Module 7: CALLA

Katie Fraley
Mind Map by Katie Fraley, updated more than 1 year ago
Katie Fraley
Created by Katie Fraley over 4 years ago
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Module 7: CALLA word web by Katie Fraley.

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Module 7: CALLA
1 CALLA Model OVERVIEW
1.1 Content-Area Topics
1.1.1 Actual topics and standards covered in gen-ed classroom
1.1.2 higher-order thinking
1.1.3 posing questions, thoughtful answers
1.2 Literacy & academic language development
1.2.1 4 language skills: S, L, R, W.
1.2.2 Not just vocabulary & grammar, also academic language skills
1.2.3 Scaffolds and contextual support
1.3 Explicit instruction of learning strategies
1.3.1 Mentally active; analyze and reflect.
1.3.2 learn to apply strategies to new tasks.
2 Conceptual Framework
2.1 Learning is mentally-active, individualized, and affected by social interaction
2.2 Cognitive: How do people process, store, & remember new information/skills.
2.2.1 Separate memory storage systems for declarative information and for procedural knowledge of skills/processes.
2.2.1.1 These knowledges interact, and both are present during academic tasks.
2.3 Sociocultural: we learn through social interaction and cultural context.
2.4 Both cognitive and sociocultural factors are important to learn language and content.
2.5 We all learn differently!
3 Related Instructional Concepts
3.1 Literacy Across the Curriculum
3.2 Language Experience Approach
3.3 Balanced Reading Approach
3.4 Process Writing
3.5 Cooperative Learning
3.6 Inquiry Approaches
3.7 Standards-Based Instruction
4 Content-Based Instruction
4.1 Provide a foundation for grade-level learning.
4.1.1 Prioritize topics and skills
4.1.2 Focus on national/state standards and TESOL
4.1.2.1 How do these skills sequence with previous and following grades' standards?
4.1.2.2 Identify objectives.
4.1.3 Take inventory of textbooks and other necessary materials.
4.1.3.1 Teach students how to use these resources!
4.2 Motivating
4.2.1 Give students options.
4.2.2 Students should make connections between content and their backgrounds.
4.2.3 Should be "hands-on" and "minds-on."
4.3 Authentic context for learning & learning strategies
4.3.1 Should be "hands-on" and "mind-on."
4.3.2 Accommodate for multiple learning styles.
4.3.3 Teaching learning strategies and model metacognition and problem-solving.
4.3.4 Explicit instruction
5 Academic Language
5.1 Challenges
5.1.1 Less contextualized than BICS
5.1.2 Used in cognitively demanding tasks
5.1.3 Specific to tasks and texts in content area
5.1.4 Requires low-level and high-level thinking skills
5.1.4.1 Understanding, explain, describe, inform, compare, classify, analyze, infer, justify, persuade, solve problems, synthesize, evaluate.
5.2 Importance
5.2.1 Key to success in content-areas
5.2.2 Not usually learned outside of school.
5.2.3 We cannot assume that students already have experience with this side of language.
5.2.4 Promotes high-level thinking
5.2.5 Provides practice in using English as a medium of thought
5.3 Selection
5.3.1 Identify language used often in content classroom
5.3.2 Analyze language used in textbooks
5.3.3 Authentic language tasks: how will students use language in a variety of skill areas?
5.3.3.1 Consider 4 language areas: S, L, R, W.
5.3.4 Student input allows us to diagnose needs, informs instruction.
5.4 Instruction
5.4.1 Teacher should model its use.
5.4.1.1 Encourage awareness -- when you encounter a word, draw student attention to the word and model.
5.4.2 Create speaking opportunities.
5.4.3 Provide practice.
5.4.4 Encourage reading and writing.
5.4.5 Explicit Instruction
5.4.5.1 Text organization & structures.
5.4.5.2 Learning strategies
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