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