Student mh 1

Week 1
Building Foundations for
Culturally and Linguistically
Diverse Student Success

We must create our own paths
within our classrooms, schools,
and communities.

• By 2020 it is projected that there will be over 6

million identified ELL students.
• By the year 2025 over half of our children in K-12
will be CLD.
• By the year 2050, that number will have increased
by an additional 30%.
- U.S. Department of Commerce

Vocabulary Foldable
(Sample Foldable)

Labels for students: LEP, CLD, ESL
Native Language: L1 & Second Language: L2
Iceberg: SUP & CUP
Sociocultural Dimension
Language Dimension
Academic Dimension
Cognitive Dimension
My Learnings
Adapted from Zike

 Vocabulary foldable:

 Provide all students with 5 pieces of colored construction
paper.
 Create a foldable with the list of vocabulary words learned
today.

Contextualizing the
Acronyms
LEP
L1:
ELL 你好
SUP CUP
CLD
L2:
Hello

Cummins

The Iceberg is about the TRANSFER OF SKILLS
from the first language (L1) to the second language (L2).

L1 L2

SUP SUP
L1 L2

CUP

CUP vs. SUP

LANGUAGE
Comprehension L1 & L2
Communication L1 & L2
Expression L1 & L2

SOCIOCULTURAL
Love
COGNITIVE Laughter ACADEMIC
Know Life Access
Think Engagement
Apply Hope

Thomas & Collier

LANGUAGE
Expression L1 & L2

SOCIOCULTURAL
Life
Know Love Access
Think Engagement
Apply Hope

 Mind Map Activity:
 Create a mind map on WHITE WRITING paper
 Map out ideas in words, pictures and anything else.

 Today we will focus on:

 The Sociocultural Dimension
 Define the U-Curve Hypothesis
 Create My Life in Pictures (activity book)

The Sociocultural Dimension

 Tell me about you!
 What is your family like.
 What would be important for me to know about you as an
individual.

•Family
•Socioeconomic
•Community
•Home Culture
•School Culture

Honeymoon Home

Hostility U
PG. 22 IN TEXT
Humor
Cushner, McClelland, & Safford

 The Sociocultural Dimension
 The U-Curve Hypothesis
 My Life in Picture and Words

Honeymoon Home

Hostility U
Humor

Activity:
Honeymoon Home
• Divide into teams of 4-5.

• Review your assigned
component of the U-curve.
• Find a way to visually
depict the main point of
your component as a team.
• Be prepared to share out
with the class.
U
Hostility Humor

MY LIFE IN
PICTURES & WORDS

1. Think

2. Draw

3. Write

4. Share

 My Life in Pictures and Words Activity: (activity
book)

◦ Draw pictures of your life in 4 boxes.

◦ Share out loud in class.

 Discuss the language dimension
 Discuss the Stages of Second Language
Acquisition
 Define CUP and SUP

• Differences in Socialization

• Family vs. School

• Receptive vs. Expressive
Skills (culture bound)

 In order to know a language, we need
“communicative competence”.

 “Communicative competence is that level of
language expertise that enables users to “convey
and interpret messages and to negotiate
meanings interpersonally within specific context”
(Brown, 1987, p. 43 as cited in Herrera and Murry, 2005).

 Grammatical • Refer to pg. 64-65.
• With a partner,
 Sociolinguistic define each of the
four areas of
language knowledge.
 Discourse competence • Share out loud.

 Strategic competence

Language as an Language as a
Associative Function Cognitive Function

• BICS: Basic • CALP: Cognitive Academic
Interpersonal Language Proficiency
Communication Skills
I would like to have a I’ll pick up some CPVC, ninety degree
bathroom added in our elbows, some 45 degree elbows, three
inch black PVC, three P traps, four shut
basement. I want it to have
off valves, a wax ring, and a couple of
a nice size whirlpool tub, a
extra couplings. I will also need to
large shower, toilet, and a make sure there are extra slots in the
double sink. What will I breaker panel, and I will need to pick
need? up a Ground Fault Circuit
Interrupter……

Native English Speakers:
English Language Learners:

5-7 (up to 10) years
2-3 years
ci f or p f ol e ve L

i f or p f o l e ve L
BICS: Social CALP: Academic
Language Language

Cummins & Thomas & Collier

Krashen’s
Stages of
Second P reproduction
Language E arly
P roduction
Acquisition
S peech
Emergence
I ntermediate
Fluency
A dvanced
Fluency

Herrera & Murry

• Work with your team P reproduction
to identify the key
characteristics of your
E arly
assigned stage of SLA. P roduction

• Create your own S peech
“team” example Emergent
to demonstrate what a
student in this stage I ntermediate
might say when
responding to a
Fluency
question/prompt.
A dvanced
Fluency

CUP vs. SUP
The Iceberg is about the TRANSFER OF SKILLS
from the first language (L1) to the second language (L2).

L1 L2

SUP SUP

CUP Cummins

Decide where these individuals belong using

their SUP and CUP

 Yolanda was educated in Paraguay
until her family left due to guerrilla
warfare. She reads and writes at
grade level in Spanish but has little
or no academic skills in English.

 Gideon came from Israel a year ago
at age 15. He worked with his father
while in Israel and has only about one
year of formal education. Since
entering school, he has made little
progress academically. What does his
iceberg look like?

 Each night Anya's mother reads to
her in Russian. At the age of 10,
she reads at grade level in Russian
and is beginning to read some
English books. Since she speaks
English, Anya is interested in
reading more English books. What
does her iceberg look like?

 Draw your own iceberg.
 What does your L1 look like?

 What does your L2 look like (if you

don’t have one, that is fine).
 If you have an L3, please add a

third iceberg.
 Share with a peer.

 Discuss the academic dimension
 Define the academic dimension

 Discuss effective practices

• Access to resources (home, community, school).

• Engagement (family, teachers, community).

• Hope for the future (dreams and aspirations).

• Using the information from pp. 47 – 58
of your text, respond to the following
prompts:
• 1 thing I really connected to in this
section as a future teacher.
• 2 things I did not know but was
glad I learned.
• 3 things I can apply to my future
practice.

 When placing CLD students in school, the
following factors should be considered:
◦ Academic records, completed coursework
◦ Age of the student
◦ Personal strengths and academic areas of
interest
◦ Interrupted schooling
◦ Schooling history

Informal Formal
 Have a student read and • Review past academic
respond to a text. records (from U.S. and
home country).
 Have students talk to • Give students a content-
someone in their first
language and share their based assessment.
experiential and academic • Monitor language and
background. academic growth using
 Have a student respond to standardized instruments.
writing prompts in the L1.

Academic Success in the Classroom:
A Closer Look at Effective Practice
Challenge CLD students:
• culturally,
• academically,
• cognitively,
• linguistically
using grade-level content.

 Review the additional vocabulary words

 Play a Tic-Tac-Toe Board game with the class.
 Partner game
 Individual game

 Discuss the cognitive dimension
 Define the cognitive dimension

The Cognitive Dimension

 Cognitive Challenges

 Cognitive Processes

 Implications for Classroom and
School Practice

 Individually get three separate post-it
notes.
• On each post-it note, write down activities
you have done in your classes this year
(for a total of three activities).
• Save your post-it notes for later.

• Elaborating on prior knowledge.
• Differentiating instruction for multiple
learning styles.
• Allowing students to demonstrate knowledge,

skills, and applications in multiple ways.

Range of Contextual Support & Degree of
Cognitive Involvement in Communicative Activities

Cummins

There is no such thing as an unmotivated
learner.
There are, however, temporary unmotivated
states in which learners are
either reinforced and supported
or neglected and labeled.

 Hearts Activity:
 Refer to the student handbook activity.
 Complete the activity individually.
 Share with a partner and the rest of the class.

LANGUAGE
Expression L1 & L2

SOCIOCULTURAL
Love
Know Li fe Access
Think Engagement
Apply Hope

 Discuss how to complete the RWJ with an example.
 Review the vocabulary of the week
 Review the 4 dimensions
 Apply our learning practically

 Write about your first two weeks of experiences
within the United States of America.
 Prompts:

◦ Reflect about your cultural experiences
◦ Discuss your experiences with the U-Curve
◦ Discuss your sociocultural, linguistic, academic and
cognitive experiences within your classes.
◦ Most importantly, consider your future aspirations of your
current learning and how you plan to incorporate it in
Ecuador!

 Vocabulary Quilt
 Review to your earlier created vocabulary foldable.
 Review all the vocabulary words.
 In small groups discuss all the words.

 U-C-ME activity:
 Refer to your activity handbook.
 Follow these directions:
 Main circle= 4 Dimensions
 Circle 1 (left)= Sociocultural
 Circle 2= Language; Circle 3= Academic
 Cicle 4= Cognitive; Circle 5= What I think?

 Form small groups of 3 or 4 people.
 In these small groups, retrieve at least 1 large

white chart paper.
 Create a tri-fold page of learning and practical

uses.

Dimension Goals Considerations
?

What students already know about
the content is one of the strongest
indicators of how well they will
learn new information
relative to the content being
presented by the teacher.

(Marzano, 2004)

Please ask if anything does not make sense!

Student mh 1

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