# data[].attributes.headline
stari: Strategic Adolescent Reading Intervention

# data[].attributes.subject
stari: Strategic Adolescent Reading Intervention

# data[].attributes.attachment_link.readable_text
Adolescent reading interventions have often shown only modest gains, especially for those students who are furthest behind in reading (Somers et al., 2010; Vaughn, Cirino, Wanzek et al., 2010). Interventions that primarily target basic skills may not improve adolescents' performance with more challenging literacy tasks such as finding text-based evidence for a claim or integrating information across different texts.

STARI addresses reading motivation and engagement through high-interest novels and nonfiction that challenge students to think more deeply about issues in their lives. In STARI, attention to basic skills is integrated with activities involving talking, reasoning, and writing about complex issues. STARI's classroom formats, including many opportunities for peer exchanges, tap into adolescents' social motivations to talk about ideas they care about.

STARI is also different from many reading interventions in that discussion and debate are fundamental to the curriculum. Our belief is that when students discuss and debate the ideas in the text, they understand the text more deeply. Discussion and debate are built into most components of the curriculum, from partners discussing fluency passages to more formal debates about unit themes. Additionally, STARI is an ELA focused curriculum in which skills practice is integrated into comprehension activities. Also, the different components connect with one another in a purposeful way. For example, the fluency practice passages build background knowledge and provide information that can be used to better understand and give context to other texts in each unit.

# data[].attributes.attachment_link.title
STARI: Reading Intervention Program & Strategies | SERP

# data[].attributes.attachment_link.description
SERP's reading intervention & literacy program, STARI, uses research-based practices to provide students with higher levels of comprehension & proficiency.

# data[].attributes.attachment_link.description
Colorín Colorado is a national multimedia project that offers a wealth of bilingual, research-based information, activities, and advice for educators and families of English language learners (ELLs). Colorín Colorado is an educational service of WETA, the flagship public broadcasting station in the nation's capital, and receives major funding from the American Federation of Teachers and National Education Association.

# data[].attributes.attachment_link.description
Master English grammar with Dave's ESL Cafe's Grammar section. Our comprehensive resources aid educators and students in understanding complex grammar rules. Enhance your language skills, making teaching and learning English more effective and enjoyable

# data[].attributes.attachment_link.title
Phonics for MLs - A World of Language Learners

# data[].attributes.attachment_link.description
Learn about some of the differences between teaching phonics to ELLs and native English speakers. Also discover some new resources.

# data[].attributes.attachment_link.readable_text
SERP designers work directly with leading researchers to create products that address specific challenges in K-12 schools that have been identified by practitioners. Solutions emerge through an iterative design process that carefully considers learning outcomes, support for teachers, student agency, and equitable access.

Please enjoy exploring the free resources below, and feel free to share your experiences using them with us at info@serpinstitute.org.

# data[].attributes.attachment_link.description
SERP offers many open educational resources (OERs) related to the following: literacy; math; science; social studies; organizational capacity; and school culture.

# data[].attributes.attachment_link.readable_text
by Carmen Nguyen

During this time of uncertainty, we are faced with many challenges that detrimentally affect and change how we are teaching. Whether we are teaching in a traditional face-to-face setting, completely virtually, or a hybrid of the two, it remains true that, as educators, we will continue to create, find, or purchase a variety of resources for the students we serve. Unfortunately, it is also true that the Lexile level of the grade level resources we have access to is not always appropriate for the various students in our classrooms. It is often difficult to find resources that are authentic and challenging and address grade-appropriate concepts, but are also at the students' reading level. As educators we find ourselves adapting, changing, or supplementing the resources we have in order to teach our state-mandated curriculum.

Now, let's simply consider how to adapt the text in the resources we use in our classroom to make them more accessible for students who are not yet able to read grade-level appropriate text. Too often when text is adapted, it is stripped of all of the features we initially selected it for. It is important to take note that exposing students to complex text as well as the meaningful language structures found within the text offers students avenues for literacy development as well as grade level readiness. So offering a balance is key to ensuring students are able to meaningfully interact with the text. ASCD offers a publication that provides an in depth resource to understanding and evaluating text complexity.

There are several online platforms that provide leveled text and websites that will adjust the level of the text, but many times the adjusted text is still not what you need, or the information you needed is now removed. The following steps will help guide you in adapting texts or resources yourself while maintaining the rich features in the original text.

Step 1: Determine the Goal for Using the Text

Before you begin adapting a specific text or resource, you must determine what the goal of reading or using the text is. Are you using the text for students to acquire knowledge about a specific concept or topic? Or are you reviewing the text features to analyze the text for a specific purpose? The goal is really driven by the standards you are teaching, and how you adapt the text will vary based on a variety of factors:

Different content areas

Types of text

Whether the students will be interacting with the text independently, in a partnership/group, or with guidance from the teacher

Whether the text you created is an electronic version or printed

Step 2: Read Text Using Different Lenses

This may sound obvious, but in order to adapt the text you will have to read the text thoroughly and possibly multiple times using different lenses. The chart below describes the lenses you may need to use:

Read the text simply to determine what the text is about.

Identify what you would like for the students to learn from reading the text (ties back to the goal for selecting the text). What are the key points? What must remain in the text? What information is necessary for students to accomplish the task?

Identify vocabulary, phrases, or possibly even sentences that may be potentially difficult for the reader, are central to understanding, are used frequently in the text, are cross-curricular, have multiple meanings, and contain affixes (include sections that had you reference another part of the text or sections you may have had to reread for understanding). It is always good practice to categorize the vocabulary you identify into three tiers.
- Tier 1: Commonly Used Words
- Tier 2: Cross-Curricular Words
- Tier 3: Content Specific Words

¡Colorín Colorado! offers a great article with a further explanation on the differences among the tiers.

If you have text in an electronic format or that is short and you do not mind typing in, this can be easily done using the Longman Dictionaries Vocabulary Checker.

Is the information necessary for the students to accomplish the task?
Simplify

Delete

Is the information written in a clear, concise manner?
Leave it alone or Enhance

Enhance,Simplify, Delete

Are there vocabulary words that a student must know to meet grade level expectations?
Enhance

Simplify or Delete

Does the text contain charts, tables, pictures, diagrams, photographs?
Leave it alone or Enhance

Enhance

You may also find it beneficial to review the scoring rubrics found on the ASCD publication referenced above.

Step 5: Select and Add Features to the Text to Enhance the Readability

When selecting features to add to the text or resources, make sure to reference the goal for using the text (step 1) and be mindful of who you are scaffolding for (step 3). When you are learning or just beginning to dabble with adding features to text or resources, it is common to over scaffold. As you gain practice and find what works best for your students, you can gradually remove scaffolds. The same concept applies when you model for or guide students: you provide substantial supports at the beginning, and as students become successful, you gradually remove the supports. The chart below provides possible features that may improve the readability of text/resources and can be done either on printed or online resources:

Simplify Text
- Use simpler language or language that mirrors student proficiency level
- Remove unnecessary or confusing words and nonessential information
- Add redundancy if appropriate (repeatedly name objects/people/concepts)

Chunk Text
- Create smaller, manageable sections within the text
- Add additional headings

Add Visual Supports
- Use consistent charts, tables, pictures, diagrams, and photographs to support text
- Add captions to pictures when appropriate
- Add clear labels to visuals

Vocabulary
- Identify, highlight, or bold key vocabulary
- Provide a word bank with visual supports
- Add student-friendly definitions to the text
- Use synonyms if not essential vocabulary

Text-to-Speech
- Add oral read aloud to the text (add QR codes for printed text)

Here are a few examples to help you visualize potential ways to adapt text/resources.

A last piece of advice is to not overwhelm yourself with too many supports. Begin with embedding features that will give students just enough access and move forward from there. Yes, adapting texts or resources does take time and practice. But all things worth doing take time.
References:
Close Look at Close Reading: Teaching Students to Analyze Complex Texts, Grades K-5
by Diane Lapp, Barbara Moss, Maria Grant and Kelly Johnson
http://www.ascd.org/publications/books/114008/chapters/Understanding-and-Evaluating-Text-Complexity.aspx#:~:text=What%20exactly%20does%20the%20term,answers%20to%20Questions%205%E2%80%939.
Selecting Vocabulary Words to Teach English Language Learners Mathematical Thinking and Communication Access for English Learners
By Dridcoll, Nikula, DePiper
From ¡Colorín Colorado!
https://www.colorincolorado.org/article/selecting-vocabulary-words-teach-english-language-learne

# data[].attributes.attachment_link.title
Transforming the Resources You Have into Accessible Formats for All Students

# data[].attributes.attachment_link.description
by Carmen Nguyen During this time of uncertainty, we are faced with many challenges that detrimentally affect and change how we are teaching. Whether we are teaching in a traditional face-to-face setting, completely virtually, or a hybrid of the two, it remains true that, as educators, we will continue to create, find, or purchase a...

# data[].attributes.attachment_link.readable_text
by Nancy Motley

At the end of my first year of teaching, my principal asked what my plans were for the summer. After outlining my still-fuzzy summer agenda, she volun- me to include getting ESL certified in those plans. She explained that it would be great for my career, that I'd earn a $500 stipend ($84.32 after taxes, right?), and most importantly, that she really needed me to help our English learners next year. Always up for a challenge, I agreed. Despite having had very little professional development regarding English learners, I was a good test taker and earned my certification. Upon returning to school for my second year, I had a class roster that included a majority English learners.

While I was, admittedly, ill-equipped to meet my students' linguistic needs, I did know a few things, one of which was that they needed to talk. My English learners would not acquire more English unless they had a chance to use it. Knowing this, I did " think pair shares" and " turn and talks " all the time. Multiple times in each lesson, my students were able to talk with a partner or their table mates about what they were learning. They became less shy, and I felt confident that they were all acquiring more English.

That second year of teaching was hard work, with many ups and downs, but as my students and I entered "testing season" we were all feeling good. However, the feeling only lasted until I received my students' TELPAS (Texas English Language Proficiency Assessment System) results back. Less than 50 percent of my English learners had increased at least one level in their language proficiency. I was devastated and felt like I had failed them. I was speechless when I saw that even in the speaking domain , only a handful of my hard-working students had demonstrated growth. How could this be? They talked ALL the TIME!!

I wish I could go back to my second-year-teacher self and tell her, "Talk isn't enough!" The opportunity to speak (which was plentiful in my room) is not equivalent to a structured plan for students to use the language of the lesson. You see, even though my students were talking a lot, they were only using the words in English with which they were comfortable.

Let's look at an example. Imagine my class was solving a two-digit by two-digit addition problem (15 + 44) for their math warm up, which is a review of the previous day's learning. In this scenario, I asked my students to turn to their partner and explain how they solved the problem. Here is what typically happened:

Alicia (to Michael, her partner): Umm...I did 5 and 4 and got 9 and then did this one (pointing to the tens place) for 5, so I got 59.

Michael (at Alicia): Me too. 59.

Did Michael and Alicia do what I asked them to do? Yes...with the words in English that they were comfortable with and already "owned." Did they acquire more English as a result of this opportunity to talk? I do not believe so.

In order for our English learners, Michael and Alicia, and any other students to acquire academic English, we've got to ensure they are actually using the words and phrases about which they are learning. This is easier to accomplish than you might think. All we have to do is them to use them. Simply put, we tell them the words we want to hear right before we ask them to speak. I call this targeting the talk.

Let's go back to the example above. What are the academic words or phrases I would want to hear? How about "ones place," "tens place," "sum," "equals?" I might want to focus on phrases like "number sentence" or "solved the problem." So how do I "target their talk" toward these terms? I ask them to use them. Here are some options for how that might sound:

Please explain how you solved the problem to your partner. I'm listening for you to use the words "ones place" and "tens place."

When it is your turn, use this stem: "I solved this addition number sentence by..."

As you talk with your partner, use the words from our anchor chart. Let's read them together: "addition," "equals," "sum."

If I had used any of the phrases above, the overwhelming majority of my class would have followed those directions, which would have resulted in each of them actually using the academic English of the lesson.
My "go-to" phrases for targeting student talk:

"It should sound like this..."

A few less direct ways to target student talk:

"Remember to use your words from the ______ (word wall, anchor chart, smart board)."

"Open your journals/notes, and use them while you talk."

Can you imagine how much language our students will acquire if everytime we ask them to speak to each other, we use one of these phrases? When we consistently target student conversation, they not only use the new vocabulary, but they become more comfortable with speaking in a more formal and academic way. We are "normalizing" academic conversation.

I'd suggest picking one or two of the phrases above and practicing. In order to remember, I like to post these phrases in various places in my room to serve as visual reminders for me to do it. While it might take some practice to build this habit, it is worth the effort. I can promise you that when we target student conversation, we do not end the year with disappointing TELPAS scores. We finish with a classroom full of students who have dramatically increased their proficiency in academic English.

# data[].attributes.attachment_link.description
by Nancy Motley At the end of my first year of teaching, my principal asked what my plans were for the summer. After outlining my still-fuzzy summer agenda, she volun-told me to include getting ESL certified in those plans. She explained that it would be great for my career, that I'd earn a $500 stipend...

# data[].attributes.attachment_link.keywords[]
esl english - adult literacy - listening

# data[].attributes.attachment_link.title
ESL English Language Learning - Adult Literacy - Listening & Reading - Audiobooks - Stories

# data[].attributes.attachment_link.description
ESL English - Adult Literacy - Listening, Reading, Audiobooks, Short Stories, Songs, PET exam

# data[].attributes.attachment_link.readable_text
Boosting Your English Listening Skills

Randall's ESL Cyber Listening Lab has been providing online English listening comprehension activities for ESL and EFL learners since 1998. Visit Randall's other Web sites at DailyESL.com, EZslang.com, and Trainyouraccent.com for more language practice.

General ESL Listening Quizzes

Activities focus on everyday English comprehension skills at three levels based on content, voices, vocabulary, and natural speed. A combination of adult, teenage, and children's voices are included.

Explore More English Listening Activities

Randall has created a variety of other ESL listening activities to improve your comprehension, speaking, vocabulary, and cultural awareness.

# data[].attributes.attachment_link.title
Randall's ESL Cyber Listening Lab - English Listening

# data[].attributes.attachment_link.description
Randall's ESL Cyber Listening Lab helps ESL and EFL learners improve their English listening comprehension skills through conversations.

# data[].attributes.attachment_link.readable_text
Have you ever tasted an Arab taco?

When was the Arab taco invented?

What is shawarma?

Find it out

How are currency exchange rates determined?

What was the gold standard?

Which type of currency exchange rate system does the U.S. use?

Find it out
Which of the following is usually NOT a factor in determining currency exchange rates?

Test your knowledge

Based on information from the Wonder, what was Lou Castro known for when he was alive?

Test your knowledge

What is an okapi?

Where do okapis live?

What do okapis eat?

Find it out

How can I use Wonderopolis?

What are the parts of a Wonder?

How do writers make a Wonder?

Find it out

# data[].attributes.attachment_link.title
Where the Wonders of Learning Never Cease | Wonderopolis

# data[].attributes.attachment_link.description
Where the Wonders of Learning Never Cease

# data[].attributes.attachment_link.readable_text
We're living in a digital era; at a time when everything from ordering groceries to learning new skills is highly accessible and convenient. This is especially true for language learning. Now you can improve your English with just a couple of taps - all you need is your phone, laptop or computer, and good internet connection.

Whether you're jogging or commuting, podcasts are a great way to get a better grasp of any foreign language. They're the perfect way to complement your language classes and pick up some new vocabulary during your commute or workout. To get you started, we've rounded up 11 of the best podcasts for English learners of all levels.

Elementary-level podcasts

_Learn English
_Let's start with Learn English - a fantastic podcast from the British Council. The episodes are discussion-based and cover everyday vocabulary and situations. What's more, "Learn English" offers a wealth of free support material. Not only can you download each episode's transcript, but you can also take short quizzes to test your recently acquired knowledge. It's the best way to retain all those new words and make lightning-fast progress.

_Voice of America
_Do you want to improve your English while listening to current and interesting topics? Then, Voice of America: Learning English is for you. This information service has different kinds of audio programs that are narrated at slower than normal English speed. What's more, each program caters to different interests. The "American Mosaic" program discusses pop culture in the United States - like the new movies, for example. Meanwhile, history buffs will enjoy "The Making of a Nation", which talks about U.S. history. And that's just the tip of the iceberg: additional programs focus on science and even grammar - so not only will you learn English, but you'll get super smart, too!

Espresso English
With simple, clear and practical lessons, Espresso English is a fun yet effective way to pick up a little bit of English every day, whenever it suits you. Each lesson is only 5 - 10 minutes long and designed to teach you a lot in a short space of time. You'll learn English grammar, vocabulary, phrases, idioms, and more in no time!

Intermediate-level podcasts

_6 Minute English
_With its 6 Minute English podcast, the BBC has managed to create a fun way to learn English. The episodes are based on everyday situations and feature a discussion between two people, Nick and Alice. The topics are so entertaining - addressing questions like "Are bears back to stay?" or "How much is your spouse worth?" - you'll forget you're learning English. Plus, each episode has a transcript and a vocabulary list with definitions.

_Podcasts in English
_ Podcasts in English is remarkable if only for its sheer variety. Indeed, the website offers a wealth of podcasts for every level. What's more, the episodes are quite short -normally under 5 minutes - perfect for those pressed for time. They also address entertaining topics, which include such gems as "10 remarkable facts about the world cup" to "planking," and there's a wide range of quality support material.

_Culips ESL Podcast
_This one has something for everyone with over 600 episodes covering every level. Culips ESL Podcast features seven brilliant series with topics such as "Chatterbox", aimed at helping you to get used to English conversations at normal speed as they interview someone with an interesting story to tell. While "Speak Easy" teaches you how to perfect your accent and speak in clear and comprehensible English. Culips also offer free, downloadable study guide samples!

Advanced-level podcasts

_The English We Speak
_In The English We Speak, the BBC focuses on idioms and expressions - one of the final steps in mastering the language. The podcast features a light conversation between two people who take up one fun and popular idiom every week. One of my favorite episodes focused on expressions like "eye candy" and "sweet tooth." And the best part? You'll hear idioms used in context, which is the best way to pick up new vocabulary and polish your English.

_Splendid Speaking
_Perfect your language learning by listening to Splendid Speaking's fascinating podcasts. Designed to support advanced learners with reasonably good English communication skills, each lesson features interviews and discussions with non-native English language speakers, who carry out short tasks or give presentations. The recordings then include expert feedback on their performance. It's a very instructive and helpful way to learn as you listen in and hear how other learners are grappling with the language, and then learn from their mistakes alongside them!

_All Ears English Podcast
_Lindsay and Michelle's approach to language learning is "Connection not perfection". They aim to help you relax, have fun, and learn real, natural American English in their All Ears English Podcast for intermediate to advanced English learners around the world. In their 10 - 15 minute lessons, the two cheerful and very motivating Americans discuss and share tips on how to use everyday English vocabulary and idioms, expressions, and phrasal verbs, and how to make small talk in American English. They also offer useful tips on American culture, customs and etiquette.

_Luke's English Podcast
_Fancy a laugh while you learn? Then look no further than Luke's English Podcast. Luke is a qualified English teacher from London with 18 years teaching experience. Oh, and he's a stand-up comedian! Luke's multi award-winning podcast offers an insightful learning resource, with over 600 audio episodes, transcripts, and videos, including a special series on phrasal verbs - all of which aim to make you laugh while you learn. Episodes cover topics such as "Quintessentially British Things", "British Comedy" and "British Music" - so you'll learn a lot about life in Britain too, including a solid introduction to good old British humor!

_This American Life
_ This American Life is a weekly public radio program and podcast, featuring compelling, funny and often very surprising stories with intriguing plots - little movies for radio, as they call them.

Each week they choose a different theme and curate stories based around it. The focus isn't specifically on English language learning here, instead This American Life offers a great opportunity for English learners to get used to different regional American accents, while listening to unusual and interesting real-life stories from around the country - you'll be hooked from the first story!

# data[].attributes.attachment_link.title
Learn English with these 11 free podcasts ‹ GO Blog | EF GO Blog

# data[].attributes.attachment_link.description
Podcasts are the perfect way to complement your English classes and pick up some new vocabulary during your commute or workout.

# data[].attributes.attachment_link.title
Rewordify.com | Understand what you read

# data[].attributes.attachment_link.description
Rewordify.com helps you read more, understand better, learn new words, and teach more effectively.

# data[].attributes.attachment_link.title
Graphic Organizers & Templates - Literacy - Reading

# data[].attributes.body
Listening Speaking, and Vocabulary building

# data[].attributes.attachment_link.description
Learn English faster with over 20000 fun to watch interactive videos.

# data[].attributes.attachment_link.readable_text
These resources were all created by Clare Catchpole, have been shared in regular posts from Clare's ELT Materials Blog.

Your support

All of these resources are free for you to download, but as you can imagine they have taken many hours of my time to create. By donating (you can select the amount) you will be helping me to continue to add more high quality resources for all to use. Please click on the button below to donate:

# data[].attributes.attachment_link.description
These resources were all created by Clare Catchpole, have been shared in regular posts from Clare's ELT Materials Blog. Your support All of these resources are free for you to download, but as you can imagine they have taken many hours of my time to create.

# data[].attributes.attachment_link.provider_name
Rooted Linguistics: Serving Teachers of Multilingual Learners

# data[].attributes.attachment_link.readable_text
What kind of word wall is on your walls? Does it support your learners or is it just there as part of the wall paper creating wall pollution?
Let me tell you first hand...I used to have a traditional word wall and I wholeheartedly thought I was doing what was best for my students. It was alphabetical and I put words on it that were Tier I, Tier II, and Tier III (thinking that I was supporting everyone). I tried playing games with my students using the word wall and I even let them add their own words to it so they could take ownership of the wall.
But as a lifelong learner I embrace new information and when I find something that is better for students, I recognize it. Recently I learned about Interactive Word Walls from Dr. Julie Jackson. She is a professor at Texas State University and travels to deliver professional development regarding these amazing word walls. Her expertise is in the field of science but I think the word walls can work in any content area. ​

The idea is that the word wall is not alphabetically organized, rather is it structured by theme or unit of study. In addition, these word walls can take many shapes. They are in the form of various graphic organizers (only really large on our walls). Students interact with them and add visuals, realia (real objects), sketches, or pictures to the categories. The word walls usually have a sentence stem or frame as well to support comprehension and synthesize meaning.
​
Why is this type of word wall better than a traditional word wall?
Research shows that our brains work better when information is organized and categorized, connected and attached to a visual or real object. All of this is embedded in Interactive Word Walls. If you still aren't buying it, take a look at the two pictures below. Imagine that you are a student learning both content AND language in this classroom. How much would you learn from this traditional word wall?

Probably not much. Now take a look at this Interactive Word Wall. Are you able to gather any language from it and synthesize information from the word wall?

Even though this is a language that you (probably) don't speak, chances are that you are able to connect meaning from this type of word wall. Because of it's organization and use of visuals, the Interactive Word Wall allows our knowledge from L1 (first language) to transfer to our target language. So useful! Plus if there are any words that you did not know in your L1, you will be able to learn them easily since there are visuals to help you.
Let's take a look at the fist column. Did you initially think this column was electric energy and then when you looked more closely at the last few pictures (sun and fire) you thought...no, it can't be electric, it must be heat energy? Think of the high level of processing that your brain had to go through to come to that conclusion.
​
Make it Even More ELL Friendly
One way to make it EVEN more ELL friendly is to add some Total Physical Response (click to learn more). When introducing the key words on the word wall, teach students a physical movement to go along with the meaning of the words. For example, if we were learning about heat energy, I might have my kids fan their faces because heat is hot. Or for sound energy we might put our hands around our mouths like a megaphone or cup our ears like we are listening.

Steps for making your own Interactive Word Wall:
​
1. Select critical vocabulary based on grade level essential skills.
2. Sketch a map or graphic organizer that will best display the topic (Venn Diagram, Bubble, T Chart, Content Frame, etc.)
3. Create the graphic organizer frame on your classroom wall.
4. Allow students to add to the wall during class as learning grows.
5. Students can have their own copy of the graphic organizer to complete as well.
​
Like I mentioned, I learned how to make word walls more interactive and accessible from Dr. Julie Jackson. She taught me. Who will you teach? Pass this knowledge along. It will only make teaching and learning better for the greater good of our students.
​
Like George Bernard Shaw said, "If you have an apple and I have an apple and we exchange these apples then you and I will still each have one apple. But if you have an idea and I have an idea and we exchange these ideas, then each of us will have two ideas."

​For more about interactive word walls, watch the short YouTube video below or visit the resources down here. Link to the Google Slides.

Resources:
http://www.thesciencetoolkit.com/about-me/
www.thesciencetoolkit.com/wp-content/uploads/2015/11/Interactive-Word-Walls-Science-Scope.pdf
http://www.thesciencetoolkit.com/wp-content/uploads/2015/10/Interactive-Word-Walls-Science-and-Children.pdf
https://www.youtube.com/watch?v=zuaOjtk9QoM

# data[].attributes.attachment_link.title
Is Your Word Wall Really Supporting the Learners in Your Classroom?

# data[].attributes.attachment_link.description
What kind of word wall is on your walls? Does it support your learners or is it just there as part of the wall paper creating wall pollution? Let me tell you first hand...I used to have a...

# data[].attributes.attachment_link.provider_name
Serving Multilingual Learners of All Ages

# data[].attributes.attachment_link.readable_text
"A picture is worth a thousand words"...Yes, so how we get those words out? Picture Word Inductive Model (PWIM) first developed by Emily Calhoun (1999) to the rescue!

What is PWIM and how do I use it to help my students with listening, speaking, reading, and writing?

You may be thinking that pictures are for primary students or for Beginner level ELs. But that's not the case. Though PWIM does benefit primary students and Beginner ELs, even intermediate and Advanced ELs gain valuable insights from this method across all content areas.

Here's how I've used it in a modified version.

Step 1: The teacher begins by

selecting a picture relevant to the unit of current study. If you teach science you might select a picture about the water cycle, life cycle of a butterfly, the Grand Canyon, etc. A social studies teacher might choose a picture from history such as The Boston Tea Party, Amelia Earhart next to her plane, the Constitution, or a map, graph, chart or timeline, etc. A language arts teacher may present a picture that exemplifies character traits or feelings, a picture that relates to a theme that is being showcased, etc. Even math teachers can use PWIM by selecting pictures such as pictures with shapes, graphs, clocks, money, etc.

Step 2: Share the image with students either in whole group or in a small group setting. (Day 1)

Label the picture together. Tell students that you will "shake out" all the words from this picture. Sometimes I let students brainstorm words on their own first and then share with a partner before we label the picture. As I label words, I spell them out or focus on phonics depending on the grade level and students' needs. We stop to read the words frequently, reading chorally or echo reading. (Day 1) Step 3:

Put the words into categories. Ask students to categories the words either by spelling or by parts of speech. (Day 1 or 2 depending on time)

Ask students to brainstorm possible titles for the picture. Once many have been generated, discuss them. What makes a strong title? If needed, share examples from picture books or chapter books.

Step 6: Give students time to discuss the picture in cooperative groups and then orally compose sentences. Provide students with sentence stems, starters or language frames to support complete sentences as needed. This step allows students to access their own background knowledge as well as tap into one another's knowledge. It builds on prior knowledge by supporting what they already know about a particular topic. For example, if you give students a picture of a tee-pee, and students share in their groups, some might say they see a house, while others would say it's a home or dwelling. (Day 2)

: Next, record the sentences either on a chart or below the picture. Guide students in choral or echo reading the sentences after you write them. This reading practice supports language development. Not everyone will need the support of the teacher's example sentences. The students who can independently write their own sentences using the labels can work on their own while the teacher pulls a small group to model using the label to compose sentences. Consider asking the group the 5 Ws-Who, When, Where Why, What to help vary the sentences and create a strong understanding of the visual. (Day 3)

Step 8: Give students the opportunity to use the labels to write their own sentences. Provide students scaffolds as needed. Some will need sentence frames or starters. Beginner ELs may need to copy your sentences. To push students who are at the Advanced level up a notch, give them the stems: Additionally, Furthermore, For Example. Teach them to use those stems in their writing. (Day 3)

There are many ways to vary PWIM to meet your own classroom and students' needs. There is no right or wrong way to do them as long as you are using pictures to develop language: thinking, listening, speaking, reading and writing. PWIM doesn't have to take long. They are not 45 minute lessons. And they are not solely for language arts classrooms. Pictures of historical events, cycles (water, life, etc.), geography, scientific experiments, math problems lend themselves beautifully to PWIM activities. Pictures are engaging, thought provoking, and help to make content comprehensible for students. The steps above are just suggestions. Make this model fit your students' specific needs. Try out a PWIM lesson and see where it takes you. This language rich learning strategy requires students to think, listen, speak, read and write in the content area of instruction. That's why I love it!

Below are examples of a primary PWIM. The unit was on predators and prey. The teacher used the owl picture first to discuss one type of predator. After the Picture Talk cycle, the teacher modeled how to use the picture to support writing. Some students were able to write about a different predator or prey while Beginners and struggling learners wrote about the owl.
​

Resources used: . San Francisco: Jossey-Bass.
Ferlazzo, L., & Sypnieski, K. H. (2012). The ESL/ELL teacher's survival guide. ready-to-use strategies, tools, and activities for teaching English language learners of all levels
​

Calhoun, E. (1999). Teaching beginning reading and writing with the picture word inductive model. Alexandria: ASCD.
Meredith Alvaro
​

# data[].attributes.attachment_link.title
A Picture is Worth a Thousand Words...but how do we get those words out?

# data[].attributes.attachment_link.description
"A picture is worth a thousand words"...Yes, so how we get those words out? Picture Word Inductive Model (PWIM) first developed by Emily Calhoun (1999) to the rescue! What is PWIM and how do I use it to help my students with listening, speaking, reading, and writing?

# data[].attributes.body
Why do you think, Is there another way to say, Tell me more about

# data[].attributes.body
Replacement phrases for IDK