STRATEGIES TO ENGAGE SPANISH SPEAKING STUDENTS WITH THE ENGLISH LANGUAGE

Perseverance

Scientific Base Strategies English

Objectives

Throughout the workshop, the participants will experience

hands-on activities, in order to:

1. Provide strategies and activities to teachers teaching

English, Math and Science to Spanish speaking students.

2. Offer tools that will make them succeed teaching

children from K-2.

Objectives

3. Prepare them to make their students succeed in learning

a second language.

4. Analyze content-area curriculum to identify Academic Language (AL).

5. Identify effective strategies for developing the AL of

English language learners (ELLs) at different stages of

language acquisition.

Objectives6. Use instructional strategies that encourage

vocabulary and grammar development for academic success.

7. Model learning strategies that develop students’ metacognitive awareness of Academic Language

(AL).

8. Integrate literacy to Math and Science.

Teachers will engage in an activity. See Activity 1. K-W-L-H Chart

KEY WORDS FOR THIS WORKSHOPACADEMIC LANGUAGE

STAGES OF LANGUAGE ACQUISTION

LEARNING STRATEGIES

Activity for Classroom Strategies

Teachers will engage in an activity. See Activity 2.

Teaching Learning Strategies• Strategies represent the dynamic processes

underlying learning.• Active learners are better learners.• Strategies can be learned. • Academic Language learning is more

effective with learning strategies.• Learning strategies transfer to new tasks.

Defining Academic Language(AL), stages of language acquisition and the relation with learning strategies

• Everyday language (Spanish and English) versus AL in English, Math and Science

• The linguistics demands of content• Stages of second language acquisition

Everyday Language versus Academic Language

T- ChartEVERYDAY VERSUS ACADEMIC LANGUAGE:LEARNING STRATEGY: T-CHART

Everyday Language

I am five years old.

Academic Content Demands

Find the missing digit.2 4 6 __10

Teachers will engage in an Activity 3. For examples of everyday language,

see pages 16-17, Activity Workbook.

Defining Academic Language using

4-Corners Vocabulary Strategy

Words Academic Language

1.

PictureComparing AL to an iceberg (analogy)

2.

Definition 3.

Academic language refers to the linguistics demands of school, including academic vocabulary, language functions and grammar.

4. Word in context

The academic vocabulary, functions and grammar students need to comprehend and demonstrate knowledge of subject matter.

PARAPHRASE IN YOUR OWN WORDS

How to work with 4-Corners Vocabulary Strategy

Student creates one chart per word.It includes:1. Vocabulary word. 2. A picture. 3. A definition.4. A sentence.

WORD PICTURE

Definition Word in context

EXAMPLE OF 4 CORNERS VOCABULARY STRATEGY

Word

fraction

1.

Picture

2.

Definition

A fraction is any part of a group, number, or whole.

3.

Word in context

I can’t eat the whole cake so my mother gave me only a fraction of it.

4. Teachers will engage in Activity 4.

Cognitive Academic Profile

Linguistics Demands of ContentContent Area Language

FunctionsLanguage Forms

Academic Vocabulary

Math Analyze Phrasal verbs(Divide by)

quotient

Science Compare and Predict

Comparatives and Superlatives

Velocityinvestigate

Activity 5 Academic Language Grid

Teaching the Academic Vocabulary of MathCharacteristics of Academic Words Grid

Homonyms—words that are spelled or pronounced the same but have different meanings.

SumSome

Polysemous Words - wordsthat have multiple meanings.

AreaProof

Word Derivations/Word Families—words that sharethe same root but have affixes (prefixes, suffixes) which alter the meaning or part of speech.

DivideDivisionDivisibleIndivisible

English/Spanish Cognates— words that are pronounced and/or spelled similarly in bothlanguages and mean the same thing.

MathematicsMatemáticas

Compound Words or Phrases—words made up oftwo or more identifiable word.

Mother-in-lawSquare rootTimeline

Multisyllabic words—words made up of three or more syllables

PhotosynthesisQuadratic equationDivisible

Collocations—words that arefrequently used together

Narrow channelsMake a mistakeParts of the body

Frontloading the Language ofScience: What are the key words in this title?

Interactive Science

Big IdeaWhat can you do to staysafe during thunder andlightning storms?

Electricity in the SkyLightning is a big flash of electricity .It is released during a storm. Lightningstrikes more often in the summer thanin the winter. That’s because there are

more storms in the summer. Sunnyweather and hot temperature heat theair and make water evaporate . The hotair and water vapor rise into the sky. As

they rise, they meet the cold air.

STAGES OF SECOND LANGUAGE ACQUISITION

1. Depth of Knowledge Levels with Functions2. Silent Period Stage3. Speech Emergent Stage4. Intermediate Stage5. Fluent Stage

Teachers will engage in Activity 5.

Listening Cloze Strategy

It can be used for checking of vocabulary learning, or of content knowledge.

How this helps ESL students in particular

It is an enjoyable and motivating activity, especially when songs are used.

It requires only a limited response to listening, rather than an extensive response.

The procedure can be adapted to a variety of content areas.

Teachers will engage in an activity. See Activity 6.

Metacognitive Strategies

Planning for Learning• Understanding the nature of the learning task.• Choosing the appropiate strategies.

Self Monitoring• Being aware of one’ s own learning process.• Monitoring of comprehension and production

Self Assessment• Evaluating Achievement• Reflecting on learning

Cognitive Strategies Rehearsal Strategies • Auditory representation• Imaginary

Organizational Strategies • Grouping• Note taking

Elaboration Strategies• Linking to prior knowledge• Summarizing• Making inferences

Social/Affective Strategies Interacting with others• Asking questions• Cooperation

Affective control for learning• Self talk

Teachers will engage in an activity. See Activities 7-10.

Reflection and Closing Go to KWLH Chart.

• Fill in what you learned today in column L.• Explain in column H - How I learned it,

include the resources and strategies.

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