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Content Objective: I can identify techniques for presenting content information in ways that students comprehend. I can review various ways to model and provide directions for academic tasks.

Language Objective: I can discuss modifications to teacher speech that can increase student comprehension. I can write the steps needed for students to perform an academic task.

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The Enquirer and United Way of Greater Cincinnati are collaborating for the 31st year to provide assistance to families in need through the Wish List giving season. Today, here's the story of an immigrant mother and her 17-year-old son with Sickle-cell disease.

Who is the person in need?

Nelvia Acosta Zelaya, 35, is the mother of three sons and lives in East Price Hill.

Her oldest child, Nelvin, 17, moved here in April 2016 from the family's native Honduras. He had been living with his maternal grandmother and weight about 40 pounds when he arrived.

She has a job in demolition, removing asbestos, and she pays taxes. She proudly shows a visitor the stub from her paycheck. She has permanent resident status after receiving a U Visa as a violent crime victim. She moved to Cincinnati in 2009 and has worked multiple jobs since, sending money back to Honduras to support her two oldest sons and extended family.

She has a U.S.-born son, Kevin, who is 9. Jose is 13, and his mother calls him "the man of the house." He is a big help with his older brother.

What difficulties in life are they overcoming?

As a single mother, Acosta works hard to feed, shelter and educate her children. She spends nothing on herself, says her social worker with Santa Maria Community Services.

The complication is Nelvin's disease, an inherited blood disorder that results in a deficiency in the oxygen-carrying protein hemoglobin. Swelling and malformations of the hands and feet can develop. Shooting pain and bacterial infections are common. Even in the developed world, life expectancy is 40 to 60 years.

Nelvin's health has improved dramatically in the year and a half since he came here. He receives treatment a physical therapy at Cincinnati Children's Hospital Medical Center. He has undergone successful surgery on his head and skull. He can now feed himself and has gained almost 60 pounds. His weight is nearing 100 pounds.

What is their wish from the Wish List giving season?

Acosta drives a used minivan. She often has to miss work to take Nelvin to medical appointments at Children's. He uses a motorized wheelchair. A bus picks him up for school at Aiken High School, where he is in the special education program. He did not attend school in Honduras, and he is learning English.

He has a quick smile and says he likes school and American food, including chicken. His favorite subject is science. He told his mother he wants to become a dentist. He works and can write on a specialized computer.

His mother's wish is to have her van equipped with a ramp, the estimated cost of which is between $2,000 and $3,000. As Nelvin has grown, lifting and lowering him has become increasingly difficult for the family.

What does the holiday season mean to them?

They live modestly but are happy, Acosta says. Their living room has a couch, television and space heater. Wood floors allow Nelvin to move around in his wheelchair. Nelvin and Jose are on a path to permanent resident status, like their mother. That worry is almost behind them.

Having her three sons safe, going to school and with her makes every day Christmas for this single mother.

"The gift of a wheelchair ramp would be the biggest blessing to help us," she said.

Donations may be made online to help at this web address: www.uwgc.org/wishlist.

People wishing to mail donations may send them to the United Way at this address: The Wish List, P.O. Box 6207, Cincinnati, OH 45206

Read or Share this story: http://cin.ci/2B6JclK

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Wish List: Honduran immigrant mother needs wheelchair ramp for son

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The Enquirer and United Way of Greater Cincinnati are collaborating for the 31st year to provide assistance to families in need through the Wish List giving season. Today, here's the story of an immigrant mother and her 17-year-old son with Sickle-cell disease. Nelvia Acosta Zelaya, 35, is the mother of three sons and lives in East Price Hill.

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10. Speech appropriate for students' proficiency levels

Use slower rate for beginners Use pauses Enunciate clearly Avoid idioms (use clear, straightforward language with visual representations) Paraphrase Repeat; ask students to repeat (Mirror With Words) Use simple sentence structure and eliminate embedded clauses.

11. Clear explanation of academic tasks

Put as many directions in writing as possible (p.108, figure 4.1)

12. A variety of techniques used to make content concepts clear

Use gestures, body language, pictures and objects to accompany speech

Provide a model of a process, task or assignment (whole-to-part concept in paragraph writing)

Preview material for optimal learning

Allow alternative forms for expressing understanding of information and concepts

Use multimedia and other technologies in a lesson

Provide repeated exposures to words, concepts and skills

Use sentence strips

Use graphic organizers

Use recorded texts to aid comprehension

SIOP Video: Lesson in Mandarin

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Content Objective: I can identify and construct techniques for connecting students' personal

experiences and past learning to lesson concepts. I can recognize elements of academic

language and describe its importance for English learners.

Language Objective: I can select academic vocabulary for a SIOP lesson using words from

content vocabulary, general academic vocabulary, and word parts (roots and affixes).

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7. Concepts explicitly linked to students’ backgrounds experiences

8. Links explicitly made between past learning and new learning

9. Key vocabulary emphasized (introduced, written, repeated, and highlighted)

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Questioning: “Can you tell your partner what we did yesterday?”

Charts: Create a chart of key information being studied and keep the chart as a reference.

Call students’ attention to it as needed (anchor charts).

KWL: What I know, What I wonder, What I learned

Student Journals: Reflection on past learning (outcome sentences p. 232)

Lesson Connections: Make explicit statements to connect what the students are going to

study with what they have studied.

Help students see a continuum of the concepts to build the

big picture.

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Knowledge of the world provides a basis for understanding, learning and remembering facts

and ideas. We acquire vocabulary through natural interactions but must also develop it through

explicit instruction.

Concepts, beliefs, expectations, processes (everything from past experiences)

Mismatch in schema between students and school leads to lack of understanding and

academic difficulties

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1. Vocabulary: Academic word lists

2. Tiered vocabulary (Vocabulary A-Z)

Context embedded vocabulary/spelling work (not two separate lists)

3. Experiences

Language Experience Approach (experience is transcribed as the learner dictates it,

without transcriber corrections to grammar or vocabulary) p. 256
4. Conceptual frameworks (chapter previews, advance/graphic organizers, pre-test with a

partner)

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Using English for Academic Purposes: Information and Advice for Students in Higher Education

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Why use intensive vocabulary instruction with ELLs?

Vocabulary instruction must be accelerated because they are learning English later than

native speakers.

Acquiring deep understanding of word meanings is very challenging.

Content area texts include very sophisticated vocabulary.

All standardized performance tests require wide-range vocabulary knowledge.

Which instructional words are the most important?

How important is the word to the reading selection or theme of study?

How useful is the word outside of the selection or theme?

Is this a word that students might learn independently, perhaps through context?

Is this a word that will heighten students’ enthusiasm for word learning?

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1. Provide a description, explanation, or example of the new term.
2. Ask students to restate the description, explanation, or example in their own words.

3. Ask students to construct a picture, symbol, or graphic representing the term.

4. Engage students periodically in activities that help them add to their knowledge of terms

in their notebook.

5. Periodically ask students to discuss the terms with one another.

6. Involve students periodically in games that allow them to play with terms.

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Are instructions meaningful to students? Do they understand each word? (such as

compare or contrast)

Are there any words with multiple meanings? (i.e. hard, light, marker, cabinet)

Are open-ended assignments explained and detailed enough to follow?

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Digital Jumpstarts

Pretest with a partner

Word Clouds

Word Sorts

Contextualizing Key Vocabulary

Four Corners Vocabulary Charts

Concept Definition Map

Cloze Sentences

Word Generations

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“If you’re one of those who thought you’d see an automatic in the 911 when pigs fly, may we suggest you duck?”
Please post in the "Parking Lot."

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The length of time between utterances (what we say) during an exchange

Crucial for ELLs and students with processing disorders

Gives time to process language

Allows for translation taking place within the student’s head

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QAR: Question Answer Relationship (CWITW p. 74-74, SIOP p. 135)

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QAR: Question Answer Relationship (CWITW p. 74-74, SIOP p. 135)

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Teaches students to differentiate between literal, inferential, and evaluative questions.

Four types of questions: Right There (literal), Think and Search (literal), Author and Me

(inferential), On My Own (evaluative)

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Too much information on a page can overwhelm a struggling reader.

Highlight the important information on which the student needs to focus.

Ask simple, direct questions without extra information

Instead of:

Maya’s grandmother made a quilt for her bedroom.

If the length of the quilt is 6 feet and the

width is 5 feet, what is the total area of the quilt?

Try:

A quilt is 6 feet long and 5 feet wide.

What is the total area? (accompany with a visual)

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Modifications to Make Input Comprehensible

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Modifications to Make Input Comprehensible

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Planning and providing opportunities for students to demonstrate understanding without

language barriers.

Modifications are based on the student’s English proficiency level in the four domains as

measured by OELPA

Lower number = higher support

5 – Advanced

4 – Early Advanced

3 – Intermediate

2 – Early Intermediate

1 – Beginner

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Use common, easy to understand vocabulary. Avoid idioms.

Explain performance verbs.

Explain (tell how or why) the reasons why...

Predict (tell what might happen) if...

Avoid changing words that are important for demonstrating content knowledge.

Explain the effect of

industrialization

on U.S. cities. (Tell how or why industrialization changed

U.S. cities.)

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Instead of:

True/False

It is a safe practice to eat or drink in the science lab.

Try:

True/False

Eating and drinking in the science lab is safe.

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Divide Complex Questions into Individual Questions

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Divide Complex Questions into Individual Questions

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For example:

What is a mixed economy?

Give an example of a country that has this type of economy and

compare their economy to the economy of the United States.

Try:

1. Define mixed economy.

2. Name a country that has a mixed economy.

3. How is this economy different from the economy of the United States?

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Write Short Answer Responses with Key Words or Phrases Missing

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Write Short Answer Responses with Key Words or Phrases Missing

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Instead of: Explain photosynthesis.

Try: Photosynthesis is the process in green _____ by which carbohydrates are synthesized from ________ and _______ using _________ as an energy source.

(carbon dioxide, water, plants, sunlight)

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Eliminate answer choices on a multiple choice question

Read the test orally in English.

Explain or define words that may cause difficulty.

Underline words in the test that are included in the glossary or word bank.

Attach the word bank to the test.

Underline key words or phrases in passages or questions.

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Procedures that enable students to participate in assessments in a way that allows

abilities to be assessed. Examples include extended time, read alouds, and word-to-

word dictionaries.

Without accommodations, the assessment may not accurately measure the student’s

knowledge and skills.

Provided to “level the playing field.”

Accommodations should not change the content or skill being assessed.

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Content Objectives: I can select a variety of activities that promote interaction and incorporate

them into lesson plans. I can design grouping structures that support lesson content and

language objectives.

Language Objectives: I can describe techniques to reduce the amount of teacher talk in a

lesson. I can practice asking questions that promote student elaboration of responses.

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16. Frequent opportunities for interaction and discussion between teacher/student and among

students, which encourage elaborated responses about lesson concepts.

17. Grouping configurations support language and content objectives of the lesson.

18. Sufficient wait time for student responses consistently provided

19. Ample opportunity for students to clarify key concepts in L1 as needed

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When Teaching Lower Achievers, Teachers Tend to:

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When Teaching Lower Achievers, Teachers Tend to:

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talk more

ask lower level questions

cover less material

spend more time on skills and drills

provide fewer opportunities for leadership and independent research

encourage more oral than silent reading

teach less vocabulary

allow less wait time during questioning

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Only 4% of ELLs’ school day is spent engaging in student talk

Only 2% of ELLs’ day is spent discussing focal lesson content, rarely speaking in

complete sentences or applying relevant academic language (Arreaga-Mayer &

Perdomo-Rivera, 1996)

Students who struggle the most are US-born, bilingual speakers, at intermediate

proficiency levels

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Increased opportunities to practice language

Brain stimulation

Increased motivation

Reduced risk

More processing time

Increased attention

Vocabulary development

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Discussion Strategies (e.g., number talks)

Blog or video exchange

Dialogue journals (teacher to student OR student to student)

Turn and talk

Explain a process to a partner (orally or in a letter)

Expert Stay & Stray

Dinner Party (or Birthday Party)

50-50 or Phone a Friend

Different grouping configurations

Movement activities: Simon Says (i.e. “Point to...”), physical demonstration, “Find

Someone Who”

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Content Objective: I can identify content objectives for ELs that are aligned to state or national

standards.

Language Objective: I can discuss advantages for writing both language and content

objectives for a lesson and sharing the objectives with students.

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1. Preparation (content adaptation, links to prior knowledge)

2. Integration of Processes (four language domains)

3. Scaffolding (modeling, guided practice, comprehensible input)

4. Application (hands-on, meaningful, linked to objectives)

5. Grouping Options (whole/small group, partners, independent)

6. Assessment (individual/group, written/oral)

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1. Content Objectives

clearly defined, displayed, and reviewed with students

2. Language Objectives

clearly defined, displayed, and reviewed with students

3. Content concepts

appropriate for age and educational background

4. Supplementary materials

used to a high degree, making the lesson clear and

meaningful

5. Adaptation of content

to all levels of student proficiency

6. Meaningful activities

that integrate lesson concepts with language practice opportunities

for listening, speaking, reading, and writing

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A content objective for language

Determine (SIOP p. 35, CITW p. 3):

Key words and concepts/academic vocabulary

Language skills and functions

Language structures or grammar

Tasks (what language is embedded in the assignment?)

Learning strategies

Consider:

1. How are you supporting development of language skills as you teach content?

2. How are students developing receptive skills in listening and reading, and productive skills in writing and speaking?

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Content: Understanding of concepts is enhanced when students are given specific

information about what they will learn and what they are expected to do in each lesson.

Language: English proficiency is enhanced when students are provided with specific

information about how they are developing knowledge of English during each lesson.

All students are language learners.

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MATH

Content objective:

Students will compute simple numerical equations using the symbols > and <.

Language objective:

Students will compose and orally share equations with number words and the terms “greater than,” “less than,” and “equals.”

SCIENCE

Content objective:

I can distinguish between a chemical change and physical change.

Language objective:

I can compose a definition for physical change and chemical change.

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1. Bloom's Taxonomy for ELLs

2. Depth of Knowledge

3. ELP Standards

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Teaching Ideas for Lesson Preparation (p. 50-54)

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Teaching Ideas for Lesson Preparation (p. 50-54)

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Presenting objectives to the class

Number 1, 2, 3 for self-assessment of objectives

Jigsaw text reading

Graphic organizers (before, during, and after reading)

Outlines

Audio supported text

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Differentiated sentence starters

Leveled study guides

Highlighted text

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Content Objectives: I can identify a variety of ways for students to enhance their learning

through hands-on practice. I can create application activities that extend the learning in new

ways and relate to language or content objectives.

Language Objectives: I can design activities that integrate different language skills as students

practice new content knowledge. I can discuss the importance of linking practice and

application activities to specific lesson objectives.

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20. Hands-on materials and/or manipulatives provided for students to practice using new

content knowledge in the classroom. (Moves abstract concepts to concrete.)

21. Activities provided for students to apply content and language knowledge.

23. Activities integrate all language skills.

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1. Massed Practice: when several practice periods are scheduled close together (new

material/concept/skill)

2. Distributed practice: when practice is spaced over different time frames farther and farther

apart (reviewing/refreshing material/concept/skill)

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Manipulatives and movements

Hands-on games

Apps

Foldables and flip charts

Character diaries

Reader's theater and role plays

Numbered heads together

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Advanced students may work individually

Intermediate students may work in pairs or triads

Beginning students may work in a group with the teacher

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Content Objectives: I can monitor lessons to determine if the delivery is supporting the

objectives. I can list strategies for improving student time-on-task throughout a lesson. I can

generate activities to keep ELLs engaged.

Language Objectives: I can discuss characteristics of effective SIOP lesson delivery. I can

explain how a focus on a lesson's objectives can aid in pacing. I can evaluate a situation

where a lesson plan is not enacted successfully and explain what might have gone wrong and

what could be improved.

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23. Content objectives clearly supported by lesson delivery.

24. Language objectives clearly supported by lesson delivery.

25. Students engaged approximately 90% to 100% of the period.

26. Pacing of the lesson appropriate to students' ability levels.

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Observable, Measurable, Assessed

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Allocated and engaged time:

Amount of time teachers decide to spend on a topic or a given academic task. (i.e. initial sound versus phoneme segmentation fluency)

Time is balanced between instruction and practice.

Students are actively attending to instruction during the time allocated because input has been made comprehensible.

Academic learning time:

Amount of time on task for practicing standards that will be tested

Practice activities are relevant to the assessment. It has been explicitly stated what will be assessed.

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Elementary levels:

Consider attention span; chunking information into smaller conceptual units

Middle and High school levels:

Consider bell schedule; district's curriculum pacing guide

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Think-Pair-Share/Think-Pair-Square-Share

Chunk and Chew

Roam and Review

Podcasts

TV Talk Show

Writing Headlines

Journals/Apps

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Pro-rate a task (Thinking Language Matrix)

Projects

Scale of student mastery (effort and participation)

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Content Objectives: I can identify the challenges in assessing content and language learning

of ELLs. I can determine opportunities for reviewing and assessing key vocabulary and key

content concepts in a lesson plan.

Language Objectives: I can provide effective academic oral and written feedback to ELLs

during a lesson. I can compare and contrast characteristics of informal and formal

assessments.

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27. Comprehensive review of key vocabulary.

28. Comprehensive review of key content concepts.

29. Regular feedback provided to students on their output.

30. Assessment of student comprehension and learning of all lesson objectives throughout the

lesson.

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Frequently gathers and synthesizes information about what students learned

Links to instruction

Targets lesson objectives

Uses more than one measurement to provide enough data to determine understanding and mastery

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Informal: on-the-spot, teacher observations, conversations, quick-writes, or brainstorming

Authentic: connected to real life; students engaged in meaningful tasks

Multidimensional: variety of ways to determine performance; may include written pieces, audiotapes, student and parent interviews, videorecording, creative work/art, discussion, and oral group responses

Multiple indicators: provide several ways of viewing a student's language proficiency and content knowledge (four domains)

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Formative (achieve baseline) or summative (determine progress over time)

Explicitly teach, model, and provide practice with general academic words (cross-curricular/process/function)

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Relate new words to other words with same structure or roots.

Draw attention to tense, parts of speech, and sentence structure.

Point out synonyms and antonyms.

Use repetition.

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Summarize with a partner

Make a prediction

Write in a journal

Outcome sentences:

I wonder...

I discovered...

I still want to know...

I learned...

I still

don’t understand...

I still have a questions about...

Something I will remember is...

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Supports and validates

Specific and academically oriented

Focuses on content and language

Includes modeling

Includes paraphrasing

May be nonverbal

Can be provided by peers

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Range

Time

Level of support

Difficulty (not reducing the expectation but making it easier to demonstrate understanding)

Product

Participation

Personal progress

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iPads (Kahoot, Nearpod, Quizlet)

Vocabulary/word sort journals

Non-print review

Games

Thumbs up/thumbs down

Number/Letter wheels for multiple choice

Response Boards

Numbers 3, 2, 1 for self-assessment (parking lot exit tickets)

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Content Objectives: I can select student learning strategies appropriate to a lesson's

objectives. I can incorporate explicit instruction and student practice with learning strategies

when planning a lesson. I can identify techniques for verbal, procedural, and instructional

scaffolding.

Language Objectives: I can identify language learning strategies to include in lessons. I can

write a lesson plan that includes varied techniques for scaffolding student understandings. I

can write a set of higher order thinking questions or tasks on a chosen topic with increasing

levels of cognition.

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13. Ample opportunities provided for students to use learning strategies

14. Scaffolding techniques consistently used, assisting and supporting student understanding

15. A variety of questions or tasks that promote higher-order thinking skills

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The mental processes and plans we use to help learn and retain new information.

Teach students how to access information in their memories.

Help them connect what they know to what they are learning.

Assist them in problem solving.

Promote retention of newly acquired learning.

Learners need to know what the strategy is, how to use it, and when and why they use it.

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1. Cognitive learning strategies

2. Metacognitive learning strategies

3. Language learning strategies

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Verbal, Procedural, Instructional

Teach > Model > Practice >Apply

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Paraphrase

Use think alouds

Reinforce contextual definitions

Provide correct pronunciation by repeating students’ responses

Slow speech, increasing pauses and speaking in phrases

Elicit more language and information from the students

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Explicit teaching, modeling, and practice opportunities with others

GRR – Gradual Release of Responsibility

One-to-one teaching, coaching

Small group instruction with students practicing a newly learned strategy with a more experienced student

Partnering students for reading activities: more experienced readers assisting thoseless experienced; peer teaching

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Provides ELLs with access to content and language concepts

Graphic organizers (as pre-reading tools to illustrate a chapter’s text structure)

Graphic organizers (as pre-reading tools to illustrate a chapter’s text structure)

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Utilize pre-tests to assess where individual students need to begin study of a given topic or unit.

Encourage thinking at various levels of Bloom's taxonomy.

Use a variety of instructional delivery methods to address different learning styles.

Chunk assignments into smaller, more manageable parts that include structured directions for each part.

Level materials.

Provide choice.

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Provide access to a variety of materials which target different learning preferences and reading abilities.

Develop activities that target auditory, visual, and kinesthetic learners.

Establish stations for inquiry-based, independent learning activities.

Create activities that vary in level of complexity and degree of abstract thinking required.

Use flexible grouping to group and regroup students based on factors including content, ability, and assessment results.

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Use a variety of assessment strategies, includingperformance-based and open-ended assessment.

Balance teacher-assigned and student-selected projects.

Offer students a choice of projects that reflect a variety of learning styles and interests.

Make assessment an ongoing, interactive process.

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GIST (Generating Interactions Between Schemata and Text)

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GIST (Generating Interactions Between Schemata and Text)

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Procedure:

Divide into groups.

Read “Using Cognitive Strategies to Develop English Language and Literacy.”

Fill out the GIST by identifying key words.

Write a summary paragraph using the key words.

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Digital Storytelling

Directed Reading-Thinking Activity (DR-TA)

SQP2RS (Survey, Question, Predict, Read, Respond, Summarize)

Graphic Organizers

Reciprocal Teaching (Predicting, Questioning, Clarifying, Summarizing)

Question-Answer Relationship

Pre-Questioning ("steer" rather than "surf" for answers)

Questions the Author (QtA)

GIST

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Procedure:

The teacher will show you how to form two circles.

When the teacher says “move,” rotate one person to your right.

Discuss with your partner which idea for teaching a strateg that you are interested in using in your lesson plan. Explain why it would be useful for your plan.

When the teacher says “move,” rotate one person to your right and share your same answer.

Review:

Which language modalities are being utilized?

How does this type of activity benefit students who are reluctant to raise their hand?

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Promotes metacognitive thinking and interaction if shared

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https://www.edweek.org/ew/articles/2015/01/07/differentiation-doesnt-work.html

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