Supporting ELs’ Oral Language Development Through Academic … · 2019. 2. 21. · Oral Language...
Transcript of Supporting ELs’ Oral Language Development Through Academic … · 2019. 2. 21. · Oral Language...
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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?
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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!
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Padlet: bit.ly/OralLanguage4ELs
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Today’s Presenters
Jill KesterSenior Associate, SupportEd
Emily FrancisESL teacher & EL expert
@emilyfranESL@JillLKester
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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 [email protected]
Jill Kester [email protected]
Sydney [email protected]
© 2019 SupportEd. All rights reserved.