7 Steps to a Language-Rich, Interactive Classroom

1. Tina Beene Seidlitz Education 7 Steps to a Language-Rich, Interactive Classroom 1

2. Count off from one to six at your tables. • Each person shares his/her idea, starting with the number one person. • After everyone shares, consolidate ideas into one group response to share out. • Put your thumb up when you can finish the phrase: • “One challenge English learners face is…”

3. Content Objective: We will identify seven steps to building a language-rich interactive classroom by participating in academic conversations and interactive learning tasks. • Language Objective: • We will orally share ideas for improving instruction by participating in structured conversations. 3

4. otal Participation • Comprehensible Input • Principles for Creating a Language-Rich, Interactive Classroom pp. 98-99 • T • I • P • S 4

5. Comprehensible Input • Please get a blank paper and follow these directions: • Put your pangalan at the top right corner. • Write the name of your asawa (if you have one) below your pangalan. • In the center of the page, write your inang bansa. • At the bottom of the page, write the number of people in your angkan. 5

6. Were you able to complete the instructions? Were there any difficulties? How do you feel right now? 6

7. Tina Beene 1. Put your pangalan in the top right corner. 7

8. asawa 2. Write the name of your asawa (if you have one) below your pangalan. 8

9. inang bansa 3. In the center of the page, write your inang bansa. 9

10. angkan 5 4. At the bottom of the page, write the number of people in your angkan. 10

11. Tina Beene • Pixie • United States of America • 3 11

12. ncorporate Academic Vocabulary • Principles for Creating a Language-Rich, Interactive Classroom • Total Participation • Comprehensible Input • Comprehensible Output • I • P • S • Brick terms • Mortar Terms 12

13. Incorporate Academic Vocabulary Brick Mortar 13

14. History • Which of these factors most distinguishes dictators from monarchs? • A. how they acquire and retain power • B. how they make economic decisions • C. how they choose their close advisors • D. how they regard the rights of citizens

15. Math • If triangle LMN is reflected across the y-axis, which of the following best represents a vertex of the resulting triangle? • A (2, −6) • B (−9, −7) • C (−7, 2) • D (−2, 6)

16. Science • Earth’s land areas, oceans, and atmosphere maintain fairly constant average temperatures. What is the best explanation for these constant average temperatures? • A. Earth’s Northern Hemisphere and Southern Hemisphere have opposite seasons. • B. Earth is tilted and rotates daily on its axis. • C. The continuous motion of air and water distributes the sun’s energy. • D. Global weather systems generally move from west to east.

17. Reading • The author uses the first paragraph mostly to: • A identify the source of his claims • B provide definitions of complex terms • C present the position of his argument • D reveal the solution to a problem

18. Principles for Creating a Language-Rich, Interactive Classroom • Total Participation Comprehensible Input Comprehensible Output • Incorporate Academic Vocabulary Brick Terms Mortar Terms • Promote Language and Literacy • S 18

19. Leads to Content Objective • What does “promote literacy” look like? • What does “promote language development” look like? Leads to Language Objective 19

20. Principles for Creating a Language-Rich, Interactive Classroom • Total Participation Comprehensible Input Comprehensible Output • Incorporate Academic Vocabulary Brick Terms Mortar Terms • Promote Language and Literacy • Support for struggling learners 24

21. Scaffolding • = • Support that leads to INDEPENDENCE 25

23. *Scaffolding is… • Students become independent when… • Scaffolding looks like…. • One way to support students’ learning is… • I promote student independence by… • In order to become independent, students need… • Scaffolding is not... • *A scaffolding technique I use is… 27

24. How EXACTLY do we create a language-rich, interactive environment? • The Seven Steps! 28

25. One thing I’ve learned so far has been... • In my opinion, the most significant concept from the Principles was…

26. Step One:Teach students what to say instead of “I don’t know.” p. 10Students either respond or ask for help and then respond. 31

27. Instead of “I don’t know” • May I please have some more information? • May I have some time to think? • Would you please repeat the question? • Where could I find more information about that? • May I ask a friend for help?

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30. Step Two:Have students speak in complete sentences. p.16 36

31. Provide opportunities for students to talk. How do I ensure that students use complete sentences? 2. Provide sentence stems. 3. Coach for it!

32. Students should practice speaking in complete sentences because... Roving Paragraph • In addition… • Finally... 38

33. Step Three: Randomize and Rotate ResponsesRemember to respect students’ need for support. 39

34. Fold your hands when you can complete this stem: • One way I can randomize is... • (You cannot use index cards or popsicle sticks) Goal: Compile the longest list in the room of unique ways to randomize. 40

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37. Step Four: Use Total Response Signals, p.28Written ResponseReady ResponseMaking ChoicesRanking 43

38. Country living is much better than city living. 44

39. Step Five: Use Visuals and Vocabulary strategies that support your objectives 46

40. Content Objective I will ___(TEKS)___ by __(academic task)__. Templates How What Who • Language Objective • I will ___(ELPS)___ using (specific words, phrases, or stems). What Who How

41. ELAR TEKS 5. 11(A): Summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order • ELPS 3(C): • Speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words Example of correlated objective that expands language development • LANGUAGE OBJECTIVE: • I will talk to a partner using the phrases: • I believe the main idea is ________ because…. • One detail that supports the main idea is…. • CONTENT OBJECTIVE: • I will summarize the • main idea and supporting details • in “A Big Oil Disaster” by recording the 5W’s and 1 H in my journal.

42. Sample Objectives • Language Objective • I will explain my answer using “The sum of my three coins is...” • Content Objective • I will determine the value of coins by randomly pulling 3 from a bag and adding them.

43. Sample Objectives • Content Objective: • I can demonstrate safe lab procedures by completing my checklist before beginning my experiment. • Language Objective: • I can describe lab safety procedures to my group using the terms: • procedure • goggles • emergency

44. I will compare the characteristics of mammals and reptiles such as lizards. Who: Student What: TEKS How: Academic Task Is this a measurable content objective?

45. Who: Student What: TEKS How: Academic Task Is this a measurable content objective? • I will analyze how the author uses figurative language by listing two similes and two metaphors in my journal.

46. I will demonstrate reading comprehension of the functions of a cell. Who: Student What: ELPS How: Words, stems, language tasks Are these measurable language objectives? I will explain to my partner whether or not a piece of persuasive text includes facts or opinions.

47. Use visuals that align with your objectives. Step Five 54

48. Content: Who, What, How? Language: What domain? How will students share their learning? Remember to include stems and key vocabulary! Step Five: Let’s Practice! 54

49. Step Five (cont.) • Use vocabulary strategies that align with your objectives. 55

50. Step Six:Have students participate in structured conversation, p. 42If students don’t verbalize,students don’t internalize. 56