Math and Science Symposium Houston, TX March 5-6, 2007

1. Math and Science SymposiumHouston, TXMarch 5-6, 2007 Dr. Frank Lucido, Director ISLA Texas A&M University-Corpus Christi

2. You Might Be A Teacher IF……

3. You want to slap the next person who says, “Must be nice to work 8:00 – 3:20 and have summers free.

4. You Might Be A Teacher IF……

5. You aren’t sure about having children of your own because there’s no name you could give a child that wouldn’t bring on high blood pressure the moment you heard it uttered.

6. You Might Be A Teacher IF…..

7. You can tell if it’s a full moon without ever looking outside.

8. You Might Be A Teacher IF…..

9. Meeting a child’s parent instantly answers the question, “Why is this kid like this?”

10. You Might Be A Teacher IF…….

11. When out in public you feel the urge to snap your fingers at children you do not know and correct their behavior.

12. You Might Be A Teacher IF……

13. You laugh uncontrollably when people refer to the staff room as the “lounge.”

14. And You Might Be A Teacher IF…….

15. “Marking all “A’s” on report cards would make your life SO much easier.

16. Read the paragraph below and answer the questions that follow. A hair raising century by Australian opener Greene Wood on Friday set England back on its heels in the third test at the Melbourne Cricket Ground. Unfortunately, living dangerously eventually cost the Australians the match. Wood was caught out of his crease on the first over after lunch. Within ten more overs, the Australians were dismissed. Four were dismissed by dangerous running between balls from the batsmen’s wickets. The three remaining batsmen were caught by English fieldsmen. One was caught as he tried for a six. When the innings were complete the Australians had fallen short of the runs scored by the English. Were you able to understand the paragraph? Could you explain it to someone else? If not, what would help you to understand it better?

18. Numbers • Rei • Ichi • Ni • San • Shi • Go • Roku • Shichi • Hachi • Ku • Ju

21. Language Proficiency SUP MODEL CUP MODEL Separate Underlying Proficiency Common Underlying Proficiency From Cummins, 1981

22. Foreign Languages Offered and Age of Introduction

23. Stages of Language Acquisition and Development in the Child Vocabulary – Estimates of Vocabulary – 1 year 3 words 2 years 272 words 3 years 896 words 4 years 1540 words 5 years 2072 words 6 years 2562 words By first grade a child could possibly have an active vocabulary of 5099 different words. Sentence Length – 18 months Usually 1 word length 28 months 2 – 3 words length 3.5 years Complete sentences averaging about 4 words in length, although capable of producing occasional sentences that are 20 – 30 words. 5 – 6 years -The average sentence is about 5 words in length. 9.5 years -The oral sentence is about 6 – 7 words, with an average written length of 11 words 15 years -About 17 words Adult -About 20 words

24. Levels of Language Acquisition • Pre-Production • Early Production • Speech Emergence • Intermediate Fluency • Advanced Fluency

25. Literacy Development Instructional Sequence Intermediate Abilities Emergent Literacy Early Literacy Preparation to Literacy

28. FIGURE 1-A Working Model for Creative Construction in L2 Acquisition* Internal Processing Age Personality Motivation & Attitude Learner’s Verbal Performance Language Environment Monitor Organizer Filter Access to language First Language

29. Cognitively Undemanding Communication 1st Quadrant 2nd Quadrant Art, music, P.E., Face to Face conversation, Visual clues, Simple directions Telephone conversations, Written descriptions, Graphic organizers, Context Embedded Communication Context Reduced Communication 3rd Quadrant 4th Quadrant Reading a textbook, Explanation of abstract concepts, Lectures with few illustrations, Writing Demonstrations, “Hands on” learning, Social Studies projects, Science experiments Cognitively Demanding Communication

30. When you know You know Then you don’t know When you know You don’t know Then you KNOW

31. Characteristics Common to Effective ProgramsFred Genesee, Kathryn Lindholm-Leary, William Saunders, Donna Christian (2005) • Attitude that “All Children Can Learn.” • Positive school environment. • Challenging and meaningful curriculum. • Alignment of curriculum to high standards. • Administrators and teachers that know and understand theory and goals of program and implement best practices for ELLs.

32. Characteristics Common to Effective Programs • Integrate rather than segregate students. • See the program as an enrichment model. • Program is sustained over time. • Consistent assessment of literacy and academic development. • Language development strategies are incorporated into the program.

33. SCAFFOLDING • CUSTOMERANIA-THE FEELING YOU GET IN A STORE WHEN EVERY CLERK COMES AND ASKS, “MAY I HELP YOU?” • SOCKDROOP-WHEN THE ELASTIC ON A SOCK WEARS OUT • ACELLERYELLER-WHAT YOU DO WHEN THE YELLOW LIGHT COMES ON AT AN INTERSECTION. • LEAFTOVER-THE TINY SPECK OF SPINACH LEFT ON YOUR TEETH AFTER DINNER.

34. Preparation • Integration of language skills (listening, speaking, reading, and writing) is evident in observed content area. Integration of language skills is evident throughout the lesson.

35. Environment • Environment supports language acquisition beyond direct instruction (word walls, reference charts, visual cues) • Room environment promotes fluency and is grade level appropriate.

36. Teaching Strategies • Consistent use of scaffolding techniques. • Use of a variety of questioning types. (Bloom’s Taxonomy) • Vocabulary is explicitly taught • Vocabulary instruction focuses on the “mortar” as well as the “bricks.” • Students are engaged in lesson 90%-100% of the time.

37. Interactions • There are frequent opportunities exist for interaction and discussion between teacher to student and student to student. • Interactive learning structures (partners, small groups) support objectives. • Appropriate amount of student wait time for student responses.

38. Assessment • Ongoing assessment is evident during the lesson. • Assessment drives instruction and planning. • Review of key concepts and vocabulary. • Provides regular feedback to students.

39. General Principles and Strategies for Teaching all ELL Students • Increase comprehensible input-non-verbal clues such as pictures, objects, gestures, intonation, graphic organizers, peer tutoring. • Increase interaction/opportunities to use their language skills in real communication • Increase opportunities for higher order thinking-think aloud-modeling “thinking language.”

40. General Principles and Strategiescontinued • Use Total Physical Response techniques. • Incorporate Cooperative learning structures in teaching. • Set up dialogue journals. • Use native language support when possible. Rely on cognates. Point out specifics about vocabulary. • Realia strategies-”Hands on”

41. General Principles and Strategies continued • Simplify instructions if possible. • Make it culturally relevant or personal to students. • Whenever possible, supplement a lesson with bilingual materials. Northwest Regional Educational Laboratory (2006) www.nwrel.org

42. Are these correct? 9 + 1 = 10 7 + 3 = 10 7 + 6 = 1 8 + 6 = 2 12 + 4 = 4 1 + 5 = 6

43. Institute for Second Language AchievementTexas A& M University-Corpus Christi