Integrating Language Instruction with Content Area Instruction

1. Integrating Language Instruction with Content Area Instruction Conn TESOL November 3, 2012 Presented by Fay Shin, Ph.D. Professor California State University, Long Beach Center for Language Minority Education Research Department of Teacher Education fshin@csulb.edu

2. Identify students’ English proficiency levels according to the required national, state or district ESL standards • National ESLStandards • Beginning (Level 1) • Intermediate (Level 2) • Advanced (Level 3)

3. Second language acquisition • A. Language is acquired when it is meaningful. • B. Comprehensible input is required. “ We acquire language when we understand the messages or obtain Comprehensible Input” (Krashen, 1988)

4. Sa gua • 사과

7. Order for ESL Instructional Medium • *Realia- real objects Most effective • *Model of the object • *Photos • *Drawings • *Written Word • *Oral Word Least effective

8. “ We acquire language when we understand the messages or obtain Comprehensible Input” (Krashen, 1988)

9. Affective variables relate to the success in second language acquistion. • 1. Affective variables: • Motivation • Self-confidence • Anxiety • 2. When teaching English language learners, teachers need to remember to keep the learner’s affective filter low

10. Academic Language • 1. Cognitively demanding and complex concepts need to be taught through sheltered instruction or SDAIE (Specially Designed Academic Instruction in English) • 2. Content area instruction provides challenging vocabulary and gives ELLs the opportunity to keep up in subject matter. Instruction must be comprehensible.

11. Vocabulary • While vocabulary instruction is important, vocabulary drill and practice are not the most effective instructional practices for learning vocabulary. • Research has clearly demonstrated that vocabulary learning is most successful through reading.

12. Important components for an ESL program • ELD “time” must occur daily • Includes instruction focusing on needs for specific English proficiency levels: • Students are grouped according to English proficiency levels and needs • Minimum 45 minutes * • Encourages oral participation • Builds on student’s prior knowledge and experiences

13. SDAIE Strategies for the ESL Classroom Speak slowly Lots of visuals and realia Context embedded Manipulatives and hands-on Build on prior knowledge Limit teacher-centered lectures TPR (total physical response) Use grouping strategies Focus on the meaning, not the form Graphic organizers Preview-review Alternative assessment Make the text comprehensible (Give ELLs access to the content) Make home-school connections (connect home language and culture with school) Independent reading opportunities

14. Academic vs. Social Language Academic Language Social Language Simpler language (shorter sentences, simpler vocabulary and grammar Informal settings, usually face to face Exact understanding is not required Many context clues from gestures, social context Many opportunities to clarify • Vocabulary is technical; longer sentences and more complex grammar • Reading textbook or often lecture style • Precise understanding and explanation required; higher order thinking • Fewer clues. Most clues are language clues such as further explanation • More difficult to clarify

15. Differentiated instructional planning and lesson delivery is recommended because it considers WHO is being taught, not just WHAT is being taught

16. Distance from the sun (in millions of miles) Pluto- 3,688 (explain it used to be a planet but it is now “demoted” to dwarf planet status) Neptune – 2,794 Uranus – 1784 Saturn – 887 Jupiter – 483 Mars – 142 Earth – 93 Venus – 67 Mercury – 36

19. Differentiated Writing Activities • The following examples are differentiated writing activities for the solar • system. These writing activities can be adapted for the three to five English proficiency levels for each theme. • Theme: Solar System • ESL Level: Beginning (Level 1) • Students will write (or copy) simple sentences about the solar system, sun, • and planets. Students will create a Step Book with one fact (sentence) per page. • There will be a total of five pages in the step book. Have students illustrate their • sentences. • Write the first sentence for them: The sun is large. • Have students illustrate the sun.

20. ESL Level: Early Intermediate (Level 2) • Students will complete the same writing assignment as the Beginning Level (write five sentences and create a Step Book). • Students will include another sentence or two about what the sun and planets are like. • Students will write an increasing number of words and simple sentences. • Write the first sentence for them: The sun is the central part of thesolar system. • Have students illustrate the sun in the middle of the planets for the first page.

21. ESL Level: Intermediate (Level 3) Students will produce independent writing that may include some inconsistent use of capitalization, periods, and correct spelling. Students will create an “I AM” poem describing themselves if they were the sun, Earth, any planet, or the solar system. I am the sun. I feel _______ I see _______ I like ________ I don’t like _______ I wonder ________ I am _________ Students will write an essay or short story about why they wrote how/what the sun feels, sees, likes, wonders, etc.

22. ESL Level 4 Early Advanced: • Students will write a multiple-paragraph expository composition for the solar system. • Have students create a graphic organizer with “solar system” in the middle. • Students will write two to three subtopics (e.g., sun, planets). • Brainstorm with students and write sample topic sentences on the board. • Students will independently form, revise, and articulate their understanding of the solar system in three to four paragraphs.

23. ESL Level 5 Advanced: • Students will write and publish a persuasive essay about why the sun is important to Earth and the solar system. Students should use standard grammatical forms. • Begin the essay with the title: “Why the Sun Is Important to Earth and the Solar System.” • Review and confirm that students include the following: • Students will use opinions with supportive facts about the solar system. • Students provide a series of arguments or reasons to support why the sun is important. • Facts about the sun are organized in logical order. • Students will include a concluding statement or summary about the sun.

24. Integrating poetry/language arts in the content area • ACROSTIC POEMS Volatile explosion Occasionally erupts Lava over rocks Can we get out of the way? Ash can come out too Not safe Oh my! By Randy Drumm

25. Acrostic Poems Generates differences sEquence of DNA No two alike chromosomE by Vicente Perez Warm Extreme weather Air pressure Thunder storm Heat wave Evaporate Rain storms by Steve Vang

26. I AM Poems • I am ________ • I feel _______ • I think ________ • I like ________ • I don’t like ______ • I have _________________ • I ___________ • Example: I am (a lion, the sun, an apple, winter) • I am (the sun) • I feel  (hot ) • I think  (people like me) • I like  (to make the earth warm) • I am (made of hydrogen and helium) • I provide energy • I provide heat • I provide light

27. BIOPOEM • First name • Four characteristics • Relative of ______, ______, ______. • Lover of ______, ______, ______. • Who feels ______, ______, ______. • Who need ______, ______, ______. • Who fears ______, ______, ______. • Who gives______, ______, ______. • Who would ______, ______, ______. • Resident of ______, ______, ______. • Last name

28. BIOPOEM • Square • Polygon, four equal sides, 4 equal angles, and quadrilateral • Relative of rectangle, rhombus, and parallelogram • Lover of equality, parallel ideas, and being closed • Who feels strict, obedient and distinct • Who need “four’s” , accuracy, and understanding • Who fears sloppiness, being out of shape, and being unbalanced • Who gives structure, graphing paper, and definition of area • Who would like to see triangles inside, Des Cartes, and being used in architecture • Resident of geometry • Pants

29. Common Core State StandardsReading Standards for Literacy in History/Social Studies 6-8 (page 61) Integration of Knowledge and Ideas • Integrate visual information (e.g. in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. • Distinguish among fact, opinion, and reasoned judgment in a text. • Analyze the relationship between a primary and secondary source on the same topic.

30. Common Core State StandardsReading Standards for Literacy in History/Social Studies Grade 3 (page 13) 7.Use information gained from illustrations (e.g.,maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). 9. Compare and contrast the most important points and key details presented in two texts on the same topic.

31. Anticipation / Prediction Guide •Create anticipation (or prediction) guides for texts or investigations to help activate and assess students’ prior knowledge and to motivate student interest. •Select major concepts and statements you want your student to learn. •Choose statements that may challenge or support a student’s belief. • Directions: Place a check (or write Y for yes) if you agree with the statement in the “me” column. After reading the text, check the statements which agree with the text. Compare your opinions with those in the text.

32. ME TEXT • ____ ____ A healthy mouth in an adult has 32 teeth. • ____ ____ Your tongue helps you swallow. • ____ ____ The digestive system is a very short tunnel of muscle. • ____ ____ Food’s energy is measured in ounces. • Anticipation guides are useful for predicting and investigating science concepts. • Example: • ME Text or • Observation • ____ ____ Corn syrup is more dense than water. • ____ ____ Water and milk have the same density. • Anticipation guides help students develop critical thinking skills. • Example from The Outsiders: • Me Author Me • ____ Cherry is pretty and only likes the Socs _____ ______ • _____ Dally is a trouble maker and a bad person. _____ _______

37. Frayer Model (for vocabulary development or concept development) Students can develop their understanding of a word or concept by having them analyze a word’s essential and non-essential characteristics. Have students write a definition, list characteristics and write examples and non examples of the concept or word. (Adapted from Frayer, Frederick, & Klausmeier, 1969) definition Examples The third planet in order from the sun with an orbital period of 365 days earth Non-examples characteristics 5th largest planet Has life 71% covered in water Atmosphere: 77% nitrogen 21% oxygen Star Moon No life

38. QAR (Question – Answer – Relationship) Strategy(Raphael, 1982, 1986) • This strategy is designed to connect reading purpose to text and to the reader’s personal experiences and information sources. QAR can be used to help children understand the thinking demands of questions. • There are four categories of information sources: • Right There – the information is stated explicitly in the text. • Think and Search – The information is still in the text, but must be inferred or concluded from various statements in the text. This involves the interpretive level of thinking (explanation, compare/contrast, cause/effect, list/example). • Author and You – The information is a combination from the text and the students’ background knowledge. This level requires use of the interpretive, applicative, or transactive , level of thinking. • On My Own – this information is primarily from the readers’ background knowledge. Uses the transactive or applicative level of thinking.

39. What is Electricity? Electricity is a type of energy. Energy is a force that makes things work. We use electricity to do many things. Electricity lights our homes. It helps us search the Internet. It even helps us wash our clothes. Our world would be a very different place without electricity. Electricity is possible because of tiny pieces of matter called atoms. Atoms are so small we cannot see them. Still, we know that they make up everything in the world, including people. To understand how electricity works, we need to understand more about atoms. All atoms are made up of even smaller particles called protons, electrons, and neutrons. Protons have a positive charge. Electrons have a negative charge. Neutrons have no charge. Positive and negative charges attract, or move toward each other. Similar charges repel, or move away from each other. Atoms usually have equal positive and negative charges, so they are neutral. (excerpt from: It’s Electric! By Greg Roza. Rosen Classroom Books and Materials. 2003).

40. After reading the passage, form small • groups and answer the questions together. • Evaluate which QAR category these • questions will represent. • 1. What kind of particles are atoms made up of? • 2. How does electricity affect our lives? • 3. How do you use electricity? • 4. Do you think electricity is important? • 5. What makes our refrigerator, television and computer work? • What is the difference between protons • and neutrons?

41. Teach the Text Backwards • (CAL and Delta Systems, 1998) • Traditional Sequence of Textbook Reading: • 4. Read the text. • 3. Answer the questions at the end of the chapter. • 2. Discuss the material in class. • Do the applications or expansion activities. • Teaching the Text Backwards • 1. Do the applications or expansion activities. • a. Connect to background knowledge • b. Motivation • 2. Discuss the material in class. • Use visuals, realia • Give main points • 3. Answer the questions at the end of the chapter. • Form study questions from comprehension questions. • 4. Read the text. • 5. Return to study questions and answer. • 6. Do additional application/expansion activities.

42. PQRST – A Reading Strategy P=Preview Titles: Write out each title and subtitle Vocabulary: Write out each bold print and italicized Word. Caption: List photos, graphs, or drawings and write captions in your own words Predict: what will you learn Q= question Write out 5 questions you have about the reading (content based from your preview) R= Reading Record the time you begin ___ Time you finish reading ___ Total number of minutes ___ Number of pages ____ S= Summary What is the main idea of this piece? How accurate was your prediction? Five sentences in the paragraph T= Test Answer the content question you made up in the Q section Use complete sentences Were there any questions you didn’t find the answers to? Why?

43. DIALOGUE JOURNALS

44. Dialogue journals benefit children because: • Students receive an individual reply from their teacher (Hae Joon) • Students experiment with writing in English or the second language in a meaningful context (Elena) • Build communication skills • Build authentic literacy skills • Students choose their own topics

47. Dialogue journals benefit teachers because: • It provides a weekly developmental record of the child’s writing • Models writing in an authentic context • Helps children make the connection between oral and written language • Learn about the child and his/her interests