english strategies to engage 3

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  • 2. Scientific Base StrategiesEnglish
  • 3. ObjectivesThroughout the workshop, the participants willexperiencehands-on activities, in order to:1. Provide strategies and activities to teachers teachingEnglish, Math and Science to Spanish speaking students.2. Offer tools that will make them succeed teachingchildren from K-2.
  • 4. Objectives3. Prepare them to make their students succeed in learninga second language.4. Analyze content-area curriculum to identifyAcademic Language (AL).5. Identify effective strategies for developing the AL ofEnglish language learners (ELLs) at different stages oflanguage acquisition.
  • 5. Objectives6. Use instructional strategies that encourage vocabulary andgrammar development for academic success.7. Model learning strategies that develop studentsmetacognitive 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
  • 7. Activity for Classroom StrategiesTeachers will engage in an activity.See Activity 2.
  • 8. Teaching Learning Strategies Strategies represent the dynamic processesunderlying learning. Active learners are better learners. Strategies can be learned. Academic Language learning is more effective withlearning strategies. Learning strategies transfer to new tasks.
  • 9. Defining Academic Language(AL), stages of language acquisition and the relation withlearning strategies Everyday language (Spanish and English) versus ALin English, Math and Science The linguistics demands of content Stages of second language acquisition
  • 10. Everyday Language versus Academic LanguageT- ChartEVERYDAY VERSUS ACADEMICLANGUAGE:LEARNINGSTRATEGY: T-CHARTEverydayLanguageI am fiveyears old.AcademicContentDemandsFind themissingdigit.2 4 6 __10Teachers will engage in an Activity 3.For examples of everyday language,see pages 16-17, Activity Workbook.
  • 11. Defining Academic Language using4-Corners Vocabulary StrategyWordsAcademic Language1.PictureComparing AL to an iceberg (analogy)2.Definition 3.Academic language refers to thelinguistics demands of school,including academic vocabulary,language functions and grammar.4. Word in contextThe academic vocabulary, functionsand grammar students need tocomprehend and demonstrateknowledge of subject matter.PARAPHRASE IN YOUR OWN WORDS
  • 12. How to work with 4-CornersVocabulary StrategyStudent creates one chartper word.It includes:1. Vocabulary word.2. A picture.3. A definition.4. A sentence.WORD PICTUREDefinition Word in context
  • 13. EXAMPLE OF 4 CORNERS VOCABULARY STRATEGYWordfraction1.Picture2.DefinitionA fraction is any part of agroup, number, or whole.3.Word in contextI cant eat the whole cake somy mother gave me only afraction of it.4. Teachers will engage in Activity 4.
  • 14. Cognitive Academic Profile
  • 15. Linguistics Demands ofContentContent Area LanguageFunctionsLanguageFormsAcademicVocabularyMath Analyze Phrasal verbs(Divide by)quotientScience Compare andPredictComparativesandSuperlativesVelocityinvestigateActivity 5 Academic Language Grid
  • 16. Teaching the Academic Vocabulary of MathCharacteristics of Academic Words GridHomonymswords that are spelled or pronounced thesame but have different meanings.SumSomePolysemous Words - wordsthat have multiple meanings.AreaProofWord Derivations/Word Familieswords that sharethe same root but have affixes (prefixes, suffixes) whichalter the meaning or part of speech.DivideDivisionDivisibleIndivisibleEnglish/Spanish Cognates words that arepronounced and/or spelled similarly in bothlanguages and mean the same thing.MathematicsMatemticasCompound Words or Phraseswords made up oftwo or more identifiable word.Mother-in-lawSquare rootTimelineMultisyllabic wordswords made up of three or moresyllablesPhotosynthesisQuadratic equationDivisibleCollocationswords that arefrequently used togetherNarrow channelsMake a mistakeParts of the body
  • 17. Frontloading the Language ofScience: What are the key words inthis title? Interactive Science
  • 18. 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. Thats because there aremore storms in the summer. Sunnyweather and hot temperature heat theair and make water evaporate . The hotair and water vapor rise into the sky. Asthey rise, they meet the cold air.
  • 19. STAGES OF SECOND LANGUAGEACQUISITION1. Depth of Knowledge Levels with Functions2. Silent Period Stage3. Speech Emergent Stage4. Intermediate Stage5. Fluent StageTeachers will engage in Activity 5.
  • 20. Listening Cloze Strategy It can be used for checking of vocabularylearning, or of content knowledge.
  • 21. How this helps ESL students in particularIt is an enjoyable and motivating activity, especially whensongs are used.It requires only a limited response to listening, ratherthan an extensive response.The procedure can be adapted to a variety of contentareas. Teachers will engage in an activity. See Activity 6.
  • 22. Metacognitive StrategiesPlanning 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 productionSelf Assessment Evaluating Achievement Reflecting on learning
  • 23. Cognitive StrategiesRehearsal Strategies Auditory representation ImaginaryOrganizational Strategies Grouping Note takingElaboration Strategies Linking to prior knowledge Summarizing Making inferences
  • 24. Social/Affective StrategiesInteracting with others Asking questions CooperationAffective control for learning Self talkTeachers will engage in an activity.See Activities 7-10.
  • 25. Reflection and ClosingGo to KWLH Chart. Fill in what you learned today in column L. Explain in column H - How I learned it, include theresources and strategies.
  • 26. Presentation Title runs here l 00/00/0026