1. The CALLA Model: Strategies for ELL Student Success Anna Uhl Chamot Anna Uhl Chamot Jill Robbins Jill Robbins The George Washington University

2. PURPOSE OF CALLA u Focus on learner. u Improve academic language proficiency. u Motivate with content topics. u Teach learning strategies.

3. THE COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH (CALLA)

4. Alief, TX Allentown, PA Arlington, VA Bethel, AK Boston, MA Chula Vista, CA Dearborn, MI El Paso, TX Fargo, ND Federal Way, WA Houston, TX Lowell, MA McAllen, TX Mesa, AZ New York, NY Ogden, UT Philadelphia, PA Washington, DC CALLA Sites

5. THE COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH (CALLA) u Cognitive-Social Learning Model u Authentic Content u Academic Language u Learning Strategies

6. COGNITIVE-SOCIAL LEARNING MODEL u The learning process is mentally active and strategic. u Learning involves higher level thinking, not just memory. u Social context and interaction are critical. u Students learn content by relating it to their prior knowledge. u Students learn processes through integrative practice individually and with peers. u Learning strategies can be taught and learned.

7. AUTHENTIC CONTENT u Aligned to curriculum standards. u Interesting school and cultural topics. u Linked to students’ prior experiential and cultural knowledge. u Taught through hands-on/inquiry- based/cooperative learning tasks.

8. ACADEMIC LANGUAGE u Language development through content across all curriculum areas. u Vocabulary and discourse of content subjects and cultural topics. u Linked to students’ prior linguistic knowledge. u Development of language awareness.

9. WHAT ARE LEARNING STRATEGIES? u Thoughts and actions that assist learning tasks. u Ways to understand, remember, and recall information. u Ways to practice skills efficiently.

10. WHY TEACH LEARNING STRATEGIES? u Show students how to be better learners. u Build students’ self-efficacy. u Increase student motivation for learning. u Help students become reflective and critical thinkers.

11. TIPS ON TEACHING LEARNING STRATEGIES u Build on students’ current learning strategies. u Demonstrate how to use the learning strategy by modeling. u Give the strategy a name. u Provide ample practice opportunities.

12. CALLA INSTRUCTIONAL SEQUENCE Five Recursive Phases

13. PREPARATION PRESENTATION PRACTICE SELF-EVALUATION EXPANSION CALLA’S FIVE PHASES

14. PREPARATION u Identify objectives. u Elicit students’ prior knowledge. u Develop vocabulary. u Provide motivation.

15. PRESENTATION u Present new information in varied ways. u Model processes explicitly. u Explain learning strategies. u Discuss connections to students’ prior knowledge.

16. PRACTICE u Use hands-on/inquiry-based activities. u Provide different cooperative learning structures. u Use authentic content tasks. u Ask students to use learning strategies.

17. SELF-EVALUATION u Students reflect on their own learning. u Students evaluate themselves. u Students assess their own strategy use.

18. EXPANSION u Students apply information to own lives. u Students make connections between language and content. u Students relate information to first language knowledge. u Parents contribute to learning.

19. CALLA Instruction Is... u Learner-centered u Reflective u Supportive u Focused u Enthusiastic