriculum planning
• Goal setting with individual or groups of students

11. WIDA’s
CAN
DO
Descriptors
http://www.wida.us/standards/CAN_DOs/

12. WIDA’s
CAN
DO
Descriptors

13. Ac1vity:
“Mapping”
the
Scores
on
the
CAN
DO
Descriptors
• Review sample teacher report
• What grade is the student?
• What grade level cluster/tier of ACCESS did he take?
• Locate domain scores for the student (Reading, Writing, Listening and Speaking)
• Plot the data points (domain scores) for the four domains on the CAN DO
Descriptors
• Connect the dots
• Interpret the data
• What do you notice about the scores in the different domains?
• What instructional implications result from this analysis?
• What are some supports that teachers can build into instruction for this student?

14. Key
Sentence
Frames
For
processing
observaRons
Frames for Academic Language Functions:
1. Make a claim (express opinion):
In my opinion, my student needs targeted instruction in the area
of_________________because________________________________.
standard or domain evidence from report
2. Language to summarize:
In summary, I believe my student’s report shows____________________________.
3. Language to compare and contrast:
My student has strong skills in ________________, but needs targeted support in__________________.
OR
My student needs targeted support in ________________and _______________.
4. Language to paraphrase or restate:
So, your opinion about your student’s skills is____________________________.
5. Language to concur and state additional ideas:
I agree with ____________’s idea, but I have additional observations:___________
Based on the work of Kate Kinsella, Ed. D.

15. Key
Sentence
Frames
Useful
for:
• Teaching
academic
grammar
structures
and
language
func?ons
• Encouraging
students
to
speak
in
academic
language
• Suppor?ng
students
with
limited
language
skills
• Providing
a
structure
for
academic
wri?ng
Teaching
Strategy
and
Vocabulary
Teaching
Strategy,
Inventory,
Pp.
41
and
49.

16.
The
GO
TO
Strategies
Matrix
Hold
your
student
in
your
mind
un1l
later…
• The WIDA CAN DO Descriptors
describe what a student “can do”,
with support, at a given level of
English proficiency in each
domain
• Wouldn’t it be nice if we had a
similar matrix to show strategies
that would be appropriate for
students at the different levels of
language proficiency in each
domain?

17. Strategic
Teaching
and
Learning
Using
the
Principles
• Principle
1.
Focus
on
academic
language,
literacy,
and
vocabulary.
• Principle
2.
Link
background
knowledge
and
culture
to
learning.
• Principle
3.
Increase
comprehensible
input
and
language
output.
• Principle
4.
Promote
classroom
interac1on.
• Principle
5.
S1mulate
higher
order
thinking
and
the
use
of
learning
strategies.

18. Principles
of
Instruc1on
for
English
Language
Learners:
Think-­‐Write-­‐Pair-­‐Share
• Which
of
these
principles
is
most
important
for
you
to
focus
on
with
your
students?
Why
did
you
choose
this
principle?
• THINK
of
the
most
important
principle
for
your
students
and
why
you
chose
this
principle.
• WRITE
your
responses
on
a
sheet
of
paper.
• PAIR
with
another
par?cipant
to
share
your
ideas.
• DISCUSS
your
ideas
with
the
group.

19. Think-­‐Write-­‐Pair-­‐Share
Useful
for:
• Students
who
need
?me
to
reflect
before
responding
• Students
who
need
?me
to
structure
a
gramma?cal
ujerance
• Students
who
never
raise
their
hands
in
class
• Students
who
can
benefit
from
a
Key
Sentence
Frame
Interactive Strategies, Inventory, P. 38

20. Strategic
Teaching
and
Learning
Using
the
Five
Principles
• This
document
aligns
examples
of
strategies
with
each
of
the
five
principles.
• Please
locate
the
principle
that
you
chose
as
most
important
for
your
students.
• Glance
through
some
of
the
strategies
aligned
with
this
principle.
• Highlight
three
strategies
you
feel
would
be
useful
for
your
students.

21.
Inventory
of
GO
TO
Strategies
for
English
Language
Learners,
K-­‐12
• Look
at
the
Table
of
Contents
in
the
Inventory.
• Put
a
check
√
next
to
any
strategy
that
you
know
or
think
that
you
know.
(Self-­‐Assessment
Scale)
• Share
your
list
with
your
learning
partner.

22. Self-­‐Assessment
Scales
Useful
for
• Vocabulary
teaching
and
learning
• Oral
language
comprehension
assessment
• Oral
language
speaking
assessment
• Reading
comprehension
assessment
Vocabulary Teaching Strategies, P. 50

23. An1cipa1on
Guide:
Strategy
Categories
and
Defini1ons
Agree Disagree
_____ _____ 1. Interactive strategies promote academic oral language
development in the classroom
_____ _____ 2. Reading strategies help promote comprehension of a
reading or content text.
_____ _____ 3. Student Learning strategies are practiced by students to
promote comprehension of content text, comprehension
of oral language input, and language learning study
skills.
_____ _____ 4. Writing strategies help develop connections between and
among students within the classroom and within small
groups of students.

24. Strategy
Categories:
What
is
the
Purpose
of
Each
Category?
• Community
Building
Strategies
• Interac1ve
Strategies
• Teaching
Strategies
• Student
Learning
Strategies
• Vocabulary
Teaching
Strategies
•
Reading
Strategies
• Wri1ng
Strategies

25. Strategy
Categories
and
Defini1ons
Community
Building
Strategies
These
strategies
are
introduced
by
the
teacher
to
help
develop
connec?ons
between
and
among
students
within
the
classroom
and
within
small
groups
of
students.
InteracRve
Strategies
These
strategies
are
organized
by
the
teacher
to
promote
academic
oral
language
development
in
the
classroom
Teaching
Strategies
These
strategies
are
used
by
a
teacher
to
scaffold
the
learning
process
and
promote
comprehension
of
oral
or
wrijen
language
by
students.
.

26. Strategy
Categories
and
Defini1ons
Student
Learning
Strategies
These
strategies
are
prac?ced
by
students
to
promote
comprehension
of
content
text,
comprehension
of
oral
language
input,
and
language
learning
study
skills.
Vocabulary
Teaching
Strategies
These
strategies
are
introduced
by
the
teacher
into
a
learning
unit
to
help
ELLs
learn
the
academic
vocabulary
required
for
high
achievement
in
schools.
Reading
Strategies
These
strategies
are
taught
to
students
to
promote
comprehension
of
a
reading
or
content
text.
WriRng
Strategies
These
strategies
are
taught
by
the
teacher
to
enable
ELLs
to
develop
academic
wri?ng
competency
within
the
content
classroom

27. Reac1on
Guide:
Strategy
Categories
and
Defini1ons
Agree Disagree
_____ _____ 1. Interactive strategies promote academic oral language
development in the classroom
_____ _____ 2. Reading strategies promote comprehension of a
reading or content text.
_____ _____ 3. Student Learning strategies are practiced by students to
promote comprehension of content text, comprehension
of oral language input, and language learning study
skills.
_____ _____ 4. Writing strategies help develop connections between and
among students within the classroom and within small
groups of students.

28. An1cipa1on/Reac1on
Guides
Useful
for:
• Ac?va?ng
students’
background
or
prior
knowledge
• Introducing
necessary
vocabulary
and
grammar
forms
• Providing
informa?on
about
future
instruc?on
• Aler?ng
students
to
what
they
know
and
what
they
don’t
know
Reading Strategy, Inventory, P. 52

29. Strategy
Categories:
What
is
the
purpose
of
each?
• Demonstra?on-­‐Mix
and
Match
• Selected
par?cipants
will
first
mix,
and
then,
aQer
signal,
find
a
match
for
their
cards
–a
defini?on
of
a
category
to
the
name
of
the
category.

30. Mix
and
Match
Useful
for:
• Matching
vocabulary
with
defini?ons
• Matching
math
equivalents
(9
x
3;
27)
• Matching
examples
of
categories
(e.g.,
rep?le/
snake,
mammal/dolphin,
states/capitols,
biomes/flora
and
fauna)
Vocabulary Teaching Strategies, Inventory, P. 49

31. Revisit
Student’s
ACCESS
Score
Report
• Use
the
CAN
DOs
with
student’s
scores
plojed
and
the
GO
TO
Strategies
Matrix
to
select
strategies
appropriate
to
the
student
that
will
scaffold
learning
in
each
domain
(listening,
speaking,
reading,
wri?ng).

32. Create
a
Scaffolded
Plan
for
Your
Student
• First,
write
down
your
student’s
scores
in
each
domain,
plus
the
composite
score
• Next,
consult
the
Matrix
or
Inventory
and
select
one
strategy
that
will
scaffold
learning
to
the
next
level
for
your
student
in
each
domain
• Finally,
using
the
blue
report
frame,
write
your
scaffolded
ac?on
plan
for
your
student

33. Report
Frame
for
Ac1on
Plan
Student’s
Name______________
Date____________
This
ac?on
plan
shows
how
I
will
implement
the
GO
TO
Strategies
to
scaffold
learning
for
my
student
this
year.
My
main
objec?ve
is
to
_________________.
To
scaffold
learning
in
listening,
I
will
__________________.
Next,
I
will
increase
my
student’s
speaking
skills
by
_____________.
I
will
assist
my
student
in
reading
by________________.
Finally,
I
will
__________________
to
increase
my
student’s
wri?ng
proficiency.
I
will
implement
my
plan
by___(date)_________.
I
will
know
I
have
achieved
my
goal
because_______________(observable,
measurable
outcome)____.

34. Think-­‐Pair-­‐Share-­‐Squared
• AQer
comple?ng
your
ac?on
plan,
share
the
plan
with
another
par?cipant.
• Tell
your
“ac?on
plan
buddy”
your
plan
for
using
the
GO
TO
strategies
with
your
student.
Describe
each
step
of
your
plan.
Indicate
a
date
by
which
you
will
accomplish
your
plan.
• Next,
meet
with
another
pair
at
your
table
and
take
turns
describing
your
plans
to
the
new
pair.

35. Report
Frames
/
Outlines
Useful
for:
• Teaching
text
organiza?on
for
wri?ng
• Scaffolding
students
who
have
not
learned
text
organiza?onal
structures
for
academic
wri?ng
• Teaching
grammar
forms
and
academic
vocabulary
in
context
Writing Strategies, Inventory, P. 63

36. Think-­‐Pair-­‐Share-­‐Squared
Useful
for:
• Students
who
need
?me
to
reflect
before
responding
• Students
who
never
raise
their
hands
in
class
• Students
who
need
opportuni?es
to
interact
with
others
using
academic
language
Interactive Strategies, Inventory, P. 38

37. The
GO
TO
Strategies:
A
Planning
Framework
for
Scaffolding
Content
Lessons
By
Incorpora1ng
Strategies
for
ELLs,
K-­‐12
Theore1cal
Founda1ons:
• Construc?vist
learning
guides
the
lesson
framework.
(Bruner,
1960)
• Learning
is
an
ac?ve
process
in
which
learners
construct
new
ideas
and
concepts
based
upon
the
level
of
their
current
or
past
knowledge.

38. The
GO
TO
Strategies:
A
Planning
Framework
for
Scaffolding
Content
Lessons
By
Incorpora1ng
Strategies
for
ELLs,
K-­‐12
Theore1cal
Founda1ons:
• Students
engage
in
concrete
experiences
in
which
they
discover
principles
by
themselves.
• The
teacher’s
role
is
to
engage
students
in
ac?ve
dialogs
and
translate
new
informa?on
into
a
format
appropriate
to
the
learner’s
current
state
of
understanding.

39. The
GO
TO
Strategies:
A
Planning
Framework
for
Scaffolding
Content
Lessons
By
Incorpora1ng
Strategies
for
ELLs,
K-­‐12
Theore1cal
Founda1ons:
• Learning
is
scaffolded
so
that
it
can
be
readily
grasped
by
the
learner
(Wood,
Bruner,
&
Ross,
1976).
• Sequence
of
learning
proceeds
from
concrete
to
abstract.
• The
gradual-­‐release-­‐of-­‐responsibility
model
(Brown
&
Abell,
2007;
Campione
&
Day,
1981;
Fitzgerald
&
Graves,
2004;
Levine
&
McCloskey,
2013)
is
par?cularly
useful
for
ELLs

40. The
GO
TO
Strategies:
A
Planning
Framework
for
Scaffolding
Content
Lessons
By
Incorpora1ng
Strategies
for
ELLs,
K-­‐12
KEY
to
Strategies:
• IS
=
Interac?ve
Strategy
• TS
=
Teaching
Strategy
• CBS
=
Community
Building
Strategy
• SLS
=
Student
Learning
Strategy
• VTS
=
Vocabulary
Teaching
Strategy
• RS
=
Reading
Strategy
• WS
=
Wri?ng
Strategy

41. Lesson
Sequence
Star1ng
Instruc1on
–
Explora1on
Phase
• Ac1vate
prior
knowledge,
learning,
or
understanding
– S?r
the
Class
(IS)
– Roving
Charts
(IS)
– K-­‐W-­‐L
(TS)
• Engage
in
concrete
explora1on
or
observa1on
– Graphic
Organizer
(TS)
– Four
Corners
(IS)
• Pre-­‐reading
ac1vi1es
– An?cipa?on
Guides
(RS)
– Language
Experience
Approach
(RS)
– Teach
the
Text
Backwards
(RS)

42. Lesson
Sequence
Building
Instruc1on
–
Concept
Development
• Teach
academic
and
technical
vocabulary
– Closed
Sort
Tasks
(VTS)
– Cognates
(VTS)
– Key
Sentence
Frames
(VTS)
• Students
interact
orally
with
others
to
develop
concepts
– 10
–
2
(IS)
– Numbered
Heads
Together
(IS)
– Round
the
Clock
Learning
Partners
(IS)
• Engage
in
close
reading
– Guided
Reading
(RS)
– Directed
Reading
Thinking
Ac?vity
(DRTA)
(RS)
– Reciprocal
Teaching
(RS)
• Assemble
or
organize
data
– Concept/Idea
Maps
(SLS)
– Structured
Note-­‐taking
(SLS)
– T
Charts
(SLS)

43. Lesson
Sequence
Building
Instruc1on
–
Applica1on
• Students
con1nue
to
work
concretely
using
new
vocabulary
– Dialogue
Journals
(WS)
– Content
Learning
Logs
(WS)
– Reader’s
Theatre
(TS)
• Students
use
concepts
in
a
new
or
more
complex
way
– Text
to
Graphics
and
Back
Again
(WS)
• Report
and
write
– Collabora?ve
Dialogues
(TS)
– Report
Frames
(WS)

44. Lesson
Sequence
Concluding
Instruc1on
–
Assessment
– Rubrics
(TS)
– Comprehension
Checking
(TS)
– Collabora?ve
Dialogues
(TS).

45. Now
It’s
Your
Turn!!
Give
One
-­‐
Get
One
• Pair
with
a
learning
partner
and
locate
your
lesson
framework
matrix.
• Decide
on
a
grade
level
–
either
elementary
or
middle
school
(use
the
student
you
prepared
the
Ac?on
Plan
for).
• Choose
a
GO
TO
Strategy
from
an
appropriate
category
for
each
of
the
four
parts
of
the
lesson
framework.
• Write
the
four
strategies
on
your
framework
worksheet.
• Give
your
worksheet
to
your
partner
and
get
your
partner’s
worksheet
in
return.
• Write
your
strategy
examples
on
your
partner’s
worksheet.
Your
partner
will
write
examples
on
your
worksheet.
Give
One
-­‐
Get
One,
Inventory,
p.
32

46. Give
One
–
Get
One
Useful
for:
• Engaging
students
in
oral
language
exchanges
using
academic
vocabulary
or
structures
• Scaffolding
a
learning
task
with
learning
partners
• Ac?va?ng
informa?on
or
summarizing
informa?on
in
a
learning
unit
• Involving
100%
of
students
in
the
instruc?onal
conversa?on
• Providing
movement
(ideal)

47. Summary:
S1r
the
Class
• Take
your
GO
TO
Strategies
with
you
when
the
facilitator
asks
you
to
stand
and
walk
around
the
room.
• Stop
moving
when
you
hear
the
word
“Freeze!”
• Listen
to
the
ques?on
and
group
yourselves
by
the
number
of
the
answer.
• Listen
for
a
summarizing
ques?on
and
respond
in
your
small
group.
• Be
ready
to
walk
again.

48. S1r
the
Class
Useful
for:
• Students
who
need
movement
• Students
who
can
learn
summarizing
concepts
by
listening
to
others
• Students
who
need
opportuni?es
for
academic
language
interac?on
• Students
who
can
respond
orally
when
scaffolded
with
notes
• Students
who
never
raise
their
hand
in
class
Interactive Strategies, Inventory, P. 37

49. The
GO
TO
Strategies
2014
TESOL
Interna1onal
Conven1on
March
27,
2014
Thank
you!
Laura Lukens
ELL Program Coordinator
North Kansas City Schools, MO
llukens@nkcschools.org
(816)413-5115
Linda New Levine
EFL/ESL Consultant
LNEWLEVINE@aol.com
(772)231-6661
Betty Ansin Smallwood, Ph.D.
Founder and President
Succeeding with ELLs (SWELL)
SucceedingWithELLs@gmail.com
(240)498-0378