How language and scaffolding techniques help ELL students Chapter
Pages: 3 (2127 words) · Bibliography Sources: 3 · File: .docx · Level: Master's · Topic: Languages · Written: December 14, 2017
SAMPLE EXCERPT . . .
(6.2)
Example:
Social Studies - Understanding explanations without concrete referents
Listen to a verbal explanation of the causes of World War II.
ELL Scaffolding: Written outline with vocabulary
· PICK 2 SUBJECTS. Fill in the content column with examples for the functions that apply
· In the ELL column describe what scaffolding is needed for ELLs
LISTENING
Science
Math
Social
Studies
Literature
ELA
What ELL Scaffolding is needed?
1. Understanding explanations
listen to key facets and techniques
listen carefully for important side notes
create a written outline
2. Listening for specific information
listen to all the specifications of formulas
focus on opening and concluding sentences
have a visual aid outline
3. Understanding explanations without concrete referents
Listen to a verbal explanation of the causes of World War II
Written outline with vocabulary
4. Following directions for experiments
listen to the step by step format
listen to similar researches done in the past
create a digram with important key box on the side
Get full
access
for only $8.97. 5. Understanding oral numbers
listen to the format of the problem
focus on the primary problem highligted
create a written structure for the problems identified
6. Understanding oral word problems
focus on making meental notes for numerical facts mentioned in the problem
listen carefully to the entire problem
have written problems available on worksheets
SPEAKING
1. Answering questions
speak creatively
have written notes to support what is being said
2. Asking for clarification
identify what hasnt been understood and form interrogative statements to pose questions
ask creatively designed interrogative questions?
write the questions. note the answers in bullet outline
3. Participating in discussions
engage with factual analysis
engage with authentic researvh
access to relevant databases
4. Explaining and demonstrating a process
focus on scientific fact
focus on formulas
use sentence frames
5. Presenting oral reports
interpret analysis and paraphrase
use technical terms and vocabulary
use visual aids and graphs
6. Explaining how an answer was derived
keep explanation brief and to the point
use the support of mathematical formulas
use graphs
READING
1. Understanding specialized vocabulary
highlight difficult text to decipher
engage in creative use of words
use sentence frames
2. Understanding information/explanations in textbooks
use systematic graphs
read and reread
relate prior knowledge with new experience
3. Finding information from graphs, charts, and tables
employ breakdown of each component
use visual aids
use sentence frames
4. Following directions for experiments
use bullets to breakdown
use formulas
use sentence frames
5. Finding information in reference materials
be specific with the use of facts
use index
use index material
6. Reading at varied rates (skimming and scanning)
read topic and concluding sentences
read summary and conclusion
use selective reading methods
7. Reading mathematical notations and equations
differentiate between relevant and irrelevant information
highlight important and key facts
relearn or reteach academic vocabulary
8. Understanding written word problems
read and write important facts
write facts and formulas
use breakdown of information method to highlight the kep components
WRITING
1. Writing answers to questions
be factual
be clear and concise
2. Noting observations
use technical terms
use appropriate vocabulary
dictionaries for written vocabulary
3. Describing experiments
use descriptive words
use formulas and minimal explanation
dictionaries and thesaurus for written vocabulary
4. Writing reports
keep it precise aand exact
give creative details
dictionaries and newspapers alongside access to journals will be important
5. Labeling maps, graphs, and charts
be specific
be specific
use 3d visal aid supports
6. Writing verbal input numerically
be very accurate
use exact dates and details
use sentence frames
Adapted by A. Willig (1989). from Chamot, A.U. & O'Malley, J.M. (1986). A cognitive academic language learning approach: An ESL contentbased curriculum. Rosslyn, VA: NCBE.… [END OF PREVIEW] . . . READ MORE
(6.2)
Example:
Social Studies - Understanding explanations without concrete referents
Listen to a verbal explanation of the causes of World War II.
ELL Scaffolding: Written outline with vocabulary
· PICK 2 SUBJECTS. Fill in the content column with examples for the functions that apply
· In the ELL column describe what scaffolding is needed for ELLs
LISTENING
Science
Math
Social
Studies
Literature
ELA
What ELL Scaffolding is needed?
1. Understanding explanations
listen to key facets and techniques
listen carefully for important side notes
create a written outline
2. Listening for specific information
listen to all the specifications of formulas
focus on opening and concluding sentences
have a visual aid outline
3. Understanding explanations without concrete referents
Listen to a verbal explanation of the causes of World War II
Written outline with vocabulary
4. Following directions for experiments
listen to the step by step format
listen to similar researches done in the past
create a digram with important key box on the side
Get full

for only $8.97. 5. Understanding oral numbers
listen to the format of the problem
focus on the primary problem highligted
create a written structure for the problems identified
6. Understanding oral word problems
focus on making meental notes for numerical facts mentioned in the problem
listen carefully to the entire problem
have written problems available on worksheets
SPEAKING
1. Answering questions
Chapter on How language and scaffolding techniques help ELL students Assignment
speak specifically and to the pointspeak creatively
have written notes to support what is being said
2. Asking for clarification
identify what hasnt been understood and form interrogative statements to pose questions
ask creatively designed interrogative questions?
write the questions. note the answers in bullet outline
3. Participating in discussions
engage with factual analysis
engage with authentic researvh
access to relevant databases
4. Explaining and demonstrating a process
focus on scientific fact
focus on formulas
use sentence frames
5. Presenting oral reports
interpret analysis and paraphrase
use technical terms and vocabulary
use visual aids and graphs
6. Explaining how an answer was derived
keep explanation brief and to the point
use the support of mathematical formulas
use graphs
READING
1. Understanding specialized vocabulary
highlight difficult text to decipher
engage in creative use of words
use sentence frames
2. Understanding information/explanations in textbooks
use systematic graphs
read and reread
relate prior knowledge with new experience
3. Finding information from graphs, charts, and tables
employ breakdown of each component
use visual aids
use sentence frames
4. Following directions for experiments
use bullets to breakdown
use formulas
use sentence frames
5. Finding information in reference materials
be specific with the use of facts
use index
use index material
6. Reading at varied rates (skimming and scanning)
read topic and concluding sentences
read summary and conclusion
use selective reading methods
7. Reading mathematical notations and equations
differentiate between relevant and irrelevant information
highlight important and key facts
relearn or reteach academic vocabulary
8. Understanding written word problems
read and write important facts
write facts and formulas
use breakdown of information method to highlight the kep components
WRITING
1. Writing answers to questions
be factual
be clear and concise
2. Noting observations
use technical terms
use appropriate vocabulary
dictionaries for written vocabulary
3. Describing experiments
use descriptive words
use formulas and minimal explanation
dictionaries and thesaurus for written vocabulary
4. Writing reports
keep it precise aand exact
give creative details
dictionaries and newspapers alongside access to journals will be important
5. Labeling maps, graphs, and charts
be specific
be specific
use 3d visal aid supports
6. Writing verbal input numerically
be very accurate
use exact dates and details
use sentence frames
Adapted by A. Willig (1989). from Chamot, A.U. & O'Malley, J.M. (1986). A cognitive academic language learning approach: An ESL contentbased curriculum. Rosslyn, VA: NCBE.… [END OF PREVIEW] . . . READ MORE
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