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ESL Language Discovery Camp 2014. 4 Corners. Have you taught ESL Summer School before? Corner 1: No Corner 2: 1-2 years Corner 3: 3-5 years Corner 4: 6 or more years Introduce yourself to the people in your corner. What grades do you currently teach?
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4 Corners Have you taught ESL Summer School before? Corner 1: No Corner 2: 1-2 years Corner 3: 3-5 years Corner 4: 6 or more years Introduce yourself to the people in your corner. What grades do you currently teach? Corner 1: Elementary Corner 2: MS Corner 3:HS Corner 4: Combination
Welcome to ESL Language Discovery Camp • Language Discovery Camp is for ESL newcomers that have been in US schools for 2 years or less. • These students will learn about early American History, Biology, and Math Vocabulary. • Get into school teams and decide what level (middle or high school) and what subject as teams. • Teachers seek to engage students in learning through project-based learning activities. Students will learn key social and academic English through content subjects.
ESL Language Discovery Camp Language Discovery Camp was developed based on the recommendations from the Carnegie Panel on Adolescent EL Literacy (Short and Fitzsimmons, 2007: http://www.adlit.org). The panelists provided the following recommendations for educators: • Integrate listening, speaking, reading, and writing skills into instruction from the start. • Teach the components and processes of reading and writing. • Teach reading comprehension strategies. • Focus on vocabulary development. • Build and activate background knowledge. • Teach language through content and themes. • Use native language strategically. • Utilize technology with existing interventions. • Motivate adolescent ELs through choice.
ESL Language Discovery Camp 2014Social Studies https://www.youtube.com/watch?v=hI6JLhB8_2o https://www.youtube.com/watch?v=wzgC-h_vZ_0
7 steps for teaching vocabulary Teacher states/shows the word in context from the text. Teacher asks students to repeat the word three times Teacher provides dictionary definition Teacher explains the meaning with student friendly definition Teacher highlights features of the word: polysemous, cognate, tense, prefixes Teacher engages students in activities to develop word/concept knowledge. Students use the word in a sentence with a buddy for about 1 minute. Teacher reminds students how this will be used after reading/listening.
Ancestor “Your ancestors start with your parents, then your grandparents, then your great grandparents ,and so for many years.” Say 3 times: Ancestor, ancestor, ancestor Definition: A person from whom another is directly descended.
Talk to your buddy… • My ancestors moved to Argentina from Italy. My ancestors were in the restaurant business in Italy. • Your turn: My ancestors….
Immigrate • “People immigrated to the Unites States for many reasons.” • Say 3 times: immigration, immigration, immigration • Definition: to come to a country of which one is not a native, usually for a permanent residence.
Migrate is verb meaning move, relocate • Im- is a prefix meaning in, into • Immigrate means to move into a new place, relocate to a new place • Past tense: add -ed: immigrated • “Inmigrar” in Spanish • I immigrated from Argentina to the Unites States to study and work.
Talk to your buddy… • People immigrate to the United States for many reasons. • Tell your partner why people immigrate. People immigrate to …
BiologyPamella Allen & Gilmara Johnson https://www.youtube.com/watch?v=0yjLJfz6saU
Biology What do you know about the body? What is biology? Bio = life logy = study of
What do you know about the body?What do you know about the skeletal system? Assemble the skeleton and label as many body parts as you can.
Text Comprehension: GET IT TOGETHER • Find a partner with a different color folder • Locate the article on orange paper in your folder • In your journal, create a T-chart • Locate the green think aloud page in your folder • Wait, and the teacher will assign reading sections
Text Comprehension: Partner Read 1. Read your assigned section aloud with your partner by alternating sentences until the section is complete. (2min) 2.After you read, alternate choosing each sentence from the green think aloud page and respond aloud to it, or ask your partner to do so. Each player must respond to three sentences only. (1min) Teach only one at a time. (Visualizing) 3.Next, decide who will record for the group and who will report for the group. (3min)
Think Aloud Sentences • I’m going to visualize and think about what I just read. • I’m going to read chunks I can handle and then summarize. • I’m going to change the title and subheadings into questions. • I’m going to think of a research question(s) before I start the process. • While reading this text, I was wondering… • What helps teams read and discuss what they have read? • What could that word mean? Let me reread. • I’m going to stop and reread confusing parts of this sentence. • I’m going to put a Post-it note after this sentence so I can ask for clarification. • What kind of test question would the teacher ask from this paragraph?
Text Comprehension: Partner Record 4.Identify the main idea of the section with your partner and record it in your journal. (2min) 5. Record the details of what happened from start to finish on the yellow note-taking page.(4min) 6. Create a title, with your partner’s input, that represents the author’s purpose in the section you read and record it on the yellow note-taking page. (1min)
Text Comprehension: Partner Reflect Record the following on the yellow note-taking page: 7. Classify the section you read into one of the following categories: * Cell jobs * What are cells? * Cells discovered * Building with toy blocks * Size of Cells (2min)
Text Comprehension: Partner to Whole Class Report When called onby the Teacher, the reporter must be prepared to orally present your groups recorded responses to numbers 4-7. (5 min. max)
Here is an example of a final project! https://www.youtube.com/watch?v=Yfy1LsEG0WQ&feature=em-share_video_user
Materials Post-It Self-Stick easel pad Ballpoint pen Sentence strips Copy paper Crayola markers Construction paper Pencils Sharpie highlighters Twin pocket folders Poster boards Glue sticks Crayola colored pencils Scotch tape World map/US map Stapler/staples Journals Oxford Picture Dictionaries/ Workbooks Math Dictionary Books for independent reading or homework Curriculum Guide
Schedule Suggested Schedule for the ESL Language Discovery Program 7:45-8:15 DEAR (Drop Everything And Read) / Breakfast 8:15-9:30 Homeroom (First Block) 9:30-10:45 Second Block 10:45-12:00 Third Block 12:00-12:45 Lunch/Physical Activity 12:45-2:00 Technology (May be placed into any block during the day. Suggestions: Each teacher teaches one content area and rotate students. Use the technology time for Help Math, student blogging or student projects.
