ACADEMIC LANGUAGE FOR ENGLISH LEARNERS ACROSS DISCIPLINES

1. ACADEMIC LANGUAGE FOR ENGLISH LEARNERS ACROSS DISCIPLINES Bobbi CirizaHoutchens, Consultant bhoutchens@yahoo.com

2. HOW CAN FOCUSING ON ELS BENEFIT ALL STUDENTS AND EVEN TURN AROUND A SCHOOL/DISTRICT?

3. ENGLISH LEARNERS, ACADEMIC LANGUAGE, AND THE COMMON CORE

4. PART II: LEARNING HOW ENGLISH WORKS

5. STRUCTURING COHESIVE TEXTS

6. EXPANDING AND ENRICHING IDEAS

7. CONNECTING AND CONDENSING IDEAS

8. Writing K,1-3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. Writing 5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. CORRESPONDING ELA COMMON CORE

9. ACADEMIC LANGUAGE & CONCEPT DEVELOPMENT Ways to understand concepts (labels, categories, descriptors, etc.) Ways to discuss/write about concepts (describe, compare, etc.) Academic language provides: Focused, explicit academic language instruction & support is critical for EL success.

10. Grade-Level Content Standards • Content Objectives • Language Objectives • English Language Development Standards • Fluency appropriate differentiation/scaffolds for lesson delivery, student performance, and assessment. EFFECTIVE LESSON PLANNING

11. Content Objectives: Language Objectives: WHAT HOW CONTENT AND LANGUAGE OBJECTIVES

12. CONTENT & LANGUAGE OBJECTIVES 1.Students will select a line graph, a bar graph, or a circle graph to effectively display collected data. • 2. Students will orally express opinions about which type of graph is appropriate by using the sentence stem: I think the most effective choice of graphs is ___________________, because ____________________.

13. LANGUAGE OR CONTENT? Language Content

14. LANGUAGE OR CONTENT? Key vocabulary Processes, dynamics & systems Grammar or sentence structures Content mastery Asking/answering questions Facts Demonstrating content mastery Listening, speaking, reading, writing Learning strategies Concrete/abstract concepts

15. LANGUAGE OBJECTIVES Must be linked to every content objective Must be explicitly addressed throughout instruction Must be taught authentically Must be assessed

16. LANGUAGE OBJECTIVES SHOULD ADDRESS: Language Purposes/Functions Language Patterns Grammar Vocabulary

17. Purposes for using language include: describing interpreting informing entertaining LANGUAGE PURPOSES/FUNCTIONS(ORAL OR WRITTEN) With a partner, make a list of language functions.

18. LANGUAGE PATTERNS • Text and Essay Organization • Paragraph Structures • Sentence Structures • Questions & Answers • Discussions and Debates

19. YOU TRY IT! With a partner, list the ways text might be organized.

20. UNPACKING COMPLEX ACADEMIC TEXTS • Internalized awareness increases when students understand the relationship between linguistic patterns and the purposes they serve in texts. • Instruction at the micro-levels ( moment-by-moment) and macro-levels ( planned) are critical for comprehension.

21. COMPLEX TEXT AND INFORMATIONAL DENSITY • Understanding the structures of sentences, paragraphs, • and the text contributes to comprehension. • Understanding layered and cultural messages contribute • to comprehension. • Internalized awareness must be made explicit through • modeling, guiding, scaffolding, and discussion.

22. COMPLEX TEXT AND INFORMATIONAL DENSITY: IMPLICATIONS FOR ELS • ELs may not be able to comprehend complex texts • independently. • The reader’s schema contributes to comprehension. • Teachers must simplify the idea, not the text: “Amplify not simplify”. • Lower level ELs can learn the language of a few • sentences with help. • Complex grammatical forms (adverbial clauses, • conditional sentences, subordinate clauses) must be • addressed.

23. SIGNAL/TRANSITION WORDS at away from above all into however in spite of since as a result and/or Jot down examples from a content area.

24. VOCABULARY • Is not copying definitions • Is always contextualized • Prefixes, roots, suffixes • Related/Colocated Words • Synonyms & Antonyms • Cognates

25. COGNATES Político Sistema Algebra Igual Enfermera Nutrición At your table, think of four more cognates.

26. Beethoven left his mark on the world of music. • This day will go down in history... • Three times more or three times less • Something is light years ahead Idioms in Content Area Texts Be aware that idioms appear in every textbook in every content area. What can we do to prepare ELs to understand their meaning?

27. WHICH OF THE FOUR ACADEMIC LANGUAGE COMPONENTS DO THESE ADDRESS? For a lesson on Martin Luther and the Reformation: With a partner, orally sequence the events of the Reformation using first, second, subsequently, and finally. In a brief essay, compare the leadership of Martin Luther and Martin Luther King, Jr. using past tense verbs.

28. Content Objective Students will use constructions to explore attributes of geometric figures and to make conjectures about geometric relationships. Language Objectives Students will use mathematical vocabulary to explain orally or in writing the attributes of geometric figures. Students will write three paragraph essays comparing and contrasting one geometric figure to another, working from student-constructed Venn Diagrams and using target signal words. Students will work in pairs to write a list of construction methodologies related to the significant attributes of each figure using mathematical and sequencing vocabulary. SAMPLE LANGUAGE OBJECTIVES

29. YOU TRY IT! Work with 3 other people in your content area. Select a recently taught content objective. Write a language objective for that objective addressing oral skills. Write a language objective for that objective addressing literacy skills. Include a language pattern, function, grammar point, signal/transition words, or vocabulary focus in each objective. Share with the group.

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