Creating a language- rich environment August 2012

Objectives: Content Objective - Participants will...  Demonstrate analysis of step 1, 2 and 3 of the seven steps to creating a language- rich interactive classroom. Language Objective - Participants will...  Discuss strategies for creating a language-rich interactive classroom.

Something to think about… Without a system, inclusion is an illusion.

Language Levels Are you able to identify where each child in your classroom is regarding language development? Are ELL students the only students with language development issues?

Step One…  Teach students strategies and language to use when they do not understand. Teach students what to say when they don't know what to say.  Goal: to have students respond OR ask for help AND then respond.

Instead of “I don’t know…” MAY I PLEASE have more information? MAY I PLEASE have some time to think? WOULD YOU PLEASE repeat the question? WHERE COULD I find more information? MAY I ASK A FRIEND for help?

Teach students strategies and language to use when they don't know...  “Thumbs up” when you can complete this sentence. “This step is important for all students because...” Share your sentence With the person next to you.

Step 2: Speak in Complete Sentences  On a blank index card, finish this sentence frame in a complete sentence: Students should speak in complete sentences because... Then add these transitional words:  In addition,...  Finally, …

Students should speak in complete sentences... In addition, … Finally,...

Roving Paragraph 1.Stand and find a partner. Greet each other with a “high 5”. 2.Read everything you have written so far. Then, each partner writes another sentence using the transition word. 3.Find another partner. Read everything you have written and return back to your seat.

Step 2: Have students speak in complete sentences.  Why? Increases their ability to engage in formal conversation and use academic language. Students from economically disadvantaged homes and ELL students do NOT get a chance to practice at home. Individuals write the way they speak.  When? Not 100% of the time Homework review and answering questions in class discussion.

Word deficit...  Children who grow up in poverty hear, on average, 30 million fewer words than children who grow up in families with higher socioeconomic status.  What's more, children from higher socioeconomic status families tend to hear more words of encouragement, but children in poverty tend to hear discouragement - "No," "Don't," etc.  This "word gap" impacts how well students do in school.  Students from lower socioeconomic status families might not understand words that are critical for academic achievement. If they do not understand or use words, they are at a significant disadvantage in school and in life.

Who would you hire? Interview A  What work experience do you have? Burger King  What were your responsibilities? Taking money, cooking, cleaning  What is your greatest strength? Being on time Interview B What work experience do you have? My experience includes working at Burger King. What were your responsibilities? My responsibilities included working the cash register, customer service, following recipes and assisting where needed. What is your greatest strength? My greatest strength is being conscientious and a hard worker.

Step 3: randomize and rotate  Randomize and rotate when calling on students.  Why? Increases focus and engagement  What needs to take place before we randomize or rotate responses?  What are some ways to randomize or rotate responses?

Randomizing questioning:  Ask the question  Pause  Select a student to respond using a random selection system: popsicle sticks, ipad app, numbers, index cards, “numbered heads”, etc.

For more information and resources: Have a great day!