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Academic English with ELLs

Academic English with ELLs. Date: January 30, 2012 Presented by: Valerie Moniz. Do Now: “translate” these sentences.

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Academic English with ELLs

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  1. Academic English with ELLs Date: January 30, 2012 Presented by: Valerie Moniz

  2. Do Now: “translate” these sentences • Carving is appropriate for most green and blue slopes and even some black slopes. However, if you try to carve through moguls, especially in pack powder or corn snow, you’re going to face plant. Source: Robert Marzano, Building Academic Vocabulary (2005)

  3. The literal “translation” • Using the edge of your skis to turn (with very little skidding) is appropriate for most intermediate level slopes and even some of the most difficult slopes. However, if you’re trying to turn your skis through small hard mound or bumps on a ski slope, especially in wet snow that has undergone repeated melt freeze cycles, you’re going to fall directly on your face.

  4. Academic English vs. Social English • Academic English (CALP): the English of the “academic” world – that which is the preferred language on college essays and in job interviews. • Social English (BICS): “everyday” language – that which students use when talking to their peers on the playdeck.

  5. It Takes Time…

  6. ELLs in New York City • Total LEP (distinct population): 14.1% Source: NYCDOE Office of ELLs (2008)

  7. ELLs at BLCS • Total LEP: 5.8% (30 out of 520) Source: BLCS internal data (2012)

  8. ELL Proficiency Levels at BLCS (determined by the NYSESLAT 2011) Source: BLCS internal data (2012)

  9. Sample Lesson: Who is your Audience? • Do Now: Consider everything you know about the Occupy Wall Street protests. What words would you use to describe them if you were: - talking to a three-year-old - texting or chatting with your friends - writing an essay for the ELA Adapted from: Jonathan Hull, City College Presentation, December 2008

  10. Direct Vocabulary Instruction Source: Robert Marzano, Building Academic Vocabulary (2005)

  11. Six Steps to Teaching Content Vocabulary • Step 1: Provide a description, explanation, or example of the new term. • Step 2: Ask students to restate the description, explanation, or example, in their own words. • Step 3: Ask students to construct a picture, symbol, or graphic representing the term. • Step 4: Engage students periodically to discuss the terms in their notebooks. • Step 5: Periodically ask students to discuss the terms with one another. • Step 6: Involve students periodically in games that allow them to play with terms. Source: Robert Marzano, Building Academic Vocabulary (2005)

  12. Using the Six Steps Source: Robert Marzano, Building Academic Vocabulary (2005)

  13. Teacher Resources on Academic Language • Chamot & O’Malley, The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach (1993) • Marzano, Building Background Knowledge for Academic Achievement (2004) • Marzano, Building Academic Vocabulary (2005) • http://www.colorincolorado.org/web_resources/by_topic/academic_language/ • http://www.readingrockets.org/article/28880

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