Chapter 7 - Sabrina

I enjoyed reading about classroom practice concerning new content knowledge. With new knowledge, it's necessary to have lots of practice with the students. In my classroom, after completing our reading instruction, the students need to complete a page in their workbook to practice the skills they just learned. The workbooks also revisit skills from older lessons. To make it real for my students, when discussing "halves" I used our snacks (cherry tomatoes and apples) to demonstrate what constitutes a "whole" and a "half". Not only were they engaged because it was food and interactive, but they were able to hold HALF of an apple as opposed to a WHOLE one - further cementing in their minds that if you cut something "in half" the two pieces are exactly the same size. This was a great hands-on activity to use within the unit.

I try to keep in mind that students must be given various opportunities to practice their language skills. With the "Language for Learning" program, the high structured program allows students to become more confident in their language abilities. Those lessons, and corrections, continue throughout the day - allowing them to achieve the "academic language" necessary for a school setting.

I do have a question. On page 143 it states, "EL's do not need to be proficient speakers before they start to read and write." Maybe I am misreading that, but when students enter my classroom, before they can read and write they need to be able to say the sounds they intend to write. I would like more explanation on the book's statement. Are they saying that just because an ELL they can learn to read and write before they are proficient speakers? I have had a couple experiences, this year and last year, where a student was basically mute, and others that were not strong speakers. Those students are not strong readers or writers. Any further explanation will help! Thanks!

Chapter 6

I like the part where it says in this chapter that we need to provide structured opportunities to practice using the language. It also says, students learning English need to opportunities to practice using the academic language. When doing so, it has to be meaningful to the English learners. We are learning, to me it was going to be a very simple lesson on clock. Only to the hour and half hour. The students had to learn what it is when it's 1:00 and then when it's 1:30. In order for them to show 1:30, they had to learn the word in between 1 and 2. They had learned that when we were learning what number is before, after and in between. Of course they got it, all they needed was a little review on the vocabulary words.

Chapter 6, Interaction

Component 5, Interaction is my favorite component of SIOP. This is the aspect of SIOP teaching which is the most exciting!  The 4 features in this component are:

Feature 16) frequent opportunities for interaction and discussion.

Feature 17) grouping and configurations support language and content objectives of the lesson.

Feature 18) sufficient wait time for student responses consistently provided.

Feature 19) Opportunity for students to clarify key concepts in L1.

Many ESL programs focus on Krashen’s ideas about Comprehensible Input, he wrote about in his book, Input Hypothesis (1985). But now many second language teachers are realizing there has been a lack of emphasis on output.  Linguists and other language acquisition researchers have found many limitations with Krashen´s comprehensible input theory and are conducting more research on student "output" which is the focus of this chapter 6, in Making Meaning Comprehensible.

The beginning of chapter 6 compares the traditional "mainstream" classroom where teacher talk dominates and the classroom that promotes student interaction.
•    Why do you think this is? Why is it especially important for ELLs to be involved in more interactive opportunities throughout the day?
•    Notice the student responses on pages 116 to 118. What is the length of the student responses? What is the difference between the mainstream lesson and the SIOP model?  What would you have done differently?

Feature 16 talks about “frequent opportunities for interaction and discussion,” and begins with a discussion on Oral language Development on page 119.
•    What is your understanding on oral language development?
•    What new things did you learn in this section that can help you with your students?
•    What techniques do you use to get students to elaborate on their responses, if they provide answers that are too short (p. 120)
•    On page 121, it says, “Through meaningful interaction, students can practice speaking and making themselves understood,” and explains that students can interact in pair, triads, and small groups. Brainstorm activities that you can do in your classroom that would promote student interaction.

Feature 18 talks about sufficient wait time for student responses consistently provided. Do you notice some of your students need more wait time than others.

In Western Alaska, Feature 19, Opportunity for students to clarify key concepts in L1, is very important. In one lesson, I asked Maxine to give an explanation in Yup’ik. Since the topic was on traditional storytelling, I wanted her to explain it in Yup’ik as well. What are some ways that students can clarify concepts in their home language? Do you know which students speak Yup’ik in the home?

What are some of the things you learned from the teaching scenarios, which begin on page 129?
I hope you all enjoy reading and discussing this chapter!

I am impressed with your great book study!

I loved the book study in Kipnuk. It was fantastic! Great facilitation and participation on everybody’s’ part. I loved the discussion on strategies, which was intertwined with insights from the classroom. This type of discussion can really help you improve your teaching practice. Many of you brought up relevant topics, like wait time and oral language development.

I appreciated  the comment about how you felt about following a scripted program, without deviating from the script. I know some programs put this message out so that they have fidelity with the implementation of the program.  Language acquisition does not happen in isolation.  Language acquisition has to take into account the learner, the teacher, the community, the culture and the influences of other languages in the community, as well as socioeconomic and political factors.  Every language program should emphasize the influence these factors; thus it is only the teacher who can put these pieces together and teach in a way that is most effective for his or her particular students. That is why research says the greatest factor in approving student achievement is the teacher! There is no one program that  will work the best for all students; so the best answer is that teachers should be highly trained so they can become skillful practitioners.

I like the comment someone said about “Why do experts come from the lower-forty-eight and tell us what is best for our students?” I could not agree more. Many teachers across the state have also said this. When you count the hours you have spent with your kids in your classroom, this make you one of the experts for teaching those kids (along with insights from the parents). It is important to increase the skills in your teaching toolbox and continue to find what works best for your students.  What we do need here in Western Alaska is more research on linguistics, which studies the influence of language, culture, socioeconomic and political that affect language acquisition in this region. We need to have our own experts, and not only rely on outside experts. What they have to offer is great, but we also need our own experts for this region, because this region is very unique compared to Washington DC, New York, California or wherever the research is done.

Your discussion reminded me of critical pedagogy. Critical pedagogy focuses on knowledge, reflection and action as a basis for systemic change. Critical pedagogy use the word “critical,” which in this context does not mean “ to criticize,” but rather it refers to a “turning point” or “transformation.” Critical pedagogy encompasses three steps: 1) Information; 2) Reflection; and 3) Action.  What do you think of critical pedagogy? Do you see your teaching practices as a process of learning new knowledge, then reflecting on it in terms of your students,  which then leads to action? I see the book study in terms of critical pedagogy because of the new information that you are learning from the book and the opportunity for  reflection that you have.

I hope I was not too long-winded, but I kept thinking of what you said reflected on your comments as you discussed the chapter and your students, and I kept mulling these ideas over in my head.  Keep up the great work on your book study! I am looking forward to your discussion on interaction.

Chapter 6 Interaction
Voni

Reading the teaching Scenario – Mr. Charles - got me excited about teaching. I like how he changed things up to keep the students interested and involved. It is easier to assess what they are comprehending when you can see them think through actions, such as the clothes pins on the paper plate activity. I also like how he stressed the vocabulary by having them identify and circle and underline the addends and sums. They need to hear, recognize, and understand the vocabulary. Even at that I wonder what it takes to get some students to learn or make the information stick. today during ELPT testing, I discovered that a number of students couldn’t identify a picture of a calendar. This surprised me because they have been ‘doing’ calendar since they have been in Kindergarten.
The End.

Liane- Chapter 6 Interaction

I like the idea to promote interaction in chapter 6. We just had the Speech Path. come and stay for a couple of days. He brought a Jeopardy game with him and in the game he used several of the techniques described in the book. His game allowed the discussion of information about the four seasons and facts therein and aforementioned. All the kids were involved in thinking and in preparing answers. He allowed kids to work in teams of four and he wouldn't accept answers that weren't in a full sentence.
My students need to be able to write friendly letters properly. So, I practice interaction with them by requiring a letter each week. They keep a journal and every week have to write me a letter on Thursday or on Friday. I use the weekend to respond to them. I've been working more oral interaction into my lessons with the inside/ outside circle exercise. The kids on the inside have to state the content objectives to the kids on the outside. The kids on the outside have to state the language objectives to the kids on the inside.

Chapter 5-Liane

Scaffolding is the gradual transition from dependence to independence. I have noted that sometimes this transition can't be done in one lesson, one week, or sometimes, not even in one month. The more complex a task, the more explicit teaching needs to be done; the more deliberate modeling needs to be done; the more guided practice needs to be offered; and the longer it takes to achieve independent application. Learning is a process and scaffolding is its guide rail.
It is our charge as much to impart information as to teach how to think. We want to produce problem solvers not just students who regurgitate. Therefore, questioning can never be considered a wasted venture. Even when there is no answer, the curiosity of questioning leads to invention.

Chapter 4- Liane

Maria's illustration of comprehensible input drove the point home. It was much easier to follow her instruction when she used a lot of models and a lot of body language. It also made me want to talk during the lesson. I was lost at some points and I really wanted to turn to someone else to find out if they were understanding. I wanted someone else to explain it to me. Perhaps that is what goes on when audiences chat during presentations??
Eighty-five percent of us are visual learners so it stands to reason that visual aids and models can increase comprehension. Since most of us are not auditory learners, the 10th feature of SIOP should be heeded no matter what language we speak. Slowing our speech, especially with enunciation and complexity, will increase the understanding of most people. I love the tip to use gestures, body language, pictures, realia, and objects to accompany speech. This takes more time to prepare and requires more initial investment of energy. However, if that gives a net gain in less repetitions, we can save time and energy in the end.

Chapter 6 - Sabrina

Even in my Kindergarten room, I encourage the students to talk as much as possible. This is much easier to do at this point in the year, seeing as in the beginning they are pretty much clams. The Language for Learning program I am using encourages students to use language properly. For example, when pointing, in my teacher's book, to a dog I will ask the students, "What is this?" I will not accept "dog" as a response - it must be "a dog." I utilize this throughout the day; the learning doesn't stop when we're through with the Direct Instruction. Taking off my "Direct Instruction" hat, when discussing a story, or with anything we are doing, I will ask students if the topic reminds them of anything else. We were discussing "equal parts" a few days ago and that led into a discussion about past birthday parties, and sharing your cake, cookies, and jello equally - so that it would be fair. Anything can lead into a discussion amongst the students; the teacher just needs to take those opportunities when they come up.

The hardest thing for me to keep up on is "wait time." It's hard to gauge the wait time, and it differs with each student. I find it interesting that some of my students who speak Yugtun at home need less wait time than other students; and with other students it's the opposite.

One thing I try to do throughout the year is vary my instructional groupings. As it says in the book, if you switch it up every now and then, you will keep the students interested and help them retain the information. I am utilizing the SMARTBoard mostly for Math so that they can be more interactive in their learning. Allowing the students to get up and participate in a giant video game keeps their attention for a longer amount of time (sometimes...).

I use whole-group instruction to introduce new topics, split into smaller groups if the topic is not being absorbed well and eventually move into independent work. I would like to work on adding more independent structure to my center time; giving the students a chance to work in pairs or triads on their own. I now have students working independently with file folder games, and other math games.

Chapter 5 * Voni

In the midst of a science unit on ‘Insects’, I did an art lesson using an Art Kit from the media center. Maria had recommended using the Art Kits because of their colorful pictures and step-by-step instructions. The project was excellent because it reinforced our new knowledge using a kinesthetic approach, allowing the students to create the body parts of an insect and show their understanding of symmetry on the butterfly’s wings.
Before we started the lesson I had the students verbally identify the parts of an insect and I wrote them on the board. I referred back to the words during the step-by-step instructions, pointing out or asking them what part of the insect are we now making?
The art kit I used taught the works of E.A. Seguy, providing beautiful intricate, designs of butterflies, all of which were researched, drawn, and labeled from different parts of the world. I keep the globe close by during instruction so we can locate “where in the world” is ??????This also overlapped a class written report about butterfly’s, including where they live.
Directions for the butterfly paper sculpture were clearly posted on a laminated fold out. After reading each step as a group, the students independently followed them. When most of the students were finished we moved on to the next step. At each step, or body part, we referred back to the words written on the board prior to beginning the art project.
The Art Kit provided a great way to integrate the unit on insects into social studies and math AND the general concept of following directions. If I were to do this lesson again I would have them choose a specific butterfly to replicate the symmetry rather than design their own. Then I’d have them make a card identifying the butterfly by scientific name and where it lives. I would frame the sentence indicating that information.
My initial plan was to just use the pictures from the Art Kit, but after seeing the lesson set-up, it turned out to be a great way to help cement and extend the learning.

Chapter 5

One thing we as teachers to the English Learners, should do to is to
get to know who our students are, and where they are coming from. Yes,
on the summary it says, "Just because the students can't read well doesn't
mean they can't think!" or, "Just because they can't speak English proficiently
doesn't mean they can't think!" and I say, "Just because the English Learners are
not responding to a question right away doesn't mean they are not thinking."
It is important to teach different kinds learning strategies to the students to help them
to connect what they know to what they are learning, problem solving, and to promote
retention of newly learned information. scaffolding is an instructional technique where
teacher models the desired learning strategy or task , then slowly shifts the responsibility
to the students. Whatever strategies are emphasized, learned, and used, it is generally
agreed that they should be taught explicit instruction, careful modeling and scaffolding.
This scaffolding reminds me of how my mother taught me how to do many different
things as I was growing up. One of the things I remember the most is when she did skin
sewing and she had me watch, and sometimes without saying a word. After carefully
her, she gives me a needle and thread, I work on a project with her there to help me. From
then on I would practice and finally work on something like making yo-yos without her
help. That is something like model, lead, teach what we do in SRA.

Chapter 4

Knowing exactly what it is like to be, and to feel what it is to be an English learner, I try and maybe without much effort I slow down my speech when teaching to my students. For any or
all teachers, comprehensible input is very important technique in order to help the English
learners understand what they are teaching.
My students were at a beginning level of English proficiency when they came to my class, and some of them are still there, but we are working on that. The Language for Learning that we
are doing in SRA is a great help, because it is working on improving that level of Language. The
students are getting used to that part of working on language. That is also helping our science journal writing on weather. First, we talked about all different types of weather we have for this season and wrote them on the cards with pictures on them. Next, we check the weather, and we
made a sentence starter, "Today the weather is.....". They knew exactly what to do, and did it every day until they could write today's weather without copying the sentence starter from the board. They even started writing what they will do after school if the weather is good.
Variety of Techniques used to make content concepts clear is what some people do naturally.
I had an uncle who became deaf at around lower elementary school age. Everybody talked to
him using normal voice, but with their hands and lots of body language. So, I know very much
how important it is get your point across with both voice and lots of gestures, body language and
objects to make someone understand what I am trying to say. I guess we all knew what SIOP is,
right now we just need to put it into words.

Questions for chapter 5, Strategies

Questions prior to reading:

•    Why is it important to teach students how to use learning strategies?

•    How do we teach learning strategies to ELL students?

•    What learning strategies do you already use in your classroom that helps improve student achievement?

Chapter 5 - Sabrina

"Just because they can't speak English proficiently doesn't mean they can't think." I liked that summary at the end of the chapter, because it's true. Just as the statement before that one; "Just because the students can't red well doesn't mean they can't think." Comparing that from Kindergarten up to the higher grades. My students might not be able to perfectly read or write, "We're going on a picnic, and this is what I'll bring," but as a whole group, they contribute fully and are creative, and correct, in their responses. I agree with the statement that lessons should include higher-order questions that promote critical thinking, because just because they are developing their English proficiency, students shouldn't be denied higher level of thinking.

As teachers, we must scaffold lessons to best assist our students in their learning. Just like I do with my students in the beginning of the year. They come in knowing little or nothing about the behavioral and academic expectations asked of them. It's my job to teach them, in a way that will be effective and in a way that they will understand. Each year I am learning something new to do in the following years to make Kindergarten an easier transition for new students. My hopes are to make instructional and procedural scaffolding more concrete approaches in the future. That means I must be certain of my plan and lay it out for my students without any room for error. For example, I am implementing more structured center time into the day after lunch for about an hour and a half. The students will go from academic work to structured play, to reading with me, and then academic file folder games. This is something that I am finally getting a handle on, and at this point in the year my students are much more independent, and able to handle more independent tasks. When I tried this in the beginning of the year, I was mistaken in the amount of independent work the students could handle, so we didn't have such lenient centers as we do now. With this system, so far, the students are enjoying it. They also know that if they do not complete their academic work (their Reading workbook page) they will not move on to participate in the games or in the structured playtime (we have a small "town" that Kris gave me, and they LOVE it, so it's a big deal when they're not allowed to use it).

Chapter 4

After reflecting upon the three features of Comprehensible Input, which are appropriate speech for students’ proficiency level, clear explanation of task, and various techniques to make content concepts clear, I immediately thought of SRA.

The 2nd grade students in my reading group are at a 1st grade reading level, which is also their appropriate speech level. The simple text allows for the comprehension of the majority of the story, therefore when we come upon an unfamiliar word, it is incorporated more easily, allowing the fluency of thought to continue. The surrounding simple sentences and basic text makes it easier to understand.

When new words surface, they are discussed and internalized in a variety of ways. First I ask for student input to find out how much they know. From there I move into understanding the new word according to their responses. Whenever possible I tie the word into something relevant to their understanding, building on that background knowledge by drawing pictures
or modeling examples. After the word is understood, we go back to the reading and apply its meaning. My kids LOVE to act out the story using their newly discovered word, a fun way to instill new vocabulary knowledge.

My new words are already in print in the book so I do not rewrite them on the board, but I normally would if it is a word that comes up in class during another type of lesson. I want them see, hear and ‘know’ the word.

The SRA workbook frequently changes the directions to complete a task, which makes it clear to me who is comprehending and reading carefully. (ie. put a box over the correct answer)

This is an example of how the three components are put into use in my classroom.
Voni

Chapter 4 - Sabrina.

As far as making the language more understandable for the students, there are a few things I try to do. I have in the back of my head at all times, to slow down my speech, make sure I'm speaking clearly, and to make the directions simple and to the point.

In reference to Feature 10, I need to speak slowly and make my directions simple and clear enough for my students to understand. This is especially important considering my grade level. I would say my students are at the beginning levels of English Proficiency in August, but have made great strides since the beginning of the year. From the examples in the book, I would say my students are now in between Beginning and Early Intermediate - some students leaning more towards one end or the other.

While I slow down my speech for better understanding, I do not let my students off easy. I push them to strive for more each day, and I believe that it shows in their abilities. I feel that by giving them as firm a start as I can in their school career, they will be set up for success in language for many years to come. I paraphrase for my students during guided reading, and make sentences simpler in order for them to better understand. The SRA program, Language for Learning, helps greatly with their language skills - and will hopefully improve their scores on the ELPT.

Feature 11 discusses the need for clear instructions - and I couldn't agree more. I am utilizing CHAMPS in my classroom so my behavior expectations are simply stated and visible to the students. This has helped immensely since I implemented it in my classroom. It helps them immediately understand what they need to be doing; rather than hearing my voice repeatedly telling them what to do. Depending on the activity, I will put up what we will do in words they can read or sound out. I keep the more naive students closer to me while we are doing seat work so that I can give them more support.

Feature 12 discusses techniques teachers can use to make concepts clearer for students. I use body language, manipulatives, and pictures whenever possible. When discussing solid figures this week, it was extremely helpful to have the SMARTBoard and wooden solid figures (thanks to Voni!) at my fingertips. The interaction with the SMARTBoard and the manipulatives helped my students understand the concept. I am amazed at how they are retaining the information, not to mention the "faces" of them!!!

In terms of previewing the material, whenever we do anything requiring seat work, I review the activity while they're sitting on the carpet. I make the directions as short and sweet as possible, and write them on the board when necessary. By explaining all the necessary information to the students beforehand, including behavioral expectations - sets students up for success, which is what all teachers should strive for each and every day.

building background

I liked reading "Links Explicitly Made between Past Learning and New Concepts" and "Key Vocabulary Emphasized..." because when I am teaching new concepts I know that it is important to link the past learning to what I am teaching. The book says that it is important for the teachers to make explicit connections between new learning and the material, vocabulary, and concepts previousy covered in class. In order for learning to happen, new information has to be integrated with what students have previously learned.
I am teaching the names of coins and for example, "how many nickels is equal to a quarter?" So, before I teach that, we discuss the past learning we did on, greater than, less than and equal to, and I ask the students something like what the book says. "Who remembers what we learned about equal to?" "Who remembers what equal to means?"
It says vocabulary development is critical for English learners and that it is strongly related to academic achievement.

Chapter Two Reflections

What jumped right out at me with this chapter is that LEP students don't need their material "dumbed down", which has been a problem. It is the lack of experience with the English words, and the background, that makes the material different. It requires more background teaching, true, but eventually enough background will be laid that at some point my students will be able to learn how to scaffold for themselves... at least that is my hope. Just as we learned in grade school to use a dictionary and an encyclopedia to expand our knowledge, I hope that eventually my students will internalize questioning for themselves and be able to reach out to books and the internet to find out more information. However, as long as language remains a barrier for them, this will not happen (or at least not very successfully).

I thought the examples given in the text for supplementary materials to use were great. Many of these things I use or have used, but not to the extent I think I should be using them. It is a wake up call for me: I need to work harder at reaching my students on their level, and through their learning style, instead of just through my own. I do use graphic organizers quite often, and I was pleased that outlining and highlighting were recommended. Since reading this chapter, I have spent more time adapting text, which I have done occasionally, and the results have been good. While I have a very content-rich book for 8th grade science - too rich, I feel, for the grade level, my students struggle with it. By re-writing it in a way that gives them the information I really feel they need to know, and focusing on that, I feel that I am helping them to understand it much better than just letting them loose with the text and some vocabulary work, since much of what is in the text is more than they need to know at this point, anyway.

I found that the teaching scenarios were very enlightening, and I really liked what Ms. Chen did with her students, it would take awhile for me to get to a point where I could do all of the activities she did with her students in one lesson. For my students at this point, it would take at least two lessons to cover all that she did. Perhaps by the time the current third graders reach the 7th or 8th grade, they will have been trained enough in all of the activities and transitions that less time would be spent teaching the procedures as well as the material itself.

Chapter One Reflections

I found this chapter to have some very interesting statistics that I had never come across before. While I have taught downstates in a variety of different settings, it never occurred to me the large number of LEP students that we have across the board in this country - almost 10% of our student population. That many of these students may be first or even second generation (not new immigrants) Americans surprised me. Chapter one also underscored for me the fact that our Native American populations may largely be LEP, even if their traditional language is no longer spoken. The fact is that their children's grasp of English may be less than what we would expect because the language spoken in the home is neither fluent in English or another language.

The fact is that there is no one solution for bringing our students up to speed to where we would like them to be as far as proficiency in English. However, SIOP does remind us to not assume our students know all the basic words in a piece, let alone the "new" vocabulary words we are introducing to them. I have found myself digging deeper into the material I am presenting and checking for understanding much more frequently, to insure that my students really understand what they are reading. Already I am noting a difference in their comprehension!

Chapter 4: Comprehensible Input

Thanks for your great reflections! I enjoyed reading your posts on the blog. We are now starting Chapter 4, Almost halfway finished with the text. I have enjoyed being part of the process of the Professional Learning Communities, as all of you share your insights on the information about SIOP and discuss the relevance to your teaching practice.


Chapter 4: Comprehensible Input
Let's start with a little review. Many English Language Learners do not understand much of the academic English used in our schools. The learner must understand the message that is presented in class. Comprehensible input is a hypothesis first proposed by Stephen Krashen in 1981. He says that ELLs acquire language by hearing and understanding messages that are slightly above their current English language level. This is known as Comprehensible Input +1.

The 3 features of this component are:

10) Speech appropriate for students’ proficiency levels (e.g., slower rate, enunciation, and simple sentence structure for beginners)

11) Clear explanation of academic tasks

12) A variety of techniques used to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language)

Prior to Reading
• Which feature do you think about the most when you are preparing your lesson plans?
• Which feature would you like to improve on?
• How much of your speech in class do you think students understand?
• What techniques do you already use to make content concepts clear to your students?


After Reading

Read about feature 10 on page 80-81.

Observe your class and think about their proficiency levels.

• At which proficiency level would you describe your students as: Beginning, Early Intermediate, Intermediate, Advanced or Transitional?

• How do you explain or clarify this concept and/or vocabulary for students?

Feature 11: Clear Explanation of Academic tasks. On page 81, the text says, “Oral directions should always be accompanied by written ones, so ELs can refer back to them at a later point in time as they complete the assignment or task.” Do you think that this would be good to do in your class? Would it help your students follow directions?

• What types of grouping and interaction strategies do you use to help students explain academic tasks? Checking individual students, small groups? Any others?

Features 11 and 12.
Identify a concept you will teach soon and think of one content objective and one language objective for the lesson.

How you would adjust your explanation to ELs to students who are at various proficiency levels?
• Beginning
• Early Intermediate
• Intermediate
• Advanced

On pages 82-84, there are 10 activities that you can use to make content clear.
• What techniques can you use to make new concepts clear?
• What techniques do you already use that are not listed in the book?


Teaching scenarios on pages 85 through 88
• How do teachers make content accessible to all students? Notice the strengths of the activities that Mr. Lew used to help his students gain access to the curriculum (p. 86-87).

• How do these activities provide ELLs with access to the content material?

Chapter 3 - Paula

The examples given on page 57 and beyond are very good to explain activating prior knowledge and building background. If a student doesn't have any knowledge of the subject you are studying, you can talk about a similar subject they know, show a video that will give them knowledge of the subject, read a story about the subject, give a pretest activity with a partner, or use the Insert Method. Prior knowledge would be a lot more general, perhaps, than you would be looking for, but is very important to build on to help the child understand. Building background would be specific facts about the subject that the student could relate to which would build his understanding.