module 3: academic language in the classroom
Post on 25-Jan-2017
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Academic Language Acquisition in the Classroom
How do we actually use these ideas with academic language learners????
Objectives• In this module you will ….
▪ Develop an understanding of the terms “designated instruction” and “integrated instruction”
▪ View a lesson and observe how engagement strategies within IS4 support learners of academic English
▪ Discuss strategies that can be implemented in your content classes to support learners of academic English
▪ Discuss lesson design supporting learners of academic English
Golden Circle
What?How?
Why?
Golden Circle of Education
Why?
How?
What?
Flipped Teaching Professional
Development
Scaffolding
Feedback
FormativeAssessment
InformationalResources
Curriculum
College& CareerPathways
SchoolCulture & Climate
Access to Technology
Standards
To provide students with equal access to 21st century skills
Thoughtful lesson design
PLCs tocollaborate
Designated vs. Integrated• What does designated mean? What does
integrated mean?
• In elementary school structures, do we have a designated or integrated model?▪ Both. Designated ELD instruction should occur daily for
our EL students, as well as integrated instruction through content delivery.
Designated vs. Integrated
Activity• What does this look like?
▪ In groups of 2-3, place the statements in the appropriate area.
Designated
Integrated
BOTH
Designated vs. Integrated
Using IS4 to Support Acquisition of Academic English• IS4 and Common Core will support our
Academic Language Learners, not cut them out of the learning process
https://www.teachingchannel.org/videos/prep-students-for-new-text
Strategies to support Academic Language
• When students feel they are being taught “a ‘watered-down’ version of the curriculum”, they often do not value the tasks (Wigfield and Eccles, 2000).
• Research has shown that English Language Learners (ELLs) thrive not only academically, but also psychologically, when they are specifically taught academic vocabulary (Taylor & McAtee, 2003).
Scaffolding vs. Differentiation vs. Modification
Scaffolding• Scaffolding - bridge to support learning, but
a bridge that is designed to disappear over time. Not a permanent structure.
• Example: “Chunk” the text into smaller pieces, breaking into small groups for discussion of task, working with small groups one on one; think time
Zone of Proximal Development
Differentiation• Differentiation-requires knowledge of
students’ varying levels of understanding.• Different in elementary and secondary. • Formative assessment, quizzes, and
traditional assessments help decide when differentiation is needed.
• Differentiation can also be provided over the course of a unit of instruction. Vary activities/practices/assessments/etc.
Modification• Changing the assignment, and therefore
changing the rigor• Example: Homework is reduced, or even
eliminated; essays are reduced to a paragraph response; labs are to be observed rather than completed.
The Nitty Gritty• Strategies to support AL acquisition:
▪ Pair sharing, group discussion, guided interaction: cooperative learning
▪ Visuals- graphic organizers, images, maps, graphs▪ APK- explicit connections to previous concepts▪ Model thinking- think alouds▪ Identify the key concept of the lesson and consider
providing direct instruction on vocabulary▪ Listening with a focus
Strategies to support Academic Language
Putting it all together…
….by discussing lesson designhttps://www.teachingchannel.org/videos/common-core-teaching-division https://www.teachingchannel.org/videos/academic-choice-lesson
Let’s talk about lesson design! What strategies do you already use? What
would you like to try out?
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