FIFTY STRATEGIES Sor TEACHING ENGLISH LANGUAGE LEARNERS Second Epition ADRIENNE HERRELL California State University, Fresno CHAEL JORDAN u MI California Sate University, FresnoTHE EASIEST WAY TO ENHANCE YOUR COURSE a ER oi Ii ee le ‘www.EducatorLearningCenter.com en CONTENTS ee ae ratnauinggenzccon, wih eco aries and catingedgeteacting iy —_—_— Init websto, sa Et eources ofthe Associaton for Supervision anh Malogies The Educator Leaning Centar combines her Supervision ard See i eens te eueton, A necting you #8 y secuow 1 aa ee wl erbance your sudo understanding of cow pes and of caren edueatona s+ _ ‘hee, n edition 1o Being valuable for further research ’ THEORETICAL OVERVIEW ludents ’ section nc Se neues ted by a STRATEGIES FOR ENHAWCING INSTRUCTION THROUGH PLANNING spor aries fom the ASCD journal Educational Leadership dscuss everysay ' 1 pret vines nd Sra eng Ant 5 practng eachers oe 2 Vaua Seafoleng Providing Longoge Support Th 3 «Hundreds of lesson plans and teaching strategies are categorizedby content area and age ang ’ 3 Rea Svategies Conecing Longa 2 son tots give your students insight on important opis of instruction 4 lsteracve Read Alou Reoding Designed o Support 2 + Excerpts rom Meni i zosomen, classroom management, chnology, and reining pects, y 5. Advance Orpnizers Gating te Mind in Gear or sucton a ‘Ramone, diverse populon, 3530357 ‘ “are n BU oases oe esis en slr andconputersmuatons hep your sets aeeast ve gy on Cc Sp Un 3 + Case stutes, classroom video, laconic tals ( anguage Focus Lesions Pang Less Support the Acasion of Engh Gireday’s caseroome and current technologie — amie Foe Leon a the ste to Research Navgalor™, where your students wil have access fo many of the 3 Acader Language Scaling Sopporing Sudene Use of uongvoge + Asean Rte et ” tor “ lecing ad ee a 9) Language Framework Panning: Creating a Fromewrk foc Language acess. 51 10 i wevolnd rin 37 ’ Faucator ! SECTION Itt ( STRATEGIES FOR SUPPORTING STUDENT INVOLYEMERT 1 Total Physca Response: egaing Movement ito Language Acquistion... 65 12. Shared Reading Demonarting How Reading Werks 6 13. Leveled Questons:Adusting Questioning Seog tothe Language Levels cof Sens ” 14 Manipulative Svategies Using Objects t0 Connect Concepts 78 15 _PartnerWork rot Vert iteracon 2 eo ae ee 16. Communedvon Games Creating Oppertnites fr Verba intracton a7 a 17 Bingual Books ad Labels Supporting iterocy Awareness 91 ~ <> Ea 18 CoopersiveLexring Grp ere op oc ” One Project 103 nestor Lesring Carters $25 buts FREE when used in conluncton with 20 Learning Centers Excending LearingThraugh Flande On Prctce 110. this tet. To colin ee resentative wil Give you a special (SEN to ge your bookstore when ordering 22 Integrated Curr Projects: Using Authentic recs to Bog ee Soper revue o us west ou and your ude, lease got Pihonaecelion im ‘ra EcucntorLearningCentax.com and click on Dernwi coments . 23 Sorting Actes: Organizing formation ito Cotegones 24. Collaborative Reading What to Do When They Cant Rod the Textbook 25 Mutimeda Presentations Or! Repors forthe New Milenism 26 Reciroca! Teaching Group Werk with an neractve Souctre SECTION WV STRATEGIES FOR BUILDING VOCABULARY AND FLUENCY 27 Modeled Talk Showing While You TOK 28 Reporting Bac Verb Protein Curtafor Cannections 29° Vocabulary Role Pay. Bung Vocabulary Through Dramatizaton 130 134 138 ae 151 156 160 30 Vocabulary Processing A Matistates Approach to Bulg ond Using Ycabulry 165. 31 Word Walls Diplying and Organizing Words for Easy cess 32 Story Reenactment Making Stories Come 10 Let 33. Scripting Protsing Verbal Interactions 34 Tak Show Pring Verb! Communication to Bul Conience Vocabulary and Comprehension 35. Wing Werkshop: Supporting the Acqusion Engh Wing Competence SECTION ¥ STRATEGIES FOR BUILDING COMPRENENSION 36 Read-Aloud Phas Using is to Support Understanding While Techn Comprehension Strotees [37 Language Experience Approach Bling on an Experience to Creote a Wien Account 38 literate Wiitng Developing Wing Sis Troegh Active Scfong 39 Guided Reading Providing Ieidvo Support Within a Group Seting 40. Peer Tiroring Stents Soppotng Studer Learing 41 Cloze: Using Context 0 Ceate Meaning 42 Astrbute Charting Orgenzng nfrmatn to Support Understoncing 43. Cohesion Links: Understanding the Gu Tht Holds Paograpts Together (44 Leaming Strategy Instruction: Acquiring Self Help Sits 45. Dictogos A Svetgy for improving Ustering ond Or) Carman Skis 46. Free\oluntary Reading Netting Helps Reading Like Reading 447 Repetion and novation: Geting to Deep Cernrehenson Through Muse Ineracons wih © Book 48 GIST: Explocing Toh Text 49. Syntax Surgery: Visually Monpulating Englsh Grammar 50 Mulipe Inteligences Strategies Teaching ond Tes to Stadent refered Leaming Medes AN INFORMAL MULTIPLE INTELLIGENCES SURVEY Im 78 181 186 191 93 203 207 2u1 215 213 204 B30 238 24, 26 253 260 266 an 28 eee eww wewe es ABOUT THE AUTHORS Arlene Herel «professor of engage rsa Calfrs State Univers, Pan whee soe sc an aya. se nd sacs fr teaching Egy tangle lars A Sra ech Bi La ars Sec one. ess fit bok or Me ence al fe eit ne amr sr ithe! Fower: ty rarer Tochigi a [age nero: Roce Pag, Teco and Be tat 2h dy Ey a fk any eine leaning Sr for Iureing Compete eth sete fin en ing recht emer expencncs ecg n Pata pubic sco 23 year. She a coat Dr fonda ae sen em te sacar ne wnt ara, a fd Alaa valtting he etvenes ole ces de scribed in this text “ eee ehae Jordan can asians pos inthe De Pest of Carclum and inecion and Coon utr ef the Mop sudjar Casa Progam Camera cic = Calon Sey Fresno He hs aught it priya hough hgh hod 15 Georg, Alana, Ferd pd Calf Dr Joan tn acon edeston decom sn board montero Mee Tres Repenory Company In Fresno and m dedi to Proving cn snd ya ecw ove nar ean et rh on wh vocay ae empreion delopment chien Laing Eh inFae ewhl, iy Srr ache tnd toc fr Nene al Me pros book ‘yao fang - ing Sra forhaprotng Compre sor mh Ace Heel He spb ee ae eon incnive wre adv meta elce ening compro freien in Heel ed Jrdan sve a dao conaent 1 amber of aot das ration and hae preserted widely onthe subject of resting and compen aoa sodewwew verve veee PREFACE he United Stes becomes more etal and gus diverse every Year Moe than 90 per ‘en of new resides come fram non Paglsh-speaking counties. The numer of dents With ‘on Enlish Tetn he writen for ofthe wots ie Chaves an i dere ther tke eld wip note centr par of own where the stents sae induced 4 superar. Chavez busy taking prtures wah hs digital eens and he ‘ucens jini the discussion back in ther ciwoomn a they compe the psu the np ‘marker withthe ones ofthe lite neigorhood prot So any ood exc Mercedes se look athe photo of the supermhet pbice ike pile high th Fit and vegeubles Me Santas have any some” she sys he Pe 0 i fre ef ie Santo’ small se. Merce obvenatine af ju he begining of the conversations Ms Chive bets among his students dung the rex few cis He fs place the plo nthe wring cerser a the ment tv wring abou he asthe ve seen on thle us up othe supermarket. The perp hve provided support inthe teen unensaning of he extn They have lo pene | Source for veal simulation id compar ht lst Otay ay In. Ms. Hannends high school sty els. her stent are toying arco Egy Ms Han mend has rane he etn pire of Ee ants pice CD whieh she olen to a ‘assoom compute ine shares wth er ident The sales ae ete a de dese het Feng of being extremes ll ac she out n fot of he pani Te stants ate parler reed in how the pyrtmids were Fut and they sen aery aes Hammond pays an ences shea seared om phosaraphen David Cauley book Pum 1976) Te sents Bega glossary of words they ave leering they stay ancien Egy They ee the gary sang sketches they make of the pictures she deplays to spot tee discussion. Ae fellow up thei dsussion of the pyramid, te stds form props to est various segments of ily He ancient ype They alto the loan, work together ve rl presestons, and prepare ne Pencies of sir own demunsate De ls Lacy ae lamin aon le aes of each “A the aents presen’ the epons, Ms Hunton fds hey Rave flloned her example. All of the groups hve each the lene or pictues ie Doras of eames afar, a eo ‘ducias of Fayptian arto supp thee presenstion. These hve bes dwlende ane eprodeed shud copy ortansarentes to share wl thers te ls CONCLUSION Albough visi scolding reqies ome planning, there can abancance of escuices for ist. o- tascanbe coped or canned ow books, gates and the Inere and ane 0 wanserecy fin to bud the pltre Me Tor uel sclleing Yrabulry and concept understanding Photek ‘on action canoe be use in cassoom teachingand ay even make par of your ip se debe Pacts can en contisutephograps tat you cn copy ee an for your growing le: Send ot 3 request for pots of halon ee to pv the part opty end spe Line crewing, otograpia maps andreas are ot the onl val tht cn be ed in seal lng Video sanaser vse sup at uel fen post fm i vid lin ance ‘of eas so that aden pet moving, ree saTld stop suse, Agsn, vacation wide tea ach source suppor.aa SecqvOw 11 STHATEGIES SOX CHANGING STRUCTION THRBYSH PLANNING Pre soem il + reel ieresing events {1 Sikeston ost posal nets 4-8 sides wil “workin cooperative groups and foow ak res Darphase dete ven erly orm wig | 92 sent + we val communicatlon to Wenify expectations or clas assigments 1 Siatin eral presentations as appropri Reference casey, B- (1970, Pyramid Reading, MA: Addison-Wesley {ENAMPLES OF APPROXIMATION BEHAVIORS RELATED TO THE TESOL STANDARDS REALIA STRATEGIES: Connecting Language Acquisition to the Real World This strategy addresses the folowing TESOL Standards Goal 2To use English to achieve academialy in all content areas Standard 2 Students wil use Engi to obtain, process, construct, and provide subject ratte information in spoken and writen form. Standard 3 Students wil use appropriate larring strategies to construct and apply academic knowledge calla sa tym fr rea things—conceteobjcte—thit are usd nthe csr tbl bck round knowledge and vocab. Reka sed to pow experiences on which obi fo prove sudents With opporuniies to weal the sezes in lesring While using rea in he casroom i nt always possible, is usualy the best choice f the student et lean ll they can Shout a tpl Reals alls the student oS, feel, hear, and even snl the abject bing explored the rea thing snot alae the teacher must move down the contin frm te conte (esl thing) to replica sic se ede, 04 vemlonsrcte obj such a» Photogaph or itr However, each move down the contnium eases the los of sane sensory intron that contd be helpful in comprebension, See Figure Tor suggestions of claro tela that ae el a ‘he presenaton of powerful eaming expecences. STEP BY STEP ‘The spe in implementing the us of resi + Kdewifying opportunties to se reatia~Be aware of oppanunties to nde ea ale sons 25 you plan retead any toes tobe ved aloud o use for reading instruction oem vo. ‘abulary that may be vafamr to the students and loate reali that wil be hep #0 thee + Colecting reaa—Besis to collect ems that can be sored inthe casscom aed onanine ‘hem So hat they can be easly accested for natrcton Plc ibe ot age cen plastic age ae tn used for this purpose Some ims wl be sae with only ne theme ox book sd should be stored ‘wit the theme mater or book. Yard sales end endfaeason ales cis stores ate good sours ‘free forclasoom use, Parents can often be help in locrng and supplying well ens,fa secon 11 STRATEGIES FOR cAMAACING INSTRUCTOR THRQUGH PLAN cosy ae e Faing alge apres fom | Acie peices voctry Toe | | Sect cts moto cas Genpmento poee ry fecal uri alehored te | ear preredng "Sng corer con veered wresge Pcie, Soy prtene nat feos Fratepeble nal ems seintar | Sewer expres ocabey ‘Daitdermany pie eed teneare | dewlopmert ag ou sores, ot or coon se tarar soes ng fies Diet linds thao eters, | Voabury dpe oy come fede bev snyesmpircicome | | reoucmarkerng por Soting to nepa ndrstng Craigie pate us ck mages nwo fale paoctntey fmmcus | eaponeda eros book tology 0 eso coke ‘eo eeare farmer Ties owstarmenes tc baits | Prego tin paiont | avr mode ftanssts ‘ecu detpmert toe areromwgesam r ‘eevee wet Powers Bagel overs and pits beg | Yea Scot Soporte | siddorrend ose wo ps Sera eres ae Sera ge sooner pgs ‘npr eas Ccussoom pesos pes temand | Serr exper ety ‘eowinas bin concone cote nity citing tng tine daz | Voy deepen. le peters wbecsprang hesioon tog senor enemies Freadeg ates ine rams tops woktortapresina | Vout center cm were scone ‘nl expences Figure Pea Powel Learing os soe CHAPTER 3 REALIR-STAATEGHES: Connecting Langeage Acquisition te the Real Wo as + muting 2 brary of reatia—Calaborate wih ler teacher your school of grade evel to build ary of ela that an be shared fr majo theme sais. Lace local merchant, > ‘and oer rexourss forthe loan fle tems such as fam equipment or animals + Using eld rips as reals eo large to mone and your sods Would ben: faby expeiencing take 4 ed wip. Give your aden the opponuny realy unde! what (ey ae syn APPLICATIONS AND EXAMPLES [Ms Caza hs found a eau in bing book, which she want to Use the hid gids Many of her Hispani studens speak very good Engish now butte parents concer thi ty ste lsng ther fen In Spal. Ms, Casa alas loking for way to encorge te ose of ‘nary lnguage The book she hs ud, fy ecco ohrsen, 1908) ew callesion of oct ia Enh and Spr Many her id gear wl babe read bot the ges andSpn [Sh vesons af the pooms and hae ate many opponuniies for actve lens rd vorulary ve ‘pment n beth ngage "As Mi. Casta prepares her Iewons for he nest weck she ako gsthers el oso the lens undersanding Her school pear le park where she wl be ale tke theses on 2 ‘valk see un adobe wall like the one dseed inthe poem “Adobe Bik” Maybe she i eve lk efter into coming to school snd demnstating howto make nec ick [Ms Cuaro has «broom in the cstoom and she nds «huge pase cocrouch ght her st «ok yeas ago that he wl ure wl he oo fr the sents to esac the pon am Cosh ‘Shes sing to here no ax her preantons forthe reo this lovely he oxy book bin Be ‘icing. Ms. Casto knows fa masket where she ca Duy Some gourds to ue making marci ‘ese i he poem “Gourds” She know dst er rend Marcel le gad tng er oom 0 Scot v0 the chen can pace weaving they red" Saw « Woman Wein” “Aer that experience she can each the chien weave pap lace at sd ye one of the ‘mothers wl come to sehoel wo makers 2 euiaing ctinyon iy. She pc up 60 a (of com to ake o schon so he cen wil undorzand ow the ors os sade, ‘Ms. Casto makes st of new voabulty tat wl be lard his wee ar! 6 peas 0 66 ‘many new Spanish and glsh wodon te Ist Hes ae Elsh speaker wl be earrings a 0 this wees poety unt oo. Mr Millar sich graders ae explain sia lle trowgh combined entre and cence study based on several sual sents, Side the Moura George, 199), and te Blue Da Bins Oel, 950), River Ray, ne. (Geer, 1979, and Habe Ceulsen, i). The sucesso ‘working in groups explore the rea hey have fund ec ha rates send other om hese In which the stores ook place. n some css they have been able to acualy tase te bees ad boded wigs thatthe characte in the books had to eat o suv, ‘Mila has contd some ofthe els se inthe stud, soe ofthe more prise oo that are no longer readily stable In lhe cases the sents ve used sone ef ther ater ‘eribed inthe Books 1 actly const! the tools and cocking wens mae by the hires the Sores. Now tht the stems Rave all ead ane ofthe suri wore they ate comparing the sal Stee aed in esc ofthe books "aos ofthe ols they made i he ctoses depended ton the wood and sone ane! the veal that were avalaie inte area Johan bere ats very tra llr apres. “Wha ee was ead by the lean ofthe ony" “ie problems they had” Susana replies, Sora athe Caradn wilderness very diferent ron ‘selon Pcs std” ehoughc twas iaerestng at they had diferent ples that they sed fr meine" Teress als. “The bouny books we loked tiated oof plan tht were exible or wed or ned pu poses: Jacob sys“ never new Bat you cou et bole tg, eher™fb serio 11 STRATEGIES FOR GRBANCING TasTHUCTIOW THNORGH FLARE They sure dont tte oo gen Teresa ays Wahi TRIE, Sen cry wer sed sore hse” Mc Mila ss. FPemoee om te Mute Make,” Susan jokes ROME? Me iar sye se here any ol plants you could ea” Ro sc Me ery ted et canst Jahan ns“ cul nt We have suet Enns pom ES . . of canes on ar ep Mr Ma ss with 2 sme, “ee ping oe ae Fee enced torah the pan tht we may have toe. Me, Sion he ike ina Fou nen Sng alo ut sl se we don pon ous, el ao hve ei aera emt yds f tse os and cooking wens We Me some sos ie es gh Al we wal cay slog 2 sept oat: aed sme ey Ba Hee ec ats ans sta Bais, tego te eset dc we {ee on a arse nlgenos tour fe and cde they canbe safely enen Tier then we wl be off tw aero sural fae” Bonn eee ge lla wih 2 wie ssorment of expressions, fom excitement 10 CONCLUSION tne we of ein she cssoon suppor ent ein na wide way of ways, Inada Fe a eae anil sa prmefl way to connect vocabulary ore The So a tg ders beens hey anata se trea objects inthe wy in wich See oe aed Resa isaduces a aun hands-on sre to many lessor The we ae mniing naw ato Psograp cx Hoaaon can Thee no concn oe a eral of an obec ft, vegeable, or tol when the Fal thing Pe eae sommes important to provide sever lyst to se he nas of ps Fee a se aflercr hinds of apples or ny suniower 10 be compared wih the Ie bas ich A a par ofthe world Te teachrcan be exer anova in he we of “ule end nthe application and exanpes found in chapters 22a 39 i ths et EXAMPLES OF APPROKIMATION BEHAVIORS RELATED TO THE TESOL STANDARDS rek-§ sents wi sedate writen symbol and real 1 Rpcsen story sequence wi el, 4-8 sudens wi + eampare and contrast rea objects 1 Spenser iogmaton trough te we of relia 9-12 ender wil: + descbe change and gow inal things 1 Biner and enanize rea appropiate for repors. References George) (989). My side of the mountain. New York: ston, GRE are, fer rats tne New Yorks Dutton. Sere Gppe. ay atnicoesio mio New Yor: G. PP’ Sons Sibe'S. (960), land of te blue dpbins. Houghton Mii Paases OAO8). Matche, New Yor Adin PupebacksSimon & Schuster Ge INTERACTIVE READ-ALOUD: Reading Designed to Support Understanding ‘This strategy addresses the following TESOL Standards Goal I:To use English to communicate in social sesings Standard 2 Students wil interact in through, and with spoken and writen English {or personal expression and enjoyment. Goal 2:To use English to achieve academically in ll content areas Standard: Students wil use Engh to interact inthe classroom, Standard 2: Studerts wil use English to obtain, process, construct, and provide subject matter information in spoken and writen form. Standart 3: Students wil use appropriate leaving strategies to construct and apply academic inowedge ‘Goal 3To use English in socially and culturally appropriate ways Standard |: Studerts will use the appropriate language variety register and gence according to audience, purpose and setting. Standard 2: Students wil use nonverbal communication appropriate to audience Purpose and setting, sera dln re 3 nin of uk el i a See sae Sate ata es Sera pel stenting caine Siders orien ee tea eer rs {rmtent Tis form of edalod ipower aching ta for ue wi Engin ne ‘ames ar eae rer raat nee Sintwwtariaierseowtaralcucane ena 00d rider do Topi 1998). Tend he tachers onset anh Sh eh ace ah a wets ies Tg ae ajucine nstected rasage rasa ae section uh smuarectts F00 ¢ ve mane hve edad shocieon yaa pst en “ Ce nal Wen se che ecg Rent an Cn ee cate ue boy sates bok by he sone ar fr ee ca ey aac gd Soon ar aed ee oo ng nny Sti ng ng es a om ten acer a dea fase ft eh ye recta nae we tee 19) STEP BY STEP “The eps in impemencng etree eacalond ae sani «Choosing an appropriate book—Cioote x boc tat above the instactiona edie fhe stent ve ou an oppo fo rote ach ea lod experience Soph he ce aca oes ctekement and data, St ide ame each day when you wil rea lou Ineracively with your dents Prereading nd planing interactions —Sefre beeing the feadaoud ssn ed he oo have owen thoroughly, Use sey nots fo mark plates fr scission, pricing, an ae oco other Backs the sete ave read or personal experiences they ca late 10 the 0 + Stopping for feeractions—Scet 10-15 mine ston ofthe x1 ed each ine, pina pe acs Breen edn Red wh cam, ng pss tv and = Pe ih cents ofeach day reading athe endothe session, Discuss predictors ears ck and mle tesa a neti the ee te ayo hewn expences ri TERRE Use pope dence like sory mapping or diy usations ofthe evens to keep the atone ire. See Figure 4.1 foran example of = 0 map. : 1 assessing student progress and wsderstanding Sect ais to paraphrase oes even sony ae ndlaive of i uadersanaing ofthe ory, We ngs ers may SEE d.icly ad nex nave the vocabulary or coaidence to wel or paraphrase, they can often ‘ONE LEAGUE ead fhe Bue Dosis SSesososeeseeus TER 4 UNTEGACTIVE READ-ALOUD: Reading Designed to Sepport Undersanéiog 29 ‘daw lato oat out senes oindcat thee comprehension, To detrine wheter the at ‘ey of inercve readaloud is flecve, passe oocssonaly to allow sndents to demonstate tie Understanding by paaphrsiog stain, or acing seenes Anecdotal recor Of these peso Fomal assesment can be kept in ndviual aden pontoon POAPPLICATIONS AND EXAMPLES 1M. Cas’ schoo sic each grace level hasbeen asd fve core books tobe studied. Sot ‘Dells land of be Blue Dolphins ove ofthe coe books designated or fourth grace. Mi. Casto ‘knows that many of is stdes wll abe able to read snd unersane the book heya eid ‘0 readitindependenty. He decides to explore th book with his enti reactive ex ao ‘Me Caro reads the book w prepare fr his lesions and sents placer where the sents ll ‘eed suppor in understancng the voabulry and stations. He prepares te teaching pot, ocr Jay and modeling hat he wares to do ashe reads nd pla hal an hour a ay forthe ea los and folow-up dscusion Since the book as 2) chapters, Cato last ead two cheers dy 39 he ‘an compete the Doak sn ree wk period He mats the pout in the beck where he wlstop for ‘Sscssion thinalouds, and vocab checks. He paces eicy note athe book to rea in ‘spans to neracr wth the students ant provide modeling of mporaatconpuehenson process Soe igre 42fora sample of Mr. Car's suarcive eadaloud plan er land fe Blue Dubin “After Mr Casto eads each chapter be aks Ube stants el hi what happened i the hp ter. The stents diate a sentence or two fr each chaper and Mr, Casro wes the sentences ona lage chart table ter nthe day the stadess say copy the sentences and tate hem in tei lila of be Bie Dopbins joural or wite a diferent Sumani aa dltate Tet Jounal le) asa secon reserved for the wring of new vocabulary leur each day. The stents ae ven 2 Chapter One Pepa feos "Lack at the map act cate the Pace Ocean ed the Alin aes 2 Encourage decison of tres wen the sient have sen the ocean stboas and roc or dare, 3. Locka! be cove pcre and roi whit the sory mi be about Dare Reorg 9 — Rate “Alaa Sip toh Aetan Manes on te map Dis the meaning ft ke He ‘Sra sel tet ont vant eager nd was pl wth ke wings py 10— Diss he ct tat hero tocar fad ee seen 2 ore Tico he Posies and ave athe nfewnce tt th and a he any vrs pl — Discs he meaning of he fr parson Predton Fnt-—botom page pg 12 — Diss the mean of came tthe and one Pp 3 Diss ha meaning fhe quate, "eame ts peace ad wih to pay” Dicuss the enlaation oft see rae an the ble! hat ts pow pe 14 —Stow spe ofan eter Dic ty the Anas ware hinge Pp |S—Enira te ance 0120 ages Sn he ck ap ‘Aer Reng | Ashe stars ote what happened i ths caper and wee her word on age cir pape 2 Adel pedetone soot wna happen in pte te 5. Rew the mans of encod one, nda Figure Al A Stary Pap + Wnd of te Be DP Figure 42. ture Read Aloud Fn Wa of Boe Dobie30 Stcrion 11 STRATEGIES FOR ERNANCING IASTRUCTION THROUGH PLAKNING allen oid ways to use he nes ocabulay in her wing and speaking each dey 9 ht hey ‘eil’on he new woes" Iie Cate uli copies of the bk being tied case some of the stents ike of low shone he eat swt There are an several copisin the Iiteing center soe dents an Tenens pee the sor they want to her te haps read again. The stodens fen use the racer Staten pacha oo catch up wh he sory afer an absence, Aiouah thee oecatticy cant ten shee to coming chapter, they keep a sit code of sence aout Faure ‘Chup hese "they don want spo te sory forthe re of the cas wa inher nde ic os aa hak eh Rrra tn cay a Fn nt ee “ace sakes tats er fone et sa i ie ne bop drag ss Oe Seeptact ta Sr anes tok oi tale tl ween ed eget ley cae et act tie haces eof rn ee eer tle perspire eS inte e onpcerer pees Ben eet [my sowing he io nsf on son em paar ary at ge peo oy nase tees com no arg abet he Wow nay on Me ai sah le We geome ere smn Fe an yuk Ten bps ok ih aig and on cl stefan ez ene ce Bee Kae smeg ood ea atten rs ae " wee reserpine isms ibe ose ee seg ‘Sota aes Game eae a Trent nes pr yo rc 0,989 ‘wiraoyo tint at Tala ing wo MD ae hu on ss pla nx man ts hae en cpg newb ea een ks. pn we eo fe me RSET anos ok to ype wo fa ae hk ae meet ae Fe re asf snp Tey my bt sn co tenting waco” geo smi ecin pi nthe pee da et oa ty fas nara soy Yor ve pent bo Ta ee ap gmt oo coal {ek Phe Mae Pp nap sy smo yo vec yn ents a “tire tac Seen ang eit andr! Ren pT mnt tury an Sy ope SOE ERT SES Po i eterna oes” qs ae ae ae qa as dh qe qe aa ar qe qi CHAPTER INTERACTIVE READ-ALOBD: Besdiog Proce Detnion “Teaching Stratenes reopens | Sat a comet feta senor std roeeg en Making sense of elements within a purerocice e we Wrerneorceses | Cameco aowtenasion | Fring cohen rere scene aathignecowmon coer Ethorane processes | Making comacion between “Thiralod reering operons! ponendogererasorchersons | emareceserche es Ba ‘edo tent ngs aetna ote are bag repens | Gating tern te Sonar thet the Seetrmengetswtoe | nator elope Mecca Monts ees reyor murdering | stoping and ig srk ed Ota bag ad ine seager oe Sppectincevng Aeaarg petty ohne nce cored ronare Figure 43. Techn Compreneson Process ‘Attn fora (18) st open rng natn HAD 2 Cy “hat docs Mark Twn etn whe ven he sys you wll be banished she asks at “Tas han you te sos an de sone a ase sag enna aor Br ee as nh lig Bo Ig connections, You remember thing rem eter oie o levis ht fp you to undead ‘he sory. Thats exactly mht good sede Go “Nex Twain ays ou tempt Bs po, yo be she Do you think e veal ends sega Bo ts" png ee Sek Peel mene “iow can be wae 3 book witout pt atin ks “his mt ally be a ly bok hn youve pt the en” Me Ben apes at she pt on he ora “He ao els thatthe language he hs writen iste exuenst orm of backwoods Sutivesern dale Tm Bo to try 10 read the story with that dialect” ene “The sdens el sing now They love hear Me, Bosra lb She ava wes, ‘voices and expression, They know they'l enjoy hearing the story of Huck Finn. meee Fit Ms Don ate th ty wi edt the plese aes st ton at hase sods elt an eth ay. St pe peel to model compen feces ing den sm ony be cong er nga tehing hh ck nds fe Ton Servo, She ps ce andthe and pence be nie by renen, rg he wen was ye Wor bein era eating ‘Obl tbe sides ake connections. Ste doar monte es srt cosa Bee shea2 secri0W 1 STRATEGLES FOR EXHANCING INSTRUCTION THRORSH PLAKMING ucs' ww tert he Roy ofthe omy he ies the eden lo Ht aout How ae TEkige mening ofthe tes by her shor explanations and depose. a ofc days reading Ms. Bose reve soe ofthe mre dit vox a en une str cus the i eves inthe pat ofthe ory ea ist ay. She sks gues REIRMS2y inte aude winter snd she encourges dem oped abot what might happen Tn che cn rcting cbsoush enjoying he oy and sing the sory me ‘Si the auton ofthe simple ete an det CONCLUSI Imran nds, white tonal associted ah primary cass sen fou 19 he Tan cheese an soppening comprcienson ad vcbulary development er students Eve REI fotunadts Dent fom Peng vet epresive reading Ena ew. Bh ering es ethene eee oes ion, gestres ard xy Tn, Eh ne ‘ance suppor in efining he ein sod sean Sl EXAMPLES OF APPROKIMATION BEHAVIORS RELATED TO THE TESOL STANDARDS PreK-$ aden wil + only deserve vote orybook characters. 1 CE descbe eons! experiences rested tex. 8 suet il 1 deserve «peso er, oly in sing 1 St words rom books ed in ral api'orwsten communion 9-12 dens wih “respond orate ory on wing 1 pavcelpnte in the peronnance of2 see from Mestre References ‘Busco, 5. (996) Bagaing with ending hough irri reno, The Reding Teacher 50.38 Wino, B (EA). (1960. The pote Make Ten. New Yat: Penn Books se an) Teaching owing compratension proceses Bnd ea) Neelam Heights, MA: A ‘S Bacon. uaten 5. G93). The power of rang. Englewood, CO: Libis United Sioa SGN) Bland othe ne dolphins New York: Bantam Dosbeday eee cine). Chen's Ineraae for sda ESL ery. hvalbeonine t wow akon reaps Sea Soay, The ooputhypodests Jost speaking and wing arent enough, The Gouadr "Hada language Review, 50, 158-164 Tate sap tra jo tbe 2 cet: Upper Sate Rive, NJ Merril reat Hal. Fa GBP asim. Langue ats Conon ad tachi sages. Upper Sade River, Nb Menl/Premiee Hal ‘lene ) 1995) Stained sent reading, Calor gl 2,89. ToS Gib. Hewnng voices ling tiles Find the power of reading aloud, language Ars 71, 4638. ADVANCE ORGANIZERS: Getting the Mind in Gear for Instruction “his strategy addresses the folowing TESOL Standard: Goal 2:To use English to achieve academically in all content areas Star 2 Ses e Engihoobtnp 7 epoca rie ‘Subject matter information in spoken and written form. mee Standard 3:Students will use appropriate learning strategies to construct an academic knowledge, ees Seen Atssxncet 1968) are be presentatins of sarc concept ven before "eon ofp fre ne connestons beeen th hens in sn nth exiting kos and theme i be pes The frm the ars ae shu dep sp Se ‘pens eve a exising ode henner To ome see ots oa ak depending onthe rte othe ma to he pened An expesttory organic de ‘md rea cet an pn hare, sh wt ayo ae Doce ey hrown ad the new mr ob les. Ti form frp Shen mil ge ui Teme a en the mateo be ere een sn alia, comparative uscd. Th form mune sea eee noma wh ae saree ae sso the ne sn tne un owe ates ll pay pera when tne neal me conned whe pein ro teal ene SH hen othe devetopmenl ees and previo knwo te eas ey mporant Siege cin deg Aue 9h. Thc ee one i i gigs er ay fete ae it Sng depth on he pa my fe ea roving bg ew tot usa hes mena eves the fires psy apr pt hth desu advisors Speco oma for ons dan pee “~ ws n4 sEction Mh STRATEGIES FOR ENHANCING INSTRUCTION TAAQUCH PLARKING comes [ menwngigee gegen en somata —— | Rae were | seqosmmctoes tae — ——__| annie a, | Seereeeenaes ws, | Saami, <= | Sees co" | SERRE ne | pepinamccmermepeeesigese ey ‘beyond the “here and now’: ELL wil stil need concrete props 10 we an (Rrensre ew woctary-cbies e eten e oON, Sy | SESS U Figure 5:1 Aoprowate formas te Adarce Oper STEP BY STEP rnp in desing and sng anc pie , _ srcnvng be mn concept va tesson—liett thera cone wen en rh cen "rking bt tj know nd expences of ae eke ny wee revi ionnge one rmons arung ay to connec rier hnowldge to the new concepts—Desgh il 1 cece or dsc op: hat encourage The ure of Known vob se rete sn ry endo eyo ein he aes oa ey eet anageston ac apron formats for he devo vase a eg be adeance ogentzer—Peer he gn You Reve dened neorging tt ee resco awn exes a way SB fsowues, visual and restated explanations Poaching the neve information —Teach the new iformtion, eling buck to the advance student progress understanding—It is vital to assess the connections made see nd sis v won on ei pean csc Isat Gn ee tel noe gen mec ee cans coneby hing suerte ces “rene prs te aan ean recep ed fe ining rn pe ate aac coca ee se eee = Son ean ys sch yell cen fl: nt clothe ape o be peste an PORE pees CHAPTER 5. ABYANCE ORGAMIZGAS: Gettin cexponting visits downloaded fom the Internet or scanned from book isons ae ery fe tre ways of neprating technology leo advance organi APPLICATIONS AND EXAMPLES Ms, Fores has nce that he ony shape her indepen sudens recognize a als are ose ‘ranges. To help them undersand that al reese figures are wages she digs an advance a {onze to ewece 2 son on angles Bocuse her Soo ae al Sand have baie Engh an sage airy. Ms Pores knows hat she mus preset he abance oan concrete bandon for “o build on the suena’ prior knowledge Ms, Foxes bigs five toatos she as selected be cause yal have diferent shape ‘She begins by showing the tomatoes and asking, Whst ae these™ ‘he dents wer “Tomatoes “How do you know they are tomstocs” Ms ores asks “Wha kes thm onto ed Kong answers Rovnds Ti ge. “Yes” Ms. les ares “Tey are ean round. Bue they don al foo alike. ow do you know ‘bey se worse they sel ike tomas" Nico sys “We cold cu shem open * “Good suggestion, Ms Heres says and shee ead cis too he tomes in al “They ave Seeds inside” hha ss. "fe" Ms Foes agers “We know ty are omaoes because they afer they ae round hey ‘sl Te tomates, apa they have seeds sie” Ns, Foes ten takes uta geen tomato, pus ton the able, and aks, “Ts his atom” “The dens lg ad ay, "Yes Bs ween” "Me ge ed when Yad” Neo says stl tomato, su te yet” "You ar tonsa forme, Ms Peres sy." vant to show you somaing abou angles” [Ms Pores aes out lage cardboant examples of igang. sosceles, and obuse angles ad paces them onthe chalky “These areal trtngles. They dom ook exact alike but they each have thee sides” she ras he ager slong the sds ofeach angle a se ct, “One 0, se” ‘She then pases de eardbard sagles to the stent an ences them fo rn tc ings slong the duce sides ofeach example, counting the sides. She rings cut enough expe or etch ‘Sudent and they pss thom around oseing the three eee and cooing them. Me les hen ito ces seming game using the crdbound angles nd tbr cedboud shapes. The sudons pace he Shapes gether, categorising them as ces, squares tangles, and ecangles even ough the shapes ‘thin dhe categories fe not allhe sme site. The dent pace he various ype of inne together In exegorize thom al as lags. "ven though te tudes in Ms loess Mindrgaren had previ recgnied nly cles i angles, they were able o use the advance onan top hem unenand tft 3 al ont Ai ot ook eae the ame there were diferent nds of angles Ms, non teaches ninth grade social suds laa highly dese neighborhood. She panning 2 unt about pluralistic vooery is Unted States and wast hr student recognize the eae of Aiverty In society nsead of focusing on Haid aeiace to hes own curl group. Arse ene the infomation to present fo the stent, she decides ose an sdvance crpaniver to preps the !Midens to incorporate the new infomation wih tel exsing tow lege. ‘Building on the ol eal ofthe Uned Ses aching po of cares andthe plore ew of Ameria a5 a“ Bow!” of elutes, Ms. Buon desis tht an exng ay ay help the stadets beer understand te concept of valuing both dilerences an sma in 2 pas tiesonery ‘Me non brings ina sio-coakng pot an sl bowl o as She takes some choc, sl, and chopped vegenbes ane combines them ithe pt se he explain, “Yes a In Amen whea se section 1 SURATEGEES FOR EAMARCING INSTRECTOG, THRGQEN PLANNING pe move nr fon hex cnn they wen’ al expected 0 bend in ger Ames wat re ee oro eres, Wee wong Uae pet meng po, day {0 demonstrat what iappens wen te cures mel tome Pee nasal ogee, is, Bronk cach den tke won chip 3 coOP sn te inc ip tr te er dey have en Tse, she as hem que ins dur ie ace ingress had ete. Poa a papers snd cla ny #0." Angel says“ defintely tated some ing se the ingens wel eked eter. was ha to ently exay what yo oo ee Stns exactly st happened ro the mew oman as Hey ene seen et ia mck myo Ares soctety and in many eases hes ante ee Aires were Host” A ter neve san” ese ys Se ated st ame ad Yk eof he ute Sd only speak Spat ta Te a pomraye The ur mere amis fen stay at home hd sot chit the Amaia Sos.” ai at happens in sexy where Ke dienes mong pple a a en Spam ap ase kes ob head onan he al nts In ad Fe eet pune wa pens in American oct all de Seats ae bar Trac lg he Mars ate they 0 te meng en. ci ne aa EE yn aver The lah hater esse of dhe way of Sc ces, Ontong ak even eno. AS yo eat te ad Yom ey the unser ofeach of he ingens 1 ae cps oad hey ak teach of de neo they ae ing ke the twnarcs bow hese they tte set, Jesse sy ces are bs na sla ous aT dont ike wematoes by theme. Fe ace amen sect” A Buon sys "Ane strong ce of annem ead thr uve come eT soups ae ying Kee tes ae ach Tha chdien aout Tel heres a ona tis nes porate “Incde Fo the deren wn 10 ne sal al beat fo Arian sac ale accep We Ths cls ar acate the conintions oF each tndsideal aad group, Ths scaled i ey ens tht ese fet jst one ihe Wap 1 ve, Dts we cm al pic a schol and sil ciate oregon adele tnd even Keep =P ft 8 Pues tn wa ou ay gr. Ports happen sou we mM PES an nee alert an the say ey are te ame e's i sou tase ierenees Sind sma sila mover the scents tow dscsson of ther cules, ngage and txts a eee Eo ikea st of exe thing om the board, She continues to use he ems ne ad bout sappon the stants understanding of he ngonance of maine eaten is psa socery i be pect CONCLUSION ‘Ms Boron and Ms ces have found ways 0 help students bu on thelr backaroun’ knowles Te eer tnce oxime odes une untie concep. By prsetng 292 ye eS ne mnving nt nro, teachers activate pce kro the Sud, aa east cantar and suppot tants ining salaries between fair kro Ce or cate or concep The bia fomed by advance canizes ce espe coe Ts anguage nme because dy tend reduce the sues! ane evel an ‘nike English nsrucon more cmmpreenstle CHAPTER 5. AOWAACE ONGANIZEAS: Getting se Hind fe Gear far EXAMPLES OF APPROKIMATION BEHAVIORS RELATED TO THE TESOL STANDARDS PLEAS students wl erg tt te do eooiine 9-42 students will: . 1 skim ule of coneees o detine ey points ret to the top eng sd + Salat lnflomaton and ts tons to pia knowegge, ne References -Awubul,D-C1960. Toe papel of ming cera eat New York: Gre al Sea Newel j- C984) dane gett henson an 198 fom an ar oarcnl devs. ERICPREVIEW/REVIEW: Building Vocabulary and Concepts to Support Understanding “This serategy addresses the fllowing TESOL Standards: Goal To use English to achieve academically in all content areas ‘Standard [Students wil use Engh to interact inthe classroom. © Standard 2: Students will use English to obtain. process construct and provide subject matter information in spoken and weiten form. ‘Stondard 3 Students wil use appropriate lean strategies to construct and appy scademic knowiedge. Goal 3:To use English in socially and culturaly appropriate ways Standard 3: Students wil use appropriate laring strategies to extend their sociolinguistic and cultural competence, exon, 9%) 2 wachng say way ascited with big ye lide gis = pie of te lesen tthe ses re Oa wt in Engr w era's reed nthe Dee Se tse Sey con be oped 1 an gly chs ivan argon nae eeu “ “ Boo eve and en seiewing ad enpaing the ose Senco ger mesg tae cae ee eatin beset gig a hing orcs Koons 23 fie enon cf waters er ae re as Se gue 61 or aggtons of oe pan rats nd Ah a Aes Cher htance One fr orl SEOs fe tnguage- THe STEP BY STEP “he sep in preview/eiefesan a . a Pimunng nd gathering materiales yor esto. etn Key concep and vor ee ee cr suppor roc fa wl eip he siden Udessand the SS fabulay mended to comperhend telson he mponant vocabulary an key inroacing ey vocabulary and concepts—isodes the nna ey oe a ee secon ie kon Suppo" seas YU have gates 2” curr 6 nenewn » + ea Vien esis food ‘nsprnces mace emshetce | Role plang Hones cjess fagane pews ‘arene seit Greco Sorin sbng Commerce paiod | Arps econ worse Macefoseaed to ener ese rang ley boats Cost bobd ge Figure 61 Suppor Matera and Act fr PewiRevew sone focus inthis section ofthe lesson ¢ NOT on acl tching th leon. ftom making the kets ‘alr with key wocauy aed concep +7. essom—Teach the acl lesson,refesing tthe suppor mater and ey 9 ‘abla end ingodced dung the preview whenever pose + Reviewing vocabulary and concepts—teview the hey vocabulay a concep, ene sing the students to demonstrate undersancing by refering othe spon teil + Providing additional pracice—Crest 4 btn Hoard or leeing center tat lows te students practice the key concep fare hough use ofthe spp steals wed nthe son, + Assessing student progress and understanding—Obserse sn doce se ie ‘acions wi the materials and fellows aces inte form of anecdotal eco, Conc indi tal conferences with students to give them an oppontuity to demonstrate Wat they leaned nthe Teson. Anecdotal cords on be ince india tase pontolos APPLICATIONS AND EXAMPLES ‘To prepare her second grades fr il pt the 200, Ms. ln rings in photographs of 209 lima he nrodoces the animals the talents sing the porgtpe snd eentes chy ds plying the phergraphs, ising key ilremationsbout each al rh ute names cd fo the Eby ans ine type of food eaten by se animal and he ails are abs, ‘A map ofthe 200 is dplayed inthe dasstoom and Ms. Allen teaches & lesion cn aking ques tins and gathering infomation during the 200 wp. Each student i given chord with ioe ‘on sheets about each srimal they il Se. The elas rainorms questions they wil ask the 209 ‘uides about the animals and the ments pate aking noes om el inforaion sees ‘As review ofthe lesson the sents eer the pitogaphs ofthe animale nd pace ak tng questions about them. The sven are given indvidilso0 maps and they place te mes "he animals thew wil ein the proper places on the maps. As they note te atin onthe my they refer to the photographs and ey nferton oa the hats they have made "The day of the 200 ip the siden ark etn i nae the aes onthe iformation sheets When they ftum to the classroom the nex da they use Hie 209 mape and infenatin sheets toa new nfoenation othe cha abou he sil “The students Ieeened a lox about the 200 and the anil because they were prepared to ask ‘questions during the field tp. By having the sient pace asking questions determining Where they wil Jocste the differen animals the 200, and preparing ten fo take ots about the ainals, Ss. len has gen them an opportnity to Fly esl om this ek ip The sa ‘dents leasnéd the vocabulary, language stuctre, and key concepts they would encourter 00 their ippe ‘ao Stcanon an STRATEGIES FOR CHEANCING TNSTHUCTION THROUGH FLABHING 41 iodoce vocal and iso etn wane ues pew ve apo 9 tds Year and sal tia her ih school Eng dent pr wo stderr works, Pf su The Cre 7 se Wamen facies er ude with hese a ofthe Rr Fe eet to alias ir sets th cx fhe pri is ms aaa scl om newer o he day a engages the dens 8 pain Te Bathe weclay hey wl encour in thei eng yeti Sec cargo te esto Waren ops wheres nee 19 er he lio mabe ens ren the pov tie ad he pe ee m ex of role pang aver eee he stodent ate sted 10 reer 0th supp i aon otic ere ig ied Te en a ao make oa pay ein eh to sare thelr unesning oe avi a emai f Un earns En tn anime show pnaget of the ork to eta ae hn that pss okey vcs re dace CONCLUSION sree isan expec fev ney echt ep mate dents ea. The re pee sn yes reset when on we ean Pe tae he sed The vevew section of the san ges the eer ‘oporuny sake com Sind engage stent elebeson Tovmake connections, cre inconepsons ‘proms ‘he secomplshneses. EXANPLES OF APPROKIMATION BENAVIORS RELATED TO THE TESOL STANDARDS re-3 wen wi espn prope gee 1 Serpe inane sito te Formal of etn 4 sents crappie with sn fl nino seins 1 SEEQIESNTY guns a matings se 92 een . ee ged ean nd ask qin appopce 1 RUSE Sigetic pec ot each who cn anor enon relate 0a Sermen References os Sibne'inon & Ses, ge F 8.925. Pe gra Gay Ne nS sgn aera iy) (1980). Th orion of dal language struction. ae to ae LANGUAGE FOCUS LESSONS: Planning Lessons to Support the Acquisition of English Vocabulary and Structures ‘This strategy addresses the following TESOL Standards: Goal I:To use English co communicate in socal settings Standard 2: Students wl interac in through, and with spoken and written English for personal expresion and enjoyment. Standard 3: Sues wil use larring strategies to extend their communicative competence, Goal 2"T use English to achieve academically nal content areas Standard Students will use Engh to interact in the dassroom, Standard 2: Students wil use English to obtain process. construc. and provide subject matter information in spoken and written form, Standard 3: Students will uss appropriate leaving strategies to construct and apply scademic knowledge. Goal 3To use English in socially and culturally appropriate ways Standard |: Sunt wil use the appropriate language variety ester and genre according 10 audience. purpose, and setting, amguage focus lessons (Gisbons, 1995) ae lessons n which the sings son English vo {ular ane! use, rie than the carcolur conent These sons may invove exploration of content sich 3s math, sence socal sue, the focus of the lesson fon te langage tel used ater than he conten wel The language selected for language Focus lessons ses ‘pon each observation and knosTedge ofthe language forms and none ta ive Engst a _puige lamers dificly. Fsamples of sppeopiat language for language focus lessons are shown In Pgue 9section ih STRATEGIES FOR ENRUNCING URSTAUCTION 1H ° Tangugeform | CuredarComecion | Samer ‘Wotan puns, | Cena aes trie ad aes “singular forms ia ‘numerical indicator le out, which might = wleryaamers sap eevcine, | Uitte etn sch revoir, | sealer Shove oe co Tana wohe pings oun vee aston ang inbackor (reson top of ers ing ere med eye er ee Seno tower ce re te dsusadand aun oes Se “compared with rules that must be coco coe couse Science experiments where hypovieses See gianna doe mene Problem soir aches in which tng (et cule td ae ia on compere ceahtng ft et be de Coonan | tamommssnstsen | oomondi tipo ce cera | tems sectan | Ce ee gt ei Sees oe rs se of content worn conten Sei ‘ere ena experinet ds 2, ‘rote ih ala mute eames Contented | Maturtis senee s0 Sons es ence Figaro 7.1 Sugqaios Langige Fos and Functions + Langunge ous Lens STEP BY STEP “The sep in eaching a language focus Fesson ae: = Observing and noting language errors —Ob syed cflangge ht they tent to mise Plan tine 0 Tie ume neds for due nsvuction in lnguage Ug ~ w Gatbering materials-Gathe ea, vis, aod Kea for hands-on demonstrations of Tena usage to De oR serve your student and take ores onthe rok wih sal groupe of suds who have (GHTER UMUC #4 ON Pig Ls Spe een fod ny a Sracs splaiing and modeling language usageIncbce the vcablry and models ws, simancously using the language ar You mode, Give several exiles foreach term 0 that sh dents can se when apd how the language ose + Practicing n active mode—Give the sues an opponsnty to actly pom or mode! st handon movement or acti as dey use te foc langage + Practicing for mastery—Desgn an acivy thit allows you to serve the sens’ mastery ‘ofthe focus language I they do not connec the nguage tothe actions cones, peat the td and fouth sep APPLICATIONS AND EXAMPLES Mr. Leis concerned because is second graders ten ene off ending af words ba orally aia ‘witing. He observes an notes the students who are doing this and pln language foes leon for these sudems. During mah he next ay ke Le gathers sx ses o do a aty wth lee sng ets and wong sey problems, ach stder given s aminate pcre oa wit age iy ‘ius and sal fogs in geen and brown. He snc the steno pik su 15 green fee plthem onthe ly puds He then sys the folowing sentence, emphasing the pla each ie he says, "There are 35 brown fog on the iy pa inthe lake. Seo them jump it he wate © {ool of How many frogs are lef on the ly pad As the sents coun vt the ix fogs he ks, "Howe many frogs mp ino the wate” “The sadent anew “S" Yen i Lee says, “Sc og fp no the wer Mz Le den aks each sent to repex the mods, Sx fg emphasizing the fi "When you ad to the woe fag, lets you Know thee sve than re rg Me Lee eX Plains. "Its very important pronounce te. One ting you wil nace that wih You 4 the ‘othe endothe word fog. sound ike 2/2. Theat thee the words somes sous lke sf ut we sl spel wh a's. We wil make x chan ofthe word ha sound ke at the end when we ad 1 them, "We wil pu the word fag in al because the doean’ follow te ues and youn Iie a's! should sound Me Lee says a he writes the word fpr ona 3:09 cd and pats ton a buen bart has bars on i ie lel “We wl put eer wor in jl whenever we find tat hey axe not folowing the rule. f you ind any move words that are spled with an atthe end but ‘Sound ike 2, be suet ell me o we ea ps those wo ina Ne Mr ie has the students wie the Rory problem about the igs emphasizing the wating ‘ors onthe word fg Hy pad “Me Le, Me Le cls stv, "We have opt pin al oot sounds ke, jt ie frags” "Good for you, Goto YouTe 2 grea word dee” Me Lee says ashe hands Gaston la cud ands asker “Put tht word nl” "Now, I want you to think of other word problems you can wit wing the fogs and he liy pads Mr Lee sy ‘Ait te students havea chance to write some problems Mi; Lee has them ead the probes sou and he other students work them out wing he fogs andthe ly pd pcre, Once Mi festa the tadents are ang the "bohm apeaning and wing, he changes te foc of the tess fo he “ed” ending, using the same mater ut cmphasaing thatthe Hogs akeagy je Inve he water Bocuse thee atthe ead ofthe word jung sound i 2 A ead ef ah stikcen Seode hat jumped mus also got ja. dose sys “Engh bad, le ne Tere ae kof ule breakers "Ther he" Mc Lee says wh a gh. "But you are very ma ad you wl learn o speak "English Jus fool athe word jl you nee hep wth & rule breaker Maybe we need to wie he rule hat each ofthe words beaks swe can remember Whit should we sty about fogs el pal “They sound ike 2 when tay should sound like" tro soegest What shout ompaa™ ake tLe "ttsounds like AY when shoul sound Uke /e/ Tomas 093°“as secuion 1) STAATEGLES TOR EHHUNCING INSTRUCTION TaROWGR FLANKING ets pt then nent cel Katey as ine chd ate lesan, Me Lee teaches the sens signal he wil set remind hen when they levig of ong nthe speech and ip hr een work, The sgl he ed the a ei pe ge touced wo eed of erase, The snes and ME Lee race serisatpal wo cut eho to help thom 0 remeber ocarflly pronounce ending ound Me ee lps that onc sen na save te robin ofthe doped endings cn words but hel he pale to the noe sgl w ein he stds lat pranounee the sand ed! aoe Te Peng an tad them in wrtng He alo siguls toward the wor i boo ielp {hemes remeber bento pronounce the es. SOR progress Me Lee plans to teach ore language focus lessons anda de her sour ese “Genin she seer he eed The cen nthe meantime, are ok fer more Sel pi al iu Kars plan to teach a lnguage fois lest wth her saad ngs nan eres sv a ety undersanding wor tht dose the Gassbom les Sh plane # Hen 2 Resi el sev de lesan we examples to hep the rodents understand the eseings he SLR mor mph sb and could, To each hs ssn, Ms: Kaas wil sefer tothe nics and Proved hn town io Fare 72 se ae tjios aaead cathe sents pre on the chan As Ms, Kara an he eee ae they make reuienent ion the chaboar, placing ech ofthe te So dee femme chara eine according as sng. Te tudes cle ht Fae ee werden sere ne, no Gustin about a ey place ma a ef wane heute ine They pace mayo the fare and cuss the word couldn elon 0 4 Fo ss cat an mayave aboot he ae nse, Should cuss met, Te sents aan ee es nates sgong st mu but the caso bs words are oem we 0 tnean i equi. You have to 0K" icon coiacy ths way unl al the words are placed along te be scoring 0 thi scr Rosas then ns the sete otk as snd ues ro home ad dhe comyanty Fear be coupler of eal ofthe words on the char Cer suggest, "My dad go ket Doce he dit top aa sp sr. Sopping at stop ns Boes er Mu at eames Rana eye "The ws are moss, Can you ll me wi sae ete il smeone i you dives car and dont follow te awe, cher sates solemnly “RebteeCher’ Mec Rare sey "can you think of an example for mh” cS ess mc ater dm, he mag bake wake Ti Fy te aaa =vhe doesnt mates G0 i is st posi. is here noth ond you ean inpace of mtn hat same setence™ “ny ther has tne afer lane, she ccd ake»ca,” Ta replies. an tat cathe sae ng” Ms. Raras ass. Oe aren "Alpe means sis thinking about, Could meas fs something she On do bs nye oe not even thinking about K" Shnk youve ptt As Kans se. "lts pracce some mor. “ihn youve as lars sentences een on erence sup and ass them 0 ae a ended wach ord ra the car complete te scence es. Aer hey Fe ct wow they have w expan ta csc. When they Fs is exes the chat {Scie te one in Pe 7 ‘Aerts must ceptt he pits and pace ters, ‘Socata wwe shots ay hoor cis om te tre manager ha ne Cnoang arisen aude mat concer ary dracon ther activin might cae ae “ove aa stereo res completing were “Rion stout be cried neat ad stb urainon tive ‘ute mt kp thr wie ow and epectl big rei to adroit coders ibe ais foes te cs Figure 72. Gaaroom Rules and Process ‘OneEL 7 UNG FOS LK: Pang Lee Sipe kuin of agi ob ae Sc 48 porodedesiy | saimyssa 1 com Figure 73_TheRequrener Une sa Sample arenes CONCLUSION topo he whole cs Hone ts npotant wah young sdentsor he useing sources Or mises Language but the message: is cea, tis abv nto respond to the [Engunge, and pl 2 ange fos son o ppm hese “Si fis eens ene ohn hye pl hs se wy es se encourge opr the newly aequed ls an aac comeX EXAMPLES OF APPROXIMATION BEHAVIORS RELATED TO THE TESOL STANDARDS Pre X-3 sade wl ‘+ for an ase questions relied oasignments * gather and organize materls needed — To complete assign werk $8 seo wl + find and se inormon fom seve sore to sos 1 eit and reve wien sgrments soneiseaseens 9-12 mdents wil + take and poo a posi : sion ona assigned top | prepare ford ppc in an oa eponto debte Reference Cbbons, P1953. Lewing tina na sco languase,Poxsath, NH- He Suggested Readings hamer, A, & Maley). 0989, The CALLA banabook Reding, MA: Addison Wes, Diario i & Weed K 0D. The croncuhie ado ay Gd Neca Hag aay Saco Medea vem banaACADEMIC LANGUAGE SCAFFOLDING: Supporting Student Use of Language in Academic Settings “This strategy addresses the following TESOL Seandards: Goal 2:To use English to achieve academically n all content areas ‘Standard |: Students wal use English to interact inthe classroom. Standard 2:Students wil use Engich to obtain, process construct and prove ‘subject matter information in spoken and writen form. 1} Standard 3: Students wll use approprate lering strategies to constr academic knowledge sack and apely ach hers cc a rag argunge anocmed wih hoa bes Suh 8 mathematic ar case pest igh cope com on he eer test Cann st) enti wo types ange at mudents aque The es, asc erp a os cS ar soe! gue ned mare ky an coy hn tes care haem Langue hooeney AIP of academic rguge, ade nga on oer ese went CAL, te urguage neces forthe student © para SEE akong open a Se Peal acaden eons inh aso, ach nk ontentaliing sade a es biceling snc tat nstace modeling academic language, conetsng 2am n- oe ere nan gestures and demonstrations and spporing ens in f aad Fmiage tough acive eating aes Asm scaffolding sports suden’ succes! partcpstion in conteataea it STEP BY STEP “The see nan academic language seaflding Sess ae mnquage structures—ideni te academic ¥O- occsflypatpate fa ie Jesson rnd explanations ht ae ven + tdenifing academic rocabulery and ta cabana ange fncions necessary forthe soe © ‘tng ugha Tg woesbuay is eleted om the reading assignments “ cuPTeR& scenic nce sat 6 SppringSuden Ue af Langue i ete Stings 47 1382 par ofthe lesson. The language funtons relat othe ways in which the student expected to Partipate verbally See igure 81 for an explanation of scale language hic. + Designing and teaching ae introductory actitty—Provide an itoktory ay that a Jos the seafolcing of fet the aeademic ocrbulary and language functors i a pone way. you stan wth a teacher explanation, suppor the student ndestanding by using viral fo the ‘main academic vocabulary. Then mode the se OF the language in the ways i hich the sede Se expeced to paripate. I they are ruled to ak question, rode the se ofthe language in {queso erm they art ake noes about scence expert, penide al how ens ould be taken the acsdemic language complex and speling is portant leave te won posted Inthe room and make clen tothe dents tat pels wnpornt andthe words are pote foe ‘hele use i apelin H sping noe wal, make hr cles aso + Practicing én pairs oF small groupe-tncice an acy that slows the suet work ‘pai ral rou, neacting vets bat they pave ace language aun way + Gulding and monitoring the pracce—Mone around the room éting this ave ening experience so that yu can montor and encourage the atuden we of academic language. owioe seafolding fr the we of reademiclnguage by commenting onthe work the dense doing, modeling the use of academic woeabulry, ad deen the ways in which the suds ace sing the problems or essing with the materals When students ae kod questions h enables them to Aemoaste knomiedge exer by physicly showing the teacher wt was done or by explaining the process Modal the aeademie inguage # he stent dermansrates the recessed fete the ucen’s verbal eaplnaion emiptasing the adem gue + Reviewing the vocabulary and taguage structures —Conchide son wih even of te academe ngage, Oe te Oppetunty forthe pals sal groups 0 repo back tthe whee ‘sfoup again using the newly aque academe lngge in conten ace Chapter 8, Reporting BA). APPLICATIONS AND EXAMPLES ‘Mis Bennnghoven' ext graders are ering abo tinge the sme and ferent (ee tet funtion in Bae 8) she nroduces the lwo by showing pes ofthe stent aor oor hey row the day before. Displaying two devin of paz, Mis Beninghonen sys "la an Teng bot ‘row peures of piza They drew these tings. Tes favorite ocd the same-—pian Maia ew 2 plcure ofa hamburg He avortefoo eer. snr plaa Mie eninge then ds ‘ays commercial prrures a vst offoca She chooses a pce oa hot oad then postr the sudents drawings fom the dy belo, modeling the sentence, “ova dew a hamburger A ar beri iret than 2 hot dog, ote same When Mis Benlnghoven ds deawing of & hotdog she tps ton the board ext tothe photo of the ho do and sy, fore dee a ho dog i favorit food he same a the pre Te pictre of the ho do the sre Jon's vere fod Tor the next pat of tie Fesson ss Beaninghoven ities the ques “st the same” which seques the student to compare ter pctures with an example, Se plays a pho of an ‘ce cream coe aed goes through the tunis dexwngr aking, te se ee pce the students answer, “Yes! she modes the confising sentence srucut, "Yes, Hes picture hese st dew a ee cream cone, 0" To give the sues practice i using the academic language same and difven, Mis Being: hoven divides the cs no pals of sens and ges each pars ange set Of pes on which she Ins photocopied a senes of their desing om the previous day." ale ae inetd to Werk togethes, ut out the pictures ofthe favo Foods, an paste the ones tae the se ogee oo 4 plece of consrucion paper. As the pals complete th ask they bring thle paper oie Bes Ftghoven and she asks them question to encouge the use he rewiyacquled word, same and Aiferens, See Chapter 28, Reporting Back, for 2 description ofthis sey "Tongan Mova bring thee pape fo Mia Benninghoven, She pout ote group of hangers ‘hey hive psted near to each cher on the paper and ask, "Why dd you pte pares together1 STRATEGHES 60 ENHANCING TASTE ION THROUGY PLANING set Function Definiton erampter ose ery nk | Usrgwtn tri ote ress | hereanaranahps | eopuatenathe ter ao . . * fee label parts and describe patterns Shaveatentpe amore eps , Sorter goupty sibs esrb te rca docs site * Cie nang neural soho cic criden ete ave « Dect tow otecs erties | Geli wot foriney | ese whan eye Show bey oe oe Li etre ned olan ents eau Detar th wert ein foomteny | oto eo ssepor neere we rede ipomeiessirg este hw neces we ase me cringe teen aon | erm gered ro ry . “scholarly sources ‘ead or observed ca and dese oman ane om Deve erton or ’ we) ‘oe omer sono penn foe) | oe fms saviors | Deters tr kn dcr sna wih ‘revsce (ection snd rurnce venaence een) | ote see Oneveeniveradtogin | Atauesonto ger inrmton faeratin | Frome onto) data ton erty be per bene woces | ene | Staten na CSitsietrames relia Fertecy | flow ness toa seon syitee | Semctepnte erate ni it Sorin) | tomtom new woe Simro ‘nging oration Fon Figwe 81 Acorn Lrg Fete ent Crt BOTA as ‘aaree 4 scenic usceat sartou ag Saget te ngage dead Tong answers, “Hamburg Mss Tenringhoven nodes. "Yes, they ar al hamburgers. They atthe sn" She pons each ‘smburger and sys, This husburger" She conchiles wih, “They apa he sume" is: Benninghovenponeso the dings of pn and aks, “Why dh you pat ese nese” “Tang replies They pin Tey sae Miss erningoven snes and oan “Yes hey at liza They ane te same Sethe "wns to Mos ad vepes te process sth er. The stent wore able o papa scenel ‘he atv cae they were seoduced tothe clam mgs) mde Hcy wee pb ‘skh visti to suppon tha undentnding ofthe concep and dy we apport fee ‘enic use of ngage wo inert ad io explain The angie wi ced wo the eapeiene and {ey were given oppomunaieso practice the use of the lngeape = amare ener By ‘working npr they were Ren spp tal ine veal pie The teacher pad Ingand encouragement Sh alo scfled sn elena tc soc, Sold cine agus ls ke place tigre Keven mille el es ‘nl: St nahin an eg nem angen Het kn ese ‘hey kno aon ions makesa at ete vere ey ve in ares “They grow “They die They eed fo and wer Some ae ais Me Sco do ea seein ha expos Row vgn eA he is ted the seein eich ss thee aes on cha st aks the soot oy tt ‘ro set of pape a the at The Hv Ringler Se apne a pos es a Sind sk Ar thee Kno ke igre ang aad nc fie A che ‘sin the dierent se peo igo adnan nonin kn ako ae tt the ei on Kgs died ue Pe he "Mr Scat then era the Ol section ands the student lis the ig ons ‘ha fal ino each kingdom when thy esr them Sed Inthe tein, Aer he completes the ‘eating shout eath king, he ps an the sds el hin ws ta he home bee. Fgh sgn wart ks ga ec ec ec Ic Seon splays enlarged photograph of he cel ofthe varia pani ae cusses the sexta cn ce mes, psn, do ete pos th O09 "ine suka are den dvi to ps to work wih microscopes whee they ae ge sos fmember ofeach fee Hngdomts, They ao wok ogee ead bel eel oy ‘Son unspent fe a to compae te datwings ih he ead prgaphs to Sterne. ‘ic Kingdom theses represent oni meemnisc onerans | Proce Furuse | Plants Avioale + bat + pagans | + ase on + be Siegen | ema | * be peat “ te tte | le | oe Figure 82 Gregorio bing Onissso. SECHiON ML STRATEGIES FOR EAMANCING STRUCTION THROU FLAKKING ‘As the sudens view are draw ther cel, Mr Sort rates around the cssroom, answesing quetions and encouraging the wse of academic language, “Mea te esconcope work. Ni Sct capa tbe tunspaency call drawings ade by thes ent nln ae dosed, focusing onthe azure of he el xwings and being The 5 aor iced and tcp are ready to move ont independent reading using the academic Janse they Have prateed Te Sette Sen's chs are acces in thei study of sing nani party Decne of Me et afleding ofthe acadenc ngage He moves hem trough inroscory tps i Under 1, ine Sosy She expects ofthe ak ey wil do. He encourages the © work toner SRR cal craters and supp for ene sce as ey lear nan active ode Ase ce wae eitial te wm, be provides ssfolding hy king appropriate quesions, we mode te use aoe ee nga and conesing te language beng ve fo coer xargs te conceps Be iiguteind He slo provides encouragement and clés the se of langage by the soe. CONCLUSION eaten language elon appropriate arse cca areas and t ever ride evel. Wie e ae eee ferent may ax seem tic to a, they ae used nthe csroom in 2 ight COCR vocutapecch hearing the hpi meaning oF words, especiliy how they sre cee WUlcer nayein comntaen incon, ci Be very config to new Engh pene. EXANPLES OF APPROKIMATION BEHAVIORS RELATED TO THE TESOL STANDARDS ProK-5 dents wil + identify and associate writen symbols with woes. 1 Ase appropri language when only esebing a choolacivty or eso, 4s arodenss wl f+ use academic language in hypothesizing and predicting {Ase sade language © compare and const information i 9-2 aden wil: se loge and appropriate langunge to persude or justly | LAS appropriate linguage to sythesze and apy knowdedge i References Cham, A. Oatley). 999). The CALLA hadoa Implementing tbe cite academic a “guns nani aprec, Reading, Ma: Adon Wesley CR GSO. eapowenng innorsy Baden: A famework for interaction. Marvord Revi 5-36 Suggested Readings ‘coon, P1953. Laerning fo lear na scind language, Possmouts, NI Heinemann. Feeeesce Hk GD9Ty, Teaching tt matitingualcasrooms. Upper Sade River, Nr Merl ren Hdelean,S. (986), Teaching English through content-atea ates. InP. Riga and V Allen (Eds), sn hey on allpeakEghc pp. 139-150 tana, I: National Counc of Teachers of Engh LANGUAGE FRAMEWORK PLANNING: Creating a Framework for Language Success ‘This strategy addresses the following TESOL Standards: Goal 2"To use English to achieve academically in all content areas Standard |; Students wil use Engh to interact in te Classroom, Standard 2:Stucents will us English to obtain, px i in process, construct, and prove subject matter information in spoken and written form. Suandrd 2 Suet wl ne prorat learn sates to orc and ply academic knowiedge, the language necessary for the students to be successful ina lesson and plans activities that this way. lnguage and’ content aequistion ace both eopponted. Th she spponed. The framework is shown in————____—— i cons steerage PUN nae ds CQurea ancunce raunERONKFAMRNG: Gating » HanvalfrLegege Sees 8 sx secrion 1 sTHATEGUES FON Tepe | Activites | Language Functions | Language Structures | Vocabulary a [Contnme ee 7 qe Soci Fncion See soupe | Secegatte | Cire Treyareateuce, | ange ees it) SScchyamce | Dexrbne cae ae si pen Scare secu do aig nce ce | sermgatnne | Care he ioe | we ‘ ‘Rng arene Sicbyae | Dacre Bee =, care srisoneitiatec | Sater ps Dewee - oe eer = See ( ee 4 tee { ieamre 1 igure 9.1 ngag: Fron Poni fra Kd Seg Lon 4 Sapte A Waning ‘eadeicFonetons STEP BY STEP q Contig | | Cares ‘The tps in langage feamewor panning are Arlen ing language obectier Ide he lnguage tects fb kann be ut Le nt ee rcv tn: ersons of tngsege ae sete pte an sree Tie Seep che aon To lentes ojesves ask your ese queso Gurgolowng avectone "What are he lnguage demands of his pari son? " Down 1 hot are the langue evel ofthe student? J el to crete a checkin on wai you cin scr the fonction the ser ae Qucsionrg 1 Sacre esr to ie tem practic in sg fiction flange ae often areas A langue fonction checks showa in Figure 9.2 fae Identifying and modeling tracers Wiest the langage sre ht ee eels probes an panto node el ws cry the Ison f you ae rae ine of te codes languge, hese eco are exert elm ann ereing postin ‘ngnge less as shown a Figure 92. ee nieg afutrucional sequence Pian de sequence of he eso cating ct long te et ot sn ich tn angage fancies, rues and voabuby ae mode IRS thea raced by the den asa part of he acy Heer assessing and documenting student ana wa wo document the sunt ce ag te cose of he son ways id on 8 lesson 0 i fey Pansngredcing Sn ee ep ose of te lnguagencons and scores gained, Anecdotal records a4 Teeth de bh helpful in documenting ti ype of fearing Reporting Secvnsing Figure 92. facings hte Oe Parse Gin 72‘54 secrton ah STRATEGIES FR ENNANCING tmsTRUCTIOM Roberto anry23.—_Ghing directors to oey isting) tow we move i re Fert ado a moving pees round pane bet stingy tow a Feeney putt oy fe weeny pes spec bee he wee onthe bors Rabe GoM nett put on Be. He reaves oer and mows the game (Fe Joey ss "OR you meat UNDER he wee Raber ne Figore 93. Serpe ofan Aneta Record That Doct Langage Needs APPLICATIONS AND EXAMPLES 10 suppor ne ange emeworpancng canbe use algae evel an cos aes 0 upp erm ce seein For ample, i, Comes lanng 2 pet wg tev 0 Ee er ye saves to te mays formation phere or pay sources fm or cence ed He wan bis hd rae oleae (0 find ways to conve formation 2 See er He esis by riding sven ares om the Hcl paper concemng some ae eed by he cy coun which wl peal est the amovet of money being aaa ee ecu prograns, The ales name he cy coun sembos who vse {2 fos peape who cxpenenced the evens being sh Cerne pce tole ls Ter the cy’ inesteat in mer programs. Mr. Gomez ia eh ahouta be nteewed, including some ofthe peop who fob ieee under ie ie tents et the nae ofthe ed forthe continued Pe wads Tor ts summer progr, Mr Gomez then begs © pan the language I Sons that wil esp prepare Spotk plan showa in gare 8 usenet conduct Woah file ineniews, His language fame a CHAPTER LANGUAGE FRAMEWORK FLANAING:Ceatag 9 By planning ahead Mr. Gomes prepared to provide the suppor the students need 0 sx cealypanciate in the prinay soutee project He knows that many of hi salen ave ils uly eoping wal eademiclngunge, panel n production, Ae eat of thisthepanpation Ih dass severely rested To coumter the, Se Comer plans to model te tngeape stues 4nd allow the students to work veer in sll eterogencous pups so that they ean spp ‘ich other in preparing their questions and izes Me Gomez also plans to encourage the sles o Workin pus to conduc the ntenlews equrng each ofthe stunt 10s some Of the Mr. Gomes aware tha several of his Engl language ears te alerted in at ane e il encourage te xe student el their lpn preparing vise accompany thee epors He ts high hopes forthe sucess ofthis poet and is hopes teresa, [Enguage framework pinning espe help! with older Engh language eames, Pls fing to provide lange model for meeing needs spi o acide signee supports the patipaton and saccess ofall dens Ms rocks preparing eon fer he mie choot soci sence stds to demonstrate how to prepare a poet for Hisory Day, Because er cases conan many English lange are he eceso propane language fametor othe lesson Her ramewk pan showin igre 93 ‘As he Nudens parca n pining tel Htory Day presentations, Ms, Brock tae wo ab sere and keep recon of ther se of the planning proces athe lange asotted wah the es “on. she can then pin subsequent esone in which the students wl Rave oppor 10 we the history Tango tt they ae sequin n onion with han-onksone Sice is. Brock plans complete langage few rk lesion rum. decles Dat si ple planning form sin ener aa» language planing section to her basic lesson pla format Se finds hat shisves her ue, but zo eps her to remember to conser vale. language Sto, nd sruares in al he lesson plang Hers lesson pla oat show in gure 4 Tone | acme | tngnge romeo | anges Scares | Yeetlry woe : . @ men Sevenaret | Seon t fete | Cocrs waters | cue wa |aous bua — femte | See me a oi | Base Recs | Sa Sequencer vos yesesevert | Erlang Hewaaugeee 7 | Dita Resear qe =| pamani | gamce | vem | Bae As = = s ‘Questioning, Why dd you... 7 ‘locate: ore = Rotew. Soe foe panning | Eepinng Youre pan Describe fe peas | iw Se Desi . ms somes Gan Peg pemerees | ae Tae rece [comers | te ae 7 cere [Soma [tania — ~ — — 7 were | coma Tharapercitn | Core reach to Coamer sanee ce “This happened | Cossltoct Sa | rowwre | So 5 = es cert. | fen cette = - : ~ ‘Asking questions: Doyou...? meg because ‘Document Figure 94” Hie Gome’ ngage Framework an fo Piary Source Pecpease ——— se secon ob STAATSHES f08-ERTARCNG IHSTENCTION RSH FLAKING xe evan bet Language Objective: Neca Focus Linings Fureons to Mode Lange Str ose ei owe Prono for Diornces Nese: Trgt ter Leon Refecion Tito Base Leon Pan Format Figured ngage Frarewer Fang a es CONCLUSION semua omc hig ncn pose Scncasay te ie seatbecn EXAMPLES OF APPROKIMATION BEHAVIORS RELATED TO THE TESOL STANDARDS PreK dees wi yr aneninte language are tab an answer guesions TSAnge and scone of ers in itercing veal {8 sans wt: rs eng mans nen eng 1 SES SST ee eng snd wig aie 9-12 dns wl wal ontving a elé-cacton to bul woesulary 1 Mina owe sucoeas and set aeacemic goats wre th, NH: Heinemann, SKILLS GROUPING: Planning for More Individualized Instruction “This strategy adresses the folowing TESOL Standards Goal :To use English ro communicate in social settings Standard | Students wal use English to parcipate in sci! interactions Goal 2:To use English to achieve academically in all conten areas Standard: Students wil use Engh to interact in the clasroom. Standard 2: Students will use English to obtan, proces. construct and provide “subject matter information i spoken and writen form. ‘Standard 3: Students wil use appropriate learning strategies to construct and apply academic knowledge Goal 3-To use English In socially and culturally appropriate ways Standard 2 Students will use nonverbal communication appropriate to aucence, purpose, and setting. als grouping (Gibons, 1998) i the st of sranging student in groups based tei nse for insrcton ina specie il Skis grouping is dane for x sho peo of i, sul Tor ona few lessons, and is fective ony hea the groups are base onthe eichers Kaowede (the language nd sl evel ofthe scr the eseion for grouping based on tenes ‘erwiton of specie matmsonal ace. Thi grey enunes te daliery of emprchense h Dut because the lesons ae planned to foe Teoing a the siden’ preent evel of funcloning (ashen, 1985) ‘Sls groups tend vo be hetogeneous fra reading Ives and cveal sade iting ane concerned A sls ibup might consist of stants ending on snge of lew Skis goxpe {coi of stents witha specie inaroctnal nea or instance,» group of stents wo ae mot Using quctton marks corey or pou of suet who need ssarcton in solving math Pos lems involving feacsons ils groups are used ellecively ia the teaching of langage age eA ing, guage at, and mater sil 7se SECTION 1H STRATEGIES FOX ENHANCING (NSTRUCTION 1 STEP BY STEP “The septa inplenenting sil rouge 1 Observing and docnerting langage eet vp 2 mt forcing rt do mening aan ngage level feng and cstoom peformanc, Se the ane I pfomance smog steno ths te for sggesons vee 1 petewmg needs for iaracom Treur review the eco ou Rep he ders lol fatg nec for ecion sn amnion wich ten Form sel rps based on ese commonases ‘peviguing ant impiemonting essons—Desgn eso 10 tach te kl for whic the scorect owe tad pe munis pracice exp name eee fein eh mt od ge he oy pants Fae eee ance. Asa folon p tothe lemon ive the det an ater rare neal peng Oe ie sue fhe all eae tk SECEE San oe tens whe ae ing he il eel nd pan aoe eso os tee re stem eed Rr nnn Se ste 0 oe cl wed nom iM acing silo rope Note at he sloop are very ex omen ea en sence Te sudeis who achieve the jee of telson ae Inthe nem poop of students reviewing thes APPLICATIONS AND EXAMPLES Berar Jaton ora ty ea hi cone fonts grader in Ms. Sess Cl ewan sean os ove ‘nd Tey meting he ven fae oh ics oak a ting noua ee ay ty were chat Ther ea ‘ey dbp scone pron ef he bak th wan ed ut aya hea tne rs lingo th cof dys hom fl ot Wt at a eat sce ag wen ky rin te Seco tne nade who ae amply sma he eve 9 = ae ee eect chraces Se dae hs enon on pospecve-uing 8 e6e. Figue 101 MeO oxen Pinedo ae 2 ~ coe / ~~ Felon pth Docent ee sort pce wt a stes ne Sole oan seuian | Figure 102 Aine: ofthe Character in Chapter | of rss Web Becnuse the studens ae all fae with Chavote's Web, Me, Beran decides to we that book ‘aan example nthe perspective tsking lesson. She looks thug thesimution ural se er fies the students whe a nor wating fom the perspective one ofthe charter and she ele the ‘pop together, Ms, Bertin begins by reading aloud the is chap of Cartes Webto te tudents. Se then 2s the sudons to name the characte roduc in the capes As the sadess name the charac te Ms Beara its he character names eros the op othe haar, She then ake de ders "6 wht ty know abou he carats See Figure 10.2 fo the li characterises they created. _Alerthe srs fhe characte ae ised, Ms Beran ae athe cl wevison ews epner ‘na 2s each stent ake the oe one of Bie ve charac toed in the caper Ms Besar lun aks each charac questions abo the momingeventsonthe Asie farm and the mens pcm to be the character and answer the questons fm the pon of vew of the character they ate Py, “The sud paying Avery acts 28 though he were gute wth hiss the ser plying Fer as rer eed that sheave hee of Wb thera pie. The ster laying Wir ith We hlp ‘fa pig poppet teste nes repone how grate sat Fer sve i de Gere & Foy 1997, Ns. Bein hs prepared ve simulation fuss, each ane dened wah he name of one of te five characters inthe et chapter of Charles en ers tna. Me Bema a hes ents decide what Fer would wre that day about her aenture Ms eterna ie tens De folate thesemences and she chooses one sien oe the group scrbe Ther ety saya, Dea Dis, “Today Tsaved ae. My dad wae going olla rant pig jst because he was too sal 1 grabbed his ax and ed on igh sa "Would you have killed he had been sll t Di" teied oe ad now have charge of ty pg Bos, Avery mad He want ign ad sos he ony gles out pigs early ise. Mae ery wont 8 30 az afte hs. tly exesed named the ide pig Wibvebecuse sch» prety name Fern Aes the group wrote the etry fr Fern they i oural ens foreach of he other four chat ‘ters todced inthe chapter Ms, ersaran concluded he lesson by seining the sets he ‘hey ace all wring simulation ournaefor the book they are reading in teading woop “Today, 1 wat you todo exact what we have done with the characters fom Chair’ We, Read your chapters and then tl the evens in the chaper rom your crates pot of ew. Pre ni tobe the charter and explain how you fel ad what happened to fou Ms. Beta ye You have uouble geting sed, rie yor hand. Or come back ad lack at the oral ents ‘we'made about the Chavis Web characters toy." ‘As the stadt complete the snlaton fourm hat day, Me, ererian reviews them wi he students Seis hall ut vo of te stents on nds what to Go aw ie pp {hose wo students ae able 1 ake thew characters pesepetve inthe ural eres, Me: Berean ‘lan fo monitor those two stents ens carefully fora few dye to suppor the suet pes, Specie aking ithe nidntsarestl expeencing cfu, No Becatan wa forma ew sll poop forthe wo suing students and teach anche lesson on perspective tal for ose we srdo secvion 11 stuutecies FOR ENHANCING INSTRUCTION THROU PLANMIXG sie Tyler i reading his 1h grade eats, and he notes that a mumber of de students are av acy withthe proper ue ofthe homophones tee ter nd bye. As ead hee rare ence it ofthe nents wo ar si ontsing Toe words, Ai ee nts ee as confused sbaut when touse an spostope ip Several of these sare sues ce eo Eazapastophes mappropetly wih poo, sometimes cresting ee they realy eae ee afc Mr Tyler completes the reding ofthe esas he ste kl aroup is ae = eae Ret pe al arse ofthe cls tne each ay Forte next week 10 work on these specie sls Sane usted the eed for sels ging is ase. He has an ana problem ‘coast ln eet for oly 30 mines ade mt ind ne to each ils ours ie nom ‘ee ln of me sds a he ses who 89 not seed this nsiction. AN ei Te Mine tedens he has serie 5 inoang simple gran and vocabulary inte esas cre ele wing las, he ees hat he caren ignore these ears msde near ing igh school gradation, Mae ic eng pup assignment son tha wl enable him teach te ils as en tied sn mt mean te momenta fr te resto is las. Then he dies each las into o> are ite goupn He eases no ils group 0 work with him op dhe sis he as eis. Fara eee econ incouperve groupe to nif 2 Wing gal and design a presentation Terie css wang tera to deronstte the ways in which diferent authors aceapish hs a tec by conduc» baistorming session In which dhe class ntifies some eee nee ai diey have The lt incudes wing pood logue, bulking ension sn he px ee tare wcablay take the wring cresting, developing stretcher eee dng he wee of mtapr and sme, deernlng appecaches to retina 0 deve ping problem aad ston. Eitan i generated, Mi Tyler dvds the students ino cooperative grove placing ame rude a bse fto cach he coopemtve groups. Tie coperve groups ec Kn TEI Marrs rscuch snd bein lone athe erate they have been reading for on eum Te er cil isl grup together and ioduces the problem his covered n ean thei Sarge ya be working ih thi small group for shor time each dy fora we Belp let Siossome a probe tht discover in ead your esnys,”e begins Mi. Tle es an Teast othe dileences among the homophones er et ad hg We aed os pean SEEPS de be used cone He sends he dens back to thet Cooperative roups 9 De eee cumple ded forthe grep peenatios On the way the professional wstts 3p troche goats temed by dhe dace The sls group hs one added task They ae to i Proc Scnine tot demons 2 conect ease of te bomephones they ae studing and SSEPAIGES ene somence tar cmploys each he homophones. For hes rk at righ the ils Serena's paragraph wo be writen abow an imaginary group of people. The sl grovp Sets way ous al tee forms of the homophone in ther paragrDh. fr yess hat the pte he est vp mesh wel He wens neds for sk groups a thee tots tie for coopers grap work, whch can coninve wile he conducts quick ds sree rae flows up with sho sesigmenss in which he monkors for uaderstanding ofthe kl Frese ae addons technique to help the sudent in mmtring thet own progress. He pl re oe the sl cr vocabulary tls forte sens wo atch othe ise cove ofthe wi Sa abe eto they eum any astgnmcrs dey ost work collaboratively wi another ste ate rennet wring forthe types of eons at give therm Gest. Meer finds Param efiteretens aware ofthe ero they ae commiting hes them to sel-sonior and se ret The) ae relight se ofthe Eng language vai, 195) CONCLUSION sls grouping ta wy o prove focused nstricton fr sal groups of sudents with hurd neds. REO loupe fee created io aes» specie nod, they are not long-sancing ovps, eee ie enable ae praciced aad montered, aed the groups change, I some dent courte SHILL GROUPING: Pla Tor ate ction 6 ine fuer sen, tht i who need Tis form of eae incon, ht tn provide but ony thas who need Tis ‘Ena inthe chan ae ghen suger slon hem rte thee est aes a ; ri a o : ms : me theo rc he sea appropri aes [EXAMPLES OF APPROXIMATION BEHAVIORS RELATED TO THE TESOL STANDARDS Pek a wt + capes eds nis. 1 Saas vera iteracion o Engl 48 sens + fallow both inp and exc ol detons 1 Gitte ona 9.32 desl + parigateacively in small group nections, + Tsten to nd expand an the verbal explanations of eer. References bom P93) erin orn naan agua Pan crcl A. & Fk (3997). Crnconter te case: a De eo cae 6 ee Se ve Mee a ARNE eens cr ae, S985. Te pl yt ss and npc. New Yor: Logan, Shain 993). The cotp iypatheis Jus Spe mn 999, Te apt pats psig sod ng he Gan ‘Whe, EB C1952) Chars we New York arper& Row.qe “ SECTION | qe (> STRATEGIES FOR SUPPORTING ¢ STUDENT INVOLVEMENT the English eames wel ges you, he ences, f re tude progres.gee ee es TOTAL PHYSicAL Response: | | Integrating Movement Into Language Acquisition This strategy aderesses the following TESOL Standards Goal I-To use English to communicate in sail settings Standard 2 Students wil use earning strategies to extend their communicative competence, Goal 3:To use English in socially and culturally appropriate ways Standard 2 Students wil use nonverbal communication appropriate to aulence, purpose, and setting Standard 3: Students wil use appropriate laring strategies to exten theic socolngstic and cultural competence. sl he ae ay ‘Gracy the eacher® deronsirstinw are removed and the stdeavs spond ton eral cot STEP BY: STEP ‘he steps teaching tol physical sponte lesan ‘000, Sich a eral rection, clr nd pas ofthe boy. am lit the wen the soe feed i know. Think o simple commande that can be given sing the tsp veaulay an te ‘equi a movement response such 35 Sind up "Sit own. “Touth Your hes” or how me the ed WackNG STUDENT HHVOLYEREAT os section 1 staatestEs 1 « troducing vocabulary gradualyInsotce two «tree coment fe ging the on ecanog aly, Fr example, “Sanu” accompanied by sanding Hae rr can odo eh you seduce the nex command and demons Afr yOu Me sce command, nose he, si emersang andexcareging dents response Dropping the phystal modeting—Née he males have practiced the commas you Cee nese appear toknow watt do witht wating fr your demonsraten, sere SEsonmton and envowsge thom esd to he vera commands. sadngwdtiona conmands-—A00 nen corns, no mre an hee a ne vas a i re corey nce ew orrand, pace ut es appa ‘ow ot oo nd then rp the demons ing adonatresponses—Pid new ways for the dens denon thei oo en eee relay beng pactors—sich pain 0 pcre, raving pres tk Ser wn commen to 268 prac ad ae we the den’ ae gain Sater vrntnggemes for addtional practice—Fiay spe wth 2 ser voles ging he ee ite coon, Grail emeage EE YORE (0 BE Saran se amoral sping the words: Never force siden peak te ‘rma Wut unt nyse conden eng 0 volun veocesing student progress and wnderstanding—Becase sents ae ponding fo coe ot pen coy document ihe pogens, ake 4 checks othe aoa eee spa hep ack! the commends th stdens knew aomatally. hose eae eg ads sure to decent when studersvoleet oe ede nt aan ice pase Share he ings you hae documented wih the dents nd o> Eee tne APPLICATIONS AND EXAMPLES ate-Tons kindergartners ze leaning the nae of body pas Because he hes a aumbes of Eng Ta eamge tines inte ec, Hr Tong decides vo tse fll physic response to suPPOR ia ere nm fhe bog names forte pr ofthe boa He begins the lesson by sy aoe you ada he dennnnsns, He masens fo the sens jo hi in ar a oecneh mode ati mes theyll i ead He ten ode, “Touch out chin” aa peers ic aermaes te vo commands for a few mimes and then als, “Tooch ye ora repeats thee tee commands seve nes before he drops the demonsations ad sive chal commands He wees the sens careful abe rope th desvonsraton fo Be nathan ie Soden ae al sl tofollw along He contin hs gun for fe devs ‘Pike son capone commands o ouch or pit othe ens cs, or er eps so {he oe oes hoe, andy a and ew Soe a eee or ur he cbseres te sé-t=espondng Yerba conuande to en iy slvaftbe puna lhe boa The second ame e plays wth he sent volves dh da Toor eee than Tons bop br droog 2 ce He accompa the raving of {Be cc he teen Ta ving exo See ja luntean to der each of the rst ofthe body pas on the cha. Hef sow Sri he body waa rues for sets come up and pint to body pans of the deaming aes cies tht sever fe ude ing he same ofthe boxy pats in theo comput phe csom, che plas ue that wa naive sens ing desos 0 (HAPTEN 1 TOTAL PRDSICAL RESPONSE: tcagrating Movement fa Language kesiition 67 Englih. Mt. Tong begins the game by domonsating. He pa the suerte and tells pas the sudent and eller 0 toch ‘eds nde dente with hs pes Then fe hm och ad, demonating wth ‘ire. He abs fora volume to give he diectione and one cid eagcly sesh had [Me Tong gies up his partes to pie wah the volutes chi’ partner an Reeth vente ‘o demonstrat te commands asthe studem gies the drains andthe other flow ther. Thi fae played for ew minis ay oa wek ieee & cance fo beth lender. Even the nave English speakers coy plying Ns. tope caches Seven grade cnc nd she conser abt ay wih hese Be ‘aus: she tans ome sue that very under e sfly rosde de ecdest ach ‘hem dough aul psc apse eon he inode: he ee pb esky a ae buen ante econ the Bese a pr cca the beng eso wh ‘sme tues ff Sbe Scns racy how top tebe oe ee ld dees srs np cy ep a pee er she se tat the sens vrs the tee and de Wt he aco emontton, she ope the deecons wot demonsttng a she walks rund eon cai Las ces te oes ny ie aseing ga fom be pcre Der sping eh re, de es thn erie ho rade ‘tine fey precrotns, The nest ayo ano ace eng fhe aes oe feces be elowed incase ofan emergency, She wl reve eo xn te aon ray lesson bere she rods CONCLUSION -Anovgh alps espanses ae gener used wth et young cite o gh ange ere {x wih very re Eng owe ey cn bene ob new roedes and voue iy inne Fue os may wn hs we cece isle fesponse an ace lsming approach fr supporing comefcnia na f= seis ature Tee 9) or eson tay pops Eg age rea aches ale. Tol pyc spots so highly lec in enching ocala section Tec circ atin nn sd wing. poi uti tres in order, ary ster pyc ope tat enue 2 ‘ve involvement and verihes understanding. ¥ Pawel sexpeve Ba mee Movement directions and. t down re up wth rn Movement dren ow So up. walk ran ied ip ete) + Color words 1 Nerber word Swe 05 ore Peper pass reo Ga coon ehh et Cioreon pocearee nee) 1 Coram wcaepce srs Figure 11.1 Applcans Tol Phys! Reponee‘os section 1) staatetes ron supponring stuoear iwoereaeyT | EKAMPLES OF APPROXIMATION BEHAVIORS RELATED TO THE TESOL STANDARDS PreK-3 mudens wl: + observe and mate motlons of thes 1 Ate pctiond mation appropatly ins. 4-6 aden wil: 1 use knowledg of the clasrocan sting © determine acceptable behavin ASE cheration to determine appropriate phi sponses 9-12 eden wa: Sper and nate the spech and actions appropiate in particule even sition. 1 Saint respansessccoting to sei setings References se, J (982), learn anator lagu row ations The compete aces ‘Gam Cs Sky a “soeteamam om SERS SS 88), The manual appre: Langage aeztion tm he clasroon. 0 Ton Poon Pres “ee tos SHARED READING: Demonstrating How Reading Works ‘This strategy adocesses the following TESOL Standard: Goal I"To use English to commonicat in socal settings ‘Standard |: Students wil use English to participate in socal interactions. Standard 2: Students wil interact in through, and with spoken and writen English {or personal expression and enjoyment. Standard 3 Students wil use learning strategies to extend ther communicative competence Goal 2:To use English to achieve academically in all concent arene Standard [Students will use English to interact inthe dassroom, Standard 2 Students will us Englsh to obtain process, construct. and provide subject matter information in spoken and writen form. Standard 3 Students wil use appropriate learning strategies to construct and apply academic knowledge hare reading (Hokiaway, 1979) 4 artey that teachers wet ud books, chan, and ther ces th stidens when Ihe text toa ef for te tant to read independent. Stents and teacher rad the text aloud oper Even when the sent cannot reat aon with he Each, they ae hearing dhe wowds pronounced asthe eye elo the text Inte primary Rade, lange books wh big pit—called big booke—are used tna groupe of ten that ee. fone cn sce te llstauons snd eat (Depree & verse, 1995 Shared eng can sno be dae with _tukiple copies of sl books, poet chan, song is, orany wat slong a student and each Gall ace the wore Tompkins, 1997) ‘sing shaved racing wh Enlich language lures is appeopse because the teacher has op tino use duration suppor worsulary developmen to we Hnkalod sees exch robemsoling approaches ana tantra vera nections 6 soppon compeenson (Cibbons 5993) When using stared eacng nth Bgl langage learners Bovomes expel pon © laud tskgpound knowles ant epee that hep te tet undead the sean of Un {ea The lan sateen ht can taught thr shared riding sre sown in Fgue 12 1. “Se “Trae the wor ops in tise” "Pot othe word wh the poi” How woul you hs sere” ‘Word ng “Borne be ase cre maroon ering "Vow yoo be essere are ea To ou kw wares make” one ‘meaning, “Show me the picture that shows you what that word means” ore “Awe Tb we ae Beading wah xresion “How woud sy Teena Ton wat aa wore ae? fea has Renée prt ta tp you understand what he word ssh mes (Un oferta er meaning "adhe art hata you athe heard he nae ser ‘ead fr ches inks . wert ob Peano cntirn aad te prt a sou why ba was rere Figure 121 Sir and Siraeyjes to Teach Trough Shred Peg STEP BY STEP + Introducing the text—Intotuce he book of ts, When using a book, examine the cover sand pres from te dsttons on te over. Encourage the tants oak about expences they Tave had that elt othe rope ofthe book, char, or poe " + Reading the book and tracing the print Rou the book or oter tex alo, racking the swords a you ead so te suet can rea along, Use 3 pole to rake sure the studs ae Took- Ing at and saying the word with you, Tey may not kaow all be were, bu they wil hear you ro- ‘ounce thom a you pat 0 thet, Stopping for discussion and Prediction-Stop st appropiate tines to discuss what happening ote prcdet whet wl happen next, Use the listrasons to help support understand Ing of worse. ask sete to psnt to pans ofthe lustatons to chow comprehension of “TEeasor stents Inte try. Involve the stidents in acting out movement words and sory events Torenforce meaning es e eo « o ey ey ch ae o as eetece caarten 12 sung READING: rating Wow Readiog Works 7H + Encouraging verb fateractions—Encoarage siden 0 tlk about the sory. Go back through the hook and ask them lk cbout what happened on each page. This ia chance fr the students to practice eral language and incorporate new Wocsbuly othe wteling of he sory. + Rereading for addtional practice and exposure—Reres the book © tex sever tes, tracing with a pointer Eocourage inclidalsudens to ake tr eacing a page or ein loud, ‘ie the pointer or tm the page. + Practicing wth small versions ofthe text—Aes tans have ead the tent evel es, "hey can read stall copes of the book or text hidependeay or iat thee favorte pat Of the _sary and wee about APPLICATIONS AND EXAMPLES Ms, Baker and her kindergarten sudents ae doing 2 shared resdlng of Caps for Sale Sloe, 1964, Before they end te book, Ms. Baker show te dente ore teat ap They ows Ah diferente between hat ad a ap. Tey examin the eferet cps and talk south shape oad ‘olor f each, Ms. Baker reminds the Suen ofthe Curious Googe tories (Rey, 194) ta they have ‘ea together and tls ther thatthe wll met some mere monkey in he book the wl rd toy. ‘When Ms Baker reves the cove ofthe book, Jana exams, see the monkey” and hops op 10 pst other “Yes Ms Haker ys, "These ate monka 9 his soy Theil of the hock is Ce fr Sal ale (fa Pedi, Same Moneys and Tot Money Bsns That long te What do you tae tears” “The man inte tee i sling expe vin suggests “fou are right, Kevin” Ms. Ble says. "He sells cape” Se pont to the perc the ove. "Weisel per A peer sls things” “Wit do you think i means when say tal of peddle, some monkeys, sl thei mney bosineso” Me Baker tk “Wy dad says No monkey business * Our sas. He sys that when he wats uso be goed “es, monkey buses is beng sy, Me monkeys” Ms Baker saye "We wil se what monkey ‘busines is when We zead the book” Ms. Haker ope the book ad begins to read, pag othe ‘words a she feds them. When she get to the ref “Capt Caps for sl” she encourage thes eas to read with he. When she gts to the pan where te monkeys mite everything the per oes she asthe tudents act ot what the peer ad the trnkeys do. she sop to have te st ens presi several ines ding the tory, and se pos wo pcturs 38 he ays word tht igh be ‘unfair othe todens They ee ll very involved in the read he soy ‘Aer Dake an he ers read he sory sever tem dhe gee cap oi aga a ve te atadents howto sack them ike tbe pede inthe sory Gi. The caps sid seve copies of fe book ae placed inthe cramate play re, where the stems at a tat ey Can ac the sey later Ms Baker sugges that one person can pretend tobe the pees ae cers cn ae the pars ofthe monkey, “af you foe what comes nex ate soy the books wl be tere tele you" Mx Baker ay. "Jus loo athe pictures an the wor in the book ae you wil emembe hat happens nex” Ms. Baker fen uss big books in her kindergarten cnsoom. The lage itso hep her to ‘each new vocabulary She ins hat he ngs language lems follow slong wi dhe et ofthe S- ents 5 they read the books and enjoy sing se langage from the book eel the saris Ms, Movs wses stared reading withthe English language larers in her sbi class as they read Sb (ayer, 1951) together The stents each fave an indedual Copy ofthe book ‘Ms: Moa introduces the new chapter by Raving te students review what his hapoened ithe Hon fr i ny es ok cove fhe Dok nd edi a ey ik ap pen ater ist caper they ac out the evens the Gay when ot The ‘econ yey dass the cape om te revi ay Dafoe they red the second caper "Think Dads going o ind the owner ofthe dog owe peas72 section 1h StRATEGIES FOR SoPrORTING sruDENT LivOLTEHES Ae Marty found a dog. He named him shiloh because he found him near the Shiloh mountain. ae? He found out that the dog belonged to his neighbor on the mountain, Judd. Judd was mean to his dogs. Marty nid the dog and fed him part of his meals each day. He built @ pen for him So he wouldn't run away. ‘im a one night another dog attacked Shiloh in his pen. Marty's dad found out about shiloh that hight and took him to ‘the doctor’ s: eh & Judd found out that Marty had the dog. He came to Marty's house and demanded thet he return the dog. Shiloh was afraid of his omer. Marty went, to Judd’s house to tell him that he wouldn't return the dog. He caught Juda shooting deer out of Season and made a bargain with him to work in return for Shiloh. He worked very hard, but Shiloh was his. Figure 122 Anitaraed Retaling of Sard Bok | ig aan re tee ee APTEA 12. SHAHED NEADIEG: Demesstrating Mew Reading Works 73 ‘Not There wont be a tay ie do does ty," Manuel ints. “Marty wl get 1 Rep hi ‘No Ms dad se thi the de Delong ois neighbor” Grace reminds Manel “Lets real aa find out" Nh Nn spent ‘The suet rea the sec chapter othe ok—soing to ds the meanings if wordy sae out me wor ae rea Tr deny tie they une ove Word Me Mowe md the Mo fn eiding of passe adh the sles pct the sg, resco th ht, Whe ‘he op fines eng the econ pte MH hs thc I the crete he try fr Ms Mg ake hel dtm nd wate the sentences on erence sm placing the ene ss ‘mente inthe potke chat The studenten Ae os eed ded sya Ae as shored reading he ders cap the sentences ons ps fa lank kt Me Mas supple oe fh an nd they Dusit each pe. As Ms ene en ve mo ket he tren Alerts ay they wil eh Ive copy a the lingo Sah, conte wh he Potato, On the dst ks stn i Fe 122 CONCLUSION Shared meding is ws ees ade ve for many pups For emergent ede she ing Isa wy to model comeepe aut pit se as reg eo righ sng om he lp Tne eng the i pend the porn of puto marks. Facer neem shed Inga srategy wed wo supp Boney. vali dampens, By eng oer ulesein se competes esgic mel at the pi inant wh hey ae needed Teachers hive a chance we dressrate wh they do cht cone dlc words tn et opis Palneup aeties ca incade prot hat regen elven wih the honky so ‘etlings simulation pura oration opportunites ew thee sae range ad olonstp projects tat teacher sal stents she ey understanding EXAMPLES OF APPROKIMATION BEHAVIORS RELATED TO THE TESOL STANDARDS Pre tues * sen to anol shane eng 4 imate acon late wo oryhonks explo aleve ways of ying things, * make connections between saris and personal experiences 9-12 dents wl: ‘se comprebension strategies to mike sense of et 1 connect new voc ta past expesienees. References epee H & hese, 5. (196) Early dere the laseo: A mew standard or young readers otal Wi. Wes Group {Gbons, 1933) Lauri lara ona scond language, Ptah, NH Heinemann. okay, D. 0579 Feundanons of rey. Auckland, New Zealand: Aton Solas Daylor R991), Sb. New York Baum Double ej, H. A. O94). Cts Gorge Bosom Haughton Min Sabodkna, E968). Cap fora tale of a pad, some mks, and tr many buses New York’ Harper Cols ‘Tomphins, ©. (997) Literacy forthe 29 century. Upper Sale River, N} Mel retice HsLEVELED QUESTIONS: Adjusting Questioning Strategies to the Language Levels of Students “Tis strategy addeesses te following TESOL Standards: Goal 2:To use English co achieve academically in ll content areas Standard |: Students will use English to interact inthe classroom ‘Standard 2: Students wil use Englsh to obtain process, construct and provide subject matter inforation in spoken and writen form. Standard 3 Students wil use appropriate learning strategies to construct and apply academic knowledge ‘Capone to them accor othe langue aeqlston sage Kresen & Teel, 1983). To evel ore Fe was mnt abner he ska ete hom they interac ip Bish Once the ere kas te level st wich the ster trac a Engl the tions the eacher poses 9 ‘eatucarcan he sed tase the ste secs answering This may vole he teacher Xing ees tal wing the speech sly while asking the qoestion, The tac sks he TESS. way tha eneorage the step © answer by pong w visa, ng = one-word SER els comple semence or exlantion depending on the tans Hvel of lage 3c ‘Gobiuna The eachers oe in using ths statey ovoves Frown he stuns lve of Eris 6 SUikon and providing. eraugh coment In the question 50 ha the dent ean respond, either aly or naval th understanding and coniience La ar wed when reaches au the way they sk questions 0 tht stents can STEP BY STEP “The weps in uring leek quesbons ae + Observing and documenting students’ language levels—Obseve your sen t0 deer rine tbe coer lees of eatin ingle, Ons css i, nate whether ec tent a {he preproduction st early prdecion sage, speech emergent stage, of termediate Mercy roe Se Pure Ta. fora Gecrpon of sider Eaglsh proficiency ak cach of hese sages This Tata nro be keep to date a you work was the stdens and observe the sponte " == = CPTEL 13 LEVEEO QUESTIONS Ajing Ou Stee 6 Sage ‘Appropriate Expectations Preprodicton Noir simi acy demonstrating Lamy producion | One-eresowordrepones making aes ram gran angange samples (Sse ora soph Speech emergence | Pras or rt artes ewe grammar ers) Irene foency | Longe somtanaas eae rnin errs Figure 13:1. Appropsite Expects or Students at Dileen Seenh Soaps Sage Prpreditan re Ey roducion ‘iette —___ ce ort over (Quesons it canbe answered wah one rt words Speech emergence | Did his happan at the bgeang ora the end “wnt append ext “were iyo Sn one” Irsrmesite tere | Howettyou. 7 “Wht wath aac ting ooo" Figre 133) Aare Gus rp Adected Som Rasen BT 963, oe va ees and atbering materia Demin West, tat or estes Wi sc wih your eiingces tesdets nee acsndng fg ee Oar thes spon ated pn fe nay gee ber tht Els ngage lever fel mow comfosle pcan. ete Emenee undessning wh als appetite”? BE AE + Planing a hierarchy of uestions—Pan ses of eis that wil help you tvee your students and detrmin the velo understanding fhe materal you wil be tering nthe Seaining heli opm ses of quis iret es oat ou cn oe nd the room and use evels of qucsbons for aprropete sens wot 00 nich het + cone Sion. See Fgue 132 for sopgestons “ sores hoc engl tdents—t ifs sper ees a hc mae hj aye ioving al the dein esc sed going snd thi ou are sping lee of oor esos to er chnging rege asson vce EMRE hEne secriow nh sTaareGies Fox SUPPORTING stupexT rivoLNE KENT + Assessing student progress and understanding —Use he checks you have crested for incr cn patton Observe few stdents ea da tl You tave examples of the Weal r= aera for cach aes. Wee hese reponse nto an anecdotal cod wo inde inthe st CORSRIREAI Sotto documenting enodie growth lathe aiies to respond to questions in ares ee dacuntion stp apply to te students progres in meting TESOL standards {od eo claro neocons an academe language (Gos 2a the beginning of this capi. APPLICATIONS AND EXAMPLES enced quesions can ied tal ge ees ain al euscular aes, or expen Ms Cais Fa ec he dren ave using muspoles to fun sets and bud rer senkencs. As tee es. ves sound te oom oberg he stent at work an asking questions she vais eee cra uaa uctonsacording tothe lngeage acquisition stags of her tients Ase stons val bi ae aks Hu to dow he a se of 3 coe. Because Hin funciona hep sano age in Engh, Me. Cats aks, “Show me 6" Hino quickly counts gt sx blocks nd Pee oe er dak Me Chanis say, "Yee! 128456. You showed te 6” She point the bcks ase counts hem and sist Hr Biae ssemence ston and wing 4 sentence form that hasbeen meee dring the sessed tection a Chan is sopporing Hav'ssicesflpancpaion nthe math won, As He tne eves to ther stodens she adjusts her questions to the lnguage sages he ere. eee ig tack ofthe dents with whore itericts by checking sei nmes of cn a i, ‘whch ao fs er to Keep tack ofthe tenis rguage sg. Se Chant ake am ey production sede t el fer how many Obes are i he ae ea speed emerpenee stent sk 0 ede ne sentence fr test f wo 0 Hoek. seaed Sin a of forge lock, intermediate Mooney stent asked 10 rel 2 toy aout wee et poup ef evo pgs ning soup of four pip wallowing he mid a ed sbecton allowed by «bret modeling o language help suppom the audens nina ne Eolch speech in er eal etracons Auden responds with one werd eee ia Chais musket we ofthat ane word ina sho setence. & sdk Wo aa ais short phrase wil hear cofimaon tht te pase scored, but then Ms. Chan TSP rahos mat audenre response by extending he phrase io a ll erence, Exen in ath, Jehan usue ofthe aed to contin’ scalflé language fr her English langane lene eve quentons are appropriate a any grade level as ong there ae dens who ned ther to socal pipe das nteraton. In Me Burrows nathvgrade las hee ate 2 muber teeta ngage arses who need wo have leveled queons ro pape in as scussons fd questioning pros eee aie enews the Coban mise xs whi stdents, he wants to dics the we son for neern othe tine Me Bunows errs a eis of questions fo hep hs sade fate ‘Gibe ohe map and ecogize the geoprapie proxy othe United Sats, which Was rhe re fen for concer Te arerge panijpation bya preproduction age stderr, Me, Burows sy “Sow me the coun af cube othe map. the sadearthen os the sup in the soot poi to Cabs Tie grows ks sa ely production student to got te ap and Joka arf e then ake he ase of he ocean sen wc Cuba is foste® Show me where you found that information on the map" Peete emergence stent he aks, “How fr sCab from the Usted Ses? He follows up tha quction wh a sues to Show Osba ad Hora onthe map. ie ute ney adr, Me Bucow mks, "Why as President Kennedy 60 con cera abut the bld-p of ms in ba inthe ary 60 ae and queion connor, and he map used to ensure that the sides ae able co eae an ones of the dsusin, Me Brows modes English sentences a he points 71D LEVELED QUESTION: Ae of Qesonig Sete tthe ge Lv of Sadat 7 execu tara ert et ey Soviet Untn was bung Up miss very cle to US dares Mr Burrows tas eas sl ng Seocaiess aes ate eet ae aa, Sarg petaeear nares comeeniaermatnce ste tnt ae ee as CONCLUSION er fd gus inte cara ge ha het Ko ae aaa race and rete sostepes The selevaluton checklist ia Figure 193 ponies (SRUPTESE china conferences the et of which make an infrate nec record Reedoutrecoras aed sels of he tre std cect oul be inluded Hn tal sen onto slong eth he sudertslf vation fers dang tachnology--Caltre ses ae a pefet format fo the itegrtion of rchnoloy. sea eof thet een sing te Interet. Using the Word proaesor 1 wie Se ean veny mating for many stents. Using ther compute Formats for eet ae cea pets makes the repos mee atetering as does he cretion of Powe oi de shows rage fat prseartons, Aj ove of echcogy ima proces should be documented the pom {Rho sad cated a an addsionalfrmat of efecve communication. APPLICATIONS AND EXAMPLES Me waanabe' fou grades have been studying Canna hia all year. they have expored the ae ere tne fom the pe-columba eetements and people ough medem day ire ion api popution ronwh They have crested time ne of he history of he sate wt tar lnmeaty mone As Mr Watanabe nvxuces te fia segment fhe uy of Calor er Pi sme puis of iE Thi pire cf my fan, Tis is my sania eee Surmodher Thi ny father sod his sy ees. And this sms He points the al Group Projects Activites Kendergrten | Famly pons | » Drawa ptr of our ante 1 Tel above what our fy eo do tose wering 1 Draws pcre a some work ht your ly does together sogeher {Te aoun how the works uided and who coe each got + Taba igen rman Goa Me + thar anyone your ny wo teaches ther people in ‘he fy how to do dint hat thes? ray | eves | + Gupte fin wari cr gop io a eilrent Chooong one apc st tne hve ‘te ude rtervew peopl her own cultural poupe shout how the parr pect repre (or ear, ‘pe we fee the portance of edt the rege or ‘irae sarc of cere colors the rea fos Ceitratins te vison of work et) Tewaywese_| + a serdar ry to seschnges |” sures ofton rg he ht Son terersion | perso goseston Questan sod ofl ogereaion | embers tod sho exrine how there carga ‘Bected the ee of tve and Be ake spon te fi Spee reat | sue sis he mon of Nr con ers roy | nson |Fovp onthe tory ofthe ea ton The chs cue omy nto shuld be eines rt to etermine the revo or rngrsion# ryote ory work itary ana how the occupation fpneraton ent ne Sir of he tea eaton The anges sl tera, ‘czas tnd places where te aired oud be ‘aroued to he area wend the ste raton and weed Fistor when apie Me ‘esac Seas ni tj stint schoo ‘history oe ore ‘pence praesere opendure cneneyhe ewes ‘euro rtd ee ren uy eo ‘ep orpeet he ctson of ooo ears ‘etree ora whe ov tre a fergage od tacos nO [problems or disputes should also be examined. "= Hehstoot | Neionbuiarg | sudews anne the moveneria histor which fect se bang orators ang how he cutie has flowed or ‘ere om the general wena The contro of wore, Iino he oft of word vets re a enscre pt fe balding of ron seo tha wee Th chnges ta ase hen pce te msec ea re anacereThe canactn cf tine Ins thd prs iy Fetes nro to word eens appropri Figure 19.1 Cultre Sues Approprte br Dirt Grade Love nec sn rer tr co hh CH Heyer06 secriow in) STRATEGIES Fon SuerosTinG srupear invouvepEaT "tsp gonia ane pane tama ines serra ee mt acerca oe Bical fama iat peta eetiecnmecicnw boa) brcnes pas toner cbovos oor 1 Strata elon por ereermerestome beter vetiig eeeeamect ote pon sean toe ped eater Saiactoneke poy Tale gs ny ia ty ee meet * Pepe crouse tre ne tat hey Fenenber The frp team a mh you can seh torrieideuw neat area reer ign wea coset tee tr ey eases one acerbececty ~ 1 Sarasa pelea nr erste ne iia iipevete bennett ones nnethrton ss En onsen ssh Sadumpenesniearerenar en cee apnea ag isi Bos tte connec ook oer et rltectns eter vatgepiaises sinenre nc pcos Srrmracnasiengaet epee rte eset ann re isles bho nett eene _ Solsgrva se darecoasra ict seer yee ee erm “Wonsibendunienen com oeeitaasccascta acaeet ioe Rest Tati eT Gara ae sr you preset our cre ny cho ml you ae lhe folowing ES Fines theme stow ht ees a NyNaaatrg ng tosee eit Thee cine sting grea, NaS ie art pene rr nee rears he mn pista oma, T fave ced erator ay report Fo ews of peop my meron my pret groan andy gardsrems oer Prove eainfomaton hm reer sa then or ears at afte ny ‘nytt —— Tht ekdefoaton ny ear hee he ge in ees and pines fom ‘ice ced een iy resin my opr sth he ao” of my ars hertage Mra and recat il be seteta my Secherahe coneon of my por. Figure 1933 Chel or Gilnre Stay Reports a CueTen 19 aan ste: Ue ing Neeareh Sie an ut Home Coltri One Projet 107 tin he ptt. 1am going tl you sbout how my family’s tory Hs on eine line Cale omnia history we have crest ‘My grandlather wos a ficherman inthe San Franceco arc In he 1930, When the fpanese bombed Feat Harbor in 194, dhe American people heme very sipcous of al panese ope ‘The American government mene all he Japanese Fans frm the Wes Cost camp tat «hey could ot consi wih the Japanese goverment fo attack the wes est Of Ameri Te Pee ‘une showed you was kena the Mansarar Relocation Camp ena California where my ‘iyhvedtor four yeas. went toschoo there My hole any ned bein ahd wie ke erm ply becaune we were [space ee "ja woul tin that sar and father would he very ier aa spat of sey and lute were ted ly pens Breve sce a something that ws marae sh po Pl fghtened inne of war ae do real hg. Pa fy epanes cure he sl ‘stent that an oiporan pat of my ure hiking serene though that este “aon ote ht upret the higher tas of then. Afar we sone heute ‘she he ws inthe ebeaton ean He use the he Was gent cate seth Hes Waa plea cit ale the a iene under Jerry 2942 sha Mr Wate Sunny eso Manenar War Rekcaton Cap. He hen als sb we warns ach meet ‘he ast db an 3 pt ofthc nl yo Calta Non “as your fal sy f Caloris sty want you te nlm dhe members your Fas jour can een. you pete oder pple os know wh Delong to ou et Tah et Fr out bmn your family perp Ive bee in Cala, what ene them or ee i ia they plied name te Calor event that we haven sing. Hr pres > rt know the answers your questions ask your wandparens oer ppl nya a hs. What xr ays ean eu ink 40 gt inform aba the my ‘We cul took ol ptonrph lbs” it ae My endnote a any eta a he wk sof fan fen eacans That wl he ery ell Mr. Watna ay with se By thee of he ek th he Sung wa they ve cas nang event in the fac othe sade Some the ses sre saz at haw Tan some ofthe Mesican und Nath Amercian hve lve lem “though Mexia es were al pew nina el a My fay ey eed ‘alanis in 1980 Maras uml has been hee for generations. Compared th he fay We ae "he nee haa” Ms Jtroys recs 1hgrade English in 2 high school where most af the ste ae fom site Protest lanes, Ne hsband teaches te ame page Jee! subj in hhh lr soo! and they often dscss how dilerent he sets atthe tw schools sein he es ‘fhe work. One ngs, over einer. Mr and Ms efeys dice tha hey wast do a prog at ov hip the stems rom the ro schools get o know each oe andthe efeing Hemp ‘They decide sat eich of their tens should wet a clural wteboapy eo be shared ove the Ioternet with a student in he eters clas. The elley die 10 cl the pet "Curl Converse ons” They ben the dy by dentynga pec of erate tht they can expe wth he cases, ach student sash to reflect on the Incents discussed nthe book ad how # eles to she ‘stom, values, nd iteacuons in their on fais and cultural grep. The Jey coe fe bok a an! Simple a Woman’ oun othe amis, by Sve ender C189), bec te Hot ‘clleabout one somn sto snather cour and how the things she ane shout ae eer {se her to reflec her ov, ‘he Jets asign conversation pater fom tel out perl ches, They intend vo sa sal anc se how wel the project acceped. They agice to ead and seus the fine captor of ‘he book on Moy, having thle tudes retest on the chapter, tal to thelr fares on Honey Digit and post thei fist eal conversions en Toca “he fist chpier of he book tks about ow the author falls in ove with Amish gults—ieie sine designs and bold coers—und begins to think abot the Amish people. She compares het Lfestye and ales wi tise of the Aish people se wants fo estes aes of elm psc het le. As the Jefe ea the fat copter they stop periodical and discus their own Ines, vale,toe SECTION {11 STRATEGIES FoR sopRORTING sTUDEAT INTOLIENENT nd tures ad how th fay erkapesconbute 0 tec belief. They ak the stents 0 think “Sout the vats Mo Berner lat nthe ft chapter and howe they equate thei wn persona ad jimi values othe he author disque The sudens ae then gin # Isto things dss ‘eh th fates tet evening stad ot that they vl be dissing the selections and intr Trtton gine fom thi fanies via ema wih & student atthe “ter hig school the men dy [Tar auders chuche knowing exacly how they ae connected ote her high chook “Them day the compute a, te toSets areal busy wing © thei new conversation puns Te Jefe ask the atident to sve the comespoadence cach day so tht he sforation {iy thre and pater fom thei onvesaon papers can be Used in the ftir. Thee i eof ‘oncarn shout spell checking and proper English sentence actrebecise ofthe craseiown sary Farwecn the high choc, tte eichers and few students are ll apy to ve asc "On Wendy, he Skcuson begins 9h what las been lesmed through the conversations any ofthe ani are amazed to ower he erences Inthe use of mead the prions prose by thir convertion part “hy pier bs esr every dy er school e's taking rumpes Ison, French esos, and ing toed ince. He ht no tne for fa, He goes rom school ens, © Homework, 0 bt aye ie. “edocs ht el you sbout his wales ass fey 7 hin ile oe sur his fami values becae Be des seem o Want ake al hove Jess replies ike rt may be sor -but he's doing” as Me Jes “Dh I your pin” Mikel epics Hewes inva going lng wih hs paren expecta sion hin aproving hint in ates of se ae ngyes, He dh iy He a8 expecting #2 to colege on # musi shah. “Mer ti cacusson othe in day's conversations the ees read and cuss the scone haps of Plan and Sipe eve Mc Bene sagas wit he tet Se Ais, Het wes, ‘Sia Scom cisely confit wh thane ofthe Am and her desi wo no mere abot the Anish ‘ture The caper explores ie valu of the Gnshed pedo in comparison wal the valve of te ‘owes af cai he eed to exh Halance ae, a the emp of religion on the rales of {ic cate. The Jeieys ge te stents her nex signet, which bso llc a the chapter fd ther own fy ves related hese sues. Fae audy oatnacsn ths pater aver the nea 0 Weeks. Afr the book has been read and te convertion priors have acted numberof ses rested 0 cir, dey are assigned 9 TRpor to be witen collaboratively and presented foi meting ofthe evo cases, The pants Prong Sone airs om ii cures that represent the vues hey have covered 5 they ‘efet on the book and exchange ideas. The partes are to share th ngs they Asconerd abo {het owe cours and how ther bell eytens were formed, inching the tuner oft fm [es dc igo, the steer soa, tiered. The etreys pi a scninas where the tho date wi get toga fora Saturay mocnng to werk on ther presentations, et Minch (Ger and then presen thelr ndings to tice scol admits an fans i he aemoon. ‘Sthaudent isnt wo contibute a paper t jours they wil comple colbert ied "Our ‘Soles, Cultural Conmerstons” The felfey tre plese to see tat alot everyone consbutes 2 Sgt the urna The stones contd show respect forthe stems own cles and the few information they have gained abou hel panne cue CONCLUSION clue sudies provide way fr teaches to bull the elasecom community while nga tei ‘Skene cop Soil sues prec hat regres research Language rts kl uch 5 i ‘Cntewing nneckig, wing the step inthe wing proces, and oa and vival presenti mast ‘ncight the castor community i greatly enhanced when te teacher shares his/her ovo "tyes the mull ways the study was conduces. Appreciation of the ales, is (HAPER 1 CUTORE STEDES: Latin Burr ki ad Taang Home Claes in One Pese ° term and ung contin fe ferent coke igen tough he proces “ng map atures ugh and scsun ef pase cape eM | EXAMPLES OF APPROKIMATION BEHAVIORS RELATED TO THE TESOL STANDARDS Pre sles wl + represent ey ure only adn pues + Seat explain ays at pepe he se and een 4+ teens wl + epn he oe of dere utes on US. and sate ores "+ explore the values associated with different cultuees, : 9-12 des wl: + explain and exporters and epecasons of people fom gender in a variety of cultures. es “onic fon panes + seach and conan fly ivr nd tineine in elation 9 word sty References Bend 8D ain md ne mamas rye nyo Yor: pe Calis ate Sot Denner vn, OSes gnc, tet, Freemin, D. a Foemun (19). Behr worlds: Ae eran De mn, 930 worlds Acces 1 seand langage austin,LEARNING CENTERS: Extending Learning Through Hands-On Practice “This strategy addresses the folowing TESOL Standards: Goal 2: To use English to achieve academically in all content areas ‘Standard |: Students wl use English to interact in the classroom. ‘Standard 2:Students wil use English to obtain, process, construc. and provide subject matter information i spoken and writen fxn, Standard 3 Students will use apcopriate learning strategies to construct and apply academic knowledge. ‘SSivse hrllow them fo cb addonal expedence in using ne sl expand sls uae 1S more closely mac ei inv eds snd Work cooperaey with her ude, Lear ing comers ate ths expecilyelfective for meting the neds of Enis nga eames and ther ‘fudent needing exjved veel interaction & hands-on pracice to enhance the lens, See ‘gure 201 for suggeslons of ways in sich lari centers canbe used inthe elastoom, [sts tre places se up nthe clasroom where the siden can engage in hands-on STEP BY STEP “The steps in implementing leaning center inthe Classroom 6 + tdentifying sts to be practiced Ide skis that have lead ben up in which he _sudeats need more pracce. Setup place wi materials that cn be used for onl, ibe tiv meaninglpracice i the wie of hose ils 1 Introducing the centers—Iaoduce the centers (0 te students, making se that you emanate how they set ae the tera hat Your expectations are forte acvtie,s ow” ‘eee wl ananed. Dipl theless expectation nthe cee so tha he stdens Un ‘Grund that cere work pst fic assigned o> and wl cont towns the couse grace. ‘Sica for mowing em one cee to the next abou also be discussed and modeled. Roles about {eanng op meters before ovng to the ext cater shouldbe made cle CHAPTER 10 LEAKING CENTERS: Extending Les 00 Practice ant z 7 Keren | Caste Cor Stet count bcs nd ath cise geups Sertng Conse ‘wth numerals. ee Sts rt joc by bein sae (aint Soeprer) Lierig Ceter Stes uno sansa on aie cr shiny ies bon Large Maser Couer | Socers fart nee ofan coc eas aca wate i i de pr ad SteryRetng Carer | Scere ery by ve ar ong rat bro ten do fcrooret taperstonten) Leer Wee Cmtar Stents match cpt an eweraca eer ich canbe expanded inde pte tects ‘ose ramerbepn with teeta. Primary | Were Wor Conar Students bs igh runs werd wth apr leters or leter str Podet Chart Center ‘Studs ut vertances wth word card aed lcs he eters ne pct har Can ao een o bul compcunt worta conracions trate yey sons ae wre tres Comper Cater Scent work cooperatively toe word proces oar to wie cliborsve Sore, ben tre se raha Sere artes od spe pepsrrang ‘ateare {9 cete aps rang nga ot Dey calor) “eine Wing and Pb Crter | Stole erates at the centr to wrt nd cine bin error andr ri 2 (ath proofread) hs be ‘see pace oe othe lin naar They cn se prooteadg ras epost Sony wen by acter sd forthe as restate tone Med Ses creo seca ob dees ere Reon Sisco Segond de terrae sa Pro Carer Scere ata covert eats project ted to socce (ep moc) 08) Suds (08,2 ap) erature (eg 2 eras). incor ars wort co) or ay Iusraton center Sido oe materi os rth nhs centro repicate the tps of rrr dane yan ater they are nig moh as ie Calne part a ‘ologe mtr) or Le bar Get Figure 20.1 Siggestons or Chsroom learing Conars12 SECTION tH STEATEGIES FOR SoPronriNG sTuDeRT mmvodtgHENT < Deseription Ure Since Carter ‘Obseraton Center ‘aster Cater king Carter -Suders a ater ths ert eplite ferent demented by eeu Snr ae cower to cs obser ans rte curators of rare. ar udetape Jetermances nue ence sets Eien use tha carter to wee saps fo se of rior boo nt they ets 0 (pacie the sane nd then preset tothe cts ‘Ses ne tha comer to colbert et Boer wing at almost a0 oe pushed Tha eter nce hears Getorares an Engh area tes. ile ferioo! ‘ape Cer vio Center ese Comer tle eierces Center Soawi oe certo cute antes iSeries aon escheat suet ros prod or ray te tds Valorie ape oe nla a rere suds etpe eres Fo (Setnrc vary re ok corer etry ude ener ston Etocoyeant rc ron compacr wih Vone acess nates scene ence suse serch tops Sy met ws fig to re SoSSircea comepsarato cores SSenmetgeces Gcomtbecpeeestonre) Stienewecoweetto riesgo e pc esl ‘tips ae ech penton been rpc Wipe Cer, « Go te top win aperinte fepesra thgece Coe Winrar perl ral ot top the Tinoco igen Coe «rr ager word posem abou he apc Te topea an ecigece Cor « Gwar abot top be ‘ofpeadaigece ere + Sromopap te oe the choca uren Coe Figure 20. Contre CORPTER 10 LeaRMONG CONTEAS: Goendieg Leas ing Though Haadi0s Practice 113 + Documenting the center workIrcdice nh forthe ets owe in documenting ‘he pareaton in centers: This can bean plea tof aes he rex enter, So ‘ct form on wich the sudens eter the nares of ue centers they wil compete each day or = ‘wok older in wc they place al center wrk done euch day. Te sade hae to omen the ‘elements and the wan which he coger Work wil beset: Make your expecatons ety ‘ear gto whieh cent ave required snd whih are opie + Bringing students up to date—henevercemters at chang pet the expan | aking steps thatthe dents densa what eld. Cress he change ely ‘ih tadame are lle nd poke wa opens to pacing hey ate ue + Assessing tude progress and understandig—Irs vi ha ear vite an eae sme the wo taden Gs ean centro the dts wl atk hr cee work erly. Teacher sold setup 2 set for collet aa scsi the uy of eer wow, Celebrate cies ae ne wy of ater sues gether stare thse dng cee te nl promi te weacher wh an epportnty io encourage stant hare ing tc Sete ee loc Cenc prat ate wet kos othe ial adem ports wel + Adding recbwotagy-—Compee cect re powertl way of prong sia sil rscioe lina unique mene Stent mae PowesPom prenertane povie sed owl Cetera we Sm waco ave found the mating of ile separ hemi oss ting con APPLICATIONS AND EXAMPLES “Te dhl graders in Mr Minos class are ing wie enya Mr Mann dees ha he wi orice a erie of karin cers a il eal his eso pre rn ees ty well ato produces cw news whi il ve them abn practic a wring in seer ins. The enien Me Alrina sct op in is sero wl sup te tenting prow and ‘spand itso tht te tants get prac in wnting fers fo tere pres Mr, Martino eg y eet Msi mano oa of cardboard bu tha ergaly hosed seating michine: Hest up «Nl Proeaing Center in hich the mens nk cine! he sds designed saps onthe oceing ers and place them in alpabetined leer cubes Ibe! ith the thi rade dents names. Aatino also creates al eby bo forthe Minden his tases can we them len, the scion in he mal proven cee sy, Take el ‘ut the a collections box. Cane! the stamping th al canton naber sa I anyone mae eter with ating # Samp oni sap tur o sender nd place fn the mao tthe penon wo sent Ue the spac soning tay sad nthe ees wh anced amps Sphabescaly and then place ther othe mail cubes” Bic, Marino has rece ugh profeadig ois clas and so be sets wp proofeadng een ‘eran class newatter projet tht mall be done on the computer Sunt ate eeaage ene ces forthe das news shout cass acts, ates mith the hinergrten dy ty news ant the suders or fame ine elas In sion to the ews ais hee wl bea page fetes wo the edie apd eters Dear An," their ace avi alin, bo of whi wl re utente practice in wing end late Mr. Marino sts up centers in Niuch the news aries ae tobe writen, In these News Anile Centr, he euplns photowaphs uf ect schol and lanroam tives ad eld ep or te ‘ents wre about The nstucone nthe new wring cena sy, “Wie an ate forthe cs ‘ewsleter abou news event n our clascom o choo. Be sur a inhale te who what when, Sd shee snformatwn about Une event When the ame ls completed ake to the proahening ene tobe protien” Tn the Spors News Cener be places photos ofthe lates lekball and softball ues, 28 well 5 ‘wophics sone of te tants have wen In rece Lil League guns and swine competion tnd brought to share wih the das. The imsrucon nts Cente iy “Witenes 2 pons event ia which ou pacpaed Be ane to ncide wo sore, what the il ace Wa, WSS14 SECTION 1H STHATEGIES FOR suProRTIAG stepcNT”iavoLignenT span we ks hen a ate pc Ce et etn ect itm ee vee Ray Sg ss a ae space a et ig ch crore enema reste Ie tea rae cS Cece te tc tape phe Spe cometh naan ta Ht egret oS pte tein vmtdinar Mipisaeaerengcbatrace ttggeg Seach chats tt ars pean oe pee ey ins ache ate eer merits tacoma aati omen odes srreni evar agente owas ede a2 ery ee fT ne een ace Somacrns temas ee ra te Taree en yt ea non dow natant tanita carr h ices oe rae se a ec ach votre teas traced astm spices ir es cs Se pa er tenet Repo le nr peciteae elope en pn i re on pcg ot Wi cteeert cen cere eet scaiergety anes Scene cc gt en rn at A ce ay aa renter eo nye Wier accomplished tsi: News arte 09 6 Ne 12345 Sorts artic o» Ne 12345. Figere 202. Ve Marine Day Work sehen ey a es an CHAPTER 20 LEAKHING CENTERS: Extending Le ring Through Wants-ty Practice 115 fos sample of he daly work schedule Me. Maio uses to keep track ofthe centers the stadens se using ad the quay ofthe Wor they are secompihing. ‘Theses in Me Tals lhe antes sae eocsing The House ov Mango Sint by Send Caner C960, * dot now why people thik sch get book” says Kar “Ts jm of ie st sho Some ofthe chapter ons page one "ha ny th aes aos ok? Mc Taha asks “Thi bot are oad var enone: Fane ee “ke ths bok, What eters ft wh ke sb the boo, Hs ke a whe ft of sal pve tha el you about er Head Cen essen poop she kno a ie testes about fren people ht crcng™ “ts hats lt eon ike” Rasy “The pop at diay. They ling bout o- lay tgs ke book he el abou hogs dont see ey ea “don think there orien Franco sy “The Ye reso Tey rv hing ol seat” “ot do you wrt sat when yo he Kas Mr Tanks ‘Dont Jou nes te sop ou ko aah tig hey dt ges thats why T dan Wetec Kar ae ‘overt Ihave sng esi we out “ve nec to d some thinking abo we oy wrtng Kasei Maybe We shuld We some ero utara find whee thy fe th ean Mr Tas ee During hereto necks, i Tapp tach ce of pew rate 1 i es they pepe to eon spe wang sty wih ad ye clr and sv fecon the way people ve ate deco nd cont the ves My Tana knows at on his sets ea wih cemain eh rp dln th clue in that ha He hp lp ce the man ences a he schol and n hl comunises ta ep thes. ‘ers ta define hess. The ein of Te Hn Mango Stes an modo saa ‘in ima cineros's book ene ofthe chars, Eyer, wes pci She sae erp ‘stn tnt ho ter des eating Esperanea no wh hor cat et pon. Me Tk “Seuss hs arate sn her poy is cs oe dy ‘How any of you tae ever ied to whe pusty he aks, No One ass hd “We Me. Tanka ys wy ik se we ed. 2 St moan i headin the el want node you to some ways of wring poems Mc Taal ys “You mht hve ated ot the pot apn ws do san she es ‘reat tte sth wore "ir. Fas bes he ud’ f pty farms by teching the gh guar how to wie co «rte pocms wee they wie a sentanceo wo cemings ws age wh morand hen sane the wots onthe age so they reste pete He sa teaches the ce he foal for ag Exaquain ad dmonte poems ee gue 303) fer he demons nd pes the ie ie prac ia wing poms in thse te ori, ‘Tanaka a up leaning center where he ses on guineas paren ining ea ‘oer: He oes the werd inks tw tess crested ung how to we ls poor fe places the worn peker cha od te ase antag he no ngs od {monte procs: Once te ses have Bt porns Ine ce Mr Tas encues hss ‘cop tum on ale sheet of paper ad eae tein the bon steko ere tat he {an ter bind the por eo a ew postr tak Take read he poems te ath ay $d resucy asks peso ore thomson nce Somes te soaks ort te ‘tio wre te poem and Someta the poem wiser inthe sens home lanes Mra Sows appesaton forte sadn’ tla nies hs esac on wae wich they ain [rover owt. Heats Sueno rend and taste the jon for hn fe can eae ‘sg. Se igure 24 oso hows Tales poe cents aged ste sty of wotng an cle comnts, Mr Tanaka gaat teaches a number of skis snags to his undress the lesson are ght, Taran setup odo earting ce {es in the clsroom to provide sda practice fo th tue Before Tong ie ues se ll woking in ceiers whe Me Tanaka works mith sll groupe of eat the profes the)11g seerion 1 steaTestes Fon sePponting stooea unvotteneaT ‘Acnguti' x feng poem wh nes writen ne allow ranger Cae ne word ject ht sales Led farses amen te ject. the® espe ofacion wor reaing tothe ject tet git sles enresing ein ra thug abou the tect Une 5: lblesdseg or earning te sic ‘Arevarpie of enquirer by 3 econ pater Sree seh dy junpng ring ating “They bee comet roe! wre “Adamorte ina eer pot tht ween nthe shape of &damondThs poet fx helps ‘odes to Serco he ders Srgatoppontes Soot pou swe ings fers eer cen omstiet Uhe2 wo deebes deze the ec Lhe ee prices (ern nr tengo te ject TREE rua the twa ta abo he esate ecard 190 el abot the poste Une: ree preps teling bout the oppose Une & ‘wo adecies srg he oppste Une? She noun nat ithe appste oft subject, [an cnanpe ofa davon writen bra eveth gder coos ensp 2using rere sag Books papel gues baht ‘Song are ng otand sey ‘surner Figure 203 Cinna Damonte Formula Poetry sre resting, The cates te hs created ath sro provide Mr Tanah ine 19 ae TRATGREE (Rincaon wie ls sudkn sve working on seergthening Hr king a8 = ‘SERS ate comer he hs cron inthe castor nce: ie Poze Center where sents create formula poems. ‘Beirne Recah Center where sides on Search fr inermatn reed 1 he cre ret co wich iy sre morn. = SeSihng and usering Cer bere stdens este prewriting webs or htt get hem Sed ining «Tet Comer fot cating volo eahance the wing ad presentation being prepared we iGpuse har schtsr where nailer charac om Toe ewe on ano Set i highs each dy. “oe sent ed te shor cep abou a chars and er eat sete fo the ‘Rone ead ce wnt» desea of scharcermbo ought © mind by the Crees cree ea erent an oration forte we hut This ener War ted afer eon cite a the our ways veh ss cet charac, wha hey 8, Wt ‘hn hm tcy dk sad tow they lon Tp 198. OX veo Cente where he sudens crete a shoe video o be ved 25. par of the poket ANS video scl resets pan of het cue whch fi to dei Phra woul ape sch lvl tection, body Hage, poral ple, Tift rfc, te ide ese in th oer maybe a slaon OF sees fideo CAPTER 10 CEAMNING CENTERS: Exending Geavsing Three Ginaan | [Barame i Ss Figure 2046 MTs Petry Cote lpn nthe ay or ane led erin pe inp n “The Fhents of Cole Omer whe Me Tales uote fan an Halls bk ‘Biyund Grei98) and ps ech ay Te tae ar nett 0 ea he an ri hy ing tp sh sem Ty uy wok so po in they ay espond in Eglo tc hem lane Ade dy have re! he ee {ofthe day they art nce the quote an th efleton a hn ane rep in sae ‘sail. a putts deoctporin wong The quotes he Taal esac tongb ie Gl is aso tang: hey speak fas being saved, spent wasted est de p= ‘cleat, dowed down, cag sid tuning tut 1) ‘Moder edeation hs lf us withthe lara it et kno about eaig hat real letting goon in Ye schoch ah hit dete elo Une the 28s ofa aoa ike the your oud) hs 00 vay 39), Each cafure has ie own chareterie manne of laoneton, siting sanding, lining. and gesturing. (75) {A the end ofthe month-long sty Tank students have anew vison of cur ais place in shaping thei hele and prion Thev dics diferencia cre wih pes cy see ricbackrned and eiscove tht heir assnipuons re ax sends The ean enters ave sen Them opportuni to espana the sil with pracce over ine. The students have had exerive fexpeence in using the Web for esearch sn they have ll ed ted sce wo pieces of ca toethac have pea them tauenterandersandng of erst, poe ad le Te ae tr Mange Sit Bryon Cur me CONCLUSION ‘The use flaming centers the clasoom isa powerol way to encourage senso price te ne sls they ar gaining, Center shoul be cart expaine eo tes that they nds ‘hats expected of them a they se the center, Beth behave stn lean expects mse ‘made leat forthe enters fo supp ur.ue section tn staavecies For supronnine srupenT amvolgeneat “witplunaed cet enable sent fine he sls expand tc uses of ney acai sui anderen new sien wayoto demons hk emi Tones the power fam seen casronm, sods nt be ecoape ogo jd be ih race 2 nd renee ene: Sen shou see thc eons ecogized, aed, aed coated fey Syed amino eft i lamin entero EXAMPLES OF APPROXIMATION BEHAVIORS RELATED TO THE TESOL STANDARDS Pre sents wil * follow modeled cel dsections to scessfllyparcipate in laring cee. tat Fr asa rom peer Yo succeed at the Fearing cee ik 8 den il: {se mates jn structure way to consuct or ier a specie leaming objective 1 Stond sks ough independent prcice based on casstoom ns. 9-32 audents wall + bald on sil ad information aug In eas solve reife preen 1 cle bnngshlo cee an fnovatve composi, Relrences a5 O9%0, Te uo Mag Set ee Yi Boks non He Fee io tenmage tc Cae am ching sages Ae) Upp ae ies one aaoae 2 IMAGING: Creating Visual Pictures to Support Understanding This strategy adsvesss the folowing TESOL Standards Goal 2: To use Enlsh to achieve academically inl content areas Standard Students wil use Engh to imeract inthe classroom. Standard 2 Students wil use English to obtain, process, construct. and provide subject matter information in spoken and writen form. ‘Standard 3:Students wal use appropriate learning strategies to construct and apply academic knowiedge Goal 3:To use English in socially and culurally appropriate ways Standard 2:Students wil use nonverbal communication appropriate to aucience, purpose ad seting Standard 3:Students wil use appropriate learning strategies to extend their sociolinguistic and cultural competence, ‘maging (Chamot & Oley. 199) 3 sey that encourages sets o rete an nage their minds to app the understanding of concer or post he solved The teicher volved in supporting student to eet sid pcre th enable hem fo gn Ue scene lng deserved inthe tex beng eead or the problem toe solve. Once images ae eee in te std minds, the teacher encourages the ster o describe wh they can see This tes he teacher an opportuni itera with the suds oppo their undetanding Rescate ee Ing comprehension Crvn, 1991) has shown smaging tan bute of elev reads, which ten nos employed by poor readers. Forts feasen ran pono satey o teach ts expcly Ssponant occ the srategy and scss the inages, or mind ple ah Eng lange eh les bcstise they may fern faulty images de wo masconcepion lated wo anguige masini Ing, Possble curcur uss af sag are shown gue: 2.1no scsion tn srarecis For sorvontng sTvoEnT cnoGnsneat So Curricular Area Imaging Use Vvortulry Pure your in Does lok ke the (Stow an atom or oRagN) ‘hat oes usta el Compretersen | Cose your ets dp th scone yur mind What ase? (ueton Sr dtl) Mienatis Use with wend probes Aer the wad problem eave he tess ose er eyes an pete the pol aera nd hrs ree the Se dope enns bere sae, gary he ron) senor ‘erase oft rete te sds ot ees and ee 8 = ‘mind picture of the text. Question about the overall scene they see ard the Rooter es poe! on etre tage sce begin ete age nrc) Tir chara pre wat they wart eats Queso er 004 ‘tenes fe proportion el at rove tat hy 8 ase ‘as te tudes itn 1 mash ham ue ha ees npr wt ‘Gemese's ugeng Sec tha to debe tein pte, wee efor te scents wre 3 age ne her dos tr eye 2 picture (Ea ape ney wrote oth neds Frege fem fra De mage ey wane to creates they we events, Figure 210 Gavar Uses of iaing STEP BY STEP enact ge co sesettn mcm ving vege armen Doel three rer ce ae Sn soe tere cease Serenata untae hat eee Hema unre wr in ahem berks _ egos mye aig seeps eee West ce i el ERO tects estan mn re CHAPTER 21 IMAGING: Coasting Wowal Picutes te Suppers erataatiog 121 + creating mental pitures through verbatizationan the wens yu wl 0 ete he ment pire cael Be repre we sym to make tages lara Enc eres Bee ‘he the prose fs exer es ppm nn seen the pre os image pe pane mete te words isthe ee i langage nea age, when nese + Assessing the studewts' understanding an progress—Have he sles de witb were able to paar inh ae Encore the empath ish the sof ier dente ana isthe sce of the lees Samet ype Uso Trin ot nuances of mening in Engh voy. Ot tis ps make aes ae the new nn cafe Inspec of acs ang ties i oe “lkidat sadce poles wo dcuonet gros Moe peaks can bess wth the ei Toms aaehal of writen dexspsons hase on vera nertons ven the tach. Make se Ma enon inten i nl th the prs that anyone examin the pots wall tulsa the purpose aa esha fae stants eset Pe sac plo erie in ih ey ese wa thy ee foe the ac Adding tectmategy—W is hp ini sa of Sing ates owe ale de shel om transparency ls hae ec sted sod Us che has TS lan akan cement fier for some tars Das he toe of as Mk, ing a he dome usin has ares sas Ecos mg se APPLICATIONS AND EXAMPLES Me. Reine thelr ants gare ene iil wos in th, Th fst rem gest ll ng iterate Jans re ean an 8s da Hs 4 ye dt Jam sg whose rani Pav avi ea ek tha fa a young aah a Th se ed Cao ‘so s2 ws young ha i. While the ene he kn? Wh the yg? Ho kl ‘Fema fei the ecb lw the cas nd ys “Thi fn nd of pb “Then fox of information ven huts ha 6 keep tack of lid ha hp eee cto se i wel de ration eo sve de probe. When eal the fre seme, Tice Jana ite 6 year-old 1 etre By sa tl 1-yeur old hay T know lo 10 be {use the pon ase 4 yer er thin fer ny id sean sal Bh. hey ok ke this” Me Fermincen dvs re of an wd eh athe ext pa sas tha a a a ee ed David ho 3 ye okie shan she Tha bakes hin 7-0 mid no Sc am, Pav a BH, Freee rs i snd so ich te ac igs ase at th" ir know that Jan 6, Dai nd Ba 1, can pie. ture the oy md. Now as tat Heb ster Cro fw yrs une hn fa, Tt as Ter years an pltre her in nmi” Frander as Cr the pc Ste tre 212 for Ne Femancers pte "Now hve il the foment ace ta answer the questions” Mr Femander smiles, “Now yoy read the nest pron Mk. Gusca faethe chen. Jose, Mind Lila, Rich of sam ie exaty 2 yeas ol than {he nea unger one jase fs the list and Lida the yume. Man years, how od safes a? Ase Ferd muves snl the rom, he tes a seve of he chiki ve dr ees closed nd are alking wo theselven. They ego wet down mun nd nes hey see he ps ‘resin fet minds Gals dng ptr on ie paper Mc Fenandez sop oo Gabi, ‘ee you have Mara dan on Your paper” hr Reminds Howe ese ‘ght Gabrela sys a6 che res Ue umber under the plete of Ma, “Ba thts the only one kn ‘OK Me Femande sys “What le do yu know Jone isthe ede,” Gabiet sts “Does that mein the ame as oles”ta secon ih sraATEGIES FoR surroariNG stapes vavogentaT Figure 21.2 MeFemande Petre sen” Me Ferns sys 38 Ga ea Joe eee eens mths dus Lisa as Jor ad des he pa wv a ise sie mah ges siy Cs te eg 8 psi ee aba te st ns wap acu eh #59 “sete hago an rae era a si MG Pt? ever etd fo a intra e hcke A Pio apnea abe Us 2 oh sunt oa Taq oan ef ot are pT aan ee ital ctv Rob cart nme man there rca eee ae a wal mere th be pr ae mss AIM A ca thea th Mo so ge an Of te Hee een teins one he bat ee hat he lak Fo dtu uy Me Pan te “Cle es ay to te andes se Fe yh ui tam weg sons # ences sh, sean nd ea ese hamden ing my bk as wah 10 Fea ee tise suet shes waa hage fn the ack Wes a 1 lak bask nw ag hig fete pl, 60 Sharthe a Fe athe day? any ce th ei fo the tea te ie he 1 eee dads ne ang with tees sed Due al cy. TH ros aegis fences a a ccm im seid and Wop ely fae gon hi tocky vessel As the boat fills up wth people E begin 10 feel sufer. Pim not the nly ene son the risk, Seen anne ob finan une a he noe trees a Tn acl re we eee fer lspbaed so hae wl sl to eae god's explains he Bye Soe me oe eof wer sue range es th os hat ee) Coe ee Benches Te sb dels ett he es ced pan es eae eee et eraus Acne ones Dough hem exe of water me sn find al plea pe cea se a ro rss ht Joke Dy. We Pe thc pn sel see tera ou 2 el of when ha eps ren eee iia ae col ace coming wee or ie fag we ye = fe a cetkgraen a hee de pnd ge re ahi fo oe abo mY a anne ch we ae sos y aan a cypress es nll aera eee om pons ota wa looks he logy re cal sal a he pes un to esp ou ine he beat am Dep 0 se fad Saye bhi on the se pea ples ance bree ad lay a hot si wa ack mand, We erty nom Te i cure othe ee sn e and he ge a Nn aos = peeeess 22222257 Caarren 2 ueucins: Ceenien 1 a1 Pcteres 10 Sapper Eadersanéing 123 long pon move wet hgh he arp 0 We cam ace the wld ama the ler of eau i nding on el le nthe se the rmer of sakes we see seaming hough tse water, and the mane of fy ders and Sac Wwe ee Duly boing ess ed {Guo om eer The qe calle our atenon to = hageanke Usp ers branch banyan tice. ht alse dipping nt he wate Tales ae fer dow my ea aes ee ‘ng with movement we rep lowly hn the esolved Water The Water fas 3 ton oe, ft plc ft detncive: Pe pi lsu theese he cor fue water called anh So! come rm the ask of Use xpress ee Hea ells at see Un ave ne the ak ‘ofthe cypress to ake tes tat they cn very eal "Ne ener arr sevton of ih ss an he ple eta the engine. We ate ou Bn ack tah ae pt the wi lake ares he we gin ap fel ey i ef hese Tay face ening om he wind wn, and It a Tee icy waar wn “bie Pain, lino saws Reopen his eet cokes the pes yd That «er ge, Mana” hs. Pins wept “ng ale creme pcre 9 Yeu ing Hes you arco hat yu edt, Nene Ua ve ok fo oe my tp the Hae, {meat pct of yo ea abo a Se og Fane “fers ens ave completed he reg, Me Patino ps hac the map ip er lesan betwoen te scee de deeb the ashe re nd he map Se wank thom a nuke connections Fasten the mariage he mp an the svomey favein se en, CONCLUSION Inaggcune sed in we arey of ehcp oan cau en thea wo nage ope ct mi nds tht they at weal cesar "rs cnmon secre that ster kon how ge nce esearch iat sh po exes a ‘ote Urwin 1993) nay be mecesy fr scents to etl da peur on per bene ‘hey can pi ples in thes mds ak each moi o8 Wal or unesning a el 3 "tonontorng segs cin ip stents cme mr expe or hs kein EXAMPLES OF APPROXIMATION BEHAVIORS RELATED TO THE TESOL STANDARDS Prek-3 dents wil + create pcr of itera character. 1 veal describe apace they have vised (68 mudents wl: + expand weiter sentences o inhi ch, descriptive ange 1 tdsete laertore ted on ther erpretion of het. 9-12 dents wi + just descriptions of characters and evens fom a cm based oa infin found ce Infered inthe tet or tea ie expences + design costumes and/or at ors dma presentation of & nove! or histo ee References Cchamer, A O'MAley, (1950. The CALLA babe Implementing te cog academe lan “quae loon approach, Reading, MA: Addison Nese. sin) (99D. Tching reading conprebeson pres e),Nesthan Hees MK: AyINTEGRATED CURRICULUM ?? PROJECTS: Using Authentic Projects to Bring Knowledge Together “This strategy addresses the following TESOL Stands Goal 1: To use Ength to communicate in social settings Standard: Students wil use Engh to parsipate in social interactions Goal 2: To use English co achieve academically in all content areas ‘Standard | Students wil use Engh to interact inthe classroom. Stancard 2: Students will use English to ebtain, process. construct. and provide subject matter formation in spoken and writen form. Standard 3 Student wll use appropriate learning strateses to construct and app}y academic knowledge Goal 3:To use English in socially and culturally appropriate ways Standard |: Students wil use the appropriate Iangszgr variety regster and genre according to audience, purpose and setting. ‘Ssh Reomfede and shils never cuicuar areas are combined 0 aecamplsh an aun rit aurie we egited, wal around an active ean projec, that he stds re Jenrive woebulany an having expenencts har emanate the eed tus koowitge i nip ‘Getntacs se complt elie work negated comes projec fle fom tema wi n= eee There no stem bing il subject sess in the projec An aun pref > ‘SShhplded wang ony the cular seas accessry to actualy comple de objecive "Pi appoaeh & apropmate fr Eg gape learners Decse ofthe se of wrabuby 0 pe concn zo the foes on tur rect, which embed the gage nel aks 1 a “Ghote wore tats Jone in an integrated cariciem projet almost always done wit coopes- sine group of staderss working tet to crete prec. Ths approach gies the Exaish TRnguage Temes many oppertnsis to ner verbally wana suppor, sill-roup sin, ‘ie engaging in acters ha requ commision T overated curriculum project (Meyers, 193) Is an approich to planning cuiclun in i sy Oo as oP a ee Ou ae al (omen 22 TNTEGRATED CHORCUIK PROJEE: ag Astnti Projects Beg STEP BY STEP “The sep in implemening inert rasan pos ae + Henin a ait pre apport i i hie to scence ai sl hes citations event and sve Pet el Schonk, emmonty, or eur vn stuf hes open om tha apc nee or ‘Swdenis to determine thirst Ask quienes on val sy sna wht ‘uk! yo ke en ht” Fo her soon se Pg 221. ve these the nig Ths wl ea tenis taton. Prose th oot pra re fee the mds htm kas wha mii sme ey hp ‘hestudetsto beens st the pee and sc te oppress ng, + Relating the project to grade-level and ESL stamdards—Whits ys pln th: cul connections, regu vorabulan ind key ons. sp iid he enc he stakes a ad Grade Level Projects | Kecersren + Maung ow layover pete sl) prey + Mang our aporiced der rei sc more end) Maing os lr ‘wo cu ngiba (peifomeed 3) 1 Were coe curls cae font sper eomenary | + Oueteens or wort ong of ie ude ae oni) + mang or own ey cout) dane (fe ech 1 How eur fle av betes 1 Latte fra coe Ftcasrg a proet ite scroot |» Advcsing forse ewe aches ‘Adore = oup (se wor sporting asf ee) beaming pub aes Fasknngs magetne oe wspeper + iegatns potogrom.at salesmen mo hea Sarioenign sere! | Unig te corey 1 Degg and rploreing somewerk center 1 Wadkng ner shoe (eset or sures of he psy calor) + Atioring for charges inthe cho! er Alles + Susie sed onagoos pee terture Figure 22.1 Sigpeions ortega Corcain Projectstou section a sustects 0 survonnng sreocn? anoitgne voacomplih gee and ES ec, Fan te mie wef cy an they Siew cota ope he pros her loupe ont he el sm Suess cn nfo spp th ppc + aetyng te clans gote—Con a cas planking seo in wih you a saat tony evs ne pss or complet sy amo athe re itn yl ned once he pews eed 0 Bee Paratype One proup png to appros the loa newspaper 1 Go a ate ent te EERE hope o idemying psi donors- One group ging to speach the piel for Fee et going toate the caftera ge fo a hey cn elo cra Ochs st Treen crea ane period Yo rie nds. One gup x pongo the ptosis ee cron atthe lea every fo ee there tre Any Tugs avaiable wo supest urine? Colege prncahipa Each eoup as plan of action, Ee ahs ber Ms. Bold can hardy believe how many ofthe plans have pred res ‘Ashe waches te parent ceulatng aun the room looking a the belly mowed photos se Sr the nous the local elveson soon lng the event for the evening news The a SEAS flcolor spread ha appeared nthe local newspaper i dspayed promiery on one wal. Joo Btneray proses commonly calle nstactor ad stems who wer all pt ofthe ro Ub betaag the approval The student are peuing any opportune for aa ngage pe ee Sptinne how ey gor ten ene ane how excing Ue project hs become, Ms. Boland is ‘Hag abut ae poles of rine ana budgets ae acrocaey tet the tes have gained Tebuot as endervor and she i leady panning her nent igre cUricuhin POE CONCLUSION tnregnted cic pros ae powerful because hey go 1 step eon the tana thematic a le no auerc ak. Whisher te tsk i providing Books Fr stents in pote cm rane eee paphy to mpeove wing sls and comin pride, or using mush ard science 2 . -2s2ee9 0 233 SS apeseneaesees22s> UPR 2 NTEGHATED CO HOM PROJECT: Wing Hahei Pes ae Tgener 129 spc srg mt ano sno te sets gee pita ee cepa ere co ete ae ace ‘atematateanrsamigt tags eet iuiint ada at Ter EXANPLES OF APPROKIMATION BEHAVIORS RELATED TO THE TESOL STANDARDS: Pre students + vetaly desebe 3 casstoom a school problem 1 sabe 1 tse appropri language to auggen sls (48 sudents wil + se beginning seseachshils a find sktions to el problems. ‘se langage sks to peruade othe to spon project, 9-12 dens wa + vethlly desc neighborhood, cor sate problems hat needa solution * purist in planning aed implementing problem sing poets References esse F088, pile dana ado: Harper Trophy Macmillan Neyer M993) doy Th nd amg ote matic esr ‘Tomato, Canada: Invin Publishing.SORTING ACTIVITIES: Organizing Information into Categories “Tis strategy aderesses the following TESOL Standards: Gosl 2:To use Engish co achieve academically in all content areas ‘Standard [Students will use English to interact inthe classroom ‘Standard 2: Students wil use English o cbtain process construct and provide subject matter infomation in spoken and writen for, Standard 3 Students wil use appropriate learning strategies to construct and apoly academic knowledge seam Ste tom obec, wowds, phase, and Seatences according ose parame Soning Pee ae newt Ens langage leanere Besuse Uy prove 3) Fra eee reefs am writen sym 0 show tele undewstand'ng of concep, We seu the focal wnt sates eeu foc Verba eration, Soe ers an arta ina wie ange of circular areas and are appropriate from Kinde a gan wah crcl pun a adaption. See gure £3. for seins fn the of song ste. gsr activites (Hee. siz, Templeton, & Joston, 3996) ae ates ha eure the STEP BY STEP te ep in imploring ning acwies a « hdentifying sls to practice i sorting mode—Iéenty 2 sil that can be practiced domoned seg Se Figure 291 for supgessons. Prepare the mates 0 be sed (Sut entice pov rt which fo place the sons. 1 Eaplatning te atelty—Explai the acy, model what he sens wil Jo, an prove co ee ne sen ihe teats tom independently. Decide wheter you war he Nein sn payor small groupe If pratiee of the concep isthe perpore ofthe seaeriuunl eo te ecine If you tae the vt fo clude pracie in using English vocab {Span womamoriesson, rove! otal group sons ase more eesti es ely #8 af le el a 2s appa. 22 Grade | ier ecrption of Sorting Ath at wi Description of Sorting Act Reaper | Pen | Unger pte ry mnt Frome |g sat ces or tres sort yl cin ‘etter representation. ” “ ns Ug amatuer by ‘oper scree | Uipgana pres ten srt by ares ch ‘feathers. and scales ” seater | Uingicrescacig wesber condo se sb trey | oi | Ug ec ptr od se oy a ms ‘ing noe srteces tues sorb um or ence ‘Weg | Uang rt sonenne enon ees Spe steers ert by peo entre (tants coon canon) tein | Gingwordeare sagen sot pare or pen on saptnes ec) scene | Oltgener tsetse Using ial cares. sucesso scan (rane avon) weve | endng | ang sate wt pwn sever ten ont sus Serena smuce ben toforna ope ote nego a | ran gcse werdptons nteonbenuta sot tamer saca eer tropes non siren mnpaton arao ong heer ser tn othe srs ttemnosidsennetngtenconeaiatzen( ot 6 Tieistesbec) | vecouay | tengo ea mide ort wero tages ts Sporn seondey | scence | Serr rok spt to seston Sr ator cp ah ot pk ses coon rare | Sse pt saris ogre eters Stier mach na care’ on wh estes tewmng Stee gers crs sep sep Semps| | cocoa’ Uiessr | Shs sane rs jo ation pocee descriptions we pose Scere sr tts fb apn dite bettors pls arse aoa gare Beroe Seca sues | Ste equanc te sept in eepsiv proces SeStna mach ater atest rr ob ators Figure 23.1 Sugpesion fr Using Soring Acts aoa seerion uh sruaregies fon suevonnieg steoeaT avacrgaenT + Setting up the routine and requirements—Fssblish a cutine fri siden to we when shy complete telecon Some tether encourage te students ake 2 Poll pcre of te so AG dete ure lke segue 4 writen vesponse tht explis the sot aed ers spy Tames peer check the so + Anucesing the students progress and wderstanding—Any dependent activi i oly as pref asthe ve pen fs bythe eacer Take theme o hve stents exp thei sons este they mae het choc. This doesn't have to be dane dy Dat tients mst ewe that ihe tehcr ues he efor: Phew individ conferences so pie the teicher an aliens om ‘niyo eral ncachons ti cane docament owt nea he ants sorting ls Faso in etal English cemmnniction. APPLICATIONS AND EXAMPLES ‘The sens a Me. Aedes Kinderganen case ae unig how wo sot obs y Hien othe TgStng ounce of te won Each sudent hs an emp ml cto the top ctf nthe Te ing ere va toy fl of so objec sc as lls, pens, ears braces, be vc ay bones crayons, snd makes The dens fe ooking or abet that en wh the arr scnnl atc namen Mase yin hep to ay he ames ad en the are hike ba to see i te sue maths icc sao Micel bal ther ses is eel and vey the alo ele nl ps up she suk ck atkes” he mys and ames a be pees the marker int is i in, ferent ave fou he Roms ht en wt he same sound 5 dhe ees they bring tng mk cao Mr Aven an sho i he en they ve Fd. Mi redex as he STi names ofthe ems and then resin the Rem to theta Avedon Keeps 2 Is ofthe (oat ue steel with sh inal sot and par erm he next do sea mens oie ‘ites hanes He pins to atch Michel and Simon forthe sed dy. Mel wale hing or Foner gin tke Senn’ name ae Sion wl be toking or thn at mach ise nae “Graal Ch the year, vedesan wl move tough the il Consoants nd Deg 0 have tne sens otf fem at atch the Fees ofthe alpha “rhe Yai emer iasTan's employment as ae gern ready fr pce eviews ‘Sve fe Geshe a ois of picture and dserpion srs 0 ep ther mal: good Sesion a they picts imeeving an bein to ppl or obs. The fs sor involves pictures of people various Frans of res The sents sot the pitore ino pes according othe ob interviews for which the ess appropri. “Ts st cm sa pictur opie so. The sds imply atch the pcre af the peop © cure of sacs employment After he dente compere te soe they fot a oom, which Hs EUESS Srcmploymenc and the stunts ener the numer of psctre of a person ext 1 the Mace eploymens Ate allshe stadents hve complete the sor the cas cusses he responses Sn wy cesta dees appeoprie for certain jobs. Ti sccod sot eveltes reading ses of erpliyment veniserents ad matching pts ‘of people wi ter education and expertence sed onthe back withthe fb for which fey ae seer eete Again the stodent files form wich matches the eters dst Wei the jo “Te a tue numbes Hat ently the apcas- The class dscsss the meanings oF te dl the ‘ualibestion that would De needed for cach "Fhe tal sot inves pacing 4 sere fj apliaton Forms into ples marked Definite NO, ‘te hore and Tp Canidae The sts place he ras ofthe applicants i with the came wor athe top. For the li oe Defi NO they are asked ose why they pled {ne Spleen on this ls, They ate ahed te sme question for the names on the Top Candidate Nase cas disused the set afer everyone has completed the “paper sce.” CHMPDEA 13. SOUTING ACTIVITES: Organising Unfermas Gategerie 133 You mean you woul get plied on the Dyn NO et ast crus of few mispled words ‘on the appro? Joc kwh Sgn ns vce ms “forts parc speln i» mor eement Ken eps ou a ping sins and ecoring win fore Deaor,Why Wo Jou beso no cr roa 1 dole ek hs spclng on something 8 porn a appa” racy: Ta cons, Rees, yous pohly ct teeny api frie oh, The ployee eon or the been They aoe wa owen tenn People hoe pobety wa quedo don ge ae CONCLUSION Sorng aca provi handvon epee wh be mn os Ks. won ne texts, Sotng acts provide practic in making Seione and ifeeiating wns eis but ao tte a techs for studying adorning materiale Nc sing sts havea wide range of applications, they re highly ffetiefor ure wth Engl langage lars ‘pets they provi the students wih am opportunty to demonstrate thir dering th EXAMPLES OF APPROXIMATION BEHAVIORS RELATED TO THE TESOL STANDARDS PreK-3 dents + son pices ino crepe {tie phonic knomledge to som word and pices 48 sents il: + son ords ito categories sich as pan of spec, tenses, nue of ables, and 1 Sot cunicular knowledge into appropiate categories. 9-12 sudents wl 1 use categories 10 eranie cuca materi * sor infoartin ae maar and verbally explain the rules used forthe song duced retnnce on tn guage sl Asking te stdees o tf tal sos creates an peru for ‘etl action based on vial ces whch supporve of emergent Engl speak feference ea. vei Tepe, Jonson, 0) Min hr ny Hod to “phonics, vocabulary, and spelling tnsiruction. Upper Ssclle River, NJ: Merill/Prentice Hall weCOLLABORATIVE READING: What To Do When They Can’t Read the Textbook “This strategy addresses the following TESOL Standards Goal 2:To use English to achieve academically in all content areas ‘Standard |: Students wil use Enghth to interact inthe elassroom, Stanclrd 2; Students wall use English to ebtain, process, construct and provide subject matter information in spoken and writen form Standard 3: Students wil use appropeate laring strategies to construct and apply scademic knowledge. thy te ean fo lornan. he sey ao allows # teacher to suppor reader of wars Sisieso work labore ty dr pei tpi eadees use at of Hay andor textos sth infonution on the opie ving hed These books ae selected to prove a wide ange of vein evel tomee the hock wl the cas The oe has de ane of een {nferaton from for ce fe elles sources, depending ca the pune of suderts each group Sembee the snp then dass thc iloation gathered e hat everyone becomes 2m ext on crop: Calaborane reading pois 3 mod for all sudents—eearales of reading abt) ipa in oc research athe (Topsins, 997. Because the feache selects books appro forthe ean nls wan eyo of dents, ach Set can make 2 sic cattbuton toe caliborati ask English nung eer ne sipped beau, f necessary, they have es ‘Casimir nngonge dls ch monber othe proup can courte unique ways. Eg Eh tengnge lets ay contin by ceoving aut represent the main pos of Ue colabo- fave tsesch, Toye them to se 3 ration athe fomation by tearing aly othe [Znup f there we er sadents hs share the se heme language, or proving nfrmaton rested iii diference inn ofthe coy Delay sued othe student’ home clare. STEP BY STEP “The step in cllborative easing ko ae + Gathering a range of books on atopic hooks onthe topics abe died, making se ‘ocd bok anne ding es 9 Oa all stdets l be Socesl in dng information. (=e 1995) sae hati hep to English guage lamers when ne z-222e782 $s eee e ete 2 (oupten 24 COLLABORATIVE ACAOING: What To D4 When They Can tend the sons + ongentatng Deterogencous groups—Crfully consisting te enh ar! me of the stuns oize your ent I rape of foie to explore tops Makes ha each fou conta a teen ih tony rein and rain ils, Hae cach rp explone eh 4 fem pic oa difleen spe of ene topic Insc the group obrainaon estos thy Wan to-armwer about the tpi These questions cane nade on KWL chur a han on wih ae _Sudents note the thing they KNOW about he tpi. the hinge hey WANT 4 know su the pe and, ae he colors rig the thingy ty EARNED ait he ope They my snp Iraiszor the eons ons Depending on he top, komme wrk ave the Woke cla harm esis an hen have exch grup ance the me group of questo ns top rove ea meter of he woup wth hak he os pie Hcatlo math bros wih the tus’ eng evel ach se oe prunes he rp guste ing eer hoon the ee fens + Providing research instructon— ives the es fhe ous fl he ares 0 the roups quetins in thr ks ae res su teint ny se op ou ny ane each mann fn Yo ea a he a ating ds pet + Greating a data ebart—Ahee jsp mss hs compte ht meting, vet cs the figs. eet data cans for of tent Maem ec ua Io ty wl shee tesa wh he wha cise. Aut ch fon te igure 20 + Practicing and sharing information—is the xo Week on Dc sO presention snd then share ar sear an ets hd wok + Docimenting the group procers—esin ie wos usin wing fi Join naracss gerng infomensn, and pratt seein tthe ope an ‘hs dacumensate Hh areca econ chet on rune. So the sein ne ee ‘Slovene for seins APPLICATIONS AND EXAMPLES Me. Frederik thi grades ate sng nes. cae the se ean bis var tren aa the alec textoks ae lo many ofthe serra to gather nero lary boc orth sone noc nsects The me spec st her schol extreme help lting books nig eng evel ad Ms Per {ites four or ive honk haps nba for sich the acs the wera nies ‘revesing. Mn Federckeanange she bash by tpi bee ante beet, gospel fois he ibe the books wih conection peso Ua Se wl be abe ogee sens ks fr te eading level The eatin Hooks ae ute etek and so. the mos Aiea wine member “he sent ian up fr ros depending on tees, Dt Ms ack kes se hs thee ae some ale eaders each ou Before se ke tem at ts aca he, Piece foes son on neta Using a norton! Book esp he sso Iesesaing on te overhead eojeor She nop ae fe exapes and saves hese teeing what es se shoulda Before she hated the des untand ow t ee ipa iermstin= forthe ates sd thy seh enn wy pews nd ot thet of inser tobe researches jo te mineson vas nding eet ee os Fredcick lends the cst bse ucts nich se weston the unpre) of ‘ects chat This enables the acer to acne hn took lor fomnon answer he eek ‘esis ani ote he infrmaton nthe proper baton the caw Se tel er of sve ‘books on spies to emanate a theses wl ot ad he rae ale Gocsons ne ‘Sime ook Se also pss ot some enfin intron Seve he books Ws: Frederic mores theses nth ne rope td hy ben te ead ebooks nd take nee Tow the end f the period, se nec the students oad es fomton tthe troup dato ar The deta then iene est cs tags wine.tog section th STUTEes On suerontae sro ivociegent ooup Meee How | Whae | Where | areits Other deccit | doveie | doesie | naturat | important woot? | eat? Tre? | enemies? | information? Seuces ear exc Figure 41 Ou Chan Form using scence psd the noe day th tadenes get ack nother groups and discuss how they ‘nl pete dings tthe cass ne group dees 1 make sfc book about bees and read Tiuud tole dase One group deede to ake + poser abou grasshoppers with alge labecd pst of sesshopper and sal posters iroundng the lrg one wt at about asshop Saari wma ae of awh paper ac Tey Wl wes sew he tivo lane seen paper shaped lie lade of grat and pace te atin the grass. The bee, {Taio pn ther dus cha on poser boars and give an ol presentation sing te data cat. ach ou = busy’ repaint visual ad the presentation, Ie Fores cae wi able let many dings trough thee collaborative reading pros ven aide conbuted infor othe group spn, Alte nueristarped much ote abou thie na they could have lemme reading independent They fel ike seseuchers and were cess preening nfrmation orally | CHAPTER 4 COLLABORATIVE ACUBING: What Te When They Can't Read the Textbask 137 Ms. Stacy is a Hh gade teacher with 2 mukikurl cass ringing in renga fo fs sade level to ei rade eve She dein to do» collars rain prgt oe ho body Ms stat follows much he sae procedure ae Ndr di bt mah ne nesting wh ‘The dy of the presentations Ms. Stuy Moves llth des ner Csooen oon ide. Sc tate tsp ina lage emi te chats deep AL se ro fe clout that hong. My Tasca sim ina et a mame fae we = yell pa a pen ppc hat she puree at medial ply oe. Her tae areal presenter at hk eal om ference She hs td thle tekson sto 0 ct ad tthe conferees ese salir msg and sud tentang sss nr mil pons onernce They presen thee rps ss sony sling forthe canna whe they're fisted with theron Alerter spony dee fil csc The hare {he qoestons wel, Tey have odious dete rar tah Ea on seem hs ‘which member af he gnu eh to knew the ase 4th quan One sho, whch se Foran anor rece hve tack yon tha ne CONCLUSION Costar senting cam he wet provide sts wih kr vat ses suppins the formation an sethenng of 2 eer comment y pein tants wih a seit in which taunts nich espe onethan ee nga han a ema a exer eho to este ee app vale componert tthe pene ton. he pens etn practic ad prseing en eon te dcteone e several pps Yo segue ew vault wie sd ned Engh sl home noe ‘moe mater ne and wen and w conic Engh mal pape EXAMPLES OF APPROKIMATION BEHAVIORS RELATED TO THE TESOL STANDARDS Pre-Student wl + verally explain information gained ftom book trations * tse the able of contents locate infomation in noncion Bak appropri rea Ing levels sent i + se Indices to locate informitlon in aoicion boss. * comrute wo group topic sy By veading snd sharing information, 9-12 stant wl + paripmte ingroup stole by reading and onganizing data in wale wy. + etallyexphin fac and eonnecons between inforation sed ny nono books References, {Gbons, P1993). Lewin to far in second language Prout NH: einen. Mekenzie, G99). Dats cha A euch for ping pul roe wept Lamgage At, 58 “8, “Tompkins, G. (1997) Lieray forme 2s comtury Upper Sule Rover, NF Merete HalMULTIMEDIA PRESENTATIONS: Oral Reports for the New Millennium “This strategy aderesss the folowing TESOL Standards Goal 2:To use English to achieve academically in all content areas Standard: Students wil use Englsh to interact in the classroom. Standard 2 Students wil use Engleh 1o obtain, process construct and prove subject matter information in sooken ané written form Standard 3 Students wil use appropriate learning strategies to construct and apoly academic knowledge Goal 3:To use English in socially and culturally appropriate ways Standard 2: Students wil use nonverbal communication appropriate to audience, purpose and setting. Standard 3 Students will use appropriate learning strategies to extend ther sociolnguste and eutwal competence Sn eo equipment Os, vo ik payers veo camer), computes del of ‘Che and inten surest do esearch, push snd make eseoo peers I= cesta the snl of computer alin technology interes amd Mae 9 She nspuapeshas pent a-wowed. making the ue ofthese resources the ans me Jato The wo of mulaneda preston wih Engl langage lees expel am because ofthe fey the approach ends in bas teaching a ean, Sats eo {ulin teicher se ulmed In peserng lesson Beaune he mea urge ads eet 0 ‘he hngunge andthe sons Soees wing nea og scene information nai Macias re suport into lamin Won sede ut muito presen ho exch ‘ings and pec they ean document and pete scr glowing capi Wout he cn Mine enouste when making oa spor M ‘ukimedia presentations (Diss ico & Weed, 1995) involve the se of media wh aio a ee ad (HAPTER 15 HULTINEDIA PRESENTATIONS: Orat Reports for the Hew Milleasten 139 In the use of mained is 08 us he Bie predic —the repo or persion ao tne processes expening syeisng, ne somrarving tht ah ecg) ete peti. fee mining ning oak place The use of mul nthe csroom renee some challenges fr bh each tt {ents In fet teacher without experince in hn upp sometimes oershhd wih oth the passes snd the patent hae. Homever there ae any reseces salah te ef ihe nee min thc Scio 5. ora pan is ess one STEP BY STEP The sep in phen sine pnseaon ne + Madeting eda sees! the we of eins by ncuron isis, sad Poking audinape ie tt so teach bps fo the ye ote mses oe isl or sully demonic 8 wach. Bene i ak te ene armas ve ho prem ns he ene leet mi he sp + Introducing media slteiyinelice th ilerent nia sy, Mein whi one ieee ‘ot equipment and encoxrane stent ise the) decantation {oexin withthe overhead proesor and tise) i hy having smpcnnve sone work other eeate a eamporency that decominte he werk oth oa. Have estas pe tie standing nfo the else sng the ewer show thc wank Give stone ‘ste sd ad fs 9 ten he proctor os il. esnmtate oyHhey cn vel me Phan ofthe tipsy a ne te ahow ns inlotion sickened an ho Seance ianspaencts ca he ce oa peach ether ete ah ome ta + Adding new media as appropriate—tepen the denrnsetion an sf ileen ls asit i appeopiai Away ei he reanns that eulpaet ely ces can eso ake ‘wise choles shout the mei they may sant fo ue to sppom tice peseistons, deeming ‘hetber the us of ms alt eas the qty the semesetabon + Allowing tne for practice—Alb: yrel ae eenntin¥ pice wit nen ment fore sg I ore fel psematins, Wan comptes ie nose see time wo explore them, the funcions and psn. Whom inedcing te Intern st, ter. weichers ap ude lke wil aed sae the procees or ging se al he We Se axes chy pve so dey ei prcte loging on aig acer and westliK a- Feat ua they ae culo wh he sequences + Grating working partuers—Pse ort uses by expen, wih # mone experened ser upporting sme ee on ala ihe mn expec use a ls oe OF ‘evs eh fei st hwnd sans Pr lle Ing forthe more xs et acs oth hy a wae oe nponanc of ange new {hvu he prcede na NOT ump in od fro er ™ + Making a media asstgrment Aoi prosetion sh is kad clan ad sup the enn develo thc presets Creal ee ore sophie eat vst Sa yang meta whch he Maden ae comfort and pedal dct posh ries asthe trent become mot far wah equip, soe, sd ue Ecos pe ‘er werk nthe being ot re exsnced aes ely cn poi supra tne ‘evs See Fge 252 for sggenione of manana presao secTiow 1h STRATEGIES FOR SUPPORTING stuDeAT YavOLIEAENT rs Books Ere. fon (997 Cmdr cena de eee wh ren Upper Sade RecN Macrae Hal richer! Ssety fr ectmolgym Easton (200) Nato eos eek std or Ses Grvarg crn enon agen OC Ao: Lewis (1997) Eng mated New re OK Puig Sem F-8 ech M996) Nedecrg Uy wach use de ent Sebastopol CA Sogne bests Articles Farr bene of ances) Ming ne rn The Compre eh ened ane pega A Ane oa & Cae 1990) Tleconsrricag nthe coon Kes to "Secs wocormancaing The Coming eo 17. 25-28 (nine wenwgon) Educational Websites She tere Abe brary wire Conner Lavy Pionrton Canarrs cer edicoo irgiaedenterscl Irena acing Aocaon swe erputions fury Toxhe/sWieste nnn cane guechesleesmeprogamletedbyth Scholte Netoore womschlstretarkcom Ese8 Ears Ome wrnnedoassory ky Stocks Gade for Eonar ipso Scoverycomlsocaiel Teacher teacheparderory ‘Toe tevning Spare wiouleamnpace 7g TLUEWEN sorainpaciaeorsmredblevebe! Binge and Matte Econ CterePges wv-nrsPrjecuCUture! (Gjocspunc inate wamacbaten ed seapliprgithd trenton Eat Croom Comectons wwstlfedunetwerfie! pce Exton | stearate nargo! gh Save! rete Sues swamromecarlcor \tebwncclaispeareindectn Sine vaen svntenharen contro glean 9305 Vea werner nae Ronee stacpes nese eoahl2flaractaratn Meal Gap Oras wecorpnacen! Sle io wma orgs NREL womanceorg NireCenon aman ‘Serog Conctans werent Sera gn wevowrca~rg apc il serach Sic Onmiaes msc orpratirenenaasucerstewsng rpm Etaaton Face woe compeeniae Figure 25.1 Rezures or Teachers naresed n Mutimedan the Csr" f = ® @ @ 2 7 22 222-5 caurnen 25 nULEINEDIA SEATATIONS: Oral Reports far t¥e Ae len Grade Lovet Project EquipmentiAccoss Kderaren | Story retaing Oven proton Ma presersion: Mat ips Overhead progetor Prevary Book is (deobookrepors) | videu CemeraCR menor Pao booke Comte ith stare for word proces sesing {Caren wreng & Pang Carte) esearch on ne nen Computer wth net ct stg ‘rebate at he escher as ‘meoveTons |The shyt int Comsat ena ces Weng are ping Hyped ideo productions Computer progranned presentation ung rofessral presetaonpasage sich Poweont ‘Casroom comectonsprozes | tern! pre comrectng coors ‘roa teat nonginee) | Sgce exloton poets loteret ejects ated to ace ae ‘ociortion Intpipcsekacara gow Figure 25.2 Siquesios or Patines Frcs APPLICATIONS AND EXAMPLES Ms. Geundbvechers second gars are busy ena & projet ted Farm o Marke, Because ther school sin an acuta area the dare encorages the sy af the podason of ood hos its tarested od wansponed to mates, and the lerspendeace ofa food pesos a "The sae ae ania wath dhe Macinoeh computer bese they wet egult 0 publish “hei wing For his poe Ms Grundbrecerincooes tc to Kid Ps, tte pags ha allows them 1 create graphs ad aarti researc, The siden ace using aye en ‘which hae age Hany of pce, state de epsan secrion 11) srmateGies FOR SuProRTING sruoear “wvoUtERERT Forthicnvedoctony unit using computer technology dhe staders will use dhe Hany a fey Wel ond selected by the teacher to gather thei information, They saat with he are [fans couniry whew they Hive kl te foods Uy see gen i the Hk. They widen their “Eth oetcemine the ile ue hare own i theres oF te ate anally researc “ovate her sates, Tey tio erates graph using the samps from the Kid Px progr ‘Thuan the wiry fonds soven inthe United Sates. Ale eying. the wide range of Tea sn none the rum chs hone font enspting the nd fem pice (0 ee Rang te Ka Px seanps te sss cca up tht vay epee the ney Pye cu ane many illest poop empleo ake lps or he fa ae avai ie canutwcce hacky eng iv na here she ca ae the ero vst he tian fasenane plane an tees cemieAfc alle rsa the rene goers have Ine veg ener Reema vision Thay as pant ucts awa the 8 ne ISAS eel vo dtr te ewe usd ho Tong takes thee Tene 3 ‘iutcuscryecmte imprest als one The tants owe they nen a mal sh the (Sects dation Fos “re ese i he nc hess euro opin sie tain’ Hage chemi ch snus pele uses for ein In wl ie Sousa orc in becoming singe ask do Hd to Std cercsh HT wn thea sana et se an vse er pace in an even qoesnn, olor” At Patina septic “F Was fst wading sot se see pap NASA Whee st cat fl neat the apace por aa even have hr [Gocutonc aera yon ener eae ibe prog. ns of gs (astm stl ket fe anowere Stine feats KWL hom Lt set bcherppe tei ak abot wha swe bear he apace pre n shorl wrste seme uso We WH ae a More etl use the testbed aes sad kn cee jo ques Fr the engine arnt NASA trades sta the nnaston ty a at he ace progr el whe ey an i ssn azn tht wha the hu eet he lunch procedures a they se on ‘cvs They rely have fe kde abou De etal experimen iat ae hing done ‘Gh n tur smi hone sing in sho he Ines, Ti cam fas coracted Xs ual i as reed a eapy of he each’ lle ha “comanies ihe NASAL fm. Th hi inrodscson wo the NASA roams the st TREE er ea miss thre he PAS? ues ane epalton.where apa of ei “Jomiony ae answered The ses fn ate reading infermaton abot research goals viewing ‘Run alin ae searching fetal cay tre rm shut igs ad aes NASA projets {ican ping a much broader nersding of ale eee types of reach ing conducted Fox he space pogea. occas enous the NASA nsec camngtion ie an going us. Me nyt eae at sotera of hiss st sping otf Une te eam Es aed etn wing pecs that stein Twn the NANA teehing sates an the Internet ction, Yana anger she omy Sle serested inthe space Peo. fr Bateman del you kom tha he spoce program vees engineer, chemise. boi. dats trays oon, wetting sl a hole lt of eer Types of seems? Toweph asks. nee {Ea so mn acne abe were nso athe space ends. than eucsing program. Mr astern rece, “he Ares pubic knows very ite abou sh ane ventana nae bene hate panes rom the esac” “Rt they us pt on th ret they! know” sep says. "sal on there > aa th * Bereneae IAPTER 25 MULTINEDIA PRESENTATIONS: Oral Reporte for te New Millennien 143 CONCLUSION eat aye densa en ee eS ‘aking thei repens mone interesting, The ase athe computer VER. camel a ether tach Gific guidelines will ncexl te be set and monitored in the ctisseoom sting, " Te senda il mse emanagerbgst nna eave te bine ln el the sage oy ei unr: dag Infomation sou fine poss we EXAMPLES OF APPROXIMATION BEHAVIORS RELATED TO THE TESOL STANDARDS Pret 3 seis i edwin to taste sey ea tl owen + se chsstnom compute ad Inte: lace ser to gests 8 ude + conduc esearch using 2 vas of ne ek dec * only resent nfrmation aided by computer cat vous 9-12 stadente wi tox. + use mulimedi sofware to ebance oral pressions Aeferences Dirtico by & Wee (202), The eral gage, and ace dees (Gye) Needham Higa mA: Alyn 8 acon he ede cep ant id Pix Deite (eron 41. Novato, Cs Broderbund (bros PowerPoint, (enon 7.0} Redan, WA Mist GoW mics co) Other sources of pictures online sine google com (clk om iages ‘als com Clk on geRECIPROCAL TEACHING: Group Work with an Interactive Structure 26 “This srategy addresses the following TESOL Standards: Goal 2: To use English to achieve academically in all content areas Standard |: Students will use Englsh to interact in the classroom, Standard 2 Students wil use Engish to obtain, process, construct and provide subject matter information in spoken and writen form. Standard 3 Students will use appeopriate ebming strategies to construct and pay academic knowledge Goal 3:To use English in socially and culturally appropriate ways Standard | Students will use the appropriate language variety register and gene according to audience, purpose. and setting ‘Soehingarall eons of ext ee vuily done small groups. A stents italy ead 3 tranche text One suns begins by sanarizng a sron of he fet and cuestionina the cars bone tie meaning the section. Any dlc pur ae denied and dcused and hen re Gieidaane ond showt the ext section to be ea Te students ake ns unsnanng. Canin, in quentoriig ol al sections of he text have Deen read surmarized, and discussed -Fusugy ir recommended for ase wat Engh language leaner hecause ofthe poset for copparing conprcensin in small group iterschons apa the ace eof enn rte. UEP Remit group i expnining and iscusing i the students fit Suge sa postive factor BR cane aed hy kag sve tat studs these Home gna pu 8 BUS > [Pah pont lo, to muhe sue tht sch group contains teat ne cet wh a Sone Speer and reader o Bgl Rescate 1996). ening ate shih tents a STEP BY STEP “The seps in npeentng repost teaching re + Ldentfying tough texte seton of te tat has some ficult wesibaie o on ‘op ut enen where yu tne the sep in epoca leaching ant relate her eng ~se2r2¢ = ed CRPTEL 14 REGFROCAL TEACHING: Group Werk Wit an Inveracive Strecure 145 stent ti cen pe i ‘more information.) “ te tn rpg a te marize the content of the material ae pose: quesioins 0 students in the group, Model and kenny ‘ions cling for higher vel thinking). See Fazue 2.1 fora chur of questioning exarples that ‘be used with your students feectanofa a “rps f Quon | saci cao iho. ma hen Piha PP — Tiny com wor Sonat vente? Se ep Vow ene Cee toe vere sete inate minceneisct_—_ Sprite we Pe ne th an ‘poms . owcoutyn dpa Cenc a niche aoe a Ooyevagee win Seo cps eral ae oper se Figure 26.1 nel of Quetanr ne Bape46 section 1h STRATEGIES FOR SePponTING sTUDERT [m eos — | Group Forma group of students to read cooperatively Cooperation | pens Ermer fe pte sen Set eng | Summarize “The fist student surreraries the section. st read Summarising mrommewoers. | ie | | Questioning | pretented difeuty 10 any member ofthe grave. monte *. | | rete “Te group dacutes porsbleslwors or strategies Cooperation ne ‘The go rete et con sey Sdert erg Figure 262 Supe Reciprocal Tacrg ein the gp tha they ae wring cooperative Jeareing steps hen they share scons frou ike ts * Anipating the neat section be read—Sakes prdicon abt so ko Pee Fey he ney a prtang seat 4 en ere Fe ste ley nd encourage nso the to ee een ken, Divide the cass tn chert tke o rach Po cunt ens ep en ress so ga eecape ie akan eta oe rer Se Fe 82 MCE acacytobe tnd on arpwe ace un e « (GUAPTEL 16 ECIPROCAL TEACHING: Groep Work with an Interactive Surecire 147 APPLICATIONS AND EXAMPLES ‘The fifth grader in Me Tobi’ lan are moving fa hr dy of Asal into the exploration of ae Abonigin bes and Di Ways of commuting MS. Tein wats thet el Toe Care Pairs by Prey These GOR for comprehensive look atthe wise arty of ea ih ts a the ferent clures represen by the Aborigine people. She kos the test challange meee ‘lth conten bat hese ofthe uns proper mame and ose diet do tas: Fs she tl preteich Some ofthe popes names nd send, she wl encore the steht oth in es ‘peratveeoupe and do reciprocal teaching omit ne aes inthe res this et ‘Ms Takis dies the aden cooperative rps ve tants ech and ve eae ste lent x number. She remiss tbe ges of heir expec with secproval ech tei he ‘ews the steps onthe cat in the roo sce ig 262) ach stent en copy of thc ka ich group ven rae of Ausra mith navn to pe the econo te ves sleseod nthe ook. As the groups wet sated. Ms, Toa wan round th ei {he ds mon. Hecnuse she haste t pa theless Pent Bagi spear no 4 exp wah a ‘ater stadt who haste sate home guage thee area to te scons Spon al Poni in the groups. The udent see oe dong ga pe sean i sh sone references othe sideos ef Austral, hich she has som nthe pas fs dae ‘ae the oups have Bed ring and desi the bend. Me Tea els everune «gtr o review the process ad ak about te ison of the pele tan was ore in te een The group also ads ber of new word oe Avan won wall The aes Were ee lly fascinated bythe dere fons described inthe hook “he aed abr poison yn Tobia” ich a“ mer kre yas coke pens hat wat apse wo me tx” Me Toban eatin 1 knew osha Sold he pon Ta pees heard of pono ne "Yon never tea the ones me make," Samy quips Ms. Tabi enn," poi 1 tl hr you ud tat ‘Can we mae some eave pings ike the ones inthe ook, Ms. Tobie Jenifer asks thnk ‘hey wok ook ice onthe wll fo Paes Nigh “Good kes, Jenner Mc Tobi vepies “Maye som of you cou site pe abu the ttn of the aborines. think there ae to eam about Ausra Thee Wee mer of Rew sh tinal pnt and foods mentioned in hs book that we ned Wo fear “tl get on the lotrel and se wh ca ind Simo fers “Great ea!” Ms. Tobi fa} wih 3 me, “The gest oY ook things up in the books we ‘hceed out fom ebay 22 Ssn ks thers hing yeu ct Fe ed nye he Tecate the inormaon online ets make +t he hing we War o eeu Me Won igh graders are sudyng the US. Consson They ae ting o derstand ‘process the Consitionl Congres went though in wing the Contin a the ate eth 2 ferent that created Mr. Who has vce te asi coopesve groups a they at png. £20) 10 read the Contin forthe pupae of wnderstading vo thing (a) how the cet Ins changed eve the yats, and (D wat was bl tothe engin Jocomen that has slowed ‘remain place for more than 20 yeas wit all ote changes tat have taken place in US, soi it. Wan walks the goups though the fre round of reciprocal Yeaching wi the pee {nd Atle Since article I nclodes 10 sections, Mr Wishon hasan oppordnsy to el monet of diferent levels of questions. He iss them with examples of quests He ash tthe atthe cass walks throgh Arle | wah Weston asin the questo a the sol soups dlzcssng them, Then the groups begin the repeal esching process om thir nv, tes taking tums summing, questoniog and caving ‘Once the reciprocal ttching groups have explored all even ates, Me. Wshon conduct & _Boup dscasion where the clas reriews the things they know abot the orginal Consiteton Is contems. They noe the date of the sing, then Ms, Washon has the groups open tel sx sc ‘ence hocks and se reciprocal teaching tore wht the book has to sy about the Consinaton4s scion 11h STRATEGIES FOR SUPPORTING STUDER” TOLTEMEAT tts sre a shar description for such long document,” Martina observes SYS ie wisn agrees “ars why I wated yuo vead i thoroughly. Im sure hee are a nom of ene in tls eos who have never read i's thoroughly a you have today. Now ‘fart ato do look athe amendsents and he hitory of why they were added, Who otces omabing abou the dates ofthe amendens” “They sand amending K almost ght away” Brian notes Tyee wes only ve yer ate" Me Wihon sys. "Why do you think that spend” he dscintioncontms with the sudents acely soled in tinkng, reading the exo snd dcinang tbe amendnens und what hey change inthe orginal document. The group seems ‘ive good undestnding ofthe proces voved in amending the constiton and the dacusson ‘Sonn dutiey eanprcbend the inporance ofeach of te amendments. Sometines Me Who sks ‘She othe talus to nai for others when he language gets complied. eye seers to be ‘ery itresel the lesson CONCLUSION Reciprocal etching supports sudentleaming ia several ways. encourages sent 10 sl ‘Rovkow foc undertanding, lt raies the use of key vocabulary in expliing concepts We ‘Rigs cllorton an group suppor in making sure that each member ofthe wp Tully 4 Sindertunds the ks, ipa chin uy eequte some adaptations for Engin language lures depending e 4 ‘bei tks Engin developmen, Some Engh langage leseners may not be ready 10 ake Oe seater br can sve fo acer capac, peta as menor of understanding wiser for her A Eigia Language lester, o sero hey Voabulary words. Members ofthe group ray ave toa Fanite quascnng process that te Engl language leathers can aw purest, ord eo inthe tw to anower questions. These ststepes should be moxced forthe groups and ‘Snes shouldbe aware tha they are response for supporting each mere of thei group in wm ‘eratanding the tex — - SENQMPLES OF APPROKIMATION BEHAVIORS RELATED TO THE TESOL STANDARDS 1 pyc dens wa tepiac et quesions tick mare spec nrmaion PSPS for cine prone 48 ade wh | OS km cater eatin lay pont 1 Bits anl yond gueatons om peas gen audens wa | eaten | - Beatie earn References CChamoe, A, & Maley, (193), The CALLA Haneook Implementing theca academia _gung larning approach. Reading, Ma: Adon Wesley. Ca se wn, AL 969. lnteractive teaching promote independent fearing fort text Te sang Teacher, 39, 77-777 ‘rece C988) The comptes. AucKand, NZ: Harper Coli. SECTION | \ STRATEGIES FOR BUILDING VOCABULARY AND FLUENCY Tice st conan hs sn pie che hae ohenen ses ang evo ial lox and Mueny,Wosbulry Kool esel al ens ef teaming Students kar to exalexpintn nal ance of con nemo Shc sn ncn ei woe . Teseach on vocal tenes ev of vocal Know, Fast mapping i level of word rede that sons dents undersand wenn sper ware de smay be abe toredthe Won nl ues span wan he cen colnet, 1 develop extended mapping, owcrer sk mcs ons rn ois Developing extend mapping ne vaca 10 hry supped by actvedeaming sates The decane win ring aly pemiy mets Yy Bo at ofthe shool dy, ending schence, Socal studi, rece ane ce Fivncy both spoken and reiing fen, hight relied to vocabulary knowledge and pectenson Teng sor oad Whe tee and el wh cxpesaon td lee Ghai dey ted te dvr fice com econ, eh ma bra ah repute of segs to engage dens a word ay Hwee he bola ch pao em oot the day That he>a2e2 are = = = oe € sof MODELED TALK: Showing While You Talk ‘This strategy addresses the folowing TESOL Standards Gor! 2; To use English to achieve academically in all content areas Standard |:Studems will use Engish to interact inthe classroom, ‘Standard 2: Students wil ue Englih to obtain, process, construct and prowde ‘subject mater information in spoken and writen frm, ‘Standard 3-Students will use appropriate learning strategies to construct and apply academic knowedge dled at Hess, 1999), the concurent yet explanation and physical depronsation ot tectons or concepts ane of the snp nd mow power ste for ne wth Engh language learns faker seme panning ard parte cin soon Poco a ub free. her, Mode ef the wae of ers, eal and ett epee a fade, Gears and modeling provide examples for leaner to fellow ad lower thelr ase since they know esac what o 9 because they have seen Tne decuons oF coment med STEP BY STEP “The steps ia implementing made tk te + sdentfing te lesson and gathering materals—\eessy I esento eat and hen ‘ero be wud Tink shout what yu plan ts 0 expan te eso ad the iets o hes tips Pepe the atthe sat il use ots you have an example losbow ae Feces. ‘Samples n various sages of completion, Design genre hat wl help the todens unde e ‘Sip wat wl be expt of ther who having ore on Ens vocabuby fr undersancing, + Practicing your modeled talk—Practce you alk info fifo deteaine I YO" snanctions, medline, and gestores convey the message you want the tudes © undesand + Designing a visual of directions—Desig 9 sand visual hat ile used rely ‘nelson or decors eeu thatthe sues fllow zequence of lnractions Tse wi help 151sa section iy stuaTecis Fox purvoine voceuntant and hysencr COAPTEA 27 MODELED TALE: Shoving While Tow Tk 153 Pre Ml ented Nantel ors awky ano be Showed peattat wil |” oes sett agent nga my tei in fener echdsywtincen | Senardntvertnon er dre Sas. neem eeaeon week ie etn ere eens maptaneseangssgwcics | teh fr eer wc i gr acianione Figure 27.1 PrpeandVanln to Seppo Modded TA tne sents ome aso ooking ar ths ual for spp in serene the eee esikaumere eawings work wel for this A et of tndard ring, laminate od paces in aM ome cha cn be we nnd again or diferent aes pce of pal SEER Saami stages he ident at Ue nent sep ce, whe PTE oF {ryan ste ther cole evening the steps to be taenResiew the sep the stadt areto ake fer you have de snc me a i the tes ot ave crest eno he ne erence bent Peseta ntcunniaing what We th tues ae performing te aetes you have es Tra ic ot eae whenever thew sien abou what wo do neat that the tents ce sane ofihem socPgure 71 ow sages props and isl typo esd ks APPLICATIONS AND EXAMPLES Me ison sing modeled tk o explain the days leaning cetes to her Kinder clas of gd angage less he bein hy siting Sl char wah te sae tia on th: Nowe non ay the nic” Ma: Mons sn she pints to henselae then louse pay tonne ape payers the eles esr shor section of he muse they wae a sl change “Ronen, ou Gndleses the eden) wl goto cetes he motions toward the cote” “ck he hokt pone ge you sl go 1 the pling boar.” Asse sys thi she sigs forthe ale hr the planning hs. Te panning bond is made o lng atone cp rena photographs of cach of the senter tached by magnebe tape across Ue top Of and om for chiens snes on magne wader each of the center pres, "You look for yous ame Be sists canines as she shows the chile the same as ‘wbich me ne yet tached fo the Boal She reads a fey ofthe names so the cide understand ‘Bhat ren onde mane cae. ny chavs ame suerte: she pots othe pictre of the ar center, she wil got the a cence nt she maton for the sade t lo Cher thea center inv coner ti Misovie shows the children exactly wha they wil do cere. She denon strats Sac ae take sbout On this paul day the children are dying fogs and SEEN ESAS oe tng prea paper pesto make frogs with long curled tongues Ms so~ egos the how to nae tie ow and posta voual with drawings that demonstrate what Tee iia, second, an! ed Alter she denonsrates, ae afer othe vista and asks one ofthe Guide ttl her eur to-do at eal sep. See Figure 27.2 for an example of she vn Ms Misowe ute To make arog | Fda pee pape pate hat Og 2. Carmo big white ces. 4. le the ces onthe saper pe e) 5 lla tp of red paper scund cen = 16. Ge ane ent ofthe re pper eee frogs auth 7, We yur name anc poe and gon the acc of our Cee] Note Te dart an be mace wang st he pees, Figure 2.2. Fs hairs Deecone Sethe a Center ch eter cefilly meeltaKey Bglih vce ght ad peste When al the crs ve Bsn expanse ced Msc mu ste sng se a at turn Sen sped se bays they Knows eo wo Once sone Ne ta fea cre, ae ie me ene Se he hl know wero ost enccoer hetoe ans sate wc eer ey ima ty og ev to wo wk al ep fens he org cemcr torre wit ich hr ow owe word ergy Tce re in their understuncdivig of what is expected ‘ty encourges stone fo wie ore. Making revions fs easier as well since the Whale docs Inet doesnot need be reweien, APPLICATIONS AND EXAMPLES “The fourth graders In Me Hels som are using ree wing work time owe plays or he Uragon puppes they have rested nar Sece the stds ae readng farasy books in eck es they hune fecided owe plays obo dragons aed amet in sires To prepa he ode Wa ‘ste Hl has beught in sever sees the sets cn ee te fom ty wil we. The css fnsors th clement ef iar hey sneer frm the ie they aerating and st seve pos bile for pins. Me Hel onnoes te suderts vo groupe so ha each rou hs a = one SOME Scr andthe Engl ngage ares te ange by ho ea aaa for them fede “tne ups to wert by looking the Puppets ny hse ade and baisceming ait of caranee i tht play, Bach of the suet s aig adtonal puppet © make ante sp ‘wing begins “The nde workin groups for seve day, producing ugh da, revi, ad eng, Once ‘heir spt complete they bang inthe ppp they have made at home ad Lent practi their puppet pis Nr fel providers poppe age adhe grips decide hey must have kop to make ‘pecans more reso, AL ei ofthe week alas al ofthe groups ae ready fo eso Me ets case using wring Worksop to erat collaboenive poet They ae providing 29> pon for ine Eoash ngage fares By wong asa group Yo spon the cexon of 3 pay. Once manana neneaneaeeee eee Gee eeeEeE (MPUEL 35 WRIUING WOMKSHOP: Supporting he Acquisiin of Gnglih Writing Cempetence 195 Wetting Process Stage and Definition Adaptations for English Language Learners Pretng Sates fo geting and rpg eas ‘Aw fs inguie age neces oaul mare Ban one sate sng Was nd 22a wring das bergcewopee ouse real Encourage ra rgugeprner Fal op ork rating Geng some eas dw onpsper Srchesd er thrt Tak toc you te Wie ‘ney ater ine alow reves Med ‘ning otis wing between es ang ‘args dee Bag fom Encgeclbeston re desioni ‘orang ses ow org ngage ewig Focusing on he conte oh ‘he pee. asin uesone part are rox lar sng apgesions toe writer “hang can be pated ts oeaed Model wring oop ung you wtng Excurce thestudens i ge you ecco ae ues atthe pee of wig yu ae done Werk wh 2 smal group exouagevasaiono Engen the pice €wnenn another arag, ‘Naharecanestaenttetorsorbcte ead ‘the pce ane ecard gestions gn the proup wapeton. Feng Conecing mec del heeding pres ng you own wing Teah procreation stork gear to erect al spelngpncton ‘Sptalarton and ater mecca ror Eco Darter wor re ronores sich stores, {heures ant Engh garartexboots Aer ‘ode eg tecr cn seve leon Ping Pig te wing a ral formas ar motring te len bow bring nto a book cresing = shape book popup book or ther owe frm Modal he pubeig of our wring dae the pucaig posses by modeling ec of er Encourage re sues 0 choose ter plang ode and wrk wit partner Take pots of he Sliver or nA te Author’ pagent ok ‘Cltraton sharing he te work ‘wen eamates or thers ‘Studer whose Books pubaned sts ne Authors (Chairand res the newly polind book or wring eu Pinca, oer teachers aed pares cn be Figure 35:1 ining Proce Sages Adapted for Engh Leastee stcHion WY STRATEGIES Fon auiLotNe YoCABULART AnD FuNERCY Ah srg compel of he op mens parca in the perixmance Because he stp pro (Wes song si forthe tal prseeton al the Suds re coridet reading her a Sis Manin eh sen amiss age ih ch he ste fl gag pio i sonyericsson move on, MMA de utc mp ort sign, Using ring sy oma se sugges that {ie auoknt ln Fi at the po fours ad eee seman pn a cet he ae Psy tal sneer sonar to recall soma, esol ae ee Hib rRadeapesene: Hs hein hy astorming 2 of pss aa hen Bt of characters ho Tt enc the sera The fin i pide soe las gesons ar the tes cove topes on whic 1 ‘vee, So the sone sae tow lone len pals wal gous. Since he ish Nh named Hee Hig the sade decd Yo prdace a patton We, Hooner History Tach Ther socks sang ths his oe ha yeni gy why W298, One ny has the pneu fra ppsning whic oe de tents dove his a no ae fiver Puen tin pia he tbe er the sy an he events are chang st “mae he sty ae "Sein stn a ot, Me oso fs pred with eisai that be cscs Be so ea owe eso ig the hist wed ef schon The ois 50 pop hat te tsk etic & se CONCLUSION ‘siting works toy dha as any passes. ecu’ wring workshop is mended "lt the pvc ol uo fallow a they prs, writ Ws, ei and push xm hve npc pponunaes or contend welts ey researc. ad Se und tech on into ad tel cle wry He te sents corse ‘uietn pes for wosing sens Mesr and expeiecin ae his Wing im tudes’ Boe ngage hasan eishoraen to tate ling cor mulls ks x cent to the front brary sch books nthe caseoom See Cer 17, Bin! Books a Label, for owe "Rormtion on this opi Fors hewkcknp be effective, sadets ste given wens time daly. A truce st fac setup in thesis suppose ages nthe wing pose ad he es must Be ‘en Inout aay to spot one anthers ean dais pans fede, and eng cob Tibor, When the work i encoureped and ston inter upp othng pwd "mechani casero envionment haa wing Worksho EXAMPLES OF APPROXIMATION BEHAVIORS RELATES TO THE TESOL STANDARDS: PreK mess wi +e desing to plan or wing ace. 1 erences in the classroom to spent Weng 48 sent i + discuss writing with peers nd rvs based onthe discos 1 edt wing for cone use of spling and ganna, 9-12 audents wt + revise wei to enhance and dan syle and Mueny. * create writen products bse on rexerch £ aarven 5 waits wontseor. ing the Acgiiion of Cag Weting Campecence 195 h References ‘ Dari We 2002), Tecra aed etc hndbckBson a {Gran D-II), Wrst: Tes and biden at werk. Pst, NI: Heinemann, ‘ompin, G.E 9%). Foe wn alcatel). Upper Sake Rive NU Merl PremiceHl ‘ © meeescerece esr 75 t oee@¢¢2 2 ¢ mena neseeee ee ee ene eaee SECTION STRATEGIES FOR BUILDING COMPREHENSION he 15 smtepics contained in his section provide reschers with suppod ia aetvely involving st ‘eat in making snde of ex. Making meaning fom tex cope act that requies a nurier cf cement inducing soeabulag knowledge, soiomaicy—ibe automatic secogntion of peed Srords—background kaomiodge, and te oe f= combination of acing sstens dah In re Zeaich G991) hs helped or undemtand the processes hat od seacers se to rake sense of the primed word The sep in ths secon combane the Knowledge We have gained abou ngage cgusion wth he theory and research aot reading comprehension 6 prove sractres tha Sup ‘om the English learner in comprehending English text ‘ginning wth spl less sucha nguage experence, where student sce their expences aed words usta to cent a wrnen tex this sles of compreRension strategies helps Engh eat rs undoratun ha creating mening equtes acive engagement. Ax Engl earners bud know. ‘ge and vocabulary in English, ering srategies o salve problems and rate reading text past, experiences eps create «epee of approaches ha readers can use when they encoun: ftalar words and concep English Ismers have peat need to understand the English wang system ad the ways in which iden are expres in Enon ts anpoant that ey be familar wth problemsobing *p Drosches, bil confence Mth abies te nae ence of wee ort, pronounce ad rend ‘nly in the cassroom wath emarasse ‘ur ultnate goal n supporting Engh lene i that they become Nuent in Engh seding and ting s that they have access all te doors that open to ly welledveated people 0 an Engl speaking natn, To accomplish ths goal, escerr must previ dy, gly Oea@ing uci ha bude these kil in an evrincreasingvarey of text ad geesepoanneenrerer er oo READ-ALOUD PLUS: 36 Using This to Support Understanding While Teaching Comprehension Strategies This svategy adéreses the folowing TESOL Standards Goal 2:To use English to achieve academically in all content areas STEP BY STEP200 st ie coMPACEASION ‘Vaserruparecies photos pants . Feata—rel bjt sted tothe rater being td Prsghring—reating te roteral inne Lrgae Rearsngrewring te mite serie urege Renrting ad tang ang ater toe revrten mater es (Caren corrsing ur ropes uchar webs oer Gaga to compare a ora ‘patra preys eas mater + Pacts ou the real serine seg pe pops Figore 36.1 Rest Aloud Pus Exenon Actes for psig the mars the ues Some of the support mares wi be mst ety pre ot prt ening lh et, sy news oe resented ast ean ea whe Fale ns wel er the reali If vl are peed, he teacher fc them ad pre ype thes the fon tastes, hart or posters See Chaser 2 fr veil 0Ure Mis Figo tht the ecru the ext to bead wo Use has plan 310 when se wil op rowland which vials rater spot wil be presented at each oping pits + Explaining the process fo the shudents—The teacher explains the proses the des tein them tat se wl he rec the teat fo thes and that they ll be expt 0 sen ce fats that they com priate lyin the extension sees. She gies an eine oF CO OHO thy el pri "+ Reading and carifiag-Uh: ache eas lo, sopping a appropri paces for a Fate dupa of taeda lp elm vocabulary ad Concepts othe sak Hs Dacron ede + Engaging the students actirely—The teacher engages sudens in acne kosing extension cscs pecs ig the eng or naeitely afte he reading wo ts he des make ‘Snmwctions Dense the new won and comeepl presente, * Reslewing hey concepts he teacher eviews key concept and vor ad eaves che ‘sus dopayed in the cleo so stodets ean fefer back to them dufing anv tlowp aig Irs She may etn tod vals tere ofrter engage the sents wth the vocab Ey concepts adit revaw Sethe chapter his eto song eo 0a fOr dived review ecg + Assessing and monitoring growth —Depending cathe enension acts chosen for the Jess, sens yee paps verslon of ered. aerll sot hat demon ‘Shc theleundersancing or other raphies or ils These produc an be ok in the student Prion The teacher can obei crng the ieractions and make ance xs that demon Tne the tients undentanding or need for addvana nsrucion. Alter reaishs plus hasbeen Taisen eed 3 umber of amen, adents can be asked to paraphrase pi" Txt 3 8 et famance sample and he revord of at sample ca be Inchaed in the poral. + Adding tecbnotogy-—Seidens can ws the Inert o seach for ists 9 a48 conte tothe read-oud waters They cia use the word processor for wing paraphi=version ofthe {esr vendaloud, They cin cee PowerPoiepreenitions dmensrating thet -randing ofthe tex Allo these peodets can be included inthe students’ porta APPLICATIONS AND EXAMPLES No Rehrends ith ander have ben anit an geometry. Mrs. Behrend as iced the go Inui conceper of ccs, ameter radi square, and fetangl, but 2 nue er tae ae [ralsh lees and she wants to extend thet understanding ofthe tems a their math vO manana enna eee ae 22a aaa eee (queen 36 aoa Pie Th we Spee Untrdin We Teg Comes Sa ‘uae. he inde series of books tat infuse math concept ino the sto ines nd decides trys east ple acy during thee fedeloud tine. Me. Behrend prepares 4 3y-12 inc ‘ean foreach of her cents ad ten te rectenen, seine a peo cach odes “hee going io iten to stony ty". Berend says tote dase Te tee the str SF Cumjorence aa the Ht Renn Table A Mab Adectre(Neaschatder& Gechan, 1997) AS We ‘ead ths try we wl uke our knowledge of geomet apd follow the cctions oid the les ‘Slng eh th Sr Cunerence's exper ‘et, Been wate ny the tnt ae decd 0 0st bene Cam ference having wa iste The ue tee ecg o reeset the onal ae se yi Cas ference and i kn and they fl the desone ven othe carpenter hey ee a uae ‘align an octagon end cee a orl o repeat de ble saps eng ed De "when finally Sr Cnfrence inde re inthe Fret hat has ow Over ad Lad Ds Ae ce esti fled te By ading al al reaching up to touche very tp of he cle The get Me Blend” Tu slug “Lady Di vas the dames the eee "Yu are so atat” M Hehvend avers witha sale “And do You kr something ce? Her en's mime s Ras, and he's eset a all hal the date ofthe wee "The nudes in Meer’ cise ae enced about undensanding he nyo Si Cafe Decane they know the mah vocabulary, They ae wry exc cht Me. Beer has ound some ‘ner uth ees boat Se Cerence Over the Net Few dys Mr Belen as re mal ries aay supporting te aes understneing the veal and cones with eaaloud pias cstentone ch ssa tl, and active invoensent mer Me. Thee’ temh rads ar pacpaing in schoolwide exploration tiled “Dally Heroes “The cue schon acing the Way, newspipen, andthe tata for examples of eng Wo ve mae fence Hebe, one of Me Heke English lence having cy Oo ‘drstinding the concep ofan “unlikely her ko what hero" oben save as don know what an unl er” am ping tres back othe cae toy, Ren” Ne itl ep thnk thi bok sw ip you ndersan We need oink sb the word ough cud that sur likey tao il rom up tobe sn oper singer Tat mes that you may become a baseball player YYavte good a baseball st don thn youl be» poeonal Snger Nat wn Opes singe” Raber exc, "Maybe 9 rock a, hough “ese Teel saya ea api,“ Heely that you be sn alte. 18 ot Hkely that youll bea oper singer Clie means ts probably not ging to happen” “Of, 1 get hat But what's ap valely hero “That smply means thi peopl cin be heroes when you woulda expect emt be. Inthe sory 1am gong to ead the das, nine teenagers se etoes They are st rca cena, but hey ‘do rmeting very brave. They nuke pose for other teenager todo someting after hey do forthe tne, Te bok i caled Wario Don Cy (Bel, 1995) ands aoa Uh it black st ‘Sno goto an all white igh schoo in Late Rock Arkansas” Teel has preyed 0 rea th tory by Sing newspaper pits onthe erst and downloading them ono eansparencies He shows his auceni the newspaper aril abou the Li tie Rock Nine and the ass abeuses the poitesl ston of 1957 andthe couge hook For ‘eenagers to break the rial bares Aas Ir Threlc eads one eupteof the book aloud. When he has she the fis chapter he an se sent ak aboutie Heats one sudent oe the events of the ee caper ins own word fase thes noes cn the overhead, Maco sis, Meba el sbout how she was bor and ow back. Pople dint get eed fay in thaws days. She wll about ving pay ih prices for dd bread. she eli abou her grantmether saying at she was hom odo something peat” When Masco ‘ops Me Threlkeld as, ‘Doessmrone have anything fo add to Marcos eel” Roteno iy, “Meth dl ink se was ding anyting spec going lo 3 whe hgh school ‘he though he olers woul pote her She did't know she was gang have to Be Very Braveaor SECTION ¥ SHATEGIES FOR ENILOING COMPRERERSION syne Mr Tad ate mst pcre ft an age ao Ge sign nc hc pps hess slr: pach ack se itulenn wiser at paanen keh doe cy bn the s he inthe amy ns apd thon el a te a eee rm “When they anv finished witty hear reenactment, Me. Thretield asks the students playing the Lite rool ne hve ey eta ts my randy wn they we ig te gan tenant tna Tre nse Nee hoe She Hache cayenne cue cp na he non wc Hs como etn Pa pein est iy kop ck ps frinoiy ado ih crm Ata of th Fs some of the eer te the eae 1 never think tigre ae 2 Ha ks hey Se somone Me, The Bk teem ls wep tte Mi acl were hers they were rae They ela Taney ard no sl and we everson ake You Me Thee sey pln he way its ve uta Mes oy Hens Stes ks ae sl ack ders moe eS ep For ne aie es CONCLUSION ts Bele at, Tht fa wan we kn une lof en vs hae ac hse re eens el sens iva rth et hye ans shir dents some opin aoe tbe pee Tin ents ny ser th wopchnsion eee cal By fa Iie 901) I apes at a ping i ‘iobeteaneaplins nse anys sonks se mr arnng etek t employ wee e De ‘Soins ta oh at og ps mes ena ir EXAMPLES OF APPROXIMATION BEHAVIORS RELATED TO THE TESOL STANDARDS: Pre KS aes wi se reals supp ste derstanding faces seks cae dw 9 penn expences 48 andes wil + compare stony pleas pst experiences in dauble-emty jours 1 CSinpae eros of svn sng saphie onaniaers p-22 tudes wil + compan: fon and iil version of the sme histori evens Sites Tiioal version fa histo eve. References Beal $M (998) ars don't New Vos Simon & Schuster Trin) 19) Tecate enon proces Onde). Neen Hes, MD Allyn 8 Bacon onde, My Herel 200, ald sag wndestandig fo og et, Pesertaton Sh the Caos eng meen Sst Conference. Sa foe, Ch: November 20 Newehander G28 Gehan, 197) SH Cunference and ibe is rund table: A mat ade Vie Wattows, MA: Chae peeenee eer ee oro cree LANGUAGE EXPERIENCE APPROACH: Building on an Experience to Create a Written Account “This strategy address the folowing TESOL Standards Goal 2: To use English co achieve academically in ll content areas Standard: Students will we Engh ta interact in the classroom. Standard 2 Students will ee Engh ta obtain, process construct. ane provide subject matter information in spoken and written form Stand 3: Students wl we aparopriate learning tatepes to construct and appr academic knowedge language experience approach (1c & Alen. 1968 ian avy ad wring Ison that Ips eto ete vomctons een wanes what pen. an the at sige The sents pape ia an experience sch a6 3 ek py eine ora twain The seach ees the nents na dscusen othe expesence and a they ak seat at hey the wach movele hing ther Wendel pe The feather Uemonsats the eo tio hatween sound adrienne Rr sounding the ort ai ake these Uo "io. The sunt ane able o wea the weve Recs ey patted i the atv and he wren ‘sor tl what they about ther eevee, Fr thee fesse, nga espn less ‘Se apprpeate for Engl ngage lames Herman, 197 Tose re rete from lange experience esto are cues scl fo een ‘venti hoeks or the students state o sen reaerstheater ik ey the is from a langoageexpeiene tex psoide ae oppatunty forthe sadn to work closely katona mike a cone the cle Hy a‘204 SECTION Y STRATEGIES FOX BUILDING CONFRENENSION STEP BY STEP “The eps in implementing te language experience approach ae: «Providing an active expertence—Provde an ace leaing expeence sich a 4 eld science capone at lesen py ovement fescon. Fer idial siden, Mgvae ex frovenc less me based on ay experience the sont wes 0 sate Talking about the experience—Seit the dens 0 they can ee the chart or ealkbonr \whexe jo te wen Engage the sn convertion about the acivy they have jst experience. Enuuurige demo use complete sence as they deste the ac 1 Tabing dicttionRecord the dens desepons other experience. The recoding = Fewster ustanting ofthe olf writes angisge connection best fy fellow this sequence Repent the sentence tobe wen ad then sy # agin oe word ata ime 5 ou Wie 1 itave he sess read the seatence along wat yu, pointing to cach word a is ea + sequence important othe tet ak ending questions such as, "And then what did we do 1 inthe stens are no dctating the sentences im prope Sequence, you may waa! record {hciesrtenes on seonce ss hat hey canbe fearanged in sequence ater The Sem + Rerending and exploring socabulary-—Nthen the entre txt has been dated, eeu it stl wah te aents eng long elbrate he vorabuary contbuted by he stents he ‘Tedesco iat semtenees 4 Spe pat onthe Back. vole the stents in dein ow thy want publish he tex + Proving time for expansion projcts— Provide tine and materia forthe studers © we sn oat a produ tom te ciation, Figure 371 shows ways that language experience tet an be punished. APPLICATIONS AND EXAMPLES Ms. Chans ir grader a plating the bea seeds they brought back fom thei othe fan. Ms ‘Ghana the stress eel her how they plated thee sed hte got seme di” Lee sys ‘Me Goan picks up her mticr and sys “lets note this down 50 we can pu in our nese ter ths week We Ge sounde the eters she writes them) por—some—ai” "The moet cute emtencte about ther experience a Ms Chan mits the words, sounngshem ‘outahcy are writen When hey are ftiog Ma: Chan and theses ei the sestences together. “ou dda ice ob, We wl put the ory in he newsene hs week, Your press wil ike 10 ead about what you did, Do yu wat to do anything else with this ty" ‘an we nike a book and daw pictres” Ti ass, “Do you want to make a big book or lie ones” Ms. Chan aks. 1+ Bg ne! the rodents 5 No Chan ges Inge pce of consraction paper, cts te chat sory par sind ves each su enta sentence fo llusite. She Hee them 0 glue the ertences othe Booms of ir apes. > ‘rther stetions. They put the bol ogee wit ange metal ings and place i the reading, ‘enter The stent al enjoy setching ton the Noor wo reread the bok. ic Mes ad his seve racers rereading The Giver (Lamy, 1993). The suet ar resding fe Gupis and then meeting mth Mr Meas sce the Book AS a par of de erste iis hat ‘ok once «week to dns te chapters that have been 00 ach studen dates a ere pase ‘csemesce selected fom theta. The sentences ae played on the bulletin board in eateries —_maaanmnmm nnn nee 22222282 22a ee ‘HAPTER 37 ANGUAGE EXPERINCE APPRORCH: Building on a Egret Gate a Weiter Aeeent 205, Publishing Format Faretnewseter | Lnguage expec econ taught ad oe i et che ce |S acohberaialy writen tet ad it he sues who oni wa story ‘Arte ten writen copy ene serterce a 2 ime ono ge Cconsvucton pipe Aska ret suerte seats exh page Day ‘he pags. prope sequence, org a wal ox hang om a pay ein ‘efcon Arte epg ca en Smarr 8 edi bose Arte tn writen copy #0 sentence pr page to 3 maces ‘an be feted io a bok Mae phetocone of te pages ep he ‘Ree ino rae alban ae agente frist chrt gene | Aethe ential wre he antes on erence pape ent Sentence per sp Meh sarees up ae ave he Rade erage them onder Aer ue oth woe a and eccuage he Slade treba he org tenor rete 3 Pew one ne me Wak on story Aart tex is witn copy te sentence. one steeper page of ‘onsvutin papa Hae the Sudan thse te uence an hen ‘Sra te nasa pes The tds ed th ety spreaig the ages ot on he for sd sepa em ge tops rings ey Figure37.1 Wapsto bien lmgage perenne one, Buti Language, Perl Language, Spend Language an sri Large, ‘en He Meee the meat cle cetyl te serene er sees ase ing linesing wh th eyes dosed ip ten dee wre the phase ce etene ad be Pc on he bllcin boar. Ae Me Mer ies he word the ete sp i des ep im spel he word by sounding them ota he ics heer te hase sence wen they das ter werd that maybe rte ote wore wtnen "och trons, onaton ‘naire rsa apo We et tht by selene re of he wn ts ‘pouch ae abet fois re oh mestings of he wets sd the ceo tee CONCLUSION Language experience lessons support the development of English vocabulary, including the active anicgation and verbal interscon of sere through the ur ofthe personal experiences in he restion of 3 waten text Followup ates noch a the publishing ofthe text for sein reing practice sere Io prowie low aren eading spp for students fearing a new language. Sengnem SECTION) STEATESUES FOR HURLDING COMPREREAGION Ahir ov sures phe and usa aso proxies maton ud aliain for stds ee rome es can uc ntl are the ecu and mv 1 we tion ng conection fl det EXAMPLES OF APPROXIMATION BEHAVIORS RELATED TO THE TESOL STANDARDS: + vous un aecout ofan experene. 1 SSESSIUS ston secur os colaborahey ested expe sta aborative evson of an expeiente s07 1 Pittesaons base on the reading Fan exprirce ry 1 ik at «ad pesona deta oa color writen experience sy DAES pomonal ew os shared experience feferences soos DM Aly, NCS fer ond experience Rel 2 Ne Vonks Mew, hens 998) the ger ows Heaton Mili Hee Lag teachin abt chrsraoms per Salle River. Nk Mei Pn a6 2 ee monn nnaneseeeaersce soe INTERACTIVE WRITING: Developing Writing Skills Through Active Scaffolding “Ths strategy adevesses the flowing TESOL Standards: ‘Goul 2:To use English to achiove academicaly in all content areas Standard Students wll use English to wneract inthe dasscoom, Standard 2 Students wll use Engh to ebtain process construct. and prove subject matter informatce in spoken and writen form, ‘Standaed 3:Students wil vse appropriate leaming strategies 10 construct and ary academic ewledge rterative writing nell & NeCanier 199 9a oe of shad wekng langue apse Test in which the eicher sd tudes emp 4 ryote al share the pen rn the swans down on chan ets pape The seks spoon asin convenionl spel saptnszation and antnan Pa fered ws sue te ae ‘ve he teicher Fupples the nonphonse pars of rs a she supp the ent con Baking as they price wring wo cco sping a scare Interactive writing proves safe or yang ening vend speling i conversion speling ool sens tin aed fail alee bang Peclly pepe for Lng angie lesen ecu pansy expense an bic ‘re the Ht sep interactive wring. Whe Suse he expen th students prank The teacher ep th ncn compte Eg sentences, enn fen, and teaching the wae of captions punctate Fue 381 To tens and sks a can be git tough incre meting STEP BY STEP “Te steps in condicing an tric wig ssn ae + Providing an experience om which 10 focus wriing—Prise 4 expen wo Wie shout Ineniie wong an he dane fe el np, shut ly news. afer engfon secon y sraecies 04 poem conrnestasion Tee sia et Lene formation Une lei comnars Daly nee Fes conorns Prot resets Stertowes Formas poor Copatieers Fray ees Pincus Bester Ontrg Revers ese Boorreports eng ‘Abhabe books arya word hee Factboote ‘wing does Ausobogrpties Gang sources Ren veone os bocks | Comertal ping Figure 38:1 Tons rd Sah propa orineracie Wing Lessons “The sre expences the grap someting write about ae fteritive wn one ‘Miho al orks bet to ae a ace exesence oe sO T Gatboring matertats-Displaya piece of chun papor en whist de text wile writen, OF pies fing Rape rhe txt sto be writen wih a nada snk Gather markers ad co Peron Mehul conextn tapes best when the sory we Om ht apes * Starting the process Neste sentcece the writen In he Begining. best os sista faty pe sotence Have th std lp yn unt te wort the sentence. This Bes orcmunincr ean hee the adem tose the dda words ey are wee, 1 Sonffoing the writing Sy the st Word i he sentence sy, dang ow te sounds ees a erty ear the Detnning the wor. ise one tent come ad te the ngoaning lees, but before is writen ak, Wal you tie 3 owes lever or a epi Teaco if the sent anawer. Capital ask Why? Te ida so ponte all posse suppor for [Sita aswel ato vetulac the decsioeto be made so ha all ens understand, Then, allow {pe amuenr to wrt te leer Note tat mith olderor sce sil—stidents you ads this sn, ‘ecumgsng tm io wite who words or eve pies ad prong on the SUPP DESY foe the stages oparcipate sees 1 Rerending after each word is adadNic cach word ste, go ack a reread the enters cs ar tbe each word #2 Fea, Cotinve fo ens at suppOn the citren Setitne ney flowing the sme procedures. Foc om dein hat mist be made 2s the wn Bae atl ton lave spaces, when to se capil lees. cons, periods and #9 On econ tae whence necessary, but es offer spp 9 he tient wino made he for and encouragement wen te enor is comes "Reading the story alond-—Afcr the teats ween eet ah the tants by having the op tea oud. Chose dent oto ltt and the play i rowan he eae vrowe whe compleed, an rtractiv wning son should pede sry hats coret spel cree rpecome a crpaaaed. Every aden inthe group sek! beable to rea pointing to cach Sond se ee ee ee ee SPIER 30 INTERACTIVE WAETMG: Developing Weitng SII 1 APPLICATIONS AND EXAMPLES ‘Ms Besning others is esi tudes onthe carpet ade ed of each day Hea them ‘im abou te acs hey Rave eyed nail Ut day As they alk abuser experenes, Be [ening cond an tei wing fem. Each student i enced pane 2 they a8 able Some tudent in sippy beginning ler a words, oer ean tere whole words ad eve ome piven, Me Bening suppors the sunt in sounding oo words sng space, ad placing mcston meas capil ees Ale tex = cope te den ea tether lk it information Hcy nt shar Wa hr arr. Thi iy aig cee the schol ty and minds ter forts they wr 0 sre wi thelr pret alo prvi # ail sd forthe ses of wring, cevermonal pling, and wpechanic. gue 38.2 show an exaple of Mi ‘Bening sae daly ews ese writen bytes rom me lee ne bags Mc cobs teaches eighth Engh Her sudens are reading erate reed the Un denound Rao apd she dees that a neracve wring eson would ep the senso sm Ine tl breed oft lad wie samuel peowdingan oppo for her teach ‘ring mechanics ma authente . Ns icohe poi ach stent wa a nal white oa and dyer marker. Se De since interactive wring eso wa ueson bent the Book The Sty of Hel Dba Cone Ueto te Under Raa Md, 191, which she has ben ening skou othe Gass. ‘The salem lp comnpone te awa the hook al Taban's paripasn in te Under un! Rar. One maset i conan owe onthe chun paper provided. atl sets are ‘ing the eat on the be Boars Maco emontoring de whe bods pox the ‘esol th indbidl sorts they ite, She alo apps the ess’ compen sls ma ing obverstens sich as, Weve already started fo semences wait She. Mie team theo snaher way 0 ban a eee ‘Ne lca sadn can weenie sentence hey conte othe neat marae, bu she is lpn hn cho ners wo complex sentences, and ear orm im hc Wain ' acing fas oes to ight the tad ave comporing the sory and ducing the book. ‘whch Me Juco asthe quest. “Where does the Underground Raa run aamier of wie = lens newer, “Fe Mexia to Calf Thisreveaton proves sn opportunity fr Ms, aces 19 ‘hes Und Sites inp o comet misconcepon among the stems about istration Todoy we Wendt t the Zoo, We saw Lots of animals. | Jost liked the monkeys the best. Paulie liked the elephant, . We sung Senqs and ote Juneh at th 20% TH was Furr. Figure 38.2 Bering Daly News (Wren keeracieh)6 cORPRERENSION ayo secriaw ¥ sraavesits F08 thutste may st have kaw our ad nt been fr he dacsson genre hy he nteactive ery nguae lures the ron ate pani actively a having gest aces in conning tne toy Decne pr company tbe oy, te aay eve ower conser Sigua! the peer vcrons rake Weng fw ele "Ta cet ear ha ome of Tae Fe seid tng meen moles ke we oes are rept dk on TSTEaLS They av kaming to apreete each oer que conatnaions CONCLUSION trate wong nes the sin ash press tal x comveted to writing Bydscusing ee ny hansen sera comse etme eros The one ond EXAMPLES OF APPROKIMATION BEHAVIORS RELATED TO THE TESOL STANDARDS: re sen it 1 Sie ening eva eth teachers pon | sents comb 3 paseo a sentence a iterate wn tty 1 Sige changes n seguro fom cue traci tng proses 12 dents ‘+ contute eas ane format for terse wring projets. 1 CSlabortely reise and resiractre an erect wing projec. References ean, K-C990). Testor of Hane Tb, conduct of be underground aad. New York Tent Books ‘an G8 Mert, A (1990. nerve wring: A tastion tool ar sisting hike ear rest Raitt wee Ta Hichen Tylor (Eds). Geng roading nigh rom be start ects ‘sy tera teeta. 1-170), Needham Hig, MA: Allyn & Bacon Suggested Readings Dtion, Joba, Mi & Forgerson,P.(2956.tnencive wring in a primary elasom, The ead ing Teacher, 19, 416458 cell’ C21) (2000, Sharing ibe pon: ing intracto stin primary classrooms Fresno, CA Sen Joaquin Vly Wing Pres untae 1. & inne, ©. 993), Gide Rdg Gn firs teaching for al eben, Pons mane eanneoseeer ease ae eee sree eee GUIDED READING: Providing Individual Support Within a Group Setting “This strategy addresses the folowing TESOL, Standard: ‘Goal 2:To use English to achieve academically in all content areas ‘Standard |: Students wil use Englsh to interact inthe dasscoor, Standard 2: Students wil use English to obtain process construct, and provide subject matter information in spoken and written form. Standard 3 Students wil use appropriate larring svsteges to construct and spay academic knowledge ded reading (Founts & Pel, 1996) san approach to eiching reading in sl gow Senng, whl providing india caching. The aden ae taut in groupe of fou oy acing a approximately the sme level Teuchers we rnng records detcrne de ses levis, elr use of even sens Catenion eons, meaning, wena sete "nd the relation af the text the students pir experiences). Running reid also deemine ‘he Sten’ use of el-corection and thei atenio to se emontorng of wheter tei reaing aking sete 1S guide! reading lesson begins with 2 book walk a whieh the stidents and eacher lok. tough the book and predic what wil happen I then progresses tough mpl readings of ‘he book wit stadents reading to themselves 2 ew ov pace. During ths ome, the teacher ‘moves from edt cid in the group, Isening 1 them read and caching them on decoding felt snonsosing, and comprehension statis. Tis coaching i done by asking the steden ques ‘Sons tke, “Does that word star nth a's or “Does that ke nse” Te students conte 0 {ed unt each cid hasbeen coached. "Teaches then conduct mnessons based onthe needs ofthe stents ienifed during the coaching sessions. A teacher uses ths oppor to dacs the sory ad cterine whether the stents nec syppot in understanding wat they have ea. Vorsbulay is discussed, caring ane Felaing tothe Soy, the dlssons, andthe cence background experiences. The group may ‘hen engage in wrt phanks, ce oe sls seve. aaia secvion v STRATESIES FOR _The gle reading approach is appropiate for Engl anguage ares because fe foc ee ene eee at indivetsnicion, ana opportnies fo verbal ieeacions, Be- oe 2 Senge canes pape ima group discussion ofthe sry and the vob SRPLES.RESE thy bent om the langage sterictons of he small Bou sein Beste a ec teres fom ihe natve English speaker, the individual coaching proves the ee a Sepertuny to suppor tier understanding, corect pronunciation, and cant word (Seong and mssancepons caused by reading in thei second lanes: STEP BY STEP resi i gn aa ean sum ru ah Ce et i ie sire ys ne a ahr bepress nts ne ke a book walk throws the wi nero ot wh th wae a it ts ghar ar tnd So ae tnt iho tae econo cn role eng er a comnts sy i ha ses ie ng na mt vinnie pene ee ve tat to es teat tag osm Searle tee he 9 Pt a nt rane virgen Re reece rtrd sn rn geen mel To a ee at geatmanetrreitny dry cpa Cous oma tee Sei ie oe Sra man men ar APPLICATIONS AND EXAMPLES itu pe eng Sse in is hoe i sal done nina de soo tS nee aortas of he oreo etn nd Sa a ts nd scond ade econ we ng i prec lags evr sr ph ng srr ca of tps 2 Tan tw lneee, dled, pd concn oda ‘ ‘ 0 ‘ ‘ ‘ ‘ t ‘ ‘ ‘ « « ‘ 4 ( ( ‘ ‘ ( 4 CHARTER 34° GUIDED READING: Providing lodividua! Support Within # Group Seiting 213 Student's Behavior ‘Sample Questions or Prompts to Use corse word Does tama ome! Sting wore Feito each word sound Bewmtct beeing or woes fant exch word at you a ‘Were tere enough wore ‘bang words it rt wi the sere eter | Dees that mab ee? Look the whe were -Aepesing ols ome teacher Gow ta ry How dows beg? are ending of ers Tey tae pen sGuimade a mite, Can ou foo Figure30.1_ Questor tnd Pampa to Practe Set Mntarng nd Conprehenson in Gaded Reading For example, Ms, Garcia sing the litle sfcback buck Woeres Tim? (Comey, 1996) wih oop of Southetn Asan dens. The Dok els cid looking fr his pet cit He foks in many Pisces Incoding the ken copboud, ad ally ds the at Unde he ede éGarc does 2 boak walle showing the pctes tnd hing the dente predict where the hoy might lok net When Me Gai reaches the page ere the oy is looking i he Michen cp oat she shows thm the cupboar behind he, unde he carom snk. ‘She sym" copoars. sik close, bt sual ound in a Kchen o batwoom, see notas ll ae a lsc" she geste toward the coat east are says tbe word late She repeats “pba ong tote eupboors. She repeats clo, posting to the art ose ‘When the boy dacovers the hamp under the bedspread Ms. Gard Genonsiates a lamp by cov crlaga sued eat with towel She sys, “The boys a ump. The eat made a lump under the Bed- Spread” She has the students pall thei hands up under ther eves to show her how tet hands minke fomps inder thelr deve. They then read the ry. See Figure 39.2 for additonal sates {or guided rating, CONCLUSION tn opper grades, guided seaing can often hep students udestand content reading such ac hoe tt socal ses where the vocabulary i ofenunfamiar othe tasents. Using th =pprosch, Siking through the eadig ester, examining ltrtons, chang and graphing and dusting them a cen vey hep in bung comprehension Reading in pas and encoun sumasy arn discussion i also appropiate with oer dens21d StcHiOM¥ steaTEsiEs FOR BoILDING CORPREKENSION” Problem ‘Suggested Strategies Irsfcenbulgraund | Use ela vu or vieoste bul bacgrouns Reaaoud pcre booue tite toe same ope Use rasa tatong or it at ut meres Prove varston to home unguage oregano \Woratipmerdeadng | ron ert nly using acto reg neo rear e reuse serterce Baya he std rece tng speston The stonatoncohong tethers model Powe aod resting | eth crac phestng se au the chi to eps he eng, vase Dy presse. | Banc pas ices ‘Sop the ede and fens on the cui anger mening af he Seve Spoor the ade teu of phones mearng irs an enor fot eae of tle cues seed ae ese bli te arava | esr er eng Support the eer ooking back he ot of ie avers Faas brine meanng athe tet ren he sueson eel poor. thereat eng cae st my hep haber toe pees ed Scie gnon Oto ponte ape ona ey eaese. | “iy ind wae to cornet he quant ad woes io De ees iourd enone Figure 39.2 Gude Reang Svaepes EXAMPLES OF APPRORINATIGN BEHAVIORS RELATED TO THE TESOL STANDARDS: ‘re sens wi * respond io teaches questions o make ens of et 1 Cobian of eusngsyaems ound unknown wor 4-8 stents wil: + uses questioning to make sense of wax. 1 Inontoysel-seadig o evakste personal compehension 9-32 ude wh + periods tp a scl evaluate for metacogation wile rsdn 1 it fetwe cup" steps when seahngcompretenson bres down References Conley. (1996), Where’ Tim? Auckland, NZ: Wg Group Foust. & Pinel 6. (1996) Ona ang Ct fit oacbing or al biden, Ponsmoath mao enannwmeereneenr re cee eee eee ee PEER TUTORING: Students Supporting Student Learning “This strategy aderesses he flowing TESOL Standards: Goal 1:To use English to communicate in social setings Standard 3 Students will us learning rategies to extend theie communicative competence Goal 2:To use English vo achieve academically in all content arene ‘Standaré | Students wil ue English to interact inthe lssroom. Standard 2: Students wil use Englsh 10 obtain, process, construct. and provide subject matter information in spoken and writen form, ‘Standard 3: Students will use appeopriate leaming strategies to construct and 3pply academic knowledge cer tutoring (Tons, 194) anes ia which 4 det who hae awd achieved ein Sills works Wiha eassmate to ep him/her o cq the kl les rom panes wo Drcause panes work together sburing the responses Pec turing elective wth En lsh anguage learners for seve reasons & per wo his manered higher level of pti In academic sls and Engi usage can te spp learing by expnning the ssn the student's st langage or modeling what expected. The per turing sittin fen er {ney forthe leuner because questions can be anrnered thre rely om onto ba The stents are les ily oe tuted. Questions can even He need in the oe linge “sen the students come fom the sue tiga background. Pre uorng Io prvi oe tz pti cing eee ar acmplent oe eis Kod a a8216 section ¥ stress FoR anionNe ConnR¥sio, STEP BY STEP “The ep in implementing 2 peer wong program se + tdenifying student needs—Ideiy sdens who ae having dic In speci academic ress wh ald nein om Ones0-0Ne uN Identifying and training potential ators—Idenly sadens who have proficiency i the scan tee stra whe coh ane orig for ther students. rove ening the ‘ow to poe question that spp thinking + nowt ek the tk ito angele pees 1 hen explain the is ane {how to suppont Engh vocabulary developnet 1 atc students the sents bo nd org th peer tos consid hing spender home lings ard personaly Working withthe teanns—Conter wis both meners of the er ten aii ahaa ccc achievenzm salve probles and answer questions 1 the ear weeks well, n> GASES pine he des weer lng the ems for ras ls insti, APPLICATIONS AND EXAMPLES “the tour ris Mt ans ls ae a sy engaged in reading workop a Mi ans the pica, eaters the cassoom. ve tcc sdf yey sag oro” Mr Mathews sy “have st ised ae ing he fot mater Henne aval om Bosnit and 1 Know you hve ste who came {ous ora the ume ares st Yet fad yout me how auf ine." Yamada eels.“ can get Peter ready 10 sere s a peer or What is me” “tls mame Vidi le Mais ss “Hs new fry i cling him Vad. Hes ony een in the coy foe few dye Me Varna hs a sho alk ith Peter aboot being peer to, Pe rev very ence abt having end em his ov county. when wl he be Ber” Peter ask ‘Hes due to stan school tmonon:” Me. Yamads ree. “Go.on up 1 the ofce wotlk Ne ours ough Maybe he wl ve you Was phone number so you ean ta co hm before he NentScal He might eel more ecfonabe coming tomrow ihe knows fel have someone hee ‘who speaks is ana” "Gat dea” Pter sys a6 he ead forthe oie ‘Whack fee comes back hes sling broly.“ talked to hie and he's ging 0 play on | socom He pays Boa and we se nocd coe. They always make me play that postion und at eee you find cut about hin Me Yard asks re esos to be caled Visine ot Vid. He's god fa mat. He ies ro ead at he does ead Logis wel is Engh ay beter than mine was when U came last yer, We weally ida {akin Engl ch” Pets says sheepishly Sat eter Youle helping hin eam English, but L dont want eer of you 0 Forme your nave langoage Ws ood ha you can pace rgetes” ‘mad md Pe wone together cach moming fora few minutes making sue that Peter oot ats expected of him 2 pe tor Peter and Vadim sit ett ec the and Pte is "ecg to capi asgnmens fo Vainu any tae be needs bop. While Me Yamada works Sie groper ston ett tor Vlad d helps him undersnthe main concep be- ee AOE CHAPTER 44 PEER THTORING: S008 Supporting Student Leavaing 207 Ing ag, Peser uly eens howto pe 2 ei seview of ay explanations Mr-Yanada ges sp ‘oming Vasna with Engh traneations or Fist Langue explanations Via very proud of his {uring ies Engish and Mr. Yanade has 0 chee whenever te socer team plas Te ‘Sk eam, ro meter what he ame language, show encouragement occ er eatin Bal: sewed peat aso suing motion problems Ms Harel ising ose may omer xp psn she has an a ang eres nh ls. 1 nese her sos are tying ey arb they ae hang fet fobs ith he arcompu of ais or planes sang in opps Caccons ane te hd of psi cash ‘Shs or ching, On top tthe chalet math concep Ms, Hal ava tht he Eh ngs nti with comprehension. “hed ne pc cs fry ath ders” Dl sone dy a he ful ug: “some te ingens more vanced word pres ey causing sees” tse Fess on hopper ond wee i looks ward si realy hd expected a esponse oer le, Mst fe “dnt are Sunapee” she epbes ‘iy cet we stupa oer er sh: hve sae sand Spanish dees he tin he Cale Aan Peers Exon Span at end of te ead thy co we Son comvenstowel pace Teal sens apey gi Hie Coy ue ee sk “you a! Yes Me Harel prey shou Can we sepa meting 0 ea ee The Om sheath een ad ih tn ne ing ee ik nc can ata th ese ay ppt the Span convertion pa sine ed My we sa wok ge lh De Pees he ye fl ne oh eed cas ey wa ine cents mean wel be tring somos in Spi na eye on xn mh aks nena Shain they be trig sinh” Me, Darel “Bu ves was hem have sone spans comers pete mp of he el nl and Ne Pest the nex dy 0 6 a per toi pga an eid onthe Portier al ne ne See Fie for he plano Gridetines: [Absdens nt et prkcote tat wo aernoorsa wee (he tse il wontr on Menanys and Weahesy he her 01 Ts and Thurs “Ker and oe mage ona ene and et rks hey uty gee 0 gE Taor Tearing: Metaret wil “the maar re Barth ep an rie my egg et + pow any materi he wars the urs 0 ree 1 Er rent resets rm he tore 1 sary tes wo fe ey re ready to contin ring refers wl 1 repre any mater he wats cs pat f he pee cones Spin + pct ny tag forthe Spr convaraor tht he ees aces Schedule Soo 343, Mathur (ry be conducts Spans Eh or ay combi) 3MS15Spunsh Conran (moprol vocabulary ulong Eland Spans) Figure 40,1 AnAfe-Sehol Peron Pon218 SECTION YSTEATEGIES FOR BUILOING COMPRERERSION™ CONCLUSION esr nring is highly effective practice for Engh Inguoge eames prides an opprnite for veri ints in bah Engst ad the heme language men ttre rematch by ho a ages proses autheni verbal pracice i English Because of Ue stared esponsiiy For Then accemic mesigmers Beth onaent bene om the acy becwe the ter bun Confidcore and selec, kerning oginztonal skills and refining her academe de ‘andings The per ing now pine practice an confidence in vera and wien Eglh d “pneu have less ii in kestrel acting ‘EXAMPLES OF APPROXIMATION BEHAVIORS RELATED TO THE TESOL STANDARDS: PreKe3 teens wi «veal interact with » pert accomplish acme asks. {sk anion quewions in an sears sting 48 ents wil + eras wa «poco accomplish a sequence of cadenic asks {ok forand use sopgestion from + pee to inprone acide pesfermence 9-12 dents wil + vse lctisons wit «laste to cay iu en, 1 nye personal academic srenghs and needs aed sec sippo fm per when nse ery. Reference ‘oni, E1990. The ESL stem Refecions onthe present, concerns fo the Fue In K. Spa rks Uibachot & R. Petcare (Ee), Keecome val languages Read struction for ES ‘dens Nevak, DE: Itemntonal Keung Asocaton an m nnn anne eer enn nner een nm CLOZE: Using Context to Create Meaning “This strategy adsresss the following TESOL, Standards Goat 2:To use English to achieve academically in all concent areas ‘Standacd |: Stucems will use Englsh to interact inthe lassroor, Standard 2: Stucents wil ue Engh ta tan, process, consiruc, and provide subject matter information in spoken and written form Standard 3: Students wil use appropriate leering strategies to construct and apply academic lnowedge, ove activites an boon Sten ex In whi me WORE Ae Kf Ot lanky ae sere Gave paragraphs se ofen ied 19 se reing comprehension Hecke the 8 ces eer mae povie He teacher wi an cpportn ty eshte thei undesandng bts meaning othe test. che acinies, when vse wih Engh asgusge ares ri ot pert each Engsh vcs and rscing decoting sil ina meonngl conte. When ne in psi eal groups these atic slo pode an opportu fer tudes 9 cus ele lies sl fy the ekcion of od "Teacherdenigned cove acti: se expel ahuble because dey can he apt he pe cit asad and language lvls of ales Based on shservattn of aki oa ening ‘ing econ theesehe Sable o Men suden eho areal ang rosechocking ot phonologl Sd meaning cues Casting parigap wih words elt ores the stk foe ape Surees of sora, sich 45 cones. pri words that make seein the purer Clnze cences cn alo nonsste tents that they das have ae a a vend sey wo he paniph to vndessaad the meaning "Te cont of the setence. in cembition wh phen id yi cats, very elf in ping te reer nthe econ of uaknown wed Figure 41 hws ihe Vary Way one pnigriph can be wed o prowde practice adapted w nda aden need aea0 secon y STUATEGIES FoR SLOG conPAEHEASIOG Figore AL _Cloae Activites to Support Reacrg and Languge Acquistion STEP BY STEP “Te sep in sing clone acsies a= + Obsereing student reading bebariors—Obsere you sens as they ead and note thet we of phonsogesl mening, se syota coer a wel a hel sel montonng Avo note the categories lthe won thet se 0 be svg tem Ufc mnning eect ian easy way to do this UIE {0.2 present an example of such 4 aig reco + Grouping students for tnetructionExaine your stent nvaning cords to determine ‘which students se expeencing similar lilies, den proup these students ogee. = Preparing acloze activity 16 moot siudént needs—Peepare 2 ove paragraph bj choos tng 4 seccon tom a easing asignaent the sudens instal Yeading level and deleting ‘word using one ofthe Folomng mead "Copy the paragraph onto poster bourd cha paper and cover selec words with wide cor rection pe Be suet Use the Rye of tape that easy emoved. + Copy the paragraph onto transparency fry, leaving blanks inthe text * Copy the sentences fom the seecon ono sentence sips. Cut the words apart and leave ome ot ae they are paced into a pocket chat ceurten at cuore: mu 22 Type of Close Detnion : xampte sae | ron | se Passage errors | Correct | MSV “sv “tion Lene 0 wor wert fora ako he secedracom | Iwortedion—— a Vb undue Iwate ey bala ‘ea eno the 2 ov Vinee ¢ Sac seucase wortsae | lent ato esr Cee : ev akted a anes_——ee daar Teed ray ——i wes cbs draped eee re ti sek doom anatrcietscom || @sv Soran: Contertwortare | Iwentforawakto the. 3 conte warts 20 1 Cite cet boar Are came bing sec) 2 ui —ceseperted u Figure 42 Sap ofa Rung Recors ceaeptonc Sere eters are w_—_—oraw_to es ae Neato send ovate tecerg ten bediun amps Heng = rae Yau (trig (hed ¢- at weed + sdentfying eppropriate words to fil the blanks Nr wih ne ous sue ke ing hem ota the selon sy Have mente write down dhe word they tink Would bes ‘implte the selection. Ask each siento read the selection erly a net the words he oF she ‘elves ate need ome the election make sense. After ne udents ead the selection ws hele ‘chosen word inser, have them expan how they decided which words laser. Have Therm post toror ead the pans ofthe section that gave them clues. hey sled diferent wor, have ther. ‘dscuss which word seem 0 Bt bet and hy. + Assessing student grovth and understanding—Usig loze paragraph to asses sdent ‘comprehension u very eectve Givi ce assesment penal to document gor io te {heb comes csi neesing way of aseeeng den ables to make seas of ex. Pe ‘ti ae secant can eal be included In india! det pots to document gros ‘ang comprehension + Adaing technology —Clozeparigaps 3 vasous reading levels can be saved on theca puter Students can comple the ne sigmets and ten pit tei work The pagraps cin "hon be prided snd included in the panto. APPLICATIONS AND EXAMPLES Ms, Mendes has noise hat sone of er second grade students tend t ook atthe i Jer of 2 ‘word and then guess They dot seem to be mentoring to make se the worde they a= reading Ile sense. She design a ae scivity hat wl force them to think about the meaning of the wos Inthe passage I looks tke ds: “ek and jll__yp she __ They wanted to __ sone On the way, Jack —— "and Helped Fim byana SEcTIO8 ¥ STRATEGIES FOR astLOIKG comPREAESION - Mic the suet read the pussy, usa words that make sense, Ms. Bendez sows them ‘he Si passage time each Man has the st ete ofthe Wo apy. The pase now donk ike Jick dM ¢__ up the x_ they warned Hick and i epee is (some __. On thew: The ss rose passage, using the phn ces lp a oc which wor 1 ihe a The caf th hots ne cer Th ear splay he ae Tht ne without wy bank aad he chen wad in bck a ran up the mack, Ty wet of sae sos On he wy ck fla Pith him by topping Ms Mendez ad erat cso thy Ne 1 think soa va kes Se he svnve and enon when they ku the re keer of the wod tl poe ta cde the wo ‘Ste Mw Money cao tin abe sansa haat the wv ond lth sen, Mek SSH remind er dons ego ut te grate feng st the wa hey we! 3 enema Ry aR ‘lace atin ea fe une iy vel.’ the reer dink ao dhe ann he psc adn cho worl ne i th ak ha she cing sate, an ere ‘i Tum mnie tht i hrc agua Karees e ilyaing ens pc Leia ura, st tho in mking sense wha he east est he pe ate the elon eaze pase forse mmc at ho fam theo aan. Jene i sb ne se Sehr and work which alee frome tL Tae fei he i ‘Maine the ne fhe oundng. ad node me asta inthe place mocks im eery he Magu, 10. p95) “Te students rea the passage and cuss what they tint mean. Me. Toren ea the the concuon ta alouh thy ci re every werd, Uy em undertard he ain ea of the Iissae. They wor pri und Ot an acu the words eancpated ore Sater Sine is eh matcalThe Yasar pal mcs he tem bee hey eon ura ‘sind this ough ext even withoa Knowing eve word. They alo Jean seme pew vocab a2 res ofthe lesson, CONCLUSION _As shown hy these reo examples, lone ative ve elf is supponiog Eagsh ngage et ‘Seine on meaning in acing. Alsough new voesbuly tae dieu othe fede, lose salitcehelp the student enn ways in whch the conten ofthe ending psgein combi ‘ante nowede of phonics sn ror knonfege about the opi —cin spo her Udrsanding ofthe text they red aman nmr mmm nnn nnn nm meneame CHUPTER AL CORE: Hang cent Create Meaeing 229 | “EXAMPLES OF APPROXIMATION BEHAVIORS RELATED TO THE TESOL STANDARDS: PreK-3 sodas wil + supply omited word ina case sentence based on conte 1 Sage optional word orsubmutsiom in 3 sentence Base on cone 4-8 sunt wil 1 SPE cme wou nae mor comple ent 9-12 dens wi + identify unkown word sing eth sentence contest se pont ue {supply word content ised on aytactc nome (word dcr ad pas of speech References {ions 098% learning to tr a snd language Ponsmouth NH Hieron, urgoes, 6.0990), Osun sas of ele, New York. Ao Suggested Reading “Tein, GE. U99. ied fre 21ers Upper Sadie River NI: Meri Pree HaATTRIBUTE CHARTING: Organizing Information to Support Understanding “The satay adcvesses the folowing TESOL Standards Goal 2: To use English to achieve academically nal conten areas Standard I Students will use English to interact inthe classroom, ‘Standard 2 Students wil use English o obtain, process, construct. and provide subject matter information in spoken and writen form ‘Standard 3 Students wil use appropriate leaning strategies to construct and apply academic knowledge. ‘holy staring information wo suppon siden’ undentaning ofthe bues of the on Ce vin sale or xan. ten sre engin the sty of eontnens, a atte hurt the coniness cou be censucted whet te talent one at map a ote ch ‘ents ae found inthe norherahenaphere, whi ate connected to aher continents, which re ‘oumied by water and sich ace ourainos, st oe iy of ebvations “This sategy soppors Engh langnge Kener becane te cha they make cely visuals their understanding ofthe ran atte ofthe topic hs eave contents BY king a cht oF ‘hese ast te continents can e roe eas compared and contasted. The students te iavoied In acive resscho determine which ofthe ates ae possessed by the dial cones and they re pen ponte © ners eral as tey const the chart The tients chat ofthe ‘oon sown i igre $2.1 AS chaeting, also lle seamantc feature analysis (eregoy & oye, 1988), 8 way of STEP BY STEP “The sep in eching the wwe of a abate can are + Choosing « concept to chart—Desesine whether the concept you are teuchig lends tothe charg fate. ft docs, make +t ofthe atbues tas, or chara hat could becharte om Course 2 arte CNET: Buasneg Intonation ms Ccominent | tnd | conected | mounts | ra | tier | Dever | forse | Sco we | |e vy fvfe|te le] woiraca | = |= v [ef -[-]- fo we | - |] vy |efeletel- Austra + - v ¥ 4 ¥ v _| tose | - | v |-|-]-[-]- won mere | = [ov e|efelele]- wea J - |v v jefet- le |e Figure LI The Content + Discussing attributes or traite—iavolve te sents nthe eacusion of Se sofa tubes ofthe expe tha data he concept being tnuph.Provise the students Wh a St of ‘len snsutons aml encourage tht to conte fo the completion of the atsbute cha Ye Sing he earl to sce wil ates ae preset neath. Desoto we mark ‘ng system forthe tase For example an tae mii spy be chedked on the chat or cook ‘be muted wih ache synbol showing how closely # fi gives parameter Fox example, under the atu of connectedness, the continents of Burope and Asa weld be marked wh 3 pls tcaune they ace connote aco lage area of lad, wile Now and South America Would he tasked wit «checkark becuse they are mere nial connected. Asraa woul! be ae tra annus sgn because net connected o any cs Cotines “+ Exploring te materials—Engagethe dent inthe exploration of resource matt va abet supp tc underanding ofthe atabutes being kes. When carting tial, toes ‘nih ook at pictures of aun. When cating ceiron, stents would wae to examine 58 {nl photopapis Give multiple opporuntes to ew reska or phoxographs to assure the under "anding ofthe concept and tr bes, Mode he we ofthe scademic language being ened arid Jrelp te studens make connection between the acdc lngsge, til background knowledge fn callogual langage (ICS). = Using the charted materiat—Prsise 3 follow up acy hat encores the sudents 10 se the information othe atte ca. hs might bea wraing asgnment nc dey ust ose the char to conpace snd contrast to ofthe examples Ung also be an acy where the soe ‘Son arte and label the atte fone of the examples rom the chart.226 SECTION STRATEGIES FOR HNILOING CoMPREVEASION APPLICATIONS AND EXAMPLES ‘Me ilar and iss grades an naking ptr of ansmals apd cusing where she ani tke npmparaton fr unt on the 200 Since the las wale sng the 20, Mr Vlaios war {he tem undead that he hate wh he ania are ose aren exactly the same “TS shere the anna ve nthe il Sance the ele as fst completed a ody of fan aia the {Giese pleura tele the comparing apd eontstng of 0 and fan ania asthe “irwcion vomine, Mr Vu dolce hat the cide wl Ione y the eons of m3 ‘Phun co Ree Reo oda the eh, he engages the ce con fea aa ‘Gur fatt ae whee ea sts ea ial The ca hey emu show in Pye 22 Sic vnasinos Pein the dscns by acti tbe eile’ ceed knowledge of the sav sh fey ee neces sted ad ther if he far He ows the ere 3 pice So dack and ask, “Wh roneere he mame ofthis arin” Fane hin aed wna A dale aks "Yee le Vilas ness ck, Everyone say ack wath me” The hen epee ond duc ete “Nove hat So we ne st docks” ‘Ath cten wep. Vials wnte thr on sounding them et su mde te sonnel relatos. S hck hac wenger’ Nr. Vis sy he sts the ef he ees am writes seine He peste is proces wih ry sad a Neat ie ville shows pine bore andthe proces epee. The chi th tne hee ta fam anna wal owt kgs ate. Tey bo hat re hae fs ane Pa diver he hn ths been they ve iho thei a "et ren moat aout the nas whose pres they ae examining Me: Vi tu The an aes y ha 0 we cane laa thea Ye hve ake Mw whey we se them, ef a e200" ewes frm and swum he ate chan ‘uve told men the sre em nd we he water He Wwe land ad ter f ‘animat | Farm | Zoo | Habit | 4Legs | 2tegs | Wings | Hair | Babies fan water| lve ease pk | x wie x [x x | one | x x x xix Eepant xixtv | « xia en xix x xis me x x * xix rae xix x aie Figure 422A FraGrase Ait Chr ol Farm nd Zoo Ais a a a a a a a curren arm CHAntine: Orgsicing tn nation ve Seppert Understanding 227 “Yo have old mo ny ps the have” He ees 2 lege and gto the cht “Yow have ls old me wdc bce ae neo om eggs” He ws fe ad oa [Me Vilalohos then ad the won dckand bore under due woe anima on the cart and exp, “Tus word sty dk. Now Tl rk tht yo ok! he about the duck The dak fara snl Mr Vulnos maker an X under the wont farm, “He ves on and ad tbe wate. ave ‘atk ba hone wo hs es nd dk abe ome ro ee ‘Once ie Vill is mee the marking he ca Ue dk he nes he hile sn mung ha forthe hate, The shi mda nad hese he ea {hay devas i oe snl mk fo i amin Ono he ane emt thee they are shown hat odo nea sealable of samtrcton paper as cic el des the sae. He mele fot pp a and tors heck hte sa he de dvi 9 ‘incon at el of teppei le he ah ea fs Me lla the mode se Weng seme bt each ani fxg om he bre chaste the wc ofthe sor ey red. The Rea Tvs fa Ti ves na as eg He hs al ap lear ho ren sk ay -We KNOW. Wer hm nT by alle a ‘Me ila ne wea a 8 a 4 yu tre. ee The children's langue aa concep aniate be sup the we ofthe te Vito sans te seu tne hat wih te ne of cng, ra in i ee se, tem he len Yo succinate the ners ed etn 1 yung en ee esi Me a samt italien th fh ins shen chs are ws pen ter kere an planing "or exon. Vc has men tt at seth see tet do ab ie the stout hive kendo supp hor ukrsanaing of the scence concept hy ae Th cece arian an a ihe ta ar speed be paring pokes foe ee devils tha stitch ould he wad wr revo the ein segs seed repaint poi cence poe, “aly. want ose the tps nthe cei pices yar sing to prepare your cic rot" Ms ue sya she poeta Bank ste chart onde overhead proctor The at se Spy depen Pe 22. os We pos oth cine scenic pres om te ever aand eases wat eat step means. She then goes ck to he fpr the hae 1 ack “Why do vou hk ote These Pail hing cree the topo his char What do they have o was dong scence projet” Redness hie hand an Ns Cue acknowl. nk Uwe ae he Sees ha 32 tke! ota te eps the poet “Ext Ae oe rep acho the sep inthe sei proces nol the use of some of she lensing stegie sedan may some ave ed. eral sot how they lated ‘the nape the sleific pronee "hese points tothe tp nthe clemiepoces Ms. Ve aks, “What does asking # es om ave Do yu ee to have ay pie knee ute sujet ask 2 gusto” ‘Sen answer think you have to know someting about te subject YOu ste goa 0 we For soar pcs or yon wot Kao what Kd of quan oak “Yess Ve eps. “That ste. So, hing prior knowlege is imponant ong able 0 ask queso, We cou ttt using ror knows ra ratte necessary 6 this ep the scenic process wel What sbour resncing? Who remember what fa em nen” ‘Attans repies“h means ung esurces like eneylopedlas and textbooks. You'd have 10 vse resonreing 0.603 ood ih of aking sete queston you da yo may ask a lesion that Ihsthcn answered many tines “hatte 6 Ve says What abou noee ‘Seve lp her replace tie sl round man wth pronouns so thatthe paragraph sounds Der. ‘Aer dn sudo help er spice the noun pase with pronouns, MS. Hanes question the = ESR te pronouns an to whom they refer. The sudents have no prablems wndersd- erthe parma atnough mioy of he Engish Faagoage leaner do pot ow anything abou leprechuns “Thc ens wok togehert make he pgp more ieretng. One of the callers ‘ines sues “Can you the of ene oe iterening wands ses that hs prs a 30 beng" ‘Graal, using suggestions rom various students and discussing the meanings of dhe wont “xd he ss este paragraph 0 that ial ead 1 ws waking owl down «winding gen pth oe with awd vary of ose {cy pi olor when | met ea, ohn man wih iy ed face. He was ewe fn yet emer chet and nse bila green velver shoes wa tering Rl hls tna und pee atin bowie at. His fae was 50 round that he lok Tike # eke of rey lets Ih eve seen in ce Eve to Ven that prehos aneusly Fd tthe iuginane fran a fle who have consumed wo moc alld ‘eit get ome to dese hin tomy fama ae waste happiest vision one could pes secon the sevens dy of Mh ‘Asis Barnes an her lass eve the paragraph they dsc the uses of pronouns he mea Ings‘ the wend they tse andthe images they pony. They connect the sentence He wa Resin cen” wate pase tht flown rpm jacket and tose and arsve the Soh thd he pase shusuaes the reference to “dressed all o green” since emerald fe Shade of green “Toe ders dacus the imporance of waning the words 50 thatthe readers can envision the sigh ofthe leprechaun an his lthing surrounded by te peng ower along the gen pa. [Fit au have lxmed tha sing pronouns hlp he narave Sound move stra, Duk po. {Getic knot Yo slim he pono eer ce murat does ake sense he steno ad Sumber of now word othe persona wong etionares hat dy CONCLUSION Cohesion lessons suppon ces in saklag sense ofthe English language, oth spoken an Seiten Teacher lp stent to undestand the format by explaining the meing of prone, “Hino, conunciesysubstuons and eter abstretfferenees infer and spoken ngage by ‘Going caamples and by proving stants with guided practice In analyzing English text. They Sit encournge students o take tine to aloe the reasons for shes own misunderstanding ‘Demonstating the connection by wating the semiances a drawing arrows che wos that ae sed to make sen of the sentence makes the cohesion links more comprehensible 1 theoe secon ¥ stanecits fon enon compares EXAMPLES OF APPROXIMATION BEHAVIORS RELATED TO THE TESOL STANDARDS: PreK-3 tudes wil + ienify pronoun referens in writen teat. 1 combine sertences with appropriate conjunctions ree + subsite descrpive phases for nouns in sriten pres {ity the diferencia meaning when conjoncens ate changed in serene 9-12 ude wi ‘+ eels aporoptately in wten sd spoken tet. {ni sa ot ennnccs i ex Pale compreension References {ons A990) doar tare od lau Petsnotth, NH Here Thay St Hasan Be 1. of las New Noe Langa Suggested Readings Inn} 1991, Fencing ei compra process 2p). Ross Alyn & Baton Taping (990, Lite: ht cont Upper Sale Rivet N- Mew Pema LEARNING STRATEGY INSTRUCTION: Acquiring Self-Help Skills ‘This strategy addresses the flowing TESOL Standards Goal | To use English to communicate in social settings ‘Standard 3:Students wil use learning strategies to extend their cornmnicative competence Goal 2:To use English to achieve academically in ll content areas ‘Standard |: Students will use Englth to interact inthe assroom, ‘Standard 2 Students wel use English to obtain process. construct, and provide subject matter informaton = spoken and written form, Standard 3 Students wll use appropriate learing strategies to construct and apaly academic inowedge Goal 3:To use English in socially and culeraly appropriate ways Standard 3: Students wa se appropeate learing svateges to extend their ocolngubtc ard cute! comnpetercs ‘caning strategy Intraccion (Gagne, 1985) i has on suppomting the sens in woe Sding ther ow arine nd ia montoing the sethods nd esl of ates they use readin iting. dseussions. and vest. Lewin stepson helps supe Engl language Terners ney yng sPmontoring and se elp approaches to socceed #9 seal (Gromer 8 O Nate, 1991), Tne ated of narcion are adres In ening ste srt, [nl tee areas are ele! The ferent foro steps thoy ean set improve tei om ‘Xccens in seliol The thee areae of earng sates iced in leaming egy econ ae {G>mecopative sree, copntve snipes, ad (0 seca flcine sates BMetacogaitive strategies inca having 4 pan forlesning, montorng the length tak ing place, and evaluating how well content hasbeen learned. Copaitive strategic nce Ianpoltematenal merely oF phstealy to faeltte leary. Soealaffecuve strategies incu ‘want nrc ith ters or corel your own emations in was hat support Sours. See Figure 4 fordesipdone of some of he sees ilo in each seat.236 SECTION STRATEGIES FOR BUILDING COMPREHENSION, CAPTEA G6 (CAAMING STHATEGE NSTABCTION A 3 Selleelp Skills 237 Mentoring comprehension | Chackyeurcomprehenson dig eigen, ‘Mecacogntive Srateges eS Aesity Description Pooene Preview te mateo pana way to opie fore, Brantonring | Students ges ways they hve wen tir mater No dren ‘tae The re th sar can ure te ito ope maing {Go ht wou atch wel wh te sratep igen The bee ths cnpning an the mato fatty to be wed Parts fhe ater tobe ivy ato trocce the eta er re many ern sats and ied nde sue of sud determined users hve choces in approaches sve steton Focus on ky wos concep ob eae Farveriterviaws | Suctts pup and imardew ech her about he sates they o> “es ‘ a ‘using tore rons ach student decrbes one alegre by the paren ‘Sefemanagement ‘Ora lan for sting cing ee and pce. Cuesionakes | Teacer repre euesicraie abot satgy age. whi the students (te resus ae absted and end ora bes or rou dsasion Mostortgeredicton | Fea on your speech rweing wie ts peeing Setamesenent Fan waste check on your leaing taught ings ting fogs telecine os ed cbc. ‘Cognitive Strategies Potrng Use research and source te sc 2 dorares erqloposaa wort wal. cssing Orpen meal tegen the lle or ones sobelemed Noten ‘rte down trzortit infermation ard hey words tobe eed, Acting prior inowiedgs | Mike connector between whats bg sued an your | enemas Searing even the man ideas tar ray in wating Dedictionorindctin | Lookforpatams te wearer ma oe vsgery Use merle et pictur td in memory orundasanng Figure #4, Congr of ering Srateey wazocion an Ter Descpion Tdethinkaoud | Sues demnsrate a ak sie a ig hoes ad nko Gemensvte te sateges ey we Ate ore Suse dorset de ‘reac 9 soon wee hs den approach = pen an oppor to ‘eons seater st tink | Alt of ate cha note carte dagsboro he burs ned ers pre sgperion to he lara ass a wou Eapecmrte or ther ie sarge Nove ces doit work or jg "a spel sb co wk for propaga orl presen Figure 402 Ueamng Sete investor Aes STEP BY STEP “Te step in teaching leening ates ae + Matching strategies and curricuunt—Seec the srateg tobe taught by thinking about the coma tbe susie 4d the demande wil make on the learner. lan to Teac ony a few segs fier, Sing the stents opportunites fo practice the Suategies well bore introducing 1 electing on learning task approiaches—Devélop sens! eltawareness by Diving shen eet on how they appre a lesring ask. Rema them ofthe cooperative fearing ac ties ey Inve been involved ah apd that they have learned abou ther approaches o Fearing ‘uring the debriefing sessions. See Pgute 442 fr saggemons of adiloalinodctory aces. 1 Modeling strategy uso—Mose! the srategy You ae teaching. Call he srategy by name cect ime you shade Explain how the suategy WOM fo suppor the sents lemung. Give ex. Stopes of stances in which the sategy wl be ef + Practicing the strategy Provide a opportunity forthe students to practice using he sat ay we you are avble to ais needed.238 SECTION ¥ STRATEGIES FO SUILOLNG ConPLENEASION Strategy Use Rubrie Stents Nae Learning Seateny ch time youu 8 ering sate lace an X onthe crt to ow how we yu thik yu | | mo : we” | steps. dcrit the step and | Beary cece | co _ | vaaas | | 22 | ae | —_ Figure 43 Lewnieg State Se beaustonToos + Discussing strategy wse—Hold sn esvation dscwsson, Ask dh suds demons hx hey wed the sostgy and ht ws ica forth, Pri tin oo cen Ib forthe oe sn evan he ney ie See Figure 4 3 forstaty elleahtion we 1 Making visuals for selbelptave the suents make strategy posers splay 69 the clasoom, which explain the skp inthe sate se fer to oe postr requ en ma inp asc ep the aids sc tha they have eee ia wes sc an di MNS ‘i be sed In many eillerent contents apd erin ass, + Assessing student grotth and understanding As sti ae ough. make 3 cece wie seategy ames td sce names to ree you abs them completing sana ‘Wat or sate tne ak sent o expan tei sate se, Note onthe cel cme ‘ruse to anecdotal records duende rons nse age ove oe APPLICATIONS AND EXAMPLES ‘Some of Ms. Hemandes' seco graders cosines fl heir weekly sling ttn Ms Hemandez feliz tht some ofthe stents Got hve ssteyes to sein udyiag thr word She este lesming sry ‘naeveson by siting conversation with dh stden’s on Monaay rove ashe is geng reed of the new won for the week Hon are you studying he words or yur spalling es” Ms. Hernandez asks he cis site the words on big pee of paper and hang ion my bletin Board at oe” Amant rephes "ok atthe words every day and spl them to aye make Hash cds ad se the 1 practice rig te wont” Cals ns (UNPTE AC LARKING STRATEGY NSTRUCTION: Acquiring Seth Help “tet ake tof al dhe mat we eo ty pling word” Ms Hemand sys She swries Mabe a pater and Mae fed coro de ciliate ss ld gestions the Tia gens When the dent see tho efor the Ms Hera want howe ya one may hig te we tat | ad wh I ns in sce. say finde Ms emandex xiv cach sat $95 ca Ate rie enw pling wos on baths spts the aod ante k= wre the on that 5 ea None let me sow yas Bn oe di cane” Me, Hera to lok oe at a 2 lie. Yow apt et aka! ou Jk ae Sal Se han ants wi ms “chee the ent om Js the int he cal encran wt the won” Se danas “Yin the card back ener nd cco make se on pet the Wed cova SE the speling to ours heore Sas enc ode mest a Ms. Herman then ines the tet wo tn dhe pace wth ce mse wea whe they a pricing she lke the ma sp ng wave emacs snd ‘queens abo the meanings the wear ach ss tet ol seer ‘aller ther pracice nos. Ni Henrys cls pti te me Fe deity sone te “Hw yu sink tke tn Wink" Head sk ds “Lihinwenke pra” Err gt ean My ks ‘ou wl wnt owe ies ral tne week sok sunray nthe ons Ms Hemaner reminds thers can th won neta onc nso ol in your wring sa heme doesent spline then ying his wo, ba ‘Mk Herman issappring te mtn kris esse a cer Se has about heir std ete adn ste yh sks gs tt Innecssr to haves tate for ne ie hak ne ssl ve he stot pate fn tsi Sethe sve am eto ess he pig eel seth snl op "ny to ses ther se of te sean wes. heb vt te ate a gnments and wy they wed wt Be is, Tele hs. aun f sues inher tga: mth cls hod tn mek regula, She devise a sent quesuonnae ts determine these pent hn oe ‘Sore Her qucstonnste shown Pe te hi Teas decease sk of is ome came, Mt fe shee ‘wth he clas she ks the tudes o pred! wha she foun hen she compe ete wssses ‘he quesionnite wih heir rides inthe cs. She pt tbe cee inte ope Mice al ‘hem to ds the questonese ad Which af the response rere npn fering tha ‘homework done repli an gs were pre Fach group shes prdeons thatete liysimlar The consonasic hot ding homer enya set ea ple at ei Ms. Tele hen asthe iden 0 dicus he hares hey encounter inc hee Pay come up th io berets: 1 place 0 sly younger bathers anders inerere television i shay on ak of atom sfierccool obs ‘The student brantorm ways 0 ovrce the Drc doing homework Their ugestons ‘neue alin othe parents and ning pice in the se er them to Go homeo etn Up a seedle sking athe television Fe ne fr tmnt ine each evi nd eng up homework lub so the yun sins al dng homeo,suo scion ¥ STRATEGIES FoR ALONG conPaEiENS, Rane Pease mark your ewer o each ueson wih 2 plea the apron pce onthe contr 1 do homework simon 2. \dotomework we wating TV orienig to the sio sete ce ie amy oom —en my bed — ty ds Trig ate school ater diner ig before go tobe 5. My parent ak me tha homer Neer Figure AA Homework Questooare Tene demonsrates ime management rategy in which she shows how she plans the ways se IGE tie besween the end of the schoo da and bedtime. She gives each stent daly Rhy paper arcs the hoes rom 3 re 1 tit aloe semen She lea the ‘aden tech panning acy in whieh they examine the ways they use thes me ae lps ‘Ten Tagan our cach evening in which they cou do homework Several ofthe students ae su rae he amount of tne thy spend watetng television or lking onthe telephone. Soe rides ae pay savy where the suds par up and conc » converson a8 «Fann ating et fray about he Homework pobem and giving suggestions 25 © how a ae Be atucentsprtie sharing th day plan shoes wit teams and ex He Ia sioporinmpemenng + homework hou fo the ily. Ms Teale emphases how aa Ay spel beth younger sens he ay Ho a a teehee neo a eel eon nthe oes es sang sey dans wee hel The sues 9 CORPTER 4 (CAMMIG STRATEGY 187 skis at conc trough on the asigment ae asked to shae their eletons wit the ls. Akough se ‘2a asa few sents fox compleing homework, Ms. Teale thinks the exercise was successful or Sever ofthe students, The number af homework asignaents being submited is need and Several of the studers ar sharing saces soi invobing ther Younger brothers asst. CONCLUSION Learning states inarton eps sens to come mote responsible fr thir own sce ‘Shoo! Teaching stants how to monitor ther own understanding and ken. pln. and pe: fhent ways to belp theses 19 understand and evaluate the efleciveness ofthe sep being (hed suppor ther motion to lem and the sa conience “Aliogh study Sls have een tug in schoo! fora pombe af Yeas, Jearing satey t= struction nce the le tha sede don ary les in these ways The india eatn= Inga and srongineligences (sce Chapter 50, Maile Ieligence tategle) become important In deriving steps that work fo each individ I ‘EXAMPLES OF APPROXIMATION BEHAVIORS RELATED TO THE TESOL STANDARDS: Prex-3 sudens wil + recognize and vilize when they dont undead, | 1 Saploy sethelp seeps to conect ences 448 eudents wt ‘+ se reading comprehension processes and Tacup" steps when experiencing il ‘hy with ough tom + int the atl sed to make cence of txt ‘9-12 madents wl + exiploy study silo enhance ther own learning. 1 Tecognze penonal ering stengths and use them 0 ncreaseaciec progress References CChamot, A, & OMA, C990, The CALLA bandbook.Reacng, MA Addson-Wesey, ‘Gagne & 985). The cogntiprcbolegy of school earning, Boson: ite, BrownDICTOGLOS A Strategy for Improving Listening and Oral Communication Skills “This strategy addresses the folowing TESOL Standards ‘Goal 2: To use English to achieve academically in all content areas Standard | Students wil use Engish to interact inthe lassroom, Standard 2 Students wil use Engish to obtain, process, conduct and provide ‘subject matter information in spoken and writen form. ‘Standard 3 Students wil use appropriate learing strategies o construct and apaly academic nowledge. Goal 3: To use Engch in socially and culturally appropriate ways Standard Students wal use the appeopriate language variety register and genre according to audience, purpose. ard setting. ‘Standard 3 Stents wil use appropriate learing satepes to extend their socoligustc and eutial competence INin be adap fous whl ages expeialyeecve wits Engh ange ines ‘se these facnes on lent sce language and supp eres tenn seca sed Enlins hinguage models (ions, 1993) Disoos nvoles student in iseing to repeated, Duert eadings of English txt At fist they jus nen ut ouaequcr eng the take down as much ef he text a5 Possible, They then Bet ouether ines and agit loft o combine des tation ad secrete at moc of he ea 8 Fahl. The senny provides un athens reanon for conmonicton and practice recrestng, Feng and eading Engh tet po Js srogy developed by Rath Wha (990 for use wih high scat students, bu an CHAPTER «8 DICTOGLOS: A Scrategy er Impresng Listening and Oe rurseation Sle 240 STEP BY STEP The Seps in teaching a iconlos lesen ae + Selecting an appropriate plece af textes nts lw ah | onal pking pe, A fs the si aah ely + Roreading the text orally Sst we teh ski no ss hv hey on pes 1 Pairing to re-crente the textile the sists wok in ps 0 ses ax poses the testa fcc hepa we toe sil cst ua by the teacher «orks aroun farts ncn nets vex ta ecomtrct oe complecs Hse the np Kas ork tie te haha ‘oe wa pole, Thom to reteate sche as ps hail + Reading the recreated text-Nsk one er hapten ‘ofthe text and ask the ear grupo ae hoot hes th cans Dy he om ected ens aa ean ad sca term ents nan est ea 4r a APPLICATIONS AND EXAMPLES Lose La nls Wider me af sink it: an Ms an ek abe fet {Card Gans phy Wier 994 ans Realize eee oa Sse Grsemc ses ow Wide sn ate ee! ss he nes tha cry hey wil be ale ne ume nen wane Ye scr andthe ines she wes eta sg Tema ake sas dn sy wot phn 0 hey ci wl he sus att wor Lem hc pi these seen inst ho 0p cnn tt tt ey cm aie tea nes oe ‘Oncehe pais have atest stn da cranbines he wah owe pe nas she 9 al te steam again fue st make tc ex eve sone eee Ors wou foe rst with the fet they fave crete eau oe he ns te lla the scone ofthe text that were ek to el an Compe al ane ee othe ek “The groups age tha they el ore coll angen the wing hc ei es they Sere tying to we Carol Greene's eae on nse f thee icon an exiing strategy enue pve stem enc to expos Hara and a emi lnguge in dap Irexpses ude poken nd wit agi tt knane tx evety {57 spoken English they esr and gies ter prac in sil ii re onal Eh ‘This Srey cin be use in mary curser ance Mr Es teaches 1dh-rie humans In celebration of Marin Ler King Jes nb, Se es decces 1 use dtl o supp his student i ining to and appreciating Dr got Haven ‘Doan’ spesun The adem Tien fs and then ake nots xing the sec tn thin ange otha dey cin secrete the speech, They ness pst combine er mos a thon Mt ‘ups of four to refine the retin the speech, el dics eas they sre to Fe ‘ember the eloguent words, Discusion ofthe micuning af the Herr lms snd ton ‘he oom. At the conchson of te lesson, ee race from eich grup delet the saps ve244 SECTION Y stEATEGIES FoR BUILDING cOMPREREASION, Grade Level Curricular Areas cepa ace poems and gers and Language a we er ts ett rir Paagrot cesrbing content knoe Soxnee soc ‘crate ae teate rude Upper rear ener anes speeches are Language rs emery tinors cocararsnchae the Conaion | soc suds ie schol Deseiptens of pocesires Sconce tortor ing wring to erste Nstory prod cf hitery Chewy ngage kt art msc Langage ars fea Serio igh Curent Everts spears speeches teal since too! Fomovs ttre gost nso ese ‘engage Figure 45 Adptations f Digs for Dire Aes and Cri res ofthe speech with dramatic flours, Although the words are aot all exacly sigh, each group fas ‘Semonstated is understanding of the message. ~ CONCLUSION ‘Dictoglsts a sategy that canbe adapted fr we in many leet ways. igure 45.1 shows the ways Iwi can be used for diferent ages of stents and diferent cuclr ars ‘ices not only viable sa snategy for exposing students o Buen, leary Engish— is ‘also an ecing way to help them wo study ange ads changes oves time By stein pieces ‘flere wt in diferent tne periods, students become aware ofthe ways rglsh vocal Sh oye have changed over the yes and of the inienceof diferent Unguisic groups onthe l- (usbe ofthe tine. The context of he language can also be emphasized so that tents bein ap- [rece how the choles of words an ping are nluenced by the purpose ofthe waking or [Speaking 24 the abdlene for which sis iended CHAPTER 45 UCTOGLOS A Suacny for Improving Lining an6 Ora Gemmeniction Sls 265 be xanPLs OF aPPROMIMATON BEHAVIORS RELATED TO THE TESOL STHNDARDS: | reese i “+ listen oad laste deals rom tex ved aloud 1 colborte to erete ext in wong afer easing read lod. | 4-8 ders wil + voibaly nego wth perso reseate teat tat has been read 0 them, {ison 0 and anaye eontabtons fom peer In recreating tex that hey have ear 9-42 sudens wil ‘+ verbally neste with pees wo ecete ex based on listening and content knowege background + colar to recreate comple tex in witing afer easing rad aloud References isbn, (1908, learning oi scond language Parsee, NH: Heinemann, Sere, (19), ae gale Wier, aor of thie bas boos. Chicago Chien Pres. ‘whpayh, (190, Comma dictation, Oxford, Engand. Oslo Univer Press.FREE VOLUNTARY READING: 46 Nothing Helps Reading Like Reading “This strategy aderesss the flowing TESOL Standards: Goal I: To use English to communicate in social setings Standard! 2: Student wil interact in. thraugh and with spolen and writen English {or personal expression and enjoyment. Goat 2: To use English to achieve academically i all concent areas Standard | Students wil use Engish to interact inthe classroom, Standard 2 Students wil use Engish to obtain process, construct and prowide subject matter information in spoken and writen form. Standard 3 Students will use appropriate fearing strategies to construct and apply academic knowlecge Goal 3: To use English in socially and culturally appropriate ways Standard |: Students will use the appropriate language variety register and genre sxcording 10 audience, urpose, 2nd sating ‘Standard 3:Students wil use appropriate learning strategies to extend ther sexiolingistc and cultural competence roe voluntary reading (Kristen, 1993) ss powefl tol for nvohing ses in he [Finglih en Free voluntary reading or PVA apse for encoun sn, stele reading of enya book writen atthe siden independent ves. has en fond to po reading comprchension, wating, gait speling, and weary velopment even thos {pe wens vad are wens an ey Tending ke eres of Boks which the reader eco Ian with the ste, mi characters nein in theft hook othe sere nl the 2 ‘guci are wpe sppropuate for hadi vocabulary and comprehension in eters ied Englah vecaboiee Akhough fee vonary rsdn has sen crite (Hermandes, 197) 24 ical plane bcs of the lange numbers of books reed, thas been sown f be elective for Enis am foige learners because of te power in exosng them oa lage volume of English eng nd he Srasy-reucing power ex sang A suggested at oe voluntary eng aval she Fie 61 m6 AFTER AG FEE oLOWTAE READING: hing Helps Seating Like teasiog 247 Grade Level Figure 461 os for rata here tie Step Stone Series nb ee Sees Soc Chest Sere Pliner Svar ‘onnmante Sere yn len Cova Car be, apn rs Sees by Bo Sean on ie Cons Sve ty rn, Pas Books uc Sees by LD ule Book. Fare Hoy Sever by Suny ong Pui. age tne hase Sees by Mary Pape Ostome Random Howe Pees Seve by Te Shot Sooty st Sere yf Pues: Bort Books. ie 2s Sones by 0 Greer Crest & Osan Pao ondte Beh Bate Snes by Draper U Boke —t Te Ades of Wane Ses A See Li ny sss by Deine Dade & Marca Therion Loo Sern br GE near Win & Ce Denon Sees Random moe ear Ses Ary Sees by KH Mein, Gre: & Orta. Dragan Sones Masa Boots, Fut eres pute by Misia Books (Gata Srey ernest Sore The acts Serb | Fgens Bota Dobie soy sees fa hve Ge, Pia Campy ‘ale ese 2 te Pov Sores by Wider par Cols. Note te Gea Sere oy Manone Wirran sham Os Putting The Sn Sere by PR Naor Dea Themes ne goer Set Ptr Sane: case ico eos Sees by LH Aven Pent Company Tren Me ayy Yn Scala nips Sees by KA Feet Sai ats Cho Sas by Arm Prin Soli. rte Bilayer Seres ty M Hooke Brody Bayes Pbliting Co. Eve nora Sees by Pel Aen (Gere! seres by LBs. er Cols Goose Burs Ses ty RL Sten Seta Poneto he pes Ses br han Harper Cols Ramoors Stes by KA Aig Scr Sat oly gh Svs Pac Sartarn Book Ihe Aya Does Sever Seo Tarte Ses} Cel. Hrper Cel, ‘Sega Matera fr Fe elutes Recingaa SECTION STRATEGIES FOR BUILDING Com Sesir ih soot Cheders Seis y RL Sin: cet Books Gri of vage Series by Perce, Sekt drgrcom Sees ty | Compaen. Erwan Sees by A Arete Sasi Fear Snes by Pues Pet Boss ary ote Sees by lc Roning Sch Frc Dogo Tlgy by een Mage Carpet Book rcourt Bes Sat elt Tiegy Pulmah Laurel ea Pooks. Sens Ses b's Was Pin Stor rs Series by} Whar Barta. Seep Series by Cin. un, ‘Set Vly High Sever Para arta Bost. 2 le Sens pune by Harper Calin Figure 46.1 Coninues STEP BY STEP “The sep in iplemensng fee volun reuding ae + rdentfying the independent reading levels of students—tdeoity the Indpendent wc ing levels ofthe studenten your cas and paher a nuber of books at tei Tevels Onganize the [kein ay tht Kenic the reading levels aa provides easy sudent acces the books. To ‘lon cer sources of easy ending ater your Soden est the Help of he school media specials. ™ Explaining the program tothe studente—Invrossce su ee voluntary reali program to the stents explaining that rerding wily hei them lean new Baglsh vocabulary ad ‘roves thet wing. selling, and grammar—even when the eeading they ae doings no ficult Eevup a sytem so they can check oot books fel, thing them home 0 read or reading thers ‘Sing DEAR (Drop Everything ane Read ume or fee ume inthe assoom Provide» celeration fyster so thatthe clase Keeping tack ofthe mune of books being ready the cass mem bers, Arange for ecibrtions asthe clas reads 100,500, and 1000 books, Pocus onthe number tt books being read rater than the dc of the books chosen. The objec is o wet stds reading more «+ Discussing the books in groups—Schedsle informal lterture discussions so the sudens| can share thei favorite books an ale abot avorte author. Use these discussions to provide positive feedback othe dents who are reading alt of books. Encourage ice reading by 0 essing new authors of easy reading books and giving book tks about new books 2 hey are [ded to the casroom coleclon. Keep these introductions informal for example, “Ths ist new ‘ook by Mary Gace If you enjoyed her ater Looks, youl piobablyHke ths ne, i's ost a2 Iceskating competion." + Adding motivation over time—Keep the momeniom going by adding new cleatons| busing the your had soc ings a creating video commercials for favorite books, keeping ack tf the numberof sodents who read 4 cetain tie to determine the case's Favorite books, 2nd Scheduling guest appearance y favorite authors. Holding reas thons where students ea for {gen numberof ours per night until they reach self set goals QO hours, 50 hous), and then prcscting svands such as T0‘Nour reader buton or # S0-hour reader button add incentive Sewell CHAPTER 46 TREE YOUUNTARY READING: Helps Reading Like Read + Assessing student progress—tave students keep log ofthe books they've read 10 help diem ove te prowess they ae making i the volume of reading thee doing. Some teach- ‘rs have found tate ang 2 sting and completion date fr each book in the reading Tog Felps stodent se that thei eating fate is increasing Having the stents keep a og of ew ‘Words thee learning fom the bok they read has so been sucesfl for some teachers. Take Tn notes and wing anced records of the students volvement in group discussions of books often revels increased verbal communication and comprehension of reading material APPLICATIONS AND EXAMPLES Ms Gerrans thi gidecas shows it ners eure eading un she inode ce vuln toy seading Ms Gerard bring int aries new puck books othe las, reads the ist bok [these loud and er up syste er keeping tach othe nunber of tents who ced each thks Students in the is are gen anew compotion book in which to record the tle of the ok they are reading-—nachoo and at ome "Tere loa ses in he cise Hoary where dene econd les ext othe books they ae sealing to heep tack ofthe numba of ene sich ok ready 2 sue One ofthese “pointes cas second keep a he Keep tack of he reading eng done eich wee in 10 Ways Fire pots it of the meek mo popular books and then fe asthe mbes of books rea Iya entre clas each week Ms. Gerard proven vine each day for fe reading. atthe end ofthe fre eding period she encoun snes to ste cones su the books they fe reading such as an especially fonny fur cea teadng commendation Ashe corlaive count of books re by class members hours, is Goward gives poate celebrations For the 100 book mileone, theese has a cook pay with Chocolat chip cookies made and een in ase. For the SID maestone the scents are ven fice tne ost under the playroved wees and wed for 30 mites afer lunch, Ms, Gerard an ee tha herders re racing moe Mr. Tib eg grades are enjoying the nrrctoy day of the fee wolustry ceadng prone. Nike begin the program by banging nau f exe bocks to the ass. At isthe {ents doit believe that hey are beng allowed wo ead comic books in school, Mr. Tibbs makes ‘Sear tht doesnt mater whe they rad eacng improve ening He shaves hs goal—for each Student ova every dry. On the cand ay ef the program Mi Tibbs brings in a cbecton of ey books tha an be checked ou or ee rea st home and he also makes the comics avaiable for Checkout The soles ae encouraged to keep ait of the books nd comics they are reading ‘Me Tbs pos chat where the stent place = sicker fr each Book hey read beside the cit- [Ry ofthe book, The cha be uses show in igre 462 ‘secase Nir Tibbs realizes tet he suppor of the paren itl tothe succes fis ew read Ing progr, he prepares a otc forthe parents 0 that hey underside pupae ofthe fe vl ‘ary feng progam He encodes te partcipation and ther assistance In proving ie ea povidn ute place to end and encouraging the suse meet hee reading pols. His Dovel otic shown in Fie 63. “The ih grades ac ite wary of the intent of thi new reading program bur they ike he reading materials haa svat then, Slowly they ean and ey te fee reading Mz. Tbs (Eves thom fee rating pend ever now ad then a3 reward for good work orto celebrate ea fig mestones such 15299 books read by the case The free reading done by the css is showing 8 ‘ready growth each Weck250° SECTION ¥STHATEGIES Fou suitoINe ConPREKEAS CHAPTER 46 FREE VOLUNTARY READING: Wothing Helps Reading Like Heading 251 angry | Peeasirinabor tre rae rom oor re . os se “a Se mayb bigrghone se nv eng er i ee wie E T] exoanpre sue et ston onc ose re Yer er | ‘Spans ens aera Fry son ne -- ! Fee es HTT! | TTT {MEopors cane secre Sp +tTT att ‘we ro tht NOTHING HEU READING RF NORE READING cn ebb a | | TTT Ronarg we yor ren ny - | | | “pangs poe rene HITT "Stig bon pee tengre rense {] | “neste ser ~ HUTT | vets | [ sere || HIT] | [rere ; | I rT 1 TTT Figure t83 Tos None pwr TN HTT | es | | TLL] j j ] t | neal 1 EXAMPLES OF APPROXIMATION BEHAVIORS RELATED TO THE TESOL STANDARDS: | seeme | | | PreK snl wk oon L L | i Ektcowmeddeee iscsi cmcrneea__| satunesoa Co ET {xe renal Kea on ks od fr ee Figure 469 The bots hae heal CONCLUSION Fre vtunay reading ian important tatey in eng ens develop love fr rcing and 2 ‘Sore ieanyexpenence Thee ae» nner of eens and yong ala were pradicing = Theo thet uk 2 seme tee ofits chapter These book ae expec a from for fee vst ceading by English language arses Besse the sequels ae tin Far sontent The authors of those ses ave rested ets ae ineretng to ends 3 thn ape level and yet ey to ead and understand In sktion «umber fe eases are en ‘eiten in pifed lnguage oth teachers cn rove undertandable erions of these books scl hertrestdles ate condted. See Pure 44 for Tat ofthe sie es ava ios cet Ahough acs 03 le numberof aoks ss neces) for this Rute the ccs, 3 sumbr of the oak sees ar salable im paperck at enable pices 2 re ie ein 9-12 dens wl: + se socal gine fom independent wading i speech ad wing 1 Suppor opisons shou! chat ation, by kaa nd havo test sh Mans that enon ore diel books fie pense References Hemandes H.(997). Teaching or multcnurl clasoams Upper Sadie iver NI Mew Premice Fal essen 8, (1999) Te poner of reading rgkewood, CO: Liban nied252 SeenON y STRATEGIES FOL UILOING coneneeasOi, Pabkahed by Hrper Calin Each bok thi series has fctons hat to abut the autor the book then crater. andthe sting The books abo conan nates oa comprehen aa core osiry ‘Ajay tte Cetera te Eat) ‘are and Tenderer of abo Hood Te gerne oon Sewer The Oey The Red Bore of Cocos ‘Te org se of ort Me ye lin ess ib oop aks ‘al of oo Ces ‘ound Wi 9 Ee Os Ge Expects Janey te Cre fe Ea Febapoed Feng cH Kgs of be Rose te ‘oe of he Naenen brine safer pt The fers ft Mead Te Caf ed Te tony Cones of Steak Hanes ‘he Geatcermie Shrk Hones The nas oft Botts Theo ed Te Lick fy The Red Bae of Corse The Thee Meters Toure ord Tren Tad ecg Unite Soo Figure 4b Tas alate he Witbora Cases Sores REPETITION AND é | INNOVATION: Getting to Deep Comprehension Through Multiple Interactions With a Book | this trtegy adresses the folowing TESOL Standards | Goal 2:To use English to achieve academically in all content areas Standard Students will use Engsh to interact inthe classroom. Standard 2 Students wll use Engh to obtain, process construct and provide subject matter informatio in spoken and written form. Standard 3:Students wil use appropriate learing strategies to construct and apply academic knowledge pestion and innovation we of is txt in evel ir as ec te Reece a ey nm no igus wre vou fie den ape 1985, Tete sarc and oad sa mulipi mode wih the sen ely ering the tent 0 cet at ngvabo o he sane een emul ce for Enh angape esas bee hey hve ile op Pree Sa tts mde wabuny ntuple ang ese Se Fe #1 er $npeston af mnvatos cn be se or tier STEP BY STEP ‘The steps in nplemeatng repttion snd innovation are + Choosing « hook that will sustain interest ove tne Choos 2 book that you andthe student wil enor rening 2 umber of tater Wid ropetBon and inowaton you wl be esting {he sane te seer ines: the book should have some Iteresing vocabulary ted acon oe wil became boning. A book with aprer or obvious srucure makes 2 good choice for this Kind of ac: {Ryu nocesay, ve the book ead in the sure fis langage before reading iin ngs254° SUCTION V STRATEGIES FOR BUILOING COMPREHENSION, Format Description | Frei chet als ones sng te pater suc er e fois bok A sentence ones freveis mocnth mreards andy soar fom eon book esos “he tae he ony sd inc page ae writen cn ge paces onset ge The ger ae hang or etree ees noo Gr atoxhes oe wall saquence ste Huerta reset sory sng (one ne heal xy taken down tad toa cs by uo ‘Shape bole ‘Avovr ane pes lpr a8 et eto the sap ofan ania ot (oreo tthe ape otha wing The anuaton rien td pane ae ahape bok Wolk pale? Pyaar i Mh =) t | creanrsioas — | Asari begs mend athe sme ace x pbihedin a rc shape i Geetipie a, Teepartbrots | Stain how a dei bgenig mile and end re pled ave i pr bok tate igre 472) | | Story its Storie ae writen on ich pees of paper which re deere 5 Qu sues set aatopener mth yr oe gre 472 Fomuis poems | Studs pbh poor aire: format (Se Fre 203 Caper 2, eam Ceres aon aeons) Vics Sts wie ps aon nthe fot ook ae enaamerts ofthese re weaned, Peper ps Sans wie seit ancien the cpt ae pared pups pen | oo jnooo|} OOO CI CRO Cc b = eC) : Bookauts Figure 47.1 Sgpsions fr hioutions + Exploring the story strncture—Espon Ine arse of dhe sony. Fie ie 04) f= ‘us onthe fot that one sing leah anus and stress that 9 yo ree the to hs a Bo hig vlan ol erphasize re the ak read Ty to Help de tents Ursa he Siracire a he relatos of he evens the ature + Playing wit words—Explore he ptr or etre ofthe book y having tbe suds do eure sutton of word sing ord car impr chan Have Dem change words wan de pater or acre of the bok dl they ca sbaiue Weds and ae meng pers on Figure 472. Pahng Formate + creating an aternate texting te pate at yous he sleep othe pocket chan, have tiene wre unde setence os singe hee paper a om secre ‘he mgesto make a cass book. Reade book one pratngte veal au ep al + Creating a novation othe text—Depending on the ate of the bod. wt a wyatton such ao cer char oe Gelso, three pa hook for Besoin. me, nd sin or an secon book fr cumulative ori. (See Figure 47.2 for llustons of these ‘bok fom vee the een a upping the key woceblsy forthe novo ee bc ing the msi nteraciney (ee Chapter Intec Wating), oF By akin th hanase secon + staurests rox sunoine conratensié + Creating anotber tnmovation or version Create aes innovsion or new version ofthe same ook nether rat sing the seve pattern or stuctre, This ime you could eee 2 wah ‘Sty ning lage sheets of construc ppc ik with indies ofthe ok together wth yar to erm sage qui (See Figure #72 frustrations ofthese bison Dy th ne the stants soul be thwog far wh the pater, sac, and vocab + Assessing student progress and understanding Se up eg cenit th teil facdhe students rate new verso ft sory pater youve roduc. As they pee ne Fnnoationsn verny, o cn ect er wert the ory SUR PN HD tre sth ay + try per to erate thrown Books APPLICATIONS AND EXAMPLES Ms. Leona fi grids ae sing gully, Hteing 0 IF Yo Gite Mose a Coat Nome 158) read in Hong bythe lingua ie, They wath the pete caf and ane Guin In tino set hat de use mh want net ‘erty hea the sry lore ge, A. Leona els them cons ch of he sexynce thing the ue ware sing el sof Ms, anid we To tersw the Engin ames forte hc rst cr, oo, ap tT the ening emer the ments sence the pus rom de BOOK ad ate he ete Te teal ns eon of testes ix Leonard has sae rove ving of de unchold ems an Lange Mater ci fr ‘the ment They cin practice sequencing te cin 0 hey ae de sate oe the Sy ‘hey tt Der de Enis wo thy le he cde ru the Langage Mar he nes ly is saan the packet cha to ply the sentence fae yt he 0 anima ne wil want na the wees rc at lee Monet Cee he ens seencesy ang el er to he sense eam Ms Leopard and he sensed the semen shud fer they areal AL heed othe lesson Ms. eonad ad ea the des ‘vie th ivr sentence erate a shaw petal the tens sate he erences “Te thd day Bs Loar starter storing the ude he book she pu wether fm the sentences rations hey ede the dy Defoe They rea the cs book ogee a thes ‘So se by when hie aes eta. Me coma then shone Ur a ae ee of ther pre on which she hs ev the eon the ery ith Blank Ines sn eee al round Shae an pang oy to eer le diye te eae ame the ery 30 te the ‘words onthe Bank" Ms cna sys “Do you tin you cam dea?” ea ihe sudents deca conf Ws. Leonid sce sieot ime hep ero wrt the word in dhe comet sequence 0 he Hank kes Tey hve no problesremenbung the sequence, the Englsh Wows, apd os 5 the spelling ofthe Enish words “Te ind ination on hie toys sane that day we he students wetng shout anther de maning anal They decd to we abou gan al the things he waned string wth some ‘adand ending with some ned They af very excked when MS Leonard els her ht Laur Ni teri the author I ou Gio a nae @ Cove, has also wrten a book about api called 2 Give aga Ponce 1956) Lea en reas the Duk to de student “The word wal in Ms, Aveir’ fh gigi covered with word they have learned in the er {ure suds ring the pat fe othe The dent en wr tbe werd al od a word to make the stones they wite soe iferesing Ms Aver planing an i-dept sty of hepato peach ‘pith te stud based on ith Hels sets of boos, exch of which Focuses oma pa of esc Me aver bis he study wih he racing af A Cache offend Oto Celective Navy ‘uth Helle (987), which foes on nouns: The stents jon MS. Aveta nding the nuns on ‘aan neem so oun 6 i uy Cony Duh Mai rain Wi ak 257 {he word wlan they eve dhe meanings ofthe nui a they move te werd cd om he ston wala he pact hae hese ang te nos he pt cha Ms, A ‘won ao at we wl be ale fin he ey alpaca rae the ent answer chors tere ht te wy in spon wa yo aig cou wah de words this welt” Ns Avcias"uppe want yu (mike cee gop of Dou One ey woud heres wh ny oe she The nest ap whe es SN ‘als The nxt wth de sae Cold you cot ‘Ofer we cathe tale “Xow canal pat the in plea or wihin eich op” Mela s“Th yaw be ble fnd then rec ‘One sues have empl the ting ofthe nant sale mp, Aas, urs tk at hewn weave Tou She es nt I pe a arte, icbr cane ca and sn, trace cam nko re oye so frou i We wl win have a ke rey thom ar he prc eae Jt wc ek ta jt np nd op i 2 the poe pe ler nc we ll kon now egy” Me, she pas ont aks each hes Ker hans Assur ras dhe Ruth Heller a on asta May densa {19901 Aer peacicng sone esp the sens teak eprint ajc 19 each mu htt hits They ae ble ald sn ose aetven wei ‘nthe group siting Some tthe muons hive saked Me Avi they ah pepane a nea tok in Spanish and she Rar ve the pinto is, Sever o Ne adage wD have ask jem o prepa he Spanish cs ae nate Spanish speeds planes i Ave ‘One thd yo the pr. M.A ince ef nd the stakes prs the ston ‘fhe wet theytnd on theo el Alea ie Hyg 9. Rh Tl Boo Shou vers he eas snr ional sabe to alu he eed wal. ho hve aa afro Ms vei Twa yu tink of ver foreach of enti in your word bookies Forinsine the st ox nur Donlt appe Whal cna appe do™ “hat realy hard, Me. Acar Tino sys “A pe mst the “Thats goo, Tino Wie sm le aver ym ne SO pe Ti sayeth a en, _Aer theater workin coupe roup wo we Wer foreach of tele ows, Ms. Ave sneaks tha othe pans pry oma ane nom grouse the word we have ee Collecting nto a pom hoki piste The Whe poem fa num, Les Pi one of our nouns wo se san example . m= “Pirsi Grechen ys Gon oe i Aver contin, and she wien ston the cul, "Now we ne 0 ‘words that Seven the won paz Tora spicy.” Tomas ss ashe ks hs bp. Gres” Me ver sya shea the hie othe pum. “The net line has ice woud a ‘sor ver hat el sbout what te noun docs This 3 ad oe “The dental rn oe pain ebooks wth the word prea a he top ad sta rea “Tha good Ms velar siya de hein the poe “So hr we have Senin, hing, empingase secvio Y staaTestes 18 loin CONPAEREASIC, Now we need a compte, eof sk-word sentence sur pia.” Ms. Ava ay “tm about ke pepperoni, susiom, and cheese? Tyrone apes “The sun re bs Avera oe adhe new he aes "Now We REC OBE MERE comple serene ing 1 sot abut the pz.” "Oh now! Nkkr sues, Lets all Pa Hut onthe telephone dt po Thus Ms. Area aya she en Nik sentence en the Dar Ue the there, tute oir poem Te Whole clas es ogee. Sten, bang emping ike penpeton, musirooms and cheese less Pizza Hit on te lepine ie nowt can yom yess wh elle a pyramid ps” Ms, velar at it ks ik pyran Tone responds. Tints aesayt ke Ave Thats wy yo hve som nex wih i five wore ee vith sc toe Yo hare the number af sword you seed ty hake ech Tne ite lng Tatas tor Igtn font pram shape Nam oho what Fw ya 1 do es “ie pra the cise SNe you tose yrs pms Ms Aver ays, “You may ene hy you wal nner Ye my t in Enh or Span Yo ye ws pape poe or he ptr athe won hooklet hep you Docs anyone eed pte The stunk ek wn he prins a soe to the comptes w we. Several stp gu tbs aay fo the ets re by themes, Bue evervene uy en 6 Sing es og th word okt. CONCLUSION epson an Innovation sratees provide tudents wth mips epporuntis to len ne con ‘cps the chic of epee and innatione sul be based on aeration a the dens n- sang of he sonceis hein presented ach epctiion ox snovation shuld Bul onthe ist hha tne sede areexpnencing lly nr del pcan ofthe cones. Tes Ties are especialy sopponive of Engl ngage learners Deeause The see nulipe deans inl ws ofthe se concepts snd vocab hey are wing, [EXAMPLES OF KPPROKIMATION BEHAVIGRS RELATED TO THE TESOL STANDARDS: PreK sents ml sate the man events in he soy 1 yea alti ending 03s 4-8 sds wi + woke a sequel fora fame tony 1 Ste 3 Formals poem based a fama tony 9-12 students wi: wie + nes version of fie po. 5 reo son Tom an aerate pe of view (Que 4 EFETTON AO HOUT: Gein Be Conphenin Tg al References eller, OSKD). A ele ofc ano alate ns, New Vk Gost sd Dana Holler US. Kites bib. New ork: Gres Pua Hell 0989). Many snipe New York Gros sl Dus. [Nam 19S) 1 er gir en cae, New Yok: Maal GH [me.I 19 fae aia eee New Yrs Malla, “Tompkins. GF C9961. Lamune ate cane ad tab sags. pe Sale Rivet. NI oil Pt: aGIST: Exploring Tough Text “This strategy adevesss the following TESOL Standards: Goal 2: To use English to achieve academically in ll content areas Standard Students wil use Engh to interact inthe eassroom, Standard 2 Students wil use Englsh to obain, process, construct, ang provide subject matter information in spoken and writen form. Standard 3 Students will us appropriate fearing strates to construct and apply academic knowledge Goal 3:To use English in socially and culeoraly appropriate ways Standard: Scents wil use the appropriate language variety register and genre according to audience, purpose, and seting Standard 3 Students wil use appropriate learning strates to extend their socialinguste and cdtual competence (5 Generating interaction beeen schemata and Text (Conn 9) = onenyforsuppatingcomplehenson flere tex. GT respect pel when NU Scent ae eure fo en long tes conning sigcat aroun ofa tfomaton. Senders worn cooper rouge snd ead ses’ te text seni Aller exch shot Sonisve ately. he mers of he poop werk calibrnvel fo gente one sentence that Smaracs thei of he penne, ery Sete tthe sma sontence eee Sed puapaph Oy pargapty Once a sentence genera; ember ofthe oup eH on iter ountaper Sot ach group member ends up with sconce summary of tet, The ‘Secher creates stent pour o cite an prove suppor. Ths apace {Sine setey for us wh Eo fngunge emerson he group menberive chance todas acy meaning they deseo he bet sunanaysctece forte secon oF Pseoot 260 UAPTEA AL GIST: Exploring Teugh Text 264 STEP BY STEP ‘The sep in implementing OT ate + Identifying appropriate text for GIST—ieoty ex that my cause sone icy forthe student eee wheter tc et te ead an summarizes parr by paswaph o econ Sy scton snd determine ls sopping or sommarng points. Gronping the students-—Drse the cas to eonpertve groups and Kent Kader for ich gp, Make nett each grup canine arog English sper and reader posse {ponp Lavish tngoage kumer ah suber students of hee langage backpeud wh ah poe ‘he fine angotesoppon ned your main purpose ofa weeranaing Ure et the diesem ofthe meanings he negation ofthe hes sma senanee an e die the ‘hve’ languages and ar tara o Engh Ih your purpee i facta English con ‘makati, then the dscusson should take place ip Ens wih fit language tansatons made aly for the pupae leon + Demonstrating tbe strategy—Demeonsat hearse by dicosting background boot edge an Inerming the toes a they le werk in frou to crest snr of the utr tye fead se he sumiary pois, the pont He teas hich ech ra 1 ‘Nop then dsc and summaries, See gue 481 fran enum os sammany poi at Shee snes oe the passe yo thes sonmtey pit and then top dwt SFomesenence nay of wa they Fa * Discussing summary senences—Aler the aden have completed thie sommary serve anon the sat sare heer wah de els. Bbeus the sentence 1 gpa wi nse the cass hkl ence te erence la he sno te the samy “Smenccon te paper The caches serves a ata ay cole aking sre at te ‘Rinny steve cape the" othe poggrphs repo tht the ay coal be Chine n't supponive monn ih guconing a supooning of the sidens undersanding thee + Reading and sunmarizing paragrapb-by paragraph—Espli wo the dasha they wi lnc seulng te eve set inthis anne They wil al ead to each supinary po, since bythe cha ht fs posted As the wt forthe eta th group to sth Fang they should be {hang of he main poms the scton snd fomulting sua sentence Inthe ind, Ing ion a sep pee of pape. The grap shuuld then dace the section and negate he best ‘Simmary sentence they can wee. Once the uoup has decided on sary sentence, each met {ert he groped sone on afer on papers the proras bois 0 * Reading and comparing summary sentences—Once the selection has been complete, Ivete groupe ead an Cope ther mommy sentences. Tis provides un effecve review ofthe [pte edn pes a9 oppoinay to cont any maaconcepions. Again, the teicher Serves Fstsor and queions the sede ola them to cate the meaning are ane ofthe Tex. “Assessing student progress and understanding—The op werk ein his sre a perce ppt for ihc escherf cclte arn the rom an Inter: Tis god ae 0 Stop 29 sanmarne at ese ports Page Sat the saeacng 2 Page atthe bem oe pape 3. Page ater te cart, 4 age atte sateadng 5 Page IB atthe oc of election Figure 48.) Sarple ofa Seay Pore Gre262 SECTION Y STRATEGIES FOR BUILDING COMPRENENSION Ror Marcos jan Dis Carel Caroe (Contato wry Delonas com es “ites acre - Figure 48.2 A Checkin fo Doconening Sent htrasions an Cartbaons Dg GST Acity luke seal voor, documenting tudes traton ad wrt ngage spl ison fans sem ponfobs. x apport wo cate checks fr docuenting spi Delis «x Te th nants thsi ho Sue igure 482 for an excnpe sh ces APPLICATIONS AND EXAMPLES ‘ith grates in Sk Menasions cas hive een syn he Aeris Rew, hy ve rea the Jam tbsp of the pres men an men ve thee ofthe ven Zl the conte the mace Me rain eat o cnc Une a of ta re inset Lana's poem Pe tt Reef Pan Revere Howe, se wer a 10 Uy Und tie sanieance ofthe poem so she assign the chaps A Centennial Celi ‘August Sevenson's iogrphy Pf Reve 96). ‘Ns. Senshi the ih rade ino euperative groups ore and same the chap ter ecu er dasshst munber of ngs ungoage learer, Ml Menasha oes sore he fmip hi sarong reader and several students seach group who speak the same hone nee Sine pot char of surary pois ad the siete begin ending aed suring the seen, [Avshe moves among the groups she hea some teresting sus, "yd underaaoe this capner says nas 1475+ Andre say, “Tats a handed yee ser hi his hy called a centenial celebration. Thats celebration ater a unde yes" “saa say“ hin this chapter is ola ak abot how they were sl elatng hs ide ater 2 unde yar “Oh, Et Andee says "What should we we fr our summary sentence” “How abo ths” Ty ns," handed yea ler the famous midge f Pal Revere the poop of Boston were il aking about how brave he was” Prt goed!” Margaret sys “but alo sid that they were proud of hia because of is ihe ‘work 100" Bor they mere mere proud of his patti” Fae say “What pcr” Bai ks, its being loyal to your oven” Juana answers, “He ised his fe to war she soles hat the Bits solder were coming” hana says thi In English andl then repent the expunation sn Spansth ‘OK. Mario sys “So the people of Boston ar prod of Pal Revere Heese he wa get ‘enh bu ove because he was great pate Tt» good sommay sentence” Andre sys "Lets we thal one. Say agin i. [As Matio repens he sentence eveyone wesc this pape including Maca, The soup then road the est section ofthe chuper et Feugh Tere 268 ‘When they have completed reading ad dscosing the chap thei amma a ike th “The people of Reston se prod f Pal Revers hee he wa at eran at ee use he wah 3 pst patie ‘On Apri 38, 1775 ei unde Eh oes wen ging Concord sae he pa !muniton an gun aie tps! 4 be warn tht ae Urs ders wae eng hey ll mene powder nd gun Join Hancock a Sas Adams so ree a to ave Lesion ne wot rested and na fo pking agin th kings “Te ptt one Pal Rew he the ik a he apt he Bn wr cig was vey dangers boca ith elders and amps wee sng the whole ner the OM Noh Cc hely wom Pl even ow he ish sees a woe ‘There would he two antes thes ad one bse tr the hal one ad. Paul Revere Went othe seston fhe Ok! Nat ch od a it pt esters i th ‘urch bey whe hehe haw the allio wee soming, Then Pal Revere rel Stns theriver Pans ars ts ver wad wi Pal Rese Me hey wl the aul Resere sop tal he ss te Msn i eso and mel eee the Dems were sos ‘he Patil ge thie gun na Kept the Hrs fom geting the sans he an ie Ms. Menus nos ser ph th she mics he stot eae en he eo thoirsummmar Ax she conch the ay he Rei wil th ene of he ee, Te Midnight Re of Pan ere tSaevesn. OHS) sth ss ae tha he cs ely nese swords and the cance ofthe een Amen te Some ofthe eating in No Hughes Hegde erste ln is extreme fcuk fr se me to undostand.altiough chet sure tha fer student wil enjoy the reading of Mark Tans moe {mous ors she concerned sha hey sl nee undernd hele Sgn of hs ws finds pce sey Hecnne ofthe fic of sae ofthe ssn inthe Dre Ings sboun Mack Tenn, Ms. Hughes decides fo encourage er students t9 work in cooper |roups ing In groupe allows ey 6 dacs the wy to conser he pis wae that parole tine in Reto do contre he ances a eaing thal they the Me. Hphes group esas or the reading of Hera de Vous inductor chapter Ye Porte Mar eun C980, Sve aco that el the ous 1 pS uate ch paragraph they ead and se walks the ese Uougs the step nthe GIST procedure. Se expos "he double ening ofthe am grand he pocere mae, which connects hens sd eX “who kts wat mean '0 the gio hing= MB Hughes 2 = “Ht means that you ge the general Wea" Leon aes ats ht, Leon" Hs Hehe respond “A oy Wee go to eam a ew ee oe sing that ln elled GIST, 6-15" whieh stn for Generating interac ween Shee Ten, Me Hughes sea se weer the wos on ihe calor and underines he lees ha ‘eae the acronym GIST. “Using thi reg suppose to gone ave semthng to happen. What speed apne rat ome acne she fn Te tac sips open‘264 SECTION ¥ STRATEGIES FoR BUILDING CONFEAEHSION Tis ier, or he comparing and contain of your bacround of knowledge al the text you are reading, wll hap out undettnd what you are reading, apd te ee ‘ip wil work toeter to gue om what the reading teu. Because hi nec chapter ‘shat ell ough est clo read snd derstand, 1 want yout tp afer each paar ‘seus the mening, Your group wil wate one sentence to suorarze each parr, When yoo Sc fined eading the rodutoy chopra sing the sumeny serene you sould hive ‘0d understanding of Mark Twain ad is place In Arias history. We wl eau ie chap fer afer yu hive compkse he resin ‘Aste rps work the way tow he chapter, MS. Hughes celts among the gps ‘xc ete de ft the scan es here aa numer ofa wo he Ing. a athe words fr the jroo add othe wor wal Fit ange esas fo {he nes wocaay are added wo the werd wal ay neces ‘athe end ofthe period, Ms. Hogs aks te groups shar thir summaries nd they hoe the bet nentnee foreach page Yo cee cia summary othe chapter Trea “The nt rly Areca erate row OU ofthe ctype and nce sich srr | Emenon, Por, Tho, a elie “There were strands of Rens ecu caed iftence fom he So, New Eng lund, usar the expansion West bean ei ether ‘alan coke oF midconinertl cle tin to emegeun seemed ae palling ass from he anal nec Eee Aeahar incl wa a pont soe of thi meringAmescan head chu Lincoln appaich 1 Areca sun ently entity seem 10 come aes lly ung from the tensor epubbe of the new ration to the consent espe at wl be the ‘alt wham express Ns fein for this emeylng nation and es budding Ie a his ontnenl nln net yer speaking fo the peop or alg ages or sh ‘Acwaly Whim 8 wrong este 10 years pir to thi statement, 1859, 2 bo of ‘er nel sees wt by Samuel anghome Clemens hd heen Ween waned Wh the aus pon ame, Mark Tai Innocents Abraad Ma Twain's ve kece book, waka isan ccs pany becsice of ie cbvaus dad for European sy Because of the zat of thi fst book, Mak Twain stuggled fortwo generations wo overcone leary ites opinion of Nan as ln Mak Tain was ferred toa he Lincoln of eur Keates of the many sinistes be tween incl and Fain ntl upbringing and bun ‘Aer he groups ave real 2nd summarized the incon 1 the Mark Twain volume, Hughes ads the stents to think bout what they had lesmed and give an overall sinnay fhe Iistoy ofthe ne in wich Twin wee Thi he Fin got was lathe new nation had finally goten past copying things ram Es rope and was tating to produce humorss and horas hho valued Ames 38 2 new cunt ‘vt 2 diferent Kind personaly” Monica rath” Mi. Hugs ages Although Une wes of the eat republic are outstanding and made conto to erie, they are noe ike the European wes Mak Twins Kind cf voice, x more rs, more Amesan vee “But the Kiera rics ida ake in Seousy.~ Alben 2d But Uat tapes, does 1" arin ask “Tine ha happens whenever writes oF Ars move too Tar avay om the wadtinal 3p- proaches” Ms. Hugies res, “aer the dscusson ofthe lnadcion, Ms. Hughes asigns the aude the fst reading inthe ‘Maj Twin ariology and they elscuss some vocabulary and background that they wil nee i Ueto undesun the eiding. Tbe Neonous ping Fg cf alae Coury CAPTEA 4 GASt: Exploring Teagh Tent 265, CONCLUSION Sado fl ages eft fom the wa of slaborativ strates sic 3s GIS. By pling stds in litrogencovs pups, wi aang English rer and writ i eich yroup Teihers cin ee ngs tcisson of the retding solve stats shane to clr meaning and vex. ‘The yroup ea of wring samuary sentence foreach parepn tht fea proves an ate ‘i asirment tht rues the usenet dacs the mining ofthe parprhad sge on “entence fh conveys porn fformston. Once the paniap are read sce ‘Smmanysontnocs sve wt sl cic ert inh a han cone Hey of he "Winn voi ope el an soma the se wea an then hae te mma, ater iscsi of the main sss an sopping detas Frequent lew This ves Ue eae “hunce to hearth infanrnin sted apd mew veal eed EXAMPLES OF APPROXIMATION BEHAVIORS RELATED TO THE TESOL STANDARDS: PreK tens wi + calaoraivey ite # summa of page 1 tonont thcr opinine nou etn + essfy main eas inex {te simmary srt of paagrp 5-22 students wl: + ales mans of word meanings snd negotiate wy pers Yo accu summeie tds tte, + explore spec Word caning rele to conten in dhe celaboraive suman of References ‘Sunny 1982, Genesating neat ween sehen pd et I-A. les TA as tis (Eds) Ne nurs ring reread tuo (pp 2-47). Washington, DC: Naina Reading Confereace ven, 1 (2) (1980). The portable tr Tran. New York: Penguin Hooks Fes (993) And ben ira ppd. Pl Rovere? New Yor: GP Patna. rte 1. (1920 Wyant yon et Boe. Sm Adan? New Yor. Putman Fre 1. (995). Wore as Parc Hn on he 29 of ay? New Yor. P- Ptsan Fre 1.199). Wo bsg on Plymont Rock? New York. CP Pas Foz}. (1999). Can yn mabe theo bar Ki Gorge New are. Poa. Foun). (198. Sb Were ring Conmttion New York 0 Pana. Stevenson, A (1986), Paul Revere: Boson ati New Yorke Alda (Msi)SYNTAX SURGERY: Visually Manipulating English Grammar “This strategy addresses the following TESOL Standards Goal 1: To use Enlish to communicate in social setings Stancard I:Students wil use Engith to participate in soca interactions, Standard 2: Students wil interact in through, and with spoken and weiten Engish ‘or personal expression and erjoyment Standard 3:Stucents will use learing strategies to extend ther communicative competence Goal 2:To use English co achieve academicaly in all concene areas ‘Standard |: Students will use English to interact in the clas-oom Standard 2: Students will use English to obtain process construct. and provide ‘subject matter information in spoken and writen for Standard 3: Students will use appropcate learring sategies to construct and apply academic inowedge Goal 3:To use English in socially and culturally appropriate ways Standard |:Studerts will use the appropriate language variety register and geare according to audience, purpose and setang. Standard 3 Students wil use appropriate learning strategies to extend ther ocolngustc and cultural competence Suinxsetence tty be confusing to ndeettd. Because English sys ten dif om the wor rer found sp dens’ home Linge, Fags og berets scenes hunter sificy in comprehending sentence they red orconfase wor order when spel OF ‘ing English Cars, 1998) vo eran into more onderaandabl paces ecase the stent actly wines he peces of Ses surgery (cell 1998 state ht allows students se the eons of elements 266 CORPTER G5 sTATAK Sunes 1 iy Manipatating English Grammar 267 she sentence ing nove they re moe key to Understand ad ene he English sya ues ‘ven cl couse thet he fare. Syn Sgr aso het i ering he dents ie {entonding othe cements of Ring and speaking tht make Els ical or hes ou {Satin hesefoe the use of the tty Hep theo be more cote ewe of Engh ‘Shun 1995 calc fini ofthe spelen apd writen pd al tothe deveepment of Maen In hr desertion of ep tee STEP BY STEP he en npg yt ey ae + Identifying a problematic sentence—Idenily 9 erin tat cui icy he 2 sere tat these os pen hee te hi lng wor rte coats Wa he ER Ti needy bea cmp Kowence enn reading tht etsg eosin + Writing the sentence—Wise the xentene om sentence sp ad el the antec soe wv alt x stents soled nde apesking readin acta For espe the seme {hiss rite yh ele sg Se wae we ener gee” URE a pal fer “uhhenetence spn inthe pase or lees fel“ wo ean eae gen we Taco fe the oe tera ge 1 Rearranging the words—Tesange te wim poke chan o tbe ca 2 nde coment Engh sence. ace Se was wenn acen sweater nthe ad aT the Seavey ii Engin ring he semen eh Ss comet Bgl woo Rei the {i Kose hen re by eng te erence dhe aera st TS SS eigen ote women Spun tor er tna oa we nt se a NED Jehan pute sons hack reconet dr fr Eng Have de te va the ces envemce sin wih sn hon expla the ils ns moon mp an + Practicing more sentences wit the same pattera—Nie Ks mone sens with the same wun pternon cote spa ive hesmdene il them along seh foro rai Tig the lessons cel no ste se ny that interop cenmuniiien ‘vine ile mage te nick ws convesng wa cer respond toa med the comes Trg opts Wie the sont setrene dow un eum tier ine to Use the SEX SE "tty 10 spam the eet he tose Engh De ohseraet of ever nes ho tah Ds nn the exgtanton and se the oppo to ive Ratton to seve 75 tHe APPLICATIONS AND EXAMPLES Mk Newson fh girs are rend series of honky Hever Clea when ape of her ng Jn langage urns comes to her mth pus look om is fice “Ms Neo, is seen

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