Transcript Academic Language

ENGLISH LEARNERS
AND ACADEMIC
LANGUAGE
EDUCATIONAL EQUITY
THE GRANITE WAY
• Exercise fidelity to the core.
• Implement the instructional framework.
• Use district provided tools and assessments.
• Organize and implement PLCs.
• Implement MTSS.
DOWNLOAD THIS PRESENTATION
bit.ly/gsdacademicenglish
CONTENT OBJECTIVE
Participants will analyze and practice methods
for integrating academic vocabulary instruction
in speaking, listening, reading, and writing.
LANGUAGE OBJECTIVE
Participants will:
• define academic language,
• practice productive partnering,
• participate in explicit vocabulary lesson, and
• write a 7-UP sentence.
ACADEMIC LANGUAGE INSTRUCTION
We dramatically increase the quality and quantity of
responses in academic register through:
Explicit Instruction
Modeling
Consistent Routines
Structured, Accountable Responses
(Kate Kinsella, PPT 2015)
4 CS OF THE UTAH CORE
•
•
•
•
Collaboration
Communication
Creativity
Critical thinking
DEFINING
ACADEMIC
LANGUAGE
An English learner’s ability to be proficient on a
state content assessment is a product of content
knowledge and proficiency in academic English.
(Cook & Boals of WIDA, 2011)
FEATURES OF ACADEMIC LANGUAGE
http://bit.ly/academiclangaugefeatures
DEVELOPING ACADEMIC LANGUAGE
Discourse
Sentence
Word/Phrase
Bridging
Expanding
Developing
Emerging
Entering
http://bit.ly/academiclangaugefeatures
ENGLISH DEVELOPMENT
PROFICIENCY LEVELS
LEARNING TASK 1:
WHAT IS ACADEMIC LANGUAGE?
1. Analyze the WIDA Performance Definitions.
Selectively underline or highlight key words
and ideas.
2. With your productive partner, write a short
definition of Academic Language.
3. Use this sentence stem:
Academic language is characterized by the
use of
______________________________.
4. Be prepared to share your definition with
the whole group.
http://bit.ly/speakwriteperf & http://bit.ly/listenreadperf
LANGUAGE OBJECTIVE
Participants will:
• define academic language,
• practice productive partnering,
• participate in an explicit vocabulary lesson, and
• write a 7-UP sentence.
INTERGRATING
ACADEMIC
VOCABULARY
PRODUCTIVE
PARTNERING
Dr. Kate Kinsella
SETTING UP PRODUCTIVE PARTNERS
PRODUCTIVE PARTNERS
LANGUAGE: ACADEMIC COLLABORATION
LANGUAGE TO CLARIFY IDEAS
LEARNING TASK 2 – PRODUCTIVE
PARTNERING
1.
2.
3.
4.
5.
Introduce yourselves to each other.
Partner A will explain some possible ways to
use productive partnering in the classroom.
Partner B will respond to Partner A’s ideas
and then explain some additional ideas.
Partner A will continue taking turns with
Partner B.
Be prepared to share with the whole group.
In my classroom,
I could use
productive
partnering when
_____________.
LANGUAGE TO REPORT IDEAS
LANGUAGE OBJECTIVE
Participants will:
• define academic language,
• practice productive partnering,
• participate in an explicit vocabulary lesson, and
• write a 7-UP sentence.
TEACHING
ACADEMIC
VOCABULARY
7 Steps Vocabulary
Dr. Margarita Calderon
EL STUDENTS AND NEW VOCABULARY
•
•
•
Research shows that when new units/concepts are introduced to
students, over 200 new words are used
It takes 12 productive exposures of a word for a student to own
(master) it
Automaticity – Takes 70 – 120 times to say a word to make it
automatic
EXPLICIT VOCABULARY ROUTINE
7 Step Vocabulary Process (Dr. Margarita Calderon)
1.
2.
3.
4.
5.
6.
7.
Teacher says the word.
States the word in context from the text.
Provides the dictionary definition.
Explains meaning with student friendly definition.
Asks student to repeat the word three times.
Engages students in activities to develop word knowledge.
Highlights features of the word.
COOPERATION – COOPERATE
https://www.youtube.com/watch?v=kihZUsADQTQ
DICTIONARY DEFINITION
working together for a
common purpose
www.wordsmyth.net
EXPLICIT VOCABULARY ROUTINE
7 Step Vocabulary Process (Dr. Margarita Calderon)
1.
2.
3.
4.
5.
6.
7.
Teacher says the word.
States the word in context from the text.
Provides the dictionary definition.
Explains meaning with student friendly definition.
Asks student to repeat the word three times.
Engages students in activities to develop word knowledge.
Highlights features of the word.
TEACHING
ACADEMIC
VOCABULARY
Note Taking Guide
Dr. Kate Kinsella, Wilda Storm
NOTE TAKING GUIDE
cooperate
verb
My ____________ and
working together
___________
I ___________ when
we each take turns.
I cooperate when I help
My teacher wants us to
when we
30
WRITE UP A STORM – VOCABULARY NOTE TAKING GUIDE
:
Quick Sketch
Antonym
Sentence
:
:
© WILDA STORM 1995-2015
WRITE UP A STORM – VOCABULARY NOTE TAKING GUIDE
:
cooperate
Quick Sketch
Antonym
fight
Sentence
:
:
I cooperate when I help my friends.
© WILDA STORM 1995-2015
LEARNING TASK 3 – NOTE TAKING GUIDE
With your Productive Partner:
Use a first grade vocabulary word and discuss ways you could use or
adapt the seven step process and one of the note taking guides to
teach the word.
7 Step Vocabulary Process
Teacher says the word.
1.
Teacher says the word.
2.
States the word in context from the text.
3.
Provides the dictionary definition.
4.
Explains meaning with student friendly definition.
5.
Asks student to repeat the word three times.
6.
Engages students in activities to develop word.
7.
Highlights features of the word.
LANGUAGE TO REPORT IDEAS
LANGUAGE OBJECTIVE
Participants will:
• define academic language,
• practice productive partnering,
• participate in an explicit
vocabulary lesson, and
• write a 7-UP sentence.
STRUCTURED
WORD WALLS AND
WORD BANKS
Write Up a Storm
Wilda Storm
WRITE UP A STORM WORD WALL
WORD WALL/WORD BANK STRUCTURE
STARTER
WORDS
(Black)
ADJECTIVES
(Orange)
PRONOUNS (Yellow)
NOUNS
(RED)
VERBS
(GREEN)
TAG ALONGS
Prepositional Phrases and Adverbs
(BLUE)
EXAMPLE
STARTER
WORDS
A
An
The
My
ADJECTIVES
NOUNS
VERBS
TAG ALONGS
watchful
adorable
hungry
small
meerkat
reptile
predator
rodent
pups
ran - scurried
hid
stayed behind
ate ______
watched _____
stood up
to their burrows
underground
in Africa
on the dry plains
on the grassy savannas
PRONOUNS (Yellow)
EXAMPLE
STARTER
WORDS
A
An
The
My
A watchful meerkat stayed
behind on the grassy
savannas in Africa.
ADJECTIVES
NOUNS
VERBS
TAG ALONGS
watchful
adorable
hungry
small
meerkat
reptile
predator
rodent
pups
ran - scurried
hid
stayed behind
eat ______
watch ______
stand up
to their burrows
underground
in Africa
on the dry plains
on the grassy savannas
PRONOUNS (Yellow)
RED/GREEN (WHO DO) SENTENCES
STARTER WORDS
(Black)
NOUNS
(RED)
VERBS
(GREEN)
STARTER WORDS
(Black)
NOUNS
(RED)
VERBS
(GREEN)
stayed behind
The
meerkat
rodent
STARTER WORDS
(Black)
The
NOUNS
(RED)
meerkat
VERBS
(GREEN)
stayed behind
rodent
STARTER WORDS
(Black)
My
NOUNS
(RED)
rodent
stayed behind
The
meerkat
VERBS
(GREEN)
ate ____
SENTENCE MATS
STARTER WORDS
(Black)
STARTER WORDS
(Black)
STARTER
WORDS
(Black)
NOUNS
(RED)
ADJECTIVES
(ORANGE)
ADJECTIVES
(Orange)
NOUNS
(RED)
VERBS
(GREEN)
NOUNS
(RED)
VERBS
(GREEN)
VERBS
(GREEN)
TAG ALONGS
(BLUE)
Prepositional Phrases and Adverbs
EXAMPLE
STARTER
WORDS
A
An
The
My
ADJECTIVES
NOUNS
VERBS
TAG ALONGS
watchful
adorable
hungry
small
meerkat
reptile
predator
rodent
pups
ran - scurried
hid
stayed behind
ate ______
watched _____
stood up
to their burrows
underground
in Africa
on the dry plains
on the grassy savannas
PRONOUNS (Yellow)
LEARNING TASK 6
STARTER
WORDS
(Black)
A
A
An
An
The
The
My
ADJECTIVES
(Orange)
NOUNS
(RED)
VERBS
(GREEN)
TAG ALONGS
(BLUE)
Prepositional Phrases and Adverbs
rabbit
bear
WRITE UP A STORM: SEVEN UP SENTENCE CHECKLIST
Directions: Draw a happy face
if you have it. Draw a sad face
if you need to fix it.
My
Peer Teacher
Editing Editing Editing
Do I have?
______ ______ ______
1. Do I have correct spelling?
______ ______ ______
2. Do I have an end mark?
______ ______ ______
3. Do I have a capital letter at the beginning of the sentence?
______ ______ ______
4. Do I have a noun in front of a verb?
______ ______ ______
5. Do I have seven or more words and a tag along?
______ ______ ______
6. Does my sentence make sense?
______ ______ ______
7. Do I have clean and clear handwriting?
© WILDA STORM 1995-2015
LANGUAGE OBJECTIVE
Participants will:
• define academic language,
• practice productive partnering,
• participate in an explicit
vocabulary lesson, and
• write a 7-UP sentence.
TASK 7: REFLECTION
Discuss with your productive partner:
What information was new to you?
What did you learn today to better serve our
students?
What questions do you still have?
CONTENT OBJECTIVE
Participants will consider and practice methods
for integrating academic vocabulary instruction
in speaking, listening, reading, and writing.
DOWNLOAD THIS PRESENTATION
bit.ly/gsdacademicenglish
QUESTIONS OR COMMENTS
Educational Equity
385-646-4205
Nathan Moore
[email protected]
Cheryl Pietz
[email protected]
Devin Bell
[email protected]