Understanding African American Vernacular English (AAVE): Definition, History, and Examples

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First and foremost, when a child walks into the classroom, he/she comes with his language as it is, whether AAVE (African American vernacular, which is what Ebonics is) or Spanish. More than just African Americans speak Ebonics. 

Everyone uses it at one time or another, and within popular culture, it's everywhere, from rap music lyrics to the sounds of hip/hop, expressions for some, which are a right of passage. 

Its evolution from African languages to the current nonstandard English goes as far back as the time when slaves were brought to North America. First and foremost, any well-educated person knows this dialect is contained in classic literature, from books like "To Kill a Mockingbird " to Richard Wright's writings. 

Put your hands together for a warm welcome to Ebonics in the classroom, as many programs teach it through literature within the context of its relationship to standard language. 

"So go 'head, knock some sense into dem head of urs. You be better off accepting everyone and da language dey speak." 

Translate that into standard language, and you'll know how ebonics is taught. I taught from a publication entitled "Toothy Ruthie," a book to help all kids (including African Americans) learn to pronounce the "th" sound. 

Yo, Big Daddy upstairs,
You be chillin'
So be yo hood
You be sayin' it, I be doin' it
In this ere hood and yo's
Gimme some eats
And cut me some slack, Blood
So's I be doin' it to dem dat diss me
Don' be pushin' me into no jive
And keep dem crips away
'Cause you always be da man, 
Straight up!

Close Reading Updated Procedure for Including Cognates

 

Updated Procedure for Including Cognates in Close Reading

Courtesy of Stoneybrook University

Introduction: Introduce title and author (if available) of passage. Discuss what you know about the topic, including identifying it as narration, description, argument, poetry, play, subject area and so on. Relate topic to prior reading and set purpose for reading new selection. For free reading selection sources see Close Reading Lesson Plan Template.

1. Teacher reads selection aloud while students follow along (engagement). A list of websites with reading selections is included at the end of this lesson plan.

2. Teacher elicits from students what they think is the first characteristic (length, difficulty, tone, genre, purpose) they note about the passage. Write the words on the white board or note pad under document camera. (I do; we do; you do method)

3. Have students indicate the words they aren't familiar with (circle, highlight, etc...) Look up word in online or table dictionary and discuss with students, associating it with a concept of the unknown word. (I do; we do; you do method)

If selection is from textbook, go over visuals, headings subheadings, words in bold print/italics and so on). Let students know that this is called the selective attention learning strategy. 

For ELLs, type names of each word into Google Images, showing students the best representation of the word. 

Additionally, have ELs read through the selection to find Spanish/English cognates in order for them to become aware of the similarities of their own language and English and to recognize that word meanings are similar in English to those in their own language (Spanish).

4. Share out (Think/pair share) vocabulary words/explain in own words. Discuss punctuation/capitalization in passage. (I do; we do; you do method). For more prereading activities see http://web.cn.edu/kwheeler/reading_lit.html

5.Students read selection again silently.

6. Ask critical thinking questions from Bloom's taxonomy at http://www.meade.k12.sd.us/PASS/Pass%20Adobe%20Files/March%202007/BloomsTaxonomyQuestionStems.pdf  Refer back to text when appropriate.