Adapting
Methodologies to
Guarantee
Language
Acquisition
Dr. Virginia L. Cárdenas
NCDPI
2015 Collaborative Conference
The Power of Aligning
Language Acquisition with
Gradual Release of Responsibility
1. Building knowledge
through content –rich nonfiction.
ELA
Shifts:
2. Reading, writing, and
speaking grounded in
EVIDENCE from text.
3. Regular Practice with
COMPLEX TEXT and its
ACADEMIC VOCABULARY.
Methodology:
What you Focus on Expands!
ELAStrandsCurrentFormat:
1. ReadingLiterature
2. ReadingInformationalText
3. ReadingFoundations
4. Writing
5. Speaking&Listening
6. Language
ELAStrandsAlignedtoLAStages
1. Listening&Speaking
2. Language
3. ReadingLiterature
4. ReadingInformationalText
5. ReadingFoundations
6. Writing
METHODOLOGY & ADAPTATIONS:
LANGUAGE
ACQUISITION
STRATEGIES
INCREASED
STUDENT
LEARNING
GRADUAL
RELEASE OF
RESPONSIBILITY
Language
is
a
Reflection
of
Thinking
Language Acquisition
Continuum
Language Development is a
reflection of THINKING
•
Teachers facilitate the
progression between the LA
stages
In high-achieving classrooms, teachers talked about
55 percent of the time; but in classrooms in which
students were identified as low-achieving, teacher
talk consumed a whopping 80 percent of the
instructional minutes.
-Flanders, 1970
Why are these numbers Key to Language
Acquisition and Comprehension?
between
to
Why are these numbers Key to Language
Acquisition and Comprehension?
One doesn't need to know every word in a text to understand
it. In one study, it was found that one content word in six
could be replaced by a more difficult synonym without
significantly decreasing comprehension of a text.
(Freebody & Anderson, 1983)
between
Vocabulary experts agree that adequate reading
comprehension depends on a person already knowing 90
and 95 percent of the words in a text. (Nagy and Scott 2000)
to
Gradual Release of
Responsibility Model (GRRM) - Dr.
Douglas Fisher
GRRM Adaptation:
GRRM (Fisher):
I do it
I do it
We do it
We do it
I do it
You do it together
You do it together
I do it
You do it alone
You do it alone
We do it
ADAPTED:
Gradual Release of Responsibility
I do it
We do it
I do it
You do it together
I do it
You do it alone
We do it
ADAPTED
Gradual
Release
Of
Responsibility
Model:
T
E M P L A T E
Lesson/Unit
Template
1. Focus Standard (Current Grade):
Prior Grade(s) Standard:
2. Focus Standard (Current Grade):
Prior Grade(s) Standard:
3. Focus Standard (Current Grade):
Prior Grade(s) Standard:
Text(s):
Essential Question for text/ or unit:
Adapted Gradual Release of Responsibility
Responsibility
Instructional Activities (Differentiated Activities)
1. I do it
1.
1.
1.
2. We do it
2.
2.
2.
3. I do it
3.
3.
3.
4. You do it together
4.
4.
4.
5. I do it
5.
5.
5.
6. You do it alone
6.
6.
6.
7. We do it
7.
7.
7.
If Language is a reflection of Thinking…
What Instructional Activities
must I include in my LP to
ensure they have the
language
needed
to
express:
– Their thoughts,
– Answer questions,
– Ask questions,
– And continue to
EXPAND their THINKING?
Can be used with 2
nd
and 7
Sample Text –
th
grades
14 Cows for America
Focus ELA Standards for 2
nd
Grade
E
X A M P L E
Teaching RIT.3 & W.3:
Identify Prior Knowledge
Focus Standard: 2.RIT.3: Describe the connection between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text.
Prior Grade(s) Standard:
1.RIT.3: Describe the connection between two individuals, events, ideas, or pieces of
information in a text.
K.RIT.3: With prompting and support, describe the connection between two individuals, events,
ideas, or pieces of information in a text.
Focus Standard: 2.W.3: Write narratives in which they recount a well-elaborated event or short
sequence of events, include details to describe actions, thoughts, and feelings, use temporal
words to signal event order, and provide a sense of closure.
Prior Grade(s) Standard:
1.W.3: Write narratives in which they recount two or more appropriately sequenced events,
include some details regarding what happened, use temporal words to signal event order, and
provide some sense of closure.
K.W.3: Use a combination of drawing, dictating, and writing to narrate a single event or several
loosely linked events, tell about the events in the order in which they occurred, and provide a
reaction to what happened.
Gradual Release of Responsibility and Language Amplification:
I do it · Introduce Text: We are going to read about titled 14 Cows
for America. It’s a real story about how one people from a
far away country showed great kindness when a very sad
thing happened to our country.
Formative
We do it · Action Thermometer:
Assessment:
“Would you like for a stranger to do a kind thing for you if
(Identify Starting
they hear of something sad happening to you?”
Point)
· Students pair off and using Neighbor’s Gossip, learn about
their neighbor’s response. A few students share their
neighbor’s opinion.
Introduction of
I do it · Today we are going to see how a man shared a sad story
new learning
with people from his village of what happened to our
country, the United States, about 11 years ago, and how
some people from his country of Kenya gave a most
precious gift to our country.
· Lets see where the countries are on the map.
· I want to show you a short video about the country of
Kenya.
· But before we watch the video I want us learn about
some words that will help us better understand the
story: hut (Google images. Post pictures in the classroom),
tribe, cattle, village, tunics (Google and post
images).(Language Amplif. Word File)
· Watch the video.
Formative
We do it · That was a short video from sunrise until sunset in one
Assessment
day of the life of people called Maasai in Kenya. Let’s
talk about what we saw. I’m going to write down a
sentence you dictate about what you saw in the video.
· Record on chart paper (author each sentence). Underline
anytime a student uses words that were amplified.
Peer Language
We do it · I want you to think about two things that look different
Modeling Critical
in Kenya than in our part of the United States.
· Using Neighbor’s Gossip, I want to listen to your
Thinking.
Formative Assess.,
neighbor share 2 things that are different.
· Select students to share what their neighbor’s shared.
Rigor:
· I want you to think about two things that are the same
RB/?Understanding
in Kenya as in our part of the United States.
· Using Neighbor’s Gossip, I want to listen to your
neighbor share two things that are the same in Kenya as
in our part of the United States.
· Select students to share what their neighbor’s shared.
Activating Prior
Knowledge:
Language Amplification/Gradual
Release/ Language Amplification
Lesson/Unit Plans
E
X A M P L E
Selection of Text to Teach
Standards: RIT.3 & W.3
Activating Prior Knowledge:
I DO IT!
Activating
Prior
Knowledge:
I do it · Introduce Text: We are going to read about titled 14 Cows
for America. It’s a real story about how one people from a
far away country showed great kindness when a very sad
thing happened to our country.
Formative Assessment:
WE DO IT!
Introduction of Text:
I do it
Formative Assessment:
We Do it
Peer Language Modeling
Critical Thinking: We Do it
Peer Language
We do it
Modeling Critical
Thinking.
Formative Assess.,
Rigor:
RB/?Understanding
· I want you to think about two things that look different
in Kenya than in our part of the United States.
· Using Neighbor’s Gossip, I want to listen to your
neighbor share 2 things that are different.
· Select students to share what their neighbor’s shared.
· I want you to think about two things that are the same
in Kenya as in our part of the United States.
· Using Neighbor’s Gossip, I want to listen to your
neighbor share two things that are the same in Kenya as
in our part of the United States.
· Select students to share what their neighbor’s shared.
Formative Assessment:
YOU DO IT ALONE!
Introduction of New
Vocabulary:
I Do it
Language Acquisition:
YOU DO IT TOGETHER!
Collaborative You do it · I’m going to give each table a piece of chart paper and
Language
together one of these items. bull giraffes, grasslands, guava tree,
cheetahs, acacia tree, staff, herd, cowbells, beaded collars,
Acquisition
cattle herders
Transition:
· Your team will need to label the chart paper and write
Listening,
at least 4 sentences describing the item. I want to see
Understanding,
lots of detail. (Provide examples of details that can be
Speaking,
added…use complete sentences with many modifiers.
Reading,
Have a couple of students provide examples of details
Writing
they plan to include).
Language Amplification:
We Do it
Read Part of Text:
I Do It
ReadPartof
Text:
I doit · Readthebookuptopage11. Stopafter“Ithasburnedahole
in his heart.”
Language Modeling:
I Do It
Language
Modeling:
Summarize
text in
sequence.
I do it ·
·
So we can tell that Kimeli is a main character in this
book, but there are also other characters, not
necessarily people, some are animals. Who are those
characters? Discuss with your table team and generate a
list of at least 4 other characters.
Kimeli has returned from a long journey and he is glad
to be back home with his tribe called the Maasai. They
used to be warriors and fight. What do the Maasai do
now? Describe their day. Why did the book describe
them as peaceful? (They are peaceful people who take
care of cattle. They take care of the cows just like they
care for their children. Kimeli is welcomed to his village
by his mother, children and elders. He has brought a
gift, a story, but it is a sad story about something that
happened faraway from Kenya. It happened here in our
country in the United States in NYC.
Assessing Prior Knowledge:
We Do It
Peer Questioning:
Remembering
(You Do It Together)
Peer
Questioning:
Remembering
You do it · We are going to play Neighbor’s Gossip. Today we are
together
only going to ask “Remembering questions”.
· Pairs ask one question at a time. Ask one student to share
the correct answer.
· Ask your Neighbor about the book (i.e. What is the Title of
the book? Who is the main character? Who are other
characters? Where did the story take place? What happened
first? How did the story begin?...)
Formative AssessmentLanguage Acquisition to
Writing: (You Do It Alone)
Always Start with your
FOCUS STANDARD!
• Combine the adapted methodologies of Language
Acquisition and Gradual Release of Responsibility to
increase student learning and ensure concept mastery.
• Weave yourself and language proficient students as
language models throughout the lesson.
• Be strategic and deliberate and PLAN THOROUGHLY!
Language
Amplification
Vocabulary for
14 Cows for
America
Language Amplification List:
Remote
Injustice
Starve
Suffering Sacred ritual Village Súpa
Leaping Kenya Enkáng Shaken Mournful songs
Herd Sun-baked dung Lows Bellies Bull giraffes
Aakúa Enkarûs Exchanged Grasslands Sighs Offer Gather
Guava Tree Faraway US Embassy Sacred knoll Grace Nods
Nairobi Chiming Cheetahs Elders Response Cowbells
Warrior’s blessing Tradition Diplomat Chant Maasai
Acacia tree Jounces Maa Tribe Unfolds Rugged Staff
Feared warriors Disbelief Ordinary Nation
Peaceably Iron Ceremony Wounded Nomadic
Souls Tribal splendor Mighty comfort Cattle herders
Fierce Tunics
Treat Provoked Beaded collars
Shelter Kindness Marvel
Recruit
your Army
of
Teachers
Virginia L Cárdenas, Ed.D.
Dr. Virginia L. Cárdenas
NCDPI
919-523-2492
virginia.cardenas@dpi.nc.go
v