MLL 7405LITERACY
FOR ENGLISH
LANGUAGE LEARNERSDR. MELINDA PRAGUE
WEEK 2
HOT TOPICS
• ASSESSMENT AND ACCOUNTABILITY
• BILINGUAL EDUCATION POLICY
• EARLY CHILDHOOD EDUCATION POLICY
• THE ROLE OF STANDARDS IN ELL INSTRUCTION
• TEACHER PREPARATION AND EVALUATION
• IMMIGRANT STUDENTS IN OTHER COUNTRIES
VOCABULARY DEVELOPMENTDIFFERENTIATED AND EXPLICIT
INSTRUCTION
• SELECTING APPROPRIATE VOCABULARY TO TEACH
• CHOOSING THE MOST APPROPRIATE STRATEGIES
• USING NATIVE LANGUAGE
• DETERMINING APPROPRIATE ASSESSMENTS
• NAVIGATING INSTRUCTION
APPROACHES TO VOCABULARY INSTRUCTION
• LISTENING VOCABULARY – WORDS WE HEAR AND UNDERSTAND
• SPEAKING VOCABULARY – WORDS WE SPEAK
• READING VOCABULARY- WORDS WE CAN IDENTIFY AND UNDERSTAND WHEN WE
READ
• WRITING VOCABULARY – WORDS WE USE IN WRITING
• SIGHT VOCABULARY – WORDS WE KNOW BY SIGHT
READER BASED INSTRUCTION
• EMPHASIS ON WORD PARTS
• PREFIXES
• ROOTS
• SUFFIXES
• ASSOCIATED WITH USE OF DICTIONARY IN INSTRUCTION
INTERACTIVE LEARNING APPROACH
• REQUIRES STRONG DECODING AND ANALYSIS SKILLS
• REQUIRES BACKGROUND KNOWLEDGE
• REQUIRES ACTIVE ENGAGEMENT OF THE STUDENT
• VOCABULARY IS PRE-TAUGHT
DIRECT INSTRUCTION
• SYSTEMATICALLY TEACHES SELECTED VOCABULARY AND LEARNING STRATEGIES
• ALIGNS WITH USE OF WORD WALLS
• CONNECTS TO BACKGROUND KNOWLEDGE
BIOGRAPHY DRIVEN
• DRAWS ON BACKGROUND AND PRIOR KNOWLEDGE
• PROVIDES MULTIPLE EXPOSURES
• SELECTS ACTIVITIES AND STRATEGIES THAT SUPPORT THE CLD STUDENT
SOCIOCULTURAL DIMENSION
• WHAT PRIOR KNOWLEDGE DOES THE STUDENT HAVE ABOUT TOPIC
• WHAT EDUCATIONAL EXPERIENCES DOES THE STUDENT HAVE
• WHAT STRATEGY WILL WORK BEST
LINGUISTIC DIMENSION
• INTRODUCE NEW VOCABULARY IN CONTEXT
• PROVIDE VISUAL CUES
• LINK VOCABULARY TO COGNATES IN NATIVE LANGUAGE
• HANDS – ON ACTIVITIES
• PEER DISCUSSIONS
• SMALL GROUP ACTIVITIES
• MODELING
• READER’S THEATER
ACADEMIC DIMENSION
• USE OF COGNATES ( WORDS THAT HAVE COMMON ORIGINS)
COGNITIVE DIMENSION
• SCAFFOLDING OF INSTRUCTION
• PROVIDING AMPLE TIME
• CONFIGURING STUDENT GROUPS FOR PRACTICE
STRATEGIES BASED COMPREHENSION INSTRUCTION
• CONSTRUCTING MEANING FROM TEXT
• BUILDING FROM THE KNOWN TO THE UNKNOWN
• MAKING SCHEMATIC CONNECTIONS
• TEXT TO SELF CONNECTIONS
• TEXT TO TEXT CONNECTIONS
• METACOGNITIVE STRATEGIES
• THINK ALOUDS
• TEACHER MODELING
• SOCIAL AFFECTIVE STRATEGIES
• POSING CRITICAL QUESTIONS
• THROUGH MY EYES