Integrating Language Instruction with Content Area Instruction

Conn TESOLNovember 3, 2012

Presented byFay Shin, Ph.D.

ProfessorCalifornia State University, Long Beach

Center for Language Minority Education ResearchDepartment of Teacher Education

fshin@csulb.edu

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)

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)

•Sa gua

•사과

Order for ESL Instructional Medium

• *Realia- real objects Most effective

• *Model of the object• *Photos• *Drawings• *Written Word• *Oral Word Least

effective

“ We acquire language when we understand the messages or obtain Comprehensible Input”

(Krashen, 1988)

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

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.

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.

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

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

Academic vs. Social LanguageAcademic Language• 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

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

Differentiated instructional planning and lesson

delivery is recommended because it considers WHO is being taught, not just WHAT is being taught

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 – 1784Saturn – 887Jupiter – 483Mars – 142Earth – 93Venus – 67

Mercury – 36

Differentiated Writing Activities

The following examples are differentiated writing activities for the solarsystem. 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 theirsentences.

Write the first sentence for them: The sun is large.Have students illustrate the sun.

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 the solar system.

Have students illustrate the sun in the middle of the planets for the first page.

ESL Level: Intermediate (Level 3)Students will produce independent writing that may include some

inconsistent use of capitalization, periods, and correct spelling. Students willcreate 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.

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.

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.

Integrating poetry/language arts in the content area

• ACROSTIC POEMSVolatile 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

Acrostic Poems Generates differences

sEquence of DNA

No two alike

chromosomE by Vicente Perez

WarmExtreme weatherAir pressureThunder stormHeat waveEvaporateRain storms by Steve Vang

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

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

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

Common Core State StandardsReading Standards for Literacy in

History/Social Studies 6-8 (page 61)Integration of Knowledge and Ideas7. Integrate visual information (e.g. in charts,

graphs, photographs, videos, or maps) with other information in print and digital texts.

8. Distinguish among fact, opinion, and reasoned judgment in a text.

9. Analyze the relationship between a primary and secondary source on the same topic.

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 pointsand key details presented in two texts on the same topic.

Common Core State StandardsReading Standards for Literacy in

History/Social Studies Grade 3 (page 13)

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.

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. _____ _______

definition

characteristicspolygon

Non-examples

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)

A mathematical shape that is a closed plane figure bounded by 3 or more line segments

•Closed•Plane figure•More than 2 straight lines•Made of segments•2 dimensional

•Circle•Cone•Arrow•cylinder

Examples

•Pentagon •Square•Trapezoid•Hexagon•rhombus

definition

characteristicsearth

Non-examples

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)

The third planet in order from the sun with an orbital period of 365 days

5th largest planetHas life71% covered in waterAtmosphere: 77% nitrogen

21% oxygen

StarMoonNo life

Examples

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.

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).

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?6. What is the difference between protons

and neutrons?

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.1. Do the applications or expansion activities.

Teaching the Text Backwards1. Do the applications or expansion activities.

a. Connect to background knowledgeb. Motivation

2. Discuss the material in class.Use visuals, realiaGive 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.

PQRST – A Reading Strategy

P=PreviewTitles: Write out each title and subtitleVocabulary: Write out each bold print and italicized Word.Caption: List photos, graphs, or drawings and write captions in your own wordsPredict: what will you learn

Q= questionWrite 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= SummaryWhat is the main idea of this piece?How accurate was your prediction?Five sentences in the paragraph

T= TestAnswer the content question you made up in the Q sectionUse complete sentencesWere there any questions you didn’t find the answers to? Why?

DIALOGUE JOURNALS

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

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

Dialogue journals as a tool for writing instruction for English

Language Learners• ELLs need more guidance and collaborative

writing opportunities• ELLs need to have an opportunity to feel free to

write and express themselves without their writing (spelling, grammar) being corrected

• Writing process, writer’s workshop, composing process (brainstorming/pre-write, draft, edit, revise, publish) is a separate component of writing instruction.

“Vietnamese was my first language and it was tough trying to learn English.

An instrumental person that helped develop my literacy is my sixth grade teacher Mr. Jones. Although I was only his student for a year, we built a friendship that grew outside of the classroom. He became a caring friend and a person I deeply admired. He helped me with my reading and writing abilities through the process of daily journal assignments. We had to write in our journal every day after lunchtime for approximately 10 minutes. Mr. Jones allowed us to free write about anything that we felt a desire for.

I would write about what happened outside of school the previous day. Then Mr. Jones would read our entries and comment on them. Usually, he replied with thoughtful feedback and encouragement. This gave me the impression that he really did care about his students because some of my early grade teachers never responded to our writings.

This activity made me feel like I was having my own little conversations with Mr. Jones. I was so comfortable with Mr. Jones that I started to write about many things. I really enjoyed that journal assignment because it allowed me to express my feelings and thoughts without having any restrictions or barriers. I often found myself not having enough time to write everything that I wanted to put on paper.

I was also excited to see how Mr. Jones would respond to my entry each day. This assignment improved my literacy skills because I was eager to read and write.

For the first time in my childhood, I wanted to read and write more than hanging out with my friends.”

• Bobby Nguyen• College student• Long Beach, California September 2005

• How we write a Collaborative Story

• We read good children’s literature, emphasizing the literary elements of character, setting and conflict.

• Children nominate 5 or 6 characters and select 3 by voting. Each child may vote 2 times.

• We choose a setting. Children close their eyes and visualize the characters in different settings. They then vote one time for their favorite setting.

• We think of a conflict. Again the children visualize their characters and “see” the problem. They vote one time for their favorite conflict/problem.

• We find a solution for our problem/conflict. They have wonderful imaginations and come up with great solutions!

• We act out our story two times. Some children are the characters, while others may be houses or trees or other parts of the setting. Not all children are actors.

• We write our story on the chart. We use the children’s words as much as possible, but part of the teacher’s job is to guide them to good story language.

• We choose a title. This is an excellent means of teaching main idea. • Two children are chosen to work together to illustrate the chart story.

• Weekly Schedule

• Monday: Write our collaborative story. After school the teacher divides the story into six pages. These are typed and copied for the children.

• Tuesday: Children make their individual books. This can be done whole clss or in groups. They read the story or chart.

• Wednesday: Children reread chart and book. The story is often re-acted out on this and other days. Skills are taught from the story.

• Thursday: Story is read from book. We often “find” things in our story and mark them on the chart using a felt pen.

• Friday: Story is re-read. On Fridays children often enjoy reading the story with a partner.

• Wednesday through Friday the children illustrate 2 pages. By Friday the book is finished. The book is sent home on Monday to be used as reading homework for the week.