Summary Scaffolding Content & Language in ELA www.youtube.com
7,326 words - YouTube video - View YouTube video
One Line
The importance of scaffolding content and language in ELA instruction is emphasized, with strategies such as using circle diagrams and the Q triple essay method, connecting complex texts to students' prior knowledge, categorizing different genres as "key language uses," using the Frayer Model and Wida book to teach linguistic fluency, introducing sentence expansion, utilizing scenarios related to funny, fight, or shiny situations, tracking progress and using proficiency level descriptors, assessing oral language development with expressive proficiency language portfolios, attending online workshops on Vida for learning opportunities, utilizing students' prior knowledge in the classroom, accepting conference proposals and providing a worksheet for proposal writing, and encouraging colleagues to join the series.
Key Points
- Different years of experiences and perspectives add value to the classroom.
- Scaffolding instruction and building on students' prior knowledge is important for creating a challenging academic environment.
- Tracking students' progress in oral language development can be done through expressive proficiency language portfolios.
- The importance of making language visible in the Frayer Model and using language functions and samples in teaching linguistic fluency.
- Scaffolding content and language in English Language Arts (ELA) instruction is crucial, including teaching about different genres and language features associated with each genre.
- Academic language is important for participating in academic instruction, reading texts, and writing academic compositions.
Summaries
201 word summary
Asha Jassani discusses the importance of scaffolding content and language in ELA instruction. She emphasizes the need to consider linguistic needs, grade level clusters, and academic language. Strategies such as using circle diagrams and the Q triple essay method are recommended. Complex texts should be made accessible to students by connecting to their prior knowledge. Different genres should be categorized as "key language uses" and students should be taught about predictable patterns and language features. The Frayer Model and Wida book can be used to teach linguistic fluency. Sentence expansion is introduced as a tool for students to see how language can be used in different ways. Strategies for scaffolding content and language include using scenarios related to funny, fight, or shiny situations. Tracking progress and using proficiency level descriptors are important. Expressive proficiency language portfolios can be used to track and assess oral language development. Online workshops on Vida are available for learning opportunities. Utilizing students' prior knowledge is important in the classroom. Different experiences and perspectives contribute to the classroom. Conference proposals are being accepted, and there is a worksheet available for proposal writing. Colleagues are encouraged to join the series. The next session will take place next Thursday.
426 word summary
Different years of experiences and perspectives contribute to the classroom. Conference proposals are still being accepted and there is a worksheet available to assist with proposal writing. Participants will receive the slides and a link to an academic writing video. Colleagues are encouraged to join the series. The next session will take place next Thursday.
The video discusses using expressive proficiency language portfolios to track and assess students' progress in oral language development. Educators can access online workshops on Vida for learning opportunities, including workshops for long-term English Learners and using language in the classroom. Scaffolding instruction and building on students' prior knowledge are important for creating a challenging academic environment. Utilizing students' prior knowledge in the classroom is also emphasized.
Strategies for scaffolding content and language in ELA are discussed, including using scenarios related to funny, fight, or shiny situations and connecting them to adverbs. Providing appropriate scaffolds, being aware of students' needs, and tracking their progress are highlighted. The stages of second language acquisition are mentioned, and the audience is asked to identify the correct order of these stages. Tracking progress and using proficiency level descriptors to differentiate materials and plan for language development are emphasized.
The importance of making language visible in the Frayer Model and using language functions and samples from the Wida book to teach linguistic fluency is discussed. The usefulness of the Guida book format for analyzing language features is highlighted, along with an example of sentence expansion as a way to engage and adjust for audience. Sentence expansion is introduced as a tool for students to see how language can be used in different ways.
Incorporating complex and engaging texts that include rich academic language is emphasized, along with making these texts accessible to students by connecting to their prior knowledge and capitalizing on their language resources. The importance of scaffolding content and language in ELA instruction is discussed, categorizing different genres as "key language uses" and teaching students about the predictable patterns and language features associated with each genre.
In the video, Asha Jassani discusses the importance of scaffolding content and language in ELA instruction. She explains that content refers to the subject matter being taught, while language expectations focus on the language skills students need to demonstrate content mastery. Asha emphasizes considering linguistic needs and grade level clusters, as well as academic language and its role in engaging with content. Strategies such as using circle diagrams to build vocabulary, the Q triple essay method for answering questions, and the importance of oral language and contextualized questions are
502 word summary
In this video excerpt, Asha Jassani discusses the importance of scaffolding content and language in ELA instruction. She explains that content refers to the subject matter being taught, while language expectations focus on the language skills students need to demonstrate content mastery. Asha emphasizes the significance of considering linguistic needs and grade level clusters, as well as academic language and its role in engaging with content. She discusses strategies such as using circle diagrams to build vocabulary, the Q triple essay method for answering questions, and the importance of oral language and contextualized questions. The video also explores different modes of communication, the role of key language and standard use, and highlights the use of "boardwalking" to showcase students' language skills. The speaker in the video emphasizes the importance of incorporating complex and engaging texts that include rich academic language. They highlight the need to make these texts accessible to students by connecting to their prior knowledge and capitalizing on their language resources. The speaker also discusses the importance of scaffolding content and language in English Language Arts (ELA) instruction. They explain that different genres can be categorized as "key language uses" and emphasize the need to teach students about the predictable patterns and language features associated with each genre. The speaker further discusses the importance of making language visible in the Frayer Model and using language functions and samples from the Wida book to teach linguistic fluency. They highlight the usefulness of the Guida book format for analyzing language features and provide an example of sentence expansion as a way to engage and adjust for audience. The speaker introduces sentence expansion as a tool for students to see how language can be used in different ways. Strategies for scaffolding content and language in ELA are discussed, including using scenarios related to funny, fight, or shiny situations and connecting them to adverbs. The speaker emphasizes the importance of providing appropriate scaffolds, being aware of students' needs, and tracking their progress. The stages of second language acquisition are mentioned, and the audience is asked to identify the correct order of these stages. The speaker highlights the need to track progress and use proficiency level descriptors to differentiate materials and plan for language development. The video also mentions the use of expressive proficiency language portfolios to track and assess students' progress in oral language development. Educators can access online workshops on Vida for learning opportunities, including workshops for long-term English Learners and using language in the classroom. It is important to scaffold instruction and build on students' prior knowledge to create a challenging academic environment. Finally, the speaker emphasizes the importance of utilizing students' prior knowledge in the classroom. Different years of experiences and perspectives contribute to the classroom. Conference proposals are still being accepted and there is a worksheet available to assist with proposal writing. Participants will receive the slides and a link to an academic writing video. Colleagues are encouraged to join the series. The next session will take place next Thursday.
1050 word summary
Experiences and perspectives from different years add value to the classroom. Thank you for joining the presentation. Conference proposals are still open for submission. A worksheet is available to help with proposal writing. Slides will be shared with participants. The academic writing video link will be provided. Encourage colleagues to join the series. The next session will be held next Thursday. Students' progress in oral language development can be tracked and assessed using expressive proficiency language portfolios. These portfolios can be used as a resource to inform instruction and gather data on students' language skills. Educators can access self-paced online workshops on Vida for learning opportunities. There are also workshops available for long-term English Learners and using language in the classroom. It is important to scaffold instruction and build on students' prior knowledge to create a challenging academic environment. Students should be exposed to grade-level standards and rigor through scaffolded activities. In the last 10 minutes, the speaker opens up the floor for questions and emphasizes the importance of utilizing students' prior knowledge in the classroom. In this excerpt, the speaker discusses strategies for scaffolding content and language in ELA. They suggest using sentences related to funny, fight, or shiny scenarios and connecting them to adverbs. Students can then ask questions and make sentences about characters in a book. The speaker emphasizes the importance of providing appropriate scaffolds and being aware of students' needs. They also mention the stages of second language acquisition and ask the audience to identify the correct order of these stages. The stages include listening, context clues and familiar topics, vocabulary, academic language, and fluency in social and academic language. The speaker highlights the need to track students' progress and use proficiency level descriptors to differentiate materials and plan for language development. In this excerpt, the speaker discusses the importance of making language visible in the Frayer Model. They highlight the connection between language development and accessible grade-level content. The speaker also mentions the use of language functions and language samples in the Wida book to teach linguistic fluency. They emphasize the usefulness of the Guida book format for analyzing language features. The speaker provides an example of sentence expansion as a way to engage and adjust for audience. They mention the ability to rephrase and change language for emphasis or a specific purpose. Finally, the speaker introduces sentence expansion as a tool for students to see how language can be used in different ways. In this video, the speaker discusses the importance of scaffolding content and language in English Language Arts (ELA) instruction. They begin by asking the audience to identify different types of texts based on short descriptions. The speaker then explains that these different genres can be categorized as "key language uses." They emphasize the need to teach students about the predictable patterns and language features associated with each genre.
The speaker also mentions the importance of incorporating complex and engaging texts that include rich academic language. They highlight the need to make these texts accessible to students by connecting to their prior knowledge and capitalizing on their language resources. The speaker emphasizes the significance of considering students' home language literacy and finding ways to connect it to their learning. In this video excerpt, the speaker discusses the importance of scaffolding content and language in ELA (English Language Arts) instruction. They emphasize the need for students to practice using language across different content areas and encourage classroom discussions to promote understanding and identify misconceptions. The speaker also highlights the use of "boardwalking" to showcase students' language skills and praises their use of great language. Different modes of communication, such as spoken and written texts, are explored, with the speaker noting that spoken texts tend to be longer and use more words and sentences, while written texts may have longer and more complex sentences. The role of key language and standard use is also discussed, emphasizing that language patterns and expectations can vary depending on the context. One strategy discussed in the video is to use a circle diagram to help students brainstorm and organize words related to a topic. The goal is to build vocabulary and encourage rich discussions. Another strategy mentioned is using the Q triple essay method, which involves giving students a question, providing a signal for wait time, and modeling the use of a stem to support their answer. The importance of oral language and contextualized questions is emphasized. Overall, these strategies aim to scaffold content and language development in ELA. Academic language is important for participating in academic instruction, reading texts, and writing academic compositions. It is more formal and challenging than non-academic language. Academic writing has a formal tone, uses proper grammar and spelling, and often presents ideas indirectly through hedging expressions. Research is used to support ideas in academic essays. Academic writing follows a formal structure with an introduction, body paragraphs, and conclusion. It is also important to teach students how to use academic terminology and fit into academic settings. Vocabulary instruction in the classroom can include strategies such as identifying opposites, prefixes, and suffixes, as well as creating vocabulary charts. In this excerpt, the speaker, Asha, introduces herself and thanks the participants for joining. She mentions that there will be opportunities for audience participation through the chat feature and reaction button. Asha then asks the participants to share their thoughts on the difference between language and content. She explains that content refers to the subject matter being taught, while language expectations focus on the language skills students need to demonstrate content mastery. She provides an example of language expectations and mentions the importance of considering linguistic needs and grade level clusters. Lastly, Asha briefly mentions academic language and its significance in engaging with content. This excerpt is from a video presentation on integrating language and content in English Language Arts (ELA). The presenter, Asha Jassani, is an experienced educational professional with a passion for serving English Learners (ELs). The presentation is part of the Georgia Tesol Professional Learning Series, which offers talks on various topics related to teaching ELs. Attendees receive a certificate of participation. The series focuses on empowerment for different stakeholder groups, including students, parents, and communities. The presenter, Asha Jassani, is committed to prioritizing ELs and ensuring they have access to quality education.