Getting to Academic English: Instructional Practices for Secondary English Learners Nancy Frey, Ph.D. PPT at Click “Resources”

Disciplinary Literacy

Why Can’t the English Teachers Teach This Stuff? Reading, writing, speaking, listening, and viewing Literacy is utilized in all content areas Language is specialized in each area All learning occurs through language Literacy = Language and Language = Learning

DisciplinaryLiteracy Intermediate Literacy Basic Literacy Increasing Specialization of Literacy Shanahan & Shanahan, 2008

Disciplinary Literacy is Academic Language

What makes literacy hard in the disciplines ? The goals of reading and writing and the approaches to reading and writing are different depending on the content area. The texts are written differently. –Mathematics –Science –History/Social Studies

Math Reading Goal: arrive at “truth” Importance of “close reading” an intensive consideration of every word in the text Rereading a major strategy Heavy emphasis on error detection Precision of understanding essential Conclusions subject to public argument

Mathematics Text 1.1 Introduction to Linear Equations A linear equation in n unknowns x 1, x x …, x n is an equation of the form a 1 x 1 + a 2 x 2 +…+ a n x n = b, where a 1, a 2,…,a n, b are given real numbers For example, with x and y instead of x 1 and x 2, the linear equation 2x + 3y = 6 describes the line passing through the points (3, 0) and (0, 2). Similarly, with x, y and z instead of x 1, x 2 and x 3 the linear equation 2x + 3y + 4z = 12 describes the plan passing through the points (6, 0, 0), (0, 4, 0), (0, 0, 3). A system of m linear equations in n unknowns x 1, x 2, …, x n is a family of linear equations

Look inside the science text… Value on linking findings to other scientific principles Transformation of text information to another visual representation Marshaling background knowledge

The Antarctic krill is (Euphausia superba) is a species of krill found in the Antarctic waters of the Southern Ocean. Antarctic krill are shrimp-like invertebrates that live in large schools, called swarms, sometimes reaching densities of 10,000-30,000 individual animals per cubic meter. They feed directly on minute phytoplankton, thereby using the primary production energy that the phytoplankton originally derived from the sun in order to sustain their pelagic (open ocean) life cycle. They grow to a length of 6 cm, weigh up to 2 grams, and can live for up to six years. They are a key species in the Antarctic ecosystem and are, in terms of biomass, likely the most successful animal species on the planet. Science Text

Chart

History Reading History is interpretative Importance of authors and sourcing in interpretation Consideration of bias and perspective (including one’s own) are essential Helpful to recognize history as an argument based on partial evidence (narratives are more than facts)

Multiple Gist Text Set Chart of slaves owned by Jackson Text of Jackson’s inauguration Bank Veto Speech

Tools for Transforming Texts In the mind and on paper Language frames Visual displays Notetaking guides

Multiple Text Discussion Web in History Should explorers risk lives to achieve goals? YES Text 1 Evidence Text 2 Evidence Text 3 Evidence NO Text 1 Evidence Text 2 Evidence Text 3 Evidence Our View

Elements: Arctic Krill Properties: invertebrate Lays eggs 4 Stages to development larvae, juveniles, gravid females, and other adults Eat phytoplankton Lay eggs Processes Eggs are laid at surface of water and drop Hatched eggs rise to surface Larvae are at surface Krill reach adulthood (2-3 years) Key Details 6,000-10,000 eggs laid Eggs hatch at about 2,000-3,000 meters Larvae develop, nourished by yolk Develop more legs, eyes, grow by molting, Eat algae under ice Juveniles move inland of adults Different stages kept separate! Analogies Like a snake sheds its skin as it grows, so does the krill. Krill eat algae the same way a lawnmower takes in grass Illustrations: (Chart of different seasons and changes in the krill as it goes through the life cycle.) Guided Notetaking in Science

Alphabet Vocabulary Chart A-BC-DE-FG-H I-JK-LM-NO-P Q-RS-TU-V-WX-Y-Z

Alphabet Vocabulary Chart A-BC-D crater E-FG-H I-JK-L lava M-N magma O-P Q-RS-TU-V-W volcano X-Y-Z

Alphabet Vocabulary Chart A-B ash C-D crater cinder cone E-F flow G-H I-JK-L lava M-N magma magnitude O-P Q-R Rim of Fire S-T shield volcano tremor U-V-W volcano vent volcanologist X-Y-Z

Alphabet Vocabulary Chart A-B ash active balsat C-D crater cinder cone caldera E-F flow eruption extrusion G-H geothermal harmonic tremor I-J intrusion K-L lava lahar M-N magma magnitude mantle O-P obsidian pahoehoe pillow lava Q-R Rim of Fire S-T shield volcano tremor U-V-W volcano vent volcanologist X-Y-Z xenoliths

Establishing Purpose: Why are we doing this anyway?

Two Components: Content Purpose Language Purpose

“Here’s what you’re going to learn today, and this is what I want you to do with it.”

The established purpose focuses on student learning, rather than an activity, task, or assignment.

Students can explain the established purpose in their own words.

Writing to Explain One’s Thinking

Writing to Summarize

What are Comon Grammar Errors English Learners Make? Given a word and conditions about the placement of the word, write a sentence Forces attention to grammar and word meaning Use student examples for editing Generative Sentences

“Volcanoes” in the 4th Position

Try these... WordPositionLength cell3rd> 6

Try these... WordPositionLength cell3rd> 6 Because1st< 10

Try these... WordPositionLength cell3rd> 6 Because1st< 10 Constitutionlast= 10

Expanding a Generative Sentence

Basic Writing Frame Although I already knew that ________, I have learned some new facts about _____. For example, I learned that _______. I also learned that ______. Another fact I learned _______. However the most interesting thing I learned was______.

Making a claim I think that_________, because ________________. Although I agree that ______________, I still think that _________. She says ______, and I agree, because _________. Supporting/critiquing a claim Her idea that __________ is supported by _______________, ___________, and _______. For example, ________________ shows that ________________. They say that ___________, but _______, _____, and ____ say differently. Introducing and addressing a counterargument Of course, you might disagree and say that _________________. Some might say _________, but I would say that _____________. While it is true that __________, that does not always mean that _________. Stating a conclusion or summing up an argument In conclusion, I believe ____________________. In sum: _____________ is shown by _____________ and ______________. For these reasons, _______________ should be ________________. Source: Glencoe Literature, Used with permission of Glencoe/McGraw-Hill.

Creating to Explain One’s Thinking

The teacher’s role in developing academic language 1.Analyze what makes the language demanding for individuals or groups. 2.Develop scaffolds and supports to help students understand and apply academic language. 3.Use strategies to develop their proficiency in academic language.

Disciplinary Literacy

Getting to Academic English: Instructional Practices for Secondary English Learners Nancy Frey, Ph.D. PPT at Click “Resources”