Language Of Learning: Content-rich Texts Build Knowledge And Skills

FOCUS

Language of learning: Content-rich texts build knowledge and skills

By Maryann Cucchiara

Categories: College- and career-ready standards, English learners, Outcomes

Vol. 40 No. 2

Picture a classroom where two bright, inquisitive 8-year-old girls sit side by side. They both love soccer and math, and they both come from families who value education and have high expectations for their children’s futures. Katie, who was born just down the road and has attended the school since prekindergarten, is one of the strongest students in the class, and her teachers often give her enrichment work and books to take home. Maria Elena came to the school six months ago, after her family fled violence in El Salvador. She had no prior exposure to English and is working hard to learn how to speak with her teachers and classmates. But for the first time in her life, she feels disengaged and hopelessly behind

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Authors

Maryann Cucchiara

Maryann Cucchiara ([email protected]) is an independent education consultant.

INSTRUCTIONAL SHIFTS IN THE 3LS APPROACH

From isolated language skills to contextualized instruction.
From everyday topics to content themes and academic language.
From pull-out to push-in and co-teaching.
From simplified to amplified.

References

Fillmore, L.W. & Fillmore, C.J. (2013). What does text complexity mean for English learners and language minority students? Stanford, CA: Stanford University School of Education.

McTighe, J. & Wiggins, G. (2013). Essential questions. Available at www.ascd.org/publications/books/109004/chapters/What-Makes-a-Question-Essential%A2.aspx.