2. INTRODUCTION
• Achievement Gap = There is a persistent gap in
academic achievement between English-
speaking students and those from culturally and
linguistically diverse groups:
• Many teachers are not prepared to make
content comprehensible for ELLs.
• Few teachers are trained to teach literacy or
content-area literacy to secondary ELLs.
3.
4. DOMAIN 1: COMPETENCY 001
• The ESL Teacher understands fundamental
language concepts and knows the structure
and conventions of the English Language.
A. Understands the basic concepts of language
systems (e.g. phonology, morphology, syntax,
lexicon, semantics, discourse, pragmatics) and
used this understanding to facilitate learning in the
ESL classroom.
B. Knows the functions and registers of language
(social vs. academic language in English)
C. Understands the interrelatedness of listening,
speaking, reading, and writing
D. Knows the structure of the English language (e.g.
word formation, grammar, vocabulary, syntax)
and the patterns and conventions of written and
spoken English
6. DOMAIN 1: COMPETENCY 002
The ESL teacher understands the processes of first
language (L1) and second language (L2) acquisition
and the interrelatedness of L1 and L2 development.
A.Knows theories, concepts and research related to L1 and L2
acquisition
B.Uses knowledge of theories, concepts and research related to L1
and L2 acquisition to select effective, appropriate methods and
strategies for promoting language development
C.Knows cognitive processes (e.g. memorization, categorization,
generalization, metacognition) involved in synthesizing and
internalizing language rules for 2nd
language acquisition.
D.Analyzes the interrelatedness of first- and second-language
acquisition and ways in which L1 may affect development of L2.
E.Knows common difficulties (e.g. idiomatic expressions, L1
interference in syntax, phonology, morphology) experienced by ESL
students in learning English and effective strategies for helping
students overcome those difficulties.
7. D1:C2 – SECOND LANGUAGE
ACQUISITION
• How did you learn your native language?
• How do you think acquiring a 2nd
language
(L2) is similar to or different from acquiring a
1st
(L1) language?
• Are there any similarities?
8. ACQUISITION VS. LEARNING
• Acquisition =
subconscious
learning, use
language to
accomplish a
goal
• Learning =
conscious,
formal setting,
practice,
memorization,
metacognition
9. THE ACQUISITION PROCESS
(KRASHEN, 1981)
|
|
| |
| |
| |
| |
| |
| |
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Comprehensible
Input Affective
Filter
Intake
(Outside of the
learner)
(Must remain low
for intake to occur.)
(Inside of the
learner)
11. THE INPUT HYPOTHESIS
(COMPREHENSIBLE INPUT)
1. Language is acquired through
comprehended messages, or comprehensible
input, which is both interesting and relevant to
the learner.
2. The focus is on the meaning, more than on
how it is spoken.
3. Speaking emerges on its own when the
learner’s understanding is good enough.
Teachers must be tolerant of early errors in
speech.
12. TEACHERS MUST STRIVE TO MAKE
INPUT COMPREHENSIBLE
• Use authentic language
• Stress student involvement
• Use hands-on activities
• Use non-verbal cues (kinesthetic movements)
• Use manipulatives, realia (real objects), and visuals
• Use prior content introduction in the primary
language (English/Spanish word walls)
• Create a low-stress, friendly environment
• Simplify teacher talk
• Avoid slang and idioms
13. DOMAIN II: COMPETENCY 003
The ESL teacher understands ESL teaching methods and
uses this knowledge to plan and implement effective,
developmentally appropriate instruction.
A.Knows TEKS and ELPS and how to design and implement
appropriate instruction
B.Knows effective instruction methods and selects/uses
instructional methods and resources appropriate for
instructional goals.
C.Applies knowledge of effective practices, resources, and
materials
D.Knows how to integrate technological tools
E.Applies effective classroom management and teaching
strategies.
14. D2: C3 - CALLA: COGNITIVE ACADEMIC
LANGUAGE LEARNING APPROACH
• The Cognitive Academic Language Learning
Approach (CALLA) integrates instruction in priority
topics from the content curriculum, development of
the language skills needed for learning in school,
and explicit instruction in using learning strategies
for academic tasks.
15. CALLA’S PRINCIPAL OBJECTIVES ARE
TO ASSIST STUDENTS IN:
Valuing their own prior knowledge and cultural
experiences, and relating this knowledge to academic
learning in a new language
Learning the content knowledge and the language skills
that are most important for future academic success
Developing language awareness and critical literacy
Selecting and using appropriate learning strategies that
will develop knowledge and processes
Developing abilities to work successfully with others in a
social context
Learning through hands-on, inquiry-based, and
cooperative learning tasks
Increasing motivation for academic learning and
confidence in their ability to be successful in school
Evaluating their own learning and planning how to
become more effective and independent learners.
16. D2:C3 - SIOP: SHELTERED INSTRUCTION
OBSERVATION PROTOCOL
• What Is the SIOP Model?
The Sheltered Instruction Observation Protocol (SIOP) Model is a research-based and
validated instructional model that has proven effective in addressing the
academic needs of English learners throughout the United States.
• The SIOP Model consists of eight interrelated components:
• Lesson Preparation
• Building Background
• Comprehensible Input
• Strategies
• Interaction
• Practice/Application
• Lesson Delivery
• Review & Assessment
• Using instructional strategies connected to each of these components, teachers
are able to design and deliver lessons that address the academic and linguistic
needs of English learners.
(Source: http://www.cal.org/siop/about/index.html)
17. PRACTICE QUESTION
Periodically a high
school ESL teacher
asks each student to
complete the
following checklist as
a self-assessment
tool.
Yes or No:
_____ I look for word patterns
in a sentence to help me read
and understand it.
____ I use note taking and
flashcards to reinforce new
language and vocabulary I
have learned
____ I make word
associations when learning
new language and vocabulary.
____ I use visualization to
help me remember new
vocabulary.
18. SELECT THE BEST ANSWER:
The primary purpose of the checklist is to help
students
a. Become effective at determining their own
language proficiency
b. Develop strategies for overcoming
misunderstandings when communicating
c. Compensate for gaps in their current
language knowledge and skills.
d. Use various cognitive strategies for internalizing
language.
19. PRACTICE QUESTION
When planning lessons or activities for Samira, a new
student in Ms. Lynn’s class, Ms. Lynn takes Samira’s
reluctance to speak with others into consideration
and sets an instructional goal to increase her oral-
language proficiency through self-initiated
interactions with classmates.
20. WHICH OF THE FOLLOWING SHOULD MS. LYNN
INCORPORATE TO BEST HELP SAMIRA AT HER
CURRENT LEVEL OF ORAL-LANGUAGE PROFICIENCY?
A. Concept attainment model
B. Cognitive Academic Language Learning
Approach (CALLA)
C. Reciprocal teaching strategy
D. Total Physical Response (TPR)
21. PRACTICE QUESTION
A high school ESL teacher is working with a class of
beginning-level ELLs. The teacher asks one student to
stand up, then asks another to pick up a pencil. The
teacher involves each of the students a different
points during the activity. According to proponents
of Total Physical Response (TPR), the activity helps
students develop English language skills primarily
because it…
a.Encourages them to use English within authentic contexts
b.Allows them to discover a wide range of concepts and rules
related to English grammar
c.Prompts them to use English to accomplish different goals
d.Helps them to develop kinesthetic connections to various
English words and phrases.
22. DOMAIN II:COMPETENCY 004
The ESL teacher understands how to promote
students’ communicative language development in
English.
a.Knows TEKS, ELPS, and PLDs
b.Understands the role of the linguistic environment and
conversational support and uses this to provide a rich,
comprehensible language environment.
c.Applies knowledge of practices, resources, and materials…
d.Understands interrelatedness of listening, speaking, reading and
writing
e.Applies knowledge of effective strategies related to transfer skills
f.Applies knowledge of individual differences (developmental,
cultural, academic, learning styles) to select targeted and
systematic instruction
g.Knows how to provide appropriate feedback
23. D2:C4 - THE NATURE OF LANGUAGE
PROFICIENCY
BICS
Basic
Interpersonal
Communication
Skills
(2-3 years to acquire)
*Think social,
conversational
CALP
Cognitive
Academic
Language
Proficiency
(5-7 years to acquire)
*Content, academic
language
24. 2 MAJOR FACTORS THAT MAKE ACQUIRING
CALP MORE SUCCESSFUL
• Prior schooling
• Literacy development in L1
• Reading achievement in L2 is more dependent
on reading achievement in L1 than it is on the
student’s level of L2 oral proficiency.
• For ELLs to master CALP, they need ample
opportunities to orally practice the
language.
• 5-7 years
25. ELL STUDENTS NEED:
• Engagement in activities and strategies that enable
them to –
• View
• Do
• Talk
• Transform
• With Context embedded and Context reduced
(Remember Cummins’ 4-Quadrants?)
26. PRACTICE QUESTION
Which of the following best explains why ELLs need to
receive direct instruction in the use of nonverbal elements
of English?
a.The meanings of gestures and body language vary
from culture to culture
b.People need explicit instruction in nonverbal
communication because they lack instinctive
communication skills
c.Cultures associated with English tend to have more
taboos related to the body than other cultures
d.Nonverbal gestures only have meaning when they
are connected to specific phrases in the oral
language
27. D2:C5 – PROMOTING LITERACY
The ESL teacher understands how to promote students’
literacy development in English
a.Knows TEKS and ELPS and how to use them to create meaningful
lesson plans
b.Understands the interrelatedness of listening, speaking, reading,
writing.
c.Understands that English is an alphabetic language and applies
strategies for developing ESL students’ phonological knowledge
and skills and sight word vocabularies.
d.Knows factors that affect ESL students' reading comprehension
(e.g. vocabulary, text structures, cultural references)
e. applies knowledge of effective strategies
f.Applies knowledge of individual differences
g.Knows personal factors that affect ESL students' English literacy
development (e.g. interrupted schooling, literacy in L1)
29. TRANSFER AND INTERFERENCE
• Universal Grammar – Chomsky’s theory that the
basic principles of languages are shared by all
languages. Chomsky proposes that the ability to
learn grammar is hard-wired into the brain.
• Transfer – When the surface features of two
languages are the same in structure, you have
transfer.
• Interference – also known as “negative transfer”.
Sometimes word order and/or other structural
elements are so different between the L1 and L2
that problems arise when translating from the L1.
30. COMMON AREAS OF INTERFERENCE
• Syntax – the patterns into which words can be validly arranged to form
sentences.
Ex:“A ella le gustan sus zapatos rojos” = She likes her shoes red.
• Homophones – words that sound alike but are spelled differently and have
different meanings. Ex: read/reed
• Homographs – words that are spelled the same but have a different
pronunciation and meaning.
Ex: bow/bow
• Figurative language - speech or writing that departs from literal meaning in
order to achieve a special effect or meaning.
Ex: similes, metaphors, personification, idioms, etc.
• Idioms – expressions that cannot be understood from the combined
meanings of the words that form them. Idioms are usually distinctive to a
particular language.
– Ex:
A chip on your shoulder
Break a leg
Change of heart
Stick in the mud
31. TO MINIMIZE THE IMPACT OF
INTERFERENCE:
• Monitor student output and look for patterns of
errors
• Target your instruction to common areas of
interference
• Teach with kinesthetic symbols
• Chants or songs
• Foldables/Graphic Organizers
32. WHAT COGNITIVE PROCESSES HELP ENCODE NEW
INFORMATION INTO OUR BRAINS?
• Memorization/repetition
• Elaboration
• Categorization/organization (graphic organizers!)
• Sensory input
• Experiential learning
• Visualization
• Metacognition
33. T-P-S: PICK ONE COGNITIVE STRATEGY. WHAT
ACTIVITIES CAN BE USED TO FACILITATE LANGUAGE
ACQUISITION USING THIS COGNITIVE PROCESS?
• For example, for Metacognition, the students could:
• Reflect on learning by using a Learning Log
• Self-evaluation checklists
• Write in journals about the learning topic
34. PRACTICE QUESTION
Which of the following strategies would be most
effective in helping intermediate and
advanced ELLs improve their reading fluency?
a.Providing frequent opportunities for students to read and
reread texts written at their independent reading levels
b.Expanding students’ vocabulary knowledge by assigning
challenging texts at and beyond their instructional reading
levels
c.Encouraging students to use various comprehension
strategies, such as self-monitoring, predicting and questioning.
d.Administering timed reading tests to students monthly to
motivate them to read more quickly and accurately.
35. DOMAIN II:COMPETENCY 006
The ESL teacher understands how to promote
students’ content-area learning, academic language
development and achievement across the
curriculum.
A.Applies knowledge of effective practices, resources and materials
that is linguistically accommodated (communicated, sequenced,
and scaffolded) to the student’s levels of English-language
proficiency
B.Knows instructional delivery practices that are effective in
facilitating ESL students’ application of various learning strategies
(e.g. preteaching key vocabulary, using metacognition, using
hands-on activities, using realia, media, and graphic organizers)
across content areas.
C.Applies knowledge of individual differences
D.Knows personal factors that affect ESL students’ content-area
learning (prior learning experiences, familiarity with specialized
language and vocabulary)
36. PRACTICE QUESTION
Mr. Gregory, a history teacher, notices within the first two
weeks of school that Lana is struggling with history content.
When reviewing Lana’s prior school records. Mr. Gregory
learns that Lana exited the ESL program the previous year
at her former school. He decides to meet with the
Language Proficiency Assessment Committee (LPAC) to
discuss Lana’s status and performance in school. During
the LPAC meeting, Mr. Gregory learns more about Lana’s
schooling and is able to discuss her performance in his class
with the committee. After discussing Lana’s performance,
the committee sets an objective to follow established LPAC
guidelines to help Lana.
37. PRACTICE QUESTION
Mr. Gregory can best support Lana’s English-
language acquisition and content
understanding by
A. extending the due dates on Lana’s content
assignments
B. Implementing the use of a variety of content-specific
textbooks in Lana’s native language.
C. administering an assessment to determine Lana’s
current level of content academic language.
D. Implementing strategies to make content
comprehensible for Lana.
38. PRACTICE QUESTION
To most appropriately accommodate
beginning-level ELLs in a reduced context
vocabulary learning station, the teacher should:
A. Incorporate additional words cards with sight
work
B. Model how to manipulate the words cards.
C. Include corresponding illustrations on the word
cards.
D. Allow nonparticipation.
39. DOMAIN II:COMPETENCY 007
The ESL teacher understands formal and informal
assessment procedures and instruments used in ESL
programs and uses assessment results to plan and
adapt instruction.
a.Knows basic concepts, issues and practices related to test design,
development and interpretation and uses this knowledge to select,
adapt and develop assessments
b.Applies knowledge of formal and informal assessments used in the ESL
classrooms
c.Knows standardized tests commonly used in ESL programs in Texas
and knows how to interpret results
d.Knows state-mandate LEP policies, including the role of the LPAC
e.Understands relationships among state-mandated standards,
instruction and assessment
f.Knows how to use ongoing assessment to plan and adjust instruction
that addresses individual student needs
40. TESTING USED TO
IDENTIFY, CLASSIFY, AND MONITOR
• Pre-K – Grade 1 – Oral Language Proficiency Test
(OLPT) approved by TEA
• Grades 2-12 – OLPT and the ELA sections from a TEA
approved norm-referenced test, or another test
approved by the TEA
• Must be tested within 20 days of enrollment into a
school
• TELPAS: Listening, Speaking, Reading (online),
Writing
41. HLS: HOME LANGUAGE SURVEY
• First step in student classification
• Every new student upon enrollment
• Pre-K-8th
– must be signed by parent/guardian
• 9-12 – student may sign
• “What language is spoken in your home most of the time?”
• “What language does your child speak most of the time?”
42. LPAC: LANGUAGE PROFICIENCY
ASSESSMENT COMMITTEE
• A committee made up of school administration,
teachers (ESL, Bilingual, and/or General Ed), and
a parent of a LEP student
• Must meet within 20 days of enrollment of a LEP
student
• Prior to STAAR or other state mandated testing,
must determine the appropriate assessment
option for each ELL
• Monitors progress of each student who’s exited
from a program for 2 years after exiting
43. THE LPAC’S RESPONSIBILITIES:
• Beginning and ending of school year, LPAC:
• Designates the language proficiency level of each ELL
(OLPTs and ELA norm-referenced tests)
• Designates the level of academic achievement of
each ELL
• Designates, with parent approval*, the initial
instruction placement of ELLs
• Facilitates the participation of ELLs in other special
programs if eligible
• Classifies students as English proficient and
recommends exit
*If a parent denies services, no matter what the HLS or
testing criteria shows, the school cannot offer services
to the ELL student.
44.
45. BACK TO MR. GREGORY’S CLASS:
Mr. Gregory, a history teacher, notices within the
first two weeks of school that Lana is struggling with
history content. When reviewing Lana’s prior school
records, Mr. Gregory learns that Lana exited the ESL
program the previous year at her former school. He
decides to meet with the Language Proficiency
Assessment Committee (LPAC) to discuss Lana’s
status and performance in school. During the LPAC
meeting, Mr. Gregory learns more about Lana’s
schooling and is able to discuss her performance in
his class with the committee. After discussing Lana’s
performance, the committee sets an objective to
follow established LPAC guidelines to help Lana.
46. WHICH OF THE FOLLOWING BEST
MEETS THE LPAC’S OBJECTIVE?
a. Lana’s progress will be monitored for the next two
years
b. Mr. Gregory will meet with Lana’s parents
c. Lana will be placed in ESL classes for the next two
years
d. Mr. Gregory will administer an oral language
assessment in Lana’s native language
47. DOMAIN III: COMPETENCY 008
The ESL teacher understands the foundations of ESL
education and types of ESL programs.
a.Knows the historical, theoretical, and policy foundations
of ESL education
b.Knows types of ESL programs (e.g. Self-contained, pull-
out, newcomer centers, dual language, immersion)
c.Applies knowledge of various types of ESL programs to
make appropriate instructional and management
decisions.
d.Applies knowledge of research findings related to ESL
education, including research on instructional and
management practices in ESL programs, to assist in
planning and implementing effective ESL programs.
48. D3:C8 - CHAPTER 89 : TEXAS LAW
“ It is the policy of the state that every student in the state who has
a home language other than English and who is identified as an
English language learner shall be provided a full opportunity to
participate in a bilingual education or English as a second
language (ESL) program, as required in the Texas Education Code
(TEC), Chapter 29, Subchapter B. To ensure equal educational
opportunity, as required in the TEC, §1.002(a), each school district
shall:
•(1) identify English language learners based on criteria established
by the state;
•(2) provide bilingual education and ESL programs, as integral parts
of the regular program as described in the TEC, §4.002;
•(3) seek certified teaching personnel to ensure that English
language learners are afforded full opportunity to master the
essential knowledge and skills required by the state; and
•(4) assess achievement for essential knowledge and skills in
accordance with the TEC, Chapter 39, to ensure accountability for
English language learners and the schools that serve them.”
49. HISTORICAL BACKGROUND
• 1920s-60s – sink or swim, “submersion”, no support
programs for language learners
• 1968 – The Bilingual Education Act, Title VII of the
Elementary and Secondary Education Act of 1968 –
established federal policy for bilingual education for
economically disadvantage language minority
students
50. SIGNIFICANT LAWS TO KNOW
• 1974 – Lau v. Nichols – identical education does not
constitute equal education under the Civil Rights
Act
• 1981 – Castaneda v. Pickard – “Castaneda Test”
• 1982 – Plyler v. Doe – Supreme Court denies the
state’s right to exclude children of illegal immigrants
from public schools
• 1983, 88, 94 – Amendments to Title VII
51. BILINGUAL AND ESL PROGRAMS
• http://www.elltx.org/bilingual_esl_programs_english.html
• Sheltered Instruction (SIOP): an approach for
teaching content to English language learners
(ELLs) in strategic ways that make the subject
matter concepts comprehensible while
promoting the students' English language
development. (Echevarria, J., Vogt M.-E., & Short, D., 2000. Making
Content Comprehensible for English Language Learners—The SIOP Model,
Allyn and Bacon, p. 1)
52. CHAPTER 89 SAYS:
• If there are 20+ ELLs in the same grade level district-
wide, the district is required to offer a bilingual
education program for Pre-K – Grade 5 (including 6th
when the school has a 6th
grade)
• Transitional Early Exit, Transitional Late Exit, Dual Language
Immersion One Way, Dual Language Immersion Two-Way
• Any district not required to offer a bilingual program
shall offer an ESL program regardless of students’
grade levels, home language, and number of such
students.
• Content-Based, Pull-Out
53. PRACTICE QUESTION
Which of the following best characterizes the
education of language minority students in the U.S.
before WWII?
a.There was no concerted effort to assist ELLs in school
b.ESL programs were common in larger urban school
systems only
c.Students who did not speak English could be legally
prevented from registering for school
d.The majority of ELLs with limited English proficiency
attended bilingual parochial schools.
54. PRACTICE QUESTION
A school district has six elementary schools, all of
which enroll a large number of ESL students who
come from more than twenty different countries.
Which of the following is the most appropriate
program model for the district?
a.Pull-out ESL classes
b.Early-exit bilingual
c.Sheltered English
d.Late-exit bilingual
55. PRACTICE QUESTION
A Texas high school has a program that integrate ESL
instruction with academic instruction. The focus of the
program is for students to learn English as a second
language and use it as a medium to learn other
academic subjects. In the program, a full-time teacher
provides supplementary instruction for all academic
subjects. Based on the characteristics, the program can
best be described as
a.Sheltered instruction
b.Content-based ESL
c.Two-way immersion
d.Pull-out ESL
56. D3:C9
The ESL teacher understands factors that affect ESL
students’ learning and implements strategies for
creating an effective multicultural and multilingual
learning environment.
a.Understands cultural and linguistic diversity in the ESL
classroom and understands other factors that may affect
students’ learning of academic content
b.Knows how to create an effective multicultural and
multilingual learning environment that addresses the
affective, linguistic, and cognitive needs of the ESL
students
c.Demonstrates sensitivity to students’ diverse cultural and
socioeconomic backgrounds and shows respect for
language differences
d.Applies strategies for creating among students an
awareness of and respect for linguistic and cultural
diversity.
57. AFFECTIVE FILTER
• Social/emotional factors affect L2 acquisition
• A low affective filter helps a student to make
progress when acquiring L2
• Low anxiety, high motivation, and self-confidence
are ideal.
58. REDUCING AFFECTIVE FILTER
• Elicit student performance
only at the appropriate
level and when the
student is ready
• Avoid error correction;
focus on message vs. form
• Increase wait time – allow
for silent period
• Allow for ample rehearsal
time before performing in
front of others
• Maintain a friendly,
comfortable environment
• Create consistent routines
within the classroom
• Incorporate students’
native culture and history
in activities whenever
possible
• Challenge students while
providing appropriate
support
• Explicitly teach native and
non-native English
speakers about cultural
differences
59. PARTNER TALK
• What are some ways you will create an effective
multicultural and multilingual environment in your
classroom?
60. PRACTICE QUESTION
A teacher replies to an incorrect response from an
ELL by recognizing the student’s effort through
positive reinforcement. By recognizing the student’s
effort, the teacher is demonstrating an
understanding of which of the following?
a.Enhancing linguistic development
b.Incorporating various learning modalities
c.Promoting cognitive development
d.Lowering the affective filter
61. PRACTICE QUESTION
An ESL teacher works in a middle school with a diverse student
population. In addition to providing ELLs with language and
content instruction, the teacher helps students learn how to
articulate their feelings, provided them with practice in taking
the perspective of others and encourages the expression of
diverse points of view. The practices are primarily effective in:
a.Recognizing and responding to the linguistic diversity of the
students
b.Promoting students’ academic achievement
c.Reducing student conflicts that result from cultural and other
misunderstandings
d.Resolving students’ cultural identity crises
62. D3:C10
The ESL teacher knows how to serve as an advocate for ESL
students and facilitate family and community involvement
in their education.
a.Applies knowledge of effective strategies advocating
educational and social equity for ESL students
b.Understands the importance of family involvement in the
education of ESL students and knows how to facilitate
parent/guardian participation
c.Applies skills for communicating and collaborating
effectively with parents/guardians
d.Knows how community members and resources can
positively affect student learning and is able to access
community resources to enhance education
63. PRACTICE QUESTION
An ESL teacher provides training to content-
area teachers on ways to simplify one’s
language when talking to ELLs. The training will
primarily reinforce the importance of which of
the following for the teachers?
a.Collaborating with other teachers of ELLs
b.Facilitating parental involvement in students’ education
c.Incorporating community resources within an ESL
classroom
d.Implementing ESL strategies within the classroom
64. BUILDING THE FOUR SKILLS
• Listening
• Speaking
• Reading
• Writing
• *Integration is key!
• Receptive vs.
Expressive
• The order of achieving
proficiency
• Construction of
knowledge
• Integration is good
teaching!
65. LISTENING COMPREHENSION
Beginner
• Being read
to/books on tape
• Total Physical
Response (TPR)
• Listen, Watch,
Imitate
• Information
sharing/Giving
Directions
• Songs
• High context,
visuals, hands on
Intermediate
• Listening/recalling/
retelling
• Listening for main
idea
• Songs/jazz
chants
• Fairly high
context, visuals,
hands on
• Distinguishing
sounds (minimal
pairs, ending
sounds)
Adv/Adv
High
Listens for details
Integrated with writing
Lectures/note taking
Provide graphic organizers
66. QUICK WRITE
• Think of 5-10 key vocabulary terms from an
elementary level content area you would like to
teach that you could teach using TPR ?
• Share out
67. SPEAKING: BEGINNERS
Beginner
• Silent
period
• Single word
answers
• Query using
either/or
• Mimicked
phrases
Intermediate
• Answer
knowledge and
fact based
questions
• Retelling stories
• Telling stories
from pictures*
• Informal/improm
ptu
conversations
Adv/Adv
High
Formal
presentations
Answering higher
order questions
Defending/justifying/
debating
Discussion
69. READING: BEGINNER
Beginner
• Phonological
awareness
taught in isolation
• Phonics
instruction with
words
comprehended
ORALLY
• Single words or
short phrases only
after introduced
through lesson
• Sight words
• Picture books in
English or in L1
• Language
Experience
activity
Intermediate
• Pre-teach key
vocabulary
• Elicit prior
knowledge/mak
e connections
• Re-read familiar
texts to build
fluency
• Independent
reading at
appropriate level
• Guided reading
• Modified/highly
supported texts
Adv/Adv High
Intensive reading activity*
Pre-teaching/pre-reading
through discussion
Graphic organizers
High interest magazines,
chapter books
Re-reading familiar texts
70. WRITING: BEGINNER
Beginner
• Journals in L1
• Fill in the
blank
• One word
answers
• S-V-O
sentence
structure
• Drawing
Intermediate
• Write
narratives
they have
already
told
• Dialogue
journals
• Short
answer
• Paragraph
structure
Adv/Adv
High
Writer’s
Workshop/Writing
Process
Peer feedback
Editing tricks
(reading to the wall,
PVC pipe phones)
Reflection journals
Note taking by
listening
*Evaluate writing samples
71. REVISIT RAN CHART
• Take 2 more stickies.
• On 1st sticky, write down at least 1 piece of “New
Information” you learned.
• On 2nd
sticky, write down at least 1
“Wondering/Question” you still have.
• Share new insights with partner.
72. DAY OF TESTING TIPS:
• Think “perfect world”.
• Locate key words or concepts in the question
prompt.
• Eliminate those answers you know are wrong.
• Know “buzz” words in education; they are often
used in the correct answers.
• Pay attention to absolutes (i.e. “always”, “none”,
“never”) which are often used in wrong answers.
