u sing r ead a loud t o s upport l anguage a cquisition ps 18 october 9, 2012 presented by: shirley...
TRANSCRIPT
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USING READ ALOUD TO SUPPORT LANGUAGE ACQUISITION
PS 18
October 9, 2012
Presented By:
Shirley Rouse- Bey
Achievement Coach
CFN 204
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OUR JOURNEY…
How to support academic English development and text understanding
What do teachers need to know and do to help?
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THE PROBLEM…
Many ELLs learn to decode well enough, but can’t understand what they decode
Why aren’t ELLs learning academic English? The only way to learn academic English is in
the texts ELLs should be reading, however, these texts are the ones they can’t read because they lack prerequisite academic language skills
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COMMON CORE SHIFT IN ELA
Shift 6 - Academic Vocabulary Students constantly build the vocabulary
they need to access grade level complex texts.
By focusing strategically on comprehension of pivotal and commonly found words (such as “discourse,” “generation,” “theory,” and “principled”) and
less on esoteric literary terms (such as “onomatopoeia” or “homonym”),
Teachers constantly build students’ ability to access more complex texts across the content areas.
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LANGUAGE ANCHOR STANDARD 6
Vocabulary Acquisition and Use (K-8) Acquire and use accurately a range of
general academic and domain-specific words and phrases sufficient
for reading, writing, speaking, and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when encountering an unknown term important to
comprehension or expression
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PRE-K LANGUAGE STANDARD 6
With prompting and support, use words and phrases acquired through conversations, reading and being read to, and responding to texts.
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THE APPROACH… “ATTENTION TO LANGUAGE”
Focus on language in texts, specifically at complex structures in them
Instructional conversations on aspects of “juicy sentences” in which teachers call students’ attention to the relationship between form, function and meaning
Beyond vocabulary… relating parts of sentences to meaning
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THE APPROACH… “ATTENTION TO LANGUAGE”
Carefully planned conversations about language in texts, across the curriculum
Conversational starters and questions that invite students to notice and discuss forms and structures, and relate them to meaning within the context
Language Objectives in Lessons
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THE POINT OF ALL THIS…
To teach ELLs strategies for handling complex text structures, language they ordinarily do not use or understand
To get them into the habit of noticing how language works, language they ordinarily ignore, because they do not understand it
To give them the means to make such language their own
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YOUR WORK…
Making this work happen in your schools and in your classrooms
Nothing would happen without your commitment and effort
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WHAT DOES RESEARCH SAY ABOUT ELLS?ISABEL BECK - TIER WORDS
Tier 1
Tier 2
Tier 3
Words to Teachhigh frequency, high utility
Known, common words
Low-frequency words;Content Specific Words
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POLYSEMOUS WORDS IMPORTANT
TABLE
Did you set the table for dinner?
Use the table at the back of the book for reference.
Find the table of contents in your book.
Complete the six, seven, and eight multiplication table for homework.
In the science book, you will find the periodic table of elements.
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BICS AND CALP WORD PLAY
Pervasive----everywhere Impoverished---poor What’s inside of “pervasive” that is not inside
of “everywhere”???? What’s inside of “impoverished” that is not
inside of “poor”????
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LET’S TAKE A CLOSER LOOK
Are there other words with a similar meaning? What moods do these other words evoke? How can we rank them in order of intensity?
|----------------------------------------------------------| everywhere extensive widespread
pervasive
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WORD PLAY PRACTICE ACTIVITY
In table groups:- Identify Tier 2 & Tier 3 words.- Select a Tier 2 word. Adjectives and Verbs work
best.- Develop the meaning of the word using a
“shades of meaning” card.
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WORD PLAY Impoverished Poor
Pervasive Everywhere
Exclusion keeping out
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CALP PLAY: GENERATIVE WORDS
Disapprovingly Disbelief Dishonor Disagreement Disengagement DisrepairHow does “dis” sometimes work in English???
Knowledge of prefixes, roots, suffixes, parts of speech. This supports knowledge of the forms and meanings of words.
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THANK YOU!!!
© AMNH / Denis Finnin
The mermaid Lasirèn is a powerful water spirit popular in the Caribbean Islands and parts of the Americas.
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Video clips that highlight some of this necessary work
Aligning this work to the Common Core State Standards
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