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@SupportEduc www.GetSupportEd.net @GetSupportEd.net

Supporting ELs’ Oral Language Development Through Academic Conversations

Webinar February 21, 2019Diane Staehr Fenner, Emily Francis,

Sydney Snyder & Jill Kester

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How did you hear about this webinar?

– Twitter– Facebook– LinkedIn– Colorín Colorado– Email– Colleague– Website– Other

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Let’s Get Started with a Poll

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Before We Get Started: Zoom Tips

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Our Webinar Agenda• Welcome

• Research and four practices (Jill & Sydney)

• Activity ideas and practical strategies (Emily)

• Q & A

• Wrap up

This webinar is being recorded.

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Certificate of AttendanceWe’ll share a link to a downloadable certificate for 1 hour of professional development toward the end of this webinar.

Stay tuned in until the end of the webinar for the link!

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Contents of Webinar Handout• Oral language activity checklist

• Oral language activity planning template

• Oral language activity descriptions and planning document

• Survival English newcomers need

Visit bit.ly/OLforELs to download the webinar handout.

Note: this link is case sensitive!

6getsupported.net/free-tools/

www.GetSupportEd.netNote: this link is case sensitive!

Padlet: bit.ly/OralLanguage4ELs

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Today’s Presenters

Jill KesterSenior Associate, SupportEd

Emily FrancisESL teacher & EL expert

@emilyfranESL@JillLKester

Follow SupportEd on Twitter! @SupportEduc

Sydney SnyderPrincipal Associate, SupportEd

@SydneySupportEd

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Collaboration is Key

Importance of Oral Language Practice for ELs - Jill

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• Discipline-specific language

• Repetition

• Language and literacy development

• Content learning and retention

• Other skills

Value of Oral Language Practice for ELs

11Zwiers & Crawford, 2011

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• Has depth• Is sustained• Is student controlled

What Is Productive Talk?

12Walqui & Heritage, 2018

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• Respect diverse ideas• Listen to each other• Use academic language• Clarify when you don’t

understand• Encourage participation• Stay on topic

Building a Conversation Culture

13Zwiers & Hamerla, 2018

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• Selective in addressing errors

• Intentional in providing feedback

• Fossilization not an issue• Recasting – may not be

effective• Focused instruction &

correction of specific language structures

What About Error Correction?

14Walqui & Heritage, 2018

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What is the most significant challenge that you have engaging ELs in academic conversations?

• Building a supportive climate• Encouraging ELs’ participation• Supporting ELs in using

academic language• Designing effective oral language activities• Other?

Poll Time

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The Four Practices - Sydney

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1. Why you need this book to support ELs

2. Using a culturally responsive framework

3. Scaffolding instruction for ELs4. Fostering ELs’ oral language

development5. Teaching academic language to ELs6. Vocabulary instruction and ELs7. Teaching ELs background knowledge8. Scaffolded text-dependent questions9. Formative assessment for ELs

Staehr Fenner & Snyder, 2017

Unlocking ELs’ Potential

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1. Come prepared

2. Use appropriate body language

3. Take turns

4. Make connections

Staehr Fenner & Snyder, 2017; Image of two girls: Image: Designed by Asier_relampagoestudio @ Freepik.com

Four Practices for Fostering ELs’ Oral Language Development

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• Student-friendly lesson objectives

• Prior knowledge• Explicit vocabulary

instruction• Thinking & writing time• Graphic organizers• Scaffolded text-dependent

questions

Staehr Fenner & Snyder, 2017

1. Come to the Discussion Prepared

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www.GetSupportEd.netAdapted from: The Resourceful Social Studies Teacher. Retrieved from http://www.louisiana101.com/ideas-clark-TPT-GRAPES-Graphic-Organizer.pdf

Example: GRAPES – Social Studies

Topic What to Include Key Information Geography Location, climate

Religion Beliefs, religious practices

Achievements Art, music, math, science inventions

Politics Leaders, laws, government

Economics Trade, agriculture, labor system

Social Structure Daily life, caste system

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Example: Cause & Effect Diagram

21Zwiers, J., 2017

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• Use appropriate eye

contact

• Face each other with the

entire body

• Lean toward the partner

• Show understanding

through head nodding

• Use appropriate gestures

Staehr Fenner & Snyder; 2017; Zwiers & Crawford, 2011;

Image by Asier_relampagoestudio @ Freepik.com

2. Use Appropriate Body Language for Discussions

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• Structured pair work• Talking stick or talking rock• Language for inviting

others to participate• Supporting active listening• Information gap activities

3. Participate By Taking Turns

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Example: Information Gap Activity, Student A

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Example: Information Gap Activity, Student B

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• Language needed

• Model

• Opportunities to practice –mini lessons

• Use of hand signals

• Turn taking counters

Staehr Fenner & Snyder, 2017; Zwiers & Crawford, 2011; Zwiers & Hamerla, 2018

4. Make Connections to What Others Have Said

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Talk Move Sentence StemRestating So you are saying…

Put another way, you are saying ….

Agreeing I agree with (Yuri) because ……..(Emma’s) point about …….. was important because ……..

Disagreeing I disagree because…I see it differently because….

Asking a clarifying question

Could you give an example of….?I’m confused when you say……Could you explain more?

Adding to an idea/making a connection

I’d like to add to (Rosa’s) point. I think that…When (Albert) said….., it reminded me of…I see a connection between what (Laura) said and what (Karolina) said. The connection is…..

Staehr Fenner & Snyder, 2017, p. 100; Walqui & Heritage, 2018

Example: Sentence Stems and Formulaic Expressions

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• Engaging prompts

• Intentional grouping

– Building individual accountability

– Group roles

• Assessment through oral language activities

Additional Considerations for ELs

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www.GetSupportEd.netStaehr Fenner & Snyder, 2017

Oral Language Activity Checklist

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Oral Language Activity Planning Template

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Having Academic Conversations with ELs - Emily

www.GetSupportEd.netLet’s highlight What Students Can Do!

Effective Activities Supporting Language Development

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“By developing lessons that support ELs’ participation and engagement in academic conversations, YOU are advocating for ELs’ equal access to content, supporting high academic expectations for ELs, and providing ELs with opportunities to develop their academic identity.” ~ Unlocking ELs’ Potential

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Affirming Identity

• Activities to affirm identity and support language development:

1. Name Tents2. Classroom Language3. Survival English

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• Validating Languages and Identity

*Carol Salva – Boosting Achievement

Name Tent

Language Country

Name

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Self-Advocacy: • May I go to the bathroom? • Can I borrow a pencil/pen/paper, please? • Can you help me, please?• Can I work with a friend?• Can I read/write this is (Spanish, Japanese, etc.) • I don’t understand - Can you say it again, please?• Can you repeat that?

*No More Low Expectations for Language Learners

Classroom Language

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Survival English

Newcomers (and all ELs) need to be taught early on how to verbalize…

Survival English needed to engage in content.

37Visit youtu.be/WFSxjn37JjE for an example.

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Focus on Language & Content

DON’T• Focus on teaching basic skills or the rules of the

language.

DO• Prepare explicit language instruction that engages ELs in

higher order thinking.

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• “A critical step in supporting EL engagement in academic conversations is developing oral language activities that will support their participation.” ~ Unlocking ELs’ Potential

Key to Engagement

Model

Sentence stems

Collaboration

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Open class conversation about an image, a short clip, or a book cover.

• No hands

• Background knowledge

• Share what’s in your mind

I see… I think… I wonder…

Relevant topics to spark interest.

Whole-Class Conversations

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• An approach where teachers teach for 8-10 minutes (chunk), students should interact with the information (chew) for 1-2 minutes.

Model – Think-aloud “Chunk”

10/2 Chunk & Chew

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“When Students verbalize, students internalize.” *

*Boosting Achievement by Carol Salva and Anna Matis

Scripted Talk Options “Chew”

Sentence Stems for Clarifying:Our task is ______________________.

Can you say more about ________________?

I have a question about ______________.

What should we do first?

Can someone explain ________.

Sentence Stems for Sharing an Opinion:I think that we should ______________.

My opinion is __________.

I believe that __________.

Based on _________, I think ________.

In the text it said ______________, and I think ___________.

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Guides and helps students think about and understand what they’re going to say.

https://youtu.be/rcvQVczPLEk

Visual Tools for Presentations

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• Use the Q & A feature to ask questions: Do you have any questions, comments, or suggestions about developing ELs’ oral language through academic conversations?

• Please also share your take-aways and resources on our Padlet: bit.ly/OralLanguage4ELs

Q & A

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Face-to-Face and Blended PD

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We customize face-to-face and blended professional development specifically for you.

• Original PD content framed around research, best practice, and our best-selling books

• Interactive activities and application tasks to apply learning to your own context and students

• Visit our website tolearn more!

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Online Professional Development

Summer session: July 1 – August 9, 2019

Progress at your own pace while learning research-based strategies and best practices for supporting EL academic and language achievement!

Visit our website to learn more!

10-hour, six-week online courses

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Certificate of Attendance

Visit bit.ly/OLcertificate to download your fillable certificate of attendance for 1 hour of PD!

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Thank you!

Emily Francisastrid.francis@cabarrus.k12.nc.us

Jill Kester Jill@GetSupportEd.net

Sydney SnyderSydney@GetSupportEd.net

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