integrating language, literacy and content: helping english language learners meet the standards...

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

mgrant@exchange.fullerton.edu

Carol RothenbergSan Diego Unified School District

crothenberg@sandi.net

Emily SchellSan Diego State University

eschell@mail.sdsu.edu

Toronto, OntarioMay 14, 2007

Maria GrantCalifornia State University at Fullerton

mgrant@exchange.fullerton.edu

Carol RothenbergSan Diego Unified School District

crothenberg@sandi.net

Emily SchellSan Diego State University

eschell@mail.sdsu.edu

Toronto, OntarioMay 14, 2007

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.

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.

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

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.

What is Language Proficiency?

• Linguistic

• Cognitive

• Sociocultural

Why Integrate Content and Language?

• Provide authentic contexts

• Build academic literacy skills

brainethics.wordpress.com

eduscapes.com

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.

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

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

Vocabulary self-awareness

Word + √ - Example Definition

force √ Peddling mybicycle

teach.fcps.net

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

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.

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

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.

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.

RAFT

Role

Audience

Format

Topic

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

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

Prior to American Independence, Georgia was a ___________.

After American Independence, Georgia was a ______________.

www.lib.utexas.edu

grenadelauncher.com

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

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

Teaching Vocabulary

Multiple exposures

Deep processing

blogs.ipswitch.comX

Teaching English Language Learners: A Differentiated ApproachRothenberg & Fisher

Teaching Social Studies: A Literacy-Based ApproachSchell & Fisher

Reading for Information in Elementary SchoolFrey & Fisher