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T H A N K Y O U !
Charlie Robinson Charlie Robinsoncharlie.firstname.lastname@example.org
Cognitive Academic Language Learning Approach Shifting the focus from teaching to learning
Academic Needs of English Language Learners Develop academic vocabulary Develop academic vocabulary Read to acquire new information Read to acquire new information Understand information presented orally Understand information presented orally Participate in classroom discussions Participate in classroom discussions Write to communicate their knowledge and ideas Write to communicate their knowledge and ideas
Why implement CALLA? Promotes academic and linguistic development Promotes academic and linguistic development Benefits diverse students Benefits diverse students Emphasizes higher level thinking Emphasizes higher level thinking Documented effectiveness Documented effectiveness Motivates students Motivates students
Teaching Academic Language and Literacy Develop language across the curriculum Develop language across the curriculum Focus on literacy in all subjects Focus on literacy in all subjects Link to prior linguistic knowledge and skills Link to prior linguistic knowledge and skills Provide balanced instruction Provide balanced instruction
The 5 Steps of CALLA Preparation Preparation Presentation Presentation Practice Practice Evaluation Evaluation Expansion Expansion
PREPARATION Provide overview and objectives Provide overview and objectives Elicit students prior knowledge Elicit students prior knowledge Develop vocabulary Develop vocabulary Help students make connections Help students make connections Remind students to use the learning strategies they know Remind students to use the learning strategies they know
PRESENTATION Address different learning preferences Address different learning preferences Model reading and writing processes explicitly Model reading and writing processes explicitly Explain learning strategies Explain learning strategies Discuss connections to students prior knowledge Discuss connections to students prior knowledge
PRACTICE Use interactive activities Use interactive activities Use authentic content and language tasks Use authentic content and language tasks Ask students to use learning strategies Ask students to use learning strategies
EVALUATION Student metacognition Student metacognition Self-assessment Self-assessment Teachers evaluate students achievement Teachers evaluate students achievement
EXPANSION Students apply what they have learned to their own lives Students apply what they have learned to their own lives Students extend their understanding to other content areas Students extend their understanding to other content areas Students relate new information to their own experience Students relate new information to their own experience
Integrating Content, Language, and Learning Strategies
CALLA instruction is... Learner-centered Learner-centered Metacognitive Metacognitive Supportive Supportive Focused Focused
Research Base Jim Cummins, University of Toronto BICSCALP Basic Interpersonal Communication Skills Cognitive Academic Language Proficiency Conversational fluency Grade-appropriate academic proficiency
Predicting Skimming for the Main Idea Taking Notes Classification
CALLA MODEL Cognitive Academic Language Learning Approach Insures Success
SIOP Sheltered Instruction Observation Protocol Teachers Actions vs. Students Actions
The clean, simple layout of the Teachers Edition makes it easy to work within the SIOP model S.I.O.P. Model Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application Lesson Delivery Review/Assessment Unit Objectives How About You? Model the Strategy Scaffolding Reading Summaries Putting It All Together Reaching All Students Check Your Knowledge Shining Star Lesson Plan
The clean, simple layout of Shining Star makes it easy to work with SIOP. K. E. Grayson
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