Professional Documents
Culture Documents
1:
KeyIssues
1. LanguageofschoolisadistinctandmultifacetedtypeofEnglish
2. Thelanguageofschoolincludesbothsocialandacademiclanguage
3. Sociallanguageeveryday,casualinteraction
4. Specificlinguisticfeaturesassociatedwithdifferentcontentareascharacterizeacademiclanguage
LearningtheLanguageofSchool
1. Followingdirections,takingturns,cleanuparea,formaline,shareattentionofoneadult
2. ELstudentsareexpectedtolearninalanguagetheyhaventmasteredandarenotyetfamiliarwith
LanguageofSchool
1. 3typesofsociallanguageeveryday,intercultural,instructional(classroom)
2. 3typesofacademiclanguagevocabulary,grammar,anddiscourse
BICSandCALPS
1. BasicInterpersonalCommunicationSkills,CognitiveAcademicLanguageProficiency
2. SocialLanguagethefoundationofacademiclanguage.Neededbothinandoutoftheclassroomfora
functionalconversation
Conclusion:
SocialLanguageeveryday,casuallanguage
AcademicLanguagethelanguageneededtosucceedincontentareas
Thegoalsisforstudentstobecomeskilledintheuseofbothsocialandacademiclanguage.
Ch.2:
KeyIssues
1.Languageproficiencyismultidimensionalandentailslinguistic,cognitive,andsocioculturalfactors.
a. Languagedomainsincludelistening,speaking,reading,andwriting.
1. Receptivelanguagereferstotheinformationsomeonereceivesthroughlisteningor
reading.
2. Productivelanguagereferstotheinformationproducedtoconveymeaning.
b. TherearefiveEnglishLanguageproficiencystandardsandfivelevelsorlanguageproficiency.
2.Asstudentslearnasecondlanguage,theyprogressatdifferentratesalongacontinuumofpredictablestages.
1
3.CANDODescriptorsdepictwhatstudentscandowithlanguageatdifferentlevelsoflanguageproficiency.
4.Communicativecompetenceinvolvesmorethanlinguisticorgrammaticalcompetence.
1. Communicatorscomprehensiveknowledgeandappropriateapplicationofparticularlanguagein
aspecificcontext.
5.Nativelanguages,cultures,andlifeexperiencesareresourcestobetappedandpro\videasolidfoundationfor
learninglanguageandcontent.
Ch.3
1.Studentsbringwiththemdifferentbackgrounds,whichexpressthemselvesasskills,abilities,knowledge,
familyandcommunitycharacteristics,andexperiences.
Homeculturescanplayadistinctroleinstudentschoolsuccess
Everyassignmentdoesnotneedtobetailormadetothestudent,butteachersshouldofferavarietyofeffective
tasks.
Somefactswillbegiventoateacherandsomewillbelearnedthroughobservation
SurveyatthebeginningoftheschoolyearmaybeinL1(Appropriatequestionsfoundonpage42)
Responsesmayhelpwithunderstandinghomeenvironmentwhichaffectsscholasticlearning
((YesorNoquestionsdonotgivemuchinformationbemoreopenended))
Conversations
WallWrites
StudentStudentinterviews
Agree/Disagreegroupsdataisobserved
Dialoguejournals
ProvideanexampleaboutYOURSELFineachmodel
2.Studentsstrengthsandneeds,includinglinguistic,content,educational,andcultural,havetheirrootsinthese
backgrounds.
LanguageBackgroundAskingdirectquestionscanbedevelopedfromtheCANDODescriptors
EducationalBackgroundfirstplacetolook:SchoolFiles,testscores,previousgrades,teachercomments,
dataonpreviouseducationalexperiences,IEP,notesonstrengthsandweaknesses,andfamilycontent.
**someschoolrecordsdontexist**
CulturalBackground:Sometimesmostcrucial!
**Culturegramsisawebsitethathelpsexplainvariouscultures**
3.Addressingstudentsstrengthsandneedscanaffectlearningorlanguageandcontent.
Knowingreligiousbeliefs,culturalpreferencesandprohibitions,andhomeresponsibilitieshelpteacherschoose
howtoorganizetheirinstructionandunderstandstudentsreactionstoit.
*Knowwhoisthebesttocontact*
4.Teacherscanuncovertheirstudentsstrengthsandneedssothattheycanbuildonthemtohelpstudents
achieve.
Modelthetechnique:Sharingappropriate,personalstoriesandthenrelatingthemtolearninghelpsstudents
understandthisconnection.
Trynottoassume:Foreignersmaynotbecomfortableaskingaboutrulesorfollowingsocialnorms.
2
EmbraceVariety:Changeupyourmethods,strategies,andmodestohelpstudentsaccesscontent.
Ch.4
1. Maydependonthestandardofthegradelevel.
1. LanguageObjectivessupportthedevelopmentoflanguagerelatedtothecontentandprocess
4.Languageobjectivessupportthedevelopmentoflanguagerelatedtothecontentandprocess.
Categories:
Vocabulary
Languagefunctions
Grammar
Discourse
Languagelearningstrategies
5.Objectivesarestatementsofattainable,quantifiablelessonoutcomesthatguidetheactivitiesandassessmentof
theAllteachersarelanguageteachers.
1. Inasense,allteachersarelanguageteacherstosomeextenteveniftheyteachthelanguageof
onlyonecontentareaastheyoftendoatthesecondarylevel.
2. Studentslanguageandcontentstrengthsandneedsprovideafoundationforcreatinglearningobjectives.
a. Thecontentobjectivesshouldinfluencethelanguageobjectives.Althoughsomecontentstandardsand
curriculadoaddressgenerallanguageandcommunicationgoals,languageobjectivesarespecifically
basedonhelpingstudentsaccessthecontentofaparticularlesson.
1. Contentobjectivessupportfacts,ideas,andprocesses.
1. Objectivesarestatementsofattainable,quantifiablelessonoutcomesthatguidetheactivitiesand
assessmentofthelesson.
2. ObjectivesfollowatypicalformatwhichisusuallyStudentswillbeableto+concrete,
measureableoutcome+contenttobelearned
ContentObjectivessupportthedevelopmentoffacts,ideasandprocesses.Theobjectivestheteacherchoices
sson.
Formulaforobjectives:(SWBAT)Studentswillbeableto+concrete,measurableoutcome+contentlearned.
ContentObjectives:ideas,facts,andcontentprocessesstudentswilllearnbecauseofthelesson.SWBAT
identifythreeattributesofvisualart.
LanguageObjectives:supportthedevelopmentoflanguagerelatedtothecontentandprocess.
Usemeasurableverbswhenwritingobjectives.
Ch.5
Onceaconnectionismade,teacherscaninvolvestudentsinadiscussionoftheirpersonalconnections
Connectingtasksandtopicstostudentslivesincreasesengagement
Thereare3maintypesofconnectionsimportantforstudents
o 1.Explicitlylinkingtothestudentsbackgroundexperiences
o 2.Explicitlylinkingpastlearningandnewconcepts
3
3.Pedagogicalorinstructionalconnection
Also,inregardstohelpingtAllstudentsbringexperiencesandknowledgetoschool
Althoughprovidinglanguageobjectivesandteachingtothoseobjectivesbasedonthestudent's
languageneedsareexcellentforhelpingstudentsaccesslessoncontent,thesestepsmaynotbeenough
forstudentswithdiversebackgrounds.(67)
Makinginitialconnectionstostudentsbackgroundshelpsstudentscreatealinktotheirprevious
learningandtotheirlivesoutsideofschool.(67)
Makingconnectionscanmakelearningmoremeaningfulforstudents.(68)
Learnersmaybemoremotivatedtolearnthecontentandlanguagethattheyneedinordertowork
towardlifegoals.(68)
Teacherswhoconnectnewlearningtostudentsbackgroundsincreasestudentcomprehension.(68)
Animportantresultofmakingconnectionsistheabilityofstudentstousetheirlearninginnew,
unfamiliarsituations.Understandingstudentsneeds,interestsandbackgroundsallowforthe
opportunitytomakeclearconnections.(68)
Thethreemaintypesofconnectionsthatareimportanttostudentsinclude:(1)personal
connectionsaclearconnectiontostudentslivesoutsideofschool;(2)Academicorcontent
Connectionsaconnectiontoapreviousschoollearningsothattransitionsareclearandlearningbuilds
onpreviouslyaddressedacademiclanguageandexperiencesand(3)PedagogicalorInstructional
Connectionsincludesstrategiesandchoicesthattheteachermakestoaddressstudentneeds,interests
andbackgrounddirectly.(6869)
Connectionsbetweenstudentslivesandthetaskdemonstratetostudentsreasonsforlisteningandparticipating
intasks
Helpingstudentsmakepersonalconnectionstotopics
Startbythinkingofwhatthemaintopic/ideaofthelessonis
o Thanksgiving,penguins,addition,WashingtonD.C.
Thinkofwaysthatstudentsmayhavehadexperiencewiththetopic
Ifnoreallinkbetweentopicandstudent,gomoregeneralwiththetopic
o Example:IfthetopicisThanksgiving,andyouhaveELDstudentswhonevercelebratedit,you
cangeneralizethetopictofeastsorcelebrations.
hestudentsmakepersonalconnectiontothelessoncontent,itisimportantfortheteacherto:
o Startthinkingaboutthemaintopicormainidea,
Thinkofways,basedonknowledgeofstudentsbackgrounds
o Ifthereisnolinkbetweenthelesson,andpersonallife,theteachercan:
Gomoretoageneralexplorationoftheexperiencesincludedwithinthetopic
1.SpecificFocus
2.MoregeneralIdea
3.MostCommonIdea
Oncethishasbeenestablished,theteachercaninvolvethestudentsindiscussingtheirpersonalconnectionsand
narrowthetopictothespecificfocusofthelesson.
Connectionscanbemadebyteachersorstudents
Makingpersonalandacademicconnectionsfrominstructiontostudentsbackgroundandinterestiskeyto
4
Ch.6
buildingtheirabilitytoaccessthelanguageandcontentofalesson.Teachersshouldbewillingtoadaptlessons
sothatconnectionsbetweenthemselvesandthestudentsareabletobemade.
Guidelineformakingconnections
Guideline1:BeDeliberate
Teachersshouldcarefullyplantomakeacademicandpersonalconnectionsandhelpstudentsbuildany
backgroundnecessaryforeachlesson.
Confirmthatthestudentshavemadetheconnectionandthatithasserveditspurposeofgainingstudents
interestandpreparingstudentsforengagement.
Guideline2:Helpstudentstransferconnectionsbacktotheirlives.
Connectionsshouldbeobviousandongoingthroughouttheunit.
Techniquesincludekeepingajournalsotheycanlinktheirlearningtotheirlives.
Guideline3:Considerculture
Theconnectionsmadewillbedependentonthestudentsculture.
KeyIssues:
Tasksaredesignedtohelpstudentsmeetobjectives.
Tasksmustbeengaginginorderforstudentstolearn.
Engagingtasksmakepedagogicalconnectionsbetweenstudentsbackgroundsandneedsinrelationto
lessonobjectives.
Tasksshouldincorporatecultureandbeculturallyresponsive.
Studentscanhelpdesignandcarryouttasks.
UnderstandingEngagementandTasks
Engagement
o Makingconnectionstostudentslives
o Havingstudentsinteract
o Creatingresponsiveclassrooms
ElementsofTasks
o Instructionalgroupings
o Modes
o Taskstructure
o Scaffolding
o Resources/texts
o Proceduraltools
PedagogicalConnections
TechniquesforMakingPedagogicalConnections
GuidelinesforTaskDesign
Givestudentsareasontolisten
Donotdowhatstudentscando
Ch.7
KeyIssues
Teacherscanassesstheirlessonsbefore,during,andafterimplementation
Teacherscanassessstudentprogresstowardbothcontentandlanguageobjectivesanddemonstrationsof
knowledgeinbothareasinstudentproducts.
Assessmentsshouldbeintegratedintothelessonandfocusonstudentswaysofknowing.
5
UnderstandingAssessment
Purposesofassessment
AssessingStudentProcessandProduct
Adaptingtraditionalclassroomassessments
Studentrolesinalternativeassessments
LessonExamples
Homework
Plants
Persuasion
Wood
AdditionalGuidelinesforAssessment
Betransparent
o Makesurethatstudentsknowwhatthelanguageandcontentobjectivesareandhowtheywillbe
assessed,Postthemontheboard,refertothem,anddiscussthemasneeded.
o Modelandexplainthetask,linkingthetaskprocesstoobjectives.
o Explainwhattheproductexpectationsareandhowachievementcanbedemonstratedinrelation
totheobjectives.
Reconsidergrades
Ch.8
AssessingtheLesson
Before
During
After
KeyIssues
Sciencetexts,materials,andprocessesmaypresentmanychallengedtoEnglishlanguagelearners.
Handson,inquirybased,andexperimentalscienceactivitiesprovideanidealsettingforlearning
languagesandcontentsimultaneously.
Thespecializedlanguageofscienceisfilledwithtechnicaltermsandfeaturesneededtodescribethe
naturalandphysicalworld.
Practicingcompareandcontrastandcauseand0effectmethodsandthelanguageofscientificinquirycan
benefitallstudents,particularlyELL.
AkeycomponentinlearningtotalkscienceistoanalyzetheGreekandLatinrootsaswellasthe
prefixesandsuffixesthatpermeatescientificlanguage.
ScienceEducation:AfocusonInquiry
Makingobservations
Posingquestions
Examiningbooksandothersourcesofinformationtoseewhatisalreadyknown.
Planninginvestigations
Reviewingwhatisalreadyknowninlightofexperimentalevidence
6
Usingtoolstogather,analyze,andinterpretdata
Proposinganswers,explanationsandpredictions
Communicatingtheresults
TheSpecializedLanguageofScience
Describerelationshipsoftaxonomy,comparison,causeandeffect,hypothesis,andinterpretation.
Describeproceduresexplicitlyviatheuseoflanguagefunctions.
Connectabstractideasillustratedbyvariousmedia.
Usegeneralizedverbsinthepresenttensetodescribephenomena,howsomethingoccurs,andwhy.
Appeartobehighlyobjective.
Usemanynewandbigwordswithnewmeanings,manyofwhicharenominalizations.
Vocabulary
GrammaticalFeatures
Disclosure
StrategiesforLearningandTalkingScience
Learningthelanguageofscientificinquiry
Compareandcontrast
Causeandeffect
TeachingGreekandLatinRoots
Ch.9
KeyIssues
Themathematicsreformmovement,withitscurrentemphasisoncommunicatingmathematically,may
posesomechallengesforELL.
Thelanguageofmathematicsusesuniquesymbols,technicallanguage,anddiverserepresentations.
Mathematicsmaynotalwaysbeuniversallanguage,therearemanyvariationsacrosslanguagesand
cultures.
Mathematicallanguageusedintasks,tests,texts,andteachertalkcanhavemanyconfusingusages.
Explicitinstruction,speechmodification,andmodelingarenecessaryforstudentstolearnthelanguage
ofmathematics.
MathematicsReform:TheNewMath
Tounderstandandvaluemathematics
Toreasonmathematically
Tocommunicatemathematics
Tosolveproblems
Tomakeconnectionstocontextsandotheracademicsubjectareas
TheSpecializedLanguageofMathematics
GrammaticalFeatures
Mathematicaldiscourse
TeachingStrategiesforLearningandTalkingMathematics
Useavarietyofinstructionalformatsandsupports
7
Ch.10
Introducenewvocabularyinathoughtfulandintegratedmanner
Identifyandhighlightkeywordswithmultiplemeanings
Modifyyourspeech
Usepreviewandreview
Searchforcognates:validatingstudentslanguagesandcultures
Usecooperativelearningandpromoteopportunitiesforinteraction
Teachorganizationalandstudyskills
Createanatmosphereforrisktakingandmakingmistakes
KeyIssues
Englishtextsandtasks,withtheirabundanceofidioms,figurativelanguage,imagery,andsymbolism,
presentchallengesforELL.
Thelanguageartsincludereading,writing,listening,speaking,viewing,andvisuallyrepresenting.
Educatorsneedtoaffirmanddrawonthedifferentliteracypracticesthatstudentsdevelopinandoutof
school.
Earlyelementarygradesfocusonlearningtoread,laterthefocusisonreadingtolearn.
Studentsbenefitfromreceivingextensiveandvariedvocabularyinstruction.
EnglishLanguageArts:PreparingStudentsfortheLiteracyDemandsofTodayandTomorrow
Clarification:Sixlanguageartsorfourlanguagedomains
Multipleliteracies
EffectiveLiteracyPracticeforELLsintheElementaryGrades
KeyelementsforimprovingliteracyforelementaryELL
o Theoreticalorientation
o Languagerichenvironment
o Meaningfulliteracy
o Culturallyrelevantliteracypractices
o Emphasisonacademiclanguage
ReadingstrategiesforBeginningreaders
ReadingstrategiesforIntermediatereaders
EffectiveReadingInstructionforELLs
EffectiveWritingInstructionforELLs
Ch.11
KeyIssues
Thefieldofsocialstudiesincludesmanydisciplineseachwithitsownsetoflanguagedemands
SocialstudiesmaybethemostdifficultcontentareaforELLbecausetheymaybeunfamiliarwithmany
ofthetopicsparticularlyinrelationtohistory.
Manytermsinsocialstudiesareabstracthardtotranslateandculturallybased.
Socialstudiestextbooksandcurriculaassumethatstudentshaveagreatdealofbackgroundknowledge
knowledgethatU.S.studentsaccumulateovertimefromonegradetothenext.
ManystrategiesandapproachesareavailableforenhancingthelearningexperiencesofELLinsocial
studiesclassroomsofalltypes.
AbouttheFieldofSocialStudies
Contentmaybenew
Topicsarenotonlyabstractbutlanguagedependenttoo
8
Thefieldofsocialstudiesincorporatesmanydisciplines
Thefieldonextensivebackgroundknowledge
Historyispresentedinalinearmannerlikeatimeline
TheSpecializedLanguageofSocialStudies
Vocabularyvastamountofwords,phrases,andexpressions
GrammaticalFeaturesknowdifferentmeaningsandadvancedvocabulary
Discourse
o Difficultiespresentedbysocialstudiestextbooksandmaterials
o Studentsneedtoaccessandproducedifferentkindsofwrittengenres
Ch.12
StrategiesforTeachingandLearningSocialStudies
Developingsociallysupportiveclassroom
o Linktheunfamiliarwiththefamiliarbytappingstudentsperviousknowledge
o Usecollaborativegroupsfortacklingcomplexreadingmaterials
o Levelthefieldbymakingstudentstheteachersandtheteachesthestudents
o Buildonthefundsofknowledgeofstudents,families,andcommunities
o Promoteanoralhistoryapproach
Explicitteachingofacademicskills
o Planforacademicclassroomdiscussion
o Offerexplicitinstructionoflearningstrategies
o Encouragestudentstopracticehowtoaskquestionsandrequestclarification
o Usedeliberateinstructionabouthowtonavigatetextbooks
o Usegraphicorganizers
Readingcognitiveloadandincreasingaccessibilityofcomplexcontentknowledge
o Useroleplaytomakeabstractconceptsconcrete
o Previewreadingassignments
o Provideorencouragestudentstolocatematerialsandinformationintheirnativelanguage
o UsecognateswithyourSpanishspeakingstudents
KeyIssues
Everylessonmustbeaccessibletoallstudents
Lessonsthatfocusoncontentandlanguage,connectionstostudents,engagingtasks,andauthentic
assessmentsaremoreaccessiblethanthosethatdonot.
Everylessoncanbeimprovedinsomeway
LessonExamples
Createanewlesson
o Findandcreatethelearningtargets
o Makeinitialconnections
o Createengagingtasks
o Assessment
AdaptingLessons
10