Strategies for Teaching Academic Language To ELs and SELs Diane - - PowerPoint PPT Presentation

v @SupportEduc www.GetSupportEd.net @GetSupportEd.net

Strategies for Teaching Academic Language

To ELs and SELs

Diane Staehr Fenner, Ph.D.

www.GetSupportEd.net

• Describe the three levels of academic language
• Learn and apply research-based strategies for selecting

academic vocabulary

• Learn and apply strategies for supporting ELs and SELs’

academic language development at the word, sentence, and discourse levels

• Describe an advocacy plan to ensure all teachers integrate

academic language into instruction for ELs and SELs

2

Outcomes for Our Session

www.GetSupportEd.net 3

Staehr Fenner & Snyder, 2017, p. 9

Framework for Excellent and Equitable Education

www.GetSupportEd.net 4

1. Why you need this book to support ELs 2. Using a culturally responsive framework 3. Scaffolding instruction for ELs 4. Fostering ELs’ oral language development 5. Teaching academic language to ELs 6. Vocabulary instruction and ELs 7. Teaching ELs background knowledge 8. Scaffolded text-dependent questions 9. Formative assessment for ELs

Staehr Fenner & Snyder, 2017

Unlocking ELs’ Potential

www.GetSupportEd.net 5

1. Need for Advocacy 2. Creating a Shared Sense of Responsibility 3. How Teachers Can Collaborate 4. Advocacy Overview for Administrators 5. Increasing EL Families’ Involvement as Advocates 6. Advocacy Through Effective Instruction 7. Advocating for ELs in Assessment 8. Advocacy for ELs’ Success Beyond Grade 12

Staehr Fenner, 2014

Advocating for English Learners

www.GetSupportEd.net

• Find:

– 1 interesting topic – 2 chapters you’d like to read (1 per book) – 3 tables or figures to share at your schools

6

1 – 2 – 3 Book Scavenger Hunt

Importance of Teaching Academic Language to ELs & SELs

www.GetSupportEd.net 8

Staehr Fenner & Snyder, 2017; adapted from NY State Testing Program, 2016

Reflecting on Academic Language

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 < 100 20m – 12 < 100 20m + 12 > 100 20m – 12 = 100

www.GetSupportEd.net

• Stands in contrast to

everyday informal speech

• More abstract, more

complex, less contextualized

• Language of power

9

Bailey, 2007, 2012; Scarcella, 2008

Academic Language: Definition

www.GetSupportEd.net

Staehr Fenner, 2014; adapted from WIDA, 2012

Representation of Academic Language

Selecting Academic Vocabulary For Instruction

www.GetSupportEd.net 12

Cruz & Thornton, 2013; Haynes, 2005

Vocabulary in Content Areas: Considerations for ELs & SELs

Science and Social Studies:

• Frequent introduction of new, unfamiliar terms
• Academic vocabulary with several meanings

Math:

• Language of word problems
• Vocabulary needed to explain

thinking

ELA:

• Literary terms
• Figurative language,

imagery, symbolism

www.GetSupportEd.net 13

Select a small group of words for in-depth focus. Words...

Baker, et. al, 2014

Selecting Academic Vocabulary for In-Depth 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

vv

www.GetSupportEd.net

Selecting Academic Vocabulary

“The scientists put caterpillars on leaves and used another machine to 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.”

14

Haynes, E. 2017; Text: Hanging By a Thread, by Pochron, S. [Engage NY Grade 4 ELA Module 2B]

Key Words Frequent Words General Academic

vv

www.GetSupportEd.net

Selecting Academic Vocabulary

The party leaders distributed a draft of the bill and asked their colleagues to review it carefully.

15

Haynes, E. 2017; Text: Hanging By a Thread, by Pochron, S. [Engage NY Grade 4 ELA Module 2B]

Multiple Meanings Affixes

www.GetSupportEd.net

• Select one excerpt:
• Amazing Whales! (Grades K-1)
• The Great Fire (Gr. 6-8)
• Is it a Crime for a U.S. Citizen to Vote? (Gr. 9-10)
• Select 5 vocabulary words using the criteria.

16

Vocabulary Selection Activity

Supporting Academic Language Development at the Word Level

www.GetSupportEd.net 18

Multifaceted Approach to Vocabulary Instruction

Introduce new vocabulary Practice new vocabulary Teach independent word learning strategies

Adapted from Staehr Fenner & Snyder, 2017

www.GetSupportEd.net 19

• Visuals
• Gestures
• Student-friendly definitions

(wordsmyth.net)

• Student-created definitions
• Examples and non-

examples

• Synonyms and antonyms
• Translation

Visual source: August, Golden, Pook, 2015

Introduce New Vocabulary

www.GetSupportEd.net 20

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
• What’s my word?

Staehr Fenner & Snyder, 2017, pp. 159-161

Practice New Vocabulary

www.GetSupportEd.net 21 Staehr Fenner & Snyder, 2017. Adapted from August, Staehr Fenner, & Snyder, 2014

Example: Bilingual Glossary

Glossary Word and Translation English Definition Example from Text Picture or phrase to represent the word Cognate (Yes or No) instinct instinto natural behavior, not learned Some scientists claim play is a natural instinct— just like sleep. yes humanity humanidad all people That might explain why sports are likely to be as old as humanity. yes

www.GetSupportEd.net

• A. Context clues
• B. Word parts
• C. Cognates and false cognates
• D. Words with multiple meanings

22

Baker, et al., 2014

Teach Independent Word Learning Strategies

www.GetSupportEd.net

Staehr Fenner & Snyder, 2017. Adapted from August, Staehr Fenner, & Snyder, 2014

• A. Context Clues

Unfamiliar word Location Clues

• 1. litter

Line 2 Lines 1, 5 Clues: picking up, junk Definition: 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 junk dotting its shoreline.

www.GetSupportEd.net 24

Verbs (Action) Nouns (Person, Place, Thing, or Idea) Adjectives (Words to Describe Nouns) Adverbs (Words to Describe Actions) act ? active actively collect collection collective ? consider consideration ? considerably

Staehr Fenner & Snyder, 2017. Adapted from Baker, et al., 2014

• B. Word Parts

www.GetSupportEd.net

Cognates: sound and look similar in both languages and mean the same thing

25

Staehr Fenner & Snyder, 2017. Adapted 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

• C. Cognates

www.GetSupportEd.net 26

Adapted from Steinhardt, New York University, 2009

• D. Vocabulary With Multiple

Meanings

Vocabulary Meaning in Everyday Use Meaning in Math and/or Science mean to be unkind (adj.) to intend (v.) ? volume ? amount of space inside an object gross ? total income from sales mass having to do with a lot of people ?

www.GetSupportEd.net 27

• Return to your list of 5 vocabulary words.
• Discuss strategies that you would use to

introduce and practice key vocabulary.

• Include any independent word learning

strategies that you would focus on.

Teaching and Practicing New Vocabulary

28

Teaching Academic Language at the Sentence Level

www.GetSupportEd.net 29

• Complex sentence

structures

• Unfamiliar verb tenses
• Passive voice
• Pronouns
• Literary devices

Adapted from Haynes, 2017; Staehr Fenner & Snyder, 2017

Challenges for ELs & SELs at the Sentence Level

www.GetSupportEd.net 30

Supporting ELs & SELs at the Sentence and Discourse Level

Activity Level of Academic Language Support

• 1. Unpacking juicy

sentences Sentence

• 2. Analyzing and

supporting sequencing Discourse

www.GetSupportEd.net

• 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.

31

Staehr Fenner & Snyder, 2017; adapted from Wong Fillmore & Fillmore, 2012 and California Department of Education, 2014 Text Source: Government of Alberta, 2009

Unpacking Juicy Sentences

www.GetSupportEd.net

“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.”

32

Staehr Fenner & Snyder, 2017; adapted from Wong Fillmore & Fillmore, 2012 and California Department of Education, 2014 Text 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 eat a variety of animals,

• wl abundance

is not limited by the rise and fall in numbers

• f any one prey species.

www.GetSupportEd.net

Directions:

• 1. Select one sentence on a poster paper to “unpack” the

meaning with your colleagues.

• 2. Under the sentence, break the sentence into chunks.
• 3. Then, summarize the chunk of text in your own words.

33

Staehr Fenner & Snyder, 2017; adapted from Wong Fillmore & Fillmore, 2012 and California Department of Education, 2014

• 1. Unpacking “Juicy Sentences”

Activity (cont.)

www.GetSupportEd.net

How might you support your colleagues to use this activity to facilitate ELs’ & SELs’ comprehension of complex text?

34

Debrief

Teaching Academic Language at the Discourse Level

www.GetSupportEd.net

Analyzing and Supporting Sequencing

• Students put sentence

strips in order to determine proper order

• f a text
• Provide first and last

sentence as scaffold (if needed)

• Help students identify

clues

www.GetSupportEd.net 37

Text source: Murphy, 2010, The Great Fire

Example: Sequencing Text

Order Sentence The city boasted having 59,500 buildings, many of them— such as the Courthouse and the Tribune Building—large and

• rnately decorated.

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. Chicago in 1871 was a city ready to burn. The trouble was that about two-thirds of all these structures were made entirely of wood.

www.GetSupportEd.net 38

Text source: Murphy, 2010, The Great Fire

Example: Sequencing Text

Order Sentence 2 The city boasted having 59,500 buildings, many of them— such as the Courthouse and the Tribune Building—large and

• rnately decorated.

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. 1 Chicago in 1871 was a city ready to burn. 3 The trouble was that about two-thirds of all these structures were made entirely of wood.

www.GetSupportEd.net 39

Staehr Fenner & Snyder, 2017, p. 236

Academic Language Instructional Scaffolding Checklist

40

Advocacy Plan

www.GetSupportEd.net 41

• What?
• Why?
• How?

Adapted from Staehr Fenner & Snyder, 2017

Use Talking Points to Strengthen Your Role

www.GetSupportEd.net

• 1. Identify your key, succinct message
• Emphasize a win-win solution
• 2. Anticipate pushback
• 3. Add talking point to address pushback

42

Adapted from Staehr Fenner & Snyder, 2017

Advocacy Plan: Writing Talking Points

www.GetSupportEd.net

• English glossary or bilingual glossary
• Context clues activity
• Word parts activity
• Vocabulary with multiple

meanings

43

To download student handouts: Getsupported.net/presentations

EL Student Handouts

www.GetSupportEd.net

• Describe the three levels of academic language
• Learn and apply research-based strategies for selecting

academic vocabulary

• Learn and apply strategies for supporting ELs and SELs’

academic language development at the word, sentence, and discourse levels

• Describe an advocacy plan to ensure all teachers integrate

academic language into instruction for ELs and SELs

44

Outcomes for Our Session

www.GetSupportEd.net

Join Our Community

45

Sign up on our website to continue collaboration with EL experts and a community of EL advocates. We regularly share free tools, resources, and webinars to facilitate our ELs’ success and well-being.

v @SupportEduc @GetSupportEd.net www.GetSupportEd.net

Diane Staehr Fenner, Ph.D. Diane@GetSupportEd.net