Reading Notes for Access to Academics

You can work with colleagues as long as you have a deep understanding of the content in each chapter. Use the Key
Issues Chart at the beginning of each chapter to guide your thinking. Read and tab/underline key points in each
chapter. Add descriptions, page numbers, or lists as part of your note keeping. This is the foundation for your study
for teaching English as a second language and is very important that you come to a deep understanding of this
material.

Candidate:___Danielle Hanson_________

Take notes on these key points and add missing points based on the Key Issues Chart at the beginning of each
chapter. Your notes must be sufficient for you to attain and retain the basic information in each chapter and to
effectively lead a class group discussion when asked to do so. You will be defining, summarizing and/or
describing the various key components in each chapter.

Ch. 1: 1. Explain language of school

Language Language of school is language competencies used in school to communicate in a school community setting. These
of School include academic language and social language. This type of language is a must for English Language Learners to learn in
order to function properly in a school setting.
(Kristine)
2. Social Language
Social Language is language used in casual interactions, such as conversing with family, or ordering food at a restaurant.
This language is used greatly in school settings and provides a foundation for student academic language and literacy
development. There are three important types of social language; everyday, intercultural, and instructional. Ex. of everyday
language: “Can i get a book from the library?” Ex. of Intercultural language: “ What does your family eat for the
holidays?”
Ex. of Instructional language: Line up after the recess bell rings”

1. Academic Language
Academic Language is made up of many areas, including grammar and syntax, vocabulary, and discourse. Grammar
includes words and short phrases. Grammar includes sentence structure, and syntax. Discourse includes cohesion and
coherence in texts.

1. Linguistic Features/content areas

BICS- Explain

BICS refers to second language education, and the development of conversational language. It stands for Basic
Interpersonal Communication Skills. Example: Conversing with classmates at recess.

CALP- Explain
CALP refers to second language education and pertains to academic dimension of language for success in school.
CALP stands for Cognitive Academic Language Proficiency.
Example: Writing in journal or reports in class.
1. Google academic language register and define
The style or variety of language determined by factors such as context, purpose, and audience. A unique way in which one
uses language in different circumstances.

Ch. 2: ● Language Proficiency

(Kristine) The ability to speak or write in a particular language. It measures how well one uses the language in a variety of different
types of settings.
● Language Domains
Four oral and written domains of language that develop at different rates from one another, and determine language
proficiency. The four domains are Listening, Speaking, Reading, and Writing.
Listening: Non-passive skill that requires gathering meaning.
 Speaking: English Language Learners learn to speak English through a variety of ways and settings; culturally, socially
and academically.
Reading: Successful reading in a second language depends upon their levels of literacy in native language. Strong literacy
skills in native language bring stronger reading foundations that help students learn to read in English.
Writing: English Learners learn to write in many different settings and ways such as writing, drawing, creating symbols
and will often be influenced by their home culture.
● Can Do descriptors
Guidelines for planning and creating instruction for English language Learners. These descriptors define different levels of
ability for language proficiency. Levels with descriptors for listening, reading, speaking, and writing help teachers find the
the level a student is at. These descriptors are available from Pre-K to 12th grade.
● Elements of Communicative Competence
Communicative Competence encompasses all four language domains and is made of of four different elements.
Sociolinguistic- Using the correct style/type of language for a particular context, such as socially and culturally.
Grammatical/Linguistic- Accuracy of language, such as spelling, vocab, and pronunciation.
Discourse- Ability to send and receive messages in conversations and written language, forming phrases, and sentences
correctly and appropriately.
Strategic- The development of strategies in order to hold conversations with others.

● Resources
Promoting Native Language and Culture in English Only Programs
http://www.coursecrafters.com/ELL-Outlook/2005/may_jun/ELLOutlookITIArticle3.htm.

Ch. 3 ● Learning Strengths and Needs of EL Students – List/describe

(Alma) General Information- this includes the students’ general backgrounds and perceptions, can be obtained through surveys at
the beginning of the school year. This can be in the student’s first language (L1), or with pictures/photos. Open-ended
questions should be used as much as possible to gather information that will assist in in understanding some of the home
context that may affect student’s school performance. Follow up surveys can be given throughout the year. Oher useful
methods are casual conversations with the student, student-to-student interviews, wall-write activity, or dialogue journals.
Educational Background- academic information can be found in the student’s school file. If the student has been in the
district in previous years, the file should contain previous grades, teachers’ comments, data on previous educational
experiences, an individualized plan (IEP), notes on academic strengths and weaknesses, and information about family
context.
Content Background and Knowledge- through student files, the curriculum from the previous year, previous teacher’s
input, and academic testing, surveys, discussions, and other techniques such as KWL or KWLS charts, a teacher can
discover some of the content that students should or do know and what they need to learn. It is important to separate
content knowledge and language knowledge.
Cultural Background- understanding some students’ religious beliefs, cultural preferences and prohibitions, and home
responsibilities can help bridge the divide between home and school by helping teachers choose how to organize their
instruction and understand students’ reactions to it. This can be obtained by interviewing students, parents, or community
members. Dialogue journals, and personal narratives are also a good option.

● Guidelines for understanding student strengths and needs: List/describe

1. Model the techniques-Model the techniques and strategies that you want learners to use. By sharing appropriate
stories and then relating them to learning helps students understand this connection.
2. Try Not to Assume- Never assume there is one best way to teach anything. Also ask students about their behavior
before judging it. This goes from ensuring that students understand the actual class rules, as well as how their
culture may impact the student’s behavior in class.
3. Embrace Variety- Use a variety of methods, strategies, and modes to help students access content. Embrace
variety in planning and instruction to accommodate the diverse needs and backgrounds of all learners.

Ch. 4 ● Explain- all teachers are language teachers

(Alma) ● Objective writing: to guide the instruction of students. It helps reflect the curriculum or standards of a given school.
Teachers should construct meaningful learning tasks which provide sufficient opportunities for students to meet
standards of the school curriculum.
● Measurable Verbs: https://www.cde.ca.gov/re/cc/
● Direct Instruction Overview: it is a straightforward, and explicit technique where the teacher stands in front of the
classroom and present the information. This method works well with information that can be presented to the students
such as the order of the planets. However, in some instances the indirect approach will be better suited, in which the
students actually get to have a more hands on learning.
● ELD Adaptations: It aims to assist ANY and ALL students whose primary language is not English. ELD programs
give these students the opportunities they need to develop their English skills and succeed in school. Learning a new
 language takes time for thinking, specific and planned speaking and, in general, is a lengthy process. Give plenty of
thinking time before demanding performance. Receptive language happens faster than performing language. The
academic register is the most difficult to master.
● Teaching the Language of the Discipline: Vocabulary lesson model introduced
•Key Vocabulary needed to discuss, read, or write about the content of the lesson.
•Language Functions – ways students use language in the lesson
(Ex. - describe, compare, or summarize)
•Language Skills – reading, writing, listening and speaking skills students need to learn and do.
•Grammar
•Lesson Tasks: Consider what language is embedded in a lesson assignment. Will students take notes or explain a
procedure to one another?
Ex: SWBAT read and summarize a text passage with peers and then teach the main information to another
student.)
•Language Learning Strategies: rereading, predicting, visualize

● Teaching to Language Objectives Guidelines: List and summarize

1. Integrate Language and Content- language objectives should be integrated into the lesson and not taught in
isolation from it. Teaching the language objective without content removes much of the context for the language.
It breaks up the lesson into chunks, each of which constitutes a separate preparation for the teacher.
2. Use Pedagogically Sound Techniques- a) It is authentic. This means that it comes from contexts that students
actually work in and that it is not tilted or discrete just for grammar study. It is language that students need for a
real purpose. b) Language is taught both explicitly and implicitly. Students are both directly exposed and
indirectly exposed so they can use strategies to figure out some meaning on their own. c) Its multimodal. Students
are exposed to language through different modes such as graphics, reading, and listening and they can respond in
text, drawing, and voice. d) it is relevant. Not all students in a class need all of the language instructions. The
teacher can choose to whom the lesson is aimed (small groups, individual students, the whole class) to make it
relevant. e) It is based on social interaction. Collaboration and cooperation help learners test their assumptions
about language.
3. Break Down the Language- teach whole and parts to be address the different learning needs of students.

Ch. 5 ● Connecting to Students: How do you do this? Summarize supporting research.

(Danielle o As a teacher, we can connect to our students by relating their learning to real life. For example, a teacher can
relate measurements to making cookies, for math, it is important to get the right fraction or ratio of
ingredients for making cookies and students can relate this math concept to making a cookie. Relating a
concept to a students fund of knowledge, they will be able to activate vocabulary and connect meanings of the
vocabulary to something that they previously learned about. It is important to find a common connection will
all students and think about their experiences
o There are two types of connections, personal and academic/content connections. Personal connections link
student’s lives and lesson ideas. Both connections are tied to activating prior knowledge. The teacher will
address student needs, interests, and background directly.
o When curriculum is less restricted the students and teacher can choose topics to explore.

● How do you make academic connections?

o Academic/content connections link students’ past learning and new concepts. The teacher will have a specific
focus, more general idea, and the most common idea. The teacher needs to make a connection to the lesson,
they will think of a basic idea, and a good way to connect to the content objective is to make it meaningful to
their past. An important life skill is to think critically and make connections and it will help when learning
specific information.
● Building Background Knowledge: Explain How and Why
o Teachers can think about their answers to the following questions:
▪ What about this topic might interest the most students? (personal connection)
▪ What have they already learned that relates to the topic? (academic connection)
▪ What additional information do they need before the lesson starts?(building background knowledge)
o Teachers can encourage students to make connections, from asking guided questions to letting students
brainstorm, to having students listen to a story and point out the main ideas.
o It is important to build background knowledge for students because it allows students to think about
everything they have already learned on the topic and relate it to their new understanding for what they are
going to learn.
● What is an anticipatory Set? How do you use them to engage learners? Provide an example.
o It helps students make connections
o The following are important to consider:
▪ Relate to previous lessons
 ▪ Allude vocabulary and familiar concepts
▪ Introduce students to the lesson, discuss language objectives
▪ Gauge students’ level of collaborative background knowledge to the subject
▪ Activate their existing knowledge
▪ Expose students to the lesson objectives and how you as the teacher will lead them to the end result.
o Example:
▪ Using recyclable items and ask students where they come from or if their family uses these objects.
Also, using a KWL chart can help students think about what they know, what they want to learn and
what they ultimately learned. This academic tool allows them to build their background knowledge
and relate the materials to objects they know.
● Using VAPA and PE Content for making connections to students explain the guidelines for connections (p.76)
o There are 3 guidelines:
▪ 1. Be deliberate.
▪ 2. Help students transfer connections back to their lives.
▪ 3. Consider culture.
o Using the VAPA and PE Content, I will check that students made connections and are interested and prepared
to engage in the lesson. For example: PE have them dress out and do warm-ups for the activities they will
engage in. VAPA I will gather necessary materials and examples for the students, this will allow me to be
deliberate.
o I will relate exercises to what they need to know it will help them with, for example, flexibility or endurance.
o I will consider cultural backgrounds and explicit instruction as needed to help students understand the process
and content of the connections they are making.

Ch. 6 ● Student Engagement: Explain engagement and tasks

o Engagement: A task that is worth doing and inherently interesting or meaningful to students. Engagement can
(Danielle) help with EL students because it can mitigate the effects of factors outside school that may otherwise interfere
with achievement. It involves student involvement and ownership. There are three strategies on engagement:
▪ 1. Making connections to students’ lives
▪ 2. Having students interact
▪ 3. Creating responsive classrooms
o Tasks: The understanding is just as important as the creation of a task. The task process is what happens when
the learning takes place; what students do and how they do it. Task product can be seen as the outcome of the
process or the end result of the task. Elements of the task process are as follows:
▪ Modes
▪ Time and pacing
▪ Scaffolding
▪ Resources/texts
▪ Teacher/student roles
▪ Procedural tools
● Pedagogical Connections
o Process and product are designed to work for students. To design an effective task, teachers need to think
about the backgrounds and interests of their students. Connections will lead to success. If students get to have
input and it connects to their lives, they will take more of an interest in the material they have to learn.
o Using artifacts, literature and film are ways to make pedagogical connections.
● List/explain elements of task process and product
o Elements of Task Product:
▪ Audience: Students will be more engaged in their products when they know that they will be viewed
by an audience other than their teacher.
▪ Modes: Speaking, writing, drawing, acting, singing, constructing and creating are choices that a
teacher can make. Teachers can review the lesson objective and see what the students will produce.
Students can also be given the choice of how to represent their learning.
● List /explain guidelines for task for connecting instruction to students’ lives
o Guidelines:
▪ Give students a reason to listen
● When students listen they need to have a purpose, make students take notes or fill out a
comparison chart while they listen. Students always need a reason to listen.
▪ Do not do what students can do
● The more invested students are in a task or lesson, the more engaged they will be.
● Teachers who give autonomy to students will see that they are more involved in their
learning.
Ch. 7 ● How do you assess before, during and after a lesson?
(Venecia) ○ Before: Teachers help students indicate what they know by assembling and explaining a variety of their
work
 ○ During: Teachers can make informal observations of students during task or use a more formal checklist
to look at specific items
○ After: After a reading, the students retell what they understood. Teachers can understand how students
comprehend, e.g., whether they can focus on details or main ideas
● Assessing student process and product: A hybrid test or quiz questions included both elements of traditional and
alternative testing. Since there are diverse learners in classrooms that would be a good idea. These type of tests
also give students a time to reflect on what they wrote, and gives a way for teachers can monitor student answers.
● Developing assessments to measure content standard achievement: There needs to be 4 subcategories: Language
objectives, connections, tasks, assessment.
● Creating multiple opportunities for students to learn content: Content needs to be presented in school so students
have multiple ways to learn. Using visual aids, the use of manipulatives, and different technology can appeal to
the whole class.
Ch. 8 ● ELD: Language of the disciplines: Explain key points in each discipline
(Venecia) o Science texts, materials, and processes ,may present can cause ELL students difficulties
o Hands-on, inquiry based, and experimental science activities are a great source for setting up
learning language and content simultaneous
o The Specialized language of science is filled with technical terms and features needed t describe the
natural and physical world
o Practicing compare and contrast and cause and effect methods and the language of scientific inquiry
can benefit all students particularly ELLs.
o A key component in learning to “talk science” is to analyze the Greek and Latin roots as wekk as the
prefixes and suffixes that permeate scientific language
● Adaptations in disciplines
o Sentence starters are key for effective scientific inquiry
o Examples include:
▪ Identify the problem → I wonder…, I have noticed…
▪ Report Results → The research demonstrates that…., The data show...
● Integration of PE and content Areas
o Vocabulary integration is key in lesson for ELL students
o Other content areas integrate vocabulary because there has been a strong link between extensive
vocabulary and academic achievement
o It is key for ELL students to:
▪ understand the topic of discussion
▪ produce written explanations about material read or about the experiment performed
Ch. 9 ● ELD: Language of the disciplines: Explain key points in each discipline
● Adaptations in disciplines
(Kristine) ● Integration of PE and content Areas
● Language of the discipline applied to VAPA and PE
N/A THIS DOES NOT CORRELATE WITH CHAPTER 9 IN THE BOOK

Ch. 10 ● ELD: Language of the disciplines

1. Writing:
(Alma) 2. Listening:
3. Speaking:
4. Viewing
5. Visual Representation:
● Adaptations in disciplines: english language arts classroom is an ideal place for ELLs to learn many of the much
needed features of academic language. However, a heavy emphasis on form might not render the best results. ELLs
(indeed all students) need to be able to connect what they are learning with what they already know and to build on
their linguistic and cultural resources. In that sense, thinking about multiple literacies and not just one provides
students the much needed comfort and strength to add additional literacies. Finally, language and literacy instruction is
enhanced if it is meaningful to the students, it is done explicitly and systematically, and it takes into account
increasingly diverse oral and written practices.
● Language of the discipline applied to VAPA and PE: create learning segments in order to support student learning and
language development.
Ch. 11 ● ELD: Language of the disciplines: Explain key points in each discipline
(Venecia) o The field of social studies includes many disciplines, each with its own set of language demands
o Social studies may be the most difficult content area for English Learners because they may be
unfamiliar with many of the topics, particularly in relation to history
o Many terms in social studies are abstract, hard to translate, and culturally based
o Social studies textbooks and curricula assume that students have a great ideal of background
knowledge--knowledge that U.S. students accumulate over time from one grade level to the next
o Many strategies and approaches are available for enhancing the learning experiences of English
 language learners (ELLs) in social studies classrooms of all types
● Adaptations in disciplines
o Develop a socially supportive classroom
o Explicit Teaching of Academic Skills
o Reducing cognitive Load and Increasing Accessibility of Complex Content
● Integration of PE and content Areas
o Use role play to make abstract concepts concrete
o Preview reading assignments
o Provide or encourage students to locate materials and information in their native language
o Use cognates with your Spanish-speaking students
Ch. 12 Review and discuss learning for ELD students across all disciplines.
● There needs to be differentiation in the classroom, not all lessons will work for all students in the classroom. The
(Danielle) ideas and lesson components are outlined to help students achieve and provide access for diverse students to the
content of the lesson. El students need resources and diverse teaching to understand and apply concepts that they
learn.
List 5 key points that are new learning that you will use in instructional practice from this reading.
● 1. Find and create the learning targets
○ Students need to create and use research questions to conduct research on an issue or event
○ Understand that there are multiple perspectives and interruptions of historical events.
○ Understand the main ideas from artifacts, primary sources and interpretations of historical events.
● 2. Make initial connections
○ Teacher will develop assessments or linear progression, the anticipatory set that includes connections to
students’ backgrounds and interests.
● 3. Create engaging tasks
○ Teacher uses information gathered from the student to plan the lesson tasks. There are a wide variety of
skills and interests that need to engage the learner and provide them structured choices.
● 4. Assessment
○ Observe students throughout the lesson and check informally for understanding as needed. There is a
final product to measure the learning outcome. The rubric will cover objectives and content. The
assessment plan provides students with practice and review is ongoing throughout the lesson.
● 5. Adapt lessons
○ Adaptation 1: There are the same basic components, but little adaptation occurs.
○ Adaptation 2: Some adjustments are made and to provide access to the content and language for diverse
learners.
○ Adaptation 3: There are the same basic principles that are used for the basic process of lesson planning.
○ Guidelines:
■ 1. Do not reinvent the wheel
■ 2. Share
Reflect: How will you bring this research in to your professional practice?
● Research will be brought into my professional practice by learning the tips and things that have already been done
and then use them in my own practice of teaching. I feel that there is research constantly done to see ways that
teachers can improve their own practices as an educator, if I know that they have proven to help develop a
successful plan, I will try to integrate them in my teaching. It is crucial to focus on academic success and I feel
that if the students can benefit, I will at least try to test the theories discovered in education.