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Apprenticing Adolescents Into The Language Of Our Discipline

This session focuses on helping educators scaffold academic language for students, identify teaching practices that support ownership of academic language, and understand the language demands of the NY 9-12 ELA curriculum modules.

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Apprenticing Adolescents Into The Language Of Our Discipline

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  1. Apprenticing Adolescents Into The Language Of Our Discipline Academic Language and the Common Core EngageNY.org

  2. Purpose of this Session “I realized I needed to stop telling students the meaning of important words and ideas in my English class. And, academic language, for us, hasn’t been about looking up unknown vocabulary or me telling students how to understand the text. To me, it became a way of guiding students towards a critical understanding of how language is used in texts and then helping them mimic what authors do—use intentional language to convey powerful ideas.” Sarah 10th Grade English Teacher EngageNY.org

  3. Purpose of this Session Participants will be able to: • Identify the academic language demands of the NY 9-12 ELA curriculum modules. • Determine which academic language to scaffold for students. • Identify and design teaching practices that support adolescent ownership of academic language. EngageNY.org

  4. Agenda for this Session EngageNY.org

  5. Academic Language Antonacci& O’ Callaghan (2011) 5 • Knowledge of the language of a discipline is necessary for student success in a subject. • Words work differently in different disciplines (e.g., “function,”) • Each discipline has their own set of words to represent their valued concepts and literacy processes. EngageNY.org

  6. Module 11.1: O What a Noble Mind is Here O’erthrown!” 6 EngageNY.org

  7. Focus on Knowledge of Language EngageNY.org • CCSS.ELA-Literacy.L.11-12.3 • Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

  8. Focus on Vocabulary Acquisition and Use EngageNY.org • CCSS.ELA-Literacy.L.11-12.4 • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. • CCSS.ELA-Literacy.L.11-12.5 • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. • CCSS.ELA-Literacy.L.11-12.6 • Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.

  9. How to Build Academic Language (adapted from Fisher, 2008) 9 • Make It Intentional • Select high-leverage, meaningful vocabulary for explicit, student-centered, instruction. • Make It Transparent • Make vocabulary instruction explicit through effective questioning, modeling, and instruction that builds understanding of the word AND the text. • Make It Useable • Provide regular opportunities for students to practice with high-leverage vocabulary in writing tasks and in discussion about text. • Make It Personal • Provide a volume, and variety of independent reading that includes both fiction and non-fiction texts. EngageNY.org

  10. Making it intentional: Identifying the words to teach EngageNY.org

  11. Two Aspects of Vocabulary Context • Words students can figure out from content • Words for which the definition needs to be provided Amount of Instructional Time • Words that need more time: abstract, have multiple meanings, and/or are a part of a word family • Words that need less time: concrete or describe events/processes/ideas/concepts/experiences that are familiar to students EngageNY.org

  12. “My Last Duchess” (Sample) EngageNY.org

  13. Misconception Alert! EngageNY.org

  14. Try This: Text Analysis • Vocabulary Analysis of A Room of One’s Own • Read the excerpt. • Annotate for vocabulary words potentially challenging to your students. • Share your list with a partner. • In pairs, prioritize your words by placing your annotated words on the blank Academic Vocabulary Quadrant Chart. EngageNY.org

  15. Making it Transparent and useful: Analyzing a lesson EngageNY.org

  16. How to Build Academic Language (adapted from Fisher, 2008) 16 • Make it Intentional • Select high-leverage, meaningful vocabulary for explicit, yet student-centered, instruction • Make it Transparent • Make vocabulary instruction explicit through effective questioning, modeling, and instruction that builds understanding of the word AND the text. • Make it Useable • Provide regular opportunities for students to practice with high-leverage vocabulary in writing tasks and in discussion about text. • Make It Personal • Provide a volume, and variety of independent reading that includes both fiction and non-fiction texts. EngageNY.org

  17. Transparent Approaches • Effective questioning of the language in the text: • Open-ended • Text-dependent • Analyzes word relationships • Explicit modeling of textual analysis. Misconception Alerts: Questioning and modeling aren’t “transmitting.” Students must do the work of learning. (Marzano & Pickering 2005; Nagy, 1989; Nagy & Scott, 2000; Paribakht & Wesche, 1997) EngageNY.org

  18. Useable Approaches • Using high-leverage vocabulary in writing tasks • Quick write prompts, collaborative writing tasks, assessments • Use high-leverage vocabulary in discussion tasks • Discuss language use Misconception Alerts: Writing and talking about vocabulary does not mean writing and reciting definitions. Use vocabulary to think, write, and talk about the text. EngageNY.org

  19. Try This: Looking at Instruction • Look at the sample lesson 11.1.3 Lesson 1 in your packet. • Read the lesson, looking for examples of transparent and useful practices. • Talk with a partner: • What did you notice about the intentional selection of high-leverage vocabulary? • How was instruction transparent using questioning and modeling to support students? • How was writing and discussion used to provide students with opportunities to use high-leverage vocabulary? EngageNY.org

  20. Try This: Adapting Curriculum 20 Work with a partner to design additional vocabulary learning for this excerpt. • Make it Intentional: Whatother high-leverage, meaningful vocabulary could be selected for explicit, student-centered instruction? • Make it Transparent: How else could you use effective questioning and modeling to build understanding of the word AND the text? • Make it Useable: How else could you provide opportunities for students to practice with new vocabulary in writing tasks and in discussion about text? EngageNY.org

  21. Making It Personal: supporting a volume of independent reading EngageNY.org

  22. Personal Approaches: Accountable Independent Reading • Build a volume of reading • Fiction and non-fiction, variety of self-selected texts • Create a culture of independent reading • Low impact, accountable, routine Misconception Alert: Independent doesn’t mean unaccountable. Have students discuss texts with the CCSS. EngageNY.org

  23. Reflection and Closing • How will you use these materials to support student academic language development? • What actions should you take or not take to support your students’ academic language in high school ELA classrooms? 23 EngageNY.org

  24. References • Anderson, R. C.& Nagy, W. E. (1991).Word meanings. In R. Barr, M. L. • Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading • research (Vol. 2, pp. 690–724). Hillsdale, NJ: Lawrence Erlbaum. • Antonacci, P. A. & O’ Callaghan, C. M. (2011). Developing Content Area • Literacy: 40 Strategies for Middle and Secondary Classrooms. • Thousand Oaks, CA: Sage. • Armbruster, B. B. (1992). Vocabulary in content area lessons. The • Reading Teacher, 45(7), 550–551. • Beck, I.L., McKeown, M.G. & Kucan, L. (2002). Bringing Words to Life: • Robust Vocabulary Instruction. New York: The Guilford Press. • Marzano, R.J., & Pickering. D.J. (2005). Building Academic • Vocabulary: Teacher’s Manual. Alexandria, VA: ASCD. • Nagy, W. E. (1988). Teaching vocabulary to improve comprehension. • Newark, DE: International Reading Association. • Nagy,W. E., & Scott, J. A. (2000). Vocabulary processes. In M. Kamil, P. • B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading • research (Vol. 3, pp. 269–284). Hillsdale, NJ: Lawrence • Erlbaum. • Stahl, S.A. (1998). Vocabulary Development. Cambridge, MA: Brookline. 24 EngageNY.org

  25. Online Parking Lot Please go to www.engageny.org/resource/network-team-institute-materials-february-4-7-2014and select “Online Parking Lot” for any NYSED related questions. Thank You! EngageNY.org

  26. Plus/Deltas Please go to http://www.engageny.org/resource/network-team-institute-materials-february-4-7-2014and fill out the Plus/Delta for today’s session. Thank You! EngageNY.org

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