Reaching All Learners Across Curriculum

1. Reaching All Learners Across Curriculum Gladys Moreta ESOL Reading Resource Specialist Multicultural Education Department

2. OVERVIEW Instructional planning to meet the needs of second language learners has many challenges that must be considered. In addition to the variety of student’s academic abilities teachers need to be sensitive to linguistic variation.

3. OBJECTIVES • Teachers will learn the components needed to prepare effective lessons for second language learners: • Content and Language Objectives • Activate Learner’s Prior Knowledge • Engage Students in Culturally Relevant Activities • Employ Hands-on Learning • Use Authentic, Performance-Based Assessments • Support Comprehension Through A Variety of Techniques • Ensure Success in Meeting the State’s and District’s Academic Goals

4. KEY QUESTIONS • What are your experiences in implementing units and lessons to make sure they reach all students? • What successes and challenges have you encountered? • How have you dealt with the challenges? • Which unit or lesson plans would be great to share with others?

5. PROCEDURES

6. GOALS AND STANDARDS • The ARMrepresents goals and standards. • What are the goals? • How will students demonstrate concept knowledge? GOALS AND STANDARDS

7. GOALS AND STANDARDS • List the goals and standards to be addressed. • Include content and language objectives. • Provide all students equal access to stated goals and standards. • Accountability for all goals and standards are expected regardless of the language of instruction.

8. CURRICULUM, INSTRUCTION AND ASSESSMENT • The WHOLE HAND represents curriculum instruction, & assessment • What is the scope and sequence of the instruction? CIA

9. CURRICULUM, INSTRUCTION AND ASSESSMENT • Aligned with state goals and standards. • Differentiated Instruction • Supplemental Materials • Alternative Activities • Alternative Assessments

10. EACH STUDENT • The THUMB represents each student in an effective learning environment. • What are the unique learning styles and abilities of each student? • What are the strengths and weaknesses of each student? • What are the instructional, cultural and individual needs of each student? STUDENT

11. EACH STUDENT • Learning Styles • Multiple Intelligences • Cultural Stages • Language Acquisition Levels • Prior Academic Experience

12. STAGES OF LANGUAGE ACQUISTION • Pre-Production - Understands some language but not yet able to produce utterances • Early production - Able to produce one or two words. • Speech Emergence - Telegraphic speech Able to produce phrases and short sentences.

13. STAGES OF LANGUAGE ACQUISTION • Intermediate Fluency - Able to produce extended language • Native-Like Proficiency - Able to produce extended formal and informal language about a variety of topics.

14. CULTURAL STAGES • Stage 1 – The Honeymoon-The student perceives the move to another culture or situation is a desirable move and is something one has aspired to, the first reaction to the move is joy. • Stage 2 – The Hostility Stage-The student accumulates misinterpretations and misunderstandings that eventually reach a level that becomes intolerable.

15. CULTURAL STAGES • Stage 3 – The Humor Stage-The student begins to understand the rules of the new culture and perceptions become more in line with those of peers and the surrounding community. • Stage 4 – The Home Stage-The student begins to accept assimilation to the new culture. Many students who reach the home stage lose a large portion of their original culture.

16. BIG IDEAS • The INDEX FINGER identifies the big ideas to guide the instructional planning. • What is the focus of the instruction? BIG IDEAS

17. BIG IDEAS • Identify critical concepts to be taught and develop lessons that have a strong conceptual focus. • Content Objectives – State what students will do to demonstrate understanding of concept(s). • Language Objectives – Reflect how students will access and express the concept(s).

18. THINKING AND STRATEGIC LEARNING • The MIDDLE FINGER represents higher order thinking and strategic learning. • How can you promote higher order thinking during your instruction to meet the established goals? THINKING AND STRATEGIC LEARNING

19. THINKING AND STRATEGIC LEARNING • Provide mental challenges • Teach strategies to effectively meet thinking and learning goals • Activities that enable students to construct meaning and discover those on their own. • Graphic Organizers • Content Objective – What students will do to demonstrate use of the strategies taught. • Language Objective – Reflect how students will develop and communicate the needed though processes.

20. MOTIVATION • The RING FINGER represents motivation. • How can we activate prior knowledge and hook students on concept(s) introduced and encourage continued learning? MOTIVATION

21. MOTIVATION • Build on Prior Knowledge • Create Common Experiences • Generate Affective Responses • Generate Curiosity

22. CONCRETE REPRESENTATION • The RING is a concrete representation of the abstract and/or the unknown. • How can we introduce unknown concepts in an understandable manner? CONCRETE REPRESENTATION

23. CONCRETE REPRESENTATION • Visuals • Objects • Metaphors • Diverse modalities Examples: • Visuals to teach concepts • Objects and pictures in graphic organizers • Use of manipulative • Oral Language Activities

24. SKILLS • The LITTLE FINGER represents finer skills needed to be successful in literacy and technology. • How can we reach all students successfully? SKILLS

25. SKILLS • Meaningful integrated context • Guidance at a point slightly above their current performance level • Skills can be taught either deductively or inductively but taught systematically to maximize progressive skill development. • Provide practice as needed with materials below grade level. • Prior to practice and application at grade level.

26. CORE CURRICULUM • The PALM & BACK OF THE HAND represent core curriculum. • How can we ensure equal access to core curriculum to all students? CORE CURRICULUM

27. ACCOMMODATIONS VS. MODIFICATIONS • Accommodations are changes in HOW the student is taught and tested; not change the standards but allow the student to participate and demonstrate mastery of the general curriculum. • Modifications are changes in WHATthe student is taught and tested on; the curriculum is less complex than the general curriculum.

28. CORE CURRICULUM • Develop reading and perform literacy and mathematical tasks that are at grade level or above to the greatest extent possible. • Use text like materials and multiple opportunities to read across the curriculum. • Help students learn to process the written word or text material. • Use texts that elaborate on the big ideas, concepts and strategies.

29. CORE CURRICULUM • Provide students opportunities to discuss their own experiences related to the readings. • Use diverse modalities to support the reading through visuals, charts and graphs, role-play or student illustrations. • Use students’ cultural background. • Utilize multi-level reading selections.

30. MATERIALS • The FINGERNAILS represent educational materials. • What materials will allow me to provide equal access to curriculum and comprehensible instruction for all learners? MATERIALS

31. MATERIALS TECHNOLOGY PRINTED MATERIALS Student Made Materials Teacher Made Materials On Grade Level Materials Instructional Level Materials Reachable Challenging Materials Dictionaries Cultural Materials Lots of visuals/Interactive Word Walls Magazines • Computer(s) • Projection System • Internet connection • Multimedia Software • Word Processing Software • ELMO • Leapfrogs

32. QUESTIONS?? Within you right now is the power to do things you never dreamed possible. This power becomes available to you just as soon as you can change your beliefs. Dr. Maxwell Maltz

33. RESOURCES • Give Me Five: Instructional Planning for Diverse Learners • Jeanette Gordon • http://www.cal.org/twi/toolkit