1. Scaffolded Language Analysis Danielle Garegnani English Learner Support Teacher Sherman Elementary School San Diego Unified School District 1

2. Language Analysis Activities  Text Analysis  Sentence Reconstruction 2

3. Theoretical Background  Pauline Gibbons  Peter Knapp & Megan Watkins 3

4. Background  3 rd grade small group literacy instruction  Expanding proficiency level  Reading below grade level (2 nd grade level)  Text: section on animal classification from Science textbook (Fish)  Prior lessons  Read and discussed the text several times  Introduced the purpose of the text type  Introduced language features of informational descriptive texts  Guided students through analyzing the language features of the text 4

5. Planning  Choose a text/s representative of this text type  Think about language features of the text type  Read through the text to determine questions/prompts and discussion of the text (main idea/details), determine areas of difficulty, determine which language features to highlight first  Plan activities to support students understanding of the language features 5

6. California ELD Standards  ELD.PI.3.1-Exchanging information and ideas  ELD.PI.3.6-Reading/viewing closely  ELD.PI.3.8-Analyzing language choices  ELD.PII.3.1-Understanding text structure  ELD.PII.3.3-Using verbs and verb phrases  ELD.PII.3.4-Expanding nouns and noun phrases  ELD.PII.3.5-Modifying to expand sentences 6

7. Text Type- Language Features of Informational Descriptive Texts  is/are, has/have  action verbs, can  adjectives  adverbs  prepositional phrases 7

8. Text Type- Language Features of Informational Descriptive Texts 8

9. Teaching 1.Students read a section/s independently to become familiar with the text 2.Read and discuss the text together- discuss the gist, how text features support the text, details, author’s purpose 3.Introduce/explicitly teach the language features of the text type (chart) one at a time or a few at a time 4.Analyze the language features of the text together- sentence by sentence 5.Provide opportunities for students to practice analyzing the language (activities) 9

10. Step 1- Students read a section/s independently to become familiar with the text 10 Text: Harcourt Science, Grade 3 (2002)

11. Step 2- Read and discuss the text together- discuss the gist, how text features support the text, the details, author’s purpose 11 Questions and Prompts to Guide Discussion What is the text mostly about? What is/are the main idea(s) of the text? What are some of the details of these ideas? Why did the author write this text? What does the author want us to learn? How is the text organized? How do the text features help us understand the text?

12. Step 3- Introduce/explicitly teach the language features of the text type (chart) one at a time or a few at a time 12

13. Step 4- Analyze the language features of the text together- sentence by sentence 13 Shared Reading Approach  Document Camera  Overhead Projector  Parts of the text copied onto chart paper

14. Step 4- Analyze the language features of the text together- sentence by sentence 14 Questions and Prompts for Analysis Is the sentence telling us what ____ is, has, or does? What word/language features tells us the author is describing? What does _________ do? What chunk of information tells us more about ___________? Does this chunk of information tell us about: When_________? Where ________? How _________? Why _________?

15. Step 5-Provide opportunities for students to practice analyzing the language (activities)  Text analysis individually or with a partner  Sentence Reconstruction  Paragraph Reconstruction (Pauline Gibbons text)  Sentence Deconstruction (Pauline Gibbons text)  Sentence Frames (Pauline Gibbons text)  Theme-Rheme activity (Knapp & Watkins text) 15

16. Video Clip 16