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@SupportEduc www.GetSupportEd.net @GetSupportEd.net
Strategies for Teaching Academic Language
To ELs and SELs
Diane Staehr Fenner, Ph.D.
www.GetSupportEd.net
• Describe the three levels of academic language • Learn and apply research-based strategies for selecting
academic vocabulary • Learn and apply strategies for supporting ELs and SELs’
academic language development at the word, sentence, and discourse levels
• Describe an advocacy plan to ensure all teachers integrate academic language into instruction for ELs and SELs
2
Outcomes for Our Session
www.GetSupportEd.net 3Staehr Fenner & Snyder, 2017, p. 9
Framework for Excellent and Equitable Education
www.GetSupportEd.net 4
1. Why you need this book to support ELs
2. Using a culturally responsive framework
3. Scaffolding instruction for ELs4. Fostering ELs’ oral language
development5. Teaching academic language
to ELs6. Vocabulary instruction and
ELs7. Teaching ELs background
knowledge8. Scaffolded text-dependent
questions9. Formative assessment for
ELs
Staehr Fenner & Snyder, 2017
Unlocking ELs’ Potential
www.GetSupportEd.net 5
1. Need for Advocacy2. Creating a Shared Sense of
Responsibility3. How Teachers Can
Collaborate4. Advocacy Overview for
Administrators5. Increasing EL Families’
Involvement as Advocates6. Advocacy Through Effective
Instruction7. Advocating for ELs in
Assessment8. Advocacy for ELs’ Success
Beyond Grade 12
Staehr Fenner, 2014
Advocating for English Learners
www.GetSupportEd.net
• Find:
– 1 interesting topic– 2 chapters you’d like
to read (1 per book)– 3 tables or figures
to share at your schools
6
1 – 2 – 3 Book Scavenger Hunt
Importance of Teaching Academic Language to ELs & SELs
www.GetSupportEd.net 8Staehr Fenner & Snyder, 2017; adapted from NY State Testing Program, 2016
Reflecting on Academic Language
Problem:Addison wants to ride her scooter more than 100 miles this month. She has already ridden her scooter 12 miles. Which inequality could be used to determine the mean number of miles, m, she would need to ride her scooter each day for 20 more days to achieve her goal?
20m + 12 < 10020m – 12 < 10020m + 12 > 10020m – 12 = 100
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• Stands in contrast to everyday informal speech
• More abstract, more complex, less contextualized
• Language of power
9Bailey, 2007, 2012; Scarcella, 2008
Academic Language: Definition
www.GetSupportEd.netStaehr Fenner, 2014; adapted from WIDA, 2012
Representation of Academic Language
Selecting Academic Vocabulary For Instruction
www.GetSupportEd.net 12Cruz & Thornton, 2013; Haynes, 2005
Vocabulary in Content Areas: Considerations for ELs & SELs
Science and Social Studies:• Frequent introduction of new, unfamiliar terms• Academic vocabulary with several meanings
Math:• Language of word problems• Vocabulary needed to explain
thinking
ELA: • Literary terms• Figurative language,
imagery, symbolism
www.GetSupportEd.net 13
Select a small group of words for in-depth focus. Words...
Baker, et. al, 2014
Selecting Academic Vocabulary for In-Depth Instruction
• Key to understanding the text likely unfamiliar to students
• Frequently used in the text
• Students will see across disciplines (general academic vocabulary)
• With multiple meanings
• With affixes
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Selecting Academic Vocabulary “The scientists put caterpillars on leaves and used another machine to make the leaves vibrate. When the leaves shook the way a predator would shake them, caterpillars behave as if a real predator were on the leaf. They spun threads and hung. When the leaves shook as if the wind were blowing or rain were falling, caterpillars did nothing.”
14Haynes, E. 2017; Text: Hanging By a Thread, by Pochron, S.[Engage NY Grade 4 ELA Module 2B]
Key Words
Frequent Words
General Academic
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Selecting Academic Vocabulary
The party leaders distributed
a draft of the bill and asked their
colleagues to review it carefully.
15Haynes, E. 2017; Text: Hanging By a Thread, by Pochron, S.[Engage NY Grade 4 ELA Module 2B]
Multiple Meanings
Affixes
www.GetSupportEd.net
• Select one excerpt:
o Amazing Whales! (Grades K-1) o The Great Fire (Gr. 6-8)o Is it a Crime for a U.S. Citizen to Vote? (Gr. 9-10)
• Select 5 vocabulary words using the criteria.
16
Vocabulary Selection Activity
Supporting Academic Language Development at the Word Level
www.GetSupportEd.net 18
Multifaceted Approach to Vocabulary Instruction
Introducenew vocabulary
Practicenew vocabulary
Teachindependent wordlearning strategies
Adapted from Staehr Fenner & Snyder, 2017
www.GetSupportEd.net 19
• Visuals• Gestures• Student-friendly definitions
(wordsmyth.net)• Student-created definitions• Examples and non-
examples• Synonyms and antonyms• Translation
Visual source: August, Golden, Pook, 2015
Introduce New Vocabulary
www.GetSupportEd.net 20
Speaking/Listening Reading/Writing Games• Academic
discussions
• Information gap
• Interactive word wall
• Word sort
• Word experts
• Sentences or paragraphs related to content using bank of vocabulary
• Glossaries
• Responding to text-dependent questions
• Memory
• Vocab Jeopardy!
• Vocab jigsaw
• Vocab bingo
• What’s my word?
Staehr Fenner & Snyder, 2017, pp. 159-161
Practice New Vocabulary
www.GetSupportEd.net 21Staehr Fenner & Snyder, 2017. Adapted from August, Staehr Fenner, & Snyder, 2014
Example: Bilingual Glossary
GlossaryWordand
Translation
English Definition
Example from Text
Picture or phrase to
represent the word
Cognate(Yes or No)
instinctinstinto
natural behavior, not learned
Some scientistsclaim play is a natural instinct—just like sleep.
yes
humanityhumanidad
all people That might explain why sports are likely to be as old as humanity.
yes
www.GetSupportEd.net
A. Context clues
B. Word parts
C. Cognates and false cognates
D. Words with multiple meanings
22Baker, et al., 2014
Teach Independent Word Learning Strategies
www.GetSupportEd.netStaehr Fenner & Snyder, 2017. Adapted from August, Staehr Fenner, & Snyder, 2014
A. Context Clues
Unfamiliar word Location Clues
1. litter Line 2 Lines 1, 5
Clues: picking up, junkDefinition: pieces of waste paper and other objects scattered around a place
Not many people would spend their free time picking up other people’s litter. But Chad Pregracke has spent most of the past five years doing just that along the Mississippi, Ohio, and Illinois Rivers. Why?
Chad grew up in a house alongside the Mississippi. He loved to fish and camp on the river’s wooded islands. That’s when he first noticed the junkdotting its shoreline.
www.GetSupportEd.net 24
Verbs(Action)
Nouns(Person, Place, Thing, or Idea)
Adjectives(Words to
Describe Nouns)
Adverbs(Words to Describe Actions)
act ? active actively
collect collection collective ?
consider consideration ? considerably
Staehr Fenner & Snyder, 2017. Adapted from Baker, et al., 2014
B. Word Parts
www.GetSupportEd.net
Cognates: sound and look similar in both languages and mean the same thing
25Staehr Fenner & Snyder, 2017. Adapted from August, Staehr Fenner, & Snyder, 2014
False Cognates: sound and look similar in both languages but mean different things
Cognates False Cognates
planet = planeta carpet ≠ carpeta
C. Cognates
www.GetSupportEd.net 26Adapted from Steinhardt, New York University, 2009
D. Vocabulary With Multiple Meanings
Vocabulary Meaning in Everyday Use
Meaning in Math and/or Science
mean to be unkind (adj.)to intend (v.)
?
volume ? amount of space inside an object
gross ? total income from sales
mass having to do with a lot of people
?
www.GetSupportEd.net 27
• Return to your list of 5 vocabulary words. • Discuss strategies that you would use to
introduce and practice key vocabulary. • Include any independent word learning
strategies that you would focus on.
Teaching and Practicing New Vocabulary
28
Teaching Academic Language at the Sentence Level
www.GetSupportEd.net 29
• Complex sentence structures
• Unfamiliar verb tenses• Passive voice • Pronouns• Literary devices
Adapted from Haynes, 2017; Staehr Fenner & Snyder, 2017
Challenges for ELs & SELs at the Sentence Level
www.GetSupportEd.net 30
Supporting ELs & SELs at the Sentence and Discourse Level
Activity Level of Academic Language Support
1. Unpacking juicy sentences
Sentence
2. Analyzing and supporting sequencing
Discourse
www.GetSupportEd.net
• Consider this sentence: “Since most owls feed upon a variety of animals, owl abundance is not limited by the rise and fall in numbers of any one prey species.”
– Divide the sentence into chunks. – Then summarize each chunk in your own words.
31Staehr Fenner & Snyder, 2017; adapted from Wong Fillmore & Fillmore, 2012 and California Department of Education, 2014Text Source: Government of Alberta, 2009
Unpacking Juicy Sentences
www.GetSupportEd.net
“Since most owls feed upon a variety of animals, owl abundance is not limited by the rise and fall in numbers of any one prey species.”
32Staehr Fenner & Snyder, 2017; adapted from Wong Fillmore & Fillmore, 2012 and California Department of Education, 2014Text Source: Government of Alberta, 2009
Unpacking “Juicy Sentences” Activity
Chunk of Text Summary in My Own Words
Since most owls feed upon Because most owls eata variety of animals,owl abundanceis not limited by the rise and fall in numbersof any one prey species.
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Directions: 1. Select one sentence on a poster paper to “unpack” the
meaning with your colleagues. 2. Under the sentence, break the sentence into chunks. 3. Then, summarize the chunk of text in your own words.
33Staehr Fenner & Snyder, 2017; adapted from Wong Fillmore & Fillmore, 2012 and California Department of Education, 2014
1. Unpacking “Juicy Sentences” Activity (cont.)
www.GetSupportEd.net
How might you support your colleagues to use this activity to facilitate ELs’ & SELs’ comprehension of complex text?
34
Debrief
Teaching Academic Language at the Discourse Level
www.GetSupportEd.net
Analyzing and Supporting Sequencing
• Students put sentence strips in order to determine proper order of a text
• Provide first and last sentence as scaffold (if needed)
• Help students identify clues
www.GetSupportEd.net 37Text source: Murphy, 2010, The Great Fire
Example: Sequencing Text
Order Sentence
The city boasted having 59,500 buildings, many of them—such as the Courthouse and the Tribune Building—large and ornately decorated.Many of the remaining buildings (even the ones proclaimed to be “fireproof”) looked solid, but were actually jerrybuilt affairs; the stone or brick exteriors hid wooden frames and floors, all topped with highly flammable tar or shingle roofs. Chicago in 1871 was a city ready to burn. The trouble was that about two-thirds of all these structures were made entirely of wood.
www.GetSupportEd.net 38Text source: Murphy, 2010, The Great Fire
Example: Sequencing Text
Order Sentence
2 The city boasted having 59,500 buildings, many of them—such as the Courthouse and the Tribune Building—large and ornately decorated.
4 Many of the remaining buildings (even the ones proclaimed to be “fireproof”) looked solid, but were actually jerrybuilt affairs; the stone or brick exteriors hid wooden frames and floors, all topped with highly flammable tar or shingle roofs.
1 Chicago in 1871 was a city ready to burn. 3 The trouble was that about two-thirds of all these structures
were made entirely of wood.
www.GetSupportEd.net 39Staehr Fenner & Snyder, 2017, p. 236
Academic Language Instructional Scaffolding Checklist
40
Advocacy Plan
www.GetSupportEd.net 41
• What?• Why?• How?
Adapted from Staehr Fenner & Snyder, 2017
Use Talking Points to Strengthen Your Role
www.GetSupportEd.net
1. Identify your key, succinct message
Emphasize a win-win solution
2. Anticipate pushback
3. Add talking point to address pushback
42Adapted from Staehr Fenner & Snyder, 2017
Advocacy Plan: Writing Talking Points
www.GetSupportEd.net
• English glossary or bilingual glossary
• Context clues activity
• Word parts activity
• Vocabulary with multiple meanings
43To download student handouts: Getsupported.net/presentations
EL Student Handouts
www.GetSupportEd.net
• Describe the three levels of academic language • Learn and apply research-based strategies for selecting
academic vocabulary • Learn and apply strategies for supporting ELs and SELs’
academic language development at the word, sentence, and discourse levels
• Describe an advocacy plan to ensure all teachers integrate academic language into instruction for ELs and SELs
44
Outcomes for Our Session
www.GetSupportEd.net
Join Our Community
45
Sign up on our website to continue collaboration withEL experts and a community of EL advocates. Weregularly share free tools, resources, and webinarsto facilitate our ELs’ success and well-being.
v
@SupportEduc@GetSupportEd.net
www.GetSupportEd.net
Diane Staehr Fenner, Ph.D.
Diane@GetSupportEd.net
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