AEMP Grade Level Collaboratives Module 4 Office of Curriculum, Instruction, and School Support Language Acquisition Branch Academic English Mastery Program Understanding and Implementing the Six Access Strategies-Part II: (Making Cultural Connections, Instructional Conversations, and Academic Language Development)

PD Norms for Success Participate 100% of the time Be mindful of others -Put electronics on vibrate or meeting mode --Be respectful of other’s opinions Listen with a different ear, an open mind, and a receptive heart

Long Range Goals of the 8 GLC Modules: Increase knowledge and awareness of what authentic Culturally Relevant & Responsive Educational (CRRE) Practices are Build an authentic culturally relevant and responsive learning environment that teaches to and through the strengths of our students Validate and affirm the legitimacy of each student’s cultural and linguistic practices within the learning process

GLC Module 4 Objectives To develop an understanding of the relationship between the consistent use of high-yield strategies and student success To analyze how these particular research- based access strategies scaffold access to core content for SELs, ELs, SWDs, and Gifted students.

Culturally Responsive Icebreaker

Making Cultural Connections Making Cultural Connections: Connecting instruction to students’ lives to increase motivation, engagement, and learning. Learning Outcomes: Activation and use of prior knowledge Infusing the history & culture of students into core instruction Understanding and utilizing students’ frames of reference Utilizing of culturally relevant literature Creating authentic learning experiences

Making Cultural Connections What The Teacher Might Be DoingWhat The Students Might Be Doing Providing Opportunities for students to make connections. Utilizing real-world issues to activate prior knowledge. Maintaining portfolios of authentic student work and assignments. Assessing learning experiences for progress toward meeting Core Content Standards. Explicitly planning lessons with the Protocols for Culturally Responsive Teaching Culturally Relevant Classroom library. Music, movement, and hands-on activities are incorporated into daily instruction. Reflecting and dialoguing in small cooperative groups. Making connections with relevant current/historical events with lessons. Choosing work samples to describe new learning and progress. Keeping track of their effort and its relationship to achievement. Demonstrating proficiency in the use of the Culturally Responsive Protocols Reading for “fun” Engagement, cooperative learning, utilization of manipulative, and working and writing to music.

Instructional Conversations Instructional Conversations: discussion-based lessons carried out with more competent others that help students arrive at a deeper understanding of academic content. Learning Outcomes: To develop critical thinking, language, and linguistics by making connections between academic content, students’ prior knowledge, and cultural experiences.

Instructional Conversations What Might Teachers Be Doing?What Might Students Be Doing? Select a theme or idea to serve as a starting point for discussion. Develop a general plan for how the theme will unfold. Developing ways to either “hook into” or provide students with background knowledge necessary. Create fewer “known-answer” questions. Engage students in discussion. Negotiate and clarify meaning throughout discussion. Act as a collaborator. Whole class discussion or cooperative groups. Engaged in discussions (high level of participation) Interested in topic Utilizing academic vocabulary during discussions Co-constructing knowledge with other students through interactive discussion, connected turns, and comments that build upon previous ones. Using text, pictures, and reasoning to support an argument or position.

Academic Language Development Academic Language Development: Connecting the conceptual knowledge and vocabulary that students bring from their home and community to the language requirement of school. Promoting increased ability in students to communicate their ideas orally and in writing using academic English. Learning Outcomes: Students will be prepared with the academic language and vocabulary to communicate like scientists, mathematicians, social scientists, and literary scholars.

Academic Language Development What Might The Teacher Be Doing What Might The Students Be Doing Have direct scaffold Instruction of important words. Provide structured opportunities to use new academic vocabulary everyday. Engage students in fluent, wide reading. Utilize the AEMP Personal Thesaurus to support students’ oral and written development Using the AEMP Personal Thesaurus Engaged in the writing process on a daily basis Written work, accountable talk and oral presentation, that reflect appropriate use of academic vocabulary

Interactivity: Codification

The Personal Thesaurus Building Academic Vocabulary Light Illumination Luminescence Luminance Digital Graphics Suspended Dangling Hanging In the air Drawing Dark Grounded Fluorescence Illustration Depiction Portrayal

Sources Gándara P. & Maxwell-Jolly J. & Rumberger, R.W. Resource Needs for English Learners: Getting Down to Policy Recommendations from Gay. G (1999). Culturally Responsive Teaching: Theory, Research, and Practice. New York: Teachers College Press Goldenberg, C. (1991). Instructional Conversations and their Classroom Applications. UC Berkeley: National Center for Research on Cultural Diversity and Second Language Learning Lemoine, N. (2001). Language Variation and Literacy Acquisition in African American Students (p ). In Harris, J., Kamhi, A. & Pollock, K. (Eds) Literacy in African American Communities. New Jersey: Lawrence Erlbaum & Associates Marzano, Pickering, & Pollock (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Virginia: ASCD