ej_wabe 2014_effective scaffolding strategies for developing academic vocabulary_participants

8/9/2019 Ej_WABE 2014_Effective Scaffolding Strategies for Developing Academic Vocabulary_participants

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Eric J. Johnson, Ph.D.Associate Professor of Bilingual/ESL Education

Washington State University ri!"ities

Angela Johnson, Ed.#.$ational Board "erti%ed eacher

&eritage University ri!"ities

#aya Angelou Ele'entary, Pasco SchoolDistrict

E(ective Sca(olding

Strategies forDevelo)ing Acade'ic*oca+ulary


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Explore the concepts of culture and how they arerelated to literacy development;

Dene academic language and explore the relationshipto academic literacy;

Analyze how academic language impacts instruction;

Identify how text complexity is related to academiclanguage;

Explore instructional supports to help students developacademic literacy.

TODAY’S TEACHING ALEARNING GOAL


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ICE BREAKER


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4

•

f you -ere a )ia, -hat -ould your to))ings+e

• Possi+le to))ings0• "ultural +ac1ground

• Educational history• &o++ies and interests

• 2a'ily

• 3our favorite444444444444

•


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English !anguage !earners will meet state standardsand develop English language prociency in anenvironment where language and cultural assets arerecognized as valua"le resources to learning.#

$%ashington &'I() *alagon + ,hacon- //0- p. 12

3


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What is culture?


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What is culture?


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"ulture

0


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Bias- Ethnocentris', 5#ar1edness

A B

D"


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1111

AB

D"


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Marked

Marked ------------------------------------------------------------------ UNMARKED -------------------------------------------------------------- Marked

Marked

#ar1ednessheory


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Provide culturally “unmarked” and “marked”

examples for the following activities:

Unmarked Marked

Transportation

EatingHabits


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55,ultural &ransmission55 EnculturationEnculturation

,1,1

AcculturationAcculturation ,1,1

,,

DeculturationDeculturation

,,


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&o- does language refect culture


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,ultural# (erspectives of English

16


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,ultural# (erspectives of English-part II


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"ulture 5 Literacy0&o- are language, culture, and literacy related


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5-minute break!


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Literacy&

Academic Language

1


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Domains of $Academic2 !anguage(rociency

Oracy Literacy

Productive :peaing %riting

Receptive !istening


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Pro%ciency acrossLanguage Do'ains

Oracy Literacy Productive :peaing %riting

Receptive !istening


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"onte6tualiing LanguageS1ills

_____________Language Proficiencies

444444447racy 444444444Literacy

Productive

S1ills

8ece)tive

S1ills 4


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3

School

MathSocial Studies

ScienceLanguage ArtsBandSocceretc.


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WA ELP Standards Language omains


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"om#rehension "onte$t "lues

99Lord, -e than1 thee.:


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%&-minute break!


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WA ELPStandards 'unds o()no*ledge


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EconomicsGeographyPolitics

AgricultureSportsTechnology

4

ReligionLanguageHistory

ChildcareArt

Cooking

'unds o( )no*ledgeAccumulation of life experiences skills

and !ackground kno"ledge


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+ecogni,ing 'unds o()no*ledgeFunds of Kno!ed"e Home/Community Practices Classroom Application

Economics

Geography

Politics

Agriculture

Sports

Technology

Religion

Language

Health

Childcare

Art

Cooking

Entertainment

!!!!!"


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>

"lassroo'Success

7ome !iteracies + (ractices


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Speaking Spanglish


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0

Speaking Spanglish "ode!s-itching

ntra!sentential0

Anoche, when I went to the store, vi a Julia.

nter!sentential0 Anoche, cuando fui a la tienda, vi a Julia. She loo1ed at

'e +ut didn;t even say hi<

Loan -ords =le6ical +orro-ing>0 el %inco =le6ical +lends>0 troca, biles, pardi, wachear, cachar, tripear

"al?ues $le6ical transfer2) winning B an hour- wet me- mae a Cuestion $se'antic +lends2) aplicación, librería, carpeta, colegio

L #L #@ i@ i


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La #La #@sica@sica


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Linguistic #ackground $no"ledge% Fun with Spanglish


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g g g p g

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Spanish###########################################################

$esterday cuando estube en la libreria % sa& a cool book about ele'antes((

English#############################################################


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http://vimeo.com/23969193


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I agree with GGGGGGG "ecause I haveseen my studentsGGGGGGG.

%hen I heard GGGGGGGGG- I thought of

GGGGGGGGGGGG"ecauseGGGGGGGG.


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Dutro- :. + *oran- ,. $//2. =6. Jewar-DE) I


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http://vimeo.com/teddymedia/academicorallanguage


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Explain the diOerence

"etween languageKJ,&I?J: andlanguage ?


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From: Bringing Words to Lie - Robust Vocbulr! Instruction by Isabelle Bec, !argaret !c"eown, # $inda "%can

C

Useful -ords

clock" bb!" hpp!

&igh!fre?uency -ords0

coincidence" bsurd"industrious

S)eci%c do'ain -ords0isotope" lthe" peninsul


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8e vol/volv/volut ionPre%6F +ac1/again +aseF turn

suG6F act of


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Kn


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%hite- :owell- and

KH of suG6ed

-ordssNes

ed

ing


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Lat in

L a t i n

L a t i n

L a t i n

L a t i n

L a t i n

L a t i n

L

a t i n

L a t i n

A

r e e 1


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tri

t r i c y

c l e

tri)od

t r i ) l e t


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• Jew!earnings

• :trategies Iwill implementright away


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Angela Johnson

#aya Angelou Ele'entary, Pasco SchoolDistrict

AnJohnsonM)sd.org---.angelaNohnsonseducationcorner.+logs)ot.co'

E it i 1 t

http://www.angelajohnsonseducationcorner.blogspot.com/http://www.angelajohnsonseducationcorner.blogspot.com/http://www.angelajohnsonseducationcorner.blogspot.com/http://www.angelajohnsonseducationcorner.blogspot.com/


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