September 24, 2012

There are more people out there in the world who speak English as a second language as their first language.

Comprehensible Input Features
(From the SIOP text)

1. Speech appropriate for students proficiency levee
• Slower rate of speech
• Careful enunciation
• Simple structure for beginners
• Paraphrasing and repetition 
• Use cognates
• Pull from their prior knowledge
• Avoid using idioms 
2. Clear explanation of Academic Tasks
• Step by step directions
• show example of finished product
• oral and written directions
• opportunities to practice what has been explained
• need more guided practice
3. A variety of techniques use to make content concepts clear
• Modeling
• Visuals 
•  have pictures and label pictures
• Hands-on Activities
• Demonstrations
• Gestures
• Body Language
• Graphic Organizers

Read the lesson scenarios, create a T-Chart list effective and non-effective 

Tea Party Strategy

Can be a good strategy to use with students especially ELL students

Language and Content Objectives

• NCLB requires that we measure progress in both areas
• Academic Achievement (CRTs)
• English Langauge Proficiency (UALPA)
• Content knowledge cannot grow if we only focus on learning the English language
• Language learning cannot occur if we only focus on academic subject matter

4 Reasons to Combine Language and Content

1. language forms and vocabulary will develop as students study areas of interest
2. Motivation plays a role in learning complex language structures
3. Teachers can activate and build on students' prior knowledge in the content area
4. Language structure and form should be learning in authentic contexts rather than through contrived drills in language workbooks

Generating Language Objectives

1. Four language domains
   ...to demonstrate the "what" or content that they will learn
1. Reading 
2. Writing
3. Speaking
4. Listening
2. key vocabulary
3. language functions
1. agreeing and disagreeing
2. asking for permission, directions, help, questions
3. explaining
4. expressing likes, dislikes and opinions
5. describing and denying
6. classifying
7. commanding/giving instructions
8. identifying
9. sequencing, suggesting
10. planning and predicting
11. enquiring/questioning
12. asking for assistance or directions
13. wishing and hoping
14. refusing
4. grammar or language structures
1. particular verb tenses
2. possessives
3. plurals
4. adverbs
5. vocabulary words
6. sequencing words
1. first
2. second
3. meanwhile
4. next
5. third
6. after
7. before
8. finally
9. then
10. last
7. pre-fixes-suffixes
5. lesson tasks
6. language learning strategies