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 (page 5)

Langu The USE of language: how to listen, speak, read, write in order to reach goals, and registers
age of
School or specialized varieties of language

THROUGH language: learning all about the world inside and outside the classroom. (Showing
work for math, no talking during a test, etc.)
ABOUT language: what are the differences among languages, historical aspects of language,
and cultural influences on language. (Genres: autobiographies, diaries, dictionaries. Parts of
speech: subject, verb, noun, adverb, etc.)
2. Social Language (page 6-7)
Is used in everyday, casual interactions. The 3 aspects of social language are EVERYDAY:
This is a great book! You should read it. INTERCULTURAL: Please sit down and criss-cross
applesauce. INSTRUCTIONAL: You may now take out your book.
3. Academic Language (page 8-9)
Vocabulary: individual words or short phrases. (Constitution, essay, microscope, symmetry)
Grammar: Syntax, mechanics, sentence and paragraph structure. (Punctuation, subject-verb
agreement, topic sentence)
Discourse: Cohesion and coherence in texts and across genres. (lab reports, development of
theme, ellipsis, word problems)
4. Linguistic Features/content areas- Explain (page 12-13)
Involves difficult vocabulary incorporated into texts densely packed with meaning.
5. BICS- Explain (page 13)
Basic Interpersonal Communication Skills (BICS) is used for talking to peers during lunch.
Informal day to day communication.

6. CALP- Explain (page 13)

Cognitive Academic Language Proficiency (CALP) refers to the academic dimension of
language necessary for school success. CALP would be used to describe a summary of a
book or story read.
7. Google academic language register and define
There are 5 language registers. The use of the various registers depend on the audience
and the purpose of the communication. The registers are Frozen Register: Pledge of
Allegiance (language that remains fixed/unchanged), Formal/Academic Register:
interviews, academic language in classrooms (lectures, instructions, mini-lessons),
Consultative Register: talking to a boss/supervisor/teacher (asking for assistance), Casual
Informal Register: talking with friends, slang (rough writing drafts should allow this to get
the information on the paper), Intimate Register: language of lovers, sexual harassment
(not for public information).
Ch. 2: Language Proficiency-ability to use language accurately and appropriately in its oral and

written forms.
Language Domains- listening, speaking, writing, and reading
Can Do descriptors-provide a starting point for planning and implementing instruction
Elements of Communicative Competence- grammatical or linguistic competencies,
sociolinguistic competencies, discourse competencies, and strategic competencies.
Resources- use bilingual books
Ch. 3 Learning Strengths and Needs of EL Students List/describe

o Collecting general information survey

o Casual conversation para-educator in same 1 st language, take notes
o Wall write students respond to statements or questions by signing their name or writing a
response

o Moving questions students respond to questions or statements by standing and taking sides
o Dialogue journals students communicate back and forth with teacher or another student
o ESL program assess language needs
Guidelines for understanding student strengths and needs:
o Model the techniques-dialogue journal, KWL
o Try not to assume- ask questions to students or parents
o Embrace variety-use a variety of methods strategies, techniques and modes.
Ch. 4 Explain - all teachers are language teachers In essence, all teachers are language

teachers to some extent, even if they teach the language of only one content area, as they
often do at the secondary level. Because ESL and other language teachers may not be well
versed in the vocabulary and discourses of all the content areas, regular classroom teachers
are probably best suited to teach these types of language with the support of language
educators
Objective writing statements of attainable, quantifiable, lesson outcomes that guide the
activities and assessment of the lesson.
Measurable Verbs: Link to Common core State Standards - Common Core State Standards
describe what students are to be taught over the course of a school year. A Learning Objective
is a statement that describes what students will be able to do at the end of a lesson, as a
result of instruction. The skill of a Learning Objective is the measurable verb, or what the
students will be doing.
Direct Instruction Overview - Direct Instruction is an approach to teaching. It is skills-oriented,
and the teaching practices it implies are teacher-directed. It emphasizes the use of smallgroup, face-to-face instruction by teachers and aides using carefully articulated lessons in
which cognitive skills are broken down into small units, sequenced deliberately, and taught
explicitly

 ELD Adaptations - Meaningful and authentic activities that integrate lesson concepts with
opportunities to practice language (reading, writing, speaking, and listening)
Teaching the Language of the Discipline: Vocabulary lesson model introduced
General Assessment information across disciplines
Teaching to Language Objectives Guidelines: List and summarize
o Integrate Language and Content language objectives should be integrated into the lesson
and not taught in isolation from it
o Use Pedagogically Sound Techniques should be authentic/for a real purpose, taught
explicitly and implicitly, multimodal (graphics, reading, listening), relevant, and based on social
interaction
o Break Down the Language time sense, different spellings, different pronunciations
Ch. 5 Connecting to Students: How do you do this? Summarize supporting research.

As noted in SIOP, 1) explicitly linking to students backgrounds experiences and 2) explicitly

linking past learning and new concepts
How do you make academic connections?
In seeking a connection to all students, including those who are not from the state, the teacher
may think:
Specific Focus
More general ideas
Most common idea
Building Background Knowledge: Explain How and Why
Developing connections is the first step in helping students access the content and language
outlined by the lesson objectives. If students do not have any background in the language,

concepts, theme, or content that comprises the lesson, teachers can use som e of these
techniques:
Pre-teach and reinforce vocabulary
Cue-Do-Review
Field trips or hands on experiences
Visuals
Visitors
What is an anticipatory Set? How do you use them to engage learners? Provide an example.
An anticipatory set is a lesson introduction that is used to make connections, by integrating
them into the lesson introduction.
Using VAPA and PE Content for making connections to students explain the guidelines for
connections (p.76)
Be Deliberate: check that students have made connections and that students are interested
and prepared to engage in the lesson.
Help Students Transfer Connections Back To Their Lives: Use techniques that encourage
students to see the links throughout the lesson and / or unit.
Consider Culture: Use explicit instruction as needed to help students understand the process
and content of the connections.
Ch. 6 Student Engagement:

Tasks
o Task process what happens when the learning takes place
o Task product the outcome of this process or the end result of the task

 Engagement
o making connections to students lives
o having students interact
o creating responsive classrooms
Pedagogical Connections teachers should think about the backgrounds and interests of
their students

while designing tasks

Elements of Task Process

o Instructional groupings - how many students work together and also with whom they work
o Modes - teachers and students can use graphics, video, art, music, storytelling, and other
modes that incorporates student backgrounds and access the content and language of the
lesson
o Task structure - determines how students get information and how they express themselves
during the task,(open, partially structured, or highly structured)
o Time in pacing - consider how much time different students need, and consider how to provide
enough scaffolding so students can complete the task
o Scaffolding - by modeling, eliciting, probing, restating, clarifying, questioning, and praising
o Resources/Texts - at appropriate levels, from a variety of sources
o Teacher-Student roles - should be developed with the intention that students will be active and
engaged in learning rather than recipients of it
o Procedural tools - books to pencils, visitors, blocking software, tools shouldnt get in the way of
learning
o Differentiation - allow students to make some design choices, teachers can differentiate both
task process and product
Elements of Task Product
o Audience - students more engaged when they are viewed by an audience other than the
teacher
o Modes - how students complete their products,(speaking, writing, drawing, acting, singing,
constructing, creating), teacher continues to review the lesson objective verbs
Guidelines for connecting instruction to students lives
o Listen to students talk about familiar topics, i.e. home and community
o Respond to students talk and questions, make on the spot changes
o Interact with students in ways that respect their speaking styles

o Connect student language w/ literacy and content area knowledge through speaking, listening,
reading, and writing activities
o Encourage students to use content vocabulary to express their understanding
o Encourage students to use their first and second languages and instructional
activities
Ch. 7 How do you assess before, during and after a lesson?

o Before - use a component checklist based on ideas in the chapters

o During - observation and discussion with students
o After - teacher review lesson jot down the observation of individual students or whole class,
were objectives met, lesson revision.
Assessing student process and product: rubrics can be used by students to self- assess or by
other members of the classroom to comment on student process and product.
Developing assessments to measure content standard achievement: 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.
Creating multiple opportunities for students to learn content: assessment focused on students
ways of knowing, providing them with opportunities to express their understandings and how
they came to those understandings.
Ch. 8

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

Unlocking the Language of Science
o Adaptations in disciplines
need practice using structure of science talk and tools
teach roots of words for vocab
teach how to use dictionary
o Integration of PE and content Areas
can be integrated with science in the sections of health and nutrition & the muscular systems
o Language of the discipline applied to VAPA and PE

can draw the life cycles of different animals

can do different movements that animals would do
can make food pyramids to show health

Ch. 9

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

o Unlocking the Language of Mathematics
Adaptations in disciplines
help students understand math talk
develop math register
use everyday words to provide links
modify speech
identify and highlight words with multiple meanings
Integration of PE and content Areas
having students figure out how to group themselves differently for games
incorporating games that require math or counting
Language of the discipline applied to VAPA and PE
can do different art projects that requires symmetry
can turn math problems into art work
counting the beats in music and dance

Ch. 10 ELD: Language of the disciplines: Explain key points in each discipline

 LANGUAGE OF ENGLISH LANGUAGE ARTS

o English texts have an abundance of idioms, figurative language, imagery, and symbolism,
o
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which present many challenges for ELL students.

Listening, speaking, reading, writing, viewing, and visual representing
Affirm and build on the different literacy practices that students develop in and out of school
The focus of learning to read, later changes to the focus of reading to learn.
Students benefit from varied and extensive vocabulary instruction
Adaptations in disciplines
Teach Academic Language
Connect what the EL student already knows and build on their linguistic and cultural

resources.
o Explicit and systematic instruction that takes into account oral and written practices.
o Use sentence starters for scaffolding conversations or constructing opinion papers, report a
partners perspective, prediction, expository essay etc. Have these on a poster in the
classroom.
o Focus on pre-write, writing process, collaborative writing, summarize, teach writing strategies
(plan, revise, and edit compositions.)
o Vocabulary Word Studies
o Graphic Organizers, concept maps, acting it out, word games/word play, vocabulary journal,
teach root words, word sorts, focus on cognates, vocabulary guides, and Key Word method
help teach vocabulary.
o Expose student the various forms of discourse (autobiography, monologue, poem, response
logs etc.)
o When reading: choral reading, guided reading, literature circles, readers theater, shared
reading with big books, story mapping, language experience approach, predictable and
pattern books, cognitive mapping, individual student conferences, learning logs, literature
response journals, and think-aloud are various readings strategies that benefit literacy skills.
o Create a language rich environment by providing opportunities to hear and use language for
meaningful purposes. Continually use modeling, provide feedback, create a stress-free
environment (low-affective filter)
o Theoretical orientation, meaningful literacy, and culturally relevant literacy practices, additive
perspective on language, and emphasis on academic language should also be practiced.
o Pre-reading activities: anticipation guides, establish a purpose for reading, graphic organizers,
KWL charts, making predictions, preview/simplified text summary etc.)
Integration of PE and content Areas: students can keep a journal of their PE activities,

students can write essay reports regarding the benefits of a specific warm up.
Language of the discipline applied to VAPA and PE: Students can participate in a readers
theatre, can go over the various elements of plot, theme, etc. Students can create a story map
for a play and discuss the various elements of that particular play.
Ch. 11 ELD: Language of the disciplines: Explain key points in each discipline

LANGUAGE OF SOCIAL STUDIES

Includes many disciples (archeology, history, philosophy and psychology)
Social Studies is most difficult content area for English language learners because they are
unfamiliar with the topics, in relation to history
Many terms in social studies are abstract, hard to translate and culturally based.
Textbooks assume students have a great day of background knowledge
Several strategies and approaches are available to enhance the learning experience for ELL

students.
Adaptations in disciplines
Develop social supportive classroom
Link unfamiliar with familiar by tapping students previous knowledge (KWL Chart)
Use Collaborative groups for tackling complex reading materials.
Level the field by making the students teachers and the teachers learners.
Build on the Funds of knowledge of students, families, and communities.
Promote an oral history approach
Explicit teaching of academic skills
Offer explicit instruction of learning strategies.
Plan for academic classroom discussions.
Allow for repetition of terms, phrases and grammatical and thinking processes, which is

conducive to the acquisition of those terms and processes.

Encourage students to think quickly, respond, organize their thoughts into sentences and ask

for clarification.
Allow students to observe how others think and use language to describe their thinking.
Encourage students to practice how to ask questions and request clarification.
Use deliberate instruction about how to navigate textbooks.
Use graphic organizers
Reducing cognitive load and increasing accessibility of complex content knowledge
Use Role-play to make abstract concepts concrete.
Preview reading assignments.
Provide or encourage students to locate materials and information in their native language.
Use cognates with your Spanish speaking students.
Integration of PE and content Areas:
Use role play to introduce a specific PE skill or concept in other content areas. Model
instruction. Teach students to ask for clarification when they do not understand a concept.
Language of the discipline applied to VAPA and PE: Students can engage in various

readers theatre presentations that connect to historical events for example the griots in
West African history (storytellers), students can use their bodys to reenact a tribal dance in
the same unit.
Ch. 12

Review and discuss learning for EL students across all disciplines.

Creating a New Lesson
Find and create the learning targets.
Make initial connections.
Create engaging tasks.
Assessments.
Guidelines for creating and adapting lessons
Do not reinvent the wheel.
Share.
List 5 key points that are new learning that you will use in instructional practice from this
reading.

Define terms for the students

Provide a model for the students to follow.
Provide the instructions both in spoken and written form.
Have the students make a personal connection to what they are learning. (KWL chart)
Have students share ideas with their peers.

Reflect: How will you bring this research in to your professional practice?
I am going to try and implement several different teaching methods as I produce each lesson
throughout my career. I would like to make sure that I introduce the vocabulary words before
each lesson, build on the students prior knowledge to help incorporate the lesson with things
they may already know (KWL chart), and include opportunities for the students to share their
ideas with their peers. I will do my best to introduce the material in various ways to connect
with all types of learning abilities.