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slide 1
Language Acquisition
Branch
English LearnersEnglish Learnersin in
Middle School:Middle School:
Dispelling Dispelling Myths about ESLMyths about ESL
District 6English Learner Summit
June 6, 2008
Maria Whang, EL Advisor Marisol Muñiz, High Point Expert
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Language Acquisition
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The Myths
• Middle School placement in ESL will do irreparable harm to our matriculating elementary English learners– Never graduate– Are unable to meet A-G requirements– Are precluded from access to the university
• ESL moves the student backwards; it’s not standards-based and is generally a waste of time
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Language Acquisition
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From the Council of Mexican American Administrators (CMAA) position paper in support of the Achieving A+ Summit December, 2007
“… the secondary curriculum for all English Learners (ESL + PRP) must be standards based, grade appropriate and rigorous. As it stands now, English Learners who are placed in ESL classes in Middle School and High School are precluded access to the University, as they are not part of the A-G curriculum.”
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Language Acquisition
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Presentation Outcomes
•Become aware of English learner middle school data
•Review common understandings (policy, programs and services) related to ELs in Middle School
•Explore the comprehensiveness, coherence and the rigor of the ESL curriculum
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Language Acquisition
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R30 –California State Language Census Report
K-12 English Learner Numbers
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Language Acquisition
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Total EL ESL PRP ESL% PRP%
6th grade 17,042 10,115 6,927 59% 41%
7th grade 15,360 8,122 7,238 53% 47%
8th grade 14,827 4,573 10,254 31% 69%
Middle School Totals
47,229 22,810 24,419 48% 52%
LAUSD’s Two English Learner (EL) Categories
ESL students (English as a Second Language) and PRP students (Preparation for Reclassification Program)
Data sources: DSS FALL NORM DAY 2007-2008
In second semester, approximately 42% of ELs are ESL and 58% PRP.
slide 10
Language Acquisition
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7.7%8.3%
9%9.6% 9.2%
2.1%
4.2%
7.7%
9.5%
13.6%
2002-2003 2003-2004 2004-2005 2005-2006 2006-20070%
3%
6%
9%
12%
15%
State LAUSD
English Learners Reclassified
Grades K-12
California R30 Language Census Report Planning, Assessment and Research Division
A Five Year State Comparison
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Language Acquisition
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REFERENCE GUIDE:REF 3494.1REFERENCE GUIDE:REF 3494.1 PLACEMENT of MATRICULATING ELs in PLACEMENT of MATRICULATING ELs in
MIDDLE SCHOOL and HIGH SCHOOL ELD MIDDLE SCHOOL and HIGH SCHOOL ELD CURRICULUM CURRICULUM
• Basis for placement: DPI code from elementary school
• Additional criteria to determine placement:– CELDT scores– CST results from Spring, 2005 in
English/Language Arts (or 2006 if available)• High school placement by course passed• Limited DPI use in secondary for new enrollees
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Language Acquisition
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Elementary to Middle SchoolElementary to Middle School Matriculating English Learner Placement Chart
OVERALL
CELDT SCORE
CST
Eng/LA
DPI
CODE
COURSE PLACEMENT
1 1 Beginning ESL 1A or
Introduction to ESL A/B
1 2 Beginning ESL 1B
1 3 Beginning ESL 1B
2 A Intermediate ESL 2A
3 or 4 A Intermediate ESL 2B
2 B Intermediate ESL 2B
3 or 4 B Advanced ESL 3
3 or less C Advanced ESL 3
4 or 5 Basic A-C, E Grade-level PRP English
3-5 Prof. or Adv. A-C Grade-level PRP English
Can also be used to guide high school placement (newcomers & out of district)
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Language Acquisition
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1st Semester ESL Enrollment Fall Norm Day ‘07
ESL 1A ESL 1B ESL 2A ESL 2B ESL 3 ESL 4
GRADE 6 637 705 2,875 3,304 2,594 93
GRADE 7 412 371 927 1,417 2,772 2,223
GRADE 8 390 263 534 581 1,340 1,465
GRADE 9 1,068 638 782 488 877 632
GRADE 10 175 421 790 559 536 384
GRADE 11 24 42 205 372 587 438
GRADE 12 3 3 22 21 88 138
ALL GRADE LEVELS 2,709 2,443 6,135 6,742 8,794 5,373
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Language Acquisition
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ESL Courses High Point ESL Textbooks
Intro ESL A/B High Point The Basics(Lakeside School)
Beginning ESL 1A High Point The Basics
Beginning ESL 1B
Intermediate ESL 2A High Point Level A
Intermediate ESL 2B High Point Level B
Advanced ESL 3 High Point Level C AND Core LiteratureAdvanced ESL 4
ESL Courses Aligned to High Point
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Language Acquisition
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Reading Instructional Structure
The pattern for reading instruction in High Point is as follows:
• Prepare to read
• Read the selection
• Respond
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Language Acquisition
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Prepare to Read
The Keeping Quilt
• Activate Prior Knowledge
• Key Vocabulary
• Reading Strategy
Level B, pp. T76-T86
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Language Acquisition
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Prepare to Read
• Activate Prior Knowledge– Brainstorm Traditions– What traditions does your family have?
Day Day of theof theDead Dead
Wearing Wearing redred
Throwing Throwing ricerice
traditionstraditions
Level B, pp. T76Level B, pp. T76
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Language Acquisition
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Prepare to Read
• Apron• Babushka• Bouquet• Bride• Celebrate• Engaged
• Husband• Nightdress• Quilt• Tablecloth• Wedding huppa
•Key VocabularyKey Vocabulary
Locate and use Definition Locate and use Definition
Level B, pp. T76Level B, pp. T76
slide 24
Language Acquisition
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Prepare to Read• Reading Strategy
Preview and Make Predictions
Level B, pp. T76Level B, pp. T76
Transparency 18Transparency 18
YellowYellow HandoutHandout
slide 25
Language Acquisition
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Read the Selection The reading is divided into 3 parts:
Each part includes: • 1. Pre-Reading
Strategy– Identify Genre
• 2. Strategy Focus– Make and Confirm
predictions
• 3. Vocabulary– Use New words in
context
• 4. Comprehension – Before you move on: Think and discuss
• 5. Grammar Minilesson– Past Tense Verbs – Irregular past Tense Verbs– Future Tense Verbs
Level B, pp. T78-T83Level B, pp. T78-T83
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Language Acquisition
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Respond
• Check your understanding:– Sum it Up (Pg. 84) – Think it Over (Pg. 84)
• Language Arts and Literature Connection– Grammar in Context (Pg. 85)
– Literary Analysis (Pg. 85)
• Content Area Connection– Fine arts and Technology (Pg. 86)
– Social Studies and Technology (Pg. 86)
Label B, pp, T84-T86Label B, pp, T84-T86
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Language Acquisition
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Formative AssessmentSelection Test
A selection test is administered after each reading selection:
• Concepts and Vocabulary
• Reading Strategy
• Reading Comprehension
• Grammar in Context
• Writing in Response to Literature
TESAB, Pgs. 51-52TESAB, Pgs. 51-52
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Language Acquisition
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Summative AssessmentEnd of Unit test
An end of unit test is administered at the end of each unit
• Vocabulary
• Reading and Literary Analysis • Language Skills
• Process and Strategies
• Written CompositionBlue packetBlue packet
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Language Acquisition
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The Writing Process
• Although there are common elements, instructional steps in the writing process differ at each level in High Point.
• The major differences are:
Basics Writing process not as defined; limited attention to peer conference; focuses on sentences and paragraphs
Level A Includes “Write Together” step; moves from paragraph to short essay
Level B Moves from short essays to multi-paragraph writing
Level C Focuses on multi-paragraph writing
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Language Acquisition
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The Writing Process in High Point
Writing a Personal History
Level B, Unit 2
slide 32
Language Acquisition
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Level B, pp. T132-T138
Level B, pp. T410
Writing Instruction
• Comprehensive and well-sequenced
• Integrated throughout the unit
• Brings together all of the students’ skills
slide 33
Language Acquisition
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Level B, pp. T132-T138
Writing Project Structure
Predictable Pattern of Instruction• Introduce the mode/genre• Introduce the writing process
◊Prewrite◊Draft◊Revise◊Edit and Proofread◊Publish
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Language Acquisition
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TESAB, pg. 114, Level B, Unit 2 Writing Assessment Rubric
Clear Expectations
• What are the criteria for this writing assessment?
• What are the characteristics of a quality paper?
High Point, Level B, Unit 2, Writing Assessment
Name: Date: Score:
UUNNIITT 22 –– WWRRIITTIINNGG AASSSSEESSSSMMEENNTT ((PPGGSS 113322--113333))
WWRRIITTIINNGG PPRROOMMPPTT:: Write a personal history to tell an elementary school class about your experiences. Be sure to express your feelings.
EXPRESSIVE WRITING: FEATURES OF A PERSONAL HISTORY
Compare the student’s personal history to the features listed below Check the Boxes that Apply
Evident Partially Evident
Not Yet Evident
1. The personal history tells about three important events in the writer’s life. 2. The personal history presents the events in sequence using time order words. 3. The personal history expresses the writer’s feelings and thoughts for each event. 4. The personal history is written in the first-person point of view. 5. The personal history demonstrates proper usage of some of the following targeted language
conventions:
– Future, Regular, and Irregular Past Tense Verbs – Possessive Pronouns – Subject Pronouns
SSCCOORRIINNGG RRUUBBRRIICC Check the box in each category that best describes the student’s personal history. Then determine the scales score based on the array of checks.
SCALE DEVELOPMENT OF IDEAS ORGANIZATION ATTENTION TO AUDIENCE LANGUAGE & CONVENTIONS
4
Conveys ideas clearly, and represents all features of a personal history, includes three important events with adequate details that convey thoughts and feelings.
Shows purposeful organization and a logical progression of events with smooth transitions and time order words.
Chooses vocabulary and tone that are adequate for engaging and maintaining reader's interest.
Vocabulary is varied and vivid. Maintains a first-person point of view across a variety of sentence structures with minimal verb tense errors.
3
Conveys meaning most of the time, representing most features of a personal history, includes two or more important events with some attention to thoughts and feelings.
Offers a flow of events with some lapses in logical order; limited use of transitions and time order words.
Shows some attention to word choice; mostly anticipates and answers the needs of the audience.
Vocabulary is adequate for the purpose. Uses first-person point of view in varied sentence structures with verb tenses that are usually correct; errors seldom diminish meaning.
2
Conveys some meaning; demonstrates attention to some features of a personal history, and presents one event while providing limited attention to thoughts and feelings.
Writes loosely connected ideas in simple sentences; lacks use of transitions.
Vocabulary is not appropriate for audience and or topic, and limited vocabulary diminishes meaning.
Vocabulary is often limited. Writes primarily with simple sentences with verb tenses that are frequently incorrect; errors sometimes impede communication; point of view may vary.
1
Begins to convey meaning and to represent a few features of a personal history, but development and supporting details are inadequate.
Simple sentences
Word choice is not appropriate.
Vocabulary is limited. Writes in single words or simple phrases with errors that impede communication.
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Language Acquisition
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• Introduce the mode– Discuss the mode– Study the professional model– Explore text structure
• Study a student writing model– Listen for features– Analyze and evaluate
• Close and assess
Level B, p. T132-133Transparencies 29 & 30
Green Handout
The Writing Process
slide 36
Language Acquisition
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Write a personal history to tell an elementary school class about your experiences. Be sure to express your feelings.
Level B, p. T134
Prewrite: Writing Prompt
slide 37
Language Acquisition
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Level B, p. T134
People, Places, and Events
Why They Are Important
My Feelings
Ajay, my friend in India
We liked the same things. We played sports and helped each other.
He was my best friend. I miss him the most of all my friends.
New Delhi, India My first home. I lived there until I was nine.
I miss my family there. I miss playing cricket. I don’t miss the noisy, crowded city.
Going to a professional cricket match
It was a special trip with my mom and dad.
I miss going to games with Mom and Dad. I also miss watching and playing cricket. No one in the U.S. even knows how to play the game!
Prewrite: Brainstorm Ideas
slide 38
Language Acquisition
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Unlock the writing prompt:Form: ____________________________
Audience: _________________________
Topic: ____________________________
Purpose: __________________________
Level B, p. T134
Prewrite: F.A.T.P Chart
slide 39
Language Acquisition
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Prewrite: Organize with the Transparency
Organize your ideas:• Use a timeline to list important events in
your life.• Use a chart to compare your life in the
U.S. with your life in the country where you came from.
• Make a list of things you liked as you were growing up.
Level B, p. T134
slide 40
Language Acquisition
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Prewrite: Organize with the Transparency
TIME LINE OF PERSONAL HISTORY
Transparency 29Green packet
slide 41
Language Acquisition
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Level B, p. T134
Reflect and evaluate:• Work with a partner to answer these
questions:– How did listening to your partner’s ideas help
you form your ideas?– Have you listed enough information?– Are your dates, place names, and people’s
names correct? Check with a family member.
Prewrite: Close and Assess
slide 42
Language Acquisition
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Five paragraph essay
• Introductory Paragraph
• Three Body Paragraphs
• Conclusion Paragraph
slide 43
Language Acquisition
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Level B, p. T135
Draft: Write the Beginning
• Write an introductory sentence in the first person, using the pronouns I, my, me, we, our, or us.
• Write three sentences that name the events in your life that you will describe in your body paragraphs.
Writer’s Craft: Introductory Paragraph Structure
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Language Acquisition
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Writer’s Craft: Body Paragraph Structure • Write an introductory sentence in the
first person, using the pronouns I, my, me, we, our, or us.
• Write three sentences giving three events in your life. Use first person pronouns. Add details such as dates, place names, and people’s names. Express your emotions during those events.
Level B, p. T135Transparency 31
Green packet
Draft: Writer’s Craft
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Language Acquisition
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Level B, p. T135
Write a concluding paragraph:
• Write an ending paragraph to leave your reader with a final thought about your experiences. Express your feelings about them.
Draft: Write an Ending
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Language Acquisition
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Level B, p. T135
Reflect and evaluate:• Work with a partner to answer
these questions: – Read through your draft. Does it let
your reader know how you feel about your experiences?
– Are your sentences detailed and well-organized?
Draft: Close and Assess
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Language Acquisition
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Level B, p. T136
• Review your FATP. The form, audience, topic and purpose should be clear in your paragraph.
• Do the supporting details of your paragraph tell about three important experiences?
Revise: Reread Your Draft
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Language Acquisition
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• Work with a partner to review your paragraph.
• Use the revision marks and questions from Transparency 32 as a guide for your feedback to your partner.
Transparency 32Green handout
Level B, p. T136
Revise: Conduct a Peer Conference
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Language Acquisition
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Level B, p. T136
• Decide what changes you will make.
• Use the revising marks to show your revisions.
Revise: Mark Your Changes
slide 51
Language Acquisition
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Level B, p. T136
Revise: Close and Assess
Reflect on these questions:• Did your peers like what you
wrote? What did they suggest you change?
• Did you find you had to do a lot of rewriting?
• Did you include all the thoughts and feelings you wanted to?
slide 52
Language Acquisition
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Level B, p. T137
Revise: Grammar in Context
• Teach verb tenses
• Cooperative learning activity
• Practice
• Close and assess
slide 53
Language Acquisition
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• Capitalization
• Spelling
• Punctuation
Edit and Proofread: Check for Mistakes
Level B, p. T138
Transparency 33Green packet
slide 54
Language Acquisition
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Level B, p. T138
Edit and Proofread: Check Your Verbs
• Look for the correct use of verb tenses.
slide 55
Language Acquisition
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High Point Rubric PartsHigh Point, Level B, Unit 2, Writing Assessment
Name: Date: Score:
UUNNIITT 22 –– WWRRIITTIINNGG AASSSSEESSSSMMEENNTT ((PPGGSS 113322--113333))
WWRRIITTIINNGG PPRROOMMPPTT:: Write a personal history to tell an elementary school class about your experiences. Be sure to express your feelings.
EXPRESSIVE WRITING: FEATURES OF A PERSONAL HISTORY
Compare the student’s personal history to the features listed below Check the Boxes that Apply
Evident Partially Evident
Not Yet Evident
1. The personal history tells about three important events in the writer’s life. 2. The personal history presents the events in sequence using time order words. 3. The personal history expresses the writer’s feelings and thoughts for each event. 4. The personal history is written in the first-person point of view. 5. The personal history demonstrates proper usage of some of the following targeted language
conventions:
– Future, Regular, and Irregular Past Tense Verbs – Possessive Pronouns – Subject Pronouns
SSCCOORRIINNGG RRUUBBRRIICC Check the box in each category that best describes the student’s personal history. Then determine the scales score based on the array of checks.
SCALE DEVELOPMENT OF IDEAS ORGANIZATION ATTENTION TO AUDIENCE LANGUAGE & CONVENTIONS
4
Conveys ideas clearly, and represents all features of a personal history, includes three important events with adequate details that convey thoughts and feelings.
Shows purposeful organization and a logical progression of events with smooth transitions and time order words.
Chooses vocabulary and tone that are adequate for engaging and maintaining reader's interest.
Vocabulary is varied and vivid. Maintains a first-person point of view across a variety of sentence structures with minimal verb tense errors.
3
Conveys meaning most of the time, representing most features of a personal history, includes two or more important events with some attention to thoughts and feelings.
Offers a flow of events with some lapses in logical order; limited use of transitions and time order words.
Shows some attention to word choice; mostly anticipates and answers the needs of the audience.
Vocabulary is adequate for the purpose. Uses first-person point of view in varied sentence structures with verb tenses that are usually correct; errors seldom diminish meaning.
2
Conveys some meaning; demonstrates attention to some features of a personal history, and presents one event while providing limited attention to thoughts and feelings.
Writes loosely connected ideas in simple sentences; lacks use of transitions.
Vocabulary is not appropriate for audience and or topic, and limited vocabulary diminishes meaning.
Vocabulary is often limited. Writes primarily with simple sentences with verb tenses that are frequently incorrect; errors sometimes impede communication; point of view may vary.
1
Begins to convey meaning and to represent a few features of a personal history, but development and supporting details are inadequate.
Simple sentences
Word choice is not appropriate.
Vocabulary is limited. Writes in single words or simple phrases with errors that impede communication.
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Language Acquisition
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Language Acquisition Assessments
What patterns or structures do you need to know in order to…
…give driving directions?
…order from a menu?
…retell a story?
…describe your dream house?
slide 59
Language Acquisition
BranchThe Best Practice
• Oral language instruction and practice opportunities exist throughout the unit.
• All LAAs are opportunities for structured oral practice.
• The 2 recommended LAAs can be revisited as formal assessments.
• Build Language and Vocabulary Lessons have the targeted language functions and structures for upcoming LAA.
• Students should be aware where needed skills occur within the unit.
slide 60
Language Acquisition
Branch Oral Language Assessment
Function
How language is used to
communicate
Form
The patterns and structures
of the communication
Vocabulary
The words needed to communicate ideas
slide 61
Language Acquisition
Branch
Language Acquisition Assessments
Language Function
– the purpose for communicating
Language Patterns and Structures – the required words, phrases, sentence forms, and types of grammar, used to construct the oral response
slide 62
Language Acquisition
BranchLAA Rubric
FUNCTION PATTERN & STRUCTURE VOCABULARY
4Student effectively performs
the function.
Student clearly expresses the targeted pattern/structure in a
variety of ways.
Student uses a variety of effective vocabulary, including
words from the unit.
3Student performs the
function.Student adequately expresses the
targeted pattern/structure.
Student uses adequate vocabulary, including words
from the unit.
2Student does not adequately
perform the function.Student does not clearly express the
targeted pattern/structure.Student uses limited vocabulary or uses vocabulary incorrectly.
1Student makes no attempt or offers a non-verbal response.
Student does not express the targeted pattern/structure.
Student makes no attempt to use appropriate vocabulary.
TESAB Level B, Pg. 138TESAB Level B, Pg. 138
slide 63
Language Acquisition
Branch
The Keeping Quilt
Language Acquisition Assessment
Level 2B, Unit 2
slide 67
Language Acquisition
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Language Functions
What will you do?
Ask and answer
questions
VocabularyYou will use the words…
Quilt HusbandHuppa
TableclothTraditionbouquet
Patterns & Structures
Write questions
This information
comes from the LAA
form.
LAA Pie Chart
slide 68
Language Acquisition
Branch
Questions
• When you want information, you ask a question.
• Use question words to ask a question.
• End your question with a question mark.
slide 69
Language Acquisition
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Question Words
Can How Where
Do, Does, Did What Who
Am, Is, Are When Why
slide 70
Language Acquisition
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Examples
Whose clothes were used to make the
quilt? The family clothes were used to make
the quilt.
What were some of the things in Mary Ellen’ s bouquet?
Some of the things in Mary Ellen’s
bouquet were gold, bread, and salt.
What did Anna give Carl when she was
born? Anna gave Carl a gift of gold, flower, salt,
and bread.
slide 74
Language Acquisition
Branch
huppaCloth supported on poles that a couple stands under when being married
slide 75
Language Acquisition
Branch
Tablecloth Cloth for covering a table, used especially at meals
slide 77
Language Acquisition
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traditionWay of acting that is passed from generation to generation
slide 79
Language Acquisition
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Directions: Work in Pairs 1. Look at the pictures on pages 79-83 and
choose the one you like the most
2. Talk about what you see.
3. Write 3 questions you might have about the picture you have chosen.
4. Make sure to use:1. correct word order
2. proper intonation
3. questions words- Who, What, Where, When, Why, Whose, How, WhichWho, What, Where, When, Why, Whose, How, Which , , etc.etc.
• Be ready to present as a pair.