CALLA - Cognitive
Academic Language
Learning Approach
Content-Based
Curriculum
setting content
objectives
Experiential learning and differentiating instruction
Accessing Prior
knowledge
Academic
language/literacy
development
teaching technical
vocabulary for each
content area
Example: Accessing prior
knowledge of
academic/technical
language in the student's L1
Source: I made this
for my EBs leading
up to their
trigonometric
ratios quiz.
Example: Teach students
to seek out context
clues
Literacy development
Identifying student's
literacy in their L1 so
they can utilize the
same conceptual
knowledge and literacy
skills in their L2
Example:
Continuing to
enrich student's
literacy skills in
their L1
learning strategies
metacognitive model of strategic learning (Chamot)
Monitor
Example: Teachers monitor
comprehension,
adjust/tweak/accommodate
as necessary
Example : Students learn to monitor their
own comprehension and set
learning goals
Source:
https://miriamvoth.weebly.com/
Plan
Problem-Solve
Evaluate
Five stages of lesson planning: 1)
Preparation 2) Presentation 3) Practice 4)
Evaluation 5) Expansion
cognitive method
ICB - Integrative Content-Based Method
Often collaborative in nature, with
ESL teachers interacting regularly
with content area teachers in order to
provide adequate accommodations
and support for EBs.
Example: developing authentic assessments
for EBs in a history class, where they must
complete a cloze paragraph about the
chapters on the Revolutionary War they just
completed with the rest of the class.
Teacher focuses on student's
sociocultural needs, as well as
academic and cognitive needs,
while developing appropriate
grade-level accommodations.
language used in content
objectives places a priority on
high order thinking skills/pushing
the student up Bloom's
taxonomy.
Focus on equipping EBs
with pedagogical/content
area and general
academic language
Providing EBs with
access to grade-level
content area
curriculum
Focus on content area
technical language
necessary for success in
grade-level curriculum
communicative approach
facilitating collaborative learning
example: encouraging students to
work in groups to complete
authentic assessments; utilizing
active learning protocols such as
think/pair/share.
Utilizing learning centers
multimodal resources for
reading/listening tasks
and digital manipulatives
activities that can
be done
individually or in
groups.
SIOP -
Sheltered
Instruction
Observation
Protocol
Content is made
accessible for EB
students via ESL
methods
Strong focus on content
language and academic
language development
Students are
provided
supplementary
material
Example: realia
example: manipulatives
example: games and
activities that
encourage movement
Eight stages of lesson
planning: 1) Preparation 2)
Building background 3)
Comprehensible input 4)
Strategies Interaction 5)
Practice and application 6)
Lesson delivery 7) Review
and assessment
Adaptation of content
Example: adapting grade level content (such as the
Declaration of Independence in an ELA classroom
or Newton's Laws in Physical Science) for EBs by
modeling reading strategies or accessing prior
knowledge with a KWL chart, think-alouds during
reading, and asking comprehension questions
after.
Meaningful activities
Example: differentiating instruction for
all different levels of English proficiency
by utilizing tools such as picture
dictionaries, online translators, and
resources in the student's L1. Ensuring
that activities utilize SWRL in order to
encourage cognitive/linguistic
development.
Instruction
Example: utilizing building background,
comprehensible input, strategies, interaction, practice
and application, and lesson delivery to develop
objectives that provide support for the student in their
content area.
Building background
Identifying
and utilizing a
student's prior
knowledge in
their L1
comprehensible imput
Example: In a unit on the Declaration of
Independence, rewriting key phrases in
level-appropriate language and/or
reducing incidental language. Counting
with fingers through each of the 18
grievances against the king. In groups,
annotating each grievance and looking
up archaic language for simpler words
that mean the same thing.
Source: Herrera &i Murray, 2016
Strategies
Example: using
think-aloud and
scaffolding to instruct
students in learning to
annotate a newspaper
article.
SDAIE - Specially
Designed
Academic
Instruction in
English
For
intermediate-advanced
proficiency
EBs
Provides access to core content area curriculum
Goals and objectives:
Language/Content/social
strategies
Working in small,
homogenous
groups/collaborative
learning
Working in thematic
units along with core
curricula with
scaffolding and
adaptations as
necessary
Authentic formal and informal assessments
Creating artifacts like
portfolios to keep record of
student's progress