Beneﬁts of Collec8ons • Building deﬁniGons • Learning ways to categorize objects • Developing vocabulary – academic terms – descripGve adjecGves • CollaboraGng on a class project
Categoriza8on A/An _______________________ is a/an _______________________ Important: small before big!
Characteris8cs • with ___________________ or • that has ________________
Speciﬁc Descrip8ons • green • wood • key chain • good • heavy • teapot • delicious • glass • bank • round • silver • basket • sweet • small • magnet • plasGc • soap • paperweight
Classify and Place in Order 1. Opinion 7-‐ Origin 2. Size (Where from) 3. Shape 8-‐ Material 4. CondiGon (Made of) 5. Age 9-‐ FuncGon (Used for) 6. Color big red teapot heavy glass paperweight
Talking & Wri8ng about Collec8ons Talk/write about the items in the collecGons using sentence frames: My apple is a/an ____key chain________. It is ___________, ___________ and ________. It is a/an ________, ________, _________ key chain.
A. Accept Conditions for Learning • The category each object represents is something familiar• The activity makes abstract— classification— concrete, by using real-world objects• Students and teacher learn more about each others’ interests• Students create collections together as a class
B. Combine Processes for Learning• Class collectively creates sentences• Pairs come up with additional sentences• Each person adds information related to own object• Students share answers to questions orally as teacher writes on board• Students read from board orally and later copy into their notebooks
C. Focus on New Activities for Learning • Classifying• Representational vs. functional identification• Language scaffolded by use of L1 among students• Content scaffolded by relevant personal information• Content scaffolded by sentence frames
Mutually Adap8ve Learning Paradigm -‐ MALP SLIFE North American Classrooms Immediate Future ACCEPT SLIFE Relevance Relevance CONDITIONS Interconnectedness Independence COMBINE SLIFE & U.S. Shared Individual Responsibility Accountability PROCESSES with Oral Transmission Written Word FOCUS on U.S. ACTIVITIES with familiar Pragmatic Academic language Tasks Tasks & content (DeCapua & Marshall, 2011; Marshall 1994, 1998)