Problem Based Learning and the Language Learner Series

1. Part One: Language Function Problem Based Learning and the Language Learner Series “Reading, writing, speaking and listening, while different in many respects, are but parallel manifestations of the same vital human function – the mind’s effort to create meaning” (Cambourne, 29).

2. Overview • Critical Content • Critical Skills • Terminology • Language Functions • Linguistic complexity • Language control How can I implement a PBL that is accessible and supports ELLs for success? Overarching Question for Series Integrating language functions into instruction and the classroom environment enhances the language learner’s ability and confidence to participate, interact, and engage in PBL work successfully. Enduring Understanding for Series Topic: Language Function • Selecting • Evaluating • Incorporating

3. What is a language function? sets the purpose for communication S C I E N C E S M A T H L A N G U A G E A R T S giving an opinion explaining TRANSFERABLE comparing / contrasting describing frames thinking for how to think about a topic

4. Why is it essential to integrate language functions into pbl work? Research says . . . opportunity use and practice extend skills higher levels of communication structured interaction

5. How can I differentiate implementation of language functions intentionally? How do I make this student friendly? ELL accessible? World wide web Task’s Location newspapers Language Levels Represented Communicative Purpose Printed references: Books, journals, etc…

6. Taking a closer look: language level Example for Compare/Contrast Language Function Support NEP1s: the same=different (diferente) = NEP2s: _______ is different than ______ . _______ is the same as _______ . Both ____ and ____ are . . . LEP3s: (Both) ________ and _______ are unlike because . . . and because . . . ________ and ________ are similar because . . . However, ____ is _____. LEP4s Comparable to ______, ______ is . . .; yet quite to the contrary, ____ is . . . NEP 1’s -Only a word or phrase - symbol -cognate -realia -concrete nouns -regular past tense verbs (action verbs) • NEP 2’s • Phrases • Short, simple, direct • Sequential transition words • LEP 3’s • Coordinating and subordinating conjunctions • Compound sentences • Affixes • modifiers • LEP 4’s • Abstract ideas • Complex and compound sentences • Play with punctuation • Passive vs. active voice Linguistic Complexity Synonyms - different unlike, dissimilar, contrary to, contrasting, opposed, opposite Synonyms – same alike, similar, identical, comparable, synonymous, interchangeable, analogous, equivalent the amount and quality of speech or writing for a given situation (WIDA website) YOU Language Control to the comprehensibility of the communication based on the amount and types of errors

7. Taking a closer look: communicative purpose and Audience, and location Figure 1: Anchor Charts Figure 2: White Board Figure 3: Removable wall posting Figure 4: Notecards with reference on board

8. Launch into action! What are three “ah-ha’s” you learned about how to differentiate language function supports in your PBL work? How are two ways you plan to implement ideas of language function supports into your PBL work? What is one question you have about supporting language function into your PBL work?

9. Sentence Stems and Frames Handout Monitoring Use of Language Function Supports Form WIDA Speaking Rubric WIDA Writing Rubric Resources