The Power of Intentionality to Apply Strategies of Developing Academic Language for English Learners 8th Annual Acade

1.   The Power of Intentionality to Apply Strategies of Developing Academic Language for English Learners8th Annual Academic Success for ELL Conference Santa Clara County Office Presenter: Judie Lee March 6, 2010 Judie Lee: JWL Consulting

2. Immersed in a New Language‘So Tong’ Activity *Realia Text Graphic organizer Hands on Judie Lee: JWL Consulting

3. Text (made available so students can write on it):“So Tong Activity” Ling hei ge hup, gai hoy tieu see dai. Dooh dee tong chuet leih. Fun hoy tong ge kok jong ngan sik. So you geih dou lup heih hoong sik, lam sik, luk sik, wong sik, wak jieh ga feih sik. Sheih deih muy jong ngan sik geh joong so. Neih yee ga haw yee sik nee dee tong. Judie Lee: JWL Consulting

4. ‘So Tong’ Activity Key Vocabulary (Definitions): 1. dooh (verb) = pour 2. tong (noun) = candy 3. fun hoy(verb phrase)= separate 4. ngan sik (noun) = color 5. so (verb) = count 6. yow (verb) = to have 7. sheih deih (verb) = write down 8. sik (verb) = eat Judie Lee: JWL Consulting

5. ‘So Tong’ Activity Ngan Sik Chart (Graphic Organizer) Judie Lee: JWL Consulting

6. ‘So Tong’ Activity Debrief How did you feel? Please write what your grade may be in the success on your success of the lesson. Judie Lee: JWL Consulting

7. Be Intentional about FrontloadingChunk and Chew Strategy  Deliver lesson in small chunks Give time to ‘chew’ and process 10 and 2 Judie Lee: JWL Consulting

8.  Be Intentional about Frontloading Set up Objectives Content Objectives Language Objectives Judie Lee: JWL Consulting

9. Be Intentional about Frontloading Be intentional to teach academic language used daily Judie Lee: JWL Consulting

10. Be Intentional about Frontloading What function of language will the students need to complete your lesson? Judie Lee: JWL Consulting

11.  Be Intentional about Frontloading Examples of Content and Language Objectives: Science Content Objective: Students will be able to (SWBAT)… connect their knowledge of the life cycle of a butterfly to the life cycle of a frog   Language Objective: Students will be able to (SWBAT)… *make predictions and explain the connection by using the word “because” ex: I think that the frog’s life cycle will _____ because the butterfly’s life cycle _____________. Judie Lee: JWL Consulting

12.  Be Intentional about Frontloading English example Content Objective: Students will be able to (SWBAT)… select and define words for ongoing vocabulary learning make connections between previously learned vocabulary and vocabulary found in a new text   Language Objective: Students will be able to (SWBAT)… *write or draw a definition for each new vocabulary word selected from text *write new vocabulary in sentences with given prompts Judie Lee: JWL Consulting

13.  Be Intentional about Frontloading History example Content Objective: Students will be able to (SWBAT)… compare and contrast the North and South’s positions in the weeks preceding the first battle of the Civil War.   Language Objective: Students will be able to (SWBAT)… * select the appropriate signal words for comparing & contrasting * Write five sentences about the North and South’s position in the weeks preceding the first battle of the Civil War. Judie Lee: JWL Consulting

14.  Be Intentional about Frontloading Math example Content Objective: Students will be able to (SWBAT)… Demonstrate their understanding of “greater than,” “less than,” and “equals” by using the symbols > < = correctly.   Language Objective: Students will be able to (SWBAT)… *read and write equations with number words and the terms “greater than,” “less than,” and “equals.” Judie Lee: JWL Consulting

15.   Be Intentional about Frontloading Write about the key concepts of the lesson and the language students will need.  Content Objective: Students will be able to (SWBAT)…   Language Objective: Students will be able to (SWBAT)…   Judie Lee: JWL Consulting

16.  Be Intentional about Frontloading Give one, Get one Strategy Stand up, find a partner, write his/her name, tell what you wrote and ask what he/she wrote, and then write his/her objectives You will do this with 2 different partners. Judie Lee: JWL Consulting

17. Be Intentional about Frontloading These objectives should be systematically stated in writing orally reviewed daily for students reminders of the focus of the lesson providing structure to classroom procedures. Judie Lee: JWL Consulting

18. Be Intentional about Frontloading Objectives give students direction of the lesson. Evaluate the extent to which the lesson delivery supported the content and language objectives. It’s ok if objectives were not met for any reason Judie Lee: JWL Consulting

19. Be Intentional about FrontloadingFrontload New Vocabulary Intentionally review the ‘academic’ language and the subject related vocabulary which may be unfamiliar to students. Judie Lee: JWL Consulting

20. Be Intentional about Frontloading Select and Limit the number of vocabulary for students to master Give Direct Explicit instruction Link to students’ background Have students draw a visual or symbol of the definition Create Opportunities for students to practice academic language Repeat practice of academic language regularly for mastery Judie Lee: JWL Consulting

21. Be Intentional about Frontloading Examples of Graphic Organizer when introducing new vocabulary Judie Lee: JWL Consulting

22. Be Intentional about FrontloadingChoose and Switch StrategyVocabulary Quiz  You will have __4__ minutes to look at the vocabulary list we worked had earlier to select and write 3 definitions from the list we are studying in ___So Tong__, and write them below on #1-3 on the first column only. Leave the ‘Words’ column blank. Judie Lee: JWL Consulting

23. Be Intentional about FrontloadingChoose and Switch StrategyVocabulary Quiz  Select and write 3 Vocabulary Words from the list that all DIFFERENT from #1-3 that we are studying and write the words below on #6-8 in the first column only. Leave the ‘Definitions’ column blank. Judie Lee: JWL Consulting

24. Be Intentional about FrontloadingChoose and Switch Strategy Vocabulary Quiz You will put your pen/pencils down and wait. You will exchange papers with a partner in the class. Write your name on “#2 Name” above. Complete the rest of the information on each of the second columns from #1,2,3,6,7&8 without looking at your notes. This activity is graded for neatness and legibility of #1 Student. If there are any words/definitions misspelled, credit will be deducted from #1. #2 Student is graded for knowledge of the definition and the word. Judie Lee: JWL Consulting

25. Distinguishing and Mediating Academic LanguageDistinguish Academic Language Be aware of possible language confusion Homographs Homophones Synonyms Idioms Judie Lee: JWL Consulting

26. Distinguishing and Mediating Academic LanguageScaffolding with Sentence Stems to Mediate Academic Language Judie Lee: JWL Consulting

27. Distinguishing and Mediating Academic Language Examples of Sentence Starters to Mediate Academic Language My prediction about this article is that it will be about _______________. An example to demonstrate our cultural difference is ______________ . One important detail is ______________________________________. Another important detail is ___________________________________. My science teacher requires that I ______________________________. According to _____________’s idea _____________________________. I know of one meaning for “analyze” is __________________________ The similarities of the movie and the book are ______________________. To achieve the best results from the experiment, I need to ____________. The best summation would be __________________________________. I agree with _____________ in his/her opinion because ___________________ I disagree with ___________’s statement, and my thinking is _______________ Although there are many options, I selected ___________ because it would ____ I understand your point of view, but _______________________________ Judie Lee: JWL Consulting

28. Distinguishing and Mediating Academic Language Examples of Questions Stems to Mediate Academic Language Soliciting a Response Do you agree? What do YOU think? We haven’t heard from YOU yet. What did you get for number…x….? Offering a suggestion Why don’t you/we…? Maybe you/we could… Here’s what I think you/we should do… Interrupting Excuse me, but…(ie. I don’t understand/I have a point to make) Sorry for interruption, but…(ie. I don’t understand/ I missed that definition) May I interrupt for a moment? Judie Lee: JWL Consulting

29. Distinguishing and Mediating Academic Language Examples of Questions Stems to Mediate Academic Language Asking for Clarification I have a question about that. Could you repeat that? In other words, are you saying that…? Could you please explain what _________ means? So, do you mean….? Would you mind repeating that definition? Could you please say more about that? Could you give me an example of that? I’m not sure I understand that word/term/concept. Could you please give us another example? Would you mind going over the instructions for us again? What is the difference between _________ and ________? Judie Lee: JWL Consulting

30. Distinguishing and Mediating Academic Language Requesting Instructional Assistance Could you please help me? I am having trouble with this. Would you mind helping me? Will you please show me how to do this/write this/draw this/solve this? Could you please write that term/word on the board? Could you pronounce that word for me again? Can you please help me do this? Can I talk to you for a moment after class about the assignment? Judie Lee: JWL Consulting

31. Distinguishing and Mediating Academic Language Mediate Academic Language ****** Workshop Practice ***** One strategy for me to be intentional about frontloading is_____________________________   One strategy for me to be intentional about teaching academic vocabulary is _______________________________ Judie Lee: JWL Consulting

32. Implement Equitable Opportunities Strategies: Be intentional to prepare ELs assign specific questions to them they are not ‘off the hook’ Judie Lee: JWL Consulting

33. Implement Equitable Opportunities Judie Lee: JWL Consulting

34. Implement Equitable Opportunities Give longer periods of “wait time” for ELLs to answer without assuming that they don’t know the answers just because they don’t speak up. Judie Lee: JWL Consulting

35. Implement Equitable Opportunities Explain no ‘hand raisers’ until you asked for volunteers (Kate Kinsella).   Judie Lee: JWL Consulting

36. Implement Equitable Opportunities Explicitly practice the use of ‘public voices’ verses conversation. Speak 2 times slower and three times louder than conversation. (Kate Kinsella) Judie Lee: JWL Consulting

37. Implement Equitable Opportunities Be INTENTIONAL when planning activities to include everyone. Everyone reads passages. Everyone writes requested information. Everyone shares their ideas with at least one partner aloud. Allow students equitable opportunities to share out in their public voices Judie Lee: JWL Consulting

38. Active Learner Norms Active Learners norms encourage students to be partners in their learning process. Decide what attributes what behaviors you expect Then implement… Judie Lee: JWL Consulting

39. RE-CAP of today’s workshop The POWER of INTENTIONALITY to Apply Strategies of Developing Academic language for English Learners Judie Lee: JWL Consulting

40. RE-CAP of Today *Immersed in a New Language:“So Tong Activity” *Be Intentional about Frontloading Chunk and Chew Strategy Set up Objectives: Content and Language Objectives Get One, Give One Strategy Frontload Vocabulary Choose and Switch Strategy Vocabulary Quiz   *Be Intentional to Distinguish and Mediate Academic Language Sentence Stems to Mediate Academic Language *Implement Equitable Opportunities Judie Lee: JWL Consulting