Presentation on theme: "Integrating Language, Literacy and Content: Helping English Language Learners meet the Standards Maria Grant California State University at Fullerton"— Presentation transcript:
Integrating Language, Literacy and Content: Helping English Language Learners meet the Standards Maria Grant California State University at Fullerton Carol Rothenberg San Diego Unified School District Emily Schell San Diego State University Toronto, Ontario May 14, 2007 Maria Grant California State University at Fullerton Carol Rothenberg San Diego Unified School District Emily Schell San Diego State University Toronto, Ontario May 14, 2007
Objective 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.
TESOLs 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: CID=113&DID=1583 CID=113&DID=1583 World-class Instructional Design and Assessment Consortium (WIDA):
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
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 Integrate Language 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: 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. Adapted from Gottlieb, 2006: Assessing academic language proficiency and academic achievement.
RAFT R ole A udience F ormat T opic
Sentence Frames: An Interview Why do you think you ….? What would you do if…..? I would make an excellent employee because….
If the temperature in the beaker had been 1 degree Celsius lower, the chemicals in the solution would not have interacted. Adapted from Dutro, ___ 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 ______________. 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.
Coxhead Academic Word List Analyze Approach Available Benefit Consist Establish Function Income Individual Involve Issue Labor Method Occur Principle Role Significant Vary
Teaching Vocabulary Multiple exposures Deep processing blogs.ipswitch.com X
Teaching English Language Learners: A Differentiated Approach Rothenberg & Fisher Teaching Social Studies: A Literacy- Based Approach Schell & Fisher Reading for Information in Elementary School Frey & Fisher