The CALLA Handbook – Chapter 1 What is CALLA?

1. The CALLA Handbook – Chapter 1 What is CALLA? Dr. Ellen de Kanter University of St. Thomas Instructional Strategies for the Content Area in ESL BIED 5336

2. Background and Rationale • Learning Strategies • Academic Language Skills • Academic Content • Influence of Cognitive Theory

3. Background and Rationale • Most Students can profit from instruction in learning strategies. • Many students lack academic language skills that would enable them to use English as a tool for learning. • Adding academic content to the ESL curriculum prepares students for grade-level content classrooms. • CALLA has been influenced and supported by cognitive theory, research, and ongoing classroom use.

4. Overview of CALLA • The CALLA Model • Content Topics • Academic Language Skills • Learning Strategy Instruction • Calla Integrates • Language Development • Content Area Instruction • Explicit Instruction in Learning Strategies

5. Theoretical Framework • What is Learned? • Cognitive Theory • Kind of Memory • Declarative Knowledge • Procedural Knowledge • IF my goal is to engage in conversation with sally, and Sally is monolingual in English, THEN the subgoal is to use my second language.

6. Theoretical Framework • Production Systems in math problem Solving • Understand the Question • Find the Needed Data • Develop a Plan • Solve the problem • Check Back

7. Theoretical Framework • Meta Cognitive Knowledge

8. Theoretical Framework Theoretical Framework • How is New Information learned? • Learning Declarative Knowledge • Learning Procedural knowledge

9. Theoretical Framework • Learning is an active and dynamic process. • Three types of knowledge. • Declarative: Knowledge of Facts. • Procedural: Knowledge of “ How To” do things. • Metacognitive: Relate current learning tasks to past knowledge and learning procedures.

10. Theoretical Framework • Declarative and procedural knowledge are learned in different ways and retrieved from memory in different ways. • Teachers should learn to recognize declarative and procedural knowledge in content materials, identify strategies used by students, and influence strategy use.

11. Theoretical Framework • Students can take control over their own learning and develop independent learning

12. Related Instructional Concepts • Language Across the curriculum • Language Learning Approach • Whole Language • Phonemic Awareness • Process writing • Cooperative learning • Cognitive Instruction

13. Related Instructional Concepts • Language Across the Curriculum: practiced in all subjects. • The Language Experience Approach: particularly advantageous with beginning level ESL students. • Whole Language: valuable for all students. • Process Writing: recommended for all types of writing in all content areas. • Cooperative Learning: A learning stratagy taught overtly in CALLA. • Cognitive Instruction: Calla is based on cognitive theory and research.

14. WHOLE LANGUAGE Refers to an approach--not a program. Listening, speaking, reading, and writing are presented as an integrated whole. Children are challenged to take risks in using language for a purpose.The teacher always moves from the whole rather than the part. Skills are not taught in isolation, but in context of language that is real. Therefore, literature is a vital focus in whole language teaching. It is used to expand students' vocabularies and to give them words and patterns they need to express their feelings and thoughts to others. There is a natural integration with other areas of the curriculum such as math, social studies, science, and music. Emphasis is placed on developing the thinking processes such as organizing information for speaking and writing, making predictions, and making inferences. These processes are essential for preparing the ESL student to develop readiness to enter the mainstream curriculum. Curriculum Guide for ESL. Alief ISD

15. Whole Language

17. Flowchart for Planning Integrated unit

18. Commonsense Assumptions 1. Learning proceeds from part to whole. 2. Lessons should be teacher centeredis thetransfer of knowledge from the teacher to the student. 3. Lessons should prepare students to function in society after schooling. 4. Learning takes place as individuals practice skills and formhabits. Whole Language Principles 1. Learning proceeds from whole to part. 2. Lessons should be learner centered because learning because learning is the active construction of know-ledge by the student. 3. Lessons should have meaning and purpose for students now. 4. Learning takes place as groups engage in meaningfulsocial interaction. Whole Language

19. 5 .In a second language, oral language acquisition precedes the development of literacy. 6. Learning should take place in English to facilitate the acquisition of English. 7 .The learning potential of bilingual students is limited. 5.In a second language, oral and written language are acquired simultaneously. 6. Learning should take place in the first language to build concepts and facilitate the acquisition of English. 7.Learning potential is expanded through faith in the learner. Whole Language, Cont. (Freeman & Freeman, 1991)

20. WHOLE LANGUAGE CHECKLIST • 1. DOES THE LESSON MOVE FROM THE GENERAL TO THE SPECIFIC? ARE DETAILS PRESENTED WITHIN A GENERAL CONCEPTUAL FRAMEWORK? • 2. IS THERE AN ATTEMPT TO DRAW ON STUDENT BACKGROUND KNOWLEDGE AND INTERESTS? ARE STUDENTS GIVEN CHOICES? • 3. IS THE CONTENT MEANINGFUL ? DOES IT SERVE A PURPOSE FOR THE LEARNERS? • 4. DO STUDENTS WORK TOGETHER COOPERATIVELY? DO STUDENTS INTERACT WITH ONE ANOTHER OR DO THEY ONLY REACT TO THE TEACHER? • 5. DO STUDENTS HAVE AN OPPORTUNITY TO READ AND WRITE AS WELL AS SPEAK AND LISTEN DURING THE LESSON? • 6. IS THERE SUPPORT FOR THE STUDENTS' FIRST LANGUAGE AND CULTURE?

21. . COMPONENT PROCESSES OF LEARNING TO READ • Phonological Awareness • Listening games, rhymes, sentences and words, syllables, initial sounds (s-and), final sounds (san-d), phonemic segmentation (s-a-n-d), letter names and sounds. • Kindergarten through grade one--precedes alphabetic principle--should precede assessment in this area. • Print Awareness • Alphabetic Awareness • Orthographic Awareness • Comprehension • Practice (The PEER Program, HISD, 1996)

22. DEFINITIONS: PHONOLOGICAL AWARENESS/PHONOLOGICALPROCESSING/PHONOLOGICAL SKILLS • Sensitivity to segments in the speech stream. Demonstrated by ability to produce and recognize rhymes, to alliterate, and to segment and blend words into syllables (e.g., re-pub-lic), onset; rimes (e.g. c-at); and phonemes--e.g., [ability to segment medial phonemes and transpose phonemes--e.g., play Pig Latin--is reciprocal, with, rather than a precursor to reading] • PHONEMIC AWARENESS is the ability to deal explicitly and segmentally with sound units smaller than the syllable (i.e., phonemes).

23. . READING • A balanced approach (Honig, 1996) is: • "one that combines the language and literature and literature rich activities associated with whole language aimed at enhancing meaning, understanding, and the love of language with explicit teaching of the skills needed to develop fluency with print, including the automatic recognition of a growing number of words and the ability to decode new words."(p. 2) • One in five have trouble reading (Shaywitz, Shaywitz, Fletcher and Esobar, 1990) • all children take what they know about internal sound structures of words and apply this knowledge to print (Liberman, Shankweiler, and Liberman, 1989). Consequently, all children learn to read by sounding out words regardless of how they are taught. When children

24. READING, Cont. • are successful early readers, it is clear that this skill is maximized. When they fail to learn to read, it is clear that this particular skill does not develop properly (Stanovich,1986; Vellutino, 1987). • …children raised in alternative language environments may have difficulty learning to decode words because of differences in dialect or because they had significant exposure to languages other than the primary language of instruction. In many of these children, the problem still revolves around their development of phonological awareness skillls (Vellutino, 1987). • Approximately 80 percent of all children served as learning disabled in the public schools have problems with reading (Lerner, 1989). Of these cases, it has been estimated that 90 percent have problems with development of decoding skills (Lyon, 1995; Lyon and Watson, 1981 ). (The PEER Program, HISD, 1996)

25. COOPERATIVE LEARNING • Cooperative Learning is the structuring of classrooms so that students work together in small heterogeneous groups to meet common learning objectives. • Their contribution to group work results in group as well as personal accomplishment. • The student interaction occurring during Cooperative Learning promotes academic achievement and positive feelings about school, teachers, other students, and self .

26. ROLE OF TEACHERS INCOOPERATIVE LEARNING 1. Set instructional objectives. 2. Make decisions relevant to grouping, room arrangements, materials, and role assignments. 3. Set tasks and positive interdependence. .4. Evaluate learning and group cooperation. "It is important to explain that their role has shifted from transmitters of knowledge to mediators of thinking." IDRA NEWSLETTER XVI {9), 1989

27. PROCESS WRITING 1. Prewriting (preparing, purpose, main idea, details) .talking, questioning, clustering, reading, journals 2. Drafting (getting ideas on paper) .fast writing, buddy/dialogue journals, logs 3. Revising (reordering, reviewing) .peer response groups, show and not tell 4. Editing (correcting grammar, spelling, mechanics) .peer editing groups, proof reading 5. Publishing (creating classroom library, sharing) .bulletin boards, school papers, school book fairs Peregoy & Boyle, 2001

29. ACTIVE LEARNING Definition It refers to the level of engagement by the student in the instructional process. The teacher and student share the responsibility for learning. T heoretical Base It derives from situated cognition theorists such as Paolo Freire (instruction is most effective when situated within a student's own knowledge and world view), and L.S. Vygotsky's "zone of proximal development" ( students learn best when new i nformation presented is just beyond the reach of their present knowledge) . Community and Culture Key elements of the approach come from Luis Moll's "Funds of Knowledge" model (language minority students come to school with knowledge and strengths that should be utilized by the school). Students learn content, develop conceptual knowledge, acquire language through a discovery oriented approach to learning. The learner is viewed as responsible for discovering, constructing, and creating something new--and the teacher is seen as a resource and facilitator . V. Fern, K. Anstrom, B. Silcox, Directions in Language and Education, Vol. 1 (2), NCBE

30. C' Freirei (1970, 1973, 1985) 1985)andFreire&Macedo (1987) have argued for a literacy that makes oppressed communities socially and pomically conscious about their subservient role and lowly status in society. The argument is that literacy must go welt beyond the skills of reading and writing. It must make people aware of their sociocultural context and their political environment. This may occur through mother tongue literacy, multilingual literacy ( and local/international 'multiple' literacies of value in differing contexts) and localllteracies (Street,1984). (Baker, C. , 1996, p. 308)