The instructions for these centers featured patterned language similar to that

The instructions for these centers featured patterned

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learning centers. The instructions for these centers featured patterned language similar to that already encountered in the rhymes. Gradually Mrs. Gómez was able to record more complex and abstract instructions in the learning centers. This pro-gression and integration of activities helped the chil-dren to move along the continuum from BICS to CALP. Components of Cognitive Academic Language Proficiency (CALP) Communication Reading: Increases speed; uses context cues to guess vocabulary meaning; masters a variety of genres in fiction (poetry, short story) and nonfiction (encyelopedias, magazines, Internet sources) to “read the world” (interprets comics, print advertising, road signs).Listening: Follows verbal instructions; interprets nuances of intonation (e.g., in cases of teacher disciplinary warnings); solicits, and profits from, help of peers. Speaking: Gives oral presentations, answers correctly in class, and reads aloud smoothly. Writing: Uses conventions such as spelling, punctuation, and report formats. Conceptualization Concepts become abstract and are expressed in longer words with more general meaning (rain becomes precipitation).Concepts fit into larger theories (precipitation cycle).Concepts fit into hierarchies (rain S precipitation cycle S weather systems S climate).Concepts are finely differentiated from similar concepts (sleet from hail, typhoons from hurricanes).Conceptual relations become important (opposites, subsets, causality, correlation). Critical thinking Uses graphic organizers to represent the structure of thought (comparison charts, Venn diagrams, timelines, “spider” charts).Uses textual structures (outlines, paragraphing, titles, main idea).Uses symbolic representation (math operators [<, >, +, =]; proofreading marks, grade indications
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[10/20 points, etc.]).Reads between the lines (inference).Employs many other kinds of critical thinking.Plans activities, monitors progress, evaluates results, employs self-knowledge (metacognition).Increases variety and efficiency in use of learning strategies. Context Nonverbal: Uses appropriate gestures (and is able to refrain from inappropriate ones); interprets nonverbal signs accurately. Formality: Behaves formally when required to do so. Participation structures: Fits in smoothly to classroom and schoolwide groups and procedures. Culture Draws on experience in mainstream culture (background knowledge).Moves smoothly between home and school. Deploys primary-language resources when required.
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  • Summer '19
  • Stephen Krashen, Cummins, Cognitive Academic Language Proficiency

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