Scaffolding Content Instruction for English Learners with DOK and Bloom’s Taxonomy

From the January MUSD English Learner Newsletter...

Scaffolding Content Instruction for English Learners with DOK and Bloom’s Taxonomy

 This guide provides teachers a tool to scaffold instruction for

         English learners organized by proficiency levels to target

         questions and responses with the support of sentence frames.

         Based on Bloom 's Taxonomy of higher order thinking skills,

         these supports develop oral language and writing development

         in remembering, comprehending, applying, analyzing,

         evaluating, and creating. Questions and sentence writing

         frames modeled by the teacher can help English learners:

• Assess, understand and master critical academic concepts
• Increase acquisition of academic language
• Move beyond simple assignments of recalling information to higher level thinking tasks, such as analysis, evaluation, and creating.

              Click here to view the Scaffolding tool.

              

              If you would like a copy of the tool, please contact Catherine Waslif

              cwaslif@musd.org at ext. 6014.

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How much do you know about accents? What kind of accent do you have? What experiences and locations have affected your accent? Do you know the difference between an accent and a dialect? What kind of stereotypes do you hold about the accents of others? Watch the video below and find out what your accent says about you!

Periodic Text Message Table

http://labfive.files.wordpress.com/2009/09/periodictextmessagetbl.jpg

Goals for the MUSD English Learner Program

• Ensure that all English Learners access and master the core

• Develop high self-image and cross-cultural understandingin English Learners by learning English while validating and valuing home language and culture.

• Develop multi-cultural proficiency in all MUSD students.

• Promote positive leadership and self-esteem of English Learners.

• Ensure active participation of parents of English Learners and Reclassified English Proficient (RFEP) students in their children’s education and promotion/graduation rates.

•  Increase participation of English Learners in Advanced Placement, Honors, GATE, and promotion/graduation rates.

• Ensure English Learners make measurable progress to master the English language as efficiently and effectively as possible.

From the MUSD Intranet ELL/ELD Tab

https://sites.google.com/a/musd.org/musd-intranet/english-learners

From the December MUSD English Learner Newsletter

Stanford University

 Understanding Language Initiative

 Language, Literacy, and Learning in the Content Areas

Supporting English Learners in

Common Core Math

                  

Understanding Language launches a set of new, open source mathematics materials designed for teachers of ELLs. Designed to illustrate how the Common Core State Standards (CCSS) in Mathematics can be used for English learner instruction, each lesson in the Supporting English learners in Mathematics package is written for classroom use with English learners. Stanford drew from and adapted tasks from two publicly accessible curriculum projects, Inside Mathematics and Mathematics Assessment Project.  To view the lessons and read the Guidelines for Math Instructional Materials Development click here.