Access to Academics- Reading Notes
Take notes on these key points and add missing points based on the Key Issues Chart at the beginning of each chapter. Your notes must be sufficient for you to attain and retain the basic information in each chapter and to effectively lead a class group discussion when asked to do so. You will be defining, summarizing and/or describing the various key components in each chapter.
Ch. 1: Language of School
1. Explain language of school Page5
· Use of language- means the things that one can do with language, example how to listen, speak, read, etc.
· Through language- means learning via language, example may look like direct instruction or conversation
· About language- means learning the rules and influences of language, example may look like parts of speech or types of language used.
2. Social Language Page 6-7
· This is the language that is used in conversation between people. Social language can be broken down into three parts: everyday, intercultural, and instructional. Everyday social language is the language that one would communicate in with friends, family, and maybe coworkers. Intercultural social language is the language used that is unique to a particular culture, there may be phrases used that would not make sense to someone from a different language. Instructional social language is the language used in situations where instruction is being given. This is likely what would be used in a classroom setting.
3. Academic Language Page 9
· Academic language is made up of three parts: vocabulary, grammar/syntax, and discourse. Vocabulary can also be broken down further into general academic vocabulary, which is vocabulary that may be used across a variety of subject matters, specialized academic vocabulary that is specific to a certain subject matter, and technical academic vocabulary that is very specific vocabulary that fits a certain topic within a subject matter. Grammar/syntax is used in academic vocabulary because this is what dictates how sentences should be built and gives guidelines to making this consistent. Lastly, discourse is the organization of the language so that it can be communicated effectively. This may look like an essay, a speech, a book, etc.
4. Linguistic Features/content areas- Explain Page 10-11
Each content area is going to have very different forms of the academic language and social language that is used. This means that a history class is going to have technical academic vocabulary that may sound like Marbury v. Madison or the great compromise, and a math class is going to have terms like pi and radius. There will also be differences in grammatical/syntactic features of academic language that is used in different subject maters. An example of this might be in a history class there are going to be different ways to communicate the idea of “past tense”, and in language arts there are going to be different ways to communicate sensory imagery. Lastly, there are differences in discourse for different subject matters. An example may look like diaries being used in a history class and lab directions used in a science class.
5. BICS- Explain Page 13-14
BICS stands for basic interpersonal communication skills and this is an acronym that represents the language that is used in a social context. This may be on the playground but it can also be in the classroom. On the Cummin’s Quadrant it would be place in the areas that include context embedded and cognitively undemanding (A) and context reduced and cognitively undemanding (C).
6. CALP- Explain Page 13-14
CALP stands for cognitive academic language proficiency and this is an acronym that represents the language that would be considered academic. This is what English Learners have a very hard time mastering because it has been argued that it does not have as many contextual clues as social language. That is why CALP would fit into the context embedded and cognitively demanding (B) and context reduced and cognitively demanding (D) areas of the Cummin’s Quadrant.
7. Google academic language register and define
“Ability to identify language that conforms to academic language expectations, in contrast to more colloquial language registers.”
http://ccdd.serpmedia.org/research-academic-language.php
This means that there are different levels to the contexts for language. Some registers are non-academic in the language specificity, others, academic language register, would be a very high level of expected preciseness and use of academic vocabulary.
Ch. 2:
· Language Proficiency- “the ability to use language accurately and appropriately in its oral and written forms in a variety of settings” (P.20). This means that one can read, write, speak and listen proficiently in the language. The levels of proficiency are broken up into 5 different levels with 1 being the lowest and 5 the highest or most advanced.
· Language Domains- The four domains of language include the ability to read, write, listen and speak. Listening and reading are considered to e receptive, and speaking and writing are productive. Sometimes ELs are going to be stronger in one area but weak in another. It is important to remember that ELs have to learn and become proficient in all of these areas because they all affect their ability to communicate and learn (P. 21).
· Can Do descriptors- These are descriptors that have been written to explain certain things that ELs of each level can do according to their proficiency level. Look to page 29 for a chart of Can DO descriptors for grades 3-5. These can be used to help students learn the material in ways that they feel comfortable, or at least have the ability to.
· Elements of Communicative Competence- In order to poses communicative competence one must understand certain elements to this. These elements include grammatical or linguistic competence, sociolinguistic competencies meaning the ability to understand social norms when communicating, discourse competencies meaning the ability to put messages together and receive them in proper fashion, and strategic competencies meaning that one knows how to do things with conversation or the ways to use conversation (p. 30-32).
· Resources- some of the resources that the text provides are as follows: organize primary language clusters, label classroom objects to your newcomers, assign a bilingual buddy to ELs, use classroom aids and volunteers that are bilingual, encourage first language development at home, and use bilingual books. All of these things will help ELs to develop in their understanding of English and also their native tongue (P. 33).
Ch. 3
· Learning Strengths and Needs of EL Students – List/describe
There are many ways to the strengths and needs of EL students. They include having conversations with students to see what their interests are, surveying students to understand what life was like in their home country or culture, talking with families so that there is an understanding of what the family holds important and their social practices, use dialog journals to see students writing abilities and learn about who they are, standardized language tests to see where they are currently in terms of language ability, wall-writes to learn about personal aspects of a students life or give them another opportunity to show opinion/knowledge on a certain subject, work with previous or EL teachers to learn about students strengths and abilities, look in students academic file to learn of test scores and abilities/IEP, and there are other ways of learning about EL students and other students in general.
· Guidelines for understanding student strengths and needs: List/describe
There are three guidelines for understanding the students’ strengths and needs: model techniques, try not to assume, and embrace variety. We need to model techniques so that students understand ho to do things and also so they know why they are doing it. This helps students connect to the class in a personal manner. Try not to assume anything because an EL might, or might not, be doing something because of their cultural background. Make sure to try and figure out why things are happening a certain way. If teachers assume then it may only further problems rather than help to solve it. Lastly, teachers need to embrace variety because this will influence students to do the same. Use opportunities that arise to teach about variety through the content. This helps all students to feel as though they are accepted in the classroom and valued.
Ch. 4
· Explain- all teachers are language teachers
This means that every teacher should be teaching the academic vocabulary that is required for their subject area. Teachers of certain subject areas are going to be more competent in the vocabulary than those that are ESL teachers. If all teachers are properly trained and properly implement their training then they will be able to greatly affect their students understanding of the subject area via vocabulary.
· Objective writing –
Objective must show what the student will do and it must be measurable. This explains to the students the things that they will have learned and to what extent they will be able to perform at.
· Measurable Verbs: Link to Common core State Standards
Measurable verbs are verbs that show to what extent students will be able to do something. This is important to common core because students need to be successful in articulating what they are learning. They also need to be able to evaluate, predict, plan, etc. and they need to be able to justify why with evidence.
· Direct Instruction Overview
Direct instruction must have a foundation to stand on that involves the use of the content specific vocabulary.
· ELD Adaptations
Teachers should be making language objectives a part of their everyday lessons. But teachers should not teach this in a separate format because this makes students think that thee language is separate from the content and it requires twice the planning. Rather make the lesson work for both objectives.
· Teaching the Language of the Discipline: Vocabulary lesson model introduced
Make sure that students understand what is expected of them when they are learning this new vocabulary.
· General Assessment information across disciplines
If teachers are using similar vocabulary that is preplanned then students are much more likely to succeed in understanding the vocabulary across the disciplines. This also provides general ways that students can be assessed so that they can expect what is being assessed.
· Teaching to Language Objectives Guidelines: List and summarize
· 1. Choose the topic- this will help to specify what type of language is to be used and then developed
· 2. Create the content objective- this must be created because this will drive the language objective. Remember that they are supposed to support each other.
· 3. Provide the sample language that is needed- this will provide the vocabulary that is to be learned.
· 4. Identify what students already know- this is supposed to take place with every area that is taught so that students are not just relearning things and wasting time. This will also provide the teacher with a platform to start with. Teachers can relate new material to things already known.
· 5. Create the possible language objective- This is what will work alongside the content objective and will help student s to learn what they are expected to know.
Ch. 5
· Connecting to Students: How do you do this? Summarize supporting research.
There are 3 types of connections: personal connections, where students have information presented in a way that all can make a personal connection to, content connections, connections are made on previously learned material and vocabulary, and instructional connections, where students are able to connect via their personal interests, needs, and backgrounds.
The research basically says that if lessons are made in a way that students can make connections to previously learned material, or their personal lives then they are much more likely to learn the material.
· How do you make academic connections?
Simply stating what was previously taught/learned and then explaining to students how the new information will be connected to the previous lesson.
· Building Background Knowledge: Explain How and Why
This can be done in a variety of ways including: pre-teach and reinforce vocabulary, Cue-Do-Review, field trips, visitors, and visuals. All of these things allow students to make connections to their own personal background and thus make the material much easier to comprehend. The students are able to build off of what they know and the new interesting experiences that they encounter in the lessons.
· What is an anticipatory Set? How do you use them to engage learners? Provide an example.
It is a practice that students will do to recall what was previously learned and it will introduce the new material to the students at the same time. It builds on previously learned vocabulary and may introduce new vocabulary.
You can let students brainstorm, allow them to create answers in a variety of ways, make a story out of it, etc. in order to actively engage students in anticipatory set.
Example anticipatory set:
In a journal entry come up with a variety of explanations as to why the South did not want to get rid of slavery. Also explain a variety of reasons that the North wanted to end slavery. This can be done in any format you choose: web, chart, picture, story, etc.
· Using VAPA and PE Content for making connections to students explain the guidelines for connections (p.76)
1. Be deliberate in what is going to be taught and how connections can be made to allow students to gain interest in the material taught. For PE this might be explaining how what is going to be taught is a skills that will help students become more physically fit and healthy. For VAPA this could be explaining how the material from this art lesson is built off of what was learned in the previous art lesson, and that their paintings will look much better after the new technique is taught.
2. Students need to see how connections are linked together and then back to their lives. This can be done in a PE or VAPA journal where students reflect on what they are doing and how it relates to their lives.
3. Build and connect to cultures so that students are able to successfully make the connections. Students need to have certain background knowledge that might not be the norm for every culture so this must be taught. Then the connections can be made. For PE this may look like teaching students the purpose of physical fitness because not all cultures place a large emphasis on this. Then the connections can be made. For VAPA this may look like teaching students the beauty that can come from art because not all cultures place a large emphasis on this. Then the connections can be made.
Ch. 6
· Student Engagement: Explain engagement and tasks
Engagement means that students are actively involved in the lesson. They have a certain buy in because of authentic interest. They are genuinely affected by the lesson.
Task process is what things are done and how they were done.
Task product is what the end result of the process was. This is what is created to show what was learned.
· Pedagogical Connections
We as teachers need to know our students and their interests. This is a way to make the content much more meaningful. Teachers can use student interests to drive the lessons. Teachers can also make connections to ELs’ cultures so that the lesson is more relevant to them.
· List/explain elements of task process and product
· Instructional groupings- this is done so that students are working in groups that will benefit the majority in those groups. This might look different for each and every assignment. There is no one single way to do this.
· Modes- different modes can be used so that students are able to access the information that will best allow them to learn it. Examples include reading, writing, speaking, etc.
· Task Structure- some tasks will need to be very structured, others need little structure, and others need no structure. This is to be determined to help each and every student.
· Time and Pacing- different students are going to need different amounts of time. Teachers need to gauge this and then make differentiations where necessary so that all students get the greatest access to content.
· Scaffolding- this allows teachers to help students in there process of learning new and unfamiliar information.
· Resources/texts- teachers need to make sure that these are appropriate for those that are using them.
· Teacher/student roles- these are going to look different in every class but if the students are more involved in the class the more likely they will learn the information.
· Procedural tools- make sure that the tools used are going to give the greatest access to the most number of students.
· List /explain guidelines for task for connecting instruction to students’ lives
· Have students do things that will be viewed by greater audiences than just the class and the teacher.
· Allow students to create in different modes so that they are able to become interested in assignments. This also allows them to communicate in ways that may be the most effective for them.
Ch. 7
· How do you assess before, during and after a lesson?
· You can assess before by creating a checklist that includes various aspects like: objectives, connections, engaging tasks, and assessment (P. 100)
· You can assess during by discussing with students if things are being done in an effective manner, and this can allow for adjustments to be made on the fly
· After teachers need to reflect and write down what as effective and what needs to be changed for the next time this is to be implemented. Teachers can also discuss with students to find out what they thought about the lesson/assessment and this will allow them to understand what can be done to better suit the students needs (p.102).
· Assessing student process and product: Explain
· The idea behind student process is that they are working through the material in ways that do two things: teaches them language acquisition and teaches them content material. This can be done in unique ways for ELLs. Teachers can provide opportunities for students to help design the lesson plans and assessments. This allows for these students to really understand how the process relates to their learning. This brings up another point; it is crucial that teachers make lesson purpose very clear. This allows for students to understand how they are going to learn and how it builds on what they already know. It is also important for students to work in ways that allow them to learn the best way they know how to, and if this means to have students work in their first language at home with parents then use that to your advantage. This feeds into the idea of the students’ product. Students should provide something to show what they have learned. This might be in the form of assessment, homework, alternative assessment (discussion, explanation, etc.), or evaluation.
· Developing assessments to measure content standard achievement: Explain
· The idea is to understand two things: how well the lesson taught the objective and if students accomplished/learned the objective. This does not have to be done in the form of evaluation, meaning a final judgment; it can be done with multiple forms of assessment. These include: alternative assessments, formal assessments, homework assignments, etc. The purpose stays the same no matter the form of assessment.
· Creating multiple opportunities for students to learn content: How and Why?
· This is done through lessons, homework, assessment, and evaluation. The purpose is to make sure that students have multiple exposures to language acquisition and content material. It also gives students multiple opportunities to learn in modes that are most effective for ELs.
Ch. 8
· ELD: Language of the disciplines: Explain key points in each discipline
· The teacher must make sure to build a foundation of key vocabulary.
· Have students interact with the experiments rather than just observe them
· Use the texts description of inquiry based learning. Make sure to use all 8 steps to the learning process.
· Describe the relationships of taxonomy, comparison, cause and effect, hypothesis, and interpretation (pg 108). Describe procedures explicitly via the use of language functions (pg109). Connect abstract idea illustrated by various media (pg 109). Use generalized verbs in the present tense to describe phenomena, how something occurs, and why (pg 109). Appear to be highly objective (pg 109). Use many new and big words with new meanings, many of which are nominalizations (pg 109).
· Make sure to explain the vocabulary that is specific to the particular discipline that you are working with.
· Adaptations in disciplines
· Provide sentence starters and frames for students to use when answering and posing questions while using the language of scientific inquiry.
· Have students compare and contrast things to see the differences and similarities.
· Have students determine the cause and effect of scientific phenomena.
· Make sure to teach the Latin and Greek root words so that they learn how the words develop their meanings.
· Integration of PE and content Areas
· They can benefit from using the scientific terminology while learning about physical education.
· Language of the discipline applied to VAPA
· Students need to learn the Greek and Latin root words in science but this will also apply to many areas of the VAPA disciplines. Students will be able to understand parts to music, theatre, dance and art with integration of the various Latin and Greek roots.
· PE
· This is absolutely necessary when teaching students PE. They need to understand the cause and effect relationships.
Ch. 9
· ELD: Language of the disciplines: Explain key points in each discipline
· Many times numerical symbols are not going to be the same in various parts of the world.
· It is important to build a foundation of content specific vocabulary for the type of math that is being taught.
· Students must understand the grammatical features of the content being taught.
· Adaptations in disciplines
· Use a variety of instructional formats and supports (pg 130). Introduce new vocabulary in a thoughtful and integrated manner (pg 131). Identify and highlight key words with multiple meanings (pg 131). Modify your speech (pg 131) use key words frequently, repeat, rephrase, restate, simplify your language, etc. use “preview and review” (pg 132). Search for cognates and validate students’ languages and cultures (pg 133). Use cooperative learning and promote opportunities for interaction (pg 134). Teach organizational and study skills (pg 134). Create and atmosphere for risk taking and making mistakes (pg 135).
· Integration of PE and content Areas
· PE can benefit from the teaching of math with the stated adaptations because students will gain an understanding of how things can be taught in different orders but still provide the correct outcome. Students need to gain an understanding that things can be taught in different fashions and this is proven through the various ways that math is taught.
· Language of the discipline applied to VAPA
· The learning of the language can benefit the VAPA content because students need to understand the laws of math to better understand aspects to the VAPAs. Students can use this with dance, music, and visual art.
· PE
· By math being taught this way students can benefit because they are able to use what they are learning in math to help them understand different aspects in PE like ratio, sets, etc.
Ch. 10
· ELD: Language of the disciplines: Explain key points in each discipline
· Students are expected to learn: reading, writing, speaking, listening, viewing, and visual representation.
· Adaptations in disciplines
· Provide the following for elementary students:
1. Theoretical orientation- making sure that the theory to teaching and learning is applied appropriately.
2. Language-rich environment
3. Culturally relevant literacy practices: this can be written or verbal, but it allows students to develop in literacy but also as a person
4. Additive perspective on language- don’t try to replace their native tongue with English, but rather add English to their understanding
5. Emphasize academic language
· Integration of PE and content Areas
Students will benefit in PE from the learning that takes place in language arts. They will be able to better understand the conversation, reading, writing, listening, etc. required by the teaching of physical education.
· Language of the discipline applied to VAPA
· The VAPA content is right in line with that of language arts. Students that have a good understanding in LA will better be able to develop in their VAPA content through the use of reading, speaking, listening, etc.
· PE
· Students in PE will better apply the content taught in PE to what they are trying to accomplish via their listening, reading, speaking skills.
Ch. 11
· ELD: Language of the disciplines: Explain key points in each discipline
· Make sure to teach the information as if it is completely new to EL students
· Build a foundation of content specific vocabulary
· Explain the disciplines that you will be teaching before teaching them
· Build a foundation of background knowledge. Allow these student to process through this information before moving them to new information.
· Present history in a linear fashion so that they can get a general understanding of major events in the order that they happened.
· Adaptations in disciplines
· Develop a socially supportive classroom (pg 171) so that these students feel safe in bringing their understanding of events to the class. Link to students previously learned knowledge, use collaborative groups for tackling complex reading materials, level the field by making students the teachers and teachers the learners, promote an oral history approach (pg 172-173). Explicitly teach academic skills (pg 173-175). Reduce cognitive load and increase accessibility of complex content knowledge (pg 175).
· Integration of PE and content Areas
· This is always a tuff connection for people, but I like to integrate the two subjects by providing opportunities to link topics like square dancing and the teaching of other aspects to life on the plains. These connections help students to learn across the disciplines.
· Language of the discipline applied to VAPA
· Students learn about historical events that have shaped the VAPA. This allows students to understand where the language came from and how it applies to the VAPA today.
· PE
· Students in PE learn the language of the discipline when working in skills such as calisthenics, the developments of sports, etc. These all were areas that adapted to the training of military and the connections of language can be made there.
Ch. 12
Review and discuss learning for EL students across all disciplines.
It is of the utmost importance to make adaptations when planning to teach a lesson so that all learners, especially ELs, have access to the information. It does not matter what subject is being taught, there must always be effort put forth to allow for ease of learning this new material. There area a couple of steps that can be used to make sure that EL have a greater chance at learning the taught material: find and create learning targets (pg 180), make initial connections (pg 181), create engaging tasks (pg 182), and assessing students learning (pg 182). Once these areas have been put into place it is likely that these students are going to have a better opportunity to learn the material being taught.
List 5 key points that are new learning that you will use in instructional practice from this reading.
I will make sure, when teaching the social studies lessons, to implement the teaching of root words for EL students and for all other students. This will help them to gain a better understanding of language and how it has developed. I will also make sure to teach academic skills in a very direct fashion. This will allow student to understand exactly what I want them to learn. There will be less confusion and it will also help to provide a safer environment for students to learn in. I will provide lessons in history in a linear fashion as to not confuse students by going back and forth in time when teaching about things in history. I will make sure that students are learning things that build on their prior knowledge by assessing what they already know. This is important because it gives me an understanding of what they know and what they do not know. Then once I have gained this information I can build on that. Last, I will make sure to provide vocabulary that is content specific so that students have that as a foundation to build on.
Reflect: How will you bring this research in to your professional practice?
This will guide my lesson planning and my differentiation to lessons. I want to give every student the greatest opportunity to learn the information being taught, and I want him or her to learn it in the way that is easiest. This is what makes teaching difficult, however, when students who are struggling finally understand something because of an adjustment that I planned for them it makes all of the effort worth it. I will use the steps provided when planning lessons on pages 181 and 182. I will also go to the chapter on teaching the language of Social Studies frequently. It has been proven that making these adjustments helps ELs and I will implement these strategies in lessons, as the opportunities are present.