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TAILORING ACADEMIC LANGUAGE EXPECTATIONS TO DIFFERENT LEVELS OF ENGLISH PROFICIENCY
Rusty Bresser & Kathy Melanese, UCSD
OUTCOMES
Share what we have learned about how to support candidates in the area of academic language
Use math as a context to model activities we do to develop candidates’ competency in teaching English language learners
SUPPORTING ENGLISH LANGUAGE LEARNERS IN MATH CLASS
Development and organization of the resources: Resources for teachers include books for grades
K-2, 3–5 and a video Books include lessons from a variety of math
strands
Use in teacher education Vignettes Lesson Plans Lesson Plan Template Step by Step guide to writing lessons Video and Facilitator’s Guide
A LOOK AT THE ACADEMIC LANGUAGE RUBRICS
What elements of the rubric are critical for candidates’ success in the academic language portion of the Teaching Event?
EM 11: Understanding Academic Language Demands
EM 12: Supporting Academic Language Development
WHERE TO BEGIN?
Candidates study documents that provide descriptors of each proficiency level ELD Standards CELDT resources (cde.ca.gov) Additional resources from readings
Candidates collect data for Context for Learning about numbers of ELs in their classroom and their corresponding proficiency levels
Modeling the “Build a Shape” activity
1. Find a partner. 2. Get a baggie with pattern blocks 3. Each partner should take one of each
pattern block:
1 green triangle 1 blue rhombus 1 red trapezoid 1 yellow hexagon 1 tan rhombus 1 orange square
IDENTIFYING ACADEMIC LANGUAGE DEMANDS OF A LESSON – “BUILD A SHAPE”
Play “Build a Shape” with a partner
What language did you need to understand and use in order to play the game?
What language would you expect to hear/see in order to assess whether or not students are meeting the objective?
THESE ARE YOUR LANGUAGE DEMANDS~LINGUISTIC TASKS AND VOCABULARY
STUDENTS WILL NEED IN ORDER TO FULLY ENGAGE IN THE LESSON
BUILD A SHAPE
Math Goal/Objective: Students will be able to describe location and movement using common language and geometric language
Language Goal/Objective: Students will be able to use prepositions to describe the location of specific geometric shapes.
Key Vocabulary: above, below, on, to the left/right of, sides, vertex/vertices, rhombus, hexagon, trapezoid, square, triangle
SUPPORTING STUDENTS WITH THE LANGUAGE DEMANDS
o Identify and explicitly teach key vocabulary
o trapezoid, square, triangle, rhombus, hexagon
o sides
o vertex/vertices
o above
o below
o on
o to the left/right of
SUPPORTING STUDENTS WITH THE LANGUAGE DEMANDS
Create frames for identified proficiency levels: All students:
Put the ____________ above (any preposition) the _________.
Beginning: The _________ should touch.
Intermediate/Advanced: The ________ of the __________ should touch the
_________ of the ____________.
Use familiar topics/content when introducing frames
SUPPORTING STUDENTS WITH THE LANGUAGE DEMANDS
Have students practice frames and vocabulary Modeling
Guided practice
Independent practice with lots of feedback
Leave frames posted for students to use throughout the lesson
DURING THE LESSON – SCAFFOLDS AND SUPPORTS
Sentence frames posted for student use
Concrete objects
Vary number of blocks used in building shapes
Game format – high motivation
Language use is required to play the game
Visual with object names and traits posted in classroom
Partner work
FURTHER DEVELOPMENT OF LANGUAGE
Played “Build a Shape” for two days Second day, added sequence words Students played with partner Created new shape they had to describe in
writing Swapped papers and had to read to recreate
partner’s shape
LANGUAGE WAS AN ESSENTIAL PIECE OF THE ENTIRE LESSON SEQUENCE
VIDEO CLIPS: EXAMPLES FROM REAL CLASSROOMS
Lessons taught by authors of books Provide authentic classroom contexts for
observation and analysis Lesson excerpts allow an in-depth look at
some of the instructional strategies and practices
4th grade classroom Identifying and Describing Polygons (3-5)
2nd grade classroom Capture – A game of finding sums (K-2)
VIDEO CLIP 1: USING SENTENCE FRAMES TO SUPPORT LANGUAGE USE AT DIFFERENT PROFICIENCY LEVELS
After watching the video clip, talk with a partner about the following prompts: What did you notice about how the teacher
modeled and facilitated student use of the sentence frames?
What evidence did you see that the frames provided support for students in using language to communicate their math thinking and understanding?
VIDEO CLIP 2: ASKING QUESTIONS AND USING PROMPTS TO DIFFERENTIATE BY PROFICIENCY LEVEL
After watching the video clip, discuss the following questions with a partner:
What questions were used to engage students in talking about their learning?
How did the questions vary in terms of their support for students?
What other strategies/scaffolds did you notice the teacher using
RESOURCES Bresser, Melanese, & Sphar (2009). Supporting English
Language Learners in Math Class
Peregoy & Boyle (2008). Reading, Writing and Learning in ESL
Garcia, E. ed. (2003). English Learners: Reaching the Highest Levels of Success
Cloud, Genesee & Hamayan (2009). Literacy Instruction for English Language Learners
Helman, L. ed. (2009). Literacy Development with English Learners
California Reading and Literature Project (2008). RESULTS and RESULTS for English Learners
Echeverria, J., Vogt, M, & Short, D. (2008). Making Content Comprehensible for English Learners: The SIOP Model