Powerful Literacy Practices

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  • 1. Powerful Literacy Practices
    balbed@bellsouth.net

2. Define Academic Literacy
listening, speaking,reading,writing
3. Essential Questions
What are some challenges English language learners experience
in academic language learning and literacy?
How can we support English language learners'
academic language proficiency?
4. Academic Literacy

  • Is the reading proficiency required to construct the meaning of content-area texts and literature encountered in school

5. Encompasses the kind of reading proficiencies typically assessed on state-level accountability measures, such as the ability to- make inferences from text
- learn new vocabulary from context
- link ideas across texts
- identify and summarize the most
important ideas or content within a text
(Torgesenet al., 2007)
Francis, Center on Instruction
6. What is the Role ofVocabulary in AcademicDevelopment?

  • Academic vocabulary is critical to learning higher-level content and to performing well on achievement tests.

7. Academic language: explains, informs, justifies, compares, describes, classifies, proves, debates, persuades, evaluates.David J. Francis
8. Of the many compelling reasons for providing students with instruction to buildvocabulary,none is more important than the contribution of vocabulary knowledge to reading comprehension.Indeed, one of the most enduring findings in reading research is the extent to which students vocabulary knowledge relates to their reading comprehension.
Anderson & Freebody, 1981; Baumann, Kameenui, & Ash, 2003; Becker, 1977; Davis, 1942; Whipple, 1925)
Why Focus on Vocabulary Instruction?
9. Reading & Writing Task
Read the following and put in your own words
(paraphrase)
The difficulty of your set could be increased if
you do a jam followed by a peach.
10. The difficulty of your set could be increased if you do a jam followed by a peach.
The point values you can earn on your gymnastics routine can be bigger if you include, in sequence, two particular skills on the uneven parallel bars: the jam, which leaves the gymnast sitting on the high bar; and the peach, where the gymnast moves from the high bar to the low bar.
cited from: www. readingquest.org/bkgd
means
11. The difficulty of your set could be increased if you do a jamfollowed by a peach.
SO...
Why Didn't You Use Context Clues?
Multiple word meanings
Lack of backgroundknowledge
Technical vocabulary
Culture of gymnastics
But you knew the components of academic language: word meanings, language functions, and grammatical structures.....right?
12. Sentence Starter
Complete the Sentence Starter
What this tells me about using context clues to infer meaning for unfamiliar vocabulary is that
________________________________
_______________________________
13. Tell Me Again Why I Should Care About Blooms Taxonomy
14. Remember UnderstandApply Analyze EvaluateCreate
Less Demanding LanguageMore Demanding Language
The degree to which a task is context-embedded depends on the number of channels of information available to the student.The more context embedded, the more manageable.
Blooms Taxonomy offers a way of determining whether a task is demanding or undemanding
15. Read and Remark
The research suggests that the disparity between word-level skills (decoding, word recognition, spelling) and text level skills (reading comprehension and writing) among language minority students is oral English proficiency.
Word LeveloralEnglish proficiencyText Level
What this tells me about academic language practice is that.................
A Focus on Vocabulary www.prel.org
Diane August and Timothy Shanahan: (2006)
16. Planning for Purposeful Talk Academic Dialoging

  • Collaborative tasks

17. Multiple opportunities for students to talk, question , discuss, 18. clarify, and create new understandings 19. Meaningful student interactions 20. Explicitly teach the academic language students need to be able to use in academic discourse