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Integrating Language, Literacy and Content:
Helping English Language Learnersmeet the Standards
Integrating Language, Literacy and Content:
Helping English Language Learnersmeet the Standards
Maria GrantCalifornia State University at Fullerton
Carol RothenbergSan Diego Unified School District
Emily SchellSan Diego State University
Toronto, OntarioMay 14, 2007
Maria GrantCalifornia State University at Fullerton
Carol RothenbergSan Diego Unified School District
Emily SchellSan Diego State University
Toronto, OntarioMay 14, 2007
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ObjectiveObjective
Participants will be able to:
• Plan and implement instruction that facilitates development of grade-level content knowledge and language proficiency.
Participants will be able to:
• Plan and implement instruction that facilitates development of grade-level content knowledge and language proficiency.
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TESOL’s English Language Proficiency Standards
• Communication in English for social, intercultural, and instructional purposes.
• Communication of information, ideas, and concepts of Language Arts.
• Communication …….in Math.
• Communication……..in Science.
• Communication……..in Social Studies.
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English Language Proficiency Standards
• TESOL: http://www.tesol.org/s_tesol/seccss.asp?CID=113&DID=1583
• World-class Instructional Design and Assessment Consortium (WIDA):
http://www.wida.us
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Anticipation Guide Unit of Study: Integrating Language and Content
Read each statement and mark whether you agree (A) or disagree (D). Then, with a partner, come to consensus and write a statement justifying your opinion. Pre Post A D Statement Justification A D
We must cover all the standards for all our students.
Opportunities to develop skills in listening, speaking, reading and writing should be part of all lessons.
Secondary teachers: It is the responsibility of the English teacher to develop language skills.
Elementary teachers: Language development only takes place during language arts.
It is worth the extra time it takes to provide opportunities for students to interact as they learn content.
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What is Language Proficiency?
• Linguistic
• Cognitive
• Sociocultural
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Why Integrate Content and Language?
• Provide authentic contexts
• Build academic literacy skills
brainethics.wordpress.com
eduscapes.com
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Academic Content:
• List the steps in the process of protein synthesis.
• Classify living organisms.
Academic Language:
• Use scientific terminology to describe the process of protein synthesis.
• Use compare and contrast language to explain classifications of living organisms.
Integrating Language and Content:Science
Adapted from Gottlieb, 2006: Assessing academic language proficiency and academic achievement.
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Writing in Laboratory Situations
• Have students think like scientists by questioning
• Thier and Daviss (2002) suggest students ask:– What was I looking for?– How did I look for it?– What did I find?– What does this mean?
• Provide experiences that require students to use language to explain, organize, and understand science support construction of new knowledge
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Note-taking Structured note-taking (Buehl, 2001)
What is the problem?• Peop le live near
faults• Earthquake s can
cause damage• Earthquake s may
trigger tsunamis
What is causi ngtheproblem?• Pl atemotion• Rocks moving• Volcani c eruptions
Earthquakes
Wher e is the problem?• Ne ar plate
boundaries• Ne arvolcanoes
What can be doneabout the problem?• Bui ld awa y from
faults• Know proper
earthquak e safety• Retrofit• Construct building
according t o code
www.georgehart.com
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Vocabulary self-awareness
Word + √ - Example Definition
force √ Peddling mybicycle
teach.fcps.net
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List - Group - Label
1. Brainstorm words and phrases they are likely to encounter in the reading
2. Cluster the words into groups
3. Read selection
4. Add new words to chart
5. Label the groups of words
Volcano article link
teach.fcps.net
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Language and Content:Social Studies
Academic Content: Academic Language:
• Complete a timeline demonstrating the sequence of events that led to the Civil War.
• Use sequential langauge to discuss the events that led to the Civil War using sequential language.
• List the causes of the Revolutionary War.
• Use academic vocabulary to explain the meaning of “taxation without representation”.
Adapted from Gottlieb, 2006: Assessing academic language proficiency and academic achievement.
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Social Studies:Strategies to IntegrateLanguage and Content
• Knee-to-knee
• Pair-Share
• Problem-Solving
• Think-Pair-Draw
• Pair Presentations
• Shared Reading
• Group Presentations
• Reading Corner
• Learning Stations
• Observation Charts
• Realia
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Assessing Language and Content:
Mathematics
Academic Language:
• Find the sum of two whole numbers.
• Solve an algebraic equation.
• Use math terms to explain how you arrived at your answer.
• Write a situation to describe an algebraic equation.
Academic Content:
www.leroy.k12.ny.us Adapted from Gottlieb, 2006: Assessing academic language proficiency and academic achievement.
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Language and Content:English Language Arts
Academic Content: Academic Language:
• Describe how a character changes in a story.
• Use sensory detail to give readers a clear image of the character and the changes.
• Write a persuasive paragraph.
• Use transition words to create a smooth connection between ideas.
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Adapted from Gottlieb, 2006: Assessing academic language proficiency and academic achievement.
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RAFT
Role
Audience
Format
Topic
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Sentence Frames:An Interview
• Why do you think you ….?
• What would you do if…..?
• I would make an excellent employee because….
www.smo.uhi.ac.uk
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If the temperature in the beaker had been 1 degree Celsius lower, the chemicals in the solution would not have interacted.
Adapted from Dutro, 2005
www.honokaa.k12.hi.us
___ the temperature in the beaker ___ ____ 1 degree Celsius _____, the
chemicals in the solution _____ ___ ____ interacted.
Selecting Vocabulary
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Prior to American Independence, Georgia was a ___________.
After American Independence, Georgia was a ______________.
www.lib.utexas.edu
grenadelauncher.com
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Selecting Vocabulary
• Representative
• Repeatability
• Transportable
• Contextual Analysis
• Structural Analysis
• Cognitive Load
Frey, N. & Fisher, D. (2006). Language arts workshop: Purposeful reading and writing instruction. Merrill/Prentice Hall.
www.jeffshelly.com
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Coxhead Academic Word List
• Analyze• Approach• Available• Benefit• Consist• Establish• Function• Income• Individual
• Involve• Issue• Labor• Method• Occur• Principle• Role• Significant• Vary
http://www.vuw.ac.nz/lals/research/awl/index.html
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Teaching Vocabulary
Multiple exposures
Deep processing
blogs.ipswitch.comX
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Teaching English Language Learners: A Differentiated ApproachRothenberg & Fisher
Teaching Social Studies: A Literacy-Based ApproachSchell & Fisher
Reading for Information in Elementary SchoolFrey & Fisher