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Connecting With Content
Holley MayvilleHigh School ESL Resource Teacher
LEP Challenges and Content
To graduate from high school, all students must pass at least 3 math, 2 science and 2 social studies courses.
They must also pass the EOC in English I, Algebra I, Biology, Civics and Economics and U.S. History.
And the NCCLAS is dead.
LEP Challenges and Content
Inability to succeed in content-area courses is leading directly to the high LEP drop-out rate.
The vast majority of core course failures are not in English, but in math, science and social studies.
What to Do
Direct instruction of language skills needed to succeed.
Content instruction that does not rely on English for mastery.
What to Do
WiDA Can-Do Descriptors
www.wida.us
What to Do
Content Objectives
Language Objectives
What to Do
Content Objectives – NCSCOS, what you put on the board every day. What the students are learning.
Language Objectives -- WiDA SCOS. How students will show they are learning something.
What to Do
Content Objectives – Evaluate the effects of colonialism on Africa, the Americas, Asia, and Europe.
Language Objectives – Describe how colonialism changed Kenyan
society. Compare and contrast the effects of
colonialism in the Americas versus in Asia. Draw a timeline of the progression of British
colonialism through the world.
What to Do
Direct instruction in reading content area textbooks.
Direct instruction in understanding EOC questions.
Direct instruction in writing responses in content area tasks.
Adapted instruction to prepare for or support core content instruction.
Reading Textbooks
Direct instruction of textbook format (sidebars, vocabulary help, headings, captions, etc.)
Chunking reading assignments or making assignments shorter
Alternative textbooks Direct instruction of textbook language SQ3R, graphic organizers, effective bilingual
dictionary use, illustrated word walls…
Understanding EOC Questions
Neglecting reaction time, the distance
required for a car to stop is directly
proportional to the square of its
velocity. If a car can stop in
8.5 meters at 20 kilometers per hour,
approximately how many meters
are needed to stop at 50 kilometers
per hour?
Understanding EOC Questions
14. A couple has five children, all withblood type A. The mother’s blood typeis O, and the father’s blood type is A.Based on this information, whichdescribes the most probable genotypeof the father?
A diploid B haploid
C heterozygous D homozygous
Understanding EOC Questions
What is the question looking for? (vocabulary, reason, conclusion…)
Information crucial to response. Stage-setting. Hints. Useless information.
Understanding EOC Questions
Neglecting reaction time, the distance
required for a car to stop is directly
proportional to the square of its
velocity. If a car can stop in
8.5 meters at 20 kilometers per hour,
approximately how many meters
are needed to stop at 50 kilometers
per hour?
Understanding EOC Questions
Question grammar:
-- “which” abuse
-- backwards syntax
-- confusing clauses, or “The Helpful Comma”
More EOC Stuff
Direct instruction of making use of Accommodations:-- how to use a bilingual dictionary-- time management-- practice with read-aloud tests
Note: If a student fails an EOC and its re-test, and has passed the course, the principal may give the student a pass on the EOC based on an assessment of the student’s work portfolio.
Writing Answers to Content Questions
Reading Skills: Finding details and important facts. Identifying main idea. Drawing conclusions. Connecting to other knowledge.
Writing Answers to Content Questions
Writing Skills: Summarizing. Developing conclusions. Re-phrasing. Not copying.
Writing Answers to Content Questions
Strategies for creating original answers: Somebody Wanted But So It Says – I Say Say it in your own language, then transcribe it Think/Pair/Share – Buddy Scribe Incorporate grammar structures
Adapted Instruction
Content instruction that does not rely on
English for mastery.
Adapted Instruction
Solidify basic math skills: Computation facts Math manipulatives Calculators Graphs and charts
Adapted Instruction
Building Science Background
Build vocabulary. Use science articles and lower-level science
books (Sally Ride Science Readers) to introduce concepts.
Labs and science projects.
Adapted Instruction
Building Social Studies Background
Maps! School House Rock! Especially work on building an overview of
US history and government. Skits and mock-governments. Students have unique background knowledge
that can be an asset
