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Wright: Chapter 10: Content-Area Instruction, Principled Approach to…
Wright: Chapter 10:
Content-Area Instruction
The school system is not set up to allow students to attain proficiency in English before learning academic content while developing proficiency in English when instruction is specially designed. Then,ELLs face the challenge of learnng to lesten speak, read, and write in English at the same time they are also expected to meet the same grade level academic content standards as their English-proficient peers.
Sheltered Instruction in the Content Areas
Mathematics
* It tends to get the most attention in the classroom.
ELLs must receive comprehensible math instruction to avoid falling far behind their grade-level peers.
CCS: narrow the scope of math concepts taught, emphasize coherence across and within grades, and emphasize rigor within the major topics.
Language: low level skills consisting of single vocabulary words
Talking to learn math can be in developing English, everyday English, translanguaging and in more formal academic registers.
Making Mathematicas Instruction Comprehensible for ELLs
* Illustrate math word charts
Get hands-on practice with pattern blocks and other manipulatives.
Use bilingual strategies and technology designed to enhance or support math instruction.
Modifying Mathematics Instructional Materials
* Use role playing to help ELLs understand new vocabulary and unfamiliar concepts in word problems.
Using Literature to Support Mathematics Instruction
Integrating Students' Cultures Into Mathematics Instruction
Avoid introducing offensive stereotypes.
Help students connect math to their own lives in their families, their communities, and the world.
Inc;ude discussions of the multicultural history of math.
Science
* Its tangible concepts and processes facilitate hands-on learning.
😞Heavy federal testing requirement that focuses on math and reading.
Next Generation Science Standards
*Focus on explaining phenomena and designing solutions to problems
3-dimentional learning: scientific amd engineering practices, cross-cutting concepts that unify the study of science and engineering, and core ideas in: physical scienes, life sciences, earth and space sciences, engineering, tecchnology and application of science.
Language of Science
* it can be confusing because it uses many words from everyday life that have different meanings.
Students need to learn many new vocabulary words for each topic they encounter in science.
ELLs must learn how to talk the talk of science.
ELLs are at a disadvantage because not only are they still developing their proficiency in English, they may also have less experience with the genre and register expected in their science assignments.
Making Science Instruction Comprehensible for ELLs
* Discovery science is an effective means for helping ELLs successfully learn scince concepts and develop English language skills.
Hands-on activiites provide rich language opportunities for students to explore real experiences using purposely language in a meaningful context..
Teachers need to ensure that their science classroom is a community of practice conducive to science and language laeaning
Modifying Science Instructional Materials
Challenging features of science textbooks include high density of information, technical language, and complex sentences.
Provide students with instruction in the structure and supports in the textbook.
Using literature to support Science Instruction
Integrating Students' Cultures Into Science Instruction
Read books about the origins of science in other cultures.
Engage students in scientific inquiry about issues that affect them, their families, and their communities.
Social Studies
* 😔Tends to receive less attention in the school curriculum at the elementary school level.
Teachers need to prepare people to take their place as effective, participating members of our democracy.
standards for literacy in history/socialstudies for secondary school students.
Language:
It deals largely with abstractions that enable students to talk about complex social and historical phenomena as if they were a tangible thing.
CCS for ELA includes special reading and writing
Making Social Studies Instruction Comprehensible for ELLs
* Find out what students already know about the particular topic or concept to be taught.
All types of visuals, artifactas, and realia can help make instruction more comprehensible.
Online educational games are another rich resource taht can help make learning social studies engaging and comprehensible.
Modifying Social Studies Instructional Materials
Teachers can read the text aloud, using before-during-and-after strategies and stopping to look at and discuss the illustrations, tables, charts, graphs, and others.
Make an audio recording of the text for ELLs t listen to as they follow along in the text.
Using literature to Support Social Studies Instruction
* Use books and external literature to fill in gaps or cover topics given only slight mention in a textbooks.
Integrating Students' Cultures into Social Studies Instruction
Make students' culture a focus of study.
Create special units to include all students
Do ot make assumptions about what the students already know
Art, Music, and Physical Education
* They have been receiving short shrift in schools where instruction focuses narrowly on preparing ELLs and other students for state high-stakes tests.
These content areas are as crucial as all the other areas to a well-rounded education.
Teachers can make instruction in these content areas more comprehensible for ELLs with the support of literature and the use of other strategies mentiones before.
Assessing the Content Areas
*Teachers must ensure that the assessment is a valid measure of the students' knowledge of the content and not a measure of their language proficiency.
Performance assessments and other forms of alternative assessment should mirror the activities do when learning in each content area.
Template for Content-Based ESL Lesson Plan
Context for Learning
: It provides a sense of who the students are and their English proficiency level
Lesson Materials :
Provide a list of all needed materials and include links to any docs, slides, websites, audio or video.
Lesson Content/Theme Focus:
Topic, theme, or content focus or background for the lesson and or unit of study.
Language Skill Focus:
identify which of the 4 skills is being focused on in this lesson.
Language Function:
identify the language function that students will be working on in this lesson.
Target Language:
identify the grammar point AND the focus vocabulary in this lesson.
Warm up
describe how the teacher connects to the learners, opens up the lesson and weaves in the target language.
Presentation:
bring attention to a language feature/features that students will be practicing in the next part of the lesson on their own. This part is often done as a whole class.
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Principled Approach to Teaching Content to ELLs
Language and Content-Area Objectives
* Sheltered instruction lessons: language objectives + content objectives: it supports , but does not replace, ESL instruction
Teachers must focus on helping all students understand the concepts and helping ELLs learn the language necessary to communicate with others using the content-area concept.
Differenciated Instruction for ELLs in Content-Area Classes
* Students differ in prior knowledge, academic proficiency , learning styles, and socio-cultural background.
Teachers should not provide all the students with the exact same curricular materials, lessons, and instruction.
Lau v. Nichols: sink-or-swim aproach(unconstitutional)fails to address the unique language and academic needs of ELLs.
Teachers need to provide differenciated instruction.
Using English Language Proficiency Standards to Guide Content-Area Instruction
* English Language Proficiency (ELP) standards and progressions provide an important and useful toool for differentiating content-area instruction for ELLs based on their level of English Proficiency
Strategies for Modifying Textbooks and Instructional Materials
* Out;ining using graphic organizers, rewriting the text in simplified English, readind it aloud with students, pausing to paraphrase, explain, provide examples to help ELLs understand the meaning.
Provide separate supplemental materials in simplified English or in other languages
Thematic Teaching and Lesson Planning
* Use of thematic teaching to explore through all content area.
It allows easy crossover among content areas.
It provides and builds on students' background knowledge and facilitates comprehensible input.
Multicultural Perspectives
* Teachers need to look for books and other materials that deal with the realities of students' lives and the diverse communities in which they live
