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Language Gap

Language Gap. L – Series (Mutasa) Session 3. Agenda. Review of Session 2 Key Points .............10mins Activity 1 (Advanced L’s) ......................10mins Explicit versus Implicit Instruction.........5mins Activity 2 (Practical Application) ............10mins

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Language Gap

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  1. Language Gap L – Series (Mutasa) Session 3

  2. Agenda • Review of Session 2 Key Points .............10mins • Activity 1 (Advanced L’s) ......................10mins • Explicit versus Implicit Instruction.........5mins • Activity 2 (Practical Application) ............10mins • Conclusion............................................5mins

  3. Review • Roughly how many current ELL students dowe have here at UASCJ?

  4. UASCJ L's % 6th 57 5 9% 7th 69 8 12% 8th 73 12 16% 9th 97 17 18% 10th 65 10 15% 11th 70 7 10% Total 431 59 14% Review • Roughly how many current ELL students dowe have here at UASCJ? 1 in 6

  5. Review • Roughly how many current and former ELL students do we have here at UASCJ?

  6. Review • Roughly how many current and former • ELL students do we have here at UASCJ? 1 in 6 1 in 3

  7. Review: True or False. • Research has shown that speaking in class helps L’s better acquire English? • True • An accommodation is basicallythe same thing as a modification. • False • I can use a planning pyramid to identify what content _____, _____ and _____ my L’s should master. • MOST, SOME, and ALL

  8. Review: Vocabulary. • SWBATExplain how Hinduism influenced daily life in classical India. • In order to build their “Academic Register,” which “Tier 2” vocabulary word should be explicitly taught? • Influence and/or influencedi.e. To have power or control over someone or something

  9. Review: Vocabulary. • For complete list of research based academic word list please visit? • www.mrmutasa.com

  10. Activity: • (play video ) 0.38-1.25 then 2.52-5.24

  11. Advanced L’s: Errors versus Mistakes • In general, Advanced L’s make more transferencerelated mistakes that stem from their native language rules. • Excluding figurative language, they actually know what’s wrong and can self correct with guidance. • This is different from lower level L’s who generally make developmentalerrors. • They don’t know what’s wrong, and need to learn the rules.

  12. Advanced L’s: Errors versus Mistakes • Looking at Sanya’s work are her errors developmental or transferred? • In the book Streetcar Name Desire. Stanley is insane in many scen. Stanley mostly acts insane when he is drung. In one of the scen Stanley hit Stella’s thie in front of all his friend and thats makes Stanley a insane when he is drung. In scen one when Stanley sayes “catch my meat” in front of there nighber....

  13. Advanced L’s: Errors versus Mistakes • Looking at Sanya’s work some of her errors are transferred.Punjabi and Bangla do not distinguish vowel or consonant sounds with writing conventions. • In the book Streetcar Name Desire. Stanley is insane in many scen. Stanley mostly acts insane when he is drung. In one of the scen Stanley hit Stella’s thie in front of all his friend and thats makes Stanley a insane when he is drung. In scen one when Stanley sayes “catch my meat” in front of there nighber....

  14. Errors versus Mistakes = Implicit versus Explicit • Advanced Learners will eventually cross the acquisition threshold implicitly, however with beginners we must be as explicit as possible!

  15. Activity 2: Putting all together • Using the Handout as a guide, what are the ways we can make this Common Core Objectiveaccessible to L’s? • SWBATExplain how Hinduism influenced daily life in classical India. • Teach Academic vocabulary first, then move along Bloom’s Continuum as illustrated in the handout.

  16. Conclusion: Under Siege 2 • ELL’s are not a homogeneous group. • Not all ELL’s know what “cry wolf” means. • Just because you “differentiated” does not mean they understood your “differentiation.” Check! • If anything...remember that... • Assumption is .... • “the mother of all f&@* ups” • THEEND 

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