Die Another Day: Zeroing in on Targeted Dumping: Did the ...
“Shifting” To Informational Text: Zeroing In On Academic Language
description
Transcript of “Shifting” To Informational Text: Zeroing In On Academic Language
![Page 1: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/1.jpg)
“Shifting” To Informational Text:
Zeroing In On Academic Language
UFT Teacher Center Citywide Conference
December 4th, 2011
![Page 2: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/2.jpg)
Welcome!
Do now: Text-on-TextLOOK at the posters on your table.
What connection or memory does the poster make you THINK of in your own life?
SHARE your memory or your memory with a neighbor.
WRITE a few words on your post it and place it on the poster.
![Page 3: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/3.jpg)
“Shifting” To Informational Text:
Zeroing In On Academic Language
UFT Teacher Center Citywide Conference
December 4th, 2011
![Page 4: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/4.jpg)
What Is Culture?Culture is the active participation of individuals in the practices, traditions, values and behaviors of a cultural group.
(Spring 2008)
![Page 5: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/5.jpg)
Why Does the Hidden Curriculum Matter?
• Before we can learn:Human needs, including need for
sense of belonging (Maslow).
• “Affective Filter” (S. Krashen)
– Motivation, self-confidence, anxiety
• Importance of risk-taking in the learning process
![Page 6: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/6.jpg)
The Hidden Curriculum
The classroom The (hidden) message…..
No mistakes made here.
Faster is always better.
Don’t work without them.
ELLs are not real members of our classroom community.
My prior knowledge is of no value.
Always celebrate one correct answer.
Predominance of “bees”
We work for prizes…
ELL children off to side
No “Spanish” (Cantonese,
Creole) spoken here!
![Page 7: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/7.jpg)
The Hidden CurriculumThe Classroom or
School
Partners, groups, clusters of children.
We learn from each other and in many ways.
Newcomers have buddies.
Native language used strategically in class.
The Message
Letters to families translated when possible.
At holiday time, ALL cultures’ artifacts visible.
![Page 8: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/8.jpg)
The Hidden Curriculum:Assumed Values Must Be Explicitly Taught
Student Values Respected
We value
so
Parent involvement
Risk-taking and making an effort
Parents may not feel comfortable coming in.
Student is afraid to make a mistake.
Asking questions and assertive participation
Student has learned Respect = Quiet
so
But
so
Individual recognition Students are from collectivist cultures
so
![Page 9: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/9.jpg)
Consider the “Hidden Curriculum”• Address the CCLS “Instructional Shifts”
and their implications for ELLS.• Develop a toolkit of research-based
strategies for teaching vocabulary and to scaffold reading of Informational Text.
• Engage in strategies that promote student learning of grade-appropriate content.
Today We Will:
![Page 10: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/10.jpg)
CCLS Instructional ShiftsELA/Literacy In Subject Areas
Balancing Informational
and Literary Text
Building Knowledge in the Disciplines
Staircase of Complexity
Text-based
Answers
Writing from
Sources
Academic Vocabulary
![Page 11: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/11.jpg)
NYCDOE Instructional Focus 2011-12
Reading Standards 1 and 10
1 Read closely to determine what the text says explicitly and to make logical inferences from it; Cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
10 RANGE OF READING AND LEVEL OF TEXT COMPLEXITY Read and comprehend complex literary andinformational texts independently andproficiently.
![Page 12: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/12.jpg)
PRINCIPLES OF ELL INSTRUCTIONADAPTED FROM WALQUI, WESTED, 2010
• High expectations: rigor and authentic participation: “high challenge + high support”
• Language and Literacy in all content classes (and content in the ELA class)
• Collaboration and communication with children of all language proficiency levels.
• Contextualization: learning through multiple modes and materials—visuals, objects, video, organizers, charts
![Page 13: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/13.jpg)
“CONSIDERATIONS FOR ELLS”
• Vocabulary: key element to reading comprehension
• Scaffolding for access to the curriculum
• Strategic use of native language• Exposure to a variety of writing
experiences, formal and informal
![Page 14: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/14.jpg)
Instructional Shifts
Principles of ELL InstructionNYCDOE
Instructional Focus
?
![Page 15: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/15.jpg)
ACADEMIC VOCABULARY
INFORMATIONAL TEXT
![Page 16: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/16.jpg)
What Does The Research Say about Vocabulary?
“Reading comprehension […] cannot be understood without examining the critical role and importance of vocabulary instruction.” (National Reading Panel 2000).
![Page 17: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/17.jpg)
The “GAP”
•“For ELLS, the “achievement gap” is primarily a vocabulary gap. • Begins before children enter school
• Without intervention, grows even wider as students move from grade to grade.
![Page 18: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/18.jpg)
Yet…………….
Typically very little class time has been focused on vocabulary instruction.
What Does The Research Say About Vocabulary And Ells?
![Page 19: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/19.jpg)
Word Conscious-
ness
Explicit Vocabulary Instruction
Independent Word
Learning Skills
Vocabulary Instruction
WIDE Range of Reading High Quality Classroom Language
![Page 20: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/20.jpg)
Which words and why?The ancient Egyptians thought of Egypt as being divided into two types of land, the 'black land' and the 'red land'. The 'black land' was the fertile terrain on the banks of the Nile. The ancient Egyptians used this land for growing their crops. This was the only land in ancient Egypt that could be farmed because a layer of rich, black silt was deposited there every year after the Nile flooded.
![Page 21: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/21.jpg)
How Do We Choose Words?
• Essential to a passage, but not defined within• Useful word parts: transitional, configuration• Subject area words (Tier III)– nation, citizenship, electoral college– polygon, quadratic, perimeter
• High Incidence Academic Words (Tier II)– Analyze, interpret, require – correspond criteria deduce demonstrate– Use the Academic Word List
• Multiple Meaning Words– Order, fair, volume
![Page 22: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/22.jpg)
Which words and why?The ancient Egyptians thought of Egypt as being divided into two types of land, the 'black land' and the 'red land'. The 'black land' was the fertile terrain on the banks of the Nile. The ancient Egyptians used this land agriculture. This was the only land in ancient Egypt that could be farmed because a layer of rich, black silt was deposited there every year after the Nile flooded.
![Page 23: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/23.jpg)
The Nile River
Role in the founding of Egyptian civilizationThe Greek historian Herodotus wrote that "Egypt was the gift of the Nile". An unending source of sustenance, it provided a crucial role in the development of Egyptian civilization. Silt deposits from the Nile made the surrounding land fertile because the river overflowed its banks annually. The Ancient Egyptians cultivated and traded wheat, flax, and other crops around the Nile. Wheat was a crucial crop in the famine-plagued Middle East. This trading system secured Egypt's diplomatic relationships with other countries, and contributed to economic stability.
![Page 24: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/24.jpg)
Which Words and WhyI am a firefighter. I help our community in a significant way. With my team, I help extinguish fires in buildings and other places. Often, we must also rescue people from fires.When there is a fire, an alarm rings at the station. I rush to my truck. I slide down a pole because it's faster than using the stairs. I put on fireproof pants and coat. I put on boots and a helmet. I can get dressed in about 30 seconds.These special clothes are called my uniform. My uniform will protect me from fire.
![Page 26: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/26.jpg)
1. Remind students, or point out, how the word is used in your text.
2. Student-friendly definition 3. Say the word. Students echo. 4. Students give examples of the word used in other contexts 5. Students interact with the word: Fill out an organizer, act it out, make up a motion, provide
choices… (This step may be left for a later interaction)6. Repeat the word.
Beck’s Quick 6 Step Process:
![Page 27: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/27.jpg)
Try it out at your table!
Text• deposited • ancient• barren• fertile
AWL• issue • conclude• participate• sufficient
![Page 28: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/28.jpg)
7—12 Cognitive Interactions?!What’s a “cognitive interaction”?
Making connections in your brain!
Have you ever …………….?Draw a picture to help you remember
the word.What other words are related to…..
![Page 29: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/29.jpg)
Try it out: empathy • Have you ever felt empathy?• Draw a quick-pic picture of an
event to remind you of empathy• What other words are related to
empathy?
![Page 30: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/30.jpg)
•Looking up words in the dictionary•Memorizing definitions•Making sentences with words•Word searches
•Connecting words to each other. •Multiple exposures in various contexts an media.•Heightening word awareness•Sorting and Classifying words
Useful
Not so much!
![Page 31: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/31.jpg)
Vocabulary = Content Knowledge • “New research has shown that one factor in
particular—academic vocabulary—is one of the strongest indicators of how well students will learn subject area content.”
• “Teaching the specific terms of social studies, science, or math in a specific way is one of the strongest actions a teacher can take to ensure that students have the academic background knowledge they need to understand the social studies content they will encounter in school.” NYCDOE
![Page 32: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/32.jpg)
Mini-UnitTopic
Grade Band
Presenters: Here starts your unit. You may wish to add some of the following slide
if you are using those strategies.Please as you go, point out or elicit the ways in
which the activities you are presenting scaffolding toward the shifts of the day.
![Page 33: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/33.jpg)
Cooperative Vocabulary GridFelix Amanda Yadirah Inyeoung
climate
Terrain
fertile
arid
developed
![Page 34: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/34.jpg)
Pictorial Input Chart
![Page 35: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/35.jpg)
Sentence Patterning Generator
![Page 36: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/36.jpg)
Create a Chant
![Page 37: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/37.jpg)
What Does It Mean To “Know” A Word?
Strangers Acquaintances Friends Family
![Page 38: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/38.jpg)
Wonder Words Book
![Page 39: “Shifting” To Informational Text: Zeroing In On Academic Language](https://reader035.fdocuments.us/reader035/viewer/2022081513/568162cc550346895dd35aac/html5/thumbnails/39.jpg)
Collaborative Poster