Course curriculum

  • 1

    Module 0 - Welcome to Classroom Instruction That Works with ELLs

  • 2

    Module 1 - Stages of Second Language Acquisition

    • 1.0 Getting Started

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    • 1.1 Activating and Accessing Background Knowledge

    • 1.2 Using Talk Moves

    • 1.3 Learning Goals for Module 1

    • 1.4 Five Stages of Second Language Acquisition

    • 1.5 Arrange the Stages of Second Language Acquisition

    • 1.6 Answer Key

    • 1.7 Directions for Adding Bullets

    • 1.8 Two Talking Points

    • 1.9 Tiered Questions for Preproduction and Early Production

    • 1.10 Tiered Questions for Speech Emergence through Advanced Fluency

    • 1.11 The Thinking Language Matrix

    • 1.12 Thinking Language Matrix Card Sort

    • 1.13 Card Sort Answer Key

    • 1.14 Be Advocates

    • 1.15 Review and Reflection
  • 3

    Module 2 - Setting Language Objectives

    • 2.0 Getting started

    • 2.1 Learning Goals for Module 2

    • 2.2 Functions of Language (Non-Academic)

    • 2.3 Functions of Language in Classrooms

    • 2.4 Structures of Language With a Language Arts Example

    • 2.5 Math Example

    • 2.6 Social Studies Example

    • 2.7 More Examples of Content Language Objectives

    • 2.8 More Practice with Language Function and Structure

    • 2.9 Answer Key

    • 2.10 Determine a New Language Structure

    • 2.11 Possible Answers

    • 2.12 Review and Reflection
  • 4

    Module 3A - Nonlinguistic Representation

    • 3A.0 Getting Started

    • 3A.1 What Is the Dual Coding Theory?

    • 3A.2 Dual Coding Theory

    • 3A.3 Graphic Organizers

    • 3A.4 Pictures and Mental Images

    • 3A.5 Physical Models and Kinesthetic Representation

    • 3A.6 Vocabulary Pretest

    • 3A.7 Traditional Vocabulary Approach

    • 3A.8 "Borborygmus" and Mental Image

    • 3A.9 Sentence Starters as a Strategy

    • 3A.10 "Cullet" and Drawing Pictures

    • 3A.11 Sentence Starters for "Cullet"

    • 3A.12 "Defenestrate" and Kinesthetic Activity

    • 3A.13 Sentence Frame for "Defenestrate"

    • 3A.14 "Expropriate" and Graphic Organizers

    • 3A.15 Sentence Frame for "Expropriate"

    • 3A.16 "Hallux" and Physical Representation

    • 3A.17 Sentence Starter for "Hallux"

    • 3A.18 Transfer Your Knowledge

    • 3A.19 Review and Reflection
  • 5

    Module 3B - Cooperative Learning

    • 3B.0 Getting Started

    • 3B.1 Others in Need of Language Development

    • 3B.2 Informal Cooperative Learning Structures

    • 3B.3 A Maxim

    • 3B.4 Tips for Teaching

    • 3B.5 Reduce the Barriers

    • 3B.6 Review and Reflection

  • 6

    Module 4 - Academic Language Framework

    • 4.0 Getting Started

    • 4.1 Build Background Knowledge

    • 4.2 Introduction

    • 4.3 Looking for Commonalities

    • 4.4 Connections with Vocabulary

    • 4.5 Word Bank

    • 4.6 Find an Example

    • 4.7 Review and Reflection

    • 4.8 Extend and Apply your New Knowledge
  • 7

    ELA Strand - Academic Language Framework

    • ELA.1 Linguistically Rich Standard

    • ELA.2 Exemplar

    • ELA.3 Function of Language

    • ELA.4 Vocabulary and Grammar

    • ELA.5 Sentence Starters

  • 8

    Math Strand - Academic Language Framework

    • Math.1 Linguistically Rich Standard

    • Math.2 Exemplar

    • Math.3 Function of Language and Vocabulary

    • Math.4 Grammar and Sentence Starters

  • 9

    Science Strand- Academic Language Framework

    • Science.1 Linguistically Rich Standard

    • Science.2 Exemplar

    • Science.3 Function of Language and Vocabulary

    • Science.4 Grammar and Sentence Starters