literacy and language in action - mabe...silvia dorta-duque de reyes grade convenons of standard...

LITERACY AND LANGUAGE IN ACTION

May 12-13, 2016 •  The Dearborn Inn

WELCOME

Silvia Dorta-Duque de Reyes

Meet and Greet

1.  What do you love about being a teacher…

2.  Something memorable that happened this year…

3.  What are your learning goals for this conference…

Introduce yourself to the person next to you

•  Try this Partner Talk strategy with your students.

Today we will…

q Analyze the language demands of text

Promoting English Learner’s Engagement with Complex Text

q Promote student’s engagement with text

and teach English works

So that we can…

CCSS ELA Standards: Focus on Language

SilviaDorta-DuquedeReyes

§  Conventions of Standard English §  Knowledge of Language §  Vocabulary Acquisition and Use

L.1. Demonstrate command of standard English grammar and usage when writing or speaking.

Language Strands

Language Standard

L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

It is all about….

«  Knowing and using parts of speech

«  Sentence types and structures

«  Legible writing

Guiding Question…

How does CCSS Language Standard 1 impact English Language Development and Student Achievement?

CCSS ELA Standards: Vertical Perspective


Grade Conven+onsofStandardEnglishStandards1

K a.  Printmanyupper-andlowercasele;ers.b.  Usefrequentlyoccurringnounsandverbs.c.  Formregularpluralnounsorallybyadding/s/or/es/d.  UnderstandandusequesBonwords(who,what,when,where)e.  UsethemostfrequentlyoccurringpreposiBonsf.  ProduceandexpandcompletesentencesinsharedlanguageacBviBes.

1 a.Printallupper-andlowercasele;ers.b.Usecommon,proper,andpossessivenouns.c.Usesingularandpluralnounswithmatchingverbsinbasicsentences.d.Usepersonal,(subject,object)possessive,andindefinitepronouns.CAe.  Useverbstoconveyasenseofpast,present,andfuturef.UsefrequentlyoccurringadjecBves.g.  UsefrequentlyoccurringconjuncBonsh.  Usedeterminersi.  UsefrequentlyoccurringpreposiBons(e.g.,during,beyond,toward).j.  ProduceandexpandcompletesimpleandcompounddeclaraBve,interrogaBve,imperaBve,andexclamatorysentencesinresponsetoprompts.


Grade Conven+onsofStandardEnglishStandards1

2 a.UsecollecBvenouns(e.g.,group).b.Formandusefrequentlyoccurringirregularpluralnounsc.Usereflexivepronounsd.Formandusethepasttenseoffrequentlyoccurringirregularverbse.UseadjecBvesandadverbs,andchoosebetweenthemf.Produce,expandandrearrangecompletesimpleandcompoundsentences.g.Createreadabledocumentswithlegibleprint.

3 a.ExplainthefuncBonofnouns,pronouns,verbs,adjecBves,andadverbsingeneralandtheirfuncBonsinparBcularsentences.b.Formanduseregularandirregularpluralnouns.c.Useabstractnouns(e.g.,childhood).d.Formanduseregularandirregularverbs.e.Formandusethesimple(e.g.,Iwalked;Iwalk;Iwillwalk)verbtenses.f.Ensuresubject-verbandpronounantecedentagreement.*g.FormandusecomparaBveandsuperlaBveadjecBvesandadverbsandchoosebetweenthemdependingonwhatneedstobemodified.h.UsecoordinaBngandsubordinaBngconjuncBons.i.Producesimple,compound,andcomplexsentences.j.Writelegiblyincursiveorjoineditalics,allowingmarginsandcorrectspacingbetweenle;ersinawordandwordsinasentence.CAk.Usereciprocalpronounscorrectly.CA

Sentence Structure Perspective

Grade StandardRela+ngtoSentenceStructure

K f.  ProduceandexpandcompletesentencesinsharedlanguageacBviBes.

1 j.  ProduceandexpandcompletesimpleandcompounddeclaraBve,interrogaBve,imperaBve,andexclamatorysentencesinresponsetoprompts.

2 f.  Produce,expandandrearrangecompletesimpleandcompoundsentences.

3 i.  Producesimple,compound,andcomplexsentences


Features of Academic Language in WIDA Standards

•  Words •  Phrases •  Sentences •  Paragraphs •  Whole Text

Thought, Function and Form

Language as a Resource for Meaning Making

How does English Work?

What is Academic Language?

California ELA/ELD Framework

What makes a Text Challenging?

Academic language can be learned only through literacy, and through discussions focused on the relationship between forms, structures and meaning and by teachers guiding students in working with complex text. Complex text are packed with information and students need help unpacking the information from such text.

It cannot be assumed that EL students will struggle through material on their own.

Academic Language and Complex Text

Lilly Wong Fillmore UC Berkeley

Teaching Language Explicitly and in Context

Whatdowesee?

hill

hare

tree

tortoise

Nounstreehillharetortoise

I see a _____

I see the ____ I see a ____ and a ____

a

the

Today we will read a story about a tortoise and a hare.

see

f.  Produce and expand complete sentences in shared language activities. L.K.1.

Singular Plural

treesunwormroad

bushbranch

treessunswormsroads

bushesbranches

Howmany?

There is a ____. There are ___.

L.1.K. c Form regular plural nouns orally by adding /s/ or /es

Singular means one. Plural means more than one.

Add an - s or an -es

People Animals Places Things

wormbirdhedgehogstortoisehare

onthestreetoutsideontheroadinthecountry

signsribbonpostgrassshadow

L.K.5.aSortcommonobjectsintocategoriestogainasenseoftheconceptsthecategoriesrepresent.

All the characters in this story are

animals because this story is a fable.

End Finish

K.L.1bUsefrequentlyoccurringnounsandverbs..

Thetortoiseiswinning.Thehareisnotwinning.Thehareissurprised.Theanimalsaresurprised.Theanimalsarehappyandsurprised.

is

Verb: To be

Whoiswinning?Whoisnotwinning?Whoissurprised?Whoishappy?

are

Singular Plural

is are

Finish End

L.1.1b. b. Use common, proper, and possessive nouns.

Character CommonNoun ProperNoun

worm

bird

hedgehog#1hedgehog#2

What name would you give each character?

The author of this fable did not give the characters proper names…

My name is _________.

Iamatortoise,howevermypropernameis_________.

Pronouns take the place of nouns

The tortoise won the race. The tortose won the race. She won the race.

Singular Plural

1 I we

2 you you

3 she,he,it they

She won the race. (The tortoise).

He is fast. (The hare)

She is slow but sure. (The tortoise).

Ella is fast . (The hare)

They are happy. (The animals)

She won the race. (The tortoise).

I was surprised. Were you surprised? Did you like the story? We liked the story!

Whenthewordendsinvoweladd

-s

Whenthewordendswiths,x,z,ch,shadd

-es

trees branches

tortoisetortoises

bushbushes

Forming Plurals Mini-Lesson

Singular Plural Collec+ve

one MorethanoneAnounthatnamesagroupofthesamepeople,placesorthings

tree trees forest

le;er le;ers alphabet

musician musicians orchestra

sheep sheeps herd

Collective Nouns:

Across the language progression continua

Analysis of Forms

Dialogue Analysis

1.  How do the language standards impact Language development and access to text?

2. Three points to remember

3. Question going around in my mind…

Amplify does not mean add on. Access to complex text does not mean dumb down.

Academic language can be learned only through literacy, and through discussions focused on the relationship between forms, structures and meaning and by teachers guiding students in working with complex text. Complex text are packed with information and students need help unpacking the information from such text.

It cannot be assumed that EL students will struggle through material on their own.

Academic Language and Complex Text

Lilly Wong Fillmore UC Berkeley


Notes

Earth’s Layers3 The surface of Earth is always changing because

of its structure. Earth is made up of four different layers: the crust, the mantle, the outer core, and the inner core. The crust, or solid outer shell, is the thinnest of the four layers, and it is the one we live on. The crust is formed from giant slabs, or plates, of rock. These plates fit together like pieces of a jigsaw puzzle. Together they float on another layer called the mantle.

4 The mantle is the layer that surrounds Earth’s core, or center. It is about 2,900 kilometers (1,800 miles) deep. The mantle is divided into two sections. The upper mantle is composed of cold, dense rock. The lower mantle is made of partially molten rock that flows. This is the area that causes the shifting of the tectonic plates just below Earth’s surface, creating volcanoes and earthquakes.

inner core

upper mantlecrust

outer core

lower mantle

13

Informational Science

B.  What is the vocabulary embedded in the text?

Vocabulary - general academic - content area - multiple meaning - transitions/connectors

VOCABULARY

•  Word level

•  Phrase level

VOCABULARY

CONTENTAREA

GENERALACADEMIC

MULTIPLEMEANING

TRANSITIONSCONNECTORSINDICATORS

earthsurfacecrustuppermantlelowermantleoutercoreinnercorelayer

structureformedcomposedcreaBng------------DefiniBonDescripBonApposiBveExamplesSimileCauseandEffect

crustshelllayersplatesrockmantleCorelike

isbecauselikefourcalledupper/lowercauses

How do we best teach Academic Vocabulary to ELs?

1. Kate Kinsella….

http://files.campus.edublogs.org/blogs.egusd.net/dist/8/289/files/2012/07/StructuredVerbalTask_Gr.4-22dk23h.mp4

Word Work: Go for the Gold - Kellie Bugajski

1.  Make a connection by choosing words from the text 2.  Link two words and tell how or why they go together 3.  Link three words and tell how or why they go together 4.  Link four words and use them in a sentence!

Partner work:

In pairs students:

Partner A: I think that ____ and ____ go together because…

Partner B: I disagree because ____ or I agree because….

How do we best teach Multiple Meaning words to EL’s

1.  Visuals, Pictorial Dictionaries 2.  Used in context 3.  Discussed as compared and contrasted

The core of the earth is like a metal ball.

The core of a fruit contains the seeds.

Transitions - Connectors - Indicators

These words need to be studied through discussions focused on the relationship between forms, structures and meaning

Word Form Structure Meaning

is Verbinpresenttense

_____is_____ definesordescribes

because ConjuncBonConnectsideas

___because___ tellswhysomethingisorwhyithappens

like VerbconjuncBon(as)

____islike___ HasmulBplemeaningsShowssimilarity

four AdjecBve

Thearefour__Thefour___

ShowshowmanyPartofasequence

cause Verbornoun Thecauseof__Itwillcausea__

TellthereasonwhyTellstheconsequence

Phrases: How is the vocabulary used?

Whattextsays Whatdoesthatmean?

…isalwayschangingbecauseofisstructure.

…fittogetherlikepiecesofajigsawpuzzle.

…floatonanotherlayer…

..parBallymoltenrockthatflows

…istheareathatcausestheshiaingofthetectonicplates

Structure and Discourse:

Text StructureThesurfaceoftheearthisalwayschangingbecauseofitsstructure.

DefiniBonCauseandEffect

Earthismadeupoffourdifferentlayers:Thecrust,orsolidoutershell,isthethinnestofthefourlayers,anditistheoneweliveon.Thecrustisformedfromgiantslabs,orplates,ofrock.Theseplatesfittogetherlikepiecesofajigsawpuzzle.Together,theyfloatonanotherlayercalledthemantle.

DefiniBonExamplesApposiBvesDescripBonsasimile.

ThemantleisthelayerthatsurroundsEarth’score,orcenter/Itisabout2,900kilometers(1,800miles)deep.ThemantleisdividedintotwosecBons.Theuppermantleiscomposedofcold,moltenrockthatflows.ThisistheareathatcausestheshiaingofthetectonicplatesjustbelowtheEarth’ssurface,creaBngvolcanoesandearthquakes.

DefiniBonApposiBvesDescripBonsExplanaBonCauseandEffect

CCSS Redefines Text Complexity

Qualitative

•  Levels of meaning •  Structure •  Language •  Knowledge demands

Quantitative: •  Average sentence length •  Number of syllables per word •  Total of number of different words

Reader and Task •  Background knowledge •  Motivation •  Interest

Before I was born, my father told my mother, “If it’s a boy, he’s going to be a scientist.” When I was just a little kid, very small in a highchair, my father brought home a lot of little bathroom tiles—seconds—of different colors. We played with them, my father setting them up vertically on my highchair like dominoes, and I would push one end so they would all go down.

Then after a while, I’d help set them up. Pretty soon, we’re setting them up in a more complicated way: two white tiles and a blue tile, two white tiles and a blue tile, and so on. When my mother saw that she said, “Leave the poor child alone. If he wants to put a blue tile, let him put a blue tile.” But my father said, “No, I want to show him what patterns are like and how interesting they are. It’s a kind of elementary mathematics.” So he started very early to tell me about the world and how interesting it is.

The Text: Feynman, Richard. “The Making of a Scientist”

Planning for across the language development continuum

T: What did the author and his father do? S: They played with them. T: What did his father do with the tiles? S: His father set them up T: How did he set them up? S: The father set them up vertically T: Where did he set them up? S: …on the highchair T: What did they look like? S: …like dominoes, T: What did the author do next? S: … he would push one end T: Why did the author push them? S: …so they would all go down.

ExchangingInforma+on/IdeasEngageinconversaBonalexchangesandexpressideasonfamiliartopicsbyaskingandansweringyes-noand-whquesBonsandrespondingusingsimplephrases.

Language Objective Levels 1-2


Who DidWhat HowFatherandSon played withtilesTheauthorandhisfather

setuptiles verticallyandonthehighchair

Afatherandhisson

spenttimetogether

playingwithtiles

Theylearnedaboutpatterns

byplayinggames.

Richard‘sdad

taughthissontothinklikeascientist

playingwithcommonobjects

What did Feynman and his father do? Paraphrasing chart depicting similar language choices Exchanging

Informa+on/IdeasContributetoclass,group,andpartnerdiscussionsbyfollowingturn-takingrules,askingrelevantquesBons,affirmingothers,addingrelevantinformaBon,andparaphrasingkeyideas.



ExchangingInforma+on/IdeasContributetoclass,group,andpartnerdiscussionsyfollowingturn-takingrules,askingrelevantquesBons,affirmingothers,addingrelevantinformaBonandevidence,paraphrasingkeyideas,buildingonresponses,andprovidingusefulfeedback


Paraphrase using the same structure: Pretty soon, we’re setting them up in a more complicated way. When, Who Did What How Right away, the father and the son set up the ties in a harder way. In a short time, they came up with more difficult patterns. Soon enough, the author and his father organized different and complex ways of creating patterns.

1.  How does text analysis from a grammatical perspective help teach English learners?

2. What is something new that you learn? 3.  What is something that you knew that was affirmed?

Thank you!

Silvia Dorta-Duque de Reyes [email protected]

literacy and language in action - mabe...silvia dorta-duque de reyes grade convenons of standard...

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