Reading Notes for Access to Academics

1. Explain language of school Ch. 1: Broad range of language competencies Language Social, everyday language of School

Academic language 2. Social Language Language used for everyday necessary interactions Three types: o Everyday- used at recess, cafeteria, classroom o Intercultural- cross-cultural situations o Instructional- nontechnical; listening to directions, requesting clarification, when to raise hand, etc. 3. Academic Language Three components: 1. Vocabulary- words and phrases used in different content areas i. General: vocab used in a variety of content areas ii. Specialized: vocabulary used in specific content areas iii. Technical: necessary for discussing particular topics within a content area 2. Grammar/syntax- how language is organized and presented 3. Discourse- organized in larger forms; as paragraphs, thesis papers, or speeches 4. Linguistic Features/content areas- Explain 5. BICS- Explain Basic interpersonal communication skills (linguist Jim Cummins) Everyday language 6. CALP- Explain Cognitive academic language proficiency Formal/ academic language 7. Google academic language register and define Variety of language used in different social contexts (LEAP 2013) depends on the audience (who), the topic (what), the purpose (why) , and location (where)

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Language Proficiency- the ability to use language accurately and appropriately, orally and in writing in variety of settings (20). Language Domains o Reading- ELs process, interpret, and evaluate written words, symbols, and other visual clues according to context. Learning to read in a second language depends on fluency/ proficiency of first language. o Writing- use different forms of writing and express themselves through drawing, symbols, and/or text. o Listening- ELs process, understand, and respond to spoken language; requires active pursuit of meaning. o Speaking- English learners engage in oral communication in social, cultural, and academic contexts. Can Do descriptors o Developed by the World Class Instructional Design and Assessment (WIDA) o Define levels of ability in terms of what language learners typically can do with the language at different language proficiency levels. Elements of Communicative Competence 1. Grammatical or linguistic competencies: accuracy of language use (spelling, vocabulary, sentence formation, pronunciation) 2. Sociolinguistic competencies: use of language in appropriate context; take into account rules, social conventions, participant status, and cultural norms; in other words, you have to know what to say and when to say it 3. Discourse competencies: the ability to connect phrases and sentences into coherent messages; the ability to be a sender and receiver 4. Strategic competencies: development of strategies such as how to get into or out of conversation, break silences, and hold a conversation

Resources o Use bilingual books from Reading Online Learning Strengths and Needs of EL Students List/describe 1. General: give them a survey at the beginning of the year (in their first language, if necessary. Another way to gather general information about student background is through casual conversation with the student. In addition, teachers can use a wall-write where students answer questions on the wall. 2. Linguistic: Language Assessment Scales (LAS) to measure student proficiency level; use CAN DO descriptors 3. Academic: use school files to assess academic language; student files may contain test scores, previous grades, teacher comments, IEP plan, notes on academic weaknesses and strengths, and information about family context. 4. Content: use surveys, discussions; etc. separate content knowledge and language knowledge. Instead, allow students to express themselves through drawing, acting, singing, playing, etc. One useful technique includes the use of a KWL or KWLS chart. 5. Cultural information: to understand students cultural background research students native countries, cultures, educational systems, historical figures, musical and artistic traditions, geography, and biodiversity Guidelines for understanding student strengths and needs: List/describe 1. Guideline 1: Model the Techniques Model KWLS chart and relate personal stories to make connections 2. Guideline 2: Try not to assume students reaction or response to something you do or say. EL students may feel too embarrassed or afraid to ask. 3. Guideline 3: Embrace Variety; teachers should use a variety of methods, strategies, techniques, and models to help students learn the content.

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Objective writing: there are three parts to writing an objective; First part, students will be ale to. Second, the measureable outcome. Finally, the third part states the content to be learned and to what degree. Measurable Verbs: Link to Common core State Standards o Higher-level of thinking o Some words include: contrast, conduct, list, locate, perform, plan, verbalize, identify, etc. Direct Instruction Overview: o ELD Adaptations Use visuals Vocabulary words in native language Contextualize the content Tap into prior knowledge (KWL chart) Role playing Oral reports o Teaching the Language of the Discipline: Vocabulary lesson model introduced Implicit and explicit Multimodal- language taught through graphics, reading, and listening Collaboration and cooperation Practice with partners or with small groups Teach wholes or parts o Assessment information across disciplines observations role plays oral retellings single or two word response journaling or drawing Teaching to Language Objectives Guidelines: 1. Integrate language and content 2. Use pedagogically sound techniques 3. Break down the language Connecting to Students: How do you do this? o Teachers are to explicitly link the lesson to students background experiences and link past learning

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with new concepts. o Three types of connections: personal, academic, pedagogical How do you make academic connections? o to help students make connections, the teacher can start by thinking about the main ides or topic of the lesson. Next, think about connections between the topic and background knowledge. Building Background Knowledge: Explain How and Why o Pre-teach and reinforce vocabulary o Cue-Do-Review o Field trips or hands on experiences o Visitors o Visuals and lots of them! What is an anticipatory Set? How do you use them to engage learners? o An anticipatory is used at the beginning of a lesson to engage students and introduce the topic or the lesson o When introducing a lesson of polygons, have students do a treasure hunt worksheet, finding polygons around the house. Using VAPA and PE Content for making connections to students explain the guidelines for connections o Guideline 1: Be deliberate o Guideline 2: Make connections to students lives o Guideline 3: Consider culture Student Engagement: Explain engagement and tasks o Engagement: student involvement and ownership; there are three strategies: 1) make connections to students lives through authentic interactions, 2) Have students interact with each other and with language, 3) Create a responsive classrooms by considering students nee ds, wants, abilities, and interests. o Tasks: two elements, process and product. Task process is what happens when the learning takes place and task product is the outcome or the end result of the task. Pedagogical Connections: teachers should think about background information and interests of their students while designing tasks. Some strategies include: 1) listening to students talk about familiar topics, such as home and community, 2) encourage students to use content vocabulary to express their understanding, 3) encourage students to use their first and second languages in instructional activities List/explain elements of task process and product o Take process Instructional groupings: how many students work together and with whom they work, either in homogeneous or heterogeneous groups. Modes: reading, writing, listening, speaking Task structure: determines how students get information and how they express themselves during the task Scaffolding: scaffold learning by modeling, eliciting, probing, restating, clarifying, questioning, and praising. Resource/texts Teacher/student roles: tasks should be developed with the intention that students will be active and engaged in learning Procedural tools: differentiation of instruction o Task product Audience: students will more engaged with an audience other than the teacher; examples include a letter to a scientist, a book to read to students, etc. Modes: students should be able to express themselves in a variety of ways. List /explain guidelines for task for connecting instruction to students lives o Give students a reason to listen: while listening teachers should give students an assignment or task to complete during a lesson, actively participating o Do not do what students can do: give student choices and allow them more autonomy in making instructional decisions How do you assess before, during and after a lesson? o Before a lesson, it is standard to use placement or diagnostic tests to assess students prior knowledge. Teachers can also use KWL charts, or other alternative assessments to assess what the students already know about that particular subject. During a lesson, teachers can use

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observations, open- or closed- ended questions demonstrations, performance tasks, journaling, and student portfolios. After a lesson, teachers can use tests or exams that assess what students have learned overall. A project can also be assigned to assess student knowledge after a lesson. Assessing student process and product: o Teachers can adapt traditional classroom assessments by using hybrid test or quiz questions, a mixture of multiple-choice/ true-false and open-ended or student-centered assessments. o Students should also aid in designing assessments. They can do so by writing test questions, creating rubrics for projects, or even providing feedback for other students. Developing assessments to measure content standard achievement: o It is important for teachers to be transparent of the connections between the content, objectives, outcomes, and assessments of the lesson. Students should know the language and content objectives and how they will be assessed. Teachers should post them on the board, and refer t them throughout the lesson. Lastly, teachers should explain the product outcome in relation to the objective. Creating multiple opportunities for students to learn content: How and Why? o It is important to create different opportunities for students to explain and demonstrate their learning, especially for EL and struggling students. Instead of giving a written test, teachers can have ELLs orally explain or give their answers. There needs to be a variety of assessments used to assess student knowledge. ELD: Language of the discipline: Science Describe relationships of taxonomy, cause and effect, comparison, hypothesis, etc Describe procedures using language functions such as calculate, measure, predict, graph, connect, Use various medias to connect abstract ideas Teach Greek and Latin roots because they generate the overwhelming majority of science terms Adaptations in disciplines For ELLs, oral practice with speaking and using scientific terms in the classroom Translate the words in ELLs native language. Teach root words Integration of PE and content Areas Physical Education: roll a ball for distance & measure the distance of the ball (science) Language Arts: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Math: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. ELD: Language of the disciplines: Mathematics General academic vocabulary- used in other subjects as well as math o Examples: combine, describe, consequently Specialized academic vocabulary- associate with math o Examples: quotient, hypotenuse, angle Technical academic vocabulary- specific math topic o Examples: perfect numbers, quadratic equations, least common denominator Adaptations in disciplines o Design multisensory lessons (visual, auditory, kinesthetic) o Use visuals and graphic organizers when possible o Use different technologies o Vary grouping (independent work, groups, partners) o Make connections across content areas when possible Integration of PE and content Areas o Physical Education: do 25 jumping jacks (counting from 1-25 for younger grades) o Language Arts: Explain the process in math journals o Social Studies: use a timeline to display events in chronological order o VAPA: read and notate music (also teaching fractions) ELD: Language of the disciplines: English Language Arts Four domains: reading, writing, listening, speaking Vocabulary o General convey, theme, symbol, o Specialized- adjective, pronoun, adverb, clause o Technical- chorus, parados, hubris

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Grammatical features o Sentence structure o Subject0verb agreement o Verb tense o Verb phrases o Plurals o Auxiliaries o Articles o Word forms o Idioms and expressions o Word choice Language functions o Asking for clarification o Asking questions o Commenting o Connecting o Disagreeing o Predicting o Paraphrasing o Suggesting Discourse o Autobiography o Ballad o Blog o Persuasive essay o Script o Sonnet Adaptations in disciplines Provide ELLs with ample opportunities to hear and use language Use prereading strategies for ELLs so they are familiar and more confident with the content o Examples: KWL chart, making predictions, preview summary, establish purpose for reading, graphic organizers Integration of PE and content Areas Physical Education: with a partner define and demonstrate open space Math: define and illustrate the vocabulary in math journals Science: teach vocabulary words through root words and affixes (Greek and Latin) VAPA: critique a visual arts performance Social Studies: write a letter to a historical figure ELD: Language of the disciplines: Social Studies Some difficulties in teaching social studies for ELLs: o Content my be new o Topics are not only abstract but language-dependent, too o The field of social studies incorporates many disciplines o The field relies on extensive background knowledge o History is presented in a linear manner Adaptations in disciplines 1. Develop socially supportive classrooms o build on funds of knowledge of students, families, and communities o use collaborative grouping o promote an oral history approach 2. Explicit teaching of academic skills 3. Reduce cognitive loading and increase accessibility of complex content knowledge o use role play o preview reading assignments o provide or encourage to locate materials and information in their native language o use cognates with Spanish-speaking students Integration of PE and content Areas Physical Education: when talking about Jackie Robinson (2nd grade) as a hero have the students practice playing baseball. Math: Calculate how many years it took ______ to conquer _________. What was the time span of the _____________ War?

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Science: History of science; Albert Einstein, Louis Pasteur VAPA: create patchwork from folklore art Language Arts: describe the sequence of events read from the story on _____________.

List 5 key points that are new learning that you will use in instructional practice from this reading: 1. Find and create learning targets or objectives a. SWBAT- Students will be able to 2. Make connections- linking prior knowledge to lesson 3. Create engaging tools- use different teaching strategies to target ALL students (learning modalities) 4. Assessment a. Observations b. Rubrics c. Tests d. Feedback from classmates 5. Adaptations (183-190)