Module 3: Academic Language in the Classroom
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Transcript of Module 3: Academic Language in the Classroom
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Academic Language Acquisition in the Classroom
How do we actually use these ideas with academic language learners????
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Objectives• In this module you will ….
▪ Develop an understanding of the terms “designated instruction” and “integrated instruction”
▪ View a lesson and observe how engagement strategies within IS4 support learners of academic English
▪ Discuss strategies that can be implemented in your content classes to support learners of academic English
▪ Discuss lesson design supporting learners of academic English
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Golden Circle
What?How?
Why?
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Golden Circle of Education
Why?
How?
What?
Flipped Teaching Professional
Development
Scaffolding
Feedback
FormativeAssessment
InformationalResources
Curriculum
College& CareerPathways
SchoolCulture & Climate
Access to Technology
Standards
To provide students with equal access to 21st century skills
Thoughtful lesson design
PLCs tocollaborate
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Designated vs. Integrated• What does designated mean? What does
integrated mean?
• In elementary school structures, do we have a designated or integrated model?▪ Both. Designated ELD instruction should occur daily for
our EL students, as well as integrated instruction through content delivery.
Designated vs. Integrated
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Activity• What does this look like?
▪ In groups of 2-3, place the statements in the appropriate area.
Designated
Integrated
BOTH
Designated vs. Integrated
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Using IS4 to Support Acquisition of Academic English• IS4 and Common Core will support our
Academic Language Learners, not cut them out of the learning process
https://www.teachingchannel.org/videos/prep-students-for-new-text
Strategies to support Academic Language
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• When students feel they are being taught “a ‘watered-down’ version of the curriculum”, they often do not value the tasks (Wigfield and Eccles, 2000).
• Research has shown that English Language Learners (ELLs) thrive not only academically, but also psychologically, when they are specifically taught academic vocabulary (Taylor & McAtee, 2003).
Scaffolding vs. Differentiation vs. Modification
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Scaffolding• Scaffolding - bridge to support learning, but
a bridge that is designed to disappear over time. Not a permanent structure.
• Example: “Chunk” the text into smaller pieces, breaking into small groups for discussion of task, working with small groups one on one; think time
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Zone of Proximal Development
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Differentiation• Differentiation-requires knowledge of
students’ varying levels of understanding.• Different in elementary and secondary. • Formative assessment, quizzes, and
traditional assessments help decide when differentiation is needed.
• Differentiation can also be provided over the course of a unit of instruction. Vary activities/practices/assessments/etc.
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Modification• Changing the assignment, and therefore
changing the rigor• Example: Homework is reduced, or even
eliminated; essays are reduced to a paragraph response; labs are to be observed rather than completed.
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The Nitty Gritty• Strategies to support AL acquisition:
▪ Pair sharing, group discussion, guided interaction: cooperative learning
▪ Visuals- graphic organizers, images, maps, graphs▪ APK- explicit connections to previous concepts▪ Model thinking- think alouds▪ Identify the key concept of the lesson and consider
providing direct instruction on vocabulary▪ Listening with a focus
Strategies to support Academic Language
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Putting it all together…
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….by discussing lesson designhttps://www.teachingchannel.org/videos/common-core-teaching-division https://www.teachingchannel.org/videos/academic-choice-lesson
Let’s talk about lesson design! What strategies do you already use? What
would you like to try out?