Week 1  Building Foundations forCulturally and Linguistically  Diverse Student Success
We must create our own pathswithin our classrooms, schools,      and communities.
• By 2020 it is projected that there will be over 6 million identified ELL students.• By the year 2025 over half of our ch...
Vocabulary Foldable               (Sample Foldable)    Labels for students: LEP, CLD, ESLNative Language: L1 & Second Lang...
   Vocabulary foldable:      Provide all students with 5 pieces of colored construction       paper.      Create a fold...
Contextualizing the          AcronymsLEP           L1:ELL        你好                   SUP      CUPCLD           L2:       ...
The Iceberg is about the TRANSFER OF SKILLS      from the first language (L1) to the second language (L2).                ...
LANGUAGE          Comprehension L1 & L2          Communication L1 & L2            Expression L1 & L2            SOCIOCULTU...
LANGUAGE            Comprehension L1 & L2            Communication L1 & L2            Expression L1 & L2          SOCIOCUL...
   Mind Map Activity:      Create a mind map on WHITE WRITING paper      Map out ideas in words, pictures and anything ...
   Today we will focus on:      The Sociocultural Dimension      Define the U-Curve Hypothesis      Create My Life in ...
The Sociocultural Dimension Tell   me about you!     What is your family like.     What would be important for me to kn...
LANGUAGE            Comprehension L1 & L2            Communication L1 & L2            Expression L1 & L2            SOCIOC...
•Family•Socioeconomic•Community•Home Culture•School Culture
Honeymoon                         Home  Hostility   U         PG. 22 IN TEXT                           Humor              ...
 The Sociocultural Dimension The U-Curve Hypothesis My Life in Picture and Words
LANGUAGE            Comprehension L1 & L2            Communication L1 & L2            Expression L1 & L2            SOCIOC...
•Family•Socioeconomic•Community•Home Culture•School Culture
Honeymoon        Home Hostility   U             Humor
Activity:                              Honeymoon   Home• Divide into teams of 4-5.• Review your assigned  component of the...
MY LIFE IN  PICTURES & WORDS1. Think2. Draw3. Write4. Share
   My Life in Pictures and Words Activity: (activity    book)    ◦ Draw pictures of your life in 4 boxes.    ◦ Share out ...
 Discuss the language dimension Discuss the Stages of Second Language  Acquisition Define CUP and SUP
LANGUAGE            Comprehension L1 & L2            Communication L1 & L2              Expression L1 & L2            SOCI...
• Differences in Socialization• Family vs. School• Receptive vs. ExpressiveSkills (culture bound)
   In order to know a language, we need    “communicative competence”.   “Communicative competence is that level of    l...
   Grammatical            • Refer to pg. 64-65.                           • With a partner,   Sociolinguistic        def...
Language as an                        Language as a Associative Function                   Cognitive Function• BICS: Basic...
Native English Speakers:                          English Language Learners:                                              ...
Krashen’sStages ofSecond        P   reproductionLanguage      E    arly              P    roductionAcquisition            ...
• Work with your team      P   reproduction  to identify the key characteristics of your                           E   arl...
CUP vs. SUP         The Iceberg is about the TRANSFER OF SKILLS      from the first language (L1) to the second language (...
Decide where these individuals belong using            their SUP and CUP
   Yolanda was educated in Paraguay    until her family left due to guerrilla    warfare. She reads and writes at    grad...
   Gideon came from Israel a year ago    at age 15. He worked with his father    while in Israel and has only about one  ...
   Each night Anyas mother reads to    her in Russian. At the age of 10,    she reads at grade level in Russian    and is...
 Draw your own iceberg. What does your L1 look like? What does your L2 look like (if you  don’t have one, that is fine)...
 Discuss the academic dimension Define the academic dimension Discuss effective practices
LANGUAGE            Comprehension L1 & L2            Communication L1 & L2              Expression L1 & L2            SOCI...
• Access to resources (home, community, school).• Engagement (family, teachers, community).• Hope for the future (dreams a...
• Using the information from pp. 47 – 58  of your text, respond to the following  prompts:   • 1 thing I really connected ...
   When placing CLD students in school, the    following factors should be considered:    ◦ Academic records, completed c...
Informal                      Formal   Have a student read and      • Review past academic    respond to a text.         ...
Academic Success in the Classroom:A Closer Look at Effective Practice Challenge CLD students:   • culturally,   • academic...
   Review the additional vocabulary words   Play a Tic-Tac-Toe Board game with the class.      Partner game      Indiv...
 Discuss the cognitive dimension Define the cognitive dimension
LANGUAGE            Comprehension L1 & L2            Communication L1 & L2              Expression L1 & L2            SOCI...
The Cognitive Dimension    Cognitive Challenges    Cognitive Processes    Implications for Classroom and     School Pra...
   Individually get three separate post-it     notes.•   On each post-it note, write down activities    you have done in ...
• Elaborating on prior knowledge.• Differentiating instruction for multiple learning styles.• Allowing students to demonst...
Range of Contextual Support & Degree ofCognitive Involvement in Communicative Activities                                  ...
Thomas & Collier
LANGUAGE            Comprehension L1 & L2            Communication L1 & L2            Expression L1 & L2            SOCIOC...
There is no such thing as an unmotivated                 learner.There are, however, temporary unmotivated       states in...
   Hearts Activity:      Refer to the student handbook activity.      Complete the activity individually.      Share w...
 Discuss how to complete the RWJ with an example. Review the vocabulary of the week Review the 4 dimensions Apply our ...
 Write about your first two weeks of experiences  within the United States of America. Prompts:    ◦ Reflect about your ...
   Vocabulary Quilt      Review to your earlier created vocabulary foldable.      Review all the vocabulary words.     ...
   U-C-ME activity:      Refer to your activity handbook.      Follow these directions:        Main circle= 4 Dimensio...
 Form small groups of 3 or 4 people. In these small groups, retrieve at least 1 large  white chart paper. Create a tri-...
What students already know aboutthe content is one of the strongestindicators of how well they willlearn new informationre...
Please ask if anything does not make sense!
Student mh 1
Student mh 1
Student mh 1
Student mh 1
Student mh 1
Student mh 1
Student mh 1
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Student mh 1

  1. 1. Week 1 Building Foundations forCulturally and Linguistically Diverse Student Success
  2. 2. We must create our own pathswithin our classrooms, schools, and communities.
  3. 3. • By 2020 it is projected that there will be over 6 million identified ELL students.• By the year 2025 over half of our children in K-12 will be CLD.• By the year 2050, that number will have increased by an additional 30%. - U.S. Department of Commerce
  4. 4. Vocabulary Foldable (Sample Foldable) Labels for students: LEP, CLD, ESLNative Language: L1 & Second Language: L2 Iceberg: SUP & CUP Sociocultural Dimension Language Dimension Academic Dimension Cognitive Dimension My Learnings Adapted from Zike
  5. 5.  Vocabulary foldable:  Provide all students with 5 pieces of colored construction paper.  Create a foldable with the list of vocabulary words learned today.
  6. 6. Contextualizing the AcronymsLEP L1:ELL 你好 SUP CUPCLD L2: Hello Cummins
  7. 7. The Iceberg is about the TRANSFER OF SKILLS from the first language (L1) to the second language (L2). L1 L2SUP SUP L1 L2 CUP CUP vs. SUP
  8. 8. LANGUAGE Comprehension L1 & L2 Communication L1 & L2 Expression L1 & L2 SOCIOCULTURAL LoveCOGNITIVE Laughter ACADEMIC Know Life Access Think Engagement Apply Hope Thomas & Collier
  9. 9. LANGUAGE Comprehension L1 & L2 Communication L1 & L2 Expression L1 & L2 SOCIOCULTURAL LifeCOGNITIVE Laughter ACADEMIC Know Love Access Think Engagement Apply Hope
  10. 10.  Mind Map Activity:  Create a mind map on WHITE WRITING paper  Map out ideas in words, pictures and anything else.
  11. 11.  Today we will focus on:  The Sociocultural Dimension  Define the U-Curve Hypothesis  Create My Life in Pictures (activity book)
  12. 12. The Sociocultural Dimension Tell me about you!  What is your family like.  What would be important for me to know about you as an individual.
  13. 13. LANGUAGE Comprehension L1 & L2 Communication L1 & L2 Expression L1 & L2 SOCIOCULTURAL LifeCOGNITIVE Laughter ACADEMIC Know Love Access Think Engagement Apply Hope
  14. 14. •Family•Socioeconomic•Community•Home Culture•School Culture
  15. 15. Honeymoon Home Hostility U PG. 22 IN TEXT Humor Cushner, McClelland, & Safford
  16. 16.  The Sociocultural Dimension The U-Curve Hypothesis My Life in Picture and Words
  17. 17. LANGUAGE Comprehension L1 & L2 Communication L1 & L2 Expression L1 & L2 SOCIOCULTURAL LifeCOGNITIVE Laughter ACADEMICKnow Love AccessThink EngagementApply Hope
  18. 18. •Family•Socioeconomic•Community•Home Culture•School Culture
  19. 19. Honeymoon Home Hostility U Humor
  20. 20. Activity: Honeymoon Home• Divide into teams of 4-5.• Review your assigned component of the U-curve.• Find a way to visually depict the main point of your component as a team.• Be prepared to share out with the class. U Hostility Humor
  21. 21. MY LIFE IN PICTURES & WORDS1. Think2. Draw3. Write4. Share
  22. 22.  My Life in Pictures and Words Activity: (activity book) ◦ Draw pictures of your life in 4 boxes. ◦ Share out loud in class.
  23. 23.  Discuss the language dimension Discuss the Stages of Second Language Acquisition Define CUP and SUP
  24. 24. LANGUAGE Comprehension L1 & L2 Communication L1 & L2 Expression L1 & L2 SOCIOCULTURAL LifeCOGNITIVE Laughter ACADEMIC Know Love Access Think Engagement Apply Hope
  25. 25. • Differences in Socialization• Family vs. School• Receptive vs. ExpressiveSkills (culture bound)
  26. 26.  In order to know a language, we need “communicative competence”. “Communicative competence is that level of language expertise that enables users to “convey and interpret messages and to negotiate meanings interpersonally within specific context” (Brown, 1987, p. 43 as cited in Herrera and Murry, 2005).
  27. 27.  Grammatical • Refer to pg. 64-65. • With a partner, Sociolinguistic define each of the four areas of language knowledge. Discourse competence • Share out loud. Strategic competence
  28. 28. Language as an Language as a Associative Function Cognitive Function• BICS: Basic • CALP: Cognitive Academic Interpersonal Language Proficiency Communication Skills I would like to have a I’ll pick up some CPVC, ninety degree bathroom added in our elbows, some 45 degree elbows, three inch black PVC, three P traps, four shut basement. I want it to have off valves, a wax ring, and a couple of a nice size whirlpool tub, a extra couplings. I will also need to large shower, toilet, and a make sure there are extra slots in the double sink. What will I breaker panel, and I will need to pick need? up a Ground Fault Circuit Interrupter……
  29. 29. Native English Speakers: English Language Learners: 5-7 (up to 10) years 2-3 yearsci f or p f ol e ve L i f or p f o l e ve L BICS: Social CALP: Academic Language Language Cummins & Thomas & Collier
  30. 30. Krashen’sStages ofSecond P reproductionLanguage E arly P roductionAcquisition S peech Emergence I ntermediate Fluency A dvanced Fluency Herrera & Murry
  31. 31. • Work with your team P reproduction to identify the key characteristics of your E arly assigned stage of SLA. P roduction• Create your own S peech “team” example Emergent to demonstrate what a student in this stage I ntermediate might say when responding to a Fluency question/prompt. A dvanced Fluency
  32. 32. CUP vs. SUP The Iceberg is about the TRANSFER OF SKILLS from the first language (L1) to the second language (L2). L1 L2SUP SUP CUP Cummins
  33. 33. Decide where these individuals belong using their SUP and CUP
  34. 34.  Yolanda was educated in Paraguay until her family left due to guerrilla warfare. She reads and writes at grade level in Spanish but has little or no academic skills in English.
  35. 35.  Gideon came from Israel a year ago at age 15. He worked with his father while in Israel and has only about one year of formal education. Since entering school, he has made little progress academically. What does his iceberg look like?
  36. 36.  Each night Anyas mother reads to her in Russian. At the age of 10, she reads at grade level in Russian and is beginning to read some English books. Since she speaks English, Anya is interested in reading more English books. What does her iceberg look like?
  37. 37.  Draw your own iceberg. What does your L1 look like? What does your L2 look like (if you don’t have one, that is fine). If you have an L3, please add a third iceberg. Share with a peer.
  38. 38.  Discuss the academic dimension Define the academic dimension Discuss effective practices
  39. 39. LANGUAGE Comprehension L1 & L2 Communication L1 & L2 Expression L1 & L2 SOCIOCULTURAL LifeCOGNITIVE Laughter ACADEMIC Know Love Access Think Engagement Apply Hope
  40. 40. • Access to resources (home, community, school).• Engagement (family, teachers, community).• Hope for the future (dreams and aspirations).
  41. 41. • Using the information from pp. 47 – 58 of your text, respond to the following prompts: • 1 thing I really connected to in this section as a future teacher. • 2 things I did not know but was glad I learned. • 3 things I can apply to my future practice.
  42. 42.  When placing CLD students in school, the following factors should be considered: ◦ Academic records, completed coursework ◦ Age of the student ◦ Personal strengths and academic areas of interest ◦ Interrupted schooling ◦ Schooling history
  43. 43. Informal Formal Have a student read and • Review past academic respond to a text. records (from U.S. and home country). Have students talk to • Give students a content- someone in their first language and share their based assessment. experiential and academic • Monitor language and background. academic growth using Have a student respond to standardized instruments. writing prompts in the L1.
  44. 44. Academic Success in the Classroom:A Closer Look at Effective Practice Challenge CLD students: • culturally, • academically, • cognitively, • linguistically using grade-level content.
  45. 45.  Review the additional vocabulary words Play a Tic-Tac-Toe Board game with the class.  Partner game  Individual game
  46. 46.  Discuss the cognitive dimension Define the cognitive dimension
  47. 47. LANGUAGE Comprehension L1 & L2 Communication L1 & L2 Expression L1 & L2 SOCIOCULTURAL LifeCOGNITIVE Laughter ACADEMIC Know Love Access Think Engagement Apply Hope
  48. 48. The Cognitive Dimension  Cognitive Challenges  Cognitive Processes  Implications for Classroom and School Practice
  49. 49.  Individually get three separate post-it notes.• On each post-it note, write down activities you have done in your classes this year (for a total of three activities).• Save your post-it notes for later.
  50. 50. • Elaborating on prior knowledge.• Differentiating instruction for multiple learning styles.• Allowing students to demonstrate knowledge, skills, and applications in multiple ways.
  51. 51. Range of Contextual Support & Degree ofCognitive Involvement in Communicative Activities Cummins
  52. 52. Thomas & Collier
  53. 53. LANGUAGE Comprehension L1 & L2 Communication L1 & L2 Expression L1 & L2 SOCIOCULTURAL LifeCOGNITIVE Laughter ACADEMIC Know Love Access Think Engagement Apply Hope
  54. 54. There is no such thing as an unmotivated learner.There are, however, temporary unmotivated states in which learners are either reinforced and supported or neglected and labeled.
  55. 55.  Hearts Activity:  Refer to the student handbook activity.  Complete the activity individually.  Share with a partner and the rest of the class. LANGUAGE Comprehension L1 & L2 Communication L1 & L2 Expression L1 & L2 SOCIOCULTURAL Love COGNITIVE Laughter ACADEMIC Know Li fe Access Think Engagement Apply Hope
  56. 56.  Discuss how to complete the RWJ with an example. Review the vocabulary of the week Review the 4 dimensions Apply our learning practically
  57. 57.  Write about your first two weeks of experiences within the United States of America. Prompts: ◦ Reflect about your cultural experiences ◦ Discuss your experiences with the U-Curve ◦ Discuss your sociocultural, linguistic, academic and cognitive experiences within your classes. ◦ Most importantly, consider your future aspirations of your current learning and how you plan to incorporate it in Ecuador!
  58. 58.  Vocabulary Quilt  Review to your earlier created vocabulary foldable.  Review all the vocabulary words.  In small groups discuss all the words.
  59. 59.  U-C-ME activity:  Refer to your activity handbook.  Follow these directions:  Main circle= 4 Dimensions  Circle 1 (left)= Sociocultural  Circle 2= Language; Circle 3= Academic  Cicle 4= Cognitive; Circle 5= What I think?
  60. 60.  Form small groups of 3 or 4 people. In these small groups, retrieve at least 1 large white chart paper. Create a tri-fold page of learning and practical uses. Dimension Goals Considerations ?
  61. 61. What students already know aboutthe content is one of the strongestindicators of how well they willlearn new informationrelative to the content beingpresented by the teacher. (Marzano, 2004)
  62. 62. Please ask if anything does not make sense!

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