The Power of Intentionality to Apply Strategies of

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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

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Immersed in a New LanguageSo Tong Activity

• Realia
• Text
• Graphic organizer
• Hands on

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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.

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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

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So Tong Activity Ngan Sik Chart (Graphic
Organizer)
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So Tong Activity Debrief

• How did you feel?
• Please write what your grade may be in the
  success on your success of the lesson.

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Be Intentional about FrontloadingChunk and Chew
Strategy

• Deliver lesson in small chunks
• Give time to chew and process
• 10 and 2

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Be Intentional about Frontloading Set up
Objectives

• Content Objectives
• Language Objectives

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Be Intentional about Frontloading Be intentional
to teach academic language used daily
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Be Intentional about Frontloading What function
of language will the students need to complete
your lesson?
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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 frogs life cycle will _____
  because the butterflys life cycle _____________.

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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

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Be Intentional about Frontloading History
example

• Content Objective Students will be able to
  (SWBAT)
• compare and contrast the North and Souths
  positions in the weeks preceding the first battle
  of the Civil War.
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• Language Objective Students will be able to
  (SWBAT)
• select the appropriate signal words for
  comparing contrasting
• Write five sentences about the North and
  Souths position in the weeks preceding the
  first battle of the Civil War.

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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 gt lt correctly.
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• Language Objective Students will be able to
  (SWBAT)
• read and write equations with number words and
  the terms greater than, less than, and
  equals.

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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)
•  

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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.

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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.

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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.
• Its ok if objectives were not met for any reason

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Be Intentional about FrontloadingFrontload New
Vocabulary

• Intentionally review the academic language and
  the subject related vocabulary which may be
  unfamiliar to students.

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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

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Be Intentional about Frontloading

• Examples of Graphic Organizer when introducing
  new vocabulary

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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.

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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.

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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 1,2,3,6,78 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.

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Distinguishing and Mediating Academic
LanguageDistinguish Academic Language

• Be aware of possible language confusion
• Homographs
• Homophones
• Synonyms
• Idioms

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Distinguishing and Mediating Academic
LanguageScaffolding with Sentence Stems to
Mediate Academic Language
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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
  _______________________________

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Distinguishing and Mediating Academic Language
Examples of Questions Stems to Mediate Academic
Language

• Soliciting a Response
• Do you agree?
• What do YOU think?
• We havent heard from YOU yet.
• What did you get for numberx.?
• Offering a suggestion
• Why dont you/we?
• Maybe you/we could
• Heres what I think you/we should do
• Interrupting
• Excuse me, but(ie. I dont understand/I have a
  point to make)
• Sorry for interruption, but(ie. I dont
  understand/ I missed that definition)
• May I interrupt for a moment?

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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?
• Im 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
  ________?

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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?

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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
  _______________________________

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Implement Equitable Opportunities

• Strategies
• Be intentional to prepare ELs
• assign specific questions to them
• they are not off the hook

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Implement Equitable Opportunities
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Implement Equitable Opportunities

• Give longer periods of wait time for ELLs to
  answer without assuming that they dont know the
  answers just because they dont speak up.

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Implement Equitable Opportunities

• Explain no hand raisers
• until you asked for volunteers
• (Kate Kinsella).
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Implement Equitable Opportunities

• Explicitly practice the use of public voices
  verses conversation. Speak 2 times slower and
  three times louder than conversation. (Kate
  Kinsella)

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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

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Active Learner Norms

• Active Learners norms encourage students to be
  partners in their learning process.
• Decide what attributes
• what behaviors you expect
• Then implement

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RE-CAP of todays workshop The POWER of
INTENTIONALITY to Apply Strategies of Developing
Academic language for English Learners
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RE-CAP of Today

• Immersed in a New LanguageSo 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