Shirley Rouse-BeyAchievement Coach

CFN 204

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CLEARING THE PATHWAY ACTIVITY

In table groups:

Read entire article.Discuss what makes this article

challenging?Chart the challenges.Room share

Let’s look at Access Points

Academic VocabularyPhraseology –fixed phrases (vice

versa, for the most part, in as much as, earlier stated,such as)

- signal phrases (while, initially, however)

Academic VocabularyFrom Building Academic Language by Jeff Zwiers

Tier 1Everyday Language

Tier 2: (mortar)Academic Vocabulary across Content Areas

Tier 3: (bricks)Content Specific Academic Vocabulary

BICS will be learned without instruction.

Building blockCritical/CrucialHow language works

Easily learned Text SupportTaught

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What are some of theTier 1, Tier 2, and Tier 3 words?

TIER I WORDS TIER 2 WORDS

MORTAR

TIER 3 WORDS

BRICKS

•child•write*•our*•live*

•provocative•intention•drastic•developing•disapprove•pervasive•impoverished•exclusion•survival*

•exporter•harvest*•labor*•society•industry

BICS and CALP Word Play

Pervasive----everywhereImpoverished---poorWhat’s inside of “pervasive” that is not inside

of “everywhere”????What’s inside of “impoverished” that is not

inside of “poor”????

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Let’s take a closer lookAre there other words with a similar

meaning?What moods do these other words evoke?How can we rank them in order of intensity?

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everywhere extensive widespread pervasive

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WORD PLAY PRACTICE ACTIVITY In table groups:- Identify Tier 2 & Tier 3 words.- Select a Tier 2 word. Adjectives and Verbs

work best.- Develop the meaning of the word using a

“shades of meaning” card.

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WORD PLAY Impoverished Poor

Pervasive Everywhere

Exclusion keeping out

CALP Play: Generative WordsDisapprovinglyDisbeliefDishonorDisagreementDisengagementDisrepairHow does “dis” sometimes work in English???Knowledge of prefixes, roots, suffixes, parts

of speech. This supports knowledge of the forms and meanings of words.

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Building a Phrasal Lexicon…The next step is to draw attention to the

phraseology of written English. By identifying frequently used phrases in texts, discussing their uses and interpretation, and encouraging teachers to incorporate these expressions in their own writing and speaking.

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Gazillions of phrasal expressionsThese are not exactly idioms or cliches. They are

fixed phrases.

It has come to my attention that …Our sole purpose is …If this is true …Studies have shown that …Contrary to expectations …Further down the road …For that matter …At the end of the day … Not to make a fine point of it …12/2/08 Dr.L.W.Fillmore New York City 12

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Keeping track of phrases… Signal Words and Phrases

To show order: first, then, next, finally, second, etc.

For temporal sequencing: initially, meanwhile, subsequently, eventually, soon, finally, previously, later, from that moment on, since then, at the same time, one day, some day, in the long run, sooner or later, etc.

In addition: again, besides, therefore, as well, likewise, moreover, additionally, etc.

Cause and effect: therefore, consequently, so, because, since, as a result, because of that, for these reasons, etc.

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How does the phrasal unit work? How can I find a way to talk about how it works:

Instructional Conversations

It is likely that these families cannot afford the cost of education for their children.

It is likely that muggings happen in dark alleys.

It is likely to happen.It is likely to affect you very much in the

next 12 years?

It is likely …14

An Instructional ConversationRead a complex sentence/paragraph and say:

“Now what is this sentence saying _______?”“Which part of the sentence/paragraph says so?”Stop on particular Tier 2/3 word or expression

and say: “ Let’s see what this word/expression means….” a discussion about the word, its parts, a cognate, the company it keeps, etc.”

If the author didn’t put in this word/expression, what difference would it make?

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•This sentence is really _______ (interesting, beautiful, wild, tough).•A lot of information is crammed into it, but what in the world is it trying to say?•Let’s see if we can figure it out. Anyone want to give it a try? Anything else?•So you’re saying that …•Do you agree? Why (or why not)?•OK, let’s see where we are on this.•Let’s look more closely at the parts, to see if we have everything…

How do we embed access points into the curriculum?SUGGESTIONS:

Teacher prep is key – what language/concepts are challenging and need scaffolding?

Prior to read aloud (especially non fiction) During work period of workshop model37 ½ minutesWord study/vocabulary blockMorning messageELLs learn to unpack meaning from texts. This

leads to deeper comprehension.

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Thank You!!!

© AMNH / Denis Finnin

The mermaid Lasirèn is a powerful water spirit popular in the Caribbean Islands and parts of the Americas.