This document discusses strategies for teaching English as a second language. It recommends using multiple modalities like visual and spatial aids to help students better learn and internalize new information. Some key strategies include using modified texts and real-world vocabulary to build comprehension, incorporating listening, speaking, reading and writing activities, and creating a positive learning environment where students can apply what they're learning. Formative assessments are encouraged to track student progress towards goals.
7. Organize content & ideas
Better able to learn &
internalize with use of more
than 1 modality
Material presented through
visual & spatial modalities
Facilitate comprehension
of new information
17. COMPREHEND THE
CONTENT OF SHORT TEXT
Read vocabulary related
to the present & all
previous levels
Recognize regular &
irregular high
frequency words
19. Upper levels read
independently
Use critical thinking
skills
Understand &
participate in oral
conversation
The language is
useful for it is
meaningful.
20. Comprehend &
communicate in
spoken English.
Read aloud a
relevant topic with
some hesitancy &
understanding
Terms are defined
visually
Meaning is
established
21. Dr. Abreo loved the
assessments.
How well does a
pupil read
independently?
Learners can discuss
which location they
are familiar with.
22. “As a direct result of OpNola’s input,
and Knox and Ron's lesson plans, UNO
Chart created a take home guide for
students and expanded the
facilitator's guide.”
--Dr. Christina Abreo
OpNOLA
23. “Maggie Oliver worked tirelessly on this
project and has kept the
powers-that-be focused on making the
content accessible to English
language learners. She's done a great
job.”
24.
25. What I know
What I want to learn
What I have learned
Explains lesson
purpose
Warm up / Closure
48. Realia, visuals from
outside the class
Vocabulary taught in
context of real situations
Content drawn from
pupils’ lives
Authentic / relevant
Organizers clearly
define goals
54. Pair composes a new
scrambled sentence that
conveys meaning.
Learners share with a
new group.
More chances to
produce oral language
Pupil engagement
increases.
55. Students are
encouraged to help
each other
Communicating with a
partner
Cooperation
Collaboration
Builds community
59. Pupils will respond.
Teacher is less in the
spotlight.
Encourages purposeful
student interaction
Instructional activity &
materials that meets
learner needs
60.
61.
62. The language complexity of
everyday life
Expansion of language
occurs
Varying levels of questions
& responses
prefer / don’t prefer
compare / contrast
73. Printed lyrics are the
reading text
Culture of the USA
Children /
grandchildren may
understand this
Uses a variety of
teaching modalities
& resources
74.
75.
76.
77.
78. Juvenile literature: academic
High interest / appropriate reading level
Uses material from outside of the classroom
Increases rigor of instruction
Prepares learners for higher education
83. Observation
"And then Kino's brain cleared
from its red concentration and he
knew the sound--the keening,
moaning, rising hysterical cry
from the little cave in the side of
the stone mountain, the cry of
death.“
- John Steinbeck, The Pearl,
Chapter 6
84.
85. Teacher observes & assesses pupils while
they are carrying out the task.
86.
87. Language is learned to
communicate.
Students have a real
need to communicate.
English is
learned more
easily in
comfortable situations.
Language is about
community
107. Illustrated content tends to
remain longer in pupils’ minds
Pupils generate mental
images to go along with info
Combines spoken words
with text & diagrams
Help pupils think in
multiple directions
108.
109. I liked . . .
I learned . .
.
I want to
try. .