Integrating Language, Literacy and Content: Helping English Language Learners meet the Standards

1. Integrating Language, Literacy and Content: Helping English Language Learnersmeet the Standards Maria Grant California State University at Fullerton mgrant@exchange.fullerton.edu Carol Rothenberg San Diego Unified School District crothenberg@sandi.net Emily Schell San Diego State University eschell@mail.sdsu.edu Toronto, Ontario May 14, 2007

2. Objective Participants will be able to: Plan and implement instruction that facilitates development of grade-level content knowledge and language proficiency.

3. 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.

4. 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

6. What is Language Proficiency? Linguistic Cognitive Sociocultural

7. Why Integrate Content and Language? Provide authentic contexts Build academic literacy skills

8. 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

9. 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

10. Note-taking Structured note-taking (Buehl, 2001)

11. Vocabulary self-awareness

12. List - Group - Label Brainstorm words and phrases they are likely to encounter in the reading Cluster the words into groups Read selection Add new words to chart Label the groups of words Volcano article link

14. 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

15. Assessing Language and Content:Mathematics Academic Language: Example of integrating ELD and content standards�Example of integrating ELD and content standards�

17. RAFT Role Audience Format Topic p. 173 in book Examples - Inventor - consumers-tv commercial- the wheel - persuade Gardner - apprentice - instruction manual - photosynthesis - sequence Prospective employer - character in a story - interview - character traits - ask questions A coordinate - a point - letter - slope - explain p. 173 in book Examples - Inventor - consumers-tv commercial- the wheel - persuade Gardner - apprentice - instruction manual - photosynthesis - sequence Prospective employer - character in a story - interview - character traits - ask questions A coordinate - a point - letter - slope - explain

18. Sentence Frames:An Interview Why do you think you �.? What would you do if�..? I would make an excellent employee because�.

19. If the temperature in the beaker had been 1 degree Celsius lower, the chemicals in the solution would not have interacted.

20. Prior to American Independence, Georgia was a ___________. After American Independence, Georgia was a ______________. www.lib.utexas.edu What words go in the blanks? What did you need to know to fill in the blank? � Background knowledge about the Revolution � Knowledge of the signal words �prior� and �after�What words go in the blanks? What did you need to know to fill in the blank? � Background knowledge about the Revolution � Knowledge of the signal words �prior� and �after�

21. Selecting Vocabulary Representative Repeatability Transportable Contextual Analysis Structural Analysis Cognitive Load Representative - is it critical to understanding the text? Repeatability - will it be used again? Often? Transportable - is it used in other subject areas? Contextual Analysis - can students use context clues to determine meaning? Structural Analysis - can students use word parts to determine meaning? Cognitive Load - how many words is reasonable to teach?Representative - is it critical to understanding the text? Repeatability - will it be used again? Often? Transportable - is it used in other subject areas? Contextual Analysis - can students use context clues to determine meaning? Structural Analysis - can students use word parts to determine meaning? Cognitive Load - how many words is reasonable to teach?

22. Coxhead Academic Word List Analyze Approach Available Benefit Consist Establish Function Income Individual Involve Issue Labor Method Occur Principle Role Significant Vary

23. Teaching Vocabulary Multiple exposures Deep processing 6-10 exposures in context - (Jenkins, Stein and Wysocki, 1984) For info to be stored in permanent memory, need language-based and imagery-based (visual, smell, sound, etc.) representation (Marzano, 2004) Activities that require critical thinking - identifying similarities and differences, feature analysis, creating analogies, metaphors, classifying (word sorts) 6-10 exposures in context - (Jenkins, Stein and Wysocki, 1984) For info to be stored in permanent memory, need language-based and imagery-based (visual, smell, sound, etc.) representation (Marzano, 2004) Activities that require critical thinking - identifying similarities and differences, feature analysis, creating analogies, metaphors, classifying (word sorts)

24. Teaching English Language Learners: A Differentiated ApproachRothenberg & Fisher