Simple Procedure for Organizing Tasks Efficiently

Reading in the

Reading in the

Content Areas

Content Areas

Project Mast

2

er ELL Module

Adapted from Center for Applied Linguistics

Enriching Content for Secondary ESOL Students

C. Carlson

1.

Effective Content

Instruction for ELLs

2.

Content Area

Reading Principles

3.

Strategies

What’s our goal?

What’s our goal?

Success

Success

For All

For All

in Content

in Content

Classes

Classes

Why do we have to change?

….the way we think about teaching & learning

1.

 Read the text

2.

 Create a passage title

3.

 Think-pair-share

3 Guidelines for

Effective Content

Instruction

What’s our goal?

What’s our goal?

in

in

Content

Content

Classes

Classes

Increased

Increased

Success for

Success for

    ELLs

    ELLs

3 Guidelines

3 Guidelines

How can we

modify lessons

to help ELLs

learn in

content

classrooms?

1.

Increase

Comprehensibility

2.

Increase

Interaction

3.

Increase HOT

Skills

Increasing

Increasing

Comprehensibility

Comprehensibility

during content area

reading

Focus

Reading to

Reading to

Learn

Learn

Think, pair, share:

“What makes reading

in the content areas

difficult for ELLs?”

List on chart paper

Selections from Textbooks

Directions:

Read each selection and identify

2-3 difficulties that ELLs might

have in reading it.

Reading

Reading

 to Learn

 to Learn

3 Content Area

Reading

Principles

3 Content Area

3 Content Area

Reading

Reading

Principles

Principles

3 Passages:

Deductive

lesson

Passage #1

Passage #1

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The procedure is really quite simple.  First, you

arrange things into different groups depending on

their makeup.  Of course, one pile may be sufficient

depending on how much there is to do.  If you have

to go somewhere else due to the lack of facilities,

that is the next step, otherwise you are pretty well

set.  It is important not to overdo any particular

endeavor.  That is, it is better to do too few things at

once than too many.  In the short run, this may not

seem important, but complications from doing too

many may arise.  A mistake can be expensive as

well.  The manipulations of the appropriate

mechanisms should be self-explanatory, and we

don’t need to discuss it here. At first the whole

procedure will seem complicated.  Soon, however, it

will become just another part of your life.  It is difficult

to foresee an end to the necessity of this task in the

future.  

(Bransford & McCarrell, 1974)

(Bransford & McCarrell, 1974)

Principle

Principle

 1

 1

Passage #1

Build on students’

background knowledge

& provide the “big

picture”

Passage #2

Passage #2

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“Do I deserve a mulligan?” asked Bob.

“Do I deserve a mulligan?” asked Bob.

“No, but I don’t take a drop,” said Al.  “Use

“No, but I don’t take a drop,” said Al.  “Use

a hand-mashie, then fly the bogey high to the

a hand-mashie, then fly the bogey high to the

carpet and maybe you’ll get a gimme within

carpet and maybe you’ll get a gimme within

the leather.”

the leather.”

“You’re right,” said Bob, “I’ll cover the flag

“You’re right,” said Bob, “I’ll cover the flag

for a birdie and at least get a ginsberg if I’m

for a birdie and at least get a ginsberg if I’m

not stymied.”

not stymied.”

Principle

Principle

 2

 2

Passage #2

Explicitly teach

essential content

vocabulary

Proficiency Levels

Proficiency Levels

(CAL, 1998)

Proficiency Levels

Proficiency Levels

(CAL, 1998)

Proficiency Levels

Proficiency Levels

(CAL, 1998)

Passage #3:

Passage #3:

•

Look at your “role” & do

not share with anyone

•

Read passage 3

•

List as many details as

you can remember in 30

seconds

•

Record on T chart by

group

•

Guess other group’s

“role”

•

Discuss implications

Principle

Principle

 3

 3

Passage #3

Set a purpose

for reading

“… all language skills

“… all language skills

… are best developed

… are best developed

when students are using

when students are using

those skills to achieve

those skills to achieve

communication goals that

communication goals that

are interesting to them.”

are interesting to them.”

(Peregoy & Boyle, p. 310, 2006)

(Peregoy & Boyle, p. 310, 2006)

Reading for a Purpose

Reading for a Purpose

Content Reading for ELLs:

Content Reading for ELLs:

3 Principles

3 Principles

1.

Build on students’ background

knowledge & provide the

“big picture”

2.

Explicitly teach essential content

vocabulary

3.

Set a purpose for reading

Plus:

  Teach reading strategies and other

skills needed for academic success

“plus”

3 Guidelines for

3 Guidelines for

ELL Instruction

ELL Instruction

 To Increase Success in Mainstream Classes

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Increase

 Comprehensibility

Plus:

Make connections

& modify

assessments

Increasing Reading

Increasing Reading

Comprehensibility

Comprehensibility

3 Specific Strategies

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 3 Strategies

Contextual

Contextual

Support

Support

Use:

•

______________,

•

______________,

•

Non- ___________clues,

etc.

1.

Communicate the

overall meaning,

2.

Then correlate the

meaning with the

text.

From Text to

From Text to

Graphics &

Graphics &

Back Again

Back Again

•

Preview the chapter and determine

how it’s organized and what its key

concepts are

•

Pay explicit attention 

to

 the language

of the text

•

Choose a graphic organizer to help

students understand the organization

and/or major content and

relationships

•

Students practice constructing

graphics from the text

•

Students do academic writing task

using the graphic organizers &

language learned

Teach the Text

Teach the Text

Backwards

Backwards

1.

Extension activities

2.

Discussion

3.

End of chapter

questions

4.

Then, read!

Lesson Sequence

•

From ________ knowledge to new

    knowledge

•

From the ________  to the abstract

•

From ________  language to texts

•

From ________  contextual support

   to less contextual support

Lesson Sequence

•

From ________ knowledge to new

    knowledge

•

From the ________  to the abstract

•

From ________  language to texts

•

From ________  contextual support

   to less contextual support