Scaffolding Academic Language: A Tool for Success!

1. Scaffolding Academic Language: A Tool for Success!

2. Magdalena Ruz Gonzalez, Project Director III • Leolyn Boyer, Independent Consultant Presenters

3. To support English Learners’ access to academic language with “A Tool To Scaffold Instruction for English Learners” OUTCOMES

4. WHAT DO ENGLISH LEARNERS, ACADEMIC LANGUAGE, AND THE COMMON CORE HAVE IN COMMON?

5. ACADEMIC LANGUAGE AND CONCEPT DEVELOPMENT Ways to understand concepts (labels, categories, descriptors, etc.) Ways to discuss and write about concepts (describe, compare, etc.) Academic language provides: Focused, explicit academic language instruction and support is critical for EL success.

6. STRUCTURING COHESIVE TEXTS

7. EXPANDING AND ENRICHING IDEAS

8. CONNECTING AND CONDENSING IDEAS

9. ACADEMIC LANGUAGE • Purposes • Text Types • Grammatical Language Patterns • Word Level Understanding Ov

10. These relate to student interactions and products: • Active Verbs • Bloom’s Taxonomy • Webb’s Depth of Knowledge Purposes (Appendix B, pp. 1-6)

11. Text Types and their corresponding structures must be taught so that students understand how different texts are organized, and how they support meaning. Teachers analyze texts to determine what linguistic scaffolds are needed. Various text types are identified in the ELD Standards. Examples: • Informational Text= Tables and Diagrams • Poetry= Stanzas TEXT TYPES(Appendix B pp. 6-14)

12. Analyze how texts are grammatically structured to determine linguistic scaffolds and examine language patterns at these levels: • Text Level Understanding-of text types, associated features, structures and can apply it in their writing. • Sentence and Clause Level Understanding-guided to unpack “dense sentences” focusing on meaning by DECONSTRUCTING SENTENCES, then, RECOMBINING IDEAS. • Phrase Level Understandings-use of noun phrases, adjectives, embedded clauses, etc. Grammatical Language Patterns (Appendix B, pp.3-4)

13. Morphemes and word families • Nominalization to change word function and collapse phrases and clauses • Domain Specific Vocabulary • General/Support Vocabulary • Cognates Word Level Understanding(Appendix B, pp. 14-15)

14. General Support Vocabulary: signal/transition words at although away from above all into however in spite of since as a result and/or Narrative Text Argumentative Texts Literary text Informative Text Recount Procedural Text Explanatory Text Response to Literature

15. COMPLEX TEXT AND INFORMATIONAL DENSITY • Understanding the structures of sentences, paragraphs, • and the text contributes to comprehension. • Understanding layered and cultural messages contribute • to comprehension. • Internalized awareness made explicit through • modeling, guiding, scaffolding, and discussion.

16. UNPACKING COMPLEX ACADEMIC TEXTS: SCAFFOLDS Instruction at the micro-levels (moment-by-moment) and macro-levels (planned) are critical for comprehension.

17. STRUCTURE • Sequence of steps, focuses on audience in general, basic structure includes: goal, material, method FEATURES TO FOCUS ON • Use of headings, subheadings, diagrams, identification of target audience • Use of active/passive verbs, conjunctions, timeless present tense, imperatives, specific vocabulary TEXT TYPE: PROCEDURAL TEXT

18. CLOSE READINGStraight Line MethodIt is relatively easy to figure out your Modified Accelerated Cost Recovery System deduction under the straight line method. First, a new depreciation rate is determined for each year in the recovery period. Second, the Straight Line Rate is determined by dividing the number 1 by the total number of unused years remaining in the recovery period at the beginning of the next tax year. The rate is then applied to the unrecovered basis of the property. If the remaining period at the beginning of the next year is less than the one year, then the Straight Line Rate for that year is 100%

19. Remembering: • Expanding Level, DOK 1, P. 2 • Question: • Can you explain what is determined each year? • Sentence Frames: • The first step is determine a new depreciation rate followed by dividing the number 1 by the total number of unused years remaining in the recovery period at the beginning of the next tax year and the rate is applied. Model

20. Remembering: • Emerging Level, DOK 1, p 3 • Strategies: L1 using Google Translate • Esrelativamentefácil de averiguarsumodificaciónaceleradarecuperación de costosdeducción del sistemabajo el método de línea recta. En primer lugar, unanuevatasa de depreciación se determinaparacadaaño en el periodode recuperación. En segundolugar la Línea de Cambio recta se determinadividiendo el número 1 por el número total de añosrestantes no utilizados en el periodode recuperación a principios del próximoaño fiscal. La tasase​aplica a la base no recuperada de la propiedad. Si el periodorestante a principios del próximoañoesmenorque el de un año, entonces la tasa de línea recta paraeseañoes del 100%. Model

21. Remembering: • Bridging, DOK Level 1, p. 3 • Products: Test Items • What is the sequencefor determining your MACRS? • 2.Describe the Straight Line Rate applied to the unrecovered basis of the property. • 3. When do you use 100% of the Straight Line Rate? • 4. Have you ever used MACRS? Under what circumstances? • 5. Apply MACRS to another example Model

22. YOU TRY IT! Work in a triad to develop Questions, Sentences Frames, Strategies and Products for two text types from the ELA Text Exemplars provided. Use two different levels of scaffolds but make sure you address all levels of English proficiency.

23. http://mas.lacoe.edu 562-922-6332