Group items tagged

the ability to express oneself coherently and to communicate freely with others by word of mouth."

. Although Spanish is the most common second language in the United States, students in a given school district might speak more than 100 different languages. These languages differ in their pronunciation patterns, orthographic representations, and histories—and thus in the ease with which students can transfer their prior knowledge about language to English. Proficiency in the home language. Students who speak the same language and are in the same grade may have very different levels of academic language proficiency in their home language depending on such factors as age and prior education. The development of a formal first language facilitates learning in additional languages. Generation. There are recognized differences in language proficiency for students of different generations living in the United States. First and second generations of English language learners differ in significant ways, including the ability to use English at home. Because protracted English language learners born outside the United States attempt to straddle their old world and the new world in which they live, they experience greater difficulty in developing English proficiency. Number of languages spoken. Some students enroll in schools having mastered more than one language already and thus have gained a linguistic flexibility that can aid in learning additional languages. Others have spoken one language at home for years, and their exposure to English is a new learning experience. Motivation. Students differ in their motivation to learn English depending on their migration, immigration, or birthplace. Immigrant families leave their homelands for a variety of reasons—political and economic are perhaps the most common. Many of our students have left loved ones behind, along with a familiar and cherished way of life. Some even hope to return when a war is ended or when the family has enough money to better their life in their home country. These students may not feel a great need to become proficient in a language they don't intend to use for very long. Poverty. Living in poverty and experiencing food insecurity have a profound impact on learning in general and language learning in particular. Simply said, when students' basic needs are met, they are more likely to excel in school. Personality. Some students are naturally outgoing and verbal; others are shy or prefer more independent activities. Some are risk takers who are not afraid to make mistakes; others want their utterances to be perfect. These differences in personality can lead to differences in the rate at which students gain proficiency in listening and speaking or reading and writing.

It's how we process information and remember.

There are recognized differences in language proficiency for students of different generations living in the United States. First and second generations of English language learners differ in significant ways, including the ability to use English at home

We know that teachers themselves have to use academic discourse if their students are ever going to have a chance to learn. Third, the balance of talk in this classroom is heavily weighted toward the teacher. If we count the number of words used, minus the student names, the teacher used 190 words, whereas the students used 11. This means that 94 percent of the words used in the classroom during this five-minute segment were spoken by the teacher. In addition, if we analyze the types of words used, half of the words spoken by the students were not academic in nature. That's not so great. Students need more time to talk, and this structure of asking them to do so one at a time will not significantly change the balance of talk in the classroom.

But think about the self-talk (inner speaking) you use when you complete independent tasks. Some of this self-talk occurs in your mind, whereas some is vocalized. Again, thinking occurs as we use language, and this type of talk is an important aspect to learning.

We have all observed that young children listen and speak well before they can read or write

Students were expected to memorize facts and be able to recite them. Remember that in most classrooms of the late 1800s, the age range was very diverse. In the same classroom, teachers might have students who were 5 or 6 years old and others who were 15 to 18. Talking by students was not the norm. In fact, students were punished for talking in class, even if the talk was academic!

it seems reasonable to suggest that classrooms should be filled with talk, given that we want them filled with thinking!

Our experience suggests that these students will fail to develop academic language and discourse simply because they aren't provided opportunities to use words

Language permits its users to pay attention to things, persons and events, even when the things and persons are absent and the events are not taking place. Language gives definition to our memories and, by translating experiences into symbols, converts the immediacy of craving or abhorrence, or hatred or love, into fixed principles of feeling and conduct. (

children learn that language is power and that they can use words to express their needs, wants, and desires.

The problem with applying this developmental approach to English language learners and language learning in the classroom is that our students don't have years to learn to speak before they need to write

Vygotsky

English language learners need access to instruction that recognizes the symbiotic relationship among the four domains of language: listening, speaking, reading, and writing

We know that opportunities for students to talk in class also take time. So, given the little instructional time we have with them, how can we justify devoting a significant amount of that time to talk? We would argue, How can we not provide that time to talk? Telling students what you want them to know is certainly a faster way of addressing standards. But telling does not necessarily equate to learning. If indeed "reading and writing float on a sea of talk," then the time students spend engaged in academic conversations with their classmates is time well spent in developing not only oracy but precisely the high level of literacy that is our goal.

Classroom talk is frequently limited and is used to check comprehension rather than develop thinking.

Questioning is an important tool that teachers have, but students also need opportunities for dialogue if they are to learn

Our experience suggests that these students will fail to develop academic language and discourse simply because they aren't provided opportunities to use words.

, teachers talked for most of the instructional day while students were quiet and completed their assigned tasks.

We've divided the opportunities for talk into four major categories. These categories are consistent with a gradual release of responsibility model of instruction, which acknowledges that students must assume increasing responsibility if they are to learn (

our brains are wired for language.

Teacher Modeling

questioning can be used during teacher modeling, but teachers can also activate their students' background knowledge during this time

After modeling, students can reflect on what they learned through both writing independently and talking with a partner.

Guided Instruction

teachers use talk to determine what students know and what they still need to know. This is an opportunity to use questions, prompts, and cues to help students complete tasks.

key is for students to talk with one another, in purposeful ways

Collaborative Tasks

Talk becomes critical when students discuss tasks or ideas and question one another, negotiate meaning, clarify their own understanding, and make their ideas comprehensible to their partners. It is during collaborative tasks that students must use academic language if they are to focus on the content. Here again, their understanding grows as they talk with their partners to reflect on their learning.

Put simply, talk, or oracy, is the foundation of literacy.

teachers of high-achieving students spent about 55 percent of the class time talking, compared with 80 percent for teachers of low-achieving students

Maybe we believe that kids need to read the whole book to understand the main ideas in our subject.

They need you, the teacher, to break the work into steps and stages, and to give them tools and activities and work habits that help.

Like the social studies teachers at Stagg High School, you could try to identify the 12 or 16 absolutely key, “fencepost” concepts in every course you teach. You might agree in principle that kids would do better to understand a dozen key ideas deeply, that to hear 1,000 ideas mentioned in passing. But what are the right fenceposts for your subject, your course?

beyond the classroom

So you have to prioritize; you have to decide to teach a few things well and fully- let some other stuff slide.

have to decide to teach a few things well and fully- let some other stuff slide.

Whatever our subject, we may believe that “the state requires us” to cover everything in the textbook, however thinly

This newer kind of test tries to determine not just whether students retain factual information, but whether, given an authentic problem, they can reason effectively.

In fact, the 50 states differ widely in the sort of high-stakes tests they actually administer.

But what are the right fenceposts for your subject, your course?

Sounds plausible, given the current fervor of politicians to supervise us, but we’d better be sure it is the reality

So you have to prioritize; you have to decide to teach a few things well and fully- let some other stuff slide.

Don’t leave kids alone with their textbooks We can harness the social power of collaboration, having kids work in pairs, groups, and teams at all stages of reading to discuss, debate, and sort-out ideas in the book.

Don’t leave kids alone with their textbooks

to remember ideas, learners must act upon them. Period. You can have students move their noses above any number of pages, left to right, top to bottom, but that is neither teaching nor learning.

What’s Really on the State Test?

roe of textbooks

only a fraction (17% in mathematics for example) understand a field well enough to do higher-level operations or performances. (2000).

Sure, we can make students read daily sections of the textbook as a matter of compliance and obedience.

NAEP tells us

cussedness

the content of any subject field has different levels of importance. There are some anchor ideas we ant students to understand in a deep and enduring way, others that are important to know about, and finally, some aspects where a passing familiarity is sufficient.

1.Does the idea, topic, or process represent a big idea having enduring value beyond the classroom? 2.Does the big idea, topic, or process reside at the heart of the discipline? 3.To what extent does the idea, topic or process require uncoverage? 4.To what extent does the idea, topic, or process have the potential for engaging students?

the reform movements between1820-1850. There are four distinct strands which emerged during this period- religious renewal, abolitionism, the early women’s rights efforts, and workplace reform- each of which receives several pages of coverage in the textbook

making sure your kids can think like a scientist, a mathematician, a historian, or a writer.

Many books couldn’t be studied this way because information in earlier chapters is crucial for understanding later ones. But textbooks frequently can be easily subdivided.

Have empathy. Remember, not only are you a grownup and a subject matter expert, you have also read this textbook five or 10 times before. The material may seem easy to you, but it may really be Greek to the kids.

Jigsawing

giving students support before and during reading

Make more selective assignments

Greek to the kids

Choose wisely. Make more selective assignments

more are using constructed responses, items that present some data (a chart, article, or problem) and then ask students to work with it. This newer kind of test tries to determine not just whether students retain factual information, but whether, given an authentic problem, they can reason effectively.

With jigsawing activities, when kids sit down to find the links between movements like abolitionism and worker’s rights, they are coming pretty close to “doing history,” not just dutifully accepting what the textbook says.

assigning fewer pages

focus on making sure your kids can think like a scientist, a mathematician, a historian, or a writer.

websites

Have empathy.

The material may seem easy to you, but it may really be Greek to the kids.

similarities

laboring under tough requirements to “cover” material, having

ACCESS: Textbook Feature Analysis Directions: Use this activity to better understand the textbook in this class. Its purpose is to teach you how the textbook works by showing you what it is made of and how these elements are organized.