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).

Overarching Question for Series Enduring Understanding for Series Critical Content Language Functions Critical Skills Selecting Evaluating Incorporating Terminology Linguistic complexity Language control How can I implement a PBL that is accessible and supports ELLs for success? Integrating language functions into instruction and the classroom environment enhances the language learner’s ability and confidence to participate, interact, and engage in PBL work successfully. Topic: Language Function

describing explaining comparing / contrasting giving an opinion SCIENCESSCIENCES MATHMATH LANGUAGEARTSLANGUAGEARTS TRANSFERABLE

opportunity structured interaction use and practice extend skills higher levels of communication Research says... Social contexts Academic contexts Writing and speaking

H o w d o I m a k e t h i s s t u d e n t f r i e n d l y ? E L L a c c e s s i b l e ? newspapers Printed references: Books, journals, etc… World wide web

YOU Linguistic Complexity Language Control the amount and quality of speech or writing for a given situation (WIDA website) to the comprehensibility of the communication based on the amount and types of errors Example for Compare/Contrast Language Function Support NEP1s: the same =different (diferente)= NEP2s: _______ is different than ______. _______ is the same as _______. Both ____ and ____ are... LEP3s: (Both) ________ and _______ are unlike because... and because... ________ and ________ are similar because... However, ____ is _____. LEP4s Comparable to ______, ______ is...; yet quite to the contrary, ____ is... Synonyms - different unlike, dissimilar, contrary to, contrasting, opposed, opposite Synonyms – same alike, similar, identical, comparable, synonymous, interchangeable, analogous, equivalent NEP 1’s -Only a word or phrase - symbol -cognate -realia -concrete nouns -regular past tense verbs (action verbs) NEP 2’s -Phrases -Short, simple, direct -Sequential transition words LEP 3’s -Coordinating and subordinating conjunctions -Compound sentences -Affixes -modifiers LEP 4’s -Abstract ideas -Complex and compound sentences -Play with punctuation -Passive vs. active voice

Figure 1: Anchor Charts Figure 2: White Board Figure 3: Removable wall posting Figure 4: Notecards with reference on board Written: short constructed or extended response Speaking: formal or informal Individually, with a partner, small group or whole group Chart paper White board Magnetic strips Note cards On the assignment describe explain compare/contrast cause/effect relationship persuade give an opinion speaking writing Which form of communication is desired and ideal? What is the purpose of how to write or discuss the topic? (language function) How do you want them to think, speak or write? Which medium for the support is best for the situation?

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?

 Sentence Stems and Frames Handout  Monitoring Use of Language Function Supports Form  WIDA Speaking Rubric  WIDA Writing Rubric