Building Academic Literacy with Language Rich Classrooms Nimitz 2009

1. Building Academic Literacy with Language Rich ClassroomsNimitz 2009 August 2009 Elda Rojas and Ren�e Davis

2. Training Goals Content Objective: Participants will learn to incorporate a variety of language development strategies such as Building Background, and 6 Steps to vocabulary. Participants will understand that teaching academic vocabulary is essential to students� academic success. Language Objective: Participants will participate in various activities they can use immediately in their classroom to build student�s background knowledge and vocabulary.

3. �A good plan is like a road map: it shows the final destination and usually the best way to get there.� H. Stanley Judd Find someone�s watch activity.Find someone�s watch activity.

4. Building Academic Background Pre-Lesson Building Background Activity Choose a partner Choose an envelope Discuss with your partner and predict what you think the article is about.

5. Anticipation Reaction Guide

6. Aung San Suu Kyi

7. Questions Aung San Suu Kyi�s mission is to bring democracy to her nation of Myanmar. The country of Myanmar in Asia use to be call the country of Bangladesh Suu Kyi went to school in the capital of Myanmar but when she graduated she attended Oxford University in England. She married an American named Michael Aris. Suu Kyi was inspired by the non-violent protest of Martin Luther King Jr. and Mahatma Gandhi.

8. Questions 6. Suu Kyi was put under house arrest in 1985 but finally escaped to her family in America. Suu Kyi was awarded the Nobel Peace Prize while she was still in prison in1991.. Once when Suu Kyi was released from prison she told interviewers what she thought when she learned of her release, �Well, I�m free, but then I have always felt free�. 9. In 1990 during a national election Sue Kyi�s party won 82% of the vote and changed the country towards democracy. 10. The military government is no longer strong, but still influences the elections.

9. Building Background Features Concepts explicitly linked to student�s background experiences. Links explicitly made between past learning and new concepts. Key vocabulary emphasized.

10. Classroom Problem Our classroom content textbooks relies on an assumption of common prior knowledge and experience For those that don�t have that background you have to build it.

11. Use Alternate Materials Use pictures from google.com, books, magazines, travel brochures, Use real materials clip art and photos. Use videos Bring in people from the community Use realia (example, studying rocks, bring in real ones. Use www.freetranslation.com Field trips Many hands-on activities Teach the Text Backwards

13. Dual-Coding Theory �Knowledge is stored in two forms: linguistically and non-linguistically. Research proves that the more we use both systems of representation, the better we are able to think and recall knowledge.� --Robert Marzano, Classroom Instruction That Works

14. 80% of all information that comes into our brain is visual. 36,000 visual messages per hour may be registered by the eyes.

17. TEACH EXPLICITITY. . . . Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary

18. Those who badeka the MX need to know the exact badekation and procedures and understand the importance of adhering to these standardized procedures. To become proficient in badekaing the MX, those who badeka need to study the badekation guide and other procedures carefully and follow them precisely. This booklet provides guidelines for training and includes specific instruction for badekaing each MX. Those who badeka the MX need to be fluent and literate in the language that the MX is being badekaed in.

19. �Building Academic Vocabulary Teacher�s Manual� by Robert Marzano and Debra Pickering

20. The Need �Teaching specific terms in a specific way is probably the strongest action a teacher can take to ensure that students have the academic background knowledge they need to understand the content they will encounter in school�:. -Marzano (2010)

23. Step 1: Provide a description, explanation, or example of the new term. Step 2: Ask students to restate the description, explanation, or example in their own words.

24. Effective vocabulary instruction does not rely on definitions alone. Marzano and Pickering (2007) Students must represent their knowledge of words in linguistic and nonlinguistic ways.

26. Marzano�s Voc. Organizer Frayer Model Word Sorts

27. Step 3: Ask students to construct a picture, symbol, or graphic representing the term. Step 3 � : ELL students needs TPR. Total Physical Response. (gesture, or motion)

28. Marzano�s Related Terms Chart

29. Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.

30. High Level Activity Word Connection

32. Step 5: Periodically ask students to discuss the terms with one another.

33. 4% of ELLs� day is spent speaking English 2% of ELLs� day is spent speaking academic English Vega, Laura F. (2009)

34. Step 6:  Involve students periodically in games that allow them to play with terms.

35. Word Walls Yes, we do have Word Wall Activities! No time today, join ARISE and receive many, many ideas for an interactive word wall.

36. Academic Vocabulary Word Lists IrvingISD Website: www.region10.org/AcademicVocabulary/index.html Twenty Useful Websites

37. Training Goals Content Objective: Participants will learn to incorporate a variety of language development strategies such as Building Background, and 6 Steps to vocabulary. Participants will understand that teaching academic vocabulary is essential to students� academic success. Language Objective: Participants will participate in various activities they can use immediately in their classroom to build student�s background knowledge and vocabulary.

38. Elda Rojas Secondary ESL Coordinator 972-600-5073 erojas@irvingisd.net Ren�e Davis Secondary ESL Coordinator 972-600-5056 redavis@irvingisd.net