Table of ContentsStages of Language Acquisition

Graphic Organizers Venn Diagram __________________________ T- Charts _____________________________ Graphic Organizers ______________________

Techniques to Adapt the Text Framed Outline Framed Outline-Cloze Technique Anticipation Guide General Flipbook Instructions _______________

Structured Activities to Promote EnglishLanguage Development Analysis Pizza

Carousel Find the Fib Find Someone Who Inside-Outside Circe (Parallel Lines) Jigsaw Line Up Mix-Freeze-Match Mix and 4 Corners Round Robin Round Table Stay and Stray

Instructional Delivery Total Physical Response Language Experience Approach (LEA)

Common Sounds/Symbols in Spanish & English Think-Pair-Share Numbered Heads Together Say, See, Do-A Model for Learning Oral Response Strategies Active Response Cards Talking Chips 5W Plus H Words Sentence Songs The Power of Voice Primary Language Support Chunk and Chew Language Signals Cognates Idioms Grouping Scenarios Where is my class?

Vocabulary Development Language Acquisition BICS and CALP Wondrous Words Picture It Say It Use It in a Sentence Act it out Wanted Words Mystery Character

Vocabulary Learning Chart Interactive Vocabulary Cards Match Mine Lingo Bingo Learning From A to Z

Visual Tools and Resources Visual Input Chart ELD Lessons on the District Intranet

Graphic OrganizersVenn Diagram

A Venn diagram is a tool for comparing and contrasting things. The diagram consists of two or more overlapping circles. Students label each circle with the items that are being compared and contrasted. Characteristics that are unique to each item are placed in the appropriate circle. The center overlapping section is used to record terms or phrases that show similarities between the items.

This activity can be scaffolded for English Language Learners by making the activity a Table Venn Diagram. Students are given a poster size Venn Diagram and cards with the words or phrases already printed on them. Students manipulate the cards and determine their appropriate placement.

Venn

Dia

gram

T-ChartsT-Charts are a type of graphic organizer in which students list and examine two facets of a topic, like the pros and cons associated with it, its advantages and disadvantages, facts vs. opinions.

(example)

Fact Opinion

T-Chart: Content IdeasLanguage Arts

ELDMath Science Social

Studiescharacters’

actions problems and

solutionsfacts/ opinions facts/

opinionscharacter-

descriptionsproblem-answer

problems and solutions

problems and

solutionsfacts/opinions pros and cons of a

topicpros and cons of a

topicstrengths and weaknesses of a writing piece or text

attributes of plants or animals

*T-charts can also be used with pictures and/or picture support

Graphic Organizers

Summarize Pictorial Sequence of Events or Story Map

Initiating Event

Final Outcome

Topic Sentence

Supporting Details

Conclusion

Beginning

Middle

End

Techniques toAdapt the Text

A teacher must often modify difficult sections of text so students limited in English can comprehend the context. Six ways to modify a text are (1) using graphic depiction, (2) outlining the text, (3) rewriting the text, (4) using audiotapes, (5) providing live demonstrations, and (6) using alternate books.

Graphic Depiction of the TextGraphic depiction of the text improves student performance. Teachers of students learning English can effectively use graphic organizers and visual displays such as charts, graphs, Venn diagrams, Thinking Maps, timelines, and clusters to modify difficult texts.

Outlining the TextSeveral types of outlining can be effective for summarizing and emphasizing important information in a text. The traditional framed outline allows the students to see and prioritize key points, which facilitates understanding and memory. A framed outline has major chapter sections represented by Roman numerals and main ideas by capital letters.

Rewriting the TextRewriting curriculum is an effective text modification of curricular materials. Teachers of students learning English agree that most texts are written at or above grade level. Written materials should be organized in small, sequential steps, avoiding long passages with dense groups of words. Short, simple sentences are preferable to long, complex sentences.

If a text is rewritten, paragraphs must include a topic sentence and several supporting detail sentences. The rewritten text should maintain a specific format to promote easy reading. All sentences in the rewritten text should be direct and relevant to the subject. Key information can be listed with bullets. The rewritten paragraphs are shorter and focus only on the central information.

Audiotaping Versions of the TextTeachers can put sections or entire chapters on audiotape. Students can listen to the tape over and over again to reinforce learning.

Providing Live DemonstrationsLive demonstrations can bring life to a text. In a class that was studying archeology, the teacher demonstrated how objects become buried deep underground. This process was described in the text; however, most students did not have the reading skills or English proficiency to understand it.

Using Alternate BooksTeachers can select alternate books with similar concepts, but at an easier reading level. Alternate books focus on the same required curriculum material but are written to make reading automatic. The focus is on the curriculum rather than on the challenges of decoding the vocabulary and reading the text.One set of books kept at school and one set at home aids students in doing home reading and homework assignments.

Framed OutlineMiddle Atlantic Outline

I. Agricultural Products

A. Crops1. New York: apples2. New Jersey: tomatoes, blueberries3. Delaware: corn4. Pennsylvania: mushrooms5. Maryland: grains

B. Livestock1. Beef2. Dairy

II. Marketing of Farm Products

A. Truck Farms1. Grow large amounts of many different

vegetables2. Sell vegetables to stores in a city

B. Farmers MarketsFarmers sell crops in the city

a. On a Streetb. In a parkc. In a train stationd. In a building

City people meet farmers

Framed Outline-Cloze TechniqueMiddle Atlantic Outline

Agricultural Products

A. Crops1. New York: ______________2. New Jersey: ____________, ____________3. Delaware: ____________4 Pennsylvania: _____________5. Maryland: ______________

B.Livestock1. ______________2. ______________

II. Marketing of Farm Products

A. _______________________

1. Grow large amounts of many different vegetables

2. Sell vegetables to stores in a city

B. Farmers Markets

1. Farmers sell crops in the citya._____________________b. In a parkc. ____________________d. In a building

Anticipation Guide

An Anticipation Guide is a series of teacher-generated statements about a topic that students respond to before reading about that topic. An Anticipation Guide can be used to activate prior knowledge, to focus reading, and to motivate less proficient readers by familiarizing them with the content and stimulating their interest.

The value of the Anticipation Guide lies primarily in the discussion that takes place after students independently complete the exercise. A pre-reading discussion of student responses to the statement elicits relevant background knowledge, preconceived ideas, and any glaring misconceptions.

The teacher’s role during discussion is to activate and stimulate thought, without providing direct information that would essentially make it unnecessary for students to go ahead and actually read the selection. Students should instead be encouraged to consider their preconceptions and predictions in relation to the information presented in the text.

What readers do BEFORE they read may influence comprehension as much as what they do WHILE they are reading.

Anticipation Guide Instructional Procedures Identify the major concepts that you want students to focus upon in

the selection.

Determine whether the major points, concepts or issues are likely to support or challenge students’ preconceived ideas.

Create five to ten general statements that may support or challenge the students’ ways of thinking about the topic. These statements should address key points, major concepts, and broad controversial ideas that students will encounter in the selection rather than specific details.

Arrange the statements in a format that will elicit anticipation and prediction (e.g., true/false/undecided; yes/no; agree/disagree; a Likert scale.

Share the guide with the students prior to reading. Have students complete the guide individually, prior to discussing their responses in groups.

Engage the whole class in a pre-reading discussion by asking for a hand count of responses to each statement. Call on students from each side of the issue to justify their responses. Refrain from simply telling them the correct responses.

Engage the whole class in a pre-reading discussion by asking for a hand count of responses to each statement. Call on students from each side of the issue to justify their responses. Refrain from simply telling them the correct response, and thereby negating any incentive to actually read the text.

Have students read the text material, with the purpose of finding evidence that supports or disproves their guide responses.

After students finish reading, have them confirm their original responses, revise them, or compare them to the author’s stance.

Lead a unified class discussion of what students learned from the reading.

Anticipation GuideDirections: In the space provided, mark each statement true or false, based on what you think now. After you have finished reading and studying the reading excerpt, take this quiz again and compare your new answers with your original ones.

BeforeReadin

Questions After Reading

gT F 1. Thomas Edison was Hispanic. T F

T F 2. Thomas Edison was born in Michigan. T F

T F 3. Thomas Edison preferred to work alone. T F

T F 4. Thomas Edison and Henry Ford were rivals. T F

T F 5. Thomas Edison was partially deaf. T F

T F 6. Thomas Edison dined with a president. T F

T F 7. Thomas Edison had a laboratory on a train. T F

T F 8. Thomas Edison had a very sharp memory. T F

T F 9. Thomas Edison once sat on a nest of hen’s eggs.

T F

Anticipation GuideDirections: In the space provided, mark each statement true or false, based on what you think now. After you have finished reading and studying the reading excerpt, take this quiz again and compare your new answers with your original ones.

BeforeReadin

g

Questions After Reading

T F 1. T F

T F 2. T F

T F 3. T F

T F 4. T F

T F 5. T F

T F 6. T F

T F 7. T F

T F 8. T F

T F 9. T F

General Flipbook Instructions-“Think Tree Map”

PurposeStudents can create a flipbook to record and organize information, take notes, or create timelines.

Give each student four pieces of paper (for an 8 level flipbook).

Stack the papers with the short side at the top. Beginning with the bottom sheet, slide the sheets so

that each sheet is approximately 4 cm lower that the one above it.

Fold the layered sheets to the bottom folded sheet abouts 4 cm above the edge of the top sheet.

Staple the top of the flipbook. Have the students label the top flap with the title. Label each flap with the subtitles. Above the title on each labeled flap, have students describe what they have

learned, give examples or even illustrate each topic. Title/Topic

sub-topicsub-topicsub-topic

Flip Book Content IdeasLanguage Arts Math Science Social Studiesvocabulary vocabulary vocabulary vocabularystory sequence steps to solving a

problemScientific Process time-lines

parts of a story word problems/illustrations

steps/procedures biographies

character description

pictures, formulas report-writing report-writing

parts of speech geometry: picture, attribute

classification

Management Hints:-Prepare flip books ahead of time.-Cut flip-books in half for vocabulary word/definition books.-Color code the text that goes on the inside and outside of the Flip Book.

Analysis Pizza

The Analysis Pizza is used to structure parts to a whole. This strategy works well when the class is using the Jigsaw technique to learn or review information.

Draw a pizza (large circle) with four to six slices. Give each group one slice of the pizza. Groups record the information they have been assigned on their slice of pizza. As they present the information, they add their slice to the class pizza.

Individual students can use this strategy for reports or to introduce themselves.Source: Pettigrew

Language Arts Math Social Studies Sciencevocabulary vocabulary vocabulary vocabularycharacter

descriptionproblem solving

(individual or part to whole)

famous people; presidents, inventors

states, countries

story parts; setting,

characters, problem

operations (t,-, x, ÷)

holidays cycles

story sequence word problems Native American tribes

animal classification

chapter summaries

weather

Carousel 1. The teacher posts different topics on charts

around the room.2. The students “visit” each chart. 3. The students write or draw their ideas about the topic on the chart.4. The students continue moving from chart to chart until they have gone “full circle”.5. If the students discover that some of their ideas have already been written on the chart, they can put a check next to that idea.

Lang. Arts Math Science Social Studies

parts of a story math facts astronomy holidayscharacters word problems animal

descriptionfamous people

parts of speech polygons landforms Native Americans

letter sounds operations +,-, x,

types of energy weather

fairy tales statesManagement Hints:-Each group uses a different color. -Students take turns being writers at each piece of chart paper.-Provide a signal for groups to move to the next piece of chart paper.-If there are space constraints, the chart paper can be placed on the desks.-Review charts with the class to cross –off incorrect information.-Underline important information that may relate to future assessment.

-Add new information daily using a black marker.

Source: Unknown

1. The teacher writes three or four statements

(two/three are true, one is false).2. The teacher puts the questions on the overhead

projector.3. The teacher reads the three/four statements to

the class.4. The students individually determine the correct

answer or discuss it with their teams.5. Using response cards, the students show their

team which answer they have selected. 6. The teacher can also give points to teams with

the correct answer. Variations: Each student on the team receives only one fib card Find the fact Students generate statements using a text resource. If the team is correct, the students who read their statements give

the team a thumbs up Teammates discuss and come to consensus about the correct

answer.

Adapted from Spencer Kagan, 1981 Management Hints: -Give students a signal before holding up their fib/fact cards.-Provide students with a text resource to search and find answers.-Provide incentives (table/class points) for groups that work well together.-Ask students to defend their answer by citing the text resource.

Fib Statements

1. Amy lived in five different cities before coming to California.

2. David lived in Colorado for a year.

3. Amy once ate an entire half gallon of icecream in one sitting.

4. David once won a Hot Dog eating contest by consuming ten and a half hot dogs.

Fib Statements

1. English learners benefit from structured opportunities to talk.

2. English learners require primary language support regardless of their language level.

3. English is acquired through the domains of listening, reading, speaking and writing.

4. English is acquired over a 5-10 year process.

# 1IS THE FIB

# 2IS THE FIB

# 3IS THE FIB

# 4IS THE FIB

# 1IS THE FACT

# 2IS THE FACT

# 3IS THE FACT

# 4IS THE FACT

1. This activity is used as either an ice-breaker or to review content.

2. Students are given a sheet of paper with questions or statements on it. Students move throughout the room to find someone who knows the answer to the questions.

3. The student who is searching for the answer writes the answer on the sheet of paper.

4. The student who has provided the information signs his/her name.

5. Student moves to someone else to gain additional information.

6. After students have completed their papers, the teacher reviews the correct answers.

Adapted from Spencer Kagan, 1981 Management Hints:-Ask students to pre-read the Find Someone Who sheet and answer one question so they have an answer to give. -Ask that students only visit each student one time. -Give struggling students a “learning buddy”-Time how long each student visit will be (ex: “You have 30 seconds left and now be prepared to switch to another partner”).-Use the Find Someone Who activity over a series of days to complete the sheet.-Check the answers on an overhead with the class so that students can clarify information and review/correct their answers.

Find Someone Who… (Example)

Find eight different people who can provide the answers. You are to write the answer that you hear and ask the person who gave you the answer to sign your page. Don’t rush. What’s important is to learn the information, not to finish first.

1. can tell you the month that George Washington was born. _______________________

signature ____________2. can tell you the name of the state where George Washington was

born. _______________________signature ____________3. can tell you something about Abraham Lincoln’s childhood.

__________________________________________________signature ____________4. can tell you where George Washington lived when he was a

young boy. _________________________________________________signature ____________5. can tell you how many sons Abraham Lincoln had.

_______________________signature ____________6. can tell you why George Washington fought against the British

Army. ____________________________________________________signature ____________7. can tell you what war took place when Abraham Lincoln was

President. ____________________________________________signature ____________8. can tell you how George Washington and Abraham Lincoln were

alike and how they are different.

alike: ____________________________________________________

different: _________________________________________________signature ____________

Find Someone Who

________________________________

Initials

____________________

_____________________________ ____________________

__________________________ _____________________

__________________________ _______________________

____________________________ ______________________

_____________________________ _______________________

_____________________________ ________________________

_____________________________ ________________________

(Parallel Lines)1. Divide students in two even groups.

(Use numbers 1-2, 1-2, or letters A-B, A-B)2. All A’s stand in a circle/line facing out.3. All B’s stand facing A’s.4. A student shares with B student that he/she is facing. Student B paraphrases or restates what

was said by Student A. 5. Reverse roles.6. Either the inside or outside circle/line rotates.7. Each student faces a new partner and steps 4 and 5 are repeated.

Content IdeasLanguage Arts Math Science Social Studiescomp. questions math facts picture cards presidents

character description

problem solving vocabulary national symbols

sentence building

word problems tapping background

geography

review of homework

review of homework

review of homework

review of homework

Adapted from Spencer Kagan, 1981a

b

aa

aa

abb b

bb

12

12 2

121

1. Students are assigned a number and a passage to read in groups (group # 1, group # 2 etc.) The reading may come from the same text or selections from several different texts.

2. After reading the passage, students take on the role of an expert in knowing information from the text that they read.

3. Each student then leaves their group to form another group (1,2,3,4) in which they will share out their information with students that were assigned different text selections or with the entire class.

Management Hints:-The teacher should carefully consider the level of text that the students are reading to insure that they comprehend the information.-The teacher can differentiate the reading for students by assigning them texts of different lengths and complexity. -The teacher can provide students with a graphic organizer or a note-taking sheet that will them help to summarize the most important information.-This activity can be done over a two day/lesson period in which the students do the reading and note-taking in the first lesson and then share out their information in the second lesson. -The teacher can monitor the groups walking around the room with a role sheet or a note pad to record information about student behaviors.

Students line up in a given order. This order can relate to a characteristic such as age, birthday, alphabetical, or agreement/disagreement with a concept. The whole class or teams may be in a Line Up.Mercury Venus Earth Mars Jupiter

Jack climbed the giant beanstalk.

apple avocado

banana blueberry

melon

28 ÷ 7 = 4Line – up can be followed up by different activities. Teams can be formed. Agree/disagree Line Ups can be folded, so that those agreeing, and those disagreeing have a chance to talk. Characteristic Line Ups are often followed by graphing. Allow students the opportunity to “talk through” the line-up.Management Hints: -Students can be selected to model a line-up in front of the class and trade off with other students who are listening attentively.-Provide students with the resources to do a Line Up at their desks while a team is modeling in front of the class. -Facilitate several team line-ups at the same time, and teams can take turns doing each Line Up.

Adapted from Spencer Kagan, 1981

1. The Teacher calls mix.

2. Students stand up and “mix” their cards by exchanging them hot potato” style, greeting each other in the process.

3. The teacher calls “Freeze” or “Stop.”4. The students “Freeze”.5. The teacher calls “Match”.6. The students visually search for their match

without calling out and then form pairs.In Pairs

7. The teacher announces the learning task.

8. The students take turns sharing and discussing their ideas about the topic.

9. The teacher calls on a pair or asks for volunteers.

10. The pairs share the information with the class.

4 x 4 16

enthusiastic

Showing interest or excitement

turtl

e

Mix-Freeze-Match : Content Ideas

Language Arts ELD

Math Science Social Studies

word-picture-definition

word-picture-definition

word-picture-definition

word-picture-definition

Character-description

problem-answer

cycles, sequences famous person-description

synonym pairs geometric shape/attribute

s

formulas important events-dates

antonym pairs time, measurement

Management Hints:-Keep pairs together before handing them to students (this will insure that you have even matches).-Model the activity in front of the class; mix (greeting), pair (no calling out), formation (circle/lines).-Monitor students using approximation, post-its, role sheets. -Give struggling students a “learning buddy”.-Make two sets of cards and divide the class in half (if there are too many students).

-Adapted from Spencer Kagan, 1981

Mix and 4 Corners

1. The teacher hands out picture or words cards or orally states the information.2. The students greet each other and pass their

word to each other.

3. Students take time to think about/process the information.

4. The teacher gives the students a signal word that tells them to move to a corner in the room that

corresponds to the information on their cards.

5. Students discuss their corner choice with other students at the same corner.

Modifications*Use table clusters instead of corners if there are spacial issues or more than four corners are necessary.

*Have corners that are choice specific (ex: What is your favorite food? What ending do you prefer the most?)

*Allow students who are reticent to speak or need additional support to have a “buddy” to work with.

Round Robin

Round Robin is a two-step cooperative learning structure

The teacher asks a question with many possible answers. Students number off and begin sharing answers in order when it is their turn to speak.

Variations on Round Robin Round Robin can be done with two, three, or four Participants.

Rally RobinRally Robin is an alternative to Round Robin. Students work in pairs to take turns orally giving answers as quickly as possible.

Adapted from Spencer Kagan, 1981

Management Hints:-Allow students time to pre-read information and think of answers that will be used in the structure.-Give students a time frame to give answers. (1 min, 2 min.)-Allow students to add to information that they have heard or pass to the next speaker. -Engage students in an active follow-up of the activity by sharing out answers on the overhead.

Round Table

Roundtable is a two-step cooperative learning structure.

1. The teacher asks a question with many possible answers.2. Students pass a single sheet of paper and a single pencil around the table to record responses.

Variations on Round TableSimultaneous Round Table is done with two, three, or four papers and pencils. Each student has one piece of paper.

Adapted from Spencer Kagan, 1981

Management Hints:-Allow students time to pre-read and fill-in a piece of information that will be used in the structure.-Give students a time frame to work. (1 min. or 2 min.)-Designate a “mush-pot” center space for students to place extra materials in case they feel overloaded. -Engage students in an active follow-up of the activity by sharing out answers on the overhead.

1. Students create posters based on an assignment.

2. The teacher determines who is going to stay and who will stray. Generally, two people in each group stay and two stray.

3. Give the students who are going to stray green pieces of construction paper.

4. Give the students who are going to stay red pieces of construction paper.

5. Tell the students who stray (green papers) to move in a clockwise rotation to the next chart.

6. The students who stayed (red papers) teach the new students about their poster.

7. Now the red group becomes the ones who stray to the next poster. Their teammates teach them about the new poster.

8. This rotation continues until students have learned about all of the posters.

Adapted from Spencer Kagan, 1981Management Hints: -Model the procedure with input that is less cognitively demanding. -Model frames for discussion that students can use during the activity. -Use post-its or role sheets to monitor student progress. -Allow students to create and review the information on the poster before doing the structure.

James J. Asher (Learning Another Language Through Actions. San Jose, CA. : Accuprint, 1979.) defines the Total Physical Response method as one that combines information and skills through the use of the kinesthetic sensory system. This combination of skills allows the student to assimilate information and skills at a rapid rate. As a result, this success leads to a high degree of motivation. The basic tenets are: Students should have a general understanding of the spoken language before developing the skills of speaking. Imperative phrases are the main structures to transfer or communicate information. The student is not forced to speak but is allowed an individual readiness period. The student will spontaneously begin to speak when he/she feels comfortable and confident in understanding and producing the utterances. Technique:

1. The teacher says the commands and he himself performs the actions.

2. The teacher says the command as both the teacher and the students then perform the action.

3. The teacher says the command but only the students perform the action.

4. The teacher tells only one student at a time to do the commands.

5. The roles of the teacher and student are reversed. The student gives the commands to the teacher and other students.

6. The teacher and students allow for command expansion or to produce new phrases.

Language Experience Approach (LEA)

The Language Experience Approach can be an effective reading strategy. All four domains of language are used in the Language Experience Approach. This includes listening, speaking, reading, and writing. After sharing an experience together, students dictate a story to the teacher who records it on chart paper. The teacher uses the students' own vocabulary, grammar, and life experiences to form the basic reading material.Steps in LEA1. Students experience something together. This can be a

field trip, a special event such as Valentine's Day, a shared story, a poem, a cooking activity, or a movie.

2. Students discuss the event. This step is critical for students to make gains in oral development and reading.

3. The teacher writes the story on chart paper. Each student contributes a sentence if you are working with small groups. If you are working with larger groups, it is necessary to elicit different responses from different students over successive LEA sessions.

- Write each sentence saying aloud each word that you write. "Mary said, 'I saw a dog.'"- Reread the sentences, moving your finger under each word as you read.- Have the students read orally with you.- Have individual students read the sentences they

have dictated.

4. Have the students copy their own sentences or the entire story on paper. If you haven't elicited a sentence from each student, you can now go around the room and encourage each one to generate their own sentence on the topic.

5. Do follow-up activities - Each student can write one of the sentences on a sheet of paper and illustrate it. The combined papers can be compiled to create class books.

- Reinforce sight words by calling on students and asking them to show you a word that begins with a certain letter. Ask students to point to selected words.- Cut up a sentence and have students put the words in the correct order.- Rewrite the sentences on tag board. Have students put the sentences back in order.- Ask students to generate words they know. Underline these words and have students place them in their word banks.

Benefits of LEA Reading, writing, listening, and speaking (the four

domains of language) are all used. Words from the students' own vocabularies are used.

Students have no problem reading words like hippopotamus when they come from their personal experience.

Skill building, such as sight word vocabulary can be promoted in a meaningful context.

Oral vocabulary is increased. Less proficient students can benefit from seeing text that

the more proficient students have generated about the topics that they understand from the shared experience.

The content is authentic because it uses the students' own language and is based on their own experiences. As a result, interest and motivation are high.

Spanish

a, e, i, o, uv, h, r, g,ll, y, j, q,

z, x

Common

b, p, t, d,k, m, f, s,

n, l, y, w, c,g (hard),

ch,bl, cl, fl, gl, pl, tr, gr, br, cr, dr,

pr, fr, oi, oy, o

English

a, e, i, o, u, a, e, i, o, u, ow/ou, ea, ew, ai, ay, au/aw, ar, er, ir, ur,

oo, ei, ou, g (soft),sc, sl, sn, sm, sp, sq, sr, scr, spl, spr, str, sch, sk, sw, tw, thr, sh, th, wh, ng, ph, tch, ugh, igh, kn, wr, gn, mb

Common Sounds/Symbols in

Spanish and English

1. The teacher asks a question.2. The students think about the answer(s).3. The students share their answers with their

partners, which allows all of them to respond to the question. Students are then invited to share their responses with the whole class.

Methods for sharing with the Whole Class

Write responses on chart paper or dry erase boards. Students respond quickly one right after another. All students stand up. As each student gives his/her response, he/she sits down. Anyone with a similar response sits down also. Continue until everyone is seated.

Brilliant Idea – The teachers asks students who feel that they have something important to share.

Adapted from: Lyman

1. The students number off from one to four. (On a team of only three, team member number three answers when numbers three and four are called. On a team of five, team members number four and number five both answer when number four is called).

2. The students put their heads together, discuss the

correct answer, and make sure that everyone knows it. 3. The teacher calls a number and those students

raise their hand to respond.-After a student responds, the teacher can have the others agree or disagree by using the thumbs-up or thumbs-down response.

-All students responding can write the answers on the chalkboard or on a group slate.

-After an incomplete response, the teacher can ask for another person to add to the answer. This cooperative learning structure can be used to:-Generate group discussion before a lesson. -Check for understanding during the input of a lesson.-Ask comprehension questions during the closure of a lesson.-Monitor classroom procedures (ie. gathering papers, clean-up, etc.). Adapted from Spencer Kagan, 1981

(Excerpt from Fred Jones, Tools for Training, 2000)

A Model for Learning

As educators we agree that our students learn by doing and that they learn one step at a time. Put these two notions together and you get a simple, yet powerful model for the teaching process.

This model is comprised of the repetition of a simple unit which we will call a “Say, See, Do Cycle.” A Say, See, Do Cycle integrates one chunk of input as follows: Let me explain what to do next. Watch as I show you. Now, you do it.

The cycle is repeated as often as necessary in order to complete a lesson. We will call this pattern “Say, See, Do Teaching.” The lesson delivery would be interactive by its very nature, with the students learning by doing one step at a time through a series of Say, See, Do Cycles.

Echo Talk or “My Turn, Your Turn”1. The teacher models saying a word or a sentence, and the whole group repeats or echoes it. 2. Students are assigned roles of speaker and echo. 3. The speaker turns to their partner and generates an oral word/phrase and the partner echoes it. 4. The pairs switch and alternate roles so that each student has a chance to both generate and repeat the words/phrases.

Choral ResponsesThis strategy is useful for short, identical answers, so that students don’t call out answers before others have a chance to formulate their response. It is appropriate to use with a whole group and/or small groups. 1. The teacher or a student poses a question or prompt. 2. The teacher or another student says,“Stop and Think”.3. The students raise a thumb when they are ready to respond. 4. Once the students in each group have signaled that

they are ready, the group responds chorally when the teacher directs them to do so.

1. Students are organized into groups of 4-6 participants.

2. The teacher poses a topic or a question for the students to discuss.3. Each member is given chips (poker chips,

small piece of paper, unifix cubes). 4. Each student takes turns placing a chip into the center of the table while saying something about the topic. 5. Each student may only talk at the time that they place their chip into the center and may not speak again until every student has used a chip.

Management Hints: - The teacher should consider student language, ability, and

behavior when organizing students into groups. - The teacher can create/model sentence frames for using

complete sentences for discussion purposes during the activity. - The teacher may want to monitor the time allotted for each

group to discuss the topic. - The teacher may want to encourage students to take notes on

the information that they have heard.

Variation: The students can be asked to participate in the “Talking Chips” activity again by restating or paraphrasing something they have heard from another student.

5 W Plus H WordsWho? name

What? information

When? time, day, week, month,

year

Where? place

Why? explanation

How? explanation or information

5 W Plus H WordsWho?

What?

When? ______________, ____________

______________,_____________

______________

Where?________________________________

Why?________________________________

How? ___________________________ or

_______________________________

5 W Plus H Words (Write questions here)

____________________________

Name

____________________________

Information

____________________________

time, day, week, month,

year

____________________________

Place

____________________________

explanation

____________________________

explanation or information

Article(identifies the noun)

Adjective(describing word)

Noun(who or what)

Verb(action word)

Adverb(how, when, or

where word)

Phrase(finish the sentence)

1. The teacher uses chart paper or butcher paper to create the song frame.

2. The chart/butcher paper is divided up into different parts of speech. Each section should be color-coded to indicate the part of speech being used or discussed.

3. The teacher generates vocabulary based on a familiar theme/topic/story and places them into the parts of speech frame.

4. The teacher models how to create a sentence song by choosing a word from each section and singing the sentence to the tune of Farmer in the Dell.

(Ex. “The angry tiger jumps, the angry tiger jumps, the angry tiger jumps in the air. “

5. The teacher can ask for volunteers to point to the words and sing the sing.

6. Students can generate their own sentences in their journals or notebooks.

7. The Sentence Song Chart can be referenced for content information and/or identifying and forming parts of speech.

The Power of VoiceAdapted from M.R. Montaño-Harmon, 2002

Often, Teachers try to eradicate private voice and substitute “the correct version”, creating an either/or voice for the student. Students need explicit instruction in the development of their public/academic voice, but not at the expense of their personal voice. Typically, students demonstrate the following strengths and weaknesses.

Student Strengths Student Weaknesses

Sense of private self Sense of public/professional self

Knowledge of personal conduct Knowledge of public conduct

Exercise personal voice Exercise public voice

Knowledge of personal dress Knowledge of public dress

What happens to our students when we criticize or suppress their private voices?

K-3 students become quiet, afraid, ashamed, or invisible

4-6 students become introverted, they fight back, get defensive, become invisible, or become belligerent

7-12 students fight back, get defensive, isolate themselves, and say, ”I’m outta here!”

The eradication model is ineffective, it leaves children “voiceless”. It is far more effective to teach students to understand the purpose of communication and to consider the audience to whom they are communicating.

Teachers need to teach and encourage both the public and private voice. Teach, model, and give many opportunities to use and become familiar with both types of voices.

Students need to distinguish between private and public voice and know when it is appropriate to use each; it gives them power over language.

Private Voice Spoken and written in the casual (informal) or intimate register Used with friends and family May be regional and many include slang and jargon that is only

understood by a small group Carries status within that small group

Public Voice Spoken and written in the formal or consultative register Used with classmates, teachers, school personnel, strangers,

business colleagues Universally understood; carries status in the academic/business

community Is “proper” and non-offensiveTo put this into perspective, think of a time when someone used his or her private voice in a public setting. Was it effective?

Source: Adapted from Montaño-Harmon, M.R., “Developing English for Academic Purposes (EAP) Institute.“ Workshop, California State University, Fullerton. Fullerton, CA, June 2002.

Primary Language Support

What is Primary Language Support? Primary language support is a strategy that is recommended to

ensure that English Language Learners have full access to the core curriculum.

Previewing and reviewing the key concepts of the lesson in primary language

Providing materials (books, tapes, videos, etc.) in the primary language for in-class or at home study.

How do I provide preview - review?English Language Learners will, in their primary language(s), be given a preview of the day's learning and provided with specific examples of the activities for the lesson. This preview is presented prior to the lesson being presented in English to the whole class. The preview does not have to occur immediately before the lesson; the teacher can preview the concepts of the day with the students in the morning.

At the end of the lesson or at the end of the day, you will review the learning with your English Language Learners in their primary language. This will create an opportunity for them to share what they have learned. The point of doing a review is to check for desired understanding and direct teaching to reinforce the concepts or vocabulary that were not understood. Primary language support aides may provide preview - review for students in Long Beach Unified School District.

What if I do not speak the primary language of my students?In this case, it will be necessary to provide your English Language Learners with support in other ways. You will have to scaffold your instruction to make it as comprehensible as possible, using realia, pictures, gestures, TPR, frequent comprehension checks, etc.

Difference between primary language support and primary language instruction: Support: Clarifying, augmenting, and reviewing in the primary

language the curricular content that is taught in English Instruction: Teaching the curricular content in the primary

language

“Chunk-N-Chew”

CHUNK

CHEWIdeas for processing time

1. Write or draw in journal, reflect, or silently read notes or other written material

2. Re-teach information to a “ Learning Buddy” 3. Share information with a partner4. Discuss information in groups

Adapted From Jo Gusman, New Horizons in Education

Students are given time to process the information during the “CHEW” portion of the input.

The teacher presents lesson in 11-17 minute chunks

Use different intelligences during

your delivery

5-15 minutes of processing

time

Language signals can be a “catchy” word or phrase that prompts students to focus their attention.

Cognates TRUE COGNATES- -words in English and Spanish look alike and have the

same meanings. You can learn a large amount of bilingual vocabulary very

quickly whether you are a beginning, intermediate, advanced language student.

In written or printed form, cognates are easy to recognize. Any differences in spelling between the English and Spanish cognate words are minor compared to their striking similarities. In this sentence, there are three cognate pairs:

The computer is a modern invention.La computadora es una invención moderna.

The cognate words in the sentence are:

English words Spanish Words computer computadora modern moderna invention invención

Differences in cognate spellings range from no difference to several letters.Examples:Cognates with identical spellingscolor = color, legal = legal, crisis = crisis, radio = radio, usual = usual

Cognates with a one-letter spelling differenceauthor = autor, basic = básico, punctual = puntual, tomato = tomate

Cognates with a more-than-one-letter spelling differenceemphasis = énfasis, piece = pieza, office = oficina, system = sistema

Cognates with different suffixesvariety = variedad, civilize = civilizar, public = público, really = realmente

Cognates with different prefixesabnormal = anormal, disarm = desarmar, unacceptable = inaceptable

Spelling differences between Spanish and English cognates are often repeated in other cognate pairs. These correspondence patterns help us to predict and remember the correct form of the word in the other language. In fact, one could say that, where cognates are concerned, even the differences are similar.

Nouns Adjectives Verbs Adverbs-ion=ión -ous=oso -ate=ar -ly=menteaction=acción curious=curioso complicate=complicar absolutely=absolutamente nation=nación delicious=delicioso decorate=decorar brutally=brutalmenteportion=porción famous=famoso eliminate=eliminar exactly=exactamenteregion=región numerous=numeroso graduate=graduar legally=legalmentesection=sección precious=precioso penetrate=penetrar partially=parcialmente

The similarities between the two languages become even more obvious if we compare sets of related words. Here are sets of English and Spanish cognates, each group based on the same word root:

Nouns Adjectives VerbsAdverbsalphabet alphabetic alphabetize alphabeticallyalfabeto alfabético alfabetizaralfabéticamente

favor favorable favor favorablyfavor favorable favorecerfavorablemente

ideal ideal idealize ideallyideal ideal idealizar idealmente

origin original originate originallyorigen original originar originalmente

system systematic systematize systematicallysistema sistemático sistematizarsistemáticamente

FALSE COGNATES: Not all cognates are true cognates. Out of the thousands and thousands of cognate pairs that exist in English and Spanish, a few hundred are false cognates- -that is, words that look alike, but do not have the same meanings in the modern languages we use today. One common example is library (biblioteca) and libreria (bookstore). These cases of “mistaken identity” are important in language learning because they may cause students to make errors in translation. Look for books written on this subject.

IdiomsA speech form or an expression of a given language that is peculiar to itself grammatically or cannot be understood from the individual meanings of its elements.

Graphic Depictions of Idiomatic Expressions

Grouping Scenarios

Academic Performance: High, Medium High, Medium, Medium-Low, Low

Language Levels: Advanced, Early Advanced Early Advanced, Intermediate Intermediate, Early Intermediate Early Intermediate, Beginning

Where is my class?

B

Beginning

EI

Early

Intermedia

te

I

Intermedia

te

EA

Early

Advanced

A

Advanced

1. The teacher writes key vocabulary words on slips of paper or index cards that the students are learning throughout the week.

2. The vocabulary words can be randomly handed out to the students throughout the day (entering/exiting the classroom, during transition time).

3. The students are instructed to return the vocabulary word card to the teacher at which time they will define the vocabulary word or to use it in the sentence.

4. The teacher passes the vocabulary word card to another student.

5. The students that successfully define or use the vocabulary word in a sentence can receive a team point or another form of extrinsic reward.

6. Students can work collaboratively as a team to define a list of vocabulary words throughout the day.

Note: If the students are not able to define or use the vocabulary words in a sentence correctly, they should be encouraged to ask their classmates for help.

Wanted Words Mystery Character Procedure

The teacher writes clue words on the page throughout the day or week that give students an idea of what the vocabulary word might be.

The teacher can advise students to use their books (Language Arts, Math, Science, Social Studies, etc.) during instruction to help them figure out the Wanted Word or Mystery Character.

The students read the list of descriptors on the card and discuss the Wanted Word/Mystery Character.

The teacher spins a spinner,rolls a die or calls on a student to share out the word.

Vocabulary Learning ChartKnow Want to Know Learned

Interactive Vocabulary Cards Procedure

1. The teacher identifies and pre-writes or writes the vocabulary words on the frame for/with the students.

2. The teacher generates discussion about the vocabulary word by asking students to share what they know about the word.

3. The teacher models writing a student-friendly definition of the word while the students follow along.

4. The students sketch/draw a picture that represents their visual understanding of the word.

5. The students cut along the lines to separate the vocabulary words, pictures, and definitions into separate pieces.

Follow Up/Review: The students place the pieces face down

and review vocabulary by reading the words and definitions aloud and to matching the words with the definitions (Concentration).

Interactive Vocabulary CardsWord Picture Definition/Sentence

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

Vocabulary Cards(picture) (definition/sentence)

1.The teacher divides students of differing language levels into pairs.

2.Each student receives a Match Mine frame.

3.Students take turns giving definitions or examples of vocabulary to place on the grid.

Ex: “Put the word that means the same as strange on the number five”.

4.The students continue giving definitions or examples referring to the vocabulary until they have run out of cards.

Extension Activities-The teacher can provide students with picture cards instead of vocabulary words. -Students can choose some of the words on the grid to use in sentences. (productive response)-Students can work in pairs to use the vocabulary words to write a summary, paragraph, comic strip, etc. (productive response)

Parts of Speech

Adjectives Nouns Verbs

Lingo Bingo Procedure1. The teacher puts the vocabulary words in the word bank located above the bingo grid. It is helpful to include more than just the nine words that the spaces provide.

2. Each student receives a Bingo card. The students are instructed to choose nine words from the word bank and write them in the squares below. It is helpful to remind students that they should make sure that they know the meaning of the words that they write in the Bingo frame.

3. The teacher begins the activity by pulling a slip of paper that contains the definition or example of one of the vocabulary words and reading it aloud.

4. The students place a marker on the square if they have a vocabulary word that matches the definition/example.

5. Students signal/call out when they have Bingo (vertical, horizontal, diagonal, or blackout).

6. The student reads the word on the grid and gives an example or a definition of each word in the Bingo sequence.

Management Hints:-Run blank Lingo Bingo cards on card stock and laminate them. -Prepare the definitions/examples of the vocabulary words in advance. -Give students the opportunity to review the vocabulary words in pairs/small groups before the activity begins. -Give struggling students a “learning buddy” to share a Bingo card with.-Play “Blackout” to cover as many vocabulary words as possible. Extension Activities:-Allow students who require more support to review vocabulary using Lingo Bingo during workshop or free time. -Assign students a list of vocabulary words to find in text and ask them to create the Bingo “call-out” cards.

Lingo Bingo

Learning From A to ZThe objective of this activity is to provide words, phrases, or sentences that are related to the topic that is being studied.

I. The teacher gives the students the topic they need to brainstorm.

II. The teacher establishes a time frame to complete the activity.

Students work individually or together in pairs or groups, to brainstorm words related to the topic that begin with each letter of the alphabet.

III. When the time limit expires, the teacher guides the students through a discussion of their entries for each letter. Answers can be recorded on an overhead transparency.

IV. Students use Learning From A to Z as a study guide.

Adapted from Jo Guzman, New Horizons in Education

A B C D E F

G H I J K L

M N TITLE: O P

Q R S T

U V W X Y Z

1. The teacher creates a light sketch using a pencil (chart paper, butcher paper) that will be used to introduce key concepts and vocabulary.

2. The teacher gives the students input on the concept or key vocabulary while tracing over the picture in a black marker. Other colors can be added after the initial sketch.

3. The teacher writes the vocabulary words next to the pictures after tracing over that part of the picture.

4. The teacher can add new pictures and vocabulary each day to further develop the theme or concept.

ELD Lessons on the District Intranet1. Go to the A-Z listing on the district home

page.2. Select the letter I –Intranet.3. This will take you to the log-in/password.

Push the enter button on your keyboard. 4. You will see several icons on the next

screen.Click on the Curriculum/Instruction Icon

5. Click on the ELD icon.

*You will find the ELD Lessons under Instructional Tools

Note: Teachers can only access the intranet from a district computer; lessons cannot be downloaded at home.