1. Making Decisions on a Moving Train:
Instructional Approaches
A

2. Our Mission (the what)…
•instructional approaches.
We will do this by (the how)…
• Observing approaches, methods, strategies, and
techniques in practice.
• Initiating and documenting critical conversations
about theory into practice.

3. Guided Note-Taking
Key What I What I Examples in
Concepts Know Learned Practice
Grammatical
Approach
Communicative
Approach
Cognitive
Approach

4. Ecuador: What is significant?

5. “You can’t be neutral
on a moving train!”
- Zinn

6. What you believe shapes your
instructional approach!
Philosophical Perspectives Approaches
Behaviorist
Grammatical
Social Constructivist
Communicative
Cognitivist Cognitive
- Herrera & Murry

7. Table 6.2
Philosophical Grammatical Cognitive Communicative
Approach (Historical) (Contemporary) (Contemporary)
Perspectives on Fixed/Staged/ Typically Staged but Interactively Variable/
Human Development Predictable Environmentally Variable Impactable
Locke Piaget Vygotsky
Hume Bakhtin
Watson
Perspectives on Behaviorist Cognitivist Social Constructivist
Learning Stimulus-Response (S-R) Guided Guided or Independent
Construction of Meaning Construction of Meaning
Skinner Gazzaniga, Edelman Bruner, Ansubel, Papert
Perspectives on Deductive Inductive Inductive
Language Learning (Specific to General) (General to Specific) (General to Specific)
Rule/Structure Driven Interaction/Guidance Interaction Driven
Driven
Memorizing language rules Explicit teaching/modeling Language learning through and for
and/or sentence patterns with of learning strategies and authentic communication
Drill and Practice Emphases language for communication
Palmer Oxford, Chamot, O’Malley, Chomsky, Krashen, Terrell,
Bialystok Echevarria, Vogt, Short

8. Day 2: The Three Instructional
Approach
Today we will:
Discuss the grammatical instructional
Discuss the communicative approach
Discuss the cognitive approach

9. Herrera & Murry

10. Characteristics Methods
• Teacher-centered. • Grammar-Translation
• Emphasizes rules and • Direct Method
structure of target • Audiolingual
language. • TPR
- Herrera & Murry
CIMA

11. Approach
Grammatical
Methods
Grammar-Translation TPR
Strategies
Verbal Visual
Associations Signals
Techniques
Pattern Drills Kinesthetics

12. Characteristics Methods
• Silent Way
• Student-centered.
• Natural Way
• Emphasizes communication
• Suggestopedia
and meaningful acquisition • Integrated Content-Based
of knowledge. • Sheltered Instruction
• SDAIE
• SIOP
- Herrera & Murry

13. Approach
Communicative
Methods
Suggestopedia Sheltered
Instruction
Strategies
Auditory Guarded
Vocabulary
Techniques
Fill in the Response Questioning

14. Characteristics Method
• Learner-centered (i+1). • CALLA
• Emphasizes explicit teaching
of learning strategies in
communicative ways.
- Herrera & Murry

15. Approach
Cognitive
Method
CALLA
Strategy
Consequence Wheel
Technique
Questioning

16. Don’t get derailed!
Your instructional approach is guided by:
Philosophy School Needs of
Curriculum Students

17. End of Day
Activity:
Creating your Own
“Umbrella”
Herrera & Murry

18. Day 3: Lesson Plan Demonstration
of Instructional Approaches
Today we will:
Complete group work on lesson plan approaches
Demonstrate to the class the different approaches

19. Approaches, Methods,
Strategies
Approach
Grammatical Communicative Cognitive
Method
Grammar Translation, Silent Way, Natural CALLA
Direct, Audiolingual Way, Suggestopedia,
Integrated Content
Baserd, Sheltered
instruction
Strategy
Drill and practice, rote Guarded vocabulary, Explicit LS instruction,
memorization cooperative learning, Cooperative learning
hands-on activities
Techniques
Dialogue memorization Reduced use of idioms KWL charts

20. End of Day: Daily Activity
The Umbrella Reading Approach Activity:
 Students should divide into 3 groups.
 Each group will be assigned an instructional approach.
 A choice of children’s reading material will be available from
which to select at least 1 book.
 This reading book will be used to create a lesson plan
demonstrating your assigned instructional approach activity.
 Demonstrations will be presented the following day.

21. Day 4: Sheltered Instruction
Today we will:
Discuss Sheltered instruction
Discuss content and language objectives
Discuss vocabulary development

22. Content
Objectives to:
Our mission for this session will be
◦ Learn about the Sheltered Instruction – specifically the
SIOP Method of Sheltered Instruction.
◦ Distinguish between a content objective and a
language objective.
◦ Generate language and content objectives which
reflect grade-level content-area curriculum.
◦ Develop ways to facilitate students’ schematic
connections and vocabulary development.

23. Language
Objectives
We will accomplish this by:
Listening and identifying content and language objectives with
a partner and documenting these for whole group discussion.
Reading and identifying language and content objectives in
cooperative groups.
Assessment: Individually writing language and content
objectives.
 Identifying strategies to bridge and connect students’
experiential and academic knowledge and new academic
vocabulary and concepts.
 Practicing new vocabulary as a building block for
understand CLD students.

24. Preparation Practice
&
Application
Building
Background
Comprehensible
Lesson
Input Delivery
Learning
Strategies
Review &
Assessment
Interaction
CIMA (c) 2012

25. Preparation
Building Background
Comprehensible Input (Teacher)
Learning Strategies (Student)
Interaction
Practice and Application
Lesson Delivery
Review and Assessment
Strategies

26. End of Day: Daily Review
Create the SIOP Foldable.
Get at least 4 pieces of construction paper.
Write down the description of each component on
your foldable.

27. Day 4: Lesson Preparation
Today we will:
Discuss content and language objectives
Describe how to write content and language objectives

29. Content Objective
Language Objective
Supplementary Materials
Scaffolding
Meaningful Activities

30. Lesson preparation capitalizes
on CLD students abilities to Throughout
connect to background
knowledge, prior experiences, every lesson
and new learnings.
Teachers who identify the
critical concepts that CLD Adaptation of content, use
students need to know and of meaningful activities,
explicitly teach these to CLD and use of supplementary
students promote academic materials.
success!

31. Imagine objectives as a road trip:
 At the beginning, let everyone know where we are
going (both in writing and by verbally stating the
objectives).
 During the trip, point out important things along
the way (through strategies, interaction, etc.).
 At the end of the trip, announce that we have
arrived at our destination (restating the objective
at the end).

33. • Content objectives set the stage for learning.
• Content objectives identify the key content
concept(s) to be covered in the lesson.
Content objectives are tied to grade-level content
standards.

34. We will learn about fables and folktales from diverse
cultures, and determine their main message, lesson,
or moral.

35. We will do this by _______ (meaningful activities)
rooted in language and academic development.

36.  Language objectives: include L, S, R, W
activities throughout the lesson
 Language objectives are rooted in the content
objectives.
 Language objectives provide concrete links
 Language objectives can be used to assess learning

37. In cooperative groups we will do a four square to
define the key vocabulary.
In pairs we will turn and talk to our partner about
the fables lesson.
We will individually draw our mental images to
create a class book.

38.  Content Objectives
 Language Objectives

39. Standard/Benchmark: Content and Language
Objectives Putting it all Together
Final questions to consider:
L2 Are your content and language objectives written in
student friendly terms?
What is MY Plan?
L1
Does CO reflect grade-level concepts that are critical for
ELLs students to know?
Do your LO reflect meaningful/purposeful activities
Speaking that will actively engage ELL students in the learning
process?
Content objectives:
Language
Development
Listening
Writing
L1
Social and L1 TPSI: Varied Group
Listening/
Cultural
Reading/ Processes
Configurations!
Speaking
Writing
Cognitive Academic
Development Development
This portion is the “vehicle” for getting to the
Content Objective and can include differentiated
group configurations for language use as well as a
Activities
L1
goal of moving from teacher modeled to
L2
independent assessment!
“Meaningful Activities”

40. Application:
5 Steps to Writing
Content Objectives
Step 1: Identify the State Standard, Benchmark, Indicator, etc.
Step 2: Identify the key vocabulary within the standard.
Step 3:Identify the content you wish to teach (the “WHAT”).
Step 4:Write a sentence that identifies the content you want
to teach using the key vocabulary from the standard.
Step 5: Revisit the Content Objectives to verify that it is
written in student friendly terms.

41. Content and Language
Objectives
L2
What is MY Plan?
L1
Speaking
History Standard:
The student uses a working knowledge and understanding of significant individuals,
Language
groups, ideas, events, eras, and developments in the history of Kansas, the United States,
Development
Listening
Writing
and the world, utilizing essential analyticalSocial and research skills.
and L1
L1 Cultural
Processes
Content objectives:
•We will identify the early culture of Navajo people living in the Southwest.
Cognitive
Development
Academic
Development
•We will reflect upon the ways the Navajo live today in the Southwest.
•We will compare/contrast the Navajo way of life with the Narragansett, Ojibway,
Activities
L1
and Cherokee.
L2

42. Application:
5 Steps to Writing
Language Objectives
Step 1: Identify language objectives by determining
“HOW” you will teach your content objective.
Step 2: Begin the language objective by stating what
meaningful activitiy you will do with students.
Step 3:Identify the verb (L, S, R, W) that supports the
completion of the activity.
Step 4:Decide on the type of grouping configuration you
will use to complete the activity.
Step 5: Put pieces 2-4 together and check the completed
Language Objective to make sure they are written
in student friendly terms (repeat as necessary).

43. Content and Language TPSI: Varied Group
Objectives Configurations!
L2
What is MY Plan?
L1
“Meaningful Activities”
Speaking
Listening/ We will listen to Ms. Melton and do a think-pair-share
Speaking regarding the lives of different cultures of the Indian tribes.
Language
Development
Listening
Writing
We will share our comparisons with our L1
Social and
partner and
L1
with the whole group using a tri-fold.
Cultural
Processes
Cognitive Academic
Reading/ We will read as a class about the long walk and
Development Development
jigsaw the effects of this on Navajo people.
Writing
We will write similarities and differences of the Navajo and
Activities
L1
tribes studied in other regions using our Magic Books.
L2

45. Tell it , Show it , Write it 
• Use content and language objectives to introduce
the lesson.
• Make sure content and language objectives are
written at the academic and linguistic level of the
students.
• Review content and language objectives throughout
the lesson to guide instruction.
• Close the lesson with a review of the content and
language objectives to further solidify what has
been learned.

46.  Practice with Content and Language Objectives

 Explanation:

 Read each sentence below and decide whether each sentence is a content
objective

 (CO) or a language objective (LO). If it is a content objective write “CO” in the
blank.
 If it is a language objective write the letter “LO” in the blank.

 ______1. Individually we will listen to the video and complete the
 guided-note taking response sheet.

 ______2. We will turn and talk to a partner and share out loud what we know
about
 “The Frog Prince.”

 ______3. We will compare/contrast the Navajo way of life with the
Narragansett,
 Ojibway, and Cherokee.

 ______4. We will jigsaw an article in cooperative groups and articulate the key
 concepts in our section to our peers.

47. Post in a prominent place in the room.
Keep content and language objectives
posted in the same place in the room.
Keep content and language objectives
posted throughout the lesson.

48.  Remember that we and our students all have our
“ah-ha” moments at different times.
 For CLD students, the class (material, instruction,
and language) may be so overwhelming that
mentioning the objectives at the beginning of
class may be lost in all of the “hubbub” of the
lesson.
 Posting objectives gives CLD students additional
processing time.

49. End of Day: Daily Review
Activity
In small teams, create your own content and
language objectives.
Use the reading books material available to create
these objectives.
Discuss your objectives in your team.
Include activities alongside your LSRW.
Share out loud.

50. Day 5: Using Supplementary
Materials
Today we will:
Using supplementary materials
Text adaptation
Curriculum goals

51. Additional instructional materials or realia
selected by the teacher to support CLD
students comprehension of the lesson.
For example: maps, visuals, hands-on
manipulatives, technology, etc.

52. • Grade-level texts can be overwhelming to CLD students.
• Therefore, CLD students need text to be scaffolded in a
manner that he/she will understand.
• Effectively adapted text allows the CLD student to explore
the content concepts and make meaningful connections.

53. Scaffolding the text is not dumbing down or
watering down the curriculum.
Scaffolded text allows the students to read
the curriculum by highlighting the most
critical concepts.

54. Chapter Outlines Highlighted Text
Graphic Organizers Taped Text
Study Guides Adapted Text
Peer Reading Jigsaw Text Reading
of Text

55. Activities are made much more meaningful for
CLD students when explicit links are made
between background knowledge/personal
experiences and new learnings.

56. Pre-production: I have no/little knowledge of language acquisition and/or the
ability/willingness/time to deal with it in my class.
Emergent: I teach language objectives incidentally on an “as-needed” basis to meet my
content-related instructional needs.
Intermediate: I give considerable thought and focus to content-related language
learning without formalizing it in my instruction.
Advanced: I select and use content-related language objectives to support and facilitate
my curriculum, writing them down, sharing and reviewing them with students, and
evaluating them for progress.
Wiped Out: I use my very limited class time dealing with so many language objectives
and issues, discipline, and other student problems that I can’t remember what I
teach….
Visionary: Since so much of my class time is spent teaching language, I have decided
to quit teaching here, go back to college, get my TESOL certificate and teach
English in a beautiful exotic land for the rest of my career….

57. Round Table
Writing
• Think about the pros, cons, and questions you have
about implementing Content Objectives and Language
Objectives.
• As a group, individually list the pros, cons, or questions
you have on one sheet of paper.
• Pass the paper until everyone in the group has written a pro,
a con, and a question.
Pros Cons Questions

58. Day 6: Bridging and Connecting
Today we will:
Discuss we will connect experiential and academic
knowledge
Discuss vocabulary instruction

60. Key Vocabulary
Vocabulary Quilt Cognate
Fold a piece of chart Background Knowledge
paper to make eight Environmental Print
boxes.
Incidental Vocabulary
Write or draw what
Intentional Vocabulary
comes to mind when
you read the Sensory Memory
following words. Working Memory
Permanent Memory

61. Experiential and Academic
Background
Taking into consideration and
explicitly linking CLD
students existing knowledge/ Throughout
background and new learning. every lesson
CLD students may not have
the background knowledge
and experiences needed to fully Take what CLD students
participate and comprehend know and build a bridge
academic tasks. to facilitate transfer.
CIMA (c) 2012

62. The Six Must Do’s
1. Plan instruction based on students strengths.
2. Examine cultural and linguistic background.
3. Collect data on experiential background.
4. Look at the stage and pattern of acculturation (U-
Curve).
5. Assess sociolinguistic development and language
transfer.
6. Examine culturally different cognitive and learning
styles.

63. What students already know about
the content is one of the strongest
indicators of how well they will
learn new information relative
to the content being
presented by
the teacher.
(Marzano, 2004)

64. Current Research Synopsis
 Poverty, Ethnicity, and Opportunities to Learn:
 May each negatively influence background/vocabulary
knowledge.
 Poverty and ethnicity’s effect on vocabulary and background:
Many learners come to the school (at least to Kindergarten and/or first grade
level):
 Without ever having had a birthday party;
 Without ever having been on a family vacation;
 Without ever having been to a circus;
 Without ever having been to a parade;
 Without ever having been to a museum;
 Without ever having been shopping with their parents; and
 Without ever having had a story read to them.
 Successful instruction is connected to the student’s background
knowledge (vocabulary).
 Schools can enhance the background knowledge of students
through explicit vocabulary development.
(Marzano, 2004).

65. Definition of Vocabulary
Vocabulary refers to the words we must know
to communicate effectively:
oral vocabulary
reading vocabulary.
 Oralvocabulary refers to words that we use in
speaking or recognize in listening.
Reading vocabulary refers to words we
recognize or use in print.
( Reading First)

66. Building Background: Vocabulary and
Connection
Vocabulary knowledge correlates to comprehension.
It takes 12 meaningful interactions with a word to
create mastery.
Comprehension depends on 90-95% knowledge of
words in a text.
To overcome vocabulary deficit in CLD students, we
must explicitly teach it daily.
Margarita Calderon

67. Incidental & Intentional
Vocabulary
No one single instructional strategy is sufficient for optimal
vocabulary learning.
Effective instruction includes opportunities for both incidental
word learning and intentional word teaching throughout all
grades.
Incidental:
Exposure to & interaction with increasingly complex and rich oral
language and by encountering lots of new words in text (own reading or
being read to).
Intentional:
Specific words are selected for explicit and in-depth instruction.

68. Cognate Challenge!
Vocabulaire
Educación
Kognitiv
Comunicativo
Conexión
Akademisch
Colegas
Seminario
Développement de langue
Modelo del prisma
Kritisches konzept

69. Cognate Challenge!
Vocabulaire • Vocabulary
Educación • Education
Kognitiv • Cognitive
Comunicativo • Communicative
Conexión • Connection
Akademisch • Academic
Colegas • Colleagues
Seminario • Seminar
Développement de langue • Language Development
Modelo del prisma • Prism Model
Kritisches konzept • Critical Concepts

70. Cognates
What is a cognate?
How can you begin to use cognates with your
CLD students?
Share your ideas with your team.
Select one to share out with the group.

71. Cognate Activities
 Put book pages on an overhead and point out
cognates.
 Have students work in pairs to find cognates in a
text.
 Create a cognate wall.
 Create a cognate classroom dictionary.
 Have students work together to find and then
categorize cognates.
 Same spelling-colonial
 Predictable variation - civilization/civilizacion
 Same root - sport/deporte

72. Day 7: Memory Review
Today we will:
Discuss the functions of memory
Continue with vocabulary instruction
Revisit out Vocabulary Quilt

73. Three Func tions of Mem o ry
(Marzano, 2004)
Sensory Ωο ρκινγ Περ α
µ νεντ
Memory → Μεµ ορψ → Μεµ ορψ
Building Πραχτιχε
& Ρεϖιεω&
Background Αππλψ ← Ασσεσ
σ
Vocabulary & Concept Development = KNOWLEDGE

74. Three functions of memory…
Sensory Memory
Working Memory permanent Memory
74

75. Before the Lesson:
Sensory Memory
• Sensory memory deals with the temporary storage of
data from the senses.
• The Sensory memory serves as a (very) temporary
repository for this information from our senses.
• However, we cannot process all of the information from
the senses. Rather, we pick and choose.
(Marzano, 2004)

76. Activating Sensory Memory
Explicitly linking to background knowledge
Explicitly linking to cultural
knowledge
Provide visual/sensory cues
76

77. Linking Language:
Contextual, Connecting, Conceptual

78. Linking Language
Have students list descriptive words that support
your concept vocabulary.
Have students find cognates.
Link languages by drawing lines between native
language and English language to provide label for
already known words.
Have students write a predictive paragraph about
the topic.

79. Throughout the Lesson:
Working Memory
 Working memory can receive data from sensory memory (where it
is held only briefly), from permanent memory (where it resides
permanently), or from both.
 If processing goes well in working memory, information makes it
to permanent memory.
 If processing does not go well, information does not make it to
permanent memory.

80. Vocabulary
Effective Instruction
Teachers
 Use explicit instruction to teach key words and technical
vocabulary prior to reading.
 Limit the number of new words taught at one time.
 Provide multiple exposures to words across contexts.
 Provide opportunities for students to discuss and use new
words in and out of class.
Students
 Use words meanings in a variety of contexts.
 Discuss the relationships between words.
 Use strategies to figure out the meanings of new words.

81. Environmental Print
Environmental print (logos & picture symbols) helps
students understand that print carries meaning.
Environmental print in the classroom including
current student work, print featuring aspects of the
curriculum currently under study, word walls, and
labeled areas and items throughout the room.

82. Environmental Print
Label centers and materials with picture symbols in
the languages represented in the classroom
Provide a variety of genres of books reflecting
diverse children, workers, and cultures.
Children who come from cultures that do not use the
Roman alphabet may need additional support to learn
the print.

83. Developing Content
Vocabulary
 Learning new words for already known
concepts.
 Learning new words for
new concepts.
 Building and retaining
content-specific vocabularies.
 Learning textbook vocabulary.

84. Vocabulary Strategies for
Diverse Learners
Four-Dimensional Study
(Stejnost & Thiese, 2001)
Four-Dimensional Study
 Choose 5 to 10 words that are This lawsuit is not about banning a product but about
unfamiliar. banning a fraud.
1. Sentence from the text.
 Instruct students to do the
2. From the dictionary.
following on an index card:
3. From my life.
My favorite
 Copy a sentence from the text baseball player,
that uses the word. To forbid Pete Rose, has
or to stop. been banned
 Write the dictionary meaning.
from election
 Write a personal knowledge 4. Symbol/picture to to the Baseball
or experience. represent the word. Hall of Fame!
 Draw a picture. Word:

85. Review & Assessment:
Permanent Memory
 Permanent memory contains information that has been
stored in such a way that is available to us.
 Permanent memory is the repository of our background
knowledge- academic and experiential.

86. 
Structural
(Vocabulary)
Indexing

87. Structural Indexing
Preparation Building Comprehensible
Background Input
Learning SIOP Interaction
Practice/ Lesson Review and
Application Delivery Assessment

88. Quilt Review
 As a group revisit your vocabulary quilt.
 On a separate piece of paper, answer the following
questions:
1. Discuss meaningful connection from your own background
knowledge/experience to help you remember the words as a
group.
2. How are you going to apply this knowledge in your future
classroom?
3. Why is it important to vocabulary development or to building
background?
4. In what way will knowing this information improve your future
practice with CLD students?

89. Did we reach our destination?