Reading Notes for Access to Academics

You can work with colleagues as long as you have a deep understanding of the content
in each chapter. Use the Key Issues Chart at the beginning of each chapter to guide your
thinking. Read and tab/underline key points in each chapter. Add descriptions, page
numbers, or lists as part of your note keeping. This is the foundation for your study for
teaching English as a second language and is very important that you come to a deep
understanding of this material.

Take notes on these key points and add missing points based on the Key Issues Chart at the
beginning of each chapter. Your notes must be sufficient for you to attain and retain the basic
information in each chapter and to effectively lead a class group discussion when asked to do so.
You will be defining, summarizing and/or describing the various key components in each chapter.

Ch. 1: 1. Explain language of school: distinct, multifaceted type of English (pg.4-5)*

Languag The usage of language
Through language
e of About language
School 2. Social Language:
Is the language used everyday, casual interactions ex: grocery store, ordering pizza (pg.6)*
3. Academic Language:
Is comprised of more than words or short phrases (vocabulary usually comes to mind.)
VOCAB, grammar, and discourse.
4. Linguistic Features/content areas- Explain
o Language arts
o Mathematics
o Science
o Social Studies
Academic language involves more than terms, conventions, and
genres it requires cultural knowledge about ways of being in the world, ways of acting,
thinking, interacting, valuing, believing, speaking, and sometimes writing and reading,
connected to particular identities and social rules.
5. BICS- Explain
BASIC INTERPERSONAL COMMUNICATION SKILLS: refers to the development of conversational
language and can be used for talking with peers at lunch
6. CALP- Explain
COGNITIVE ACADEMIC LANGUAGE PROFICIENCY: refers to the academic dimension of language
necessary for school success and would be used to provide a summary for a report.
7. Google academic language register and define
- Is the level of formality with which you speak- different situations and people call for different
registers
o Frozen static register- language is literally frozen in time or form
o Formal Register- impersonal and often follows a prescriptive format
o Consultative Register- used when consulting an expert (aka: doctor)
o Casual Register: register used in conversational tone
o Intimate Register: used by lovers
Ch. 2: Language Proficiency: the ability to use language accurately and appropriately in its oral and written
forms in a variety of settings.

Language proficiency is multidimensional with linguistic:

o 3 DIMENSIONS of academic literacy:

Linguistic

Cognitive

Sociocultural

o *to be proficient in a language requires knowledge and skills using the linguistic
components.

Language Domains- there are 4 domains

o Listening

o Speaking

o Reading

o Writing

Receptive- capable of receiving; inclined to receive.

Receptive Language: information received by listening or reading

Receptive or productive skills and as oral written.

Productive language:

o AKA as the 4 LANGUAGE SKILLS

Can do descriptors: provide a starting point for planning and implementing instruction.

o Define levels of ability in terms of what language learners typically can do with the
language at different language proficiency levels.

Elements of Communicative Competence

o Grammatical or linguistic competencies: involve accuracy of language used ex:

spelling, VOCAB, grammar, etc.

o Sociolinguistic competencies: the use of language in an appropriate manner or style

in a given context.

o Discourse competencies: involve the ability to connect correctly formed phrases and
sentences into a coherent and cohesive message in a particular.

Involve the ability to be a sender and receiver of messages and to

appropriately alternate those roles in conversations of written language.

Resources:

o Using Bilingual Books

o Promoting native language and culture in English mainstream classrooms

 Organize language clusters

Label classroom objects in different language

Assign a bilingual buddy to your newcomer

Support the use of the native language by using classroom aides or

volunteers.

Encourage primary language development

Use bilingual books

o World-Class Instructional Design and Assessment

Ch. 3 Learning Strengths and Needs of EL Students List/describe:

o This chapter focuses on discovering students language and content strengths and
needs by understanding their backgrounds.

General- give a survey, casual conversation, wall-write (open-ended

questions, moving questions, and disclosure journal)

Linguistic- can find this our through this too.

Academic- look in school files, surveys if there is no information.

Content- content knowledge- KWL or KWLS chart. Teacher can also

discover students interest through conversation.

Cultural information about students (VERY IMPORTANT)

o KWL is Know. What to know. Learned or KWLS Still want to know (CHART)
 Guidelines for understanding student strengths and needs: List/describe

o Model the technique

o Try not to ASSUME

o EMBRACE variety
Ch. 4 Explain- all teachers are language teachers: we all have a job to help English language learners
with their work! (pg.64) because the language of the content area requires students to learn
social and academic language in order to access content.

Objective writing- Content and Language Objectives

Content refer to CCSS and contain verbs, telling what the students are doing and
how they will do it. (SWBAT)

Language objectives-may focus on developing vocabulary, language functions

(describe, explain), language skills (look at 5 language domains speaking, listening, reading, and
writing), receptive/productive.

Specific and measurable so that lessons can be targeted to the language level of
their students

Measurable Verbs: Link to Common core State Standards

Some measureable verbs: abstract, contrast, dramatize, introduce, recall, skim, and
many more. The measurable verbs were found through the website:
http://www.educationoasis.com.
CCSS website: www.educationworld.com/standard/index/shtml.

Direct Instruction Overview

Students will be able to and concrete, measureable

outcome and content to learned (SWBAT).
Content Objectives
Language Objectives
The important features of language objectives include the following:
They derive from the content to be taught
They consider the strengths and needs of the students.
They present measureable, achievable outcomes.

ELD Adaptations

o English Language Leaners: making adjustments to help students who do not come
from an English background.

Teaching the Language of the Discipline: Vocabulary lesson model introduced

o There are several models displayed throughout this chapter that help teachers with
vocabulary lessons and teaching the language of discipline.

General Assessment information across disciplines

Teaching to Language Objectives Guidelines: List and summarize

Guideline 1: Integrate Language and Content: language objectives should also be integrated into the
lesson and not taught in isolation from it.
Decontextualize: to decontextualize means to consider something alone or take
something away from its context Some authors believe that all language is contextualized to
some extent but treating language separately from content takes away the specific context that
gives the language meaning, making the language more difficult to understand and use.
It is important to help students see how language and content are related and moving
them toward reaching both objectives.
Guideline 2: Use Pedagogically Sound Techniques: In the past, language used to typically be taught
through drill and practice, exercises context clues, and mechanical worksheets. However, this only works
for some students not all. Effective language instruction, in addition to being integrated into content
instruction, should meet the following basic criteria:
It is authentic: comes from content areas that students actually do
Ch. 5 Connecting to Students:

o All students bring experience and knowledge to school.

o Connections between students lives and the task demonstrate to students reasons
for listening and participating in tasks.

o Connecting tasks and topics to students lives increases engagement.

o Connections can be made by teachers or students.

o When students make the connections between learning and living, they see the
authenticity of reading, writing, thinking, listening, speaking, and problem solving in everyday
tasks.

o An important result of making connections is far transfer- or the ability of students to

use their learning in new, unfamiliar situations.

o If teachers do not understand their students needs, backgrounds, and interests, they
will not be able to make clear connections to help their students.

How do you make academic connections?

o Academic connection (content connection)- a connection to previous school learning

often an earlier lesson-so that transitions are clear and learning builds on previously addressed
academic language and experiences.

o Easily done-but only if teachers and students engage this skill.

o Teachers can note how the present lesson relates to past lessons, content or
language learning.

o Who remembers what we learned last week? Tell me something about

o Although a simple idea, making this link can help students see the flow of their
learning and associate past personal connections with content.

o Students should be encouraged to make connections themselves as their

background and the connection to it helps them access 1) language and 2) content through the
same kind of process.

Building Background Knowledge Techniques (p.72)

o Preteach and reinforce vocabulary-provides students with ways to understand and

talk about important concepts.

o Cue-do-review-helps students link old and new content by comparing and

contrasting.

o Field trips/Hands on experiences-provide students with real-time experience with the

lesson topic.

o Visitors-provides background through questioning, discussion, and display.

o Visuals- provides examples of the concept or language and ways to explore links
among ideas.

What is an anticipatory Set? -A lesson introduction (p.74)

How do you use them to engage learners?

 o An anticipatory set should provide continuity from a previous lesson, f applicable. It
should allude to familiar concepts and vocabulary.It should briefly tell students qhat the lesson will
be about and should point out and discuss the language and content opbjectives for the lesson.It
should gauge the students level of collective background knowledge and activate the students
existing knowledge base. Example: Grade 3 ELA- Begin the lesson by talking about guessing.
Ask students some issues or topics that they guess about and ask them to make guesses about
certain common ideas. Connect to educated guesses and what makes a guess good or bad.
Explain the link between guesses and inferences. As the discussion progresses, students write
definitions for guess, inference, and prediction in their vocabulary journals.

Using VAPA and PE Content for making connections to students explain the guidelines for connections
(p.76)

1. Be deliberate: carefully plan to make academic and personal connections-

plan to help students build any background necessary for each lesson. Check that students
have actually made the connections and that it has served its purpose of piquing students
interest and preparing students to engage in the lessons language and content.
2. Help students transfer connections back to their lives: connections should be
obvious and ongoing. Journals for connections can be effective tools for avoiding students
questioning the purpose of a lesson.
3. Consider culture: connections may need to be made in different ways and for
different reasons depending on the cultures of your students. If students are asked to
brainstorm in order to make connections, but are not familiar with the process, explicit
instruction in brainstorming may be required. Use explicit instruction as needed to help
students understand the process and content of the connections.
Ch. 6 Student Engagement: Explain engagement and tasks

Engagement:

The level of student involvement and ownership. Persistence in absorption with reading, writing, speaking,
listening and thinking even when there are other choices available.

Tasks:

Actions required by students to help them meet objectives.

Pedagogical Connections:

Think about the backgrounds and interests of students while designing tasks. Also, it is important to use
culturally relevant resources such as minority or first language literature, film, and artifacts. Engaging tasks
make pedagogical connections between students backgrounds and needs in relation to lesson objectives.

List/explain elements of task process and product

Task process:

what is happening when the learning is taking place, or the process of what students do, and how they do it.

Task product:

the outcome of the task process, or the end result of the task

List /explain guidelines for task for connecting instruction to students lives

These strategies can help teachers make instructional connections to student backgrounds.
Ch. 7 ASSESSMENT: refers to the general process of gathering data about something or someone, while
EVALUATION refers to a final judgment.

o Teachers can use assessments to make an evaluation, or they can use the data they
gather for goals such as changing instruction, supporting students, and reviewing real
achievements with students.

How do you assess before, during and after a lesson?

o Before: use a component checklist based on ideas in the chapters. Teachers can
create their own checklists with components and relevant guidelines, or they can use parts of the
Preparation and Building Background sections of the Sheltered Instruction Observation
Protocol.
Adjustments can be made to the lesson before it is implemented.
o During: teachers can use observation and discussion with students to determine
whether the lesson is going as planned and whether that plan is appropriate for the students.
Teachers and students can make just-in-time adjustments, keeping
the objectives, connections, and relevant process in mind.
o After: teachers can review the lesson, jotting down observations of individual
students or the whole class. They can note when time on tasks and engagement were or were
not obvious and where it seemed students needed more help in accessing the language and/or
content. Teachers can also observe to what extent the objectives were met and create ideas for
revising the lesson.
Teachers can also have others review the lesson, including asking
students how it be improved to better suit their needs.
ASSESSMENT of the lesson is an important part of
effective lesson design and provides a firm foundation for ongoing lesson design.

Assessing student process and product: Explain

o Teachers can evaluate lesson design to make sure that the lesson is appropriate and
relevant and meets students needs.
o Student Process can be monitored through evaluations that the teacher makes
throughout the year by the use of observations, oral and written interviews, demonstrations, oral
and written retellings, role plays, portfolios, and journaling. It allows teacher to monitor student
progress and thus help learners move ahead, develop an awareness of their abilities, and figure
out what goals they should aim for.
o Student product is how the student does on the test or assessments.
TRADITIONAL CLASSROOM ASSESSMENTS: those that are
typically used for evaluation purposes, include quizzes, test, and structured papers
(These assessments are the same for each student and typically require students to
choose an answer.)
Traditional assessments generally provide a score
that designates how students have mastered individual (discrete) content or
language items.

Developing assessments to measure content standard achievement: Explain

o Traditional assessments do have disadvantages; most problematic is the idea that all
students should be measured the same exact way.

However, the classroom is full of diverse learners, who all responded

in different ways on how they absorb the material that they are learning, so it is vital to
have various ways of assessing how the students are learning what they have been
taught in class.
It is important for teachers to assess their students, so they can
 make sure that the students are meeting the content standards for their grade level.

Creating multiple opportunities for students to learn content: How and Why?

Different forms of test:

o HYBRID TEST and QUIZZES (include both traditional and alternative assessments)
Multiple choice
True-false
This type of assessment may be effective option for
classrooms with diverse learners: hybrid multiple-choice and true-false questions
can include a box in which students can explain their answers, providing
teachers with information about both the effectiveness of the question and the
students answering process. Helps with diverse learners, who may understand
the questions or answers in a variety of ways.
o Students can also participate in making test questions, providing individual or group
assessment choices, developing instructions and rubrics for projects that express relevant
outcomes, and even scoring and providing feedback for other students.
Teachers can use the student assessment creation process as an
assessment in itself: it can assess how students understand what they are supposed to
learn and how they are to learn it.
RUBRIC: (pg.95) a rubric is a scoring tool for
alternative assessments. It contains criteria, developed by teachers and/or
students that are linked to the content and language learning objectives. Rubrics
can be used by students to self-assess or by other members of the classroom
community to comment on student process and product.
o Homework: another commonly used form of practice and assessment. It often
consists of worksheets or reading assignments.
For ELLs and other diverse students, particularly if they do not have
English at home, these task are not effective.
INTERACTIVE HOMEWORK is one type of
homework that can be effective for all learners.
INTERACTIVE
HOMEWORK ASSIGNMENTS are homework assignments that
require students to talk to someone at home about something
interesting that they are learning in class Parents (or
guardians) have a small role in interactive homework.
INTERACTIVE HOMEWORK includes the following features:
o Teachers guide involvement and interactions.
o Parents do not teach students are responsible for learning and sharing.
o Parents interact with children in new ways.
o Teachers show children that they understand the importance of family interaction.
o Tasks are engaging and challenging.
o Interactive homework is assigned two to four times per month. Family interaction is
expected to be 10 to 15 minutes per task, and two to three days may be given for completion.
o Tasks are content- and language-based, relevant, interactive, and written in simple
language.
o Teachers provide follow-up and student sharing.

Ch. 8 ELD: Language of Science

o Science texts, materials, and processes may present many

challenges to EL students.

o Hands-on inquiry based, and experimental science activities provide

an ideal setting for learning language and content simultaneously.

o The specialized language of science is filled with technical terms and

 feature needed to describe the natural and physical world.

o Practicing compare and contrast and cause and effect methods and
the language of scientific inquiry can benefit all students.

o A key component in learning to talk science is to analyze the Greek

and Latin roots as well as the prefixes and suffixes that permeate scientific language.

Adaptations in disciplines

o Learning the language of scientific inquiry-provide students with

opportunities to develop enriched understandings of the physical and natural sciences.
Assist students in engaging and discussing the inquiry process with the use of sentence
starters.

o Compare and Contrast-utilize graphic organizers or mind maps

o Cause and Effect-teach signal words (ex. as a result of, due to, for,
since, etc.) that show cause and effect relationships.

o Teaching Greek and Latin roots-helping students brainstorm the

origin and meaning of technical words, might unveil potential connections among the
meaning of the word, the students language background, and the science register.

Language is key to the process of scientific inquiry.

For EL students this means they have to learn the language to describe the scientific
phenomena, as well as the key concepts, processes, and how to complete an inquiry.

Science teachers (all teachers) need to examine the language of science (all disciplines) and
determine the kind of language support all students need to meet the content objectives successfully.

Lessons can be adapted to develop vocabulary, construct background knowledge, modify

texts, and build on what students already know.

Language functions utilized in science observe, measure, predict, graph are used across all
subjects including visual arts and PE. Allowing students to engage these language functions in varying
contexts allows them to see how these functions are common to all subjects and curricula, but also hold
subtle differences depending on the task.

Ch. 9 ELD: Language of the disciplines: Explain key points in each discipline

Unlockin To understand and value mathematics.

To reason mathematically.
g the
To communicate mathematics.
Languag To solve problems.
e of To make connections to contexts and other academic subject areas.
Mathema o Recommendations for teacher professional standards:
Select mathematical tasks to engage students
tics
intellect and interest.
Provide opportunities to deepen students
understanding of mathematics and its application.
Orchestrate classroom discourse in ways that
promote the investigation and growth of mathematical ideas.
Help students use technology and other tools to
pursue mathematical investigation.
Help students seek connections to previous and
 developing knowledge.
Guide individual, small group, and whole class work.

Adaptations in disciplines

Teach organizational and Study Skills:

o Demonstrate how to read a mathematics textbook.
o Point out key sections and resources in the textbook.
o Teach students how to organize notebooks and binders and record
homework assignments.
o Teach study and test-taking skills.
o Teach note-taking skills. For beginner English language learners,
copying notes is an effective way to begin learning writing conventions.

Integration of PE and content Areas

Teach organizational and Study Skills:

o Demonstrate how to read a mathematics textbook.
o Point out key sections and resources in the textbook.
o Teach students how to organize notebooks and binders and record
homework assignments.
o Teach study and test-taking skills.
o Teach note-taking skills. For beginner English language learners,
copying notes is an effective way to begin learning writing conventions.

Language of the discipline applied to VAPA and PE

Enunciate clearly and slowly without speaking louder (ELLs are not hard of hearing;
they are second language learners.)
Pause between sentences or concepts.
Use gestures and visuals to enhance meaning.
Avoid using idioms and slang.
Use keywords frequently,
Repeat, rephrase, restate.
Simplify the language use rather than mathematical concepts taught.
Particularly for difficult mathematical content, allow non-English-language group
discussion or the help of teaching assistants.
Focus on the content, not on the form, of students responses. Respond to
inappropriately phrased language by modeling the appropriate grammatical form instead of
correcting.
Be aware that additional wait-time may be needed when teaching ELL students.

Ch. 10 As teachers prepare 21st Century students they must utilize writing, reading, speaking,
listening, viewing, and visual representations as forms of evolving literacy.
Unlockin
g the When planning literacy instruction for EL students educators need to consider their unique
strengths and needs, including their distinctive backgrounds and experiences.
Languag
e of Consider the following elements when developing a successful literacy program
English
Languag o Theoretical Orientation: phonics, skills, whole-language, biliteracy.
e Arts Successful teachers often integrate different approaches in addition to district or state-
mandated materials.

o Language-rich environment: provide opportunities for students to

hear and use English. Continuous modeling, ongoing feedback, a stress-free
environment, and reasons to use the target, as well as the native language.

o Meaningful literacy: engage students in actual, meaningful literacy

 acts within real-life environments.

o Culturally relevant literacy practices- a diverse classroom

environment should acknowledge, respond to and celebrate different literacy practices to
offer students opportunities to benefit in a just and equitable manner.

o Additive perspective on language-consider students primary

language as a resource. The goal should be to add English to students linguistic
repertoire rather than replace it.

o Emphasis on academic language- students benefit from deliberate

academic language instruction consistently and simultaneously during language arts and
content area instruction.

Sample Reading Strategies (extensive list on pages 142-145)

o choral reading, literature circles, predictable and pattern books,

story mapping, literature response journals, individual student conference, think-
alouds.

Key Elements of Effective Reading Instruction for ELLs (p.146)

1. Direct, explicit comprehension instruction

2. Diverse texts
3. Effective instructional principles embedded in content
4. Intensive writing instruction
5. Motivation and self-directed learning
6. Ongoing formative assessment
7. Strategic tutoring
8. Technology
9. Text-based collaborative learning

Key Elements of Effective Writing Instruction for ELLs (p.148)

1. Collaborative writing
2. Inquiry activities
3. Prewriting
4. Process writing approach
5. Sentence combining
6. Specific product goals
7. Study of models
8. Summarization
9. Word-processing skills and tools
10. Writing for content learning
11. Writing strategies

Adaptations in disciplines-Frayer models for vocabulary, sentence starters, opportunities for

speaking, listening, reading and writing.

When teaching vocabulary provide explicit instruction to support students as they make
sense of vocabulary and encounter new words.
 Teaching strategies include: root words, word games/word play, concept maps, acting out,
word sort, focus on cognates, vocabulary guides, key word method. (pp. 150-151)

10 Grammar Features that EL students Need to Know: sentence structure, subject-verb

agreement, verb tense, verb phrases, plurals, auxiliaries, articles, word forms, fixed
expressions/idioms, and word choice.

ELLs need to be able to connect what they are learning with what they already know
and to build on their linguistic and cultural resources.

Thinking about multiple literacies and not just one provides students the much needed
comfort and strength to add additional literacies.

Language and literacy instruction is enhanced if it is meaningful to the students, it is

done explicitly and systematically, and it takes into account increasingly diverse oral and written
practices.

Ch. 11 ELD: Language of the disciplines: Explain key points in each discipline

Austin -ELs in high school havent had 7 or 8 years worth of instruction like the other students.

-ELs arent always familiar with historical concepts

-Social studies requires high literacy skills because the instruction comes from teacher lecture.

-Textbooks are not always clear and do not have full explanations on specific topics.

-Textbooks use advanced vocabulary and pronouns that make reading confusing for EL

-Many EL students come from different cultures so understanding worldview and perspectives from a different
standpoint is difficult.

Adaptations in disciplines

-Before lessons, teachers should write down all the academic language that the student needs to know in
order to be successful during the lesson.

-To improve the writing and reading of an EL student, you can organize their vocabulary words in a pattern
like in figure 11.2.

-Develop socially supportive classroom

-Explicit teaching of academic skills

-Reducing cognitive load and increasing accessibility of complex content.

Integration of PE and content Areas

-PE can be integrated in the content areas of school such as social studies or math

-Students participating in PE actually learn social studies since they learn about the history of sports, sport
pioneers, olympic games, etc.
 -Combining the social studies framework with the PE framework, you get active learning experiences.

Language of the discipline applied to VAPA and PE

-With social studies being one of the hardest subjects for EL students, incorporating VAPA and PE into the
curriculum can help a lot

-Creating art projects as visuals to assist in social studies.

-Role playing major historical events during drama

-Participating in a PE activity that involves their history notes

Ch. 12 Review and discuss learning for EL students across all disciplines.

Putting it List 5 key points that are new learning that you will use in instructional practice from this reading.
All
Reflect: How will you bring this research in to your professional practice?
Together

Key issues in chapter:

Every lesson MUST be accessible to all students

Lessons are more accessible when they involve content language, connections to students,
engaging tasks and authentic assessments
Every lesson can be improved in some way

Creating new accessible lessons involve 4 main ideas:

Step 1 Find and create the Learning Targets (e.g. research questions, understanding multiple
perspectives, looking for main idea etc.)
Step 2 Make Initial Connections--anticipatory set, connecting to prior knowledge etc.
Step 3 Create Engaging tasks
Step 4 Assessment

Adapting Lessons:

Emphasis on finding lessons and then adding modifications for ELLs

scaffolding can be added in the form of deleting words from sentences and having students
fill in
previewing key ideas in the content and making connections to background info
brainstorming/discussing with partners
students can draw pictures to answer questions

Do not reinvent the wheel

use resources including websites (thinkfinity.org)

use other lessons from teachers that have been proven to be effective

Share--your effective lessons with other teachers

The main awareness that this chapter raises about making sure lessons are accessible to all students is
important to consider when planning lessons. The specific points about adaptation are helpful in that many
lessons can be found and used but to make sure proper adaptation has been put in the lesson is something
not always done by all teachers. This is extremely important to consider in modern times with a growing EL
population in the United States.