1. U SING R EAD A LOUD T O S UPPORT L ANGUAGE A CQUISITION PS 18 October 9, 2012 Presented By: Shirley Rouse- Bey Achievement Coach CFN 204

2. O UR J OURNEY … How to support academic English development and text understanding What do teachers need to know and do to help?

3. T HE PROBLEM … Many ELLs learn to decode well enough, but can’t understand what they decode Why aren’t ELLs learning academic English? The only way to learn academic English is in the texts ELLs should be reading, however, these texts are the ones they can’t read because they lack prerequisite academic language skills

4. C OMMON C ORE S HIFT I N ELA Shift 6 - Academic Vocabulary Students constantly build the vocabulary they need to access grade level complex texts. By focusing strategically on comprehension of pivotal and commonly found words (such as “discourse,” “generation,” “theory,” and “principled”) and less on esoteric literary terms (such as “onomatopoeia” or “homonym”), Teachers constantly build students’ ability to access more complex texts across the content areas.

5. L ANGUAGE A NCHOR S TANDARD 6 Vocabulary Acquisition and Use (K-8) Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression

6. P RE -K L ANGUAGE S TANDARD 6 With prompting and support, use words and phrases acquired through conversations, reading and being read to, and responding to texts.

7. T HE APPROACH … “A TTENTION TO LANGUAGE ” Focus on language in texts, specifically at complex structures in them Instructional conversations on aspects of “juicy sentences” in which teachers call students’ attention to the relationship between form, function and meaning Beyond vocabulary… relating parts of sentences to meaning

8. T HE APPROACH … “A TTENTION TO LANGUAGE ” Carefully planned conversations about language in texts, across the curriculum Conversational starters and questions that invite students to notice and discuss forms and structures, and relate them to meaning within the context Language Objectives in Lessons

9. T HE POINT OF ALL THIS … To teach ELLs strategies for handling complex text structures, language they ordinarily do not use or understand To get them into the habit of noticing how language works, language they ordinarily ignore, because they do not understand it To give them the means to make such language their own

10. Y OUR WORK … Making this work happen in your schools and in your classrooms Nothing would happen without your commitment and effort

11. W HAT DOES RESEARCH SAY ABOUT ELL S ? I SABEL B ECK - T IER W ORDS Tier 1 Tier 2 Tier 3 Words to Teach high frequency, high utility Known, common words Low-frequency words; Content Specific Words

13. POLYSEMOUS WORDS IMPORTANT TABLE Did you set the table for dinner? Use the table at the back of the book for reference. Find the table of contents in your book. Complete the six, seven, and eight multiplication table for homework. In the science book, you will find the periodic table of elements.

14. BICS AND CALP W ORD P LAY Pervasive----everywhere Impoverished---poor What’s inside of “pervasive” that is not inside of “everywhere”???? What’s inside of “impoverished” that is not inside of “poor”???? 14

15. 15 L ET ’ S TAKE A CLOSER LOOK Are there other words with a similar meaning? What moods do these other words evoke? How can we rank them in order of intensity? |----------------------------------------------------------| everywhere extensive widespread pervasive

16. 16 WORD PLAY PRACTICE ACTIVITY In table groups: - Identify Tier 2 & Tier 3 words. - Select a Tier 2 word. Adjectives and Verbs work best. - Develop the meaning of the word using a “shades of meaning” card.

17. 17 WORD PLAY ImpoverishedPoor PervasiveEverywhere Exclusionkeeping out

18. CALP P LAY : G ENERATIVE W ORDS Disapprovingly Disbelief Dishonor Disagreement Disengagement Disrepair How does “dis” sometimes work in English??? Knowledge of prefixes, roots, suffixes, parts of speech. This supports knowledge of the forms and meanings of words. 18

19. T HANK Y OU !!! © AMNH / Denis Finnin The mermaid Lasirèn is a powerful water spirit popular in the Caribbean Islands and parts of the Americas.

20. Video clips that highlight some of this necessary work Aligning this work to the Common Core State Standards