PEARL Strategies

© 2015 Dr. Catherine Collier
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PEARL
Instructional Intervention &
Integration for ELL and Special
Education Students
Dr. Catherine Collier
catherine@crosscultured.com

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The Bottom Line
CLD/LEP must be able to participate
effectively (at or near peer) in all
programs and content areas.

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7 Steps for Separating Difference
& Disability
Step 1 Build & Sustain a Foundation for
Learning
Step 2 Establish & Support Resiliency
Step 3 Differentiate Instruction & Intervention
Step 4 Monitor Instruction & Intervention
Step 5 Resolve or Refer
Step 6 Integrate Services & Cross-cultural IEPs
Step 7 Maintain Staff & Programs Serving CLDE

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Culturally
Responsive
Education
Socio-emotional
Development
Educational
Outcomes
Language, cultural
content, cultural context,
family & community
Self-worth, cultural identity,
relationships with family &
community
Engagement,
achievement, student
behavior

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Definitions
The concept of
things that
particular people
use as models of
perceiving,
relating, and
interpreting their
environment.
The process by which
individuals perceive,
relate to, and interpret
their environment.
Difficulty in perceiving
and manipulating
patterns in the
environment, whether
patterns of sounds,
symbols, numbers, or
behaviors.
Culture CognitionLearning Disability

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Underlying Components for Culturally and
Linguistically Responsive Practice
Intercultural Skills
Ability to make accurate predictions
and explanations of others’ actions
Cultural Knowledge
Awareness of what we need to do to
communicate effectively and
appropriately
Motivation, Attitudes,
Beliefs
Desire to communicate effectively
and appropriately with others

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Potential Sources of Cultural
mismatch
All students do not share the
experiences and background
knowledge that teachers, textbooks,
and curriculum standards may
assume.
Children from culturally and
linguistically different backgrounds
have different experiences and
knowledge than mainstream teachers
and children.
• Experience
• Language
• Culture
• Child-rearing history
• Religion
• Socioeconomic status
• Urban‐rural context
• Risk factors (number/severity)

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12 Steps to Cultural Competence
1. Be aware of and accept
difference.
2. Understand one’s own
cultural linguistic values.
3. Learn about other cultures
& languages.
4. Understand the dynamics
of difference and
oppression.
5. Develop cross-cultural &
cross-lingual interaction
strategies.
6. Develop of cross-cultural
& cross-lingual
communication skills.

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12 Steps to Cultural Competence
7. Adapt and use skills and
strategies to fit the cultural &
linguistic context of a
situation.
8. Make personal choice for
increased understanding.
9. Take differences into
consideration.
10. Hold diversity in high esteem.
11. Treat everyone with dignity
and respect.
12. Practice what you preach.

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Krashen’s Critical Elements
1. Provide
Comprehensible Input
in Target Language
2. Lower the Affective
Filter
3. Maintain Subject
Matter Education
4. Maintain and Develop
Base Language

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Smarter RTI for CLD/EL
• Prevention first
• Culturally & linguistically responsive intervention
strategies for student and system
• Multistage screening to identify risk & strategy selection
for problem solving
• Problem solving interventions focused on specific
learning concerns
• Multistage assessment (progress monitoring) to
determine appropriate levels of instruction
– Specific goals
– Measurable goals & outcomes
– Attainable objectives
– Relevant content
– Time-bound

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What does research say about
learning strategies?
• Effective learners’ strategies
are varied and flexible.
• Use of learning strategies is
correlated to self-efficacy.
• Strategy use improves
academic performance.

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Strategy Fitness!

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STRATEGIES
A strategy is a
tool.

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STRATEGIES
A strategy can
be applied to
any learning
task.

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STRATEGIES
Choose the right
strategy for the
task.

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STRATEGIES
Strategies
stay with
you.

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Teaching Learning Strategies
• Focus on academic learning
strategies.
• Identify students’ current
learning strategies.
• Name & explain strategies.
• Model strategies (ex. teacher
thinking aloud).
• Self-evaluation of strategy use
(by S & T).
• Develop metacognitive
awareness & self-regulated
learning.

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Prep For Teaching Learning Strategies
• Teacher provides overview
and objectives;
• Elicits students’ prior
knowledge;
• Develops vocabulary; and
• Uses students’ native
language as a resource.

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Teaching The Strategies
• Teacher addresses different
learning preferences;
• Models language processes
explicitly;
• Explains learning strategies;
and
• Discusses connections to
students’ prior knowledge.

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Practice Strategies
• Students engage in
interactive activities;
• Practice different
cooperative learning
structures;
• Use authentic content and
language tasks; and
• Use learning strategies.

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Evaluate Strategy Use
• Students assess their own
learning;
• Identify preferred
strategies;
• Keep learning logs; and
• Evaluate themselves.

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Teach Something
Learn Something

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My Pearl of Wisdom
•Prepare
•Embed
•Attach
•Ratchet
•Look Back

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My Pearl of Wisdom
Prepare/preview
Embed
Attach
Ratchet
Look Back/review
repare
Preview, Question, Imagine,
Predict, Anticipate, Brainstorm

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Prepare = Front Loading Strategies
• The process of preparing a
student’s mind to read,
think, and respond

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Prepare Strategy: Survival Strategies
• Provide guided practice in
school interactions
• Provide picture cues for
rules & locations
• Establish “buddy” system
for newcomers
• Have graphic signs in all
languages

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Prepare Strategy: Wall Walk
• Pictures from book
• Statements from text
• Diagrams of process
• Content snippets
• Provide space for
writing comments
• Wall walkers study
image or phrase & write
comment, question

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Preview & Preparation Strategies
 Show students pictures about or
from the lesson
 Have them talk about what these are
& what they think may happen
 Provide a “picture walk” or other
sequenced preview of activity
 From the preview, generate questions
or ideas or predictions
 Illustrate all of these in concrete form
or manner

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Prepare Strategy: Input Drawing
• Large chart/butcher
paper
• Pencil guide lines
• Trace over with marker
as describe
• Label & discuss as you
go along

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Preview Strategy: Advanced Organizer
What do we
KNOW
about this
already?
What do we
WANT
to know about
this?
What will we
LEARN
about this?
HOW
will we learn
this?
? ? ? ?Why
will we learn
this?

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Prepare Strategy: Inquiry Charts
What to we know
about fish?
What do we want to
learn?
Where do you think
we might find the
answer?
Challenge Questions
(for another team to
answer)
1.
2.
3.
4.

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Preview Strategy: Advanced Organizer
Why/How
Where When
Who What

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Prepare strategy: Question Generators
WHEN
WHICHWHERE
WHY
WHAT

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Preview Strategy: Provide Consistent
Structure & Process
1. Brainstorm: Things I could a) change, b) measure
2. Choose Variables: a) I will change _, b) I will measure _, c) I
will keep these things the same_.
3. Ask a Question: a) When I change _, b) What happens to
what I will measure?
4. Predict an Outcome: a) IF I change_, b) SO that _, c) THEN
I predict this will happen to what I will measure_, d)
BECAUSE _.

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Prepare Strategy: Stop and Think Pads
• Quick writes
• Predictions
• Questioning
• Connections
• Answers to pre-learning
questions
• Reflections

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Prepare Strategy: Quick Writes
• Math - Write about a time you have
had to use multiplication in your
everyday life.
• Science - Write all words related to
what you know about the states of
matter.
• Social Studies – Write 1 prediction
about the next presidential election.
• Literature – Write 5 things you
know about……(based on title,
picture preview).

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Preparation Strategy Example
1. Using your storybook and the Quick Write
guideline in your activity set, complete a
quick write about your group’s storybook.
2. Use the Data Collection form to monitor
your progress.

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P Implementation Activity
1. On your chart paper, write P.
2. Illustrate & annotate how you
will Prepare your students for
this story.
3. Use any of the P ideas we have
discussed; add your own.
4. You will be sharing this with
the rest of us, so make it clear.
5. Use the Data Collection form to
monitor your progress.

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My Pearl of Wisdom
Prepare/preview
Embed
Attach
Ratchet
Look Back/review
mbed
Concrete, Guides, Cues, Realia,
Model, Context

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Embedding Strategy: Growth Spirals
As the child demonstrates the ability
to do the action, or achieves the
milestone, have her/him color in a
segment.
She/he can use different colors for
different levels of accomplishment,
but all represent growth.
All are positive affirmations of the
child’s emerging control over their
own behavior and the learning
process.
Dividing 1-10
Subtracting 1-
10
Adding 1-10
Counting 1-20

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Embedding Strategy: Action

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Name: Date:
I want to be able to:
1.
2.
3.
Work quietly
during cooperative
group activities.
Listen to the
teacher’s directions,
and take notes of
what I need to do.
Put the materials
away in their
proper boxes
when I am done
using them.
Embedding strategy: Self
Monitoring

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Embedding Strategy: Digital
Storytelling
• Student tells story
following graphic
organizer.
• Record and load onto
computer.
• Student illustrates online
with pictures.
• Labels pictures.

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Embedding Strategy: Patterns
• Minimal pairs
• Rhymes
• Songs
• Rhythms
• Puzzles
• Sequenced puzzles

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Embedding Strategy: Patterns
Here is an example of context embedding that teachers
will find useful. You will need beads of 7 different
colors (white, light blue, brown, blue, green,
yellow, and clear) and lengths of cord or leather.
Have the students string the beads in the order of
the water cycle:
White bead—cloud (condensation)
Light blue bead—rain (precipitation)
Brown bead—ground (accumulation)
Blue bead—water in lake, river, ocean (surface runoff)
Green bead—plants (transpiration)
Yellow bead—sun (source of energy that keeps cycle
moving)
Clear bead—water vapor (evaporation)
White bead—back to cloud (condensation)

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Embedding Strategy: Graphic Organizers
Before, During, and After Reading

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Embedding Strategy: Total Physical
Response (TPR)
• Reduces stress for Newcomers
• Reduces code-switching
• Develops cognitive academic
language
• Builds C1-C2/L1-L2 transfer skills
• Builds awareness of appropriate
C2/L2 communication behaviors
• Develops confidence in C2/L2
interactions

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Embedding strategy: Jigsaws
1. Divide class into the same # of sections to
be read in the text. (pages, paragraphs-no
more than 3 or 4).
2. Assign each group a section to “become
experts” and plan to teach to the class.
3. Each group will read w/ a specific goal in
mind (ex: Choose four key words and ideas
to share)
4. Try to incorporate collaboration & self-
selection: “Select 3 facts as a group and one
you personally consider important.”
5. Allow time after reading the text for
groups to discuss and complete the form
together.
6. Students then teach their text to the
class, either 1-on-1, or as a group.

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Embedding Strategy: Drawing Conclusions
1. Assign a portion of text to be read.
2. Students work in partners or small
groups to decide on the “Big Picture” or
overall conclusion of the text to write in
“Conclusion” box.
3. As a group, return to the text to find
up to 3 support sentences or phrases to
“prove” the conclusion.
4. If time, there is enough space to do a
“Quick Draw” to help embed information for
visual learners.

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Questions Descriptions Answers
Embedding Strategy: Three Column Note
Making
1. Students create questions out
of headings in a text.
2. In next column, students
describe pictures, tables, graphs,
charts, etc…
3. In last column, students answer
questions, &/or define key
vocabulary.

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Embedding Strategy: 2 Column Organizer
Element:
1. Introduction
2. Main idea
3. Supporting
comments
4. Examples
5. Conclusion
Example:
1. Lots of people…
2. Pets can be…
3. Barking at night,
chasing…
4. My dog…
5. So, now you…

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Embedding Strategy: Active Processing
• What is my/our task?
• What do I/we need to do to
complete my task?
• How will I/we know my
task is done correctly?
• How will I/we monitor the
implementation?
• How do I/we know the task
is completed?

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Embedding Strategy: Consistent Sequence
 Establish consistent schedule to
learning day
 Establish consistent schedule
for assignment completion
 Facilitate student discussion
about lessons’ sequence
 Provide graphic or auditory
reminders of sequence & timing

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Example Of Providing Consistent Sequence
5. Set up experiment: a) Here’s what I will change_ , and b) I
will compare my test setup to _.
6. Table of results: what I changed/what I measured
7. Look for patterns & graph results: x axis what I measured, y
axis what I changed
8. Answer the question: a) when I changed_, b) This is what
happened to what I measured_, c) Here’s what the
graph/data tells us _.

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Embedding Strategy: Visualization
 Where should I stop to
think?
 Who is doing what,
where, when, how, and
why?
 What picture do I see in
my mind regarding these?
 What do I see when I put
the pictures from each
stop together?
 What does the whole
thing tell me?

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Embedding Strategy: Visualization 2
• Teacher reads 1 or 2
paragraphs
• Students draw what
they “see”
• Keep going through
story in chunks with
pauses for drawing
• Students put whole
together

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Where should I stop to think?
Rehearsal #1

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Who is doing what, where,
when, how, and why?
Rehearsal #2

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What picture do I see in my
mind regarding these?
Rehearsal #3

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What do I see when I put the
pictures from each stop together?
Rehearsal #4

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What does the
whole thing tell me?
Rehearsal #5

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Embedding Strategy: Color Cues
Subject Clause Verb Clause Object Clause
Subject
Pronoun
Adverb Verb Article Noun Preposition Object
Pronoun
You quickly give a cat to her.
We hastily put the fish in it.
They badly hit the ball over you.
I meanly throw an egg on him.
You quietly eat an apple behind her.
We happily sing a song about us.
They grumpily wash the floor under me.
I vastly underestimated the cost to them.

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Embedding Strategy Example
1. Using your storybook and the Sentence
Building Frame in your activity set,
complete a sentence frame using your
group’s storybook.
your progress.

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E Implementation Activity
1. On your chart paper, write E.
will Embed this story for
your students.
3. Use any of the E ideas we have
5. Use the Data Collection form
to monitor your progress.

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My Pearl of Wisdom
Prepare/preview
Embed
Attach
Ratchet
Look Back/review
ttach
Connect, Analogies, Similarities,
Compare, Contrast

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Attachment Strategy: Culture Tool Kits
• Realia from specific culture
• Recipes from specific culture
• Pictures of people from
culture
• Language examples
• Stories
• Projects: art, buildings,
drama, music, etc.

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Attachment strategy: Alphaboxes
• Used for collecting related
words
• Students brainstorm for
words related to
topic/chapter/unit…
• They must be able to
“defend” their word choices.
• Record responses under
corresponding letter.

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Attachment Strategy: Patterns
• Compare & contrast L1 &
L2 words
• Familiar Rhymes
• Familiar Songs
• Learning Games based
on familiar patterns
• Puzzles based on prior
knowledge

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Attachment Strategy: Family Centered Learning
• Develop family focused thinking
• Send home activities for students &
families
• Provide community based learning
opportunities
• Provide content learning nights
• Develop family learning activities in
school
• Teachers attend events in diverse
communities

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Attachment Strategy: Timelines
• What are key events in my life
over the past x
years/months/days?
• What are major events that
were happening elsewhere in
the world at the same time?
• Find someone with two similar
happenings.
• Discuss the similarities and
differences in your lives over
the last ten years.

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Attachment Strategy Example 1
1. Using the Data Collection form in your
activity set, follow the directions for
doing a Timeline.

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Attachment Strategy: Heritage Strengthening
 Learn students’ dialects
 Strengthen language
foundation
 Reinforce knowledge &
culture transfer
 Facilitate analogies
 Compare & contrast
 Make connections
 Facilitate family & home
interaction activities
 Provide Self concept
activities

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Attachment Strategy: Familiar Objects
Voltage experiments with
fruits or vegetables
Chemical comparison of
native plants & drugstore
items
Comparing different ways
of measuring or counting

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Attachment Strategy: Familiar Stories
Pirate Math
• Students learn to “find X,” just like pirates
do on a treasure map
• Students learn to identify word problems by
type.
• Students learn to represent the problem
structure with an algebraic equation and
then to solve the equations.
• Students also learn how to transfer
problem-solving skills to problems with
irrelevant information and to problems
where relevant information is found in
graphs, charts, or figures.

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Life is difficult for the
organizationally impaired.
Attachment Strategy: Sorting
1. Sort elements into groups.
2. Name the elements in each group.
3. Give a name to the group.
4. How many groups do we have?
5. How might we change these
groupings?

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1. Using the Data Collection form for
Open Sort in your activity set, follow
the directions for doing an Open Sort
at your table.

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Attachment Strategy: Analogy
 What do I know about things
like this?
 How is what I know similar to
this new thing?
 How is this new thing different
from what I know?
 Can I substitute what I know
for this new thing?
 How can I elaborate on this?

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1. Using your storybook and the Magic Bag
Activity in your activity set, design a magic
bag activity using your group’s storybook.
your progress.

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A Implementation Activity
1. On your chart paper, write A.
will Attach this story for
your students.
3. Use any of the A ideas we
have discussed; add your own.

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My Pearl of Wisdom
Prepare/preview
Embed
Attach
Ratchet
Look Back/review
atchet
Expand, Transfer, Generalize,
Enrich, Apply

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Ratchet Strategies
• Provide guided practice in
making generalizations
• Facilitate expansions and
extensions
• Provide opportunities for
varied application
• Facilitate creative
application/connection of
embedding and attachment
activities
• Create range of activities to
experience transfer &
transition

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Type of Strategy Strategy includes Howstrategy helps
students
Metacognitive
strategies
advanced organization,
selective attention, self-
evaluation
helps students to plan,
self-monitor, and
evaluate their progress.
Cognitive strategies note-taking, grouping,
inferencing, imaging
supports students in
approaching content
material in different
ways
Social affective cooperative learning gives students a
chance to interact in
order to ask questions
and clarifycontent
Ratchet Strategy: Cognitive
Academic Language Learning
Approach (CALLA Strategies)

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Ratchet Strategy: Coping
1. What is the problem?
2. What are my action steps?
3. Where can I go for help?
4. How will I deal with
setbacks?
5. What will my outcome be?

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Krypto
4 8 2 5
3
6
4
0
9 10 1
2 10 5 7
3

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Ratchet Strategy Example 1
1. Using the Data Collection form for the
Krypto Activity, follow the directions
for doing Krypto at your table.

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Sudoku
1 9
5 6 2
2 8 5 3
7 8 4
4 6 1 7
2 7 8
1 7 2 5
2 9 6
8 2

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Sudoku
    
 
  
  
  
   

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Gold Mining
• What do we know about
this picture?
• What are the overt
elements of this picture?
• What are the ‘hidden’
elements of this picture?
• How can we find out
about these?
• How can we generalize
what we have learned?

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Ratchet Strategy: Consequence Wheel

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Ratchet Strategy Example 3
1. Using your storybook and the
Consequence Wheel in your activity
set, design a Ripple Effect activity using
your group’s storybook.

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R Implementation Activity
1. On your chart paper, write R.
will Ratchet this story for
your students.
3. Use any of the R ideas we
have discussed; add your own.

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My Pearl of Wisdom
Prepare/preview
Embed
Attach
Ratchet
Look Back/review
ook
back
Review, Reflect, React, Summarize,
Evaluate

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Look Back Strategies
 Review cognitive academic
language
 Facilitate application and
reflection
 Review content and
implications
 Reflect on process of
learning
 Reflect on teaching

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Look Back Strategy: KWL+
What did we
KNOW
about this
already?
What did we
WANT
to know about
this?
What did we
LEARN
about this?
HOW
did we learn this?
WHY
did we learn this?

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Question Generators
Could
WereWill
DID
WAS

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Review Strategy: W-StarWhy/How
Where When
Who What

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Look Back Strategy: Review

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Look Back Strategy: Comprehension
Somebody Wanted But So Then
•Princess
Elizabeth
•Prince
Ronald
•The Dragon
Marriage
to Prince
Ronald
The Dragon
took him
away
The Princess
rescued the
ungrateful
Ronald
The Princess
chose
freedom

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Look Back Strategy Example 1
1. Using the form for the Somebody
Wanted Activity, follow the directions
for doing this with your storybook at
your table.

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Look Back Strategy: Hot Seat
• Elizabeth
• Ronald
• Dragon

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Look Back Strategy: Graphing Results
Manipulated
Variable
Responding
Variable
RespondingVariable
Manipulated Variable

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Look Back Strategy:
Key Learning Activity

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Look Back Strategy: Contrast
Elizabeth Dragon Ronald

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How will you evaluate the
effectiveness of your lesson?
• For students
• For curriculum goals
• For individual learning
plans
• For school expectations
• For state benchmarks
• For your learning
community
• For yourself

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Adaptation Mandala
Adapt content to
instructional strategy.
Adapt content to
instructional setting.
Adapt content to improve
learner behaviors.
Adapt strategy to improve
learner behaviors.
Adapt setting to
instructional content.
Adapt strategies to
Facilitate learner
adaptation to content.
Facilitate learner
adaptation within
Learner
Behaviors
Learner
Behaviors
Instructional
Strategies
Instructional
Strategies
Content
ContentSetting
Setting

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For Tomorrow
• Bring your own curricular
materials
• Bring current student
data and roster
• Bring whatever you use to
plan for a unit of Tier 1 or
Tier 2 instruction or
intervention in literacy
and/or cognitive
academic language
• You will walk out with a
unit plan tomorrow

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Your Own Plans
1. What do we need know?
2. Which students are our primary
target?
3. What resources do we need to
build an instruction or
intervention unit?
4. What will our target benchmarks
be?
5. Who will be involved?
6. How will we begin?
7. How will end?
8. What will our exit criteria be?
9. Other considerations?

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Five Standards for Effective Instruction
• Joint Productive Activity
• Language & Literacy
Development
• Contextualize to Make
Meaning
• Challenging Activities
• Instructional Conversation
Center for Research on Education, Diversity &
Excellence at Univ of California at Santa Cruz

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Your Joint Productive Activity
• Review your text or
material for your unit.
• Review your student
roster & identify range of
student needs.
• Identify 1 or 2 specific
content & performance
goals.
• Choose 1 to do in PEARL
format.
Consider how you will
include PEARL & the five
standards in your unit
• Prepare
• Embed
• Attach
• Ratchet
• Look Back

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Another Preparation Strategy:
Contextualize to Make Meaning
• Explain the instructional
purpose of all learning
activities.
• Do not assume that all
children understand the
purpose of learner-
centered activities such as
independent research or
art projects.
• Explain how the activity is
linked to the curriculum.

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Another Preparation Strategy:
Instructional Conversation
• The teacher leads the
students to prepare a
product that indicates
the goal of the
instructional
conversation was
achieved.

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Another Embedding Strategy:
Joint Productive Activity
• In joint productive activity, students bring
together their different understandings and
shape new knowledge in creating a product.
• Participants work together on this product, and
are encouraged to assist, discuss, and negotiate
activities with each other.

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Joint Productive Activity
• Grouping arrangements
for joint productive
activity must be carefully
planned to equalize
language and social
status and to maximize
language and content
learning opportunities.

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Contextualize to Make Meaning
• Provide direct instruction
when introducing
knowledge or developing
skills that all students
need.
• Always be sure to embed
this instruction in a
meaningful context, for
example, focus on the
past tense forms of the
verb in the context of
history.

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Another Attachment Strategy:
Language & Literacy Development
• The teacher listens to
student talk–about
their funds of
knowledge, what they
already know from
home and community,
as well as school.

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Another Attachment strategy:
• The teacher assists
language development
through modeling,
eliciting, probing,
restating, clarifying,
questioning, and praising,
as appropriate in
purposeful conversation.

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Another Ratchet Strategy:
Challenging Activities
• Reaching the zones of proximal development
• Adapting curriculum for cognitively
challenging instruction requires “careful
leveling of tasks so that students are
stretched to reach within their zones of
proximal development, where they can
perform with available assistance” (Tharp,
1997).

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Another Ratchet strategy: The
Pyramid Vocabulary Activity
1. Make 100 vocabulary triangles with mixed up
words, definitions & examples on each tile.
2. Make 4 or more Pyramids with places for 9
vocabulary triangles.
3. Divide students into groups & give each
group a Pyramid & 20 or more triangles.
4. Students work together to fill in their
Pyramid.

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How will we evaluate our students’
performance within this lesson/unit?
How will we reflect on our students’
learning in this lesson/unit?
Look back
Review, Reflect, React,
Summarize, Evaluate

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How have we used the 5 standards
within our unit?
• Joint productive activity
• Language & literacy
development?
• Contextualizing to make
meaning?
• Challenging activities?
• Instructional
conversations?

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Review Your Own Plans
1. What more do we need
know?
2. What other resources do we
need to gain and sustain this
knowledge base?
3. How will we measure our
success benchmarks?
4. What should we do next?
5. Other considerations?

PEARL Strategies

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