Candace Wilmoth Reading Notes for Access to Academics

You can work with colleagues as long as you have a deep understanding of the content in each chapter. Use the Key Issues Chart at the beginning of each chapter to guide your thinking. Read and tab/underline key points in each chapter. Add descriptions, page numbers, or lists as part of your note keeping. This is the foundation for your study for teaching English as a second language and is very important that you come to a deep understanding of this material.

Ch. 1: 1. Languag e of School 2.

3. 4.

5.

Take notes on these key points and add missing points based on the Key Issues Chart at the beginning of each chapter. Your notes must be sufficient for you to attain and retain the basic information in each chapter and to effectively lead a class group discussion when asked to do so. Explain language of school A distinct and multifaceted type of English Includes social and academic language Social Language Is the language used every day in casual interactions Academic Language Is the language used in content areas Linguistic Features/content areas- Explain: Content areas are the subjects such as Language Arts, Math, Science and social studies. Terms in these subjects such as continents are academic language in social studies. It is not a word that most people would use in everyday language. Types of language learning in school: The use of language Through language About language

6. BICS- Explain BICS stands for basic interpersonal communicative skills. This is conversation language. 7. CALP- Explain CALP is cognitive academic language. IT is the academic dimension of language that is needed for school success. 8. For ELL learners the curve is steeper. They have to learn in a language they have not mastered.

Ch. 2:

Language Proficiency: Multidimensional and entails linguistic, cognitive, ad sociocultural factors. There are 5 proficiency standards. Level 1 is starting, level 2 is emerging, level 3 is developing, level 4 is expanding, level 5 is bridging. Students progress through them at different rates. Language Domains: There are four language domains. They are interrelated and develop at different rates and independently of one another. Listening Speaking Reading Writing Can Do descriptors: depict what students can do with language at different levels of language proficiency. The can dos are what the student can do at their level. For example at level 1 in reading they can match icons while in level 2 they can identify facts. Communicative Competence: involves more than linguistic or grammatical competence. Native languages, cultures, and life experiences are resources to be tapped and provide a solid foundation for learning language and content. Resources: WWW.HEARNAMES.COM: This site can help with pronouncing foreign names. www.wida.us/standards/can_dos/index.aspx. :This site has can dos

Ch. 3

Ch. 3- Learning Strengths and Needs of EL Students List/describe How to understand a students strength and needs: Collect general information Gather information on the learners language background Understand educational academic background Guidelines of understanding students strengths and needs: Model Techniques: KWL, dialogue journal Try not to assume: DO not assume the child knows or doesnt know certain things. Embrace Variety: value and respect other cultures. Linguistic Content Educational Cultural Addressing a students strengths and needs is important because it affects their learning of language and content. As a teacher you must uncover the strength and need in order to help your students succeed.

Ch. 4

1. Objective writing: Students language and content strengths and needs provide a foundation for creating learning objectives. Content objectives support facts, ideas, and processes. Language objectives support the development of language related to content and process. Objectives must be directly addressed in the lesson. Page 61 figure 4.5 2. Direct Instruction Overview: Direct instruction gives the student the information they need to continue on in independent work. It gives them the information along with the vocabulary and such to be successful. 3. ELD Adaptations Match standard to the right level ELD standard Break Vocabulary down for understanding 50 strategies for ELL SIOP model 4. Teaching the Language objectives Guideline 1: Integrate Language and Content Guideline 2: Use pedagogically sound techniques Guideline 3:Break down the language Connecting to Students: Three types of connections: Pg. 68 Personal: Links students lives and lesson ideas. See figure 5.2 Pg. 69 Academic: Links students past learning experiences and new concepts. Pedagogical Building Background Knowledge: Pg. 72 Preteach and reinforce vocabulary Cue-do-review Flied trips and hands-on experiences. Visitors visuals Using VAPA and PE Content for making connections to students: Summary of guidelines for making connections between background and content. Pg. 77

Ch. 5

Ch. 6

Page 80: Student Engagement: Tasks need to be engaging for students to learn. It doesnt have to mean fun, it has to mean interesting! Three strategies to make things interesting: 1. Making connections to students 2. Having students interact 3. Creating responsive classrooms Pedagogical Connections: Page 85 Pedagogical connections are when the teacher uses instructional connections to students backgrounds. Teachers also need to add cultural facts. 1. Figure 6.2 and 6.3 offer examples: Page 86 If you dont know enough to include cross cultural facts research before the lesson. Task Design: Guidelines for task design: Page 85 Guideline 1 Give students a reason to listen: Good chapter openings Guideline 2: Do not do what students can do: autonomy Figure 6.3 Page 87: Things students can do: 2. Write Test Questions 3. Help their peers review 4. Form groups 5. Provide feedback 6. Decorate the classroom Elements of task process: Page 83 1. Instructional groupings 2. Task structure 3. Time and pacing 4. Scaffolding 5. Resources 6. Teacher/ student roles 7. Procedural tools Elements of Task Products 1. Audience 2. Modes

Ch. 7

1) Developing assessments to measure content standard achievement: General guidelines for assessment Pg. 92 Directly relate to objectives Authentic and/or meaningful to the students Occurs in multiple contexts Ongoing Integrative Balances depth and breadth 2) Alternative assessments: Page 93 Observation Oral or written interviews Demonstrations Oral or written retellings Role plays Portfolios Journaling http://school.discoveryeducation.com/schrockguide/assess.html#alternative. 3) Lesson component checklist Pg. 101 4) Guidelines for assessment Be transparent Reconsider Grades Figure 7.6 Page 100

Ch. 8-11 1) ELD: Language of the disciplines: Explain key points in each discipline

Science: Focus on inquiry Vocabulary: Can be hard for ELD because it is academic language. Using figure 8.1 can help. Pg. 110 Grammatical Features: Pg. 113 Sentence starters for scientific inquiry Pg. 115 Use Latin roots. Pg. 118 Math Vocabulary: Pg. 125 Problematic words for ELL in math. Pg. 127 Use a variety of instructional formats and supports: http://nces.ed.gvo/nceskids/ createagraph Identify and highlight key words Create an atmosphere for risk taking and making mistakes. English Language Arts Page 141: Key Elements for improving literacy for elementary ELL: Theoretical Orientations Language rich environment Meaningful literacy Culturally relevant practices Page 142: Use prereading strategies: Figure 10.2 page 142 Effective writing instruction for ELL Figure 10.6 Page 148 Social Studies Vocabulary pg. 165 http://youtube.com/watch ?v=bdppxgadrau&feature=player_embedded. Strategies for teaching and learning Social Studies: Develop socially supportive classrooms Explicit teaching of academic skills Reducing cognitive load

2) Integration of PE and content Areas: Pe can be integrated into content areas. So they are using what they learned for example in language arts at pe time.

Ch. 12

Review and discuss learning List 5 key points that are new learning that you will use in instructional practice from this reading. Every lesson must be accessible to all students: You cannot just say that someone cannot do a lesson. As a teacher it is your job to find a way to bring it to their level of ability. Making initial connections: Using assessments from chapter 7 to background design. If it is connected to their lives and previous lessons students would be more successful. Do not reinvent the wheel: You can use lessons from well-known sites instead of creating a lesson from scratch or you can use it as a guide to help develop a lesson. Learning from co-teachers is also key. Share: When you have an effective lesson or learning in your classroom share with other teachers. You can also post online. From the reading the practice I learned the most is do your homework. You can find so much from other teachers and researched based methods.