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Creating a Language-Rich Interactive Classroom

Creating a Language-Rich Interactive Classroom. Seidlitz Education. Think of one challenge that your ELLs face in your classroom. Stand when you can complete this stem: “One challenge English language learners face is…”. Content Objective:

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Creating a Language-Rich Interactive Classroom

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  1. Creating a Language-Rich Interactive Classroom Seidlitz Education

  2. Think of one challenge that your ELLs face in your classroom. Stand when you can complete this stem: “One challenge English language learners face is…”

  3. Content Objective: • Identify principles to creating a language-rich interactive classroom to get our secondary students speaking, writing and thinking. • Language Objective: • Orally share ideas for improving instruction by participating in structured conversations. 4

  4. Principles for Creating a Language-Rich, Interactive Classroom T I P S otalParticipation • Comprehensible Input • Comprehensible Output 5

  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 inangbansa. • At the bottom of the page, write the number of people in your angkan. 6

  6. Were you able to complete the instructions? Were there any difficulties? How do you feel right now? 7

  7. Valerie Auer 1. Put your pangalan in the top right corner. 8

  8. asawa 2. Write the name of your asawa (if you have one) below your pangalan. 9

  9. inangbansa 3. In the center of the page, write your inangbansa. 10

  10. angkan 5 4. At the bottom of the page, write the number of people in your angkan. 11

  11. Valerie Auer United States of America 2 12

  12. Principles for Creating a Language-Rich, Interactive Classroom Total Participation • Comprehensible Input • Comprehensible Output I P S ncorporateAcademic Vocabulary • Brick terms • Mortar Terms 13

  13. Incorporate Academic Vocabulary Brick Mortar 14

  14. Vocabulary QuadrantsBased on Frayer Model Vocabulary term Ideas for each quadrant: Description/Definition Characteristics Example Contextual Sentence Personal Connection Illustration My own sentence Related words

  15. 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 16

  16. Il sistemasolareèilsistema planetariocostituitodaunavarietàdioggetti celestimantenuti in orbitadallaforza di gravità del Sole; vi appartieneanche la Terra. • È costituitodaottopianeti, dairispettivisatelliti naturali[1], dacinquepianeti naniedamiliardidicorpi minori. • Quest'ultimacategoriacomprendegliasteroidi, in gran parte ripartitifra due cinture asteroidali (la fascia principalee la fascia di Kuiper), le comete, le meteoroidie la polvereinterplanetaria. 17

  17. 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 Scaffolding all language levels 18

  18. Scaffolding = Support that leads to INDEPENDENCE 19

  19. English Language Arts Learning Task: Use a graphic organizer with the follow terms to help understand a particular story: Characters Setting Goal/Problem

  20. Advanced/Advanced High .

  21. Intermediate Setting The characters are… Characters The setting is.. The goal/problem of the story is… Goal/Problem

  22. Beginner Draw a character The main character is… Draw the setting The setting is in the… Word Bank: 1.forest 2. the main character destroys the bears’ property 3. Goldilocks The goal/problem of the story is… Draw the goal/problem

  23. Teach students what to say instead of “I don’t know.”Students either respond or ask for help and then respond. 24

  24. May I please have more information? • Would you please repeat the question? • May I please have some time to think? • May I ask a friend for help? • Where can I find more information about that? • May I tell you what I do know?

  25. Have students speak in complete sentences.Provide sentence stems and multiple opportunities to engage in structured conversations. 26

  26. Randomize and Rotate ResponsesRemember to respect students’ need for support. 27

  27. Use Total Response SignalsWritten ResponseReady ResponseMaking ChoicesRanking 28

  28. Content Objective: • Identify principles to creating a language-rich interactive classroom to get our secondary students speaking, writing and thinking. • Language Objective: • Orally share ideas for improving instruction by participating in structured conversations. 29

  29. Thank you! • Seidlitzeducation.com • Valerie@johnseidlitz.com

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