FC: Second Language Acquisition Edgewood College 2011 | By: Robyn Kruger
1: Table of Contents | Purpose of this book......................................................2 My Instructional Environment....................................3 English Language Learners I Serve...........................4 The ACCESS Test.........................................................5 3 First Language Acquisition Theories.....................6 5 Second Language Acquisition Theories.................7 Narrative about 1st and 2nd Language Theories...8-9 Why Use CAN-Dos........................................................10 Student Profiles............................................................11 Task Cards......................................................................12-13 Building Background Knowledge.................................14-15 Supporting Academic Reading for ELLs...................16-19 Supporting ELLs in Writing.........................................20-21 Creating a Language Learning Rich Environment....22-23 English Language Learner Strategies.......................24-27
2: The purpose of this book is to consolidate some strategies and tools to create a language rich environment for ELL students. This book will be shared with classroom teachers who have ELL students in their rooms and ELL teachers either directly or in meeting.
3: My Instructional Environment | As a substitute teacher, mainly for k-3, in the Sun Prairie Area School District some aspects of my instructional environment changes daily. The main aspect that changes is the concentration of first languages. The two SAGE schools have the greatest overall ELL population but the newest elementary school is quickly gaining more ELL students. The languages that are represented the most are Spanish and Hmong. The program for the kindergarten students is complete immersion with some support from a bilingual aid. Most of the support for the older grade levels is in the classroom with the ELL teacher teaching a lesson to the whole class, working with a small group in the classroom, or supporting the classroom teacher. Some of the ELL students are occasionally pulled out to work with ELL teacher depending upon their level of acquisition.
4: English Language Learners I Serve | I am currently a substitute teacher for the Sun Prairie Area School District. I see ELLs from all grade levels but mostly from the younger grades, k-3. I have been focusing on kindergärtners because I will be teaching full time in a kindergarten classroom for 5 weeks starting right before Thanksgiving. In this classroom there are 3 ELL students but 1 doesn't get services because his parents have opted out. | All 3 students are Spanish speakers who were born in this country. Focusing on the 2 who are receiving services, one had parents that were born here and has a parent with a high school education. The other's parents were born in Mexico and her dad completed 9th grade and her mom completed 3rd and they are not literate in English or Spanish.
5: The Purpose of The ACCESS Test -The ACCESS test is design to measure the English Language Proficiency (ELP) of students. -Provides information to enhance classroom learning and assessments. (I used scores that Leslie provided since kindergarteners haven't taken the ACCESS at this time.)
6: 3 First Language Acquisition Theories 1. Behavioral Theory - Skinner state that language acquisition is learned by reinforcement and shaping. 2. Innate Theory -Chomsky state that we are biologically programed for language acquisition. We are born with the innate ability to recognize language structure. 3. Developmental Theory - Piaget and Vygopsky state that language developmental is directly related to cognitive development.
7: 5 Second Language Acquisition Theories | 1. The Acquisition Hypothesis states that language is the product of subconscious acquisition. It needs meaningful interaction the target language which is focused on communication. 2. The Natural Order Hypothesis states that some aspect of language naturally appear before others. In babies learning English as their first language vowels come before consonants. 3. The Monitor Hypothesis explains that we have a "monitor" that has a planing, editing, and correcting function. It's how we know what language structures sound right. 4. The Input Hypothesis states that in order for students to acquire language they need input that is slightly beyond their current level, too easy and they get bored and to hard and they get frustrated. 5. The Affective Filter Hypothesis states that students need to be relaxed and engaged in learning for them to acquire a language.
8: Understanding FIrst and Second Language Acquisition Theories impacts my teaching because it allows me to have insight to how my students are learning and how I can adjust my teaching to best fit their needs. As educators we need to realize that there is no absolute theory and we need to create a balance that will benefit all of our students. It is important to remember that all of our students are individuals and they learn in different ways. | FIrst and Second Language Acquisition Theories Impacts on Teaching ELLs.
9: Aprenda | lernen | Apprendre | Uciti
10: " | WIDA CAN DO Descriptors: A Cool Tool | Why Use This Cool Tool 1. The CAN DO Descriptors outline how ELLs process and use language for each level of language proficiency. 2. They provide an opportunity to link language development across all academic content areas. 3. They give clear and concise information about what language educators can expect students to exhibit at the different levels. 4. They suggest language goals that can be incorporated inti lesson objectives.
11: profile Pablo was was born in the U.S. His parents emigrated from Puebla, Mexico with his two older brother. they are a close-knit family with a strong oral tradition n SPanish: his parents are not literate in Spanish. ACCESS Scores: Speaking-4, Listening-5, Reading-2, and Writing-2. | profile Pamela loves school but is very shy and will only speak with Spanish speakers in the room. She is an only child but has cousins who are in the same school. ACCESS Scores: Speaking-4, Listening-6, Reading-4, and Writing-4. | (These are profiles Leslie gave me and since I'm working mainly in Kindergarten I am pretending they are kindergärtners.)
12: Task 1 Students will draw a picture of a tree and use the vocabulary words leaves, branches, trunk, and roots to label the main parts of a tree. | Pablo is writing at a level 2 which according to the CAN DOs means he should be connecting oral language to print, reproduce letters, symbols, and numbers from models in context, copy icons of familiar environmental print, and draw objects from models and label with letter. For this task he will be expected to label his drawing with the letter of the first sound he hears in the vocabulary words using available models if needed. | Pamela is writing at a level 4 which according to the CAN DOs means she should be able to produce symbols and strings of letters associated with pictures, draw pictures and use words to tell a story, label familiar people and objects from models, and produce familiar words/phrases from environmental print and illustrated text. For this task she will be expected to write the vocabulary words to label her drawing using an illustrated word wall if needed.
13: Task 2 Students will recognize the vocabulary words leaves, branches, trunk, and roots in print. | Pablo is reading at a level 2 which according to the CAN DOs means he should be able to match examples of the same form of print, distinguish between same and different forms of print, demonstrate concepts of print, and match labeled pictures to those in illustrated scenes. For this task he will be expected to match labeled pictures of leaves, branches, trunks, and roots to unlabeled pictures. | Pamela is reading at a level 4 which according to the CAN DOS means she can identify some high-frequency words in context, order a series of labeled pictures to described orally to tell stories, match pictures to phrases/short sentences, and classify labeled pictures by two attributes. For this task she will be expected to cut out short sentences and glue them in the correct area of a picture of a tree.
14: Building Background Knowledge For ELLs | http://assets.pearsonschool.com/asset_mgr/current/20109/Supporting_Esl_Science.pdf http://www.reading-strategies-help.com/reading-comprehension-strategies.html | It is important to build background knowledge for all students but especially ELLs because all students come to school with different life experiences and they can't make connections if they have no idea what we're talking about. AS educators we need to give them those connectors and concept. Example: If you've never heard of a picnic how could you be expected to know what you should bring to one. | http://www.coloroncolorado.org/educators/content/lessonplan http://eup.k12.mi.us/6089106203117401/lib/6089106206311707/Vc
16: Supporting Academic Reading for ELLS
17: Supporting academic Reading for Ells with different before, during, and after activities helps build bridges in to the text so that they can become successful readers. Activities should aim to help them comprehend what they are currently reading and build effective reading strategies. Before reading strategies activate prior knowledge, and prepare students for any possible linguistic, cultural, or conceptual difficulties. During reading activities aim to make the unconscious processes and practices that fluent reader use more explicit to struggling readers. They also focus the students attention on the text while they are reading. After reading activities focus the students' attention on the information in the text, use the language of the text for further language study, and allow for a creative to critical response to what has been read.
18: Science | Social Studies | Math | Reading
20: Supporting ELLs within Writing | I can support Ells within their writing by introducing modeling, and practicing the specific genre I am teaching using the 4 stages: Building the Field (developing knowledge of the topic), Modeling the Genre, Joint Construction, and Independent Writing.
21: Leaves Branches TREES Trunk Roots | Tips For Using Graphic Organizers 1. Make sure graphic organizers are not too complicated for the level of your students. If they get too complicated they can detract from the concept you're trying to teach. 2. Have a goal in mind. Ask yourself what it is you want the students to accomplish by using the graphic organizer. 3. Use the same graphic organizer throughout the unit and keep adding ideas to it.
22: Creating a Language Learning Rich Environment | I can increase the academic language used in the classroom in a variety of ways one is to increase the time I wait for students to respond. Another way is to probe students answers, have them elaborate or justify their response. Also, listen to what they are saying and not just for the "prescribed" response. Planning opportunities for students to talk with each other in structures activities creates opportunity for language growth. A language rich environment is created when students can speak and not be corrected for grammatical mistakes. Instead the correct grammatical form is modeled. This lowers the affective filter which creates a more language friendly environment.
24: English Language Learner Strategies. | Illustrated Word Wall | A word wall is used to reinforce vocabulary. It should be in a highly visible place in the classroom to make it easily accessible to students. Illustrating the words helps ELLs make the connections between the word and the concept. Use of the students first language is also useful. | Example: cat gato Katze
25: Inquiry and Elimination | Students work in pairs and take turns choosing a picture/name/symbol. Their partners ask yeas and no questions to try and guess what item the other is holding. The number of questions is limited to 5 or 6, this encourages student to ask more focused questions. This activity encourages the use of subject-specific language, logical thinking and questioning.
26: Word-Picture Matching | This strategy can be used with different levels of younger students. The students are matching words to pictures that are either preselected or the students can find matches in magazines. | Example: Broad leaf trees | Conifers
27: THE END | el final | die einde | ni konci | mwisho