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@DStaehrFenner www.GetSupportEd.net @GetSupportEd.net
Unlocking English Learners’ Potential: Academic Language Workshop
Diane Staehr Fenner, Ph.D. TexTESOL IV
February 29, 2020
www.GetSupportEd.net 2
Before We Begin…
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Objectives
Describe 3 levels
of AL
Select academic
vocab
Discussstrategies
Applystrategies
3
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Housekeeping Requests
4
www.GetSupportEd.net
1. Why you need this book to support ELs
2. Using a culturally responsive framework
3. Scaffolding instruction for ELs
4. Fostering ELs’ oral language development
5. Teaching academic language to ELs
6. Vocabulary instruction and ELs
7. Teaching ELs background knowledge
8. Scaffolded text-dependent questions
9. Formative assessment for ELs
Staehr Fenner & Snyder, 2017
Unlocking ELs’ Potential
5
www.GetSupportEd.net 6
bit.ly/UnlockingTXAL
(Case Sensitive)
Please use our Padlet to share your thoughts and any resources throughout the session.
Importance of Academic
Language for ELs
www.GetSupportEd.net 8Staehr Fenner & Snyder, 2017, p. 127. Adapted from NY State Testing Program, 2016.
Academic Language Discussion
Discuss what language in this math problem might
be difficult for your ELs.
Problem:
Addison wants to ride her scooter more than 100 miles this month.
She has already ridden her scooter 12 miles. Which inequality
could be used to determine the mean number of miles, m, she
would need to ride her scooter each day for 20 more days to
achieve her goal?
a) 20m + 12 < 100
b) 20m – 12 < 100
c) 20m + 12 > 100
d) 20m + 12 = 100
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• In contrast to everyday informal speech
• More abstract, more complex, less contextualized
• Language of power
9Bailey, 2007, 2010, 2012; Scarcella, 2008
Academic Language: Definition
www.GetSupportEd.netStaehr Fenner, 2014; Adapted from: WIDA, 2012
Representation of Academic
Language
Selecting Academic Vocabulary
For Instruction
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Select a small group of words
for in-depth focus. Words...
Baker, et. al, 2014
Selecting Academic Vocabulary for
Instruction
• Key to understanding the
text likely unfamiliar to
students
• Frequently used in the text
• Students will see across
disciplines (general
academic vocabulary)
• With multiple meanings
• With affixes
www.GetSupportEd.net 13
“The scientists put caterpillars on
leaves and used another machine
to make the leaves vibrate. When
the leaves shook the way a predator
would shake them, caterpillars behave as if a real predator were on
the leaf. They spun threads and
hung. When the leaves shook as if
the wind were blowing or rain were
falling, caterpillars did nothing.”
Haynes, E. 2017; Text: Hanging By a Thread, by Pochron, S.[Engage NY Grade 4 ELA Module 2B]
Vocabulary Identification
Circle an example
of a key word
Underline an
example of a
frequently used
word
Put a star next to a
general academic
word
www.GetSupportEd.net 14
The party leaders distributed a draft
of the bill and asked their colleagues
to review it carefully.
Haynes, E. 2017; Text: Hanging By a Thread, by Pochron, S.[Engage NY Grade 4 ELA Module 2B]
Vocabulary Identification (cont.)
Put a square
around a word with
multiple meanings
Draw an arrow to a
word with an affix
www.GetSupportEd.net 15Reading Rockets, http://www.readingrockets.org/article/classroom-vocabulary-assessment-content-areas
Self- Assessment Example
Teaching Academic Language
at the Word Level
www.GetSupportEd.net
• Look at the for strategies vocabulary instruction
in the Vocab Sort envelope.
• Sort them into 3 categories.
17
Supporting ELs’ Acquisition of
Academic Language at Word Level
www.GetSupportEd.net 18
Multifaceted Approach to
Vocabulary Instruction
Introduce
new vocabulary
Practice
new vocabulary
Teach
independent word
learning strategies
Adapted from Staehr Fenner & Snyder, 2017
www.GetSupportEd.net 19
• Visuals
• Gestures
• Student-friendly definitions
(wordsmyth.net)
• Student-created definitions
• Examples and non-
examples
• Seven-Step vocabulary
• Synonyms and antonyms
• Home language
Visual source: August, Golden, Pook, 2015
Introduce New Vocabulary
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Speaking/Listening Reading/Writing Games
• Academic
discussions
• Information gap
• Interactive word wall
• Word sort
• Word experts
• Sentences or
paragraphs related
to content using
bank of vocabulary
• Glossaries
• Responding to text-
dependent
questions
• Memory
• Vocab Jeopardy!
• Vocab jigsaw
• Vocab bingo
• Heads Up
Staehr Fenner & Snyder, 2017
Practice New Vocabulary
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1. Take your set of cards with vocabulary related to a particular content area. Don’t peek!
2. Select one person to be the “Guesser” and the others to be the “Clue Givers”
3. The Guesser places a card on his/her forehead (without looking), and the Clue Givers give clues about the academic meaning of the word.
Example: Heads Up Game
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Topics:
• Math
• Ancient Egypt
• Water cycle
• Classroom objects*
• Possible scaffolds: partner to help, word bank, sentence stems
22*Good topic for newcomers
Heads Up Topics
www.GetSupportEd.net 23
• This word means…
• An example of this word is…
• A synonym for this word is ...
• An antonym of this word is...
• We use this word to talk about...
Heads Up Sentence Stems
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• Context clues
• Word parts
• Cognates and false cognates
• Words with multiple meanings
24Baker, et al., 2014
Teach Independent Word
Learning Strategies
www.GetSupportEd.netAdapted from August, Staehr Fenner, & Snyder, 2014
Example: Context Clues
Unfamiliar Word Location Clues
litter Line 2 Lines 1, 7
Clues: picking up, junk, trash
Definition: pieces of waste paper and other objects scattered around
a place
1. Not many people would spend their free time picking up other
2. people’s litter. But Chad Pregracke has spent most of the past five
3. years doing just that along the Mississippi, Ohio, and Illinois Rivers.
4. Why?
5. Chad grew up in a house alongside the Mississippi. He loved to fish
6. and camp on the river’s wooded islands. That’s when he first noticed
7. the junk dotting its shoreline.
www.GetSupportEd.net 26
Verbs(Action)
Nouns(Person, Place,
Thing, or Idea)
Adjectives(Words to
Describe Nouns)
Adverbs(Words to
Describe
Actions)
act action ? actively
collect ? collective collectively
consider consideration considerable ?
Adapted from Baker, et al., 2014
Example: Teaching Word Parts
www.GetSupportEd.net
Cognates: sound and look
similar in both languages
and mean the same thing
27Adapted from August, Staehr Fenner, & Snyder, 2014
False Cognates: sound and
look similar in both
languages but mean
different things
Cognates False Cognates
planet = planeta billion ≠ un billón
Example: Teaching Cognates
1,000,0
00,000
1,000,0
00,000,0
00
www.GetSupportEd.net 28Adapted from Steinhardt, New York University, 2009
Example: Vocabulary With Multiple
Meanings
Vocabulary Meaning in Everyday
Use
Meaning in Math
and/or Science
mean to be unkind (adj.)to intend (v.)
an average
volume ? amount of space inside an object
gross ? total income from sales
mass having to do with a lot of people
?
29
Teaching Academic Language at the
Sentence and Discourse Level
www.GetSupportEd.net 30
Strategies for Supporting ELs at
the Sentence and Discourse Level
Strategy SentenceLevel
DiscourseLevel
1. Unpacking juicy sentences
2. Embedding grammar and specific aspects of language into
instruction
3. Analyzing sequencing in a text
www.GetSupportEd.net
• Consider this sentence:
“Since most owls feed upon a variety of animals, owl
abundance is not limited by the rise and fall in numbers of
any one prey species.”
• Divide the sentence into chunks.
• Then summarize each chunk in your own words.
31Staehr Fenner & Snyder, 2017, p. 132; adapted from Wong Fillmore & Fillmore, 2012 and California Department of Education, 2014
Text Source: Government of Alberta, 2009
1. Unpacking Juicy Sentences
www.GetSupportEd.net
“Since most owls feed upon a variety of animals, owl
abundance is not limited by the rise and fall in numbers of
any one prey species.”
32Staehr Fenner & Snyder, 2017, p. 132; adapted from Wong Fillmore & Fillmore, 2012 and California Department of Education, 2014
Text Source: Government of Alberta, 2009
Unpacking Juicy Sentences
Activity
Chunk of Text Summary in My Own Words
Since most owls feed upon Because most owls eat
a variety of animals,
owl abundance
is not limited by
the rise and fall in numbers
of any one prey species.
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• Select one sentence on a poster paper to “unpack”
the meaning with your colleagues.
• Break the sentence into chunks under the sentence.
• Summarize the chunk of text in your own words.
• Discuss how you might use this activity to support
ELs’ comprehension of complex text.
33Staehr Fenner & Snyder, 2017, p. 132; adapted from Wong Fillmore & Fillmore, 2012 and California Department of Education, 2014
Unpacking Juicy Sentences
Activity (cont.)
Directions:
www.GetSupportEd.net 34
2. Embedding Grammar and
Specific Aspects of Language
www.GetSupportEd.net 35
• Read the sentence below.
Beginning in the 17th century, the Mississippi River
Valley was settled by French explorers who established scattered settlements throughout the
region.
• Discuss the challenges that ELs might have with the
grammar in the sentence.
• How might you support their understanding?
Mini-Lessons
Directions:
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Thumbs up = active, Thumbs down = passive
• During the Boston Tea Party, the Sons of Liberty threw 342 chests of tea into Boston Harbor.
(active)
• During the Boston Tea Party, 342 chests of tea were thrown into Boston Harbor.
(passive)
Challenges
• Not always clear who or what completed the action
• Unfamiliar and more complex verb construction
36
Mini-Lesson:
Passive Voice for ELs
www.GetSupportEd.net 37
Original Sentence
Who did the action?
What was the action?
Sentence Rewrite
The Mississippi River Valley was
settled by French explorers.
French explorers Settled the Mississippi River
Valley
French explorers settled the
Mississippi RiverValley.
In 1762 French Louisiana was
ceded to Spain by the French.
In 1801 a secret treaty was signed
by Spain to return the Louisiana
Territory to
France.
Mini-Lesson: Passive Voice
www.GetSupportEd.net 38
• Charades
• What would you say when…
• Mad Libs
• Bingo
• Adverb game
Scaffolds to support ELs: work in pairs, word banks, sentence stems/frames
Larson, 2015
Grammar Games and Activities
www.GetSupportEd.net
3. Analyzing Sequencing in a
Text
• Students put
sentence strips in
order to determine
proper order of a text.
• Provide first and last
sentence as scaffold
(if needed).
• Help students identify
clues.
www.GetSupportEd.net 40
• Determine the correct order of the six sentences.
• Note the clues that helped you figure out the correct order.
Text source: The Great Fire, Murphy, 2010
Analyzing Sequencing
www.GetSupportEd.net
1. Chicago in 1871 was a city ready to burn.
2. The city boasted having 59,500 buildings, many of them—such as the Courthouse and the Tribune Building—large and ornately decorated.
3. The trouble was that about two-thirds of all these structures were made entirely of wood.
4. Many of the remaining buildings (even the ones proclaimed to be “fireproof”) looked solid, but were actually jerrybuilt affairs; the stone or brick exteriors hid wooden frames and floors, all topped with highly flammable tar or shingle roofs.
5. It was also a common practice to disguise wood as another kind of building material.
6. The fancy exterior decorations on just about every building were carved from wood, then painted to look like stone or marble.
41
Possible Answers
Wrap Up
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Objectives
Describe 3 levels
of AL
Select academic
vocab
Discussstrategies
Applystrategies
43
www.GetSupportEd.net
Join Our Community
Sign up on our website to continue collaboration with
EL experts and a community of EL advocates. We
regularly share free tools, resources, and webinars
to facilitate our ELs’ success and well-being. 44
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@SupportEduc@GetSupportEd.net
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Diane Staehr Fenner
Diane@getsupported.net
Thank you!
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