PROBLEM BASED LEARNING AND THE LANGUAGE LEARNER SERIES Part One: Language Function “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). OVERVIEW How can I implement a PBL Overarching Question for that is accessible and supports ELLs for Series success? Integrating language functions into instruction and the classroom Enduring Understanding for Language environment enhances theTopic: language learner’s ability and confidence to Series Function participate, interact, and engage in PBL work successfully. Critical Content •Language Functions Critical Skills •Selecting •Evaluating •Incorporating Terminology •Linguistic complexity •Language control WHAT IS A LANGUAGE FUNCTION? S C I E giving an opinion N C E comparing / contrasting S M A T TRANSFERABLE H explaining describing L A N G U A G E A R T S 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 Writing and speaking Academic contexts Social contexts HOW CAN I DIFFERENTIATE IMPLEMENTATION OF LANGUAGE FUNCTIONS INTENTIONALLY? newspapers Task’s Location Communicative Purpose Language Levels Represented Printed references: Books, journals, etc… World wide web TAKING A CLOSER LOOK: LANGUAGE LEVEL Example for Compare/Contrast Language Function Support NEP1s: theNEP same1’s = Synonyms - different LEP different (diferente)LEP=3’s 4’s unlike, dissimilar, contrary to, YOU the amount and quality of speech or writing for a given Linguistic contrasting, opposed, opposite NEP 2’sComplexity situation (WIDA website) NEP2s: -Only a word or _______ is different than ______ . phrase _______ is the same as _______ . -Phrases - symbol Both ____ and ____ are . . . -Abstract -Coordinating Synonyms – same alike, similar, identical,ideas and comparable, synonymous, -Complex and interchangeable, analogous, -Short, subordinating -cognate compound equivalent simple, direct conjunctions -realia LEP3s: sentences to the comprehensibility of the communication based on -concrete Language Control -Sequential -Compound (Both) ________ and _______ are unlike because . . .ofand because . . . the amount and types errors -Play with nouns ________ and ________ are similar because . . . However, ____ is _____. transition sentences punctuation -regular past words -Affixes LEP4s tense verbs -Passive vs. Comparable to ______, ______ is . . .; yet-modifiers quite to the contrary, ____ is . . . (action verbs) active voice TAKING A CLOSER LOOK: COMMUNICATIVE PURPOSE AND AUDIENCE, AND LOCATION •speaking •writing Figure 1: Anchor Charts • Chart paper • White board • Magnetic strips • Note cards • On the assignment What is the Which form of purpose of how to write or communication discuss the is desired and ideal? topic? (language function) Which How do you medium for want them to the support is think, speak or Figure 4: best for the write? situation? Notecards with reference on board • describe • explain • compare/contrast • cause/effect relationship • persuade Figure 3: • give an opinion Removable wall posting •Written: short constructed or extended response •Speaking: formal or informal •Individually, with a partner, small group or whole group 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? RESOURCES Sentence Stems and Frames Handout Monitoring Use of Language Function Supports Form WIDA Speaking Rubric WIDA Writing Rubric
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