Welcome!

1. Welcome! Do now: Text-on-Text LOOK at the posters around the room. What did the poster make you THINK of in your own life? DISCUSS your thoughts or your memory with a neighbor. WRITEa few words on you’re a post it and place it on the poster.

2. Planning and Scaffolding for Success:Zeroing in on Academic Language UFT Teacher Center Citywide Conference December 4th, 2011

3. Culture is the knowledge, attitudes, beliefs, values, customs and behavior patterns of a social group. (Banks, 2006) What is Culture?

4. The Hidden Curriculum The classroom The (hidden) message….. This is my classroom, not yours. Faster is smarter • In your seat at all times • Predominance of “bees” • Stickers and prizes • ELL children off to side • In books, heroes are always of dominant culture

5. The Hidden Curriculum The classroom The (hidden) message….. No talking/collaboration allowed. Faster is smarter • Seats are always in rows • Predominance of “bees” • Stickers and prizes • ELL children off to side • In books, heroes are always of dominant culture

6. The Hidden Curriculum The classroom We learn together. Faster is smarter • Partners, groups, clusters of children. • Ell children “buddied up” • Letters to families translated when possible • Native language strategically used or permitted

7. The Hidden Curriculum:Assumed Values Must be Explicitly Taught We value We must ….. Parents don’t feel qualified to help with homework. Student is afraid to make a mistake Students have learned Respect=Quiet • Parents involvement • Taking risks and making an effort • Asking questions and participation but but but

8. Human need for sense of belonging (Maslow) • “Affective Filter” (S. Krashen) • Motivation, self-confidence, anxiety • Importance of risk-taking in the learning process Why an Inclusive Classroom Environment?

9. What can you do to make the classroom environment inclusive of all students? Surface Underlying Basic needs: Food, safety, belonging…

10. Discussways to create inclusive classroom environments. • Address the CCLS “Instructional Shifts” and their implicationsfor ELLS. • Develop a toolkit of research-based strategies for teaching vocabulary and language structures inInformational Text. • Engage in strategies that promote acquisition of grade-appropriate content. Today we will:

11. Balancing Information and Literary Text • Building Knowledge in the Disciplines • Staircase of Complexity • Text-based Answers • Writing from Sources • Academic Vocabulary CCLS “Instructional Shifts”ELA/Literacy

12. TEXT TYPES AND PURPOSES GRADES 3-8 FOCUS Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. K-2 FOCUS Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. NYCDOE Instructional Focus 2011-12Writing Standards 1 and 2

13. NYCDOE Instructional Focus 2011-12Reading 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 Readand comprehend complex literary and informational texts independently and proficiently.

14. 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 “Considerations for ELLs”

15. Respectfulclassroom environment • Highexpectations: rigor and authentic participation: “high challenge + high support” • Languageand literacy in all content classes (and content in the ELA class) Principles of ELL InstructionAdapted from Walqui, WESTED, 2010

16. Principles of ELL Instruction • Collaboration and communication with children of all language proficiency levels. • Contextualization:learning through multiple modes and materials—visuals, objects, video, organizers, charts

17. Instructional Shifts ? Principals of ELL Instruction NYCDOE considerations for ELLS

18. ACADEMIC VOCABULARY INFORMATIONAL TEXT How? Collaboration Scaffolding Experiences Independent Strategies Multiple contexts

20. “Reading comprehension as a synthesis of complex skills cannot be understood without examining the critical role and importance of vocabulary instruction.” National Reading Panel 2000 What does the research say about vocabulary?

21. What does the research say about vocabulary and ELLs? • “ELLswho experience slow vocabulary development are less able to comprehend text at grade level than their English- only peers.” • Diane August 2010 • For ELLS, the “achievement gap” is primarily a vocabulary gap. • Carlo, August et al., 2004

22. What does the research say about vocabulary and ELLs? • The differences in vocabulary knowledge begin before children enter school and—without intervention the gap grows even wider as students move from grade to grade … • [yet] typically very little class time has been focused on vocabulary instruction.

23. Vocabulary Instruction Word Awareness Explicit Vocabulary Instruction Independent Word Learning Skills

24. Vocabulary Strategies for StudentsMichael Graves Using context to unlock the meanings of unknown words Using word parts to unlock the meanings to unknown words Using the dictionary and related reference tools Developing a strategy for dealing with unknown words Adopting a personal approach to building vocabulary

26. Of Limited Value… Lists alone Context alone Definitions alone Dictionaries and Glossaries alone Of Durable Value… Words in clusters Leisure reading Multiple exposures in various contexts Chances to speak, hear, write Manipulation of forms of words Classify and categorize word lists Word games, puzzles

27. http://www.aft.org/pdfs/teachers/teach11materials/t900_criticalrolepres.pdfhttp://www.aft.org/pdfs/teachers/teach11materials/t900_criticalrolepres.pdf

28. The following link gives you a two-page version of the list: • http://www.doe.in.gov/TitleI/pdf/Word_List_Feldman.pdf • Source: Coxhead, Averil. (2000). A new academic word list. TESOL Quarterly, 34, 213-238.

29. Prior Knowledge: How well do I know these words? Strangers Acquaintances Friends

30. Visuals illuminate meaning Explicit Teaching: Etymology Illuminates Meaning nostalgia algia: pain neuralgia Gr: nostos: return home

31. Explicit Teaching: Personal connections Illuminate Meaning nostalgia Have you ever been homesick? Stories illuminate meaning

32. Definition Template A________________ is a ________________ and is used for_________. • Word • Category • Description • Function A lake is a body of water and is used for fishing and swimming. Adapted from Andrew Stetkevich, IRA Conference 2005

33. Create a Chant

34. Sentence Patterning Generator

35. Definition Template A________________ is a ________________ and is used for_________. • Word • Category • Description • Function A lake is a body of water and is used for fishing and swimming. Adapted from Andrew Stetkevich, IRA Conference 2005