1. AEMP Grade Level Collaboratives Module 6 Academic Vocabulary Development for Standard English Learners Office of Curriculum, Instruction, and School Support Language Acquisition Branch Academic English Mastery Program

2. Long Range Goals of the Eight GLC Modules: Increase knowledge and awareness of what authentic Culturally Relevant & Responsive Educational (CRRE) Practices are Build an authentic culturally relevant and responsive learning environment that teaches to and through the strengths of our students Validate and affirm the legitimacy of each student’s cultural and linguistic practices within the learning process

3. GLC Module 6 Objectives: To build teachers’ knowledge base on how to increase students’ language facility and repertoire of words through linguistically responsive academic vocabulary development To demonstrate how to use powerful instructional tools like the personal thesaurus and personal dictionary to build students’ academic vocabulary and understanding of content

4. PD Norms for Success Participate 100% of the time Be mindful of others -Put electronics on vibrate or meeting mode --Be respectful of other’s opinions Listen with a different ear, an open mind, and a receptive heart

5. Culturally Responsive Icebreaker

6. What is Effective Communication? In some ways, I guess I am like an actor, because I have a switch. If I got to talk to Money magazine, click. "Yes, sir; no, sir. Yes I like the tech stocks. You know, I don't like the conventional Kmart or Wal ‑ Mart stocks, I feel the tech stocks are growing rapidly.” I can't call up and say, "Yeah, man, this chump called me up and he put a million dollars on... Oracle 'cause he know Larry Ellison and he got me $2 million." You can't do that. Source: Shaq Talks Back: The Uncensored Word on My Life and Winning in the NBA by Shaquille O’Neal

7. Interactivity 1: What is Effective Communication? Think of a time when you have ever thought it necessary to speak or write differently depending on with whom you were communicating. Explain the context or situation and tell why you felt so. Give one, Get one

8. Vocabulary Differences SEL Languages A singular word or phrase conveys multiple meanings depending on the context in which the word is used and the oral inflection or emphasis placed on the word Standard English Many different words have the same or similar meaning.

9. AAL Example: Git (Get) Arrive (at) I usually git home from school around 3:30. Obtain; retrieve Git me my glasses, please. I cain’t see. Be attacked/assaulted Charles is about to git got. Buy Where you git dem shoes? Be permitted Her daddy mean. She don’t never git to go to no parties.

10. Vocabulary Development: Personal Thesaurus of Conceptually Coded Words Objective: Build SELs’ receptive SE vocabulary by teaching them the Standard English equivalents. ugly homely unsightly hideous unattractive grotesque repulsive scrofulous disagreeable beautiful under ________________ ________________ ________________ ________________ U

11. Vocabulary Development: Personal Thesaurus of Conceptually Coded Words Objective: Build SELs’ receptive SE vocabulary by teaching them the Standard English intensifiers (adverbs) that express the MxAL sentiments. very extremely exceedingly extraordinarily decidedly awfully singularly all hardly barely almost practically nearly hardly scarcely completely Activities: Make code-switching authentic by teaching students new vocabulary words to add to their vocabulary repertoire. Have students develop the SE vocabulary that expresses their MxAL sentiments. Use the contrastive analysis activities provided, or create your own in which students use their newly acquired SE intensifiers (adverbs) to express their thoughts. Example: MxAL: He was all mad cause he couldn’t find the store. SE: He was very angry because he couldn’t find the store. MxAL: I barely broke my leg jumping over the fence. SE: I nearly broke my leg jumping over the fence. Personal Thesaurus: Use your classroom and/or individual personal thesaurus to teach these new words to your students. As you add them to the Personal Thesaurus, have the students use the words, orally, in sentences to ensure they understand the concept.In addition, try to incorporate some of these words into your vocabulary throughout the unit of study.

12. Word Knowledge Continuum Source: Beck, McKeown, Omanson No knowledge General sense Narrow, context bound Having knowledge of a word but not being able to recall it readily enough to use it appropriately Rich, decontextualized knowledge of a word’s meaning, metaphorical uses, i.e., devouring a book

13. Interactivity 2: Using the Personal Thesaurus in Context Have two volunteers each read a paragraph aloud from the passage-The Prince and the Pauper by Mark Twain Co-construct definitions for the words by calling attention to context clues and using the target words in different ways Utilize the Personal Thesaurus Ask questions that deepen word knowledge along the continuum

14. “Research…supports what students already know about the content is one of the strongest indicators of how well they will learn new information relative to the content.” Marzano, R. J. (2004). Building background knowledge for academic achievement: Research on what works in schools. ASCD: Alexandria, VA. Strong Predictor of Academic Progress

15. Impact of Direct Vocabulary Instruction

16. Eight Characteristics of Effective Direct Vocabulary Instruction 1. Effective vocabulary instruction does not rely on definitions. 2. Students must represent their knowledge of words in linguistic and non-linguistic ways (visuals, drawings, etc…). 3. Involves the gradual shaping of word meanings through multiple exposures. 4. Teaching word parts enhances students’ understanding of terms. 5. Different types of words require different types of instruction 6. Students should discuss the terms they are learning 7. Students should play with words. 8. Instruction should focus on terms that have a high probability of enhancing academic success (tiered vocabulary instruction) Marzano, R. J. (2004). Building background knowledge for academic achievement: Research on what works in schools. ASCD: Alexandria, VA.

17. Personal Dictionary Picture: Academic Term: Binary Connection: Something that always comes in two’s-like shoes Meaning: Something having two parts

18. Interactivity 3: Personal Dictionary Picture: Academic Term: Mainstream English Language Development Connection: Meaning:

19. References Beck, I.L., McKeown, M.G., Kucan, L. (2002) Bringing Words to Life: Robust Vocabulary Instruction. New York: Guilford Press Lemoine, N. (2001). Language Variation and Literacy Acquisition in African American Students (p. 169- 194). In Harris, J., Kamhi, A. & Pollock, K. (Eds) Literacy in African American Communities. New Jersey: Lawrence Erlbaum & Associates Marzano, R. J. (2004). Building background knowledge for academic achievement: Research on what works in schools. ASCD: Alexandria, VA