Reaching All Learners Across Curriculum

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Reaching All Learners Across Curriculum
Gladys Moreta ESOL Reading Resource
Specialist Multicultural Education Department
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OVERVIEW
Instructional planning to meet the needs of
second language learners has many challenges
that must be considered. In addition to the
variety of students academic
abilities teachers need to be sensitive to
linguistic variation.
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OBJECTIVES

• Teachers will learn the components needed to
  prepare effective lessons for second language
  learners
• Content and Language Objectives
• Activate Learners 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 States and
  Districts
• Academic Goals

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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?

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PROCEDURES
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GOALS AND STANDARDS

• The ARM represents goals and standards.
• What are the goals?
• How will students demonstrate concept knowledge?

GOALS AND STANDARDS
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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.

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CURRICULUM, INSTRUCTION AND ASSESSMENT

• The WHOLE HAND represents curriculum instruction,
  assessment
• What is the scope and sequence of the instruction?

CIA
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CURRICULUM, INSTRUCTION AND ASSESSMENT

• Aligned with state goals and standards.
• Differentiated Instruction
• Supplemental Materials
• Alternative Activities
• Alternative Assessments

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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
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EACH STUDENT

• Learning Styles
• Multiple Intelligences
• Cultural Stages
• Language Acquisition Levels
• Prior Academic Experience

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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.

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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.

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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.

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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.

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BIG IDEAS

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

BIG IDEAS
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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).

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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
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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.

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MOTIVATION

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

MOTIVATION
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MOTIVATION

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

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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
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CONCRETE REPRESENTATION

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

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SKILLS

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

SKILLS
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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.

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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
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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 WHAT the student is
  taught and tested on the curriculum is less
  complex than the general curriculum.

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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.

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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.

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MATERIALS

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

MATERIALS
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MATERIALS

• TECHNOLOGY

• PRINTED MATERIALS

• Computer(s)
• Projection System
• Internet connection
• Multimedia Software
• Word Processing Software
• ELMO
• Leapfrogs

• 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

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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

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RESOURCES

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