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,
K-­‐12
Dream
Day
Portland,
Oregon
March
26,
3:00-­‐4:15PM
The
GO
TO
Strategies:
Scaffolding
Op1ons
for
Teachers
of
ELLs

2.
Agenda
Review
1. Ge&ng
Started:
Overview
and
Community
Building
2. Introducing
the
GO
TO
Strategies
3. AssociaBng
Research-­‐based
Principles
with
PracBce
and
Strategies
4. Becoming
Familiar
with
the
GO
TO
Strategies:
Inventory
6. IntegraBng
Strategies
into
InstrucBon
7. Summary
and
Conclusion
The GO TO Strategies

3. 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

4. Things
in
Common
Useful
for:
• CreaBng
community
among
a
group
of
diverse
students
• Enabling
students
to
learn
about
each
other
• Establishing
connecBons
among
members
of
a
group
• Showing
students
that
all
are
valued
for
their
unique
differences
and
their
commonaliBes
Community
Building
Strategy,
Inventory,
P.
4

5. Structured
Note-­‐Taking
Useful
for:
• Enabling
students
to
organize
informaBon
• Providing
a
focus
for
listening
• Organizing
informaBon
and
concepts
for
future
study
• Teaching
a
learning
strategy
Student
Learning
Strategy,
Inventory,
P.
21

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

7. 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
newly
developed
strategies
resources
(2013)
that
enable
teachers
to
plan
scaffolded,
yet
rigorous
content
lessons
for
English
language
learners.
The GO TO Strategies

8.
The
GO
TO
Strategies
Matrix
• 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?

9.
Scavenger
Hunt
Purpose:
To
gain
a
hands-­‐on
familiarity
with
these
resources
DirecQons:
Work
with
a
partner
to
find
the
answers
to
these
ques<ons.
1. How
is
“instrucBonal
strategy”
defined?
On
what
page
do
you
find
that?
2. What
is
Principle
1
and
an
example
of
a
primary
strategy
that
reflects
it?
On
what
page
do
you
find
that?
3. In
what
secBon
(and
page/s)
do
you
find
strategies
scaffolded
across
proficiency
levels?
What
is
the
strategy
example
given
for
Speaking,
at
Level
2?
4. What
are
two
kinds
of
informaBon
given
about
each
strategy
in
the
Inventory?
5.
Find
the
“Wait
Time
Two”
strategy
in
the
Inventory
and
Glossary
secBons.
Page
numbers?
When
might
you
use
each
secBon?
6. Do
you
need
permission
to
copy
part
or
all
of
the
GO
TO
Strategies?
On
what
page
do
you
find
that
informaBon?
The GO TO Strategies

10. 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.

11. 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
parBcipant
to
share
your
ideas.
• DISCUSS
your
ideas
with
the
group.

12. Think-­‐Write-­‐Pair-­‐Share
Useful
for:
• Students
who
need
Bme
to
reflect
before
responding
• Students
who
need
Bme
to
structure
a
grammaBcal
uierance
• Students
who
never
raise
their
hands
in
class
• Students
who
can
benefit
from
a
Key
Sentence
Frame
Interactive Strategies, Inventory, P. 12

13. 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.

14.
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.

15. Self-­‐Assessment
Scales
Useful
for
• Vocabulary
teaching
and
learning
• Oral
language
comprehension
assessment
• Oral
language
speaking
assessment
• Reading
comprehension
assessment
Vocabulary Teaching Strategies, P. 24

16. 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.

17. 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

18. Strategy
Categories
and
Defini1ons
Community
Building
Strategies
These
strategies
are
introduced
by
the
teacher
to
help
develop
connecBons
between
and
among
students
within
the
classroom
and
within
small
groups
of
students.
InteracQve
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
wriien
language
by
students.
.

19. Strategy
Categories
and
Defini1ons
Student
Learning
Strategies
These
strategies
are
pracBced
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.
WriQng
Strategies
These
strategies
are
taught
by
the
teacher
to
enable
ELLs
to
develop
academic
wriBng
competency
within
the
content
classroom

20. 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.

21. An1cipa1on/Reac1on
Guides
Useful
for:
• AcBvaBng
students’
background
or
prior
knowledge
• Introducing
necessary
vocabulary
and
grammar
forms
• Providing
informaBon
about
future
instrucBon
• AlerBng
students
to
what
they
know
and
what
they
don’t
know
Reading Strategy, Inventory, P. 16

22. Strategy
Categories:
What
is
the
purpose
of
each?
• DemonstraBon-­‐Mix
and
Match
• Selected
parBcipants
will
first
mix,
and
then,
aler
signal,
find
a
match
for
their
cards
–a
definiBon
of
a
category
to
the
name
of
the
category.

23. Mix
and
Match
Useful
for:
• Matching
vocabulary
with
definiBons
• Matching
math
equivalents
(9
x
3;
27)
• Matching
examples
of
categories
(e.g.,
repBle/
snake,
mammal/dolphin,
states/capitols,
biomes/flora
and
fauna)
Vocabulary Teaching Strategies, Inventory, P. 23

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

25. 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
acBve
dialogs
and
translate
new
informaBon
into
a
format
appropriate
to
the
learner’s
current
state
of
understanding.

26. 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
parBcularly
useful
for
ELLs

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

28. Lesson
Sequence
Star1ng
Instruc1on
–
Explora1on
Phase
• Ac1vate
prior
knowledge,
learning,
or
understanding
– SBr
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
– AnBcipaBon
Guides
(RS)
– Language
Experience
Approach
(RS)
– Teach
the
Text
Backwards
(RS)

29. 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
AcBvity
(DRTA)
(RS)
– Reciprocal
Teaching
(RS)
• Assemble
or
organize
data
– Concept/Idea
Maps
(SLS)
– Structured
Note-­‐taking
(SLS)
– T
Charts
(SLS)

30. 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
– CollaboraBve
Dialogues
(TS)
– Report
Frames
(WS)

31. Lesson
Sequence
Concluding
Instruc1on
–
Assessment
– Rubrics
(TS)
– Comprehension
Checking
(TS)
– CollaboraBve
Dialogues
(TS).

32. Now
It’s
Your
Turn!!
Give
One
-­‐
Get
One
• Pair
with
a
learning
partner
and
locate
your
lesson
framework
matrix.
• Think
of
a
student
you
work
with–
either
elementary
or
middle
school
• 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

33. Give
One
–
Get
One
Useful
for:
• Engaging
students
in
oral
language
exchanges
using
academic
vocabulary
or
structures
• Scaffolding
a
learning
task
with
learning
partners
• AcBvaBng
informaBon
or
summarizing
informaBon
in
a
learning
unit
• Involving
100%
of
students
in
the
instrucBonal
conversaBon
• Providing
movement
(ideal)

34. 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
quesBon
and
group
yourselves
by
the
number
of
the
answer.
• Listen
for
a
summarizing
quesBon
and
respond
in
your
small
group.
• Be
ready
to
walk
again.

35. S1r
the
Class
Useful
for:
• Students
who
need
movement
• Students
who
can
learn
summarizing
concepts
by
listening
to
others
• Students
who
need
opportuniBes
for
academic
language
interacBon
• Students
who
can
respond
orally
when
scaffolded
with
notes
• Students
who
never
raise
their
hand
in
class
Interactive Strategies, Inventory, P. 11

36. The
GO
TO
Strategies
2014
TESOL
Interna1onal
Conven1on
K-­‐12
Dream
Day
March
26,
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