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v @SupportEduc www.GetSupportEd.net @GetSupportEd.net Using Academic Conversations to Support English Learners’ Acquisition of Academic Language and Content Sydney Snyder 2019 Migrant Education Program and English Language Development Conference 3.4.19
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Using Academic Conversations to Support English …...Using Academic Conversations to Support English Learners’ Acquisition of Academic Language and Content Sydney Snyder 2019 Migrant

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Page 1: Using Academic Conversations to Support English …...Using Academic Conversations to Support English Learners’ Acquisition of Academic Language and Content Sydney Snyder 2019 Migrant

v

@SupportEduc www.GetSupportEd.net @GetSupportEd.net

Using Academic Conversations to Support English Learners’ Acquisition of Academic

Language and ContentSydney Snyder

2019 Migrant Education Program and English Language Development Conference

3.4.19

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www.GetSupportEd.net 2

Before We Begin…

Chat with us on Twitter!

@SydneySupportEd@SupportEduc

Fill out an info card for book raffles!

Download PPT: GetSupportEd.net/presentations

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www.GetSupportEd.net 3

Padlet: bit.ly/OralLanguage4ELs

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Why Oral Language Activities Benefit ELs

4

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1. Why can oral language activities be particularly beneficial in the instruction of ELs?

2. What strategies do you use to support EL engagement and participation in academic discussions?

Pair Discussion

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• Hear and practice discipline-specific language

• Repetition of language and vocabulary

• Enhance learning and retention of content

• Additional benefits

Zwiers & Crawford, 2011

Value of Oral Language Practice for ELs

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• Has depth• Is sustained• Is student controlled

Walqui & Heritage, 2018

What Is Productive Talk?

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• Respect diverse ideas• Listen to each other• Use academic language• Clarify when you don’t

understand• Encourage participation• Stay on topic

Zwiers & Hamerla, 2018

Building a Conversation Culture

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• Selective in addressing errors

• Intentional in providing feedback

• Fossilization not an issue• Recasting – may not be

effective• Focused instruction &

correction of specific language structures

Walqui & Heritage, 2018

What About Error Correction?

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Four Practices for Academic Conversations for ELs

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1. Come prepared

2. Use appropriate body language

3. Take turns

4. Make connectionsStaehr Fenner & Snyder, 2017; Image of two girls: Image: Designed by Asier_relampagoestudio @ Freepik.com

Four Practices for Fostering ELs’ Engagement and Participation in Academic Discussions

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• How is the discussion scaffolded to support student participation and engagement?

• What is a strategyyou would like to try in your teaching context?

Teaching Channel, 2014; https://www.teachingchannel.org/videos/analyzing-complex-texts-ells-ousd

Preparing Students for an Academic Discussion

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Discussion Checklist

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• Student-friendly lesson objectives

• Prior knowledge• Explicit vocabulary

instruction• Thinking & writing time• Graphic organizers• Scaffolded text-

dependent questions

Staehr Fenner & Snyder, 2017

Practice 1. Come Prepared

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www.GetSupportEd.net 15Adapted from: The Resourceful Social Studies Teacher. Retrieved from http://www.louisiana101.com/ideas-clark-TPT-GRAPES-Graphic-Organizer.pdf

Example: GRAPES – Social Studies

Topic What to Include Key Information Geography Location, climate

Religion Beliefs, religious practices

Achievements Art, music, math, science inventions

Politics Leaders, laws, government

Economics Trade, agriculture, labor system

Social Structure Daily life, caste system

Page 16: Using Academic Conversations to Support English …...Using Academic Conversations to Support English Learners’ Acquisition of Academic Language and Content Sydney Snyder 2019 Migrant

www.GetSupportEd.net 16Zwiers, J., 2017

Example: Cause & Effect Diagram

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• Make eye contact • Face each other • Lean in• Show understanding• Use appropriate

gestures

Staehr Fenner & Snyder; 2017; Zwiers & Crawford, 2011; Image by Asier_relampagoestudio @ Freepik.com

Practice 2. Use Appropriate Body Language

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• Structured pair work• Talking stick or talking

rock• Language for inviting

others to participate

Staehr Fenner & Snyder, 2017

Practice 3. Take Turns

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• Language needed• Model• Opportunities to

practice • Use of hand signals

Staehr Fenner & Snyder, 2017; Zwiers, 2014; Zwiers & Crawford, 2011

Practice 4. Make Connections

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Talk Move Sentence StemRestating So you are saying…

Put another way, you are saying ….Agreeing I agree with (Yuri) because ……..

(Emma’s) point about …….. was important because ……..

Disagreeing I disagree because…I see it differently because….

Asking a clarifying question

Could you give an example of….?I’m confused when you say……Could you explain more?

Adding to an idea/making a connection

I’d like to add to (Rosa’s) point. I think that…When (Albert) said….., it reminded me of…I see a connection between what (Laura) said and what (Karolina) said. The connection is…..

Staehr Fenner & Snyder, 2017, p. 100

Sentence Stems

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www.GetSupportEd.net 22Staehr Fenner & Snyder, 2017

Oral Language Activity Checklist

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www.GetSupportEd.net 22Staehr Fenner & Snyder, 2017

Oral Language Activity Planning Template

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• Engaging prompts

• Intentional grouping

– Building individual accountability

– Group roles

• Assessment through oral language activities

23

Additional Considerations for ELs

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Oral Language Activities

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1. Stronger & Clearer Activity2. Choose the Best Image3. Information Gap

Staehr Fenner & Snyder, 2017; Zwiers & Crawford, 2011

Oral Activities to Scaffold Written Work and Build Individual Accountability

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Directions1. Students respond to

writing prompt 2. Students share

response with partner3. Students change

partners 3 times4. Each time language

should be stronger & clearer

5. Can use grid

Zwiers, 2017; http://jeffzwiers.org/videos

1. Stronger & Clearer Activity

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1. Look at the four images of the U.S. Civil Rights Movement.

2. Choose the image that best represents that time period. Write your response in Part 1 of the handout.

3. Each person in your group shares his/her response. As people share, complete Part 2.

4. As a group, decide on one picture that you feel best represents that time period. Complete Part 3.

5. Choose one person to present your group’s opinion to the whole group.

27Adapted from Zwiers & Crawford, 2011

2. Choose The Best Image

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www.GetSupportEd.net 31Source: http://photos.state.gov/galleries/usinfo-photo/39/civil_rights_07/1.html

2. Example: Choose the Best Image from the U.S. Civil Rights Movement

A B

C D

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Choose the Best Image Graphic Organizer

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• Decide who will be Person A and who will be Person B.

– Person A is solving Question 1– Person B is solving Question 2

• Read your problem.

• Write questions for your partner.• Ask your partner your questions.

• No peeking!

17Adapted from Zwiers & Hamerla, 2018

3. Information Gap

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Wrap Up

31

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Reflection & Next Steps

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• What is one take-away from today’s session?

• Questions?• Book raffle

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v

@[email protected]

www.GetSupportEd.net

Sydney Snyder

[email protected]

Thank you!