1. COMPETENCY 006
The ESL teacher understands how to promote students’ content area learning, academic language development, and achievement across the curriculum.
Comp 006

2. Competency 006 Components
Applies knowledge of effective practices, resources, and materials for critical thinking; and developing students’ cognitive academic language proficiency.
Knows instructional delivery practices that are effective in facilitating ESL students’ comprehension in content-area classes (pre-teaching key vocabulary, helping students apply familiar concepts from their cultural backgrounds and prior experiences to new learning; using hands on and other experiential learning strategies; using realia, media, and other visual supports to introduce and/or reinforce concepts).
Applies knowledge of individual differences (e.g., developmental characteristics, cultural and language background, academic strengths, learning styles) to select instructional strategies and resources that facilitate ESL students’ cognitive-academic language development and content-area learning.
Knows personal factors that affect ESL students’ content-area learning (prior knowledge, familiarity with the structure and uses of textbooks and other print resources) and applies effective strategies for addressing those factors.
Comp 006

3. Content-based Instruction
Communicative approach led to content-based ESL instruction to prepare students for mainstream classes.
Taught by ESL educators
Addresses key topics in grade-level curriculum
Seeks to develop students’ English proficiency through study of subject area content
Addresses academic skills
Comp 006

4. Sheltered Instruction
Sheltered Instruction developed to support the needs of English language learners in content area classes.
Grade-level curriculum
Taught by content-area educators trained in sheltered instruction strategies
Uses modified instruction to make grade-level content comprehensible
Comp 006

5. Components of Sheltered Instruction
Content objectives (grade-level)
Language objectives
Background Knowledge
Comprehensible input
Meaningful activities
Variety of strategies and scaffolding
Meaningful assessment
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6. Content Objectives: Aligned to the TEKS
Teachers should be…
Very familiar with TEKS for their course.
Able to focus English language learners on the most fundamental concepts in a unit or lesson first.
Knowledgeable about ways to make the content comprehensible
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7. Language Objectives: Aligned to the ELPS
Language Objectives: aspects of language the teacher is explicitly trying to develop
Basic vocabulary of content or academic skills (compare; predict; recommend, etc.)
Functional language (discuss in a group; conduct a survey; reach a consensus, request information, etc.)
Identify and pre-teach essential vocabulary.
Comp 006

8. Content Objective from TEKS
Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding
CONTENT OBJECTIVE
Student will be able to analyze how the setting in “The Tell-Tale Heart” contributes to the mood of the story
Created by Tricia Dupew, Content Objectives, Birdville ISD
Comp 6: After Content Objectives: Aligned to the TEKS, slide 235.

9. Content and Language Objectives
CONTENT OBJECTIVE
Student will be able to analyze how the setting in “The Tell-Tale Heart” contributes to the mood of the story.
Created by Tricia Dupew, Content Objectives, Birdville ISD
LANGUAGE OBJECTIVE
Students will write using a variety of sentence frames and selected vocabulary a description of the author’s use of sensory language and imagery to create mood.
Comp 6: After Content Objectives: Aligned to the TEKS, slide 235.

10. Difference Between Content and Language Objective
Content Objective: what student are to learn from a lesson and what student is expected to do with the information
Language Objective: the language necessary to participate in the learning (input and output).
Comp 6: After Content Objectives: Aligned to the TEKS, slide 239.

11. What Does Your Student Know?
You will be given a passage. Please read the passage and write down what the passage is about.
This is an individual effort, so no talking, please,
Competency 6, slide 240

12. Try It-cont’d
The procedure is quite simple. First you arrange items into different groups. Of course one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run this may not seem important but complications can easily arise.
Competency 6, slide 244

13. Try It-cont’d
A mistake can be expensive as well. At first, the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then one never can tell. After the procedure is completed, one arranges the materials into their appropriate places. Eventually, they will be used once more and the whole cycle will then have to be repeated. However, this is part of life.
Competency 6, slide 245

14. How Would You Have Done? Now, please read the
passage again bearing in mind that
the title of the passage is
“Washing Clothes”
Competency 6, slide 246

15. Try It-cont’d
The procedure is quite simple. First you arrange items into different groups. Of course one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run this may not seem important but complications can easily arise.
Competency 6, slide 244

16. Try It-cont’d
A mistake can be expensive as well. At first, the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then one never can tell. After the procedure is completed, one arranges the materials into their appropriate places. Eventually, they will be used once more and the whole cycle will then have to be repeated. However, this is part of life.
Competency 6, slide 245

17. What are the implications about having/getting background knowledge?
Competency 6, slide 246

18. Background Knowledge
What appears to be poor comprehension or memory skills may be lack of schema (prior knowledge) or cultural mismatch.
Use what students do know as a starting place. Talk to them about the topic; use a KWL chart
Explicitly point out how past learning is related to the new information.
Comp 006

19. Vocabulary Acquisition
Can be done through:
Instruction
Meanings of new words
Differences between words of similar meanings
Connotations of words
Correct usage of words based on context
Read-alouds and independent reading
Many new words and concepts in a variety of different genres
Comp 006

20. Guidelines for Teaching Vocabulary
Relate words and concepts to personal experiences
Explain new vocabulary in less complex language
Highlight vocabulary words by using oral or written cloze procedures
Categorize words to show relationships
Help students use visual imagery to remember words
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21. Narrative and Expository Text
Builds and extends world knowledge about a variety of topics
Extends vocabulary
Connects to real life experiences
Shows how different texts are organized and written
Helps children distinguish different genres and fact from fantasy
Narrative texts tell stories that usually follow a familiar story structure.
Expository or informational texts present information in different and less predictable ways.
Experiences with expository texts provide a framework for children’s comprehension of content area textbooks they will read in school.
Comp 006

22. Comprehensible Input
Teachers must make choices of how to communicate information so that it is comprehensible
Oral Language – slower rate of speech, repeat significant information, clearly identify main ideas, model, demonstrations
Written Information – adapted texts, graphic organizers
Teach Strategies – cognates, vocabulary, reading
Video: _954ecfdabba4796e40c9426e c
Comp 006

23. How can we promote high cognitive development in ELL’s?
By understanding that all students have at least one language that we can build on.
By capitalizing on what they know rather than be troubled by what they do not know.
By using the language functions that are important for analyzing, evaluating, justifying and persuading.
Comp 006

24. Questioning Continuum
Ask Questions Before, During, and After Reading
Simple Complex
Who? What? Where? When? How? Why? What if?
Responses should
Focus on the information on the page.
Rephrase text that has just been read.
Recall facts, events, and names (labeling).
Move away from what can be seen on the page (making inferences).
Analyze characters’ actions and motivations.
Focus on vocabulary and concepts.
Connect story and students’ experiences.
Comp 006

25. Meaningful Activities
Independent reading and writing activities are the most difficult for ESL students to comprehend. Don’t limit lessons to reading and worksheets.
Other ways for students to process and use new information: take surveys- collate and analyze results; produce a product incorporating the new content: news article, play, brochure, poster, poem, illustration; conduct an interview and present results; make models.
Comp 006

26. Meaningful Activities
Teach the learning strategies that are needed for your content.
Discuss, model what it means to study for math, or science, or social studies. What does study look like?
Teach how to get information from your textbook. Each content area is organized differently. Model reading and thinking about the information in the text. Students get a lot of practice reading fiction, but that doesn’t prepare them for informational texts.
Teach how to take notes and use graphic organizers.
Comp 006

27. Scaffolding
Provide substantial amount of assistance and support in early stages of new concepts.
Divide tasks into smaller chunks (and be ready to divide again).
Plan several rounds of activities for new concepts so students need less teacher guidance and have the opportunity to become more independent.
Comp 006

28. Guidelines for Scaffolding Discussions
Model different ways to respond to questions
Use questions and prompts to help students express their ideas
Paraphrase and expand students’ responses
Request clarification
Build world knowledge of the topic and relate to real life experiences
Give sufficient wait time for students to think and respond. Struggling readers often need more time. Be patient.
Asking “why” and “how” questions helps students make inferences and explain what they are feeling and thinking.
Allow students to converse with each other about what they read.
Encourage students to ask each other questions during discussions.
Comp 006

29. Guidelines for Scaffolding Discussion
Promote questions and conversations among students
Provide positive reinforcement for all types of responses
Incorporate small group discussions as often as possible to actively involve students
Comp 006

30. Interaction
Students clarify their understanding of new information by talking about it.
ESL students need the opportunity to interact with peers to discuss and use new information.
Students benefit from using English to express their ideas, opinions, and answers in cooperative groups.
Use a variety of grouping strategies.
Comp 006

31. Assessment
ESL students may understand significant amounts of the content, but not be able to demonstrate their understanding on a test.
Give test orally. Students can often say more than they can read or write.
Simplify the language of the test. Try to avoid words you have not taught.
Test only the specific skills and concepts you have taught; don’t test language. In other words, grade content, not form. Look for evidence of understanding of content.
Have students fill in a graphic organizer or label a drawing.
Comp 006

32. Alphabet Soup
Fill in at least one word related to Competency #6 for each letter on the Alphabet Soup sheet.

33. Competency 6 You Try It

34. Students in a middle school class are learning about the western movement of pioneers in the United States during the nineteenth century. The teacher plans to have students read several selections on this topic and then prepare reports. The teacher is concerned about how meaningful the assignment will be for Alicia, a student whose family moved to the United States from Venezuela a year ago. Alicia’s speaking and oral reading skills in English are strong, but she sometimes has comprehension difficulties. The teacher believes that these difficulties often reflect lack of familiarity with the topic of the selection. Which of the following strategies most likely would be effective in helping Alicia complete the assignment successfully and make it a meaningful learning experience for her?
A. Urging Alicia to take detailed notes as she reads to reinforce her understanding of the historical context depicted in the text.
C. Drawing Alicia’s attention to facts and concepts that feature prominently in more than one of the assigned selections to help her recognize which ideas are most important.
B. Providing Alicia with opportunities to talk about how her own experience of moving to the United States compares with the pioneers experience described in the assigned reading.
D. Encouraging Alicia to write her first draft of the assigned report in Spanish and then translate it to English.

35. Students in a middle school class are learning about the western movement of pioneers in the United States during the nineteenth century. The teacher plans to have students read several selections on this topic and then prepare reports. The teacher is concerned about how meaningful the assignment will be for Alicia, a student whose family moved to the United States from Venezuela a year ago. Alicia’s speaking and oral reading skills in English are strong, but she sometimes has comprehension difficulties. The teacher believes that these difficulties often reflect lack of familiarity with the topic of the selection. Which of the following strategies most likely would be effective in helping Alicia complete the assignment successfully and make it a meaningful learning experience for her?
A. Urging Alicia to take detailed notes as she reads to reinforce her understanding of the historical context depicted in the text.
C. Drawing Alicia’s attention to facts and concepts that feature prominently in more than one of the assigned selections to help her recognize which ideas are most important.
B. Providing Alicia with opportunities to talk about how her own experience of moving to the United States compares with the pioneers experience described in the assigned reading.
D. Encouraging Alicia to write her first draft of the assigned report in Spanish and then translate it to English.

36. A high school student with writing difficulty is usually able to identify an appropriate writing topic and participates well in prewriting activities such as group brainstorming and semantic mapping. The student becomes anxious, however, during the initial stages of writing and often complains of “writer’s block.” Which of the following approaches would be most helpful in addressing this student’s writing needs?
A. Engaging the student in a discussion about common reasons for “writer’s block” and reassuring him that this is not unusual
C. Allowing the student to tape record his compositions until he becomes more comfortable with the writing process.
B. Having the student prepare a detailed outline of main ideas and supporting details before he beings to write.
D. Having the student journal, free-write and quick write in preparation for more formal writing.

37. A high school student with writing difficulty is usually able to identify an appropriate writing topic and participates well in prewriting activities such as group brainstorming and semantic mapping. The student becomes anxious, however, during the initial stages of writing and often complains of “writer’s block.” Which of the following approaches would be most helpful in addressing this student’s writing needs?
A. Engaging the student in a discussion about common reasons for “writer’s block” and reassuring him that this is not unusual
C. Allowing the student to tape record his compositions until he becomes more comfortable with the writing process.
B. Having the student prepare a detailed outline of main ideas and supporting details before he beings to write.
D. Having the student journal, free-write and quick write in preparation for more formal writing.

38. A. Establish a frame of reference on which to construct new knowledge.
A bilingual education teacher is beginning a unit in English on U.S. colonial history. She begins by showing a picture of everyday life in the colonies and asking, “What can you tell me about the people in the picture?” This approach to introducing the unit is particularly appropriate for English Language Learners primarily because it helps the students to:
A. Establish a frame of reference on which to construct new knowledge.
C. Become acquainted with some of the English vocabulary they will need to meet the unit’s linguistic challenge.
B. Identify some of their strengths and weakness with regard to their academic-language skills in English.
D. Develop their own questions about the unit and predict possible answers.

39. A. Establish a frame of reference on which to construct new knowledge.
A bilingual education teacher is beginning a unit in English on U.S. colonial history. She begins by showing a picture of everyday life in the colonies and asking, “What can you tell me about the people in the picture?” This approach to introducing the unit is particularly appropriate for English Language Learners primarily because it helps the students to:
A. Establish a frame of reference on which to construct new knowledge.
C. Become acquainted with some of the English vocabulary they will need to meet the unit’s linguistic challenge.
B. Identify some of their strengths and weakness with regard to their academic-language skills in English.
D. Develop their own questions about the unit and predict possible answers.

40. Thanks for flying with SMU!
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