1. Shirley Rouse-Bey Achievement Coach CFN 204

2. 2 CLEARING THE PATHWAY ACTIVITY In table groups: Read entire article. Discuss what makes this article challenging? Chart the challenges. Room share

3. Let’s look at Access Points Academic Vocabulary Phraseology –fixed phrases (vice versa, for the most part, in as much as, earlier stated,such as) - signal phrases (while, initially, however)

4. Academic Vocabulary From Building Academic Language by Jeff Zwiers Tier 1 Everyday Language Tier 2: (mortar) Academic Vocabulary across Content Areas Tier 3: (bricks) Content Specific Academic Vocabulary BICS will be learned without instruction. Building block Critical/Crucial How language works Easily learned Text Support Taught 4

5. 5 What are some of the Tier 1, Tier 2, and Tier 3 words? TIER I WORDSTIER 2 WORDS MORTAR TIER 3 WORDS BRICKS child write* our* live* provocative intention drastic developing disapprove pervasive impoverished exclusion survival* exporter harvest* labor* society industry

6. BICS and CALP Word Play Pervasive----everywhere Impoverished---poor What’s inside of “pervasive” that is not inside of “everywhere”???? What’s inside of “impoverished” that is not inside of “poor”???? 6

7. 7 Let’s take a closer look Are there other words with a similar meaning? What moods do these other words evoke? How can we rank them in order of intensity? |----------------------------------------------------------| everywhere extensive widespread pervasive

8. 8 WORD PLAY PRACTICE ACTIVITY In table groups: - Identify Tier 2 & Tier 3 words. - Select a Tier 2 word. Adjectives and Verbs work best. - Develop the meaning of the word using a “shades of meaning” card.

9. 9 WORD PLAY ImpoverishedPoor PervasiveEverywhere Exclusionkeeping out

10. CALP Play: Generative Words Disapprovingly Disbelief Dishonor Disagreement Disengagement Disrepair How does “dis” sometimes work in English??? Knowledge of prefixes, roots, suffixes, parts of speech. This supports knowledge of the forms and meanings of words. 10

11. 11 Building a Phrasal Lexicon… The next step is to draw attention to the phraseology of written English. By identifying frequently used phrases in texts, discussing their uses and interpretation, and encouraging teachers to incorporate these expressions in their own writing and speaking. 12/2/08Dr.L.W.Fillmore New York City11

12. 12 Gazillions of phrasal expressions These are not exactly idioms or cliches. They are fixed phrases. It has come to my attention that … Our sole purpose is … If this is true … Studies have shown that … Contrary to expectations … Further down the road … For that matter … At the end of the day … Not to make a fine point of it … 12/2/08 Dr.L.W.Fillmore New York City12

13. 13 Keeping track of phrases… Signal Words and Phrases To show order : first, then, next, finally, second, etc. For temporal sequencing: initially, meanwhile, subsequently, eventually, soon, finally, previously, later, from that moment on, since then, at the same time, one day, some day, in the long run, sooner or later, etc. In addition: again, besides, therefore, as well, likewise, moreover, additionally, etc. Cause and effect: therefore, consequently, so, because, since, as a result, because of that, for these reasons, etc. 12/2/08Dr.L.W.Fillmore New York City13

14. How does the phrasal unit work? How can I find a way to talk about how it works: Instructional Conversations It is likely that these families cannot afford the cost of education for their children. It is likely that muggings happen in dark alleys. It is likely to happen. It is likely to affect you very much in the next 12 years? It is likely … 14

15. An Instructional Conversation Read a complex sentence/paragraph and say: “Now what is this sentence saying _______?” “Which part of the sentence/paragraph says so?” Stop on particular Tier 2/3 word or expression and say: “ Let’s see what this word/expression means….” a discussion about the word, its parts, a cognate, the company it keeps, etc.” If the author didn’t put in this word/expression, what difference would it make? 15

16. This sentence is really _______ (interesting, beautiful, wild, tough). A lot of information is crammed into it, but what in the world is it trying to say? Let’s see if we can figure it out. Anyone want to give it a try? Anything else? So you’re saying that … Do you agree? Why (or why not)? OK, let’s see where we are on this. Let’s look more closely at the parts, to see if we have everything…

17. How do we embed access points into the curriculum? SUGGESTIONS: Teacher prep is key – what language/concepts are challenging and need scaffolding? Prior to read aloud (especially non fiction) During work period of workshop model 37 ½ minutes Word study/vocabulary block Morning message ELLs learn to unpack meaning from texts. This leads to deeper comprehension. 17

18. Thank You!!! © AMNH / Denis Finnin The mermaid Lasirèn is a powerful water spirit popular in the Caribbean Islands and parts of the Americas.