Today’s Goals / ObjectivesContent Objectives• I can make class content comprehensible to all students

(idioms, cognates, Google Translate, etc.)• I can select and teach learning strategies to help all

students succeed in my classes.• I can scaffold learning for students.• I can select higher level thinking questions for all

students.Language Objectives:• Translate idioms into “literal English.”• Read and discuss “Tips for Teaching English Learners”

SIOP Component 3

Comprehensible InputFeature 10: Use speech appropriate for student proficiency levels

Feature 11: Provide clear explanations of academic tasks

Feature 12: Use a variety of techniques to make content concepts clear

Idioms

Idioms

Cognates

A word with similar pronunciation and meaning in multiple languages.

False Cognates

A word with similar pronunciation but different meaning in multiple languages.

Greek and Latin Roots as Cognates

One More Idea…

Google Translate

StrategiesSIOP

Component 4

Multisyllabic Words

pneumonoultramicroscopicsilicovolcanoconiosis:

[noun] An obscure term allegedly referring to a lung

disease caused by silica dust.

Multisyllabic Words• Review the document, Basic Instructional

Sequences, and underline all words that are three syllable or more.

• Categorize selected words.

Vocabulary Terms

Unknown:

Don’t ask me to tell you what I think it means

Acquainted: I have heard it and I can get the meaning when I see it in context

Known: I can pronounce it, give a definition, spell it, and use it in a sentence.

Instructional Sequences Accomplish

Objective

Basic Instructional Sequences

• Vocabulary for Evening the Playing Field: Multisyllabic Words

SIOP Component 4

StrategiesFeature 13: Teach learning strategiesFeature 14: Use scaffolding techniquesFeature 15: Use higher order questioning

Read the following passage and discuss what you think is happening.

“He put down $10 at the window. The woman behind the window gave him back $4.00. The person next to him gave him $3.00, but he gave it back to her. So, when they went inside, she bought him a large bag of popcorn.”

Step Inside a Classroom

• Teacher: What can you tell me about this passage?

• S1: This doesn’t make any sense.• S2: It sort of does, down here, with the

popcorn. Maybe it’s about a movie.• S3: It doesn’t say anything about a movie.• S1: I don’t get it.• S3: This is stupid.

What’s Happening?• “These students don’t understand that

learning requires action on their part…. They expect the text to provide everything. Their job, they believe, is at most to decode the print. After that, well, if the meaning isn’t immediately apparent, they stop reading or ask us to explain.”

(Beers, 2003, pg. 69)

Begin at the BeginningNarrativeStory Elements• Plot, characters, setting,

problem, important events, outcome, theme, conflict, rising action, climax, resolution, etc.

ExpositoryUnderlying Structures• Description• Compare/Contrast• Time Order• Problem/Solution• Cause/Effect• Persuasive

Big Topic / Thesis / PositionMain IdeasDetailsConclusion

BeginningMiddleEnd

Lose AllHow To

Your Friends

By Nancy Carlson

Two Types of Strategies

MetacogntivePredicting /

Inferring

Self-questioning

Monitoring / Clarifying

Evaluating

Summarizing

Reflecting

Cognitive

Rereading

Highlighting

Reading Aloud

Taking Notes

Mapping Information

Finding Key Vocabulary

Mnemonics

The process of purposefully

monitoring our thinking is

referred to as metacognition.

Cognitive strategies help

students organize the information

they are expected to learn

through the process of self-

regulated learning.

Learning Strategy Examples

• Colorful Writing• ACCESS: Weekly Record• Reading Strategies for Content Areas• Say Something• Graphic Organizers

http://www.worksheetworks.com/miscellanea/graphic-organizers.html

Other Scaffolding techniques

Increasing Independence

Teach Model Practice Apply

Whole Class

Small Group

Partners Independent Work

Teacher Centered

Teacher Assisted

Peer Assisted

Student Centered

The Equalizer

An academic equalizer identifies a variety of instructional elements that can be scaffolded or adjusted to challenge or support students at different levels of readiness.

A graphic equalizer is a high-fidelity audio control that allows the user to see

graphically and control individually a number of

different frequency bands in a stereophonic system.

The Equalizer

More Scaffolding Techniques

KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation

Conversational Proficiency - BICS

Dr. J. Cummins

Use Higher Order Questioning

Academic Proficiency - CALP

Use Higher Order Questioning

• 80% of questions teachers ask are at the literal or knowledge level

• Higher level questions require learners to elaborate and help improve their ability to speak and use the vocabulary they’ve learned

Questions about questioning

• How many questions do teachers ask on average, per teacher per year?– 80,000

• How many questions related to academics do students ask on average, per student, per year?– 10

BONUS: What does Harvard expect readers to do?

“Interrogating” a Text:1. Previewing2. Annotating3. Outline, summarize, analyze4. Look for repetitions and patterns5. Contextualize6. Compare and Contrast

http://hcl.harvard.edu/research/guides/lamont_handouts/interrogatingtexts.html

Preview multisyllabic words with students before reading.

Each E-log should clearly reflect the last class session. Points may be earned for the following:

• Details about *Case Study Student – BLUE font (2 pts).

• Successes / Aha Moments – GREEN font (2 pts).• Reading, Writing, & Talking Activities in class–

PINK font (2 pts).• Use of Differentiation Strategies – ORANGE

font (2 pts).• Use of Cooperative Learning / Interaction –

PURPLE font (2 pts).• Academic Vocabulary Instruction – BROWN

font (2 pts).• Strategic Efforts to build community among

your students – BLACK font (2 pts).• Obstacles/Questions for Instructor – RED font

(0 pts).

Select cognates that you can use in your classes.Be aware of idiom usage.