math and science symposium houston, tx march 5-6, 2007 dr. frank lucido, director isla texas a&m...
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![Page 1: Math and Science Symposium Houston, TX March 5-6, 2007 Dr. Frank Lucido, Director ISLA Texas A&M University-Corpus Christi](https://reader035.vdocument.in/reader035/viewer/2022062518/56649eeb5503460f94bfc5a9/html5/thumbnails/1.jpg)
Math and Science SymposiumHouston, TX
March 5-6, 2007
Dr. Frank Lucido, Director
ISLA
Texas A&M University-Corpus Christi
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You Might Be A Teacher IF……
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You want to slap the next person who says, “Must be nice to work 8:00 – 3:20 and have summers free.
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You Might Be A Teacher IF……
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You aren’t sure about having children of your own because
there’s no name you could give a child that wouldn’t bring on high blood pressure the moment you
heard it uttered.
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You Might Be A Teacher IF…..
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You can tell if it’s a full moon without ever looking outside.
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You Might Be A Teacher IF…..
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Meeting a child’s parent instantly answers the
question, “Why is this kid like this?”
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You Might Be A Teacher IF…….
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When out in public you feel the urge to snap your fingers at children you do not know and correct their behavior.
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You Might Be A Teacher IF……
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You laugh uncontrollably when people refer to the staff room as the “lounge.”
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And You Might Be A Teacher IF…….
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“Marking all “A’s” on report cards would make your life SO much easier.
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Read the paragraph below and answer the questions that follow.
A hair raising century by Australian opener Greene Wood on Friday set England back on its heels in the third test at the Melbourne Cricket Ground. Unfortunately, living dangerously eventually cost the Australians the match. Wood was caught out of his crease on the first over after lunch. Within ten more overs, the Australians were dismissed. Four were dismissed by dangerous running between balls from the batsmen’s wickets. The three remaining batsmen were caught by English fieldsmen. One was caught as he tried for a six. When the innings were complete the Australians had fallen short of the runs scored by the English.
Were you able to understand the paragraph?
Could you explain it to someone else?
If not, what would help you to understand it better?
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Numbers
• Rei• Ichi• Ni• San• Shi• Go• Roku• Shichi• Hachi• Ku• Ju
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Language Proficiency
SUP MODEL CUP MODEL
Separate Underlying Proficiency Common Underlying Proficiency
From Cummins, 1981
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Foreign Languages Offered and Age of Introduction
Country 1st Foreign Language
Starting Age
Additional Languages
Australia French 6 German, Greek, Italian, Japanese
Austria English 6 French, Italian
Czech Republic English and German 9 French, Russian, Spanish
Finland English or other 9 Swedish, Finnish, German, French, Russian, Spanish, Italian
Germany English or other 8 French, Spanish, Russian, Italian, Turkish
Italy English 8 French, German, Spanish, Russian
Luxembourg German and French 6 or 7 English, Italian, Spanish
Spain English 8 French, German, Italian, Portuguese
Thailand English 6 French, German, Chinese, Japanese, Arabic
United States Spanish 14 French, German Japanese
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Stages of Language Acquisition and Development in the Child
Vocabulary –
Estimates of Vocabulary –
1 year 3 words
2 years 272 words
3 years 896 words
4 years 1540 words
5 years 2072 words
6 years 2562 words
By first grade a child could possibly have an active vocabulary of 5099 different words.
Sentence Length –
18 months Usually 1 word length
28 months 2 – 3 words length
3.5 years Complete sentences averaging about 4 words
in length, although capable of producing occasional sentences that are 20 – 30 words.
5 – 6 years -The average sentence is about 5 words in length.
9.5 years -The oral sentence is about 6 – 7 words, with an average written length of 11 words
15 years -About 17 words
Adult -About 20 words
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Levels of Language Acquisition
• Pre-Production
• Early Production
• Speech Emergence
• Intermediate Fluency
• Advanced Fluency
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Literacy Development Instructional Sequence
Preparation to Literacy
Early Literacy
Emergent Literacy
Intermediate Abilities
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Personality Age
First Language
Language
Environment Filter Organizer MonitorLearner’s
Verbal
Performance
FIGURE 1-A Working Model for Creative Construction in L2 Acquisition*
Internal Processing
Motivation & Attitude
Access to language
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Cognitively
Undemanding
Communication
1st Quadrant 2nd Quadrant
3rd Quadrant 4th Quadrant
Context
Embedded
Communication
Context
Reduced
Communication
Cognitively
Demanding
Communication
Art, music, P.E., Face to Face conversation, Visual clues, Simple directions
Telephone conversations, Written descriptions, Graphic organizers,
Demonstrations, “Hands on” learning, Social Studies projects, Science experiments
Reading a textbook, Explanation of abstract concepts, Lectures with few illustrations, Writing
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When you know
You know
Then you don’t know
When you know
You don’t know
Then you KNOW
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Characteristics Common to Effective Programs
Fred Genesee, Kathryn Lindholm-Leary, William Saunders, Donna Christian (2005)
• Attitude that “All Children Can Learn.”• Positive school environment.• Challenging and meaningful curriculum.• Alignment of curriculum to high standards.• Administrators and teachers that know
and understand theory and goals of program and implement best practices for ELLs.
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Characteristics Common to Effective Programs
• Integrate rather than segregate students.• See the program as an enrichment model.• Program is sustained over time.• Consistent assessment of literacy and
academic development.• Language development strategies are
incorporated into the program.
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SCAFFOLDING
• CUSTOMERANIA-THE FEELING YOU GET IN A STORE WHEN EVERY CLERK COMES AND ASKS, “MAY I HELP YOU?”
• SOCKDROOP-WHEN THE ELASTIC ON A SOCK WEARS OUT
• ACELLERYELLER-WHAT YOU DO WHEN THE YELLOW LIGHT COMES ON AT AN INTERSECTION.
• LEAFTOVER-THE TINY SPECK OF SPINACH LEFT ON YOUR TEETH AFTER DINNER.
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Preparation
• Integration of language skills (listening, speaking, reading, and writing) is evident in observed content area.
Integration of language skills is evident throughout the lesson.
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Environment
• Environment supports language acquisition beyond direct instruction (word walls, reference charts, visual cues)
• Room environment promotes fluency and is grade level appropriate.
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Teaching Strategies
• Consistent use of scaffolding techniques.
• Use of a variety of questioning types. (Bloom’s Taxonomy)
• Vocabulary is explicitly taught
• Vocabulary instruction focuses on the “mortar” as well as the “bricks.”
• Students are engaged in lesson 90%-100% of the time.
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Interactions
• There are frequent opportunities exist for interaction and discussion between teacher to student and student to student.
• Interactive learning structures (partners, small groups) support objectives.
• Appropriate amount of student wait time for student responses.
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Assessment
• Ongoing assessment is evident during the lesson.
• Assessment drives instruction and planning.
• Review of key concepts and vocabulary.
• Provides regular feedback to students.
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General Principles and Strategies for Teaching all ELL Students
• Increase comprehensible input-non-verbal clues such as pictures, objects, gestures, intonation, graphic organizers, peer tutoring.
• Increase interaction/opportunities to use their language skills in real communication
• Increase opportunities for higher order thinking-think aloud-modeling “thinking language.”
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General Principles and Strategiescontinued
• Use Total Physical Response techniques.
• Incorporate Cooperative learning
structures in teaching.
• Set up dialogue journals.
• Use native language support when possible. Rely on cognates. Point out specifics about vocabulary.
• Realia strategies-”Hands on”
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General Principles and Strategies continued
• Simplify instructions if possible.• Make it culturally relevant or personal to
students.• Whenever possible, supplement a lesson
with bilingual materials.
Northwest Regional Educational Laboratory (2006) www.nwrel.org
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Are these correct?
9 + 1 = 10
7 + 3 = 10
7 + 6 = 1
8 + 6 = 2
12 + 4 = 4
1 + 5 = 6
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43
Institute for Second Language AchievementTexas A& M University-Corpus Christi