Language content objectives
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Transcript of Language content objectives
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A case for academiclanguage or why sheltered instruction is not enough
Presentation by Ruslana Westerlund
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Rate your school (1-4*) Our school…
Adapted from the LAB at Brown University *1 – never, 2 – rarely, 3 – sometimes, 4 - always
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Rate your school (1-4*) In our school…
* 1 – never, 2 – rarely, 3 – sometimes, 4 - always Adapted from the LAB at Brown University
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why all the fuss about academic language?
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Photo from Facebook Page English Whirled Wide
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How do YOU view language?
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Common misconceptions
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What is Academic Language?
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Bloom’s Taxonomy Paired with Typical Language FunctionsKramer, D., Lundgren, C., Mabbott, A, S. (2011)
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Curricu
lum
develop
men
t process for
ELs
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Characteristics of Effective Instructional Objectives
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Students don’t thrive on vague objectives
Can you can which
one are vague?
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Is it Language or is it Content?
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Water cycle Water journeys through a cycle. It's a cycle that's never
done. Water changes to a gas when it is heated by the sun Evaporation's what we call this. Now the cycle has
begun. When the gas gets where it's cooler higher up in the sky. Then it changes back to water forming many clouds
nearby. Condensation's what we call this when tiny water
droplets form Then we call it precipitation when it falls down in a
storm. Collection's when it lands in puddles, oceans, rivers,
lakes, and streams Then the cycle starts all over never-ending so it seems.
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Content Objectives
Bloom’s Skill and Language Function
Mortar words Bricks
How water changes as it goes through the cycle
Describe, identify, analyze
Is caused byEven thoughHoweverThe next stage …After thatEventually
Water condensesWater evaporatesWater collectsPrecipitation happens when…
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Examples 1. Students will use the phrase is
caused by to describe each stage of the water cycle. Evaporation is caused by the heating
of the earth’s surface. 2. Students will use the verb happens
to describe the water cycle. Precipitation happens when the clouds
get full of water and they burst.
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Task AnalysisWhat conversational language vs. academic language
do students need to be able to discuss the Water Cycle?
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The Language-Concept ConnectionInstructional Model (Jill Mora, 2010)
Domain
Language Concept Learning
A Unknown Unknown Limited: modify instruction
B Known Unknown Concept Development
C Unknown Known Language Development
D Known Known Concept & Language Development
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Academic expressions for persuading in Language Arts* Based on the evidence in the story so far,
we believe… because… I understand what you are saying, but I
would like to emphasize… This is a good point, but I think the
evidence shows that… Although some people claim that… The advantages of …. Outweigh the
disadvantages of … Zwiers, J. (2007) Building Academic Language: Essential Practices for Content Classrooms
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Academic expressions for Cause-and-Effect Thinking in History* I believe that one reason for their …
was… There were political, social, and cultural
motives for… Even though the textbook says the cause
was…, I believe it was… The most likely reason for … was… Had a significant influence on… That was a result of…
*Zwiers, J. (2007) Building Academic Language: Essential Practices for Content Classrooms, Grades 5-12
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Language Used to Describe Steps of Scientific Inquiry*Steps of Scientific Inquiry
Language for This Step
Observe aspect of the physical or natural universe
I notice that…I observed that…Look at the way that…
Ask questions about the nature of the observations
I wonder why… What kind of reaction could cause that?
Generate a hypothesis and use it to make predictions
What if we…?If we add…, then maybeI hypothesize that… because…
Perform an experiment We need to measure theAs the … increases, the … decreases
Make conclusions The data show that.. We discovered that… Our research has demonstrated that…
*Zwiers, J. (2007) Building Academic Language: Essential Practices for Content Classrooms, Grades 5-12
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Expressions Used in Problem Solving in Math We need to figure out exactly what they
want. Let’s break it down into parts. First… Information that I need is… because… There are different ways to solve it. The best solution is… because… I predict that… I don’t think this information is important because…
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Common Terms with Specialized Meanings in Math
Balance Interest Difference
Coordinate Power Terms
Even Similar Radical
Imaginary Irrational Improper
Plane Axis Chance
Product Mixed Expression
Round Cube Principal
Scale Value Factor
Square Find Function
Positive Field Real
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Time alone, simply being exposed to English at school,
does not ensure academic English learning. English
learners need explicit scaffolding support,
language differentiation, and explicit language
teaching.
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Practices that Foster SuccessAdapted from Nieto (2003)
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References Cooper, J.M. (Ed.) (1994).Classroom
Teaching Skills, 5th Edition. Lexington, MA: D.C. Heath & Co.
Echevarría, J., Vogt, M. & Short, D.J. (2010). Making content comprehensible for secondary English learners: The SIOP model. Boston, MA: Allyn & Bacon.
Zwiers, J. (2007) Building academic language. Jossey-Bass