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Setting Objectives and Providing Feedback
Chapter 3 – Hill & Flynn
Setting Objectives
▪ Focus Learning and focus teaching
▪ NCLB
▪ How can we, as teachers, develop the language proficiency of ELLs while at the same time deliver content instruction?
Four Reasons for Combining Language Objectives with Content Objectives
▪ Development from study of areas of interest
▪ Motivation
▪ Activate and +1 prior knowledge
▪ Authentic contexts
Sheltered Instruction
▪ Content based instruction
▪ Devices and procedures:
▪ Manipulatives, realia, visuals, kinesthetic, facial expressions, gestures, eye contact, short sentences, high-frequency vocabulary, reduction of idiomatic expressions, personalized language, synonyms, preview
▪ (SIOP) – Sheltered Instruction Observation Protocol
Language functions in the classroom
Agreeing and Disagreeing Apologizing Asking for assistance
Asking for permission Classifying Commanding
Comparing Criticizing Denying
Describing Questioning Evaluating
Explaining Expressing Likes/Dislikes Expressing obligation
Expressing position Hypothesizing Identifying
Inferring Planning and predicting Refusing
Reporting Sequencing Suggesting
Warning Wishing and hoping
Classroom Example
▪ Subject: Science
▪ Content Objective: To understand the sequential pattern of an experiment and how one step affects another.
▪ Needed Language Function?
▪ Explain the steps of a science experiment
▪ Language Objective?
▪ Sequence – using if-then statements
Another Classroom Example
▪ Subject: Math
▪ Content Objective: To comprehend the differences between two or more polygons.
▪ Needed language function?
▪ Classifying
▪ Language Objective?
▪ Using greater than, similar, equal to, in order to classify polygons
Identifying Vocabulary and Key Concepts
▪ Another way to set language objectives
▪ Close the gap
▪ Learning processes
Generalizations on Setting Objectives
Focus
PersonalizeBroad
Classroom Example
▪ Subject: Social Studies
▪ Content Objective: To help students understand that making choices can be difficult because it often involves trade-offs.
▪ Scenario: Students are going on a camping trip and they have $120 to spend on supplies. Students will need to make a list of supplies they will buy, how much they cost, and the reason they chose those supplies.
▪ Assessment: Initiate class discussion about the choices that they made. Which items were most commonly chosen? Which items were the least popular? What factors influenced their decision?
Language Structure and Objectives by Stages of 2nd Language Acquisition
▪ Preproduction
▪ Early Production
▪ Speech Emergence
▪ Intermediate and Advanced Fluency
Providing Feedback
▪ Comprehensible, useful, and relevant
▪ Modeling correct grammar versus overemphasizing grammar
▪ Reformulation
▪ Avoids fossilizaton
Four Generalizations for Providing Feedback
▪ Corrective
▪ Timely
▪ Criterion-referenced
▪ Self-evaluation
Classroom Recommendations
▪ Rubrics for declarative knowledge or procedural knowledge
▪ Jointly constructed rubrics
▪ Feedback on written language
▪ Student led
Feedback by Stages of 2nd Language Acquisition
Nonlinguistic Representations
Chapter 4 – Hill & Flynn
Knowledge is stored in two ways:
Suggestions for NL Representation
▪ Realia
▪ Conduct Demonstrations
▪ Use video and audio
▪ Hands-on
Generalizations from Classroom Instruction that Works
▪ Variety of activities can help students to formulate NL representations
▪ NL representations elaborate on knowledge
▪ Social Studies Example
Classroom Recommendations
Graphic Organizers
Symbols
Mental Pictures
Physical Models
Kinesthetic Activities
Classroom Example – Graphic Organizer
▪ Subject: Education
▪ Content Objective: How to teach ELL students using graphic organizers
▪ The class receives a short lecture on the importance and use of nonlinguistic representations and then creates a graphic organizer on the information they received.
▪ The graphic organizer combines linguistic information with nonlinguistic information.
Accomodation
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