Creating Well-Organized Lessons for Second Language Learners

1. Creating Well-Organized Lessons for Second Language Learners Francisco Ramos, Ph.D. Loyola Marymount University framos@lmu.edu

2. Methods and approaches not addressing needs of SLLs: • K-W-L, T-charts, Think–Pair-Share, Peer grouping • Knowledge of strategies yet lack of sense of direction: • Dittos and/or photocopies • Isolated skills • It comes down to: • I have to teach Chapter 7. What do I do?

3. When Teaching SLLs: • Time • Depth rather than breadth • What – Why - How

4. The CALLA (Chamot & O’Malley, 1994) • Content: • Drives the curriculum • Language: • BICS/CALP • Strategies: • Can be learned and transferred

5. The SIOP (Echevarria, Vogt, & Short, 2010) • Preparation • Instruction • Building background • Comprehensible input • Strategies • Interaction • Practice / Application • Effectiveness of lesson delivery • Lesson review / Assessment

6. A-I-T-B-A • Articulation: • Preview for SLLs with low levels of proficiency. • Into: • Prior knowledge. • Through (Pre-Reading, Reading, Post-Reading): • The text. • Beyond: • Application of knowledge learned to a new situation. • Assessment: • Evaluation of content mastery.

7. Content Into (Before) Through (During) Beyond (After) A–I–T–B-A Assessment Articulation (Preview)

8. Two Directions • Horizontally: • Direction • Vertically: • Consistency

9. Content Into: Prior knowledge celebrations Through: Too many tamales Beyond: Own story: Having to tell the truth Horizontally: Direction Articulation

10. Content Into: We shared stories because… Through: We read this story because… Beyond: Iasked you to create a story because… Horizontally: Sequence

11. Content Into: Content Language Strategies Through: Content Language Strategies Beyond: Content Language Strategies Vertically: Consistency

12. Into • Content: • Students’ prior knowledge • Language: • Listening, Speaking, Reading, Writing • Strategy: • What and Why • Language Experience Approach • Webbing

13. Language Experience Approach • Students’ experiences/prior knowledge • Students dictate • Teacher copies on board • Teacher reads information • Students read • Students write story

14. Webbing • To identify what students already know. • The brain stores and retrieves information in a connected way. • Students can transfer from L1. • SLLs can participate.

15. Articulation • Content: • General Comprehension and Vocabulary • Language: • Listening, Speaking, Reading, Writing • Strategy: • What and Why • Procedure and Materials: • Method • Overview: General Comprehension and Vocabulary • Background knowledge

16. Through • Pre-Reading: • Scaling down level of difficulty of text • Reading • Post-Reading: • Questions about text

17. Through: Pre-Reading • Pre-Reading: • Content: • General comprehension • Vocabulary • Language: • Listening, Speaking, Reading, Writing • Strategy: • What and Why • Comprehension: • Summary, outline, text walk, marginal notes,… • Story maps, charts,… • Vocabulary: • Word sort, Word pyramid, Word generation,…

18. Through: Reading / Post-Reading • Reading • Post-Reading: • Content: • Comprehension questions • Language: • Listening, Speaking, Reading, Writing • Strategy: • What and Why • Bloom’s taxonomy

19. Beyond • Content: • Application to a new situation (HOTS) • Language: • Listening, Speaking, Reading, Writing • Strategy: • What and Why • Assignment (Justify, analyze, critique, evaluate,…): • Title • Description of “key” word • Steps to complete task • Rubric: • Descriptors and rating

20. Assessment • Multiple choice tests • True/False and Why • Matching pairs • Brief essays • Portfolios • Research projects