T H A N K Y O U !T H A N K Y O U !

Charlie RobinsonCharlie Robinsoncharlie.robinson@pearsoned.comcharlie.robinson@pearsoned.com

Cognitive Academic Language Cognitive Academic Language Learning ApproachLearning Approach

Shifting the focus from Shifting the focus from teaching to learningteaching to learning

Academic Needs of English Academic Needs of English Language LearnersLanguage Learners

Develop academic vocabularyDevelop academic vocabulary Read to acquire new informationRead to acquire new information Understand information presented Understand information presented

orallyorally Participate in classroom discussionsParticipate in classroom discussions Write to communicate their knowledge Write to communicate their knowledge

and ideasand ideas

Why implement CALLA?Why implement CALLA?

Promotes academic and linguistic Promotes academic and linguistic developmentdevelopment

Benefits diverse studentsBenefits diverse students Emphasizes higher level thinkingEmphasizes higher level thinking Documented effectivenessDocumented effectiveness Motivates studentsMotivates students

Teaching Academic Teaching Academic Language and LiteracyLanguage and Literacy Develop language across the Develop language across the

curriculumcurriculum Focus on literacy in all subjectsFocus on literacy in all subjects Link to prior linguistic knowledge and Link to prior linguistic knowledge and

skillsskills Provide balanced instructionProvide balanced instruction

The 5 Steps of CALLAThe 5 Steps of CALLA

PreparationPreparation PresentationPresentation PracticePractice EvaluationEvaluation ExpansionExpansion

PREPARATIONPREPARATION

Provide overview and objectivesProvide overview and objectives Elicit students’ prior knowledgeElicit students’ prior knowledge Develop vocabularyDevelop vocabulary Help students make connectionsHelp students make connections Remind students to use the Remind students to use the

learning strategies they knowlearning strategies they know

PRESENTATIONPRESENTATION

Address different learning Address different learning preferencespreferences

Model reading and writing Model reading and writing processes explicitlyprocesses explicitly

Explain learning strategiesExplain learning strategies Discuss connections to Discuss connections to

students’ prior knowledgestudents’ prior knowledge

PRACTICEPRACTICE

Use interactive activitiesUse interactive activities Use authentic content and Use authentic content and

language taskslanguage tasks Ask students to use learning Ask students to use learning

strategiesstrategies

EVALUATIONEVALUATION

Student metacognitionStudent metacognition Self-assessmentSelf-assessment Teachers evaluate students’ Teachers evaluate students’

achievementachievement

EXPANSIONEXPANSION

Students apply what they have Students apply what they have learned to their own liveslearned to their own lives

Students extend their Students extend their understanding to other content understanding to other content areasareas

Students relate new information Students relate new information to their own experienceto their own experience

Integrating Content, Language, Integrating Content, Language, and Learning Strategiesand Learning Strategies

PREPARATI ONPREPARATI ON

PRESENTATI ONPRESENTATI ON

PRACTI CEPRACTI CE

EVALUATI ONEVALUATI ON

EXPANSI ONEXPANSI ON

CALLA’S FI VE PHASESCALLA’S FI VE PHASES

CALLA instruction is...CALLA instruction is...

Learner-centeredLearner-centered MetacognitiveMetacognitive SupportiveSupportive FocusedFocused

Research BaseResearch Base

Jim Cummins, University of TorontoJim Cummins, University of Toronto

BICSBICS CALPCALP

BBasic asic IInterpersonal nterpersonal CCommunication ommunication SSkillskills

CCognitive ognitive AAcademic cademic LLanguage anguage PProficiencyroficiency

Conversational fluencyConversational fluency Grade-appropriate academic Grade-appropriate academic proficiencyproficiency

Predicting

Skimming for the Main Idea

Taking Notes

Classification

CALLA MODELCALLA MODELCognitive Academic Language Learning ApproachCognitive Academic Language Learning Approach

Insures SuccessInsures Success

SIOPSIOPSheltered Instruction Observation Protocol

Teacher’s Actions vs. Students’ Actions

The clean, simple layout of the Teacher’s Edition makes it easy to work within the SIOP model

S.I.O.P. Model

Preparation

Building Background

Comprehensible Input

Strategies

Interaction

Practice/Application

Lesson Delivery

Review/Assessment

Unit Objectives

How About You?

Model the Strategy

Scaffolding

Reading Summaries

Putting It All Together

Reaching All Students

Check Your Knowledge

Shining Star Lesson Plan

The clean, simple layout of Shining Star The clean, simple layout of Shining Star makes it easy to work with SIOP.makes it easy to work with SIOP.

SIOPSheltered Instruction

Lesson Planning

Preparation

Building Background

Comprehensible Input

Strategies

Interaction

Practice/Application

Lesson Delivery

Review/Assessment

K. E. Grayson