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Differentiating Instruction for English Language Learners

Differentiating Instruction for English Language Learners. SIOP: Writing Language Objectives Mary Morgan ESL Elementary Resource Teacher July 8, 2009. Objectives. Review or learn levels of second language acquisition Learn rationale for writing language objectives for ELLs in content areas

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Differentiating Instruction for English Language Learners

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  1. Differentiating Instruction for English Language Learners SIOP: Writing Language Objectives Mary Morgan ESL Elementary Resource Teacher July 8, 2009

  2. Objectives • Review or learn levels of second language acquisition • Learn rationale for writing language objectives for ELLs in content areas • Access tools for writing language objectives • Practice writing language objectives and share in small or large group

  3. What is SIOP? Making Content Comprehensible for English Language Learners: THE SIOP MODELby Jana Echevarria, MaryEllen Vogt, and Deborah J. Short SIOP=Sheltered Instruction Observation Protocol

  4. “It is critical to set both content objectives and language objectives. Just as language learning cannot occur if we only focus on subject matter, content knowledge cannot grow if we only focus on learning the English language.”Hill & Flynn, 2006

  5. “Systematic language development has to take place for students to eventually have the academic literacy skills they need to survive in the classroom.” Hill & Flynn, 2006

  6. Four Reasons for Combining Content and Language Objectives • Language forms and vocabulary will develop as students study areas of interest. • Motivation plays a role in learning complex language structures. • Teachers can activate and build on students’ prior knowledge in the content areas. • Language structure and form should be learned in authentic contexts rather than through contrived drills in language workbooks. Brinton, Snow, and Wesch, 1989

  7. Content Language What is the relationship? SC SIOP Reunion

  8. Language Acquisition: An Interdependent Process Listening Receptive Reading Speaking Expressive Writing SC SIOP Reunion

  9. Language Objectives answer the question… “What language do students need to complete the assigned task?” text type past tense sequence vocabulary cause and effect narrative lab report SC SIOP Reunion

  10. Language Objectives answer the question… “Where are learners relative to the language expectations?” “What strategies will help make this language accessible?” someexperience novice cooperative groups advanceorganizers use of cognates SC SIOP Reunion

  11. What is the first thing you need to know about your English language learners?

  12. The Stages of Second Language Acquisition “One of the most important things you should know about each of your English language learners (ELLs) is which stage of acquisition they are in.”Classroom Instruction that Works with English Language Learners • Preproduction Students at this stage are not ready to produce much language, so they primarily communicate with gestures and actions. They are absorbing new language and developing receptive vocabulary. (0-6 months) • Early Production At this stage, students speak using one or two words or short phrases. Their receptive vocabulary is developing: they understand approximately 1,000 words. Students can answer “who, what, and where” questions with limited expression. (6 months-1 year)

  13. The Stages of Second Language Acquisition • Speech EmergenceStudents speak in longer phrases and complete sentences. However, they may experience frustration at not being able to express completely what they know. Although the number of errors they make increases, the quantity of speech they produce also increases and they can communicate ideas. (1-3 years) • Intermediate Students may appear to be fluent; they engage in conversations and produce connected narrative. Errors are usually of style or usage. Lessons continue to expand receptive vocabulary, and activities develop higher levels of language use in content areas. Students at this level are better able to communicate effectively. (3-5 years) • Advanced Students orally communicate very effectively in social and academic settings, but many struggle with reading and writing. (5-7 years)

  14. Stage 1: Preproduction Stage 2: Early Production Stage 3: Speech Emergence Stage 4: Intermediate Fluency Can produce simple sentences; Makes grammar and pronunciation errors Nods “Yes” and “No”; Points and draws Has excellent comprehension; Makes few grammatical errors Produces one-or-two word responses; Participates using key words and familiar phrases Second Language Acquisition Match-Up

  15. Social Versus Academic Language(BICS & CALP)

  16. Language Objectives are language demands of the content class • Academic vocabulary (discipline-specific, word forms) • Language functions /school language (define, describe, explain, classify, compare, summarize, …) • Language structures (questions, past tense, writing a sentence, writing a paragraph).

  17. Determine Language Function WHY language is needed What is the reason for communicating? How will language be used to accomplish a purpose in the classroom? Determine Language Structure WHAT language is needed What we expect to hear coming out of the students’ mouths Phrasing, vocabulary, grammar used in communication Hill, Flynn, and Bjork, 2007 Setting Language Objectives

  18. SettingLanguage Objectives • Determine language functions students need to participate in lessons -Agreeing and disagreeing -Evaluating -Apologizing -Explaining -Asking for assistance or -Expressing likes and dislikes directions -Expressing obligation -Asking for permission -Hypothesizing -Classifying -Identifying -Commanding/giving -Suggesting instructions -Inferring -Comparing -Planning and predicting -Criticizing -Refusing -Denying -Reporting -Describing -Sequencing -Enquiring/questioning -Warning Hill and Flynn, 2006

  19. SettingLanguage Objectives • Determine language structures students need given the language function • Action verbs • Adjective use • Commands • Word order • If…then • Future tense • Conjunctions • I think… • For example Hill, Flynn, and Bjork, 2007

  20. Language objectives are embedded in content objectives To determine the language objective consider the content objective or the task assigned to master the content objective SC SIOP Reunion

  21. Language: vocabulary & patterns greater, greatest less, least equal to x is {greater / less } thany. x is the {greatest / least} number in the series. x is equal to y. Content number sense for whole numbers Math / Grade 31.01 Develop number sense for whole numbers c. Compare and order SC SIOP Reunion

  22. CONTENT Order numbers from least to greatest. Use <, >, or = to make each sentence true. LANGUAGE Explain to a partner why your statements are true using a number line. Use these sentence patterns: x is {greater / less } thany. x is equal to y. Objectives SC SIOP Reunion

  23. Content Objective: Explain the effects of smoking on human health.Language Objectives: • Explain to a partner the effects of smoking. • One consequence of smoking is ___________. • Smoking leads to _____________. • Smoking causes _____________. • Smoking increases the risk of _____________. • Smokers are more likely to ___________ than nonsmokers. • In the reading, highlight the effects of smoking. SC SIOP Reunion

  24. CONTENT OBJECTIVE: Identify how changes in environment affect organisms (gr. 5 science) LANGUAGE OBJECTIVE Vocabulary: ecosystem, population, organism, pesticide, adaptation, extinct Language Function: cause and effect Language Structure: If/then When________, then ________ (environment)(organism)

  25. CONTENT OBJECTIVE: Find factors and multiples of whole numbers, determine if it is prime or composite (gr. 4 math) LANGUAGE OBJECTIVE Vocabulary: factors, multiples, prime, composite Language Function: determine Language Structure: It is _____ because ____. It is not _____ because ______.

  26. CONTENT OBJECTIVE: Understand the causes of the Revolutionary War (gr. 5 social studies) LANGUAGE OBJECTIVE Vocabulary: traitor, colony, Patriot, politics, representative, soldier, tax Language Function: understand (describe) Language Structure: past-tense and present-tense verbs

  27. WIDA ACCESS for ELLs • CAN DO Descriptors http://wida.wceruw.org/standards/CAN_DOs/index.aspx

  28. Other Resources • “Academic Language Functions” Handout • “Providing a Direction for Learning:Setting Language Objectives for English Language Learners” by Hill, Flynn, and Bjork • “Helpful Tips” Handout • Core Content 4.1

  29. Let’s Try It! • Choose a content objective that you have taught or will teach. • Work with a partner to write a language objective for your content objective on the language objective practice page. Remember to consider the language levels of your students. • Be prepared to share with the whole group.

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