unlocking english learners’ potential: academic language ...€¦ · 3. scaffolding instruction...
TRANSCRIPT
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Unlocking English Learners’ Potential: Academic Language Workshop
Diane Staehr Fenner, Ph.D. ARKTESOL
October 28, 2019
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Before We Begin…
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Objectives
Describe 3 levels
of AL
Select academic
vocab
Discussstrategies
Applystrategies
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Housekeeping Requests
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1. Why you need this book to support ELs
2. Using a culturally responsive framework
3. Scaffolding instruction for ELs4. Fostering ELs’ oral language
development5. Teaching academic language
to ELs6. Vocabulary instruction and
ELs7. Teaching ELs background
knowledge8. Scaffolded text-dependent
questions9. Formative assessment for
ELs
Staehr Fenner & Snyder, 2017
Unlocking ELs’ Potential
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Tab and label with sticky notes:1. Levels and features of
academic language (table)
2. Checklist for increasing academic language awareness
3. Criteria for selecting vocabulary for in-depth instruction (list)
Unlocking Scavenger Hunt
Sponge Activity• 3 interesting things
you’d like to read more about or try (tab with a sticky note)
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bit.ly/ARKTESOLAcLang (Case Sensitive)
Please use our Padlet to share your thoughts and any resources throughout the session.
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Importance of Academic Language for ELs
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www.GetSupportEd.net 9Staehr Fenner & Snyder, 2017, p. 127. Adapted from NY State Testing Program, 2016.
Academic Language Discussion
Discuss what language in this math problem might be difficult for your ELs.
Problem:Addison wants to ride her scooter more than 100 miles this month. She has already ridden her scooter 12 miles. Which inequality could be used to determine the mean number of miles, m, she would need to ride her scooter each day for 20 more days to achieve her goal?
20m + 12 < 10020m – 12 < 10020m + 12 > 10020m + 12 = 100
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• In contrast to everyday informal speech
• More abstract, more complex, less contextualized
• Language of power
10Bailey, 2007, 2010, 2012; Scarcella, 2008
Academic Language: Definition
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www.GetSupportEd.netStaehr Fenner, 2014; Adapted from: WIDA, 2012
Representation of Academic Language
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Selecting Academic Vocabulary For Instruction
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Select a small group of words for in-depth focus. Words...
Baker, et. al, 2014
Selecting Academic Vocabulary for Instruction
• Key to understanding the text likely unfamiliar to students
• Frequently used in the text
• Students will see across disciplines (general academic vocabulary)
• With multiple meanings
• With affixes
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“The scientists put caterpillars on leaves and used another machineto make the leaves vibrate. When the leaves shook the way a predator would shake them, caterpillars behave as if a real predator were on the leaf. They spun threads and hung. When the leaves shook as if the wind were blowing or rain were falling, caterpillars did nothing.”
Haynes, E. 2017; Text: Hanging By a Thread, by Pochron, S.[Engage NY Grade 4 ELA Module 2B]
Vocabulary Identification
Circle an example of a key word
Underline an example of a frequently used word
Put a star next to a general academic word
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The party leaders distributed a draft
of the bill and asked their colleagues
to review it carefully.
Haynes, E. 2017; Text: Hanging By a Thread, by Pochron, S.[Engage NY Grade 4 ELA Module 2B]
Vocabulary Identification (cont.)
Put a squarearound a word with multiple meanings
Draw an arrow to a word with an affix
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www.GetSupportEd.net 16Reading Rockets, http://www.readingrockets.org/article/classroom-vocabulary-assessment-content-areas
Self- Assessment Example
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Teaching Academic Language at the Word Level
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• In small groups look at the strategies for vocabulary instruction in the Vocab Sort envelope.
• Sort them into 3 categories.
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Supporting ELs’ Acquisition of Academic Language at Word Level
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Multifaceted Approach to Vocabulary Instruction
Introducenew vocabulary
Practicenew vocabulary
Teachindependent wordlearning strategies
Adapted from Staehr Fenner & Snyder, 2017
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• Visuals• Gestures• Student-friendly definitions
(wordsmyth.net)• Student-created definitions• Examples and non-
examples• Seven-Step vocabulary• Synonyms and antonyms• Home language
Visual source: August, Golden, Pook, 2015
Introduce New Vocabulary
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Speaking/Listening Reading/Writing Games• Academic
discussions
• Information gap
• Interactive word wall
• Word sort
• Word experts
• Sentences or paragraphs related to content using bank of vocabulary
• Glossaries
• Responding to text-dependent questions
• Memory
• Vocab Jeopardy!
• Vocab jigsaw
• Vocab bingo
• Heads Up
Staehr Fenner & Snyder, 2017
Practice New Vocabulary
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1. Take your set of cards with vocabulary related to a particular content area. Don’t peek!
2. Select one person to be the “Guesser” and the others to be the “Clue Givers”
3. The Guesser places a card on his/her forehead (without looking), and the Clue Givers give clues about the academic meaning of the word.
Example: Heads Up Game
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Topics:
• Geometry• Ancient Egypt• Water cycle• Literary terms
• Possible scaffolds: partner to help, word bank, sentence stems
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Heads Up Topics
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• This word means…• An example of this word is…• A synonym for this word is ...• An antonym of this word is...• We use this word to talk about...
Heads Up Sentence Stems
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• Context clues
• Word parts
• Cognates and false cognates
• Words with multiple meanings
25Baker, et al., 2014
Teach Independent Word Learning Strategies
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www.GetSupportEd.netAdapted from August, Staehr Fenner, & Snyder, 2014
Example: Context Clues
Unfamiliar word Location Clues
1. litter Line 2 Lines 1, 5
Clues: picking up, junk, trashDefinition: pieces of waste paper and other objects scattered around a place
Not many people would spend their free time picking up other people’s litter. But Chad Pregracke has spent most of the past five years doing just that along the Mississippi, Ohio, and Illinois Rivers. Why?
Chad grew up in a house alongside the Mississippi. He loved to fish and camp on the river’s wooded islands. That’s when he first noticed the junkdotting its shoreline.
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Verbs(Action)
Nouns(Person, Place, Thing, or Idea)
Adjectives(Words to
Describe Nouns)
Adverbs(Words to Describe Actions)
act action ? actively
collect ? collective collectively
consider consideration considerable ?
Adapted from Baker, et al., 2014
Example: Teaching Word Parts
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Cognates: sound and look similar in both languages and mean the same thing
28Adapted from August, Staehr Fenner, & Snyder, 2014
False Cognates: sound and look similar in both languages but mean different things
Cognates False Cognates
planet = planeta carpet ≠ carpeta
Example: Teaching Cognates
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www.GetSupportEd.net 29Adapted from Steinhardt, New York University, 2009
Example: Vocabulary With Multiple Meanings
Vocabulary Meaning in Everyday Use
Meaning in Math and/or Science
mean to be unkind (adj.)to intend (v.)
an average
volume ? amount of space inside an object
gross ? total income from sales
mass having to do with a lot of people
?
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Teaching Academic Language at the Sentence and Discourse Level
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Strategies for Supporting ELs at the Sentence and Discourse Level
Strategy SentenceLevel
DiscourseLevel
1. Unpacking juicy sentences
2. Embedding grammar and specific aspects of language into instruction
3. Analyzing sequencing in a text
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• Consider this sentence: “Since most owls feed upon a variety of animals, owl abundance is not limited by the rise and fall in numbers of any one prey species.” • Divide the sentence into chunks. • Then summarize each chunk in your own words.
32Staehr Fenner & Snyder, 2017, p. 132; adapted from Wong Fillmore & Fillmore, 2012 and California Department of Education, 2014Text Source: Government of Alberta, 2009
1. Unpacking Juicy Sentences
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“Since most owls feed upon a variety of animals, owl abundance is not limited by the rise and fall in numbers of any one prey species.”
33Staehr Fenner & Snyder, 2017, p. 132; adapted from Wong Fillmore & Fillmore, 2012 and California Department of Education, 2014Text Source: Government of Alberta, 2009
Unpacking Juicy Sentences Activity
Chunk of Text Summary in My Own Words
Since most owls feed upon Because most owls eata variety of animals,owl abundanceis not limited bythe rise and fall in numbersof any one prey species.
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• Select one sentence on a poster paper to “unpack” the meaning with your colleagues.
• Break the sentence into chunks under the sentence.
• Summarize the chunk of text in your own words.
• Discuss how you might use this activity to support ELs’ comprehension of complex text.
34Staehr Fenner & Snyder, 2017, p. 132; adapted from Wong Fillmore & Fillmore, 2012 and California Department of Education, 2014
Unpacking Juicy Sentences Activity (cont.)
Directions:
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2. Embedding Grammar and Specific Aspects of Language
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• Read the sentence below.Beginning in the 17th century, the Mississippi River Valley was settled by French explorers who established scattered settlements throughout the region.
• Discuss the challenges that ELs might have with the grammar in the sentence.
• How might you support their understanding?
Mini-Lessons
Directions:
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Thumbs up = active, Thumbs down = passive• During the Boston Tea Party, the Sons of Liberty threw
342 chests of tea into Boston Harbor.(active)
• During the Boston Tea Party, 342 chests of tea were thrown into Boston Harbor. (passive)
Challenges• Not always clear who or what completed the action• Unfamiliar and more complex verb construction
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Mini-Lesson:Passive Voice for ELs
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Original Sentence
Who did the action?
What was the action?
Sentence Rewrite
The Mississippi River Valley was settled by French explorers.
French explorers Settled the Mississippi River Valley
French explorers settled the Mississippi RiverValley.
In 1762 French Louisiana was ceded to Spain by the French.In 1801 a secret treaty was signed by Spain to return the Louisiana Territory to France.
Mini-Lesson: Passive Voice
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• Charades• What would you say
when…• Mad Libs• Bingo • Adverb game
Scaffolds to support ELs: work in pairs, word banks, sentence stems/frames
Larson, 2015
Grammar Games and Activities
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3. Analyzing Sequencing in a Text
• Students put sentence strips in order to determine proper order of a text.
• Provide first and last sentence as scaffold (if needed).
• Help students identify clues.
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• Determine the correct order of the six sentences.
• Note the clues that helped you figure out the correct order.
Text source: The Great Fire, Murphy, 2010
Analyzing Sequencing
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1. Chicago in 1871 was a city ready to burn.
2. The city boasted having 59,500 buildings, many of them—such as the Courthouse and the Tribune Building—large and ornately decorated.
3. The trouble was that about two-thirds of all these structures were made entirely of wood.
4. Many of the remaining buildings (even the ones proclaimed to be “fireproof”) looked solid, but were actually jerrybuilt affairs; the stone or brick exteriors hid wooden frames and floors, all topped with highly flammable tar or shingle roofs.
5. It was also a common practice to disguise wood as another kind of building material.
6. The fancy exterior decorations on just about every building were carved from wood, then painted to look like stone or marble.
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Possible Answers
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Wrap Up
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Objectives
Describe 3 levels
of AL
Select academic
vocab
Discussstrategies
Applystrategies
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Join Our Community
Sign up on our website to continue collaboration withEL experts and a community of EL advocates. Weregularly share free tools, resources, and webinarsto facilitate our ELs’ success and well-being.
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