Developing Social and Academic Language:

Optimizing Classroom Success

Carol Westby, PhD, CCC-SLP

Bilingual Multicultural Services

Albuquerque, NM

mocha@unm.edu

carol_westby@att.net

BICS(Basic Interpersonal

Communication Skills)

CALP(Cognitive Academic

Language Proficiency)

Relates personal experiences

Talks about familiar topics

without contextual support

Reads notes, signs, directions

Writes from dictation

Answers questions about stories/text

with familiar content

Exchanges greetings

Uses language to request & command

Carries on conversation

Follows spoken directions with

contextual supports

Describes classroom objects & persons

Gives directions to peers

Follows directions for academic

tasks

Understands contextualized

academic content

Talks about less familiar topics with

contextual support

Understands lectures on academic

content

Uses language to predict, reason,

analyze, synthesize, evaluate

Tells/ writes imaginary stories

Tells/writes explanations, persuasions

Engages in deductive thought

experiments

Context-Embedded Context-Reduced

Cognitively Undemanding

Cognitively Demanding

Evidence-Based ELL Interventions

• Strong and explicit vocabulary development

• Instructional conversation

• Building on prior knowledge

• Culturally responsive instruction

• Multiple representations of content

• Technology-enriched instruction

August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-

language learners: Report of the National Literacy Panel on language-minority

children and youth. Mahwah, NJ: Erlbaum.

Gersten, R., et al (2007). Effective literacy and English language instruction for

English learners in the elementary grades. Washington, DC: National Center for

Education Evaluation and Regional Assistance.

Types of Literacy

• Basic literacy: say and define the words on the page

• Critical literacy: interpret, analyze, synthesize, andexplain texts

• Dynamic literacy: act on the content gained fromtexts, interrelating the content for problem-raising andproblem-solving

Morris, P.J. & Tchudi, S. (1996). The new literacy: Moving

beyond the 3Rs. San Francisco: Jossey-Bass.

NAEP Grade 4 Questions for Hungry

Spider and Turtle

• When turtle remains quiet about his mistreatment by Spider, theauthor wants you to:

– believe turtle is afraid

– have sympathy for turtle

– feel dislike for turtle

– think turtle deserved no dinner

• Spider’s behavior during the first part of the story is most likethat of:

– mothers protecting their children

– thieves robbing banks

– runners losing races

– people not sharing their wealth

Comprehension Requires That

Readers build a mental model or

representation of the situation or world (real

or imaginary) described in the text.

Perfetti, C., (1997). Sentences, individual differences, andmultiple texts: Three issues in text comprehension. DiscourseProcesses, 23, 337-355.

Textbase Model

Text Microstructure

Words

Sentences

Cohesive structures

Text Macrostructure

Text organization

Gist or theme

Situation/Scenario Mapping Model

Comprehensive referential meaning

of the real or imaginary situation

described in the text.

Knowledge, experiences,

propositions from

long-term memory

Mental Modeling for Individual Texts

Dynamic Model

Situation Models for Individual Texts

Situation Model for Topic

Based on Information from

all Documents

Text 1 Text 2 Text 3 Text 4

Intertext Model

SituationModel 1supports

agrees with

contradicts

Situation

Model 2

Situation

Model 3

SituationModel 4

gives evidence for

based onrelevant to

opposes

Academic Language

• The set of words, grammar, and

organizational strategies used to

describe complex ideas, higher-order

thinking processes, and abstract

concepts

Zwiers, J. (2008). Building academic language: Essential practices for

content classrooms. Newark, DE: International Reading Association.

Zwiers, J. (2010). Building reading comprehension habits in grades 6-

12. Newark, DE: International Reading Association.

Functions of Academic Language

• To describe complex concepts, e.g.,

– Relationships between characters

– Causes and effects of major events

– Geological forces that change the planet

• To describe higher-order thinking processes

– Analyzing, evaluation, synthesizing, persuading, predicting,explaining, comparing, interpreting, inferring, implying

• To describe abstraction (relationships that cannot be pointed out or

illustrated), e.g.,

– On the other hand, the two scientists had differing views on

the topic of evolution

– Constraints on the child’s working memory are contributingto the child’s poor expository writing

Zwiers, J. (2008). Building academic language: Essential practices for content

classrooms. Newark, DE: International Reading Association.

Features of Academic Grammar:

Lexicalization

Oral text

Like I reckon he would havebeen really nice but now thathe’s been to all the townsand seen like there’s no lifeor anything and he comesinto the valley and sees Annand sees life and he justwanted power over herbecause he’s never hadpower or anything before.

Science text

Spiders are not insects.//They

always have eight jointed

legs,//not six as insects

have,//and they never havewings.//The feeling organs on

their head are not antennae but

leg-like structures called

palps.//Spiders all have a pair of

poison fangs and several pairs of

spinnerets// which produce silk.

(Lexical Density = 4)(Lexical Density = 1.4)

Unsworth, L. (1999). Developing critical understanding of the specialised

language of school science and history texts: A functional grammar

perspective. Journal of Adolescent & Adult Literacy, 47:2, 508-521.

Features of Academic Language:

Lexicalization

• Using figurative language

– Boils down to, read between the lines, sidestep the issue,that answer doesn’t hold water, a thin argument, crux of thematter

• Being explicit for distant audiences

• Remaining detached from the message

• Supporting points with evidence

• Conveying nuances of meaning with models

– Would, could, might, can, will, shall, must, should, ought to

• Softening the message with qualifiers (hedges)

– Perhaps, usually, generally, relatively, theoretically, likely,presumably

– Distinguish from oral hedges (must, mainly, sort of, pretty, Imean, maybe, more or less)

Zwiers, J. (2008). Building academic language: Essential practices for

content classrooms. Newark, DE: International Reading Association.

Features of Academic Language:

Grammar

• Dependent clauses

– Adverbial: Although several precautionswere taken, the key was lost.

– Adjectival (relative): The colonists, whofelt they did not have representation,dumped the tea into Boston Harbor.

– Noun: Where the rebels were going wasunknown.

Zwiers, J. (2008). Building academic language: Essential practices for

content classrooms. Newark, DE: International Reading Association.

Features of Academic Language:

Grammar

• Passive voice: places emphasis on object rather than subject;subject may not be present

– The radius is then plugged into the formula for the areaof the circle

• Nominalization: turning verbs into nouns – condenses lengthyexplanations into a few words

– The vapor condenses into droplets of liquid water,forming clouds. If the vapor is chilled enough, itcondenses into ice crystals and falls as snow. This greatunending circulation of the earth’s waters in called thewater cycle

– The condemnation of dissenting perspectives led torevolution.

– The virus adapted to survive outside the body. Thismutation allowed it to be passed on by causal contact.

Zwiers, J. (2008). Building academic language: Essential practices for

content classrooms. Newark, DE: International Reading Association.

Expository Text Types

Text Type Function Key Words

Descriptive Does the text tell me what

something is?

No key words

Sequence/

procedural

Does the text tell me how to do

or make something?

First…next…then; second…third;

following this step; finally

Cause/effect Does the text give reasons forwhy something happens?

Because, since, reasons, then,therefore, for this reason, results,

effects, consequently, so, in order, thus

Problem/

solution

Does the text state a problem

and offer solutions to theproblem?

A problem is, a solution is

Comparison/

contrast

Is the text showing how things

are the same or different

Different, same, alike, similar,

although, however, on the other hand,but, yet, still, rather than, instead of

Enumeration Does the text give a list ofthings that are related to the

topic

Am example is, for instance, another,next, finally

Structure of Expository Text:

Demands on Working Memory

Topic

• Statements must link to a centraltopic/theme

• Statements must be linked to oneanother

• The nature of the link betweenstatements can be explicit(because, as a result, if…then)rather than general (and, then, so)

• Statements are simultaneouslylink to the central topic and toeach other

• The content is organizedaccording to the discourse genre

– Elementscompared/contrasted

– Multiple views inargumentation

Brown Bears and Polar BearsBears are found throughout the world. Two main types are brown bears and polar

bears.

Brown bears live in mountains and forests. Their fur is blonde, brown, or black. The

tips of their fur are gray, giving them a grizzled look. This is why they are

sometimes called grizzly bears. It also helps them hide in the shrubs and trees

where they live.

Polar bears live on frozen tundra by the ocean. It is difficult to live there. It is mostly

cold and ark and there are very few plants and animals. In order to survive, the

polar bear has adapted in special ways. The skin of the bear is black. This drawsevery bit of possible heat from the sunlight. The bear’s hairs appears to be white,

but they actually clear. Below these hairs are orange or yellow, “underhairs”.

Brown bears are omnivores. They eat some meat, but mostly they eat plants. This

includes grasses, bulbs, seeds, berries, and roots. They will also eat insects, fish,

and small mammals. Some bears eat large animals, including moose, caribou, and

elk.

Polar bears are also omnivores. They eat some plants, but of all bears, the polar

bear eats the most meat. Polar bears hunt seals. Seals must make holes in the iceso they can come up to breathe. The bears will sit near these holes for hours

waiting to capture the seals.

Bears

Wildfires

Wildfires are fires that are large and out of control. People should do

everything they can to prevent wildfires.

People need to be careful when using fire. If people start a campfire then a

spark may spread and catch dry grass on fire. People also need to be

careful when lighting fireworks because the sparks from the fireworks can

also catch the nearby grass on fire. Sparks from campfires or fireworks can

cause a wildfire.

Not all wildfires happen because of people. A thunderstorm may cause

lightning to strike the dry ground or a nearby tree. As a result, a wildfire can

start.

Whether a wildfire is started by people or a storm, it can be very dangerous

and may result in harm to people, plants, and animals.

Wildfires

The Decline of the Tiger

Once, many different types of tiger roamed throughout Asia. Today, three types

are extinct and several others are rare. Wild tigers can still be found only in some

parts of Southeast Asia and Siberia.

Two main factors have caused the decline of tiger populations. One factor is the

destruction of tiger’s habitats. In central Asia, for example, farmers burned

wooded areas along waterways to clear the land for farming. Thousands of acres

of forest were also set on fire. As a result, much of the tigers’ natural prey

disappeared. Without enough food to support their roughly four-hundred-pound

bodies, the tigers have disappeared as well.

Hunting is the second factor that has caused the decline of tiger populations. With

the loss of their habitats and natural prey, tigers began to hunt closer to people.

Farmers shot them to protect their livestock. Others hunted them for sport or for

their fur.

Today, efforts are being made in many regions to protect wild tigers. India and

Nepal have set aside reserves for them. Many countries have outlawed the import

or sale of tiger skins. Successful captive breeding programs in zoos are also

helping to ensure that the survival of these great cats continues.

Macrostructure AnalysisBased on degrees of working memory required for task

Level 0

• Random statements; not

related to the passage/topic

• No clear topic

• Statements do not link to a

central topic or to one

another

• Statements not related to

the assigned passage

• Statements may have some

content that has a link to

the text, but in no way

attempt to summarize the

text

Examples

• If you’re trieing to

start a fir by

prepared to bring

sum water.

• Polar bears diggin

there to look for babi

sils

Macrostucture Analysis

• Level 1 (operating on short-term memory,not using working memory)

– Combination of relevant and irrelevantstatements/ideas

– Relationships not clearly represented;summary too brief to indicate relationship

– Statements that are not sentences;fragments, key words from graphicorganizer

– Nearly all statements/phrases taken fromgraphic organizer

Level 1

• Tigers are a tip of cat that wathing 400

pounds. They live in Asia. Most of them

died from hunters.

• People can start wildfires with campfires.

Wildfires harm people, plans and animals.

Wildfires can be started by lightning.

Macrostructure Analysis

• Level 2 (holds and manipulates two concepts in working memory –chaining or centering, but not both simultaneously)

– Listing of information but does not follow one another in asequential, logical order that correctly represents the orderin the passage

– Sequential/logical order, but relationships betweensentences or between sentences and topics are general(e.g., “and, then, so”) rather than specific (e.g., because, asa result, but, if…then….)

– Response may be brief but indicates some understanding ofrelationship (e.g., use of causal verb)

– Not clear that student is aware of text structure

• Notes

– Cannot be above a level 2 if information in the text ismisinterpreted

– Cannot be above a level 2 if overall gist is not captured– Cannot be about a 2 if child only copies the connectors

from the graphic organize

Level 2

• Brown Bears live in mountains and forests.There fur is blonde, bown, or black. They eatmeat. Polar Bears live in the fozen tundra. Therefur is black or white. They eat meat like theBrown Bears

• Once many types of tiger roamed in Asia. Todaythree types are extinct. Several others are rare.With the loss of tiger habitats they began to huntnear farms.

Macrostructure Analysis

• Level 3 (holds and manipulates three concepts inworking memory – chaining and centering integratedsimultaneously)– A passage may be at this level if it coveys the overall gist,

but uses only the connectors from graphic organizer if theconnectors are all used appropriately and the sentences arewell structured

– Clear sense of text structure, but may not use explicit topicsentence that signals text structure

– Statements link to one another and to overall topic, butpassage length is limited

– Some explicit links, but limited variety/complexity; someerrors in use of connectives

– May have inconsistent use of organizational structure– Captures full gist of passage; for cause effect, must be

explicit about cause and effect (not sufficient to talk onlyabout cause, even if well done)

Level 3

• The decline of the tigers is caused by people hunting

tigers or farmers burning their habitats. There are people

trying to protect tigers by making reserves and zoos and

stuff. Hopefully tigers will have a comeback and start

rising in number again because three species of tiger

is already extinct.

• Polar Bears and Brown bears are both alike in some

ways but they are also both different in some ways.

Brown bears live in the mountains and desserts. Polar

bears lie in the frozen tundra. Brown bears fur is blond,

brown, or black. Polar bears fur is white. But brown

bears and Polar bears both eat meat.

Macrostucture Analysis

• Level 4 (simultaneous chaining and centering)

– And use of explicit connectives in clauses thatmake the relationships between ideas explicit[e.g., before, because, consequently, when,if…then, but, in contrast, similarly]

– Text structure is obvious in summary, using topicsentence

– Statements link to one another and to overalltopic; must have several sentences/ideas linkedtogether and to topic

– Variety of explicit connectors used correctly;dependent clauses used to express relationships

Level 4

• Brown Bears and Polar Bears are dislike and alike in

these way. Brown bears live in mountains and forests

however Polar Bears live in the frozen tundra. Brown

bears fur is blonde, brown, or black. But Polar bears

fur looks white but is really clear. Although they are

different in these ways they are alike because they

both eat meat.

• Wildfires are dangerous because there hard to put

out. A wildfire may be started by people when they

start campfires and a spark spreads to dry grass

catching it on fire. Another way is when people lighting

fireworks and a spark also catches it on fire. A natural

way is if lightning strikes a tree or dry grass. Any way

it starts, if it’s not taken care of it may turn into a

wildfire wich may hurt people, plants, and animals.

Reasons for Inferencing Difficulties

• Lack of general knowledge

• Have difficulty accessing relevant knowledge andintegrating it with what is in the text

• Less skilled at integrating information from differentparts of text & making relevant inferences

– Poor at using linguistic devices that signalcohesion

• May not realize that inferences are necessary oreven permissible

Oakhill, J. & Yuill, N. (1996). Higher order factors in comprehension disability:

Processes and remediation. In C. Cornoldi & J. Oakhill (Eds.), Reading

comprehension difficulties:Processes and intervention. (pp. 69-92). Mahwah, NJ:

Erlbaum

The man stood before the mirror and combed his hair. He checked hisface carefully for any places he might have missed shaving and thenput on the conservative tie he had decided to wear. At breakfast, hestudied the newspaper and, over, coffee, discussed the possibilityof buying a new washing machine with his wife. Then he made severalphone calls. As he was leaving the house, he thought about the fact thathis children would probably want to go to that private camp again thissummer. When the car didn’t start, he got out, slammed the door, andwalked down to the bus stop in a very angry mood. Now he would belate.

Where is the man going? What section of the paper is hereading? What do you think he is going to do aboutwashing machine and summer camp? What are somethings he’s concerned about?

Classes of Inferences

• Anaphoric references:pronoun/noun-phrase thatrefers to previous textentity

• Bridging/relational:semantically orconceptually relatingsentence to previouscontent

• Explanation-based/causal:explain what is read by acausal chain or network ofprevious events andstates

• The warden scratched Mr.

Sir. She was furious with

him.

• Making the connection

between the eating onions

and not being bitten by

lizards

• Stanley befriending Zero,

carrying him up the

mountain and saving his life

breaks the curse of Madam

Zaroni and brings the family

good luck.

Snow, C. (2002). Reading for understanding: Toward an R & D programin reading comprehension. Rand Corporation.

Classes of Inferences

• Predictive: forecastwhat events will unfold

• Goal: infer intentions ofagent

• Elaborative: propertiesand associations thatcannot be explained bycausal relationships

• I predict that Hugo and theold man will become friends

• Hugo steals toys becausehe needs the parts for theautomaton

• The Warden’s nail polishhas rattlesnake venom in it.So when she scratches Mr.Sir, you must realize thatthe scratch will be morepainful and harmful than anordinary scratch

Snow, C. (2002). Reading for understanding: Toward an R & D program in

reading comprehension. Rand Corporation.

Primary intersubjectivity

• Affective coordination between the gestures and

expressions of the infant and those of caregivers with

whom they interact

• Remains primary across all face-to-face intersubjective

experiences

• Map visually perceived motions of others onto one’s

kinesthetic sensations

– Linked to mirror neurons

Gallagher, S., & Hutto, D.D. (2008). Understanding others through primary

interaction and narrative practice (pp. 17-38). In J. Zlatev, T.P. Racine, C.

Sinha, & E. Itkonen (Eds.), The shared mind: Perspectives on

intersubjectivity. John Benjamins: Amsterdam.

Secondary intersubjectivity

• Shared contexts of attention

• Using other’s reactions as a reference point

to resolve uncertainty

• Intentionality is perceived in the actions of

others

Intentional Relations/Simulation Theory

• Explain how children begin to predict what others are

thinking and feeling

– As children observe others, they match their ownintentional relations (IRs) and the IRs of others

– They predict what others do by predicting what

they would do in the same situation

– They must reflect on their own mental states

But how do children come to understand that others

might have thoughts and feelings that are different

from their own

Narrative Practice Hypothesis

• Stories are natural extensions of children’s earlier

experiences of sharing of event structures

• Engaging in story-telling practices with the support ofothers enables children to develop understanding ofwhat it is to act for a reason

• Competency with different kinds of narratives enablesus to understand others in a variety of ways

• Narrative training causally influences what are basictheory of mind skills

Theory of Mind

• Ability to attribute mental states (beliefs,

intents, pretending, knowledge) to oneself

and others and to understand that others

have beliefs, desires, and intentions that are

different from one’s own

• Ability to predict what others are thinking and

what they will do from what we know about

them and the world

Doherty, M.J. (2009). Theory of mind: How children understand others’

thoughts and feelings. New York: Taylor & Francis.

Intersubjectivity and Theory of Mind

Lucariello, J. (2004). New insights into the functions, development, and origins oftheory of mind: The functional multilinear socialization model. In L. Lucariello, et al

(Eds.), The development of the mediated mind. Mahwah: Erlbaum.

Interpersonal ToMSocial Skills

Intrapersonal ToMAcademic Success

Inliterature

mathsocial studies

science

Inter- & intrasubjectivity

Inferencing for Comprehension

• Theory of mind – prospective taking

• Bringing in past personal experiences

• Linking to other texts

Each Person Is Like:

Issues in Diversity

• Relative contribution

of biology and culture

• Cultural stereotyping

and individual

variation

• Difference vs. deficit

NURTURE

NATURE

No other person(Experiences)

Some other persons(Culture/values)

All other persons(Physiology)

.Kluckholn, F., & Strodtbeck, F. (1961). Variations in value orientations. New York:

Row, Pederson.

Infant Biological Differences

• Motor processes

– motor maturity

– tone

– head control

– defensivemovements

– vigor ofmovement

• Regulation of states

– habituation

– irritability

– lability

– consolability

– self-quieting

Freedman, D, (1979). Human sociobiology. New York: The Free Press.

Kagan, J., Arcus, D., Snidman, N., Feng, W.Y., Hendler, J., & Greene,

S. (1994). Reactivity in infants: A cross-national comparison.

Developmental Psychology, 30:3, 342-345.

Lewis, M., Ramsey, D.S., & Kawakami, K. (1993). Differences between Japanese

infants and Caucasian American infants in behavioral and cortisol response to

inoculation. Child Development, 64, 1722-1731.

Infant Response to Inoculation

• Caucasian-

American

– high behavior

– low cortisol

• Japanese

– low behavior

– high cortisol

Influence ofCulture onPerception

The Muller-Lyer Illusion

Child-Rearing Views

• Baby is independent--must become dependent

• Baby is dependent--must become independent

• Baby is highly susceptible to supernatural harm

– don’t overstimulate

– Avoid/protect from evil eye

• Baby has/does not have intentionality

– baby is/is not a social partner

Hofstede’s Dimensions

• Collectivism vs. individualism

• Small/large power distance

• Weak/strong uncertainty avoidance

• Femininity vs. masculinity

Hofstede, G.J., Pedersen, P.B.,& Hofstede, G. (2002). Exploring culture.

Yarmouth, ME: Intercultural Press.

Independence/InterdependenceIndividualism/Collectivism

Individualism

• Develop early independence

– Express yourself

• Responsible for self

– Live on one’s own

• One’s own goals take priority

– Motivated by own

preferences, needs , rights

• Tasks more important than

relationships

• Cognitive skills independent of

social skills

Collectivism

• Learn to depend on others

– Read nonverbal cues

– Listen to authority

• Be responsible for others

– Personal goalssecondary to goals ofthe group

– Motivated by the normsof, and duties imposedby, the group

• Relationships more importantthan tasks

• Social and cognitive skillsintegrated

Power Distance

Low Power Distance

• Persons must earn respect

• Collaborative classrooms

• Teachers facilitate learning

• Persons direct themselves

High Power Distance• Parents teach children to

obey

• Children respect parents &those in authority

• Teachers take initiative inclass

• Teachers are to transferwisdom

• Students respect teachers

• Persons expect direction

USA

Israel

France

BritainNew Zealand

Finland

Denmark

Norway

Canada

Spain

Italy

- Power Distance +In

div

idualis

m

Mexico

Korea

Pakistan

Japan India

Turkey

Hong Kong

Columbia

Chile

Small Power Distance Low Individualism

Small Power DistanceHigh Individualism

Large Power Distance

High Individualism

Large Power Distance

Low Individualism

South Africa

Iran

Greece

Brazil

Philippines

Costa Rica

Guatamala

Singapore

Malaysia

Belgium

Australia

-

+

Hofstede, G. (1984). Culture’s consequences: International differences in

work-related values. Newbury Park, CA: Sage

Caregiver Interaction Style Protocol

Independent: Attention Following Interdependent: Attention Directing

Follow Lead: Caregiver attends to

the object with which the child

shows interest.

Direct Attention: Caregiver

engages the infant in an object or

event that she/he wants the child to

attend to through vocalization,

gesture, or object manipulation.

Alternate Attention: Caregiver

attends with a back and forth

sequence between competing

events, focusing on one while

momentarily stopping progress in

another

Simultaneous Attention:Uninterrupted attention to several

activities occurring at the same

time…not necessarily simultaneous

action, but simultaneous attention,

which could indicated by a reply,

carrying out a suggestion, or brief

monitoring

Descriptives: An utterance in

which information is given about an

ongoing activity or behavior

performed by either the caregiver or

child

Attentional Directives: Caregiver

attempts to elicit the infant’s

attention to self or object through

vocalization, e.g., “Look, look here”

Caregiver Interaction Style Protocol

Independent: Attention Following Interdependent: Attention Directing

Behavioral Directives: Utterance

that elicits or constrains the

physical behavior of the infant by

commanding, requesting and

encouraging the child to do or

desist from doing something, e.g.,

“Put your hand here.”

Holds Objects: Caregiver

holds object to support

playing, but does not

manipulate object or child’s

hands.

Manipulates Object or Child:Caregiver manipulates an object to

direct the child’s play, e.g., shows

the child how to play with the toy.

Vigil, D., & Westby, C.E. (2004). Caregiver interaction style. Perspectives on

Language Learning and Education, 11(2), 10-14.

Language Characteristics

Collectivistic/High Context

• Function:

– Establishing andmaintaining relationships

• Topic:

– Indirect

– Meaning in context

• Structure:

– Simple syntax

– Nonspecific vocabulary

– Frequently not linear

Individualistic/Low Context

• Function:

– Conveying information

– Establishing one’s pointof view

• Topic:

– Direct

– Meaning in text

• Structure:

– Complex syntax

– Explicit vocabulary

– Usually a linearorganization

Hall, E.T. (1976). Beyond culture. New

York: Anchor.

Language Characteristics: Function

High Context Low Context

Open the

door.

social, need meeting reflecting, planning

Let’s decide what we’ll

do on vacation.

Language Characteristics:

FunctionHigh Context

Genuine questions

Low Context

Pseudoquestions

Jim, What time

is it?

I lost my watch.

What time is it?

Who

discovered

America?

Language Characteristics:

Function

High Context

Symmetrical Communication

Low Context

Asymmetrical Communication

Language Characteristics:

Topic

High Context

Topic-Associated

Low Context

Topic-Centered

Wow, that

dinosaur is big

Did you see

that elephant at

the zoo?

Did you see the

elephant at the

zoo?

Boy, he’s

big.

Yeh, he

eats a lot.

Language Characteristics: Topic

Collectivistic/High Context Individualistic/Low Context

All mammals are warm-

blooded. Tapirs are

mammals. Are tapirs

warm-blooded?

meaning in context meaning in text

Language characteristics: structure

Collectivistic/High Context Individualistic/Low Context

simple syntax,

nonspecific

language

I want that thing

over there.Give me the big red

marker that’s on the table

by the door.

complex syntax,

explicit language

Masculine/Feminine

Masculine

• Competition valued

• Achievements admired;

• Best person sets the norm

• Be assertive and decisive

• Gender separation of

tasks

• Conflicts resolved by

argument

Feminine

• Equality emphasized

• Achievements

downplayed

• Be modest, soft-spoken

• Conflicts resolved through

compromise and

negotiation

Uncertainty Avoidance

Weak

• Rules limited to those

necessary

• Ambiguous situations

and unfamiliar risk

cause no discomfort

• Unusual behaviors and

innovative ideas

tolerated

Strong

• Expect rules

– Rigid taboos ofright/wrong

• Familiar risks accepted;ambiguous situationsand unfamiliar risksavoided

• Innovation distrusted

• Motivated by securityand belonging

• Like structured learningand clear right/ wronganswers

Denmark

Japan

USA

BritainSweden

Norway

Portugal

FranceMexico

Germany

Singapore

Finland

- Masculinity +U

ncert

ain

ty A

void

ance

Belgium

Italy

ArgentinaKorea

Hong Kong

Chile

Weak Uncertainty AvoidanceFeminine

Weak Uncertainty Avoidance Masculine

Strong Uncertainty Avoidance Feminine Strong Uncertainty Avoidance

Masculine

Australia

Austria

India

TaiwanIran

Uruguay

-

+

Israel

Greece

Hofstede, G. (1984). Culture’s consequences: International differences in

work-related values. Newbury Park, CA: Sage.

Expectations Behaviors

High Power

Distance

Strong

Uncertainty

High

Individualism

High Masculine

Friendly polite &

listening

formal &

specific

verbal &

disclosing

physical, loud

Unfriendly polite & not

listening

general &

ambiguous

critical,

attacking

sarcastic,

distant

Trust asks for help actively debates debates &

competes

challenges

Distrust does not ask for

help

attacks &

challenges

noncommittal,

passive

critical,

insulting

Interest positive, no eye

contact

active with eye

contact

loud & physical playful

Boredom passive, direct

eye contact

passive, no eye

contact

distant, quiet detached,

distant

Expectations and Behaviors

Pedersen, P.B., & Ivey, A. (1993). Culture-centeredcounseling and interviewing skills. Westport, CT: Praeger.

Cultural Variations in Narration

• Who tells stories

• Functions and genres

• Children’s socialization in narrative

thought

• Narrative structure

• Content and thematic emphasis

• Organization and style

Narrative Genres/functions

• Recounts

– Tell Daddy about our trip to…

• Accounts

– Did you hear what happened to…?

• Eventcasts– I’m putting the soda in the chest and then

I’ll load the car.

• Stories

– One upon at time….

Heath, S.B. (1986a). Talking a cross cultural look at narratives.

Topics in Language Disorders, 7:1, 84 94.

Discourse Organization

Kaplan, R. (1966). Cultural thought patterns in intercultural education. Language Learning,

16, 1-20.

Southwest American Indian

Asian

Discourse Structures

Western

Deductive

(topic first)

X (main point, actions

suggested)

Because of

Y (background

reasons)

Eastern

Inductive

(topic delayed)

Because of

Y (background

reasons)

X (main point, actions

suggested)

Scollon, R, & Scollon, S.B.K. (1995). Intercultural communication. A

discourse approach. Cambridge, MA: Blackwell.

Differences between Western

and Chinese Expository Style• Where the topic is located

• How subsets of information are ordered

• Whether or not discourse cues makeexplicit the hierarchy and relationships ofideas

• Whether conclusions are drawn based onthe foregoing.

Chu, H-C. J., Swaffar, J., & Charney, D.H. (2002). Cultural representations of

rhetorical conventions: The effects of reading recall. TESOL Quarterly, 36(4), 511-

541

Western Expository

There are three possible positions one can take about male and

female creativity. The first is that males are inherently more

creative in all fields. The second is that if it were not for the greater

appeal of creating and cherishing young human beings, females

would be as creative as males. If this were the case, then if men

were permitted the enjoyment women have always had in rearing

young children, male creativity might be reduced also. (There is

some indication in the United States today that his is so.) The third

possible position is that certain forms of creativity are more

congenial to one sex than the other and that the creative acts will

therefore come from only one sex in a given field.

Chu, H-C. J., Swaffar, J., & Charney, D.H. (2002). Cultural representations of

rhetorical conventions: The effects of reading recall. TESOL Quarterly, 36(4), 511-541

Qi-Cheng-Zhuan-He

Expository StyleOf all kinds of flowers in the grass and on the trees of the world,

many are very lovely. Tao Yuan-ming in Chin Dynasty favors

chrysanthemum. Ever since the Lee and Tan Dynasties, worldly

people favor the peony. I favor the lotus because it grows out of

mud, but is not stained by mud and it is washed by the water and

does not appear sensual. It is straight, going without branches. The

farther the fragrance spreads, the more refreshing it is. Every

single bud stands out straight. It is best to appreciate it from a

distance but not to lay a hand on it.

I would say this.Chrysanthemum, the hermit of the flowers; peony

the opulent of the flows; lotus the gentleman of the flowers. Aye!

the love of chrysanthemum is scarcely heard since Tao Yuan-

ming; the love of lotus, who else but me? the love of peony,

countless people.

Story Grammar

• Setting:

– 1. Both mother and father dipladacus were afraid to leav the vally.

– 2. Mother dipladacus was afraid of the great tyranosoras rex.

• Initiating event:

– 3. So one day little dipladacus wint to the rocks.

– 4. He didn’t have anething to do.

– 5. Then he began to thro rocks at the mowntons!

– 6. The big tyranasoras rex heard him!

– 7. He lomberd forward fild with rege!

• Internal response:

– 8. Little Dip was frightened but he was brave.

– 9. He knew what to do!

• Attempt:

– 10. He began to throw rocks at tyranosores rex!

– 11. He hadd no more rocks!

– 12. So he began to hit tryranosores rex with trees!

• Consequence:

– 13. Tryranosores rex fell into the water!

• Ending:

– 14. And dip was saved. (Westby, 1982, p.7)

Scaffolding

• Labeling (What is this?)

• Item elaboration (What kind of airplane isthis? What color is it?)

• Event description (What happened? What isthe dog doing?)

• Reason/cause (Why is ___ doing this?)

• Reaction (Isn’t that silly? How does ___ feel?)

• Real world relevance (Remember when wewent swimming?)

Snow, C., & Goldfield, S. (1981). Building stories: The emergence ofinformation structures from conversation. In D. Tannen (Ed.), Analyzingdiscourse: Text and talk. Washington, DC: Georgetown.

Narrative DimensionsEuro-American

AfricanAmerican

SpanishAmerican

AsianAmerican

Topicmaintenance

singleexperience

singleexperience,orthematicallyrelatedexperiences

single ormultipleexperiences;conversation-focusednarrative

multiple (2-3)similarexperiencesin onenarrative

Eventsequencing

yes yes optional,

de-emphasized

optional,

de-emphasized

Referencing Explicit stylepreferred,except bysome low SESgroups, whopreferimplicit style

Explicit stylepreferred,except bysome low SESgroups, whopreferimplicit style

Pronounssometimesomitted

Implicit stylegreatlypreferred byall SESgroups;omission ofpronounscommonMcCabe, A., & Bliss, L.S. (2003). Patterns of narrative discourse: A

multicultural lifespan approach. Boston: Allyn & Bacon.

Story Structure Emphasis

• Australian Arabic: detailed settings

• Australian English: focus on plot; attempts by character

• Australian Vietnamese: context and setting of story

• US American: settings and actions; goal-directed plans;

attempts that lead to consequences

• Thai: context of narratives; mental states of characters; moral

coda

• Japanese: limited goal structure; hence lack of attempts and

consequences; consist of initiating events and resolutions

• American Indians: describe landscapes, walking; events

sequence, causality not a focus

Purves, A.C. (1988). Writing across languages and cultures: Issues in contrastive rhetoric.

Newbury Park, CA: Sage.

Worth, S., & Adair, J. (1972). Through Navajo eyes. Bloomington, IN: University of Indiana

Press.

Universal Narrative Content

• Villainy

• Lack/loss

• Trickery/deceit

Many things confuse him. Dick and Jane are two gussick (Eskimo word for

white person—derived from the Russian word cossack) children who play

together. Yet he knows that boys and girls do not play together and do not share

toys. They have a dog named Spot who comes indoors and does not work. They

have a father who leaves for some mysterious place called “office” each day and

never brings any food home with him. He drives a machine called an

automobile on a road called a street which has a policeman on each corner.

These policeman always smile, wear funny clothing and spend their time

helping children to cross the street. Why do these children need this help? Dick

and Jane’s mother spends a lot of time in the kitchen cooking a strange food

called “cookies” on a stove that has no flame in it.

But the most bewildering part is yet to come. One day they drive out to the

country which is a place where Dick and Jane’s grandparents are kept. They do

not live with the family and they are so glad to see Dick and Jane that one is

certain that they have been ostracized from the rest of the family for some

terrible reason. The old people live on something called a “farm,” which is a

place where many strange animals are kept—a peculiar beast called a “cow,”

some odd looking birds called “chickens” and a “horse” which looks like a

deformed moose.

Salisbury (1967) ..4-5

Story Starters

• As Peter and Frank walk to school, Frank throws

Peter’s cap into a tree.

• Mother sends Michael to the store to buy meat for

supper. On the way home, Michael plays with friends

and some meat is eaten by a dog.

• A teacher finds some money missing from her desk.

• Elizabeth interrupts homework by trying on mother’s

coat and gets ink on it.

• John and Bill are playing ball and break a neighbor’s

window, but no one see them do it.

Domino, G., Hannah, M. (1987). A comparative analysis of social values in

Chinese and American children. Journal of Cross-Cultural Psychology, 18, 58-

77.

Story ContentChinese

• Natural forces

• Social orientation

• Affect

• Moral/ethicalcorrectness

– bad behaviorcaught andpunished

• Authority

• No boy/girldifferences

American

• Physical aggression

• Economic orientation

– pay for damage

• Boys>greater physical

aggression

• Girls>moral/ethnical

correctness

Domino, G., Hannah, M. (1987). A comparative analysis of social values in Chinese

and American children. Journal of Cross-Cultural Psychology, 18, 58-77.

Social Concern Aggression Narrative

engagement Authority concreteness Moral Autonomous Emotional

code orientation expressiveness

Story Content

Chinese children

American

children

Wang, Q., & Leichtman, M.D. (2000). Same beginnings, different stories:

A comparison of American and Chinese children’s narrative. Child Development,

71, 1329-1346.

We can learn a lot from

crayons;

some are sharp,

some are pretty,

some are dull,

some have unusual names.

All are different colors,

but they all have to learn to

live

in the same box.

RTI is…

the practice of providing high-quality

instruction/intervention matched to student needs

and

using learning rate over time

and level of performance

to

inform educational decisions

Source: NASDSE. Response to Intervention: Policy considerations and

implementation

Primary functions of RTI in

general education

• Teach all students effectively

• Document students' performance

• Identify students who are strugglingacademically; intervene early

• Determine the adequacy of each student'sresponse to instruction in order to decideon an appropriate level of instructionalintensity (i.e., tier decision)

• Guide instruction

RTI Tiers

Tier 1: General Education

Universal Intervention

All Students

About 80% of students

Tier 2: Targeted interventions

Lowest 15-20% in

general education

Tier 3: Intensive interventions

Children who have not made

adequate progress in Tier 2;

About 5% of students

Aca

dem

ics

Matc

hin

g Inst

ruct

ion to s

tudent needs

Behavio

r

Match

ing In

structio

n to

student n

eeds

Evaluate progress using:

• Performance level: based on a test score,

benchmark, or curriculum-based

monitoring

• Rate of growth

Use of both criteria, performance level and rate of growth,

was shown to be the most reliable means of distinguishing

between students who respond to instruction and those

who do not (McMaster, Fuchs, Fuchs, & Compton, 2002).

Role of Ancillary Personnel in

Differentiated Instruction

• Identifying what is required in the learning task,

– vocabulary knowledge, syntactic understanding, the

ability to make inferences, knowledge of genre structure,the ability to work independently or in a group

– motor skills, physical/environmental supports

• Determining students’ strengths and weaknesses

• Developing differentiated lesson objectives (based on

state standards and benchmarks) for what should be

learned for all students, some students, a few

students

• Describing strategies for teachers to use in

differentiated instruction

What to differentiate

• Learning environment

• Content

• Process

• Product

Ways to differentiate instruction

• The learning environment

– Is the classroom noisy or crowded (desks tooclose together – there is too much in the room)?

– Is the environment understimulating?

Overstimulating?

– Does the furniture fit the student?

– Is the lighting adequate? Is the sound orflickering of the lights annoying?

Ways to Differentiate Instruction:

Content or topic

• What information should the students learn?

– What are the key points that the teacher wouldlike everyone to understand

• What are the main ideas or the most

meaningful/useful ideas to learn?

– What additional content could most of thestudents in the class learn

– What content might only a few of the high-functioning or gifted students learn?

– Does the student have the prerequisite

language/concepts to learn the proposedcontent?

What ALL

students should learn

What most

students will learn

What some

students will learn

Differentiated content for earth unit

• Earth has layers

•Outer layer (crust) is where we live•The earth’s crust is covered with land

and water•There is more water than dry land

•There are rocks under us

•Describe at least one way to mine rocks

without hurting the earth•Earth has layers: crust, mantle, outer

and inner core•Fossils are found in the earth’s crust

•Crust is constantly changing

•Changes the Earth went through over

millions of years•Forces that cause changes in the earth

•Different types of fossils and precious

minerals that can be found by a geologist•Ways man can mine rocks without disturbing

the Earth

What ALL

students should learn

What most

students will learn

What some

students will learn

Differentiated content for seasons unit

• Names of seasons

• Characteristics of seasons

• weather and animals

•Causes of seasons

•earth’s rotation on its axis andrevolution around the sun

•Understand the relative size,motion, and distance of the sun,

moon and the earth•Changes of sunrise/sunset with

seasons•Seasons are reversed in northern and

southern hemispheres

•Wet and dry seasons in equatorial regions

•Wind patterns and seasons; jet stream

•Cycles of sun and moon

•Factors affecting weather beyond seasons

Bricks and Mortar

Bricks

(Content Specific)

Mortar

(General Academic)

LanguageArts

Imagery, alliteration,theme, metaphor, plots

This is, implied, contains,lead us to believe, teachesa message, consequences,analyze

History Revolution, emancipation,right, oligarchy

Therefore, as a result,consequently, consists of

Math Reciprocal, balance, proof,hypotenuse, obtuse, matrix

if…then, end up with,derive, take care of, thus,esitmate

Science Mitosis, gravity, force,sublimation,photosynthesis

Hypothesis, variable, infer,results, dependent, incontrast

Zwiers, J. (2008). Building academic language: Essential practices for content

classrooms. Newark, DE: International Reading Association.

Vocabulary Tiers

• Tier 1: basic words that rarely need to be taught

– Hair, walk, big, dress, grass

• Tier 2: high frequency words for capable languagelearners; important to have in one’s vocabulary

– Meander, trudge,

• Tier 3: low frequency; usually specific to an academicdomain; best learned in the content area

– Math: dividend, quotient, formula

– Social studies: democracy, revolution

– Science: mitosis, photosynthesis, migration

– OT/PT/RT: sensory, balance

Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life. New York: Guilford.

Terms used in building academic sentences

To describe

sequence

To give an

example

To soften

statement

To compare &

contrast

Show results/

conclude

First…second

At this time

At this point

Meanwhile

Finally

Concurrently

Previously

Simultaneously

Concurrently

While

Following this

For example

For instance

Consider the

time

In this case

On this

occasion

In this

situation

To

demonstrate

To illustrate

In fact

…in practice

Such as

Sometimes

Many

Few

Seldom

Rarely

Can

Might

Most

Occasionally

Apparently

Theoretically

Probably

likely

Whereas

Nevertheless

However

On the other

hand

On the

contrary

By comparison

Ironically

Yet

Compared to

Although

Even though

In contrast

This led to

Hence

Brought about

by

In conclusion

As we have

shown

Therefore

Accordingly

Thus

As a result

Consequently

Ultimately

Due to

Criteria for identifying

Tier 2 words

• Importance and utility

– appear frequently across domains

– likely to occur in many texts

– useful in describing experiences

• Instructional potential

– can be worked with in a variety of ways, sostudents can build rich representations

– relate to other words and ideas

– adds dimensions to ideas already developed

• Conceptual understanding

– general concept is understood

– provides precision and specificity indescribing concept

Teaching Vocabulary

Word Dictionary Definition Friendly Definition

devious straying from the right

course; not

straightforward

If someone is devious, he is using

tricky and secretive ways to do

something dishonest

vicarious felt by sharing others’

experiences

If someone is getting a vicarious

feeling, she is sharing an

experience by watching or reading

about it

jaded worn out; tired; weary If someone is jaded, he has or has

seen so much of something that

he begins to dislike it

exotic foreign; strange; not

native

Something that is exotic is

unusual and interesting because it

comes from another country far

away

Sentences using dictionary

definitions

• He was devious on his bike.

• We had a vicarious time at my friend’s

birthday party.

• After the baseball game our team was

really jaded.

• The colonists were exotic in America.

Collins Cobuild Learner’s Dictionary

Grouping words to teach

• Words that are important to a story butthat can be dealt with quickly

• Words that do not play key roles in thestory and whose unfamiliarity is notlikely to interfere with comprehension

• Words that are substantively related tothe plot of the story and will requirediscussion to ensure comprehension

Vocabulary instruction

• Contextualize word for its role

• Have children repeat word so they create aphonological representation

• Explain the meaning of the word

• Give examples in contexts other than thestory.

• Children provide their own examples

• Children say word again to reinforce itsphonological representation

Evaluating Vocabulary Knowledge

Red Zone

Red-light

words

Yellow Zone

Yellow-light words

Green Zone

Green-light

words

I don’t know

the word

I understand

the general

meaning of

the word but

can’ use it

I can give

examples of

the word

I can define

the word

I know the

word well

and can use

the word

meaning

I need to

stop and

use

clarifying

strategies

I need to slow down and check my

comprehension

I can read at

the speed

limit

Lubliner, S. (2005). Getting into words: Vocabulary instruction that strengthens

comprehension. Baltimore: Bookes.

Stoplight Vocabulary

devious

pungent

capricious

Lubliner, S. (2005). Getting into words: Vocabulary instruction that strengthens

comprehension. Baltimore: Brookes.

Learning Multiple Meaning Words

• Many English words have multiple meanings

• Children with language impairments (LI) have fewer

meanings for words

• Children with LI frequently have difficulty retrieving

word meanings

• Ability to rapidly retrieve word meanings promotes

comprehension

Nelson, J.R., & Marchand-Martella, N. (2005). The multiple meaning

vocabulary program. Boston, MA: Sopris West.

Multiple meaning words: innocent

Nelson, J.R., & Stage, S.A. (2007). Fostering the development of

vocabulary knowledge and reading comprehension through contextually-

based multiple meaning vocabulary instruction. Education and Treatment of

Children, 30, 1-22.

Multiple meaning words: innocent

• Not guilty of an offense

– Blameless: Stanley was blameless of the robbery.

– Guiltless: The court did not find Stanley guiltless.

– In the clear: Stanley’s social worker proved that he wasin the clear.

• Not experienced

– Naïve: Stanley was naïve about the functioning of thecourt.

– Unsophisticated: Stanley’s unsophisticated parents didnot the implications of sending Stanley to Camp GreenLake.

– Unaware: Zero was unaware that the sploosh wouldmake him sick.

• Not dangerous or harmful

– Harmless: A yellow-spotted lizard is not harmless.

– Risk free: Being sent to Camp Green Lake was not riskfree.

– Playful: Sometimes the boys argued in a playful manner.

Multiple meaning words:

Match the sentence to its meaning

• not guilty of an

offense

• not experienced

• not dangerous or

harmful

• Stanley thought his

comment was innocent,

but it made Zero very

angry.

• Stanley was a really good

kid; he was too innocent to

be with boys who were real

bullies.

• Stanley’s parents knew

Stanley was innocent of

stealing the shoes.

Is the word used as expected?

• The social worker knew Stanley was innocent

because he was in school when the shoes

were taken

• When Zero confessed to stealing the shoes,

he proved he was innocent.

• Stanley’s teaching Zero to read was an

innocent activity.

• X-ray really knew how to survive in at Camp

Green Lake. He was the boy’s leader

because he was so innocent.

Vocabulary Development

• Of 10,000 unfamiliar words, an American 5th

grader will encounter in reading, 4,000 will be

derivatives of more frequent words (Nagy,

Osborn, Winsor, & O’Flahavan, 1994).

• Between 1st and 5th grades, the increase in

number of derived words is over three times

greater than the increase in number of root

words (Anglin, 1993)

Most Common Prefixes

Grades 3-4

un- pre-

re- inter-

in-, im-, ir, il-(not) fore-

dis- de-

en-, em- trans-

non- super-

in-, im- (in or into) semi-

over-(too much) anti-

mis- mid-

sub- under-

Teaching Suffixes

-er definitions and examples

“more”

(comparativeadjective)

“one who”

(noun)

“that which”

(noun)

stronger

thicker

Softer

teacher

traveler

Pitcher

toaster

washer

Hanger

Ebbers, S.M. (2004). Vocabulary through morphemes: Suffixes, prefixes,

and roots for intermediate grades. Longmont, CO: Sopris West.

-ly definitions and examples

“In a manner

that is” (adverb)

“Like a (noun)”

(adjective)

Time-related

adverbs

Time-related

adjectives

kindly (“in a

manner that is

kind”)

speaks kindly

sisterly (“like a

sister”)

a sisterly hug

suddenly

suddenly faints

daily (once a

day)

vitamins

quietly

firmly

sweetly

courageously

friendly

kingly

motherly

beggerly

periodically

instantly

eternally

constantly

weekly

monthly

annually

Ebbers, S.M. (2004). Vocabulary through morphemes: Suffixes, prefixes,

and roots for intermediate grades. Longmont, CO: Sopris West.

Morphology

Grade 5-6

• Greek and Latin word roots

– Most common Greek roots: tela (far, distant);therm (heat); photo (light)

– Move to Latin roots with aim to gainunderstanding of a few frequently occurringroots: tract (drag, pull); spect (look); spect(look); port (carry), dict (say), rupt (to break);scrib (to write)

• Greek and Latin prefixes

– E.g., inter-(between); intra- (within); post-(after); pro-(in front of, forward); co-.com-con-(together); sub- (under); pre- (before); anti-(against)

Latin Roots in Harry Potter

Root HP use HP meaning English derivations

apareo,apparere (to

come insight)

Aparecium!

Disapparate!

spell to make invisible inkvisible

spell to make somethinginvisible

apparent, apparition,apparitor, appearance,

disappear, disappearance

pes, pedis Impedimenta! spell to slow down/stop

attacker

centipede, expedite, impede,

peddler, pedometer,pedestrian, pedicure

mens,

mentis

Dementors

Legilmency

Occulumency

Creatures who suck out

human souls

Mind reading

Method of closing out mind

reading

demented, dementia, Mensa,

mental, mentality

malum, mali Malfoy Surname of “bad” characters malady, malaria, malcontent,malevolent, malicious,

malignant, malpractice

Nilsen, A.P., & Nilsen, D. (2006). Latin revived: Source-based vocabularylessons courtesy of Harry Potter. Journal of Adolescent & AdultLiteracy, 50 (2), 128-134.

Suddenly it

was as if the

light went on

in his head

Hugo felt

broken

himself.

A million

questions

floated through

the fog in

Hugo’s mind.

Language in the Text What it DescribesExplanation

You can see better in light.

Hugo hadn’t been able to figure

out how to fix the automaton;

but then it made sense

Hugo knew

what he needed

to do to fix the

automaton

You can’t see well in fog andit’s easy to get lost; you can’t

figure out where you’re going

His father’s

dead; it’s hard

for him to think

If something is broken, it

doesn’t work; it doesn’t dowhat it’s supposed to; it’s

useless

Hugo thought therewas something

wrong with himselfbecause he couldn’t

fix the automaton

• If you take a bad boy and make him dig a hole everyday in the hot sun, it will turn him into a good boy.

• “Not every Stanley Yelnats has been a failure,”Stanley’s mother often pointed out, wheneverStanley or his father became so discouraged thatthey actually started to believe in the curse.

• The bus ride became increasingly bumpy becausethe road was no longer paved

Identifying adverbial clauses

Graham, S., & Hebert, M. (2010). Writing to read: Evidence for how writing

can improve reading. New York: Carnegie Corporation.

Combining

• ^they would go not only to Doc

Hawthorn but also to Sam.

• They did this whenever they were sick.

• Whenever they were sick, they would go

not only to Doc Hawthorn but also to

Sam.

Unscrambling

• because he wouldn’t have time to rinse off thesuds

• which was just as well

• He never managed to use his bar of soap

He never managed to use his bar of soap, whichwas just as well, because he wouldn’t have time torinse off the suds.

Expanding

• If…….. you’ll get the rest of the day off.(e.g., the warden likes what you found)

• It (the pool table) was full of bumps andholes because….(e.g., so many peoplehad carved their initials into the felt)

Generating

Write 3 sentences with adverbial when clauses thattell what happened when Stanley found the metaltube in the hole he had dug.. Possible examplescould be:

• When Stanley found the piece of metal in hishole, X-Ray demanded that he give it to him.

• Stanley wondered, when he found the piece ofmetal in his hole, what the warden would do.

• Stanley thought he would get the day off whenhe found the lipstick tube in his hole .

Concepts Expressed

by Conjunctions

Relationship Belief about Propositional Truth

Belief Disbelief or Uncertainty

Positive Because (7 years) If (11 years)

Negative Although Unless

(11 years) (13-15 yrs)

Steps in Connective Development• Personal:

– My brother had to go to summer school because he failedEnglish.

– If I have $10, I’ll buy that new CD.– I won’t get to go to the movies unless I clean my room. Or I’ll go

to the movies unless I don’t clean my room.– I’ll take the Hershey bar, although it’s not my favorite.

• Narrative:

– Zero dug Stanley’s holes because Stanley was teaching him toread.

– If Stanley finds something valuable, he’ll get a day off.– Stanley won’t get a day off unless he finds something the warden

wants.– Stanley said he had taken the sunflower seeds although he had

not.• Theoretical/expository:

– The ice melted because the temperature was above 320 F.– If it’s attracted to the magnet, it’s metal.– Take the blocks that are on the table unless they are wooden.– Illegal immigrants work hard although they are not paid much.

Thinking like historians

• Historical context:

– Recognize that past is different from the presentso one cannot judge people by today’s standards.

– Understand what it might have been like to live inthe past. At the same time, recognize that the pastmay have some similarities with the present.

• Empathy/multiple perspectives:

– Attempt to understand the motivations, beliefsand feelings of people in the historical setting.

• Significance:

– What is important to remember

Zarnowski, M. (2006). Making sense of history. New York: Scholastic.

Ways to Differentiate Instruction:

Content

• Determining what’s important in social studies

(developmental order)

– Quantity: How many people were affected?

– Durability: How long lasting were the effects?

– Contemporary significance: How importantwas it to people at the time?

– Profundity: How deeply were people affected?

– Relevance: How does it help us understand thecurrent issues and events

Zarnowski, M. (2006). Making sense of history. New York: Scholastic.

Understanding Historical Context

What’s Familiar?

Past and Present

What’s Unfamiliar?

Past Only

•The songs she sang in

church were ones I’ve

sung

•Working hard to get good

at something

•The Lincoln Memorial

•Feeling good when you’ve

accomplished your goal

•The music teacher was for

whites only

•Blacks not being allowed

to attend a concert with

whites

•Europe was less prejudice

than the US

•Having to go to Europe to

sing

Zarnowski, M. (2006). Making sense of history. New York: Scholastic.

Fact Pyramid Because Box

1

Blacks couldn’tuse the same

facilities asWhites

1. Because this affected nearly all

blacks and whites in the US. It wentfor many, many years. (quantity,

durability)

2

Couldn’t sing in DC.

Finally sang at the at

Lincoln Memorial

2. Because many peopleincluding the wife of the president

were really upset when Mariancouldn’t sing in DC.

(contemporary significance)

4

Marian had a really good voice

and she practiced hard.

3

Marian sings to audiences

in Europe; audiences were

enthusiastic

3. Because this showed that

she could be accepted byWhite audiences; that her

voice was important, not hercolor. (profundity)

4. Because it shows that talent

isn’t enough; you have to workvery hard to make what you

want. (relevance)

What do you think?

Zarnowski, M. (2006). Making sense of history. New York: Scholastic.

Ways to Differentiate Instruction:

Process or Activities

• Vary learning activities or strategies to provide

appropriate methods for students to explore the

concepts

– Provide visual supports, graphic organizers

– Provide verbal and/or written scaffolds

• Multiple, intense experiences with concepts

• Explicit instruction

• Modify or teach the vocabulary, syntactic patterns, and

genre structures that are necessary for accessing the

lesson content

• Move from concrete to abstract; from observation to

inference

Ways to Differentiate Instruction:

Process or Activities

• Types of writing instruments; Aids for modifying pencil

grasp

Weighted pen

Pencil grip

Pencil holder

Ways to Differentiate Instruction:

Process or Activities

• Modify tracking activities

– Is print too small or too much?

– Is it difficult to separate the important contentfrom the background or context?

• Modify copying activities

– e.g., copying from a paper on their desk ratherthan from the board

• Organize desk, assignments, notebooks

• Seating arrangements/sitting adaptations; adding

cushions; sitting on balls while working

• Incorporate movement into activities

Instructional Conversation

Instructional Elements

• Thematic focus

• Activation and use ofbackground and relevantschemata

• Direct teaching

• Promotion of morecomplex language andexpression

• Promotion of bases forstatements and positions

Conversational Elements

• Few “known-answer”

questions

• Responsiveness to

student contributions

• Connected discourse

• A challenging, but not-

threatening atmosphere

• General participation,

including self-selected

turns

Goldenberg, C. (1991). Instructional conversations and their classroom

application. Santa Cruz, CA: The National Center for Research on Cultural

Diversity and Second Language Learning.

Differentiating Process/Activities

• Introduce high school students to World War

II content with stories (trade books) rather

than text books

Differentiating Process/Activities

• Select books on social study topics that make

explicit the historical context and the

perspectives of individuals

What to do to Develop Inferring

• Develop vocabulary

• Develop theory of mind

• Teach questioning

• Activate prior knowledge

• Teach summarizing

ObservationsStanley in hole

Lizards with yellow spots on him

Lizards aren’t biting him

Seems to be looking up at someone

Doesn’t look happy

Old chest in background

Many lizards on chest

InferencesMaybe the chest is really important;

Stanley was told to look for things in

the holes.

Why aren’t the lizards biting; is

something protecting him?

Maybe he’s looking at the warden,

cause she wanted him to find

something.

Maybe the chest is what the warden

had been looking for.

The warden can’t get the chest ‘cause

the lizards are on it.

Won’t be able to get what’s in the

chest

Nokes, J.D. (2008). The

observation/inference chart: Improvingstudents’ abilities to make inferences

while reading nontraditional texts.Journal of Adolescent & Adult

Literacy, 51:7, 538-546.

Observations Inferences

Many, many people carrying signs.

Signs say “jobs now”, “we demand”

Singing “we shall overcome”

Street is completely full of people from

side to side and as far as can see

Most people are Black, some are

White.

Two rows of men, mostly Black,walking slowly side-by-side, dressed in

suits

Big white building with columns; statue

of Lincoln

Very tall, pointed building

Large, rectangular pool of water

between buildings

Black man speaking at the front of the

building

Several policemen around man who isspeaking

They’re protesting something they don’t

like – that’s why people marchsometimes

Black people aren’t getting the samejobs as white people

People are going to change something

Looks like Washington DC

Police might be afraid about what somany people would do

Probably Black leaders who want tocreate a good impression

White people want to show their

support

Maybe they’re in Washington becausethey want the president to listen to

them

O/I Chart for Into to “I Have a Dream” video

Observation/Inference Rubric

• Observations1. Few observations2. Many observations but not specific or detailed3. Many observations including ones that are specific and

detailed

• Inferences linked to observations1. Some inferences but they are not based on observations

2. Bases inferences on observations but does not show therelationship

3. Bases inferences on observation and shows the relationship

• Inferences1. Makes few inferences or inferences that have no basis2. Several good inferences, but explanations may be fairly

obvious3. Many good inferences, including ones that show depth of

thinkingNokes, J.D. (2008). The observation/inference chart: Improving students’ abilities to make

inferences while reading nontraditional texts. Journal of Adolescent & Adult Literacy, 51:7,538-546.

Internal States Inference Chart

Characters When Feeling Why

Stanley Zero was looking

over his shoulder

when he was writing

to his mother

annoyed he didn’t want Zero to

see what he was

writing

Stanley X-ray takes the

lipstick tube and

turns it in

frustrated Stanley found the tube

so he should get a day

off

Zero He finds his mother relieved,

thrilled,

happy

He thought she might

have died or that she

didn’t want him

The Warden Stanley’s lawyer

finds the boys in the

hole

worried Because the

authorities will learn

how she has been

using the boys and

she could go to jail

Predicting Dialogue & Thoughts

She’ll be pleased with

how I’m handling the

boys and reward me.

There’s been a little

trouble on the lake.

Caveman will tell

you about it.

I don’t care

what the boys

do as long as

they find the

treasure

Mr. Sir The Warden

Mr. Sir isn’t

doing his job.He’s got to

learn what Iwant!

That’s why you

brought him here?

Perspectives

Stanley Events Mr. Sir

Thirsty, thinks Mr. Sir is

offering him a drink

Arriving at Camp Green

Lake

Intends to taunt Stanley

by drinking in front of him

Worried cause boys

through seeds in his hole.

Lies to protect friends

Stanley says he stole Mr.

Sir’s sunflower seeds

Doesn’t believe Stanley.

Decides to have warden

deal with him.

Frightened – what might

the warden do to him

Warden scratches Mr. Sir Surprised, angry; didn’t

expect this

Disappointed they’re not

going after Zero, then

worried

Zero runs off. Warden/Mr.

Sir don’t go after Zero;

destroy Zero’s records

Indifferent to Zero; just

don’t want anyone to

know he went missing

Wants to save Zero;

frustrated & scared, but

determined when truck

falls in hole

Stanley runs the truck in a

hole; then runs off into the

desert

Initially furious; then

worried if someone

discovers he’s missing

Relieved that they haven’t

been bitten and that they

may be rescued

Stanley and Zero in hole

with lizards, but lizards

haven’t bitten; lawyer

arrives

Apprehensive about

what lawyer will ask and

what she knows about

him

Question-Answer-Relationship

• Where is the answer?

– Right there!

Words are right there in the text

• Where is the answer?

– Think and search!

Words are in the text, but not spelled out for you. Thinkabout what the author is saying.

• Where is the answer?

– You and the author!

Think about what you have learned and what is in thetext.

• Where is the answer?

– On your own!

– Answer is in you head.

Raphael, T.E. (1986). Teaching question/answer relationships, revisited.The Reading Teacher, 39, 516-522.

QAR (Question-Answer-Response)

Passage to Freedom: The Sugihara Story

• Right there– Why were the Sugihara family living in Lithuania?

• Think and search– In what ways did Hiroki’s life change after the

Polish Jews came to his house?

• Author and you– What is a visa?

– Why didn’t Mrs. Sugihara help write the visas?

• On you own– Can you think of someone else who has risked his

or her own life to save other persons?

Differentiating Process/Activities

• Provide visual supports to assist memory

Braidy Story Grammar Marker

SCUMPS for Object Based News

Sara Smith

(http://www.expandingexpression.

com/eet.htm

Biographies

In which group does

he/she belong?

What did he/she do? Why

is he/she famous?

What did he/she look like

(physical appearance/

attributes)?

Describe personality traits

& character attributes

Describe important parts

and events of the person’s

life

Where did the person

live/work?

Anything else?

Graphic Organizers

•Describe characteristics of

object/animal/person•Color, size [length, width,

thickness, weight], shape, function,states of matter

•Classify according to statedcharacteristics

•Animal characteristics (mammals,reptiles, amphibians, birds, fish)

What ALL

students shouldlearn

(students language-learning

impairments)

What most

students will learn(general education

students)

What some

students will learn(high-achieving

students

•Explain the basis of the taxonomic

nomenclature system•Classify a wider variety of living things using

more categories -- kingdom (animals, plants,

fungus, bacteria), phylum, class, family, genus,species

Classify living things:•Kingdom: animal, plant

•Phylum: e.g., vertebrate, invertebrate•Class: e.g., mammals, reptile, birds

•Order: e.g., omnivore, carnivore, herbivore

Modified Benchmark:

Students will classify

objects in their

environment according

to their characteristics

Example: Students

took photos of plants in

the community and

used Inspiration to

organize them into a

classification system

Benchmark: Explain the diverse structures and functions of living

things and the complex relationships between living things and their

environment.

Performance standard: Know how to classify organisms: domain

kingdom, phylum, class, order. family, genus, species

Modified Science Product: In place of a written test,

student dictated a summary based on the graphic

organizer he completed on vascular plants

• Vascular plants have roots. There are two types:

seedless and seeds. The seedless ones are ferns, club

mosses, and horsetails. Examples of vascular plants

with seeds are weeds, trees, bushes, and grasses.

Goatheads, cockleburs, and tumbleweeds are a pain

because they’re hard to pull and the stickers get stuck

on you. They grow without people planting seeds and

are hard to control. There are two types of trees:

evergreens and deciduous. Evergreens stay green all

year and have needles. Deciduous trees change colors

in the fall and the leaves fall off. Grasses can grow by

vines or seeds.

Benchmark: Research historical events

and people from variety of perspectives

Moving fromobservations toinferences

•Who I see:

- British soldiers

- dog (stunned)

- people (villagers)

- men and women

(unarmed men and women)

- a man got shot in the head

(murdered victims)

•What I see happening:

- British soldiers killing people

- a man was injured and men are picking him up

•What happened on March 5, 1777 in Boston

• The British soldiers (who) violently shot (verb) at

innocent (what kind of) villagers (people). The

unarmed (what kind of) men and women were

picking up (doing what) the injured (what kind of)

and murdered victims (people). The dog was so

stunned (how he felt) that he could not even bark

(verb). The Americans (who) thought the British

(who) were completely (how much) at fault.

•According to the engraving who was at fault?

- British were completely at fault

Pneumonic to sort civilizations: Mouse

goes Over the hill, In the hole, Around the

circle, To his house

• Mesoamerican

civilizations

– The Mayan

– The Olmeca

– The Inca

– The Azteca

– The Toltec

• Southwestern cultures

– The Athabaskans

– The Desha Oshara

– The Mogollon

– The Ancient Pueblo

– The Hohokam

– The Chochise

Think Aloud

• Students read silently as teacher reads aloud. Teacher thinksthrough trouble spots:

– Make predictions: “From the title I think this will beabout...”

– Describe the pictures you form in your head about theinformation. “I have a picture of this scene in my headand this is what it looks like....”

– Develop analogies: Show how to link prior knowledge tonew information in text. “This reminds me of....”

– Make inferences from pictures and words: I thinkStanley feels frustrated because…

– Demonstrate fix-up strategies: Show how to make senseof the passage. “I’d better reread.” or “I’ll read aheadand see if I can get some more information.

– After you complete reading and think aloud, encouragestudents to add their own thoughts to yours.

Questioning the Author

• Goal: Initiating queries

– What is the author trying to say here?

– What do you think the author wants us to know?

– What is the author talking about?

• Goal: Follow-up queries

– So what does the author mean right here?

• That’s what the author said, but what did the authormean?

– Does this make sense with what the author told usbefore?

– How does this connect to what the author told us earlier?

– Why do you think the author tells us this now?

Beck, I.L., McKeown, M.G. (2006). Improving comprehension with

questioning the author. New York: Scholastic.

Narrative Queries

• How do things look for this character now?

• How does the author let you know that something haschanged?

• How has the author worked that out for us?

• Given what the author has already told us about thischaracter, what do you think he’s up to?

• How is the author making you feel right now about thesecharacters?

• What is the author telling us with conversation?

Discussion Moves in QtA

• Marking: responding to students’

comments by drawing attention to certain

ideas

• Turning back: (1) turning students’

attention back to the text for clarification

and extension of ideas, “How did you

arrive at that conclusion?”; (2) turning

responsibility back to students for thinking

ideas through

Beck, I.L., McKeown, M.G. (2006). Improving comprehension with

questioning the author. New York: Scholastic.

Discussion Moves in QtA

• Revoicing: rephrasing and interpreting the

student’s response

– Reformulation

• Foregrounds some aspect of the academic content

• Uses academic discourse

– Use of indirect speech

• Student is cast as the subject of a verb or cognition

– “So Jeremy, you predict that….”

– Use of so and other markers of warranted inference

• Gives student an opportunity to respond and a

responsibility to ratify or reject the correctness of the

revoiced utterance

Revoicing

Student

Hugo really wants his

notebook. He needs it

to put the automaton

together. He won’t let

that old man keep it.

He’ll go after the man.

He’ll tell him he really

needs it.

Adult

So Thomas, you’re

predicting that Hugo

will follow the old man

to try to persuade him

to give the notebook

back because he

thinks he can’t

construct the

automaton without it.

Discussion Moves in QtA

• Recapping: pulling together and summarizing main

ideas so the discussion can move forward

• Modeling: thinking aloud to give students access to

aspects of meaning construction

• Annotating: providing information to fill in the gaps,

e.g.,

– Information/videos on automatons

– History of George Melies

– Melies video, A Trip to the Moon (available onYouTube)

Beck, I.L., McKeown, M.G. (2006). Improving comprehension with

questioning the author. New York: Scholastic.

Reciprocal Teaching

• Teacher and students read paragraph.

• Teacher summarizes paragraph and asksquestions.

• Teacher clarifies misconceptions about difficultconcepts.

• Students will predict what will be in nextparagraph.

• Teacher and students read next paragraph.

• Student and teacher roles reversed.

Palincsar, A.S., & Brown, A.L. (1984). Reciprocal teaching of comprehension-

fostering and comprehension-monitoring activities. Cognition and Instruction, 1,

117-175.

Predict Question

Use cues from the text or

illustrations to predict what will

happen next

•I think…because…

•I’ll bet…because…

•I suppose …because…

•I think I will learn…because…

Ask questions as you read.

Some are answered in the

book and others are inferred

•I wonder…

•Who? What? When? Where?

Why? How?

•Why do you think?

Clarify

How can you figure out tricky or

hard words and ideas?

I didn’t get the (word, idea) so…

•Reread

•Read on

•Sound words out

•Ask if it makes sense

•Talk to a friend

Summarize

Using your own words, tell the

main ideas from the text in order

•This text is about…

•This part is about…

•First…

•Next…

•Then…

•Finally

Coaching Prompts

Predict

• Tell me what you think will

happen next in the text. Why

do you think so?

• How is this text organized?

Based on that, what do you

think will happen next?

• Look at the headings to make

a prediction.

• Study the pictures to make

your prediction.

• Skim the words in the text.

What do you think this is

about?

Question

• What question could you ask

about this page? What is the

answer? How did you get to

that answer?

• Ask a wonder question starting

with “I wonder…?”

• Ask a quiz question: who what,

when, where, why or how.

• Ask a thinking question that

starts with “Why do you

thibnk…?”

Oczhus, L.D. (2010). Reciprocal teaching at work. Newark, DE:

International Reading Association.

Coaching Prompts

Clarify

• Identify a difficult word,

sentence, or part. How did you

figure it out? Give at least two

ways.

• What is a word or idea that

would be difficult for a younger

child to read?

• Show me a place where you

had to read twice to get a

picture in your head.

• Is there a metaphor or figure of

speech that you need to

clarify?

Oczhus, L.D. (2010). Reciprocal teaching at work. Newark, DE:

International Reading Association.

Summarize

• Summarize this (paragraph,

page, chapter), or what we

have read so far.

• What is this mainly about?

• Is there a problem to be

solved? If so, what?

• Tell me the main idea. Use

the topic sentence or

heading to help you.

Predict

gesture

Question

gesture

Evoke a fortune teller by moving

both hands around an imaginary

crystal ball

Make a fist

and use it as a

pretend

microphone

as you make

up

Clarify gesture

• Glasses: form circles with your

index finger and thumbs and

place them over your eyes to

represent glasses

•A pause (often represented by

two parallel lines) . Bend you

arms at the elbows and form two

parallel lines.

Summarize gesture

•Pretend to use a lasso to "round

up" the main ideas and create a

summary, or

• Pretend to use a camera to

shoot pictures of the most

important ideas

Overcoming Difficulties

Problems Predicting

• Making predictions notbased on textual cues

• Making simple surface levelpredictions

• Not using prior events topredict in fiction

• Not using text features topredict in nonfiction

• Not returning to predictionsafter reading to checkaccuracy

Try…

• Modeling predictions using

think-alouds and text cues

• Modeling surface-level and

below surface-level predictions

• Periodically summarize what

has happened so far and add,

“Now I think… because….”

• Asking students to preview

illustrations and headings and

think about what they will learn

from expository text

Oczhus, L.D. (2010). Reciprocal teaching at work. Newark, DE:

International Reading Association.

Overcoming Difficulties

Problems Questioning

• Asking only literal, trivial,

or superficial questions

• Not asking any inferential

questions

• Younger students may

not understand what a

question is

Try…• Modeling how to formulate

different types of questions

• Modeling higher levelquestions that require usingtextual cues and priorknowledge

• Asking students to reflect: Howdoes this question help usunderstand the text

• Providing question starters,e.g., “Why do you think…?

• Having students alternate roles– one student read aloud andthe other asks a question

Oczhus, L.D. (2010). Reciprocal teaching at work. Newark, DE: International

Reading Association.

Zwiers, J. (2010). Building reading comprehension habits in grades 6-12: A

toolkit of classroom activities. Newark, DE: International Reading

Association.

Overcoming Difficulties

Problems clarifying

• Skipping the clarifying

step because they think

there is nothing to clarify

• Clarifying words, not

ideas

• Confusing clarifying with

questioning

• Letting the teacher do all

the clarifying

Try…

• Model words and ideas to clarify

• Using the prompt “I don’t get the

[word, idea, chapter] so I…”

• Requiring every student to

provide an example (if they have

nothing to clarify, ask them to

select a word/idea a younger

student might have trouble with)

• Giving students copy of text and

having students underline words

to clarify in one color and

sentences to clarify in another

• Modeling the difference between

questioning and clarifying

Oczhus, L.D. (2010). Reciprocal teaching at work. Newark, DE: International

Reading Association.

Overcoming Difficulties

Problems summarizing

• Giving summaries that

are word-by-word

retellings

• Providing summaries that

miss main points or are

too long

• Rarely including main

themes in summaries

Try…

• Having students contribute to a

teacher-guided summary

• Teaching strategies for summarizing

– Delete material that is trivial.

– Delete material that althoughimportant, is redundant.

– Substitute a superordinate

term for a list of items/actions,e.g., pets for cats, dogs,

goldfish, gerbils, and parrots,

– Select a topic sentence.

– If there is no topic sentence,invent your own.

Oczkus, L.D. (2010). Reciprocal Teaching at work. Newark, DE:

International Reading Association.

Ways to Differentiate Instruction

• Product

– Students can be given multiple options forexpressing what they know and understand

– What is the level of complexity required for

the product e.g.,

• Using Bloom’s taxonomy, does the task

require knowledge, comprehension,

application, analysis, synthesis, and/or

evaluation

• Using Blank’s levels of questioning/comments

Provide frames/scaffolds

• Without frame/scaffold

– He is a Panda bear he lives in China,Japan, and Asia its white and black. It eatbamboo it mostly lives in the mountain in

the tropical rain forest. It is a mammalbecause it’s a bear

• With a scaffold:

– The panda bear belongs to ____. It is in the________ phylum. Its class is _____

because________

Benchmark: Explore

and explain how people

and events have

influenced the

development of NM up

to the present day

Provide graphic

organizer to support

development of product;

vary amount of

information in the

organizer

Social Studies

Lesson

Skyscraper Analogy for Differentiating Product

•Evaluation: A housing developer wants to buy a large section of the

Bosque and build very expensive homes there. Write a letter to the

editor of the newspaper about your opinion of this idea.

•Synthesis: Based on what you have learned about ecological systems,

develop a plan for what the city of Albuquerque could do to preserve

the Bosque (the wooded area near the river).

•Analysis: Compare and contrast the lives of plants and animals in a

terrarium

•Application: Put worms and a variety of “garbage” into your

terrarium. Record your observations over a week. Explain what

you saw happen.

•Comprehension: Describe the procedures you used to put

your terrarium together.

•Knowledge: Draw a picture of your terrarium.

Based on: Paziotopoulos, A., & Kroll, M. (2004). Hooked on thinking.

The Reading Teacher, 57, 672-677.

Perceptual-language distance

Matching

Perception

Selective

Analysis of

Perception

Reordering

Perception

Reasoning

about

Perception

I II III IVperceptual

language

distanceLabel

Locate

Notice

Counting

Describe

characteristics

Describe

scene

Recall

information

Complete

sentences

Infer

Summarize

information

Judgement/

evaluation

Id similarities

Predict

Explain

Blank, M., Rose, S.A., & Berlin, L.J. (1978). The language of learning: The preschool years.

New York: Grune & Stratton.

Show me what you touched.

Show me what you heard.

Some me a….

What’s this called?

What did you touch?

What did you hear?

Can you find one like this?

Say this….

What did you see?

What is this?

Level 1 Level 2

What is s/he doing?

Find one that is … and… (e.g., long and blue)Tell me its…. (color, size, shape)

How are these two different?

Finish this….(e.g., I like to….)

Where?

Who?

What things…. (e.g., fly)

Find one that can (e.g., cut)

What is happening?

Which one is not….

Do this, then this…

Tell the story.

What happened to all of these?

Tell me how….(e.g., to make cakes)

How are these the same?

What could he/she say?

What else….(e.g., flies)

What will happen next?

What is….(e.g., a car)

Level 3 Level 4

What could we use….(e.g., to fix…)

What could you do if…?

Why can’t we….(e.g., find the dog?)

What could he/she do?

How can we tell….(e.g., it will rain)?

What made it happen?

Why wouldn’t….(e.g., the boy run)?

Why will…(e.g., she have to go)?

Where will (e.g., the ball go)?

What will happen if…?

Abstraction Levels• Level 1: Requires matching perception (answer immediately

available)

– Point to a Monarch butterfly.

– What do you see on Grandmother’s ofrenda?

• Level 2: Requires selective analysis of perception

– What is a metate used for?

– What color are Monarchs?

• Level 3: Required reordering of perception (prediction or reworkingthoughts)

– What is a migration?

– Name something that the girl would not put on the ofrenda?

Level 4: Requires reasoning about perception (reflect or interpret)

– Why did the girl tremble when she was in bed?

– Why are scientists tagging butterflies?