ELD Program Types: Becoming a Language Teacher- Horwitz

Theorist Program Description Program

/Program Applicatio
Origin/date n/Uses
Ch.1 What Language teachers are also guides in their students language learning journeys. Language
Should I Know It is difficult for someone to learn a new language without the help of a teacher or at teaching is
About Language least a friend who speaks the language. an exciting,
Learners and Horwitz believes that language instruction should be based on spontaneous rewarding,
Language communication, real-life language materials, the development of academic literacy, a and
Teaching caring relationship with learners, and the encouragement of learner autonomy. challenging
Settings? Teachers are interested in the differences among language learners because they hope to profession.
find ways to help all of their students become more successful.
(Sandra) Many educators feel that helping students become better language learners is essential
so that they can become more autonomous and extend their language learning beyond
the classroom.

Types of Instruction in the Classroom

Second Language Acquisition: is the basis for the practices that all language teachers
should employ. It includes language where it is spoken. These are
Stand-alone classes: are separate classes that students attend for at least part of the day. programs
It is more typical in the middle and high school setting. that public
Pull-out classes: more common in the elementary school level, they tend to be smaller school are
and more homogenous, with the teacher working with a single age group at a time. using to
Bilingual Education Programs: receive instruction in both their first and second integrate and
languages to keep them from falling behind in their content learning and to encourage assist second
the development of their language while they are learning English. language
Dual-Language Programs: are designed to teach a new language simultaneously to two learners.
groups of language learners. These programs are usually Spanish and English having
half of the time of instruction on each specific language.
Sheltered English: refers to an approach where where ELs are grouped together so that
they do not have to compete with native English speakers while they are supported in
their development of academic skills and competence in Academic language.
Learner Characteristics
In addition to being in different learning circumstances, language learners themselves
differ in many important ways that can influence their language learning.
Teachers tend to be concerned with 3 types of learner characteristics: Affective (or
emotional) factors, Cognitive Factors, And metacognitive Factors.
Emotional Factors include students feelings about language learning and toward their Learning a
particular target language and culture. second
Cognitive factors include the different ways that people process information and are language is
considered to be less changeable than other learner differences. different for
Learners think about and control their language learning in different ways. every
Language learning strategies, study skills, and beliefs about language learning fall in individual.
this category and are referred to as metacognitive factors. and every
Encouraging Positive Attitude and Motivation!- help students develop personal goals student
for language learning, discuss students ideas about the language and culture, help reacts
students make connections with members of the new community. differently
A number of studies have shown that learning and using a second language can make when
some people feel anxious. learning a
Willingness to Communicate (WTC): reminds language teachers that anxiety and second
motivation should be considered together. Students with higher levels of anxiety are less language.
willing to communicate in their new language. Some get
Second language learners can be vulnerable to a particular type of anxiety called Culture anxiety some
Shock. react better
but it
How to help student feel less anxious in their language or mainstream
 classes: depends on
Acknowledge students discomfort. Many students are relieved to learn that the
they are not the only ones experiencing anxiety. individual.
Acknowledge students feelings on culture shock and offer opportunities for
students to talk about their experiences.
Use the foreign language classroom anxiety scale to help identify anxious
learners and to start a discussion about anxiety.
Help students develop more realistic expectations for language learning.
Arrange contacts with more advanced students so that students see that people
like them can learn the language.
Correct errors gently
Use humor and games to distract attention away from individual speakers. Use
small-group and pair activities than whole-class activities.
Have students imagine becoming anxious while speaking and overcoming that
anxiety. Many
Suggestions for helping students develop more realistic expectations for students feel
anxious
language learning: when they
Talk with your students about the process of language learning.
are learning
Determine your students beliefs in order to explain the purpose of classroom
a second
activities more effectively.
language
Use the beliefs About Language Learning Inventory (BALLI) to better
because it is
understand your own and your students beliefs and to encourage discussions
something
about language learning.
totally new
that is
introduced to
them
Ch.2 What There are
Should I Know Theories of SEcond Language Acquisition different
About Second The Critical Period Hypothesis theories for
Language How Theories Differ? second
Acquisition? Implication for Language Teaching language
Theories of Second Language Acquisition: acquisition
(Sandra) Contrastive Analysis Hypothesis students that
Universal Grammar Theory- Chomsky will help
Cognitive Learning Theory them.
Experience Theories
Conversation Theories
Output Hypothesis
Social Theories
Socio Cultural Theories
The Critical Period Hypothesis
Theories of second language acquisition
Contrastive Analysis Hypothesis: Behaviorist - 1960s Repetition/rewards (p.28
Universal Grammar Theory: Chomsky - 1980-90s All languages share
commonalities or language universals (p.29)
Cognitive Learning Theory: Language is learned insame way as other
knowledge.
Experience Theories: Steven Krashen Input and Affective Filter
Output Hypothesis: Must do more than listenneed output as well as input. P.
38
Social Theories: Cultural Distance, Acculturation/re- acculturation theories
Socio Cultural Perspectives on SLA: (P 44-45)
The Critical Period Hypothesis: Is there a critical developmental period when
language is more easily learned?


Implications for Language Teaching

How and what is taught depends on the learners needs
Must have as much contact with the new language as possible
When
Need a range of input and conversation types
teaching a
Practice focusing on specific sounds
second
Meaningful practice
language you
Listening and reading
have to first
Scaffold conversations
see what are
Seek high quality interactions
the learners
Teachers are eclectic: use many different approaches
needs. Every
Cognitive Learning Theories: student is
Meaningful Learning different so
Schema (Schemata) the needs
Information Processing vary from
Focal Attention student to
Peripheral Attention student.
Controlled Processing
Automatic Processing
Explicit Linguistic Knowledge
Implicit Linguistic Knowledge
Conversation Theories:
Scaffolding
 Feedback
Recast
Negotiation of Meaning
The Output Hypothesis:
Output-the language produced by the learner either orally or in written
form, learners are encouraged to produce increasingly complex and
native-like language.
Noticing- by speaking or writing, learners may become aware that they do
not know how to communicate ideas or concepts that they want to
communicate or that there are differences between how they produce the
language and how the language is produced by proficient users.
Sociolinguistic Competence- language production must be both
grammatically accurate and socially and culturally appropriate.
Hypothesis Testing- language may use output to their emerging ideas
about how the target language functions
Metatalk-a concept taken from sociocultural theory, meattalk refers to the
learners use of self talk to think about the language.
Social Theories:
Acculturation
Psychological Distance
Culture Shock
Social Distance

Ch.3 What
Should I Know Content of Ch. 3 Focus Points:
About Language
Teaching Language Teaching Methods/What is the Best Teaching Method?
Methodologies? There is not
one best
(Sandra) Content-Based, Sheltered Instruction, Learner-Centered, and Task-Based method to
Approaches to Language Teaching teach
English to
From Teacher Centered to. second
language
Learner-Centered Approaches learners. As
said before
Language Acquisition vs. Methodologies every student
Language Acquisition focus on how language is learned learns
2nd Language Methodologies focus on specific approaches for differently so
teaching a second language. the most
Content-based, Task-based Sheltered Instruction are recent effective
theories will
approaches. vary between
Early Methods include: students.
Grammar Translation
Audiolingual Method (ALM)
Cognitive Code
Direct Method
Input Methods: NA, TPR and TPRS
Communicative/proficiency oriented (p. 66-67)
Best Language Methods:
2. It's Possible that . Some aspects of language learning are
appropriate for a specific method .. and another aspect of
 language learning is appropriate for a different method.
3. Teacher implementation: Due to differentiation of
instruction teachers have become eclectic.
Best Content Based Instruction:
Two Recent approaches for both language and content:
1.Content-Based Instruction
2.Sheltered Instruction
CBI and SI are based on idea that language is learned while
learning other things
CBI and SI: Dual Focus
Dual Focus: Content and Language
In addition:
1.CBI uses authentic materials (same as native speakers)
2.Learn the same content as native speakers
Require:
1.Instruction tailored to needs of learner
2.Teachers have both content and language goals
3.Teachers are prepared for working with ELLs
Both CBI and SI methods organize content instruction for
optimal language learning. (p. 73)
SI Requires one step more:
Does not mix native and ELL students in same class.
Rather supports ELLs learning the content and target
language at the same time. (EX. Newcomers School)
SIOP:
SIOP: Sheltered Instruction Observation Protocol
1.Represents good teaching for all learners
2.In all content areas
3.Offers detailed guidance for developing integrated content
and language instruction.
4.SIOP has 8 components
Ultimate success of English Learners is learning the content
associates with their grade level as well as developing English
language skills.
8 SIOP Components:
1.Lesson Preparation (include content and language objective)
2.Building Background (KWL)
3.Comprehensible Input
4.Strategies (50 Strategies)
5.Interaction (Receptive, productive, wait time)
6.Practice/Application (productive)
7.Lesson Delivery
8.Review and Assessment
Tasks-based Language Instruction
The newest approach to language teaching
TASKS: (p. 77)
1.Communication is more realistic
2.Gives students access to authentic target language sources
3.Better integrates listening, speaking, reading and writing in culturally
appropriate ways
Ch.4 What Listening Important Concepts:
Should I Know Background Knowledge
About Teaching Advance Organizers Listening is a
Listening? Meaning support very
Recall important
Recall Questions when
(Sandra) Inference Questions teaching
Intonation English to
Why Is Listening Important? second
Essential for understanding other speakers language
Krashen: L istening is a receptive language skill which requires taking learners
meaning from oral language because it is
Not often formally taught one of the
Obstacles to teaching listening: See page 87 and number the obstacles most
Solution: Use recorded speed important
concepts in
The Listening Process: order to help
Recognition of target language
the students
Recognition of isolated words
learn the
Phrase boundaries (words, phrases and sentences)
language.
Listening for the gist- general ideas
True listening- follow meaning in chuncks
Implications: Listening Stage Theory
Listening activities must be geared for correct stages of listening
development (p. 93)
Listen to music before having to respond to conversation
Listen for grammar boundaries prior to listening for gist
Listening and reading at appropriate levels
Use Narrow Listening (Krashen) P. 94-5)

You have to
teach
students how
to listen in
order for
listening to
be effective.
 Assessing Listening:
Use inference rather than recall questions
Observation during learning tasks
Dictation type responses
Share ideas from 50 strategies that would work for listening comprehension
assessment
Other?
Guidelines for Listening Activities:
1. Realistic expectations about student abilities p.96-97
2. Help students have realistic expectations
3. Roles of affect
4. Provide context and meaning support
5. Provide natural listening opportunities as often as possible.
6. Appropriate age, interest of students
7. Problematic cultural references
8. Use foreigner talk
9. Allow for re-listening
10. Teach listening skills
11. Use technology
12. Let ELD students talk about listening experiences
Use Rhetoric Listening:. the study of the technique of using language
effectively: 2. the art of using speech to persuade, influence, or please; oratory
Implications Listening Stage Theory:
Listening activities must be geared for correct stages of listening development
(p.93)
Listen to music before having to respond to conversation (silent period)
Listen for grammar boundaries prior to listening for gist
Listening and reading at appropriate levels-targeted input
Use Narrow Listening (krashen) p. 94-95

Ch.5 What Authentic communication (p. 109)- requires students to spontaneously produce and understand Expose
Should I Know culturally appropriate language (spontaneous interchanges) and leads to communicative students to
About Teaching competence. authentic
Speaking? speaking
Important concepts (p. 110): Communicative competence- language learners ability to interactions
communicate in the target language and are considered competent when can participate in
spontaneous interchange with a target language speaker. Zone of Proximal Development (ZPD)-
the distance between the speech language learners can accomplish on their own and what they
can achieve with the assistance of others, and implies that as the learners interlanguage
develops, it will be ready to integrate the next appropriate language structure(s). Errors-
consistent incorrect forms produced in speaking or writing. Errors are contrasted with mistakes
which are simple slips of the tongue. Errors are consistent inaccuracies and represent gaps in the
learners interlanguage. Interlanguage- the way learners produce the target language, learners
interlanguages are systematic and reflect their implicit linguistic knowledge.

Authentic speaking vs. Display speaking (p. 112-113)- most classrooms cannot produce
authentic speaking since the teacher has chosen the participants and the topic. real conversations
have voluntary participants who have a goal for the interchange. Those involved in the Provide
interaction choose who they want to talk to and the topics they want to discuss. opportunities
for real
interactions,
like over the
internet or in
Beliefs that affect teachers selections of oral activities and learners approaches to these person if
activities (p. 115): have the
- It is essential for students to practice only perfect, error-free sentences to be able to end access to the
up speaking the language well. language
- If errors are tolerated in learning, they will become very difficult to overcome later locally

Most
language
acquisition
theorists
view errors
as positive.
Conversation
Teacher Anxiety (p. 116)- Teachers struggle with silence in the classroom and often answer theorists
their own questions within two seconds rather than wait for a student to volunteer. require
errors so
learners can
elicit
fine-tuned
Difficulties in grading (p. 116): speaking is difficult and time-consuming to grade and many feedback that
teachers do not know how to grade it. It is difficult to organize opportunities for students to be conversation
graded individually. Students then focus on passing the written test rather than speaking s provide.
spontaneously, causing the washback effect.
Provide
students
sufficient
wait-time as
required by
the SIOP
model.

Ensure
proper
grading
opportunities
that evaluate
speaking, not
writing.
Simplification and Reduced Redundancy (p. 117)- language learners tend to simplify the Select proper
target language, like using no for form negation, and using only one time marker or one plural form of
form, and regularize verbs. These are not conscious choices, but rather a tendency for the brain assessment.
to simplify while integrating new language..

Because
interlanguag
e appears to
be
development
al, errors are
not
permanent
and the
learners
interlanguag
e will
become
more
native-like as
acquisition
progresses.

(p. 119-120).
-Allow
students to
answer
questions
and
participate in
conversation
Formulaic Expressions (p. 117-118)- set phrases that students use strategically in conversation s by
before they know their actual use and meaning, also called practice imitation (like young whatever
American students who state the Pledge of Allegiance, ...for witches stand) means
possible. Do
not require
full
Formulaic Language Video sentences.
http://www.bing.com/videos/search?q=formulaic+expressions+in+english&&view=detail&mid= -Expand
E1B42AE4D73AA97B2D11E1B42AE4D73AA97B2D11&FORM=VRDGAR students
responses
into more
acceptable
utterances.
For example,
if a student
says, I no
go, the
teacher
should
respond,
TPR Storytelling First Grade Youre not
http://www.bing.com/videos/search?q=TPR+storytelling&&view=detail&mid=B5914ED8CED7 going? Why
E3FF49D5B5914ED8CED7E3FF49D5&FORM=VRDGAR not? or Im
not going
either
because Im
too tired.

Formulaic
and
simplified
expressions
with
nonverbal
gestures
allow
Speaking Activity Guidelines (p.120-123): students to
1. Encourage students to talk about themselves and to communicate their own ideas from participate in
the beginning. conversation
2. Get to know your students s and
3. Be selective in error corrections, especially during real communication activities (as received
contrasted with structured activities). Concentrate on errors that most clearly interfere personalized
with communication. feedback
4. Deal with errors gently. before they
5. Personalize oral activities. have
6. Show genuine interest in what your students have to say. They will stop wanting to developed a
communicate if they think you are only interested in the verb forms. large amount
7. Use group work of second
8. Devise interesting oral activities. language
9. Use information gap activities. ability.
10. Teach communication strategies.
11. Foster realistic expectations about speaking.
12. Encourage a nonthreatening environment.
(p.120)
-Have
students
retell stories
or dialogues
from the
Assessment (p. 128-131): perspectives
- Professionally developed tests of various
- Digital technology characters
- Rubrics and/or
school
- Self- assessment personnel or
celebrities.
-Use TPR
storytelling
-Give
students lists
of common
phrases and
have them
make the
phrases into
a dialogue.

-Have
students
name and
create a story
about a
stuffed
animal.
-Have
students
describe a
spaceman to
their partner
to draw.
-bring an
interesting
object and
ask students
to guess
what it is.
-give groups
personal
questions for
each person
to answer.
-Show and
tell about
family
members.

-ACTFL,
TOEFL
-Many
options
-Modifiable
for needs and
levels
-Groups of
statements
that describe
ways target
language
might be
used.
learners rate
their ability
to
accomplish
the specific
task.
-Reflections
-Projects
-Journals
Ch. 6 What Reading is an important source of comprehensible input, and its accessibility allows it to reduce
Should I know social distance. It aids in the learning of sound-symbol correspondences, vocabulary, and
About Teaching academic content. Reading and comprehension of academic materials is essential for educational
Reading? success . (p. 134)

Julie Important Concepts: (p, 134-137)

- Intensive Reading- students read a relatively short text for a thorough understanding of -Helps
the content, grammar, and vocabulary. students
develop
secure
knowledge
of a small
piece of
language and
understand
how the
target
language is
constructed.
Students
might study
an essay
carefully to
see how the
author
constructed
their
argument.

-Connected
- Extensive Reading- students read a longer text with the goal of achieving a general to Input
rather than a close understanding of the material. Hypothesis
and
encourages
students to
achieve a
general (gist)
understandin
g of longer
texts.
Includes
short stories,
magazine
articles,
novels, or
essays.
Students
may skim for
the gist and
scan for a
specific
piece of
information.

-contains
- Reading to Learn- students use reading to learn content material. elements of
both
intensive and
extensive
 and
recognizes
the
development
of reading
comprehensi
on is a
secondary
goal to
content
necessary for
work or
school.

- Sound-Symbol Correspondences- Associations between the sounds of a language and

its writing system.
- Background Knowledge- A readers preexisting knowledge of a particular topic.
-phonics-bas
ed reading.
- Bottom-up Processing- Learners read by sounding out individual words and attempting
The reader
to understand a text by individually processing every sound and word. Bottom-up
begins with
processing is associated with a phonics approach to reading.
the
individual
sounds of
text and
builds them
into an
understandin
g of the
content.

-whole
language
- Top-down Processing- Learners apply their background knowledge and focus on approach.
understanding a written text as a whole. They use their understanding of the text and Readers
the predictability of the grammatical patterns in their target language to guess the begin with a
meaning of unfamiliar words or phrases. general sense
of the
meaning of a
reading
passage and
use their
general sense
of the
meaning of a
reading
passage and
use their
general
knowledge
of the world
and the
predictability
of the
 grammatical
patterns in
the target
language to
guess the
meaning of
unfamiliar
words or
phrases.

Reading involves the construction of meaning, and the process of reading in the first and second
languages is similar except for the higher percentage of unknown words and language forms.
Scholars feel that a minimum threshold level of language ability is necessary before true second
language reading can occur. Until learners have developed an adequate amount of internalized
second language ability, they will be more likely to translate than to draw meaning directly from
the text (p. 135-136).
-advertiseme
Reading Materials: (p. 138) nts, movie
- Authentic- include current slang and other commonplace daily language. schedules,
classified
ads, food
packaging.

-classroom
- Constructed- materials that use words and structures that are familiar to learners so texts, stories,
students have a feeling of recognition and a sense of accomplishment essays.
Graded
Readers
written for
second
language
learners and
target
specific
vocabulary
and
grammatical
structures.

Guidelines for teaching reading: (p. 142-144) Activities:

1. Have appropriate expectations for reading comprehension (p. 144- 149)
2. Help students develop realistic expectations for second language reading -Race to
3. Help students become aware of the background information they need to understand a gather
particular reading. materials
4. Have students look over the title, headings, and any graphics associated with the reading first from
adn anticipate what it might be a out. An advance organizer in the form of an outline or scanning
brief summary is also helpful. around the
5. Have students preview the text by giving them preliminary questions. room.
6. In the case of content textbooks, have students use end-of-chapter questions as preview
questions -In several
7. Help students develop effective dictionary strategies and to distinguish important from recipes,
unimportant words. include
8. Ask inference rather than fact-recall questions inappropriate
9. Provide authentic materials as often as possible ingredients
10. Allow ample opportunities for rereading or directions
11. Take a multimedia approach to reading. for students
to find.
 -Have
students read
conversation
s and
determine if
they are
greeting or
saying
goodbye
(skimming).

Assessment for reading comprehension: (p. 149-150) -Have

- Students can reread written materials students do
research on
each others
countries of
origin for
oral
presentation
and share the
notes with
their partner
before.
(Reading to
learn)

-Use
prereading
activities to
activate
background
knowledge
and give
them enough
time to
prepare for
the test..

-choice of
reading
material is
important

-if use
comprehensi
on in target
language, it
is important
to ask true
inference
questions

-Cloze texts-
tap into
students
expectancy
grammar.

-Rational
 deletion
cloze
passage-alter
native cloze
text where
all
prepositions
have been
deleted.

Students can
self-evaluate
their reading:
-Reflections
-Projects
-Journals

Ch. 7 What Writing and Second Language Acquisition (p. 156)

Should I Know - Speaking and writing are both productive language skills
About Teaching - Both require learners to create language
Writing? - Few theories address l2 writing Types of L2
- L1 writing ability is not well understood and usually associated with higher ed. writing (p.
Writing Theories 159-163)
Julie - Input hypothesis: writing is similar to speaking and requires comprehensible input -Structured
- Learned knowledge is applied by writing writing
- Conversation theories: writing is a conversation between two writers -Communica
- Cognitive theories: writing is practice with focused attention on feedback tive writing
- Output theories: L2s benefit from writing/problem-solving activity -Formulaic
Writing Uses writing
- Teachers use writing practice for oral language development -Free
- Writing is important on its own expression
- Essential for academic or professional purposes -Academic
- HS exit exams and college entrance require writing as for professional purposes writing
Formulaic oral language- make more errors in communicative activities because they are -Computer-
dependent on pat phrases mediated
Free-expression writing- more personal focus than simple communicative writing (like weekly communicati
free-writing assignments). on cmc
- Many types and processes of writing -Digital
- Casual writing vs. academic writing storytelling
- L1 writers from different cultural backgrounds approach writing in different ways -Genres
o Asians are less direct and spend more time with more universal ideas (flowery language) that -prewriting:b
Americans see as irrelevant rainstorming,
Develop effective writing strategies outlining
 Technology for writing:

-E-dictionari
es
-Translator
apps
-Language
corpora/
collocation
(165)
-Others?...sh
are ideas
oChildrensli
brary.org
o You Tube

Writing Guidelines:
Learnalberta.ca- http://www.learnalberta.ca/content/eslapb/writing_samples.html
Dysgraphia: http://www.ldonline.org/article/12770 http://www.ldonline.org/index.php
Dysgraphia is a learning disability that affects writing abilities. It can manifest itself as
difficulties with spelling, poor handwriting and trouble putting thoughts on paper. Because
writing requires a complex set of motor and information processing skills, saying a student has
dysgraphia is not sufficient. A student with disorders in written expression will benefit from
specific accommodations in the learning environment, as well as additional practice learning the
skills required to be an accomplished writer.
Understanding ESL writing errors, Frankfurt International School-
http://esl.fis.edu/learners/advice/mistakes.htm has some cool quizzes and vocabulary
Correcting errors: https://www.youtube.com/watch?v=ECEHe3jtuPQ
Ch.8 What If you are
Should I Know new to
about Teaching Understanding Academic Language incorporatin
Academic g academic
English in Academic language is a meta-language that helps learners acquire the 50,000 words language
Content Classes? that they are expected to have internalized by the end of high school and includes into your
Claudia everything from illustration and chart literacy to speaking, grammar and genres within lessons, a
fields. good place
to begin is
Think of academic language as the verbal clothing that we don in classrooms and other with Tier 2,
formal contexts to demonstrate cognition within cultures and to signal college readiness. high-freque
There are two major kinds: instructional language ("What textual clues support your ncy,
analysis?") and language of the discipline (examples include alliteration in language general
arts, axioms in math, class struggle in social studies and atoms in science). No student instruction
comes to school adept in academic discourse -- thus, thoughtful instruction is required. words (such
as
paraphrase,
summarize,
predict and
justify) that
learners
need to
know for
completing
an activity,
but that are
not a
lesson's
primary
learning
objective.
These
words are
critical to
students'
successful
processing
of academic
tasks and
appear in
the
Common
Core State
Standards
and on
standardize
d tests
8 Specific Strategies

1. Encourage Students to Read Diverse Texts

Reading and then thinking and talking about different genres is a robust sequence for
learning academic language.

2. Introduce Summary Frames

Summarizing is a simple and fail-safe approach to academic language activities.
Students read a section of text to themselves before verbally summarizing the passage
to a partner. Alternatively, learners can complete sentence frames -- guides for
summarization. Here are some examples among many others created by Miss
Hultenius:

If the main idea of the paragraph is problem/solution, use the frame:

 "_____ wanted _____ but ______ so ______."
If the main idea of the paragraph is cause/effect, use the frame: "_____
happens because ______."

3. Help Students Translate from Academic to Social Language (and Back)

Model how to say something in a more academic way or how to paraphrase academic
texts into more conversational language. Provide students with a difficult expository
passage, like the inventor's paradox, and have teams reinterpret the text using everyday
language.

4. Have Students Complete Scripts of Academic Routines

Some discourse routines seem obvious to adults, but are more complex than NASA for
young learners unless you provide scaffolding, like these speech examples:

"The topic of my presentation is ______."

"In the first part, I give a few basic definitions. In the next section, I will
explain ______. In part three, I am going to show ______."

5. Dynamically Introduce Academic Vocabulary

Repeated encounters with a word in various authentic contexts can help students
internalize the definition. They also benefit when teachers make their first encounters
with vocabulary sticky. Use the word in a funny or personal story. Show a short video
from VocabAhead that features 300 SAT words and categorizes vocabulary by grade
level.

6. Help Students Diagram Similarities and Differences

When students generate a list of similarities and differences between words and
complete a Venn diagram, like this one comparing and contrasting moths and
butterflies, they are working with one of Robert Marzano's high-yield instructional
strategies.

7. Have Students Write with a Transition Handout

Formal academic writing challenges students of all ages. Before students write, give
them a handout of transitions. Model where transitions fit, and describe how they help
the reader.

8. Teach Key Words for Understanding Standardized Test Prompts

Ch. 9 How do I
Assess Language
Learning?
Ch. 10 How Do I
Plan My
Classes?

Strategies:.
SDAIE in Content:
Scaffolding
Graphic organizers
Multiple assessment types
Using effective resources
 Culturally appealing materials
Cooperative learning
Connections
Learning styles

-Gives students practice in target language sounds and grammatical forms to overcome
interference from their first language.
-Reinforce grammatically correct responses and native-like pronunciation.
-provide practice based on students native languages
Ch.11 So, Am I
Now a Language
Teacher