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This element of the teaching cycle involves :
Use of appropriate speech for the students’ proficiency
level, clear explanation of academic tasks, & a various
techniques to make content concepts clear. (SIOP)
The teacher modeling ways that students can ask for
clarification. (CALLA)
Communicating clearly & accurately. (Hunter)
The teacher modifying content, processes, or product.
(Tomlinson)
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There is no such thing as an unmotivated learner.
There are, however, temporary unmotivated states
in which learners are either reinforced and supported
or neglected and labeled.
(Jensen, 2000)
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Comprehensible
Input

Providing comprehensible input through
varying degrees of linguistically and
cognitively demanding tasks.

Varying group configurations.

Supporting the native language.

Actively monitoring teacher “state of mind.”
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Academic Routines
Management Routines
• Content/Language Objectives
• Calendar Sharing
• Posting and interacting with
Vocabulary: Before, During
and After the lesson
• Homework folders
• Group Configurations: i + TPSI
• Environmental Print: Interactive
word walls in L1 and L2
• Grouping for classroom
management
• Agenda
• Planners
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• Superficial: Not Cognitively
Anchored
• Deep: Cognitively Anchored
• Instructionally Linked
• Not Instructionally Linked
No
Accommodation
Celebrate
foods,
holidays,
customs but
not tied to
instruction
Use of familiar
language, personal
language, personal
disclosure etc. but
not tied to
instruction
Systematic and strategic
use of funds of
knowledge, prior
knowledge, background
experiences to promote
higher-order thinking,
community culture, etc.
(Adapted from Reading First, 2005)
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
Connecting biography to instruction.

Distinguish factors in “sheltering” a lesson to
ensure that it is comprehensible for CLD
students.

Visuals, Vocabulary, Hands-On, Interactive

Experience and reflect on strategies to make
grade-level, content-area curriculum
comprehensible to all students.
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Isabel Beck, Margaret G. McKeown, and Linda Kucan’s
Bringing Words to Life, Second Edition: Robust Vocabulary
Instruction (2013)
Dr. Robert J. Marzano’s Building Background Knowledge for
Academic Achievement: Research on What Works in Schools
(2004)
Dr. Anita Archer and Dr. Charles Hughes’s Explicit Instruction:
Effective and Efficient Teaching (2011)
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Tier One Words
 These are the most basic words that rarely require instruction
in schools.
 Examples: baby, clock, happy
Tier Two Words
 Likely to appear frequently in a wide variety of texts and in the
written and oral language of mature language users.
 Examples: fortunate, maintain, merchant
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Tier Three Words
 These words appear rarely in texts.
 Examples: irksome, pallet, retinue
Beck et al argue that educators should only focus on Tier Two
words, explaining that these words lend themselves to be worked
with in a variety of ways. This type of vocabulary instruction, as
Beck et al claim, allows students to build in-depth knowledge of
the words, connection to other words and concepts.
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Step by Step Vocabulary Instruction
For Tier 2 words
1. Read the story/text.
2. Contextualize the word.
3. Have the children say the word.
4. Provide student friendly definition.
5. Give an example in another context.
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Steps continued….
6.
Engage children in interacting with words.
a. Respond with actions.
b. Answer questions/give reasons.
c.
Identify examples and non-examples.
7.
Have students repeat the word again.
8.
Review and use the new words.
(Adapted from Bringing Words to Life by Isabel Beck, Margaret McKeown, Linda
Kucan, 2000)
1. The teacher provides a description, explanation, or example
of the new term.
2. Students restate the explanation of the new term in their own
words.
3. Students create a nonlinguistic representation of the term.
 Graphic organizers
 Pictures
 pictographs
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4. Students periodically do activities that help them add to their
knowledge of vocabulary terms.





Comparing terms
Classifying terms
Generating metaphors and analogies using terms
Revising initial descriptors/nonlinguistic representations
Using roots and affixes to deepen knowledge of terms
5. Periodically students are asked to discuss the terms with one
another.
6. Periodically students are involved in games that allow them to
play with the terms.
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Guideline 1: Words That Are Unknown
Guideline 2: Words That Are Important to Understanding a Passage or Unit
Guideline 3: Words That Students Will Hear, Read, Write, and Say in the
Future
Guideline 4: Words That Are Difficult to Learn and Need Interpretation
 Label Unknown Concepts
 Relate to Abstract Concepts Rather Than Concrete Concepts
 Reflect Complex Concepts
 Difficult to Pronounce
 Requiring Additional Interpretation
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1. Introduce the word.
2. Introduce the meaning of the word.
 Provide a student-friendly explanation.
 Guide students in analyzing meaningful parts of the word.
 Have students determine the critical attributes embedded in a
glossary definition
 Assist English language learners to recognize cognates and
transfer meaning from first language to their emerging second
language.
3. Illustrate with examples.
4. Check students’ understanding.
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Part of the vocabulary introduction process includes working with:
 Prefixes that are easy to identify, have consistent pronunciation and
spelling, and alter the meaning of words.
 Examples: un, re, in (meaning “not”); dis, en, em, non, in, im
(meaning “in”); over, mis, sub, pre, inter, fore, de, trans, super, semi,
anti, mid, and under. These account for 97% of prefixed words
(White, Sowell, & Yanagihara, 1989).
 Suffixes that become more difficult because they’re more abstract,
with a few exceptions (-less, -able, -ful). They suggest emphasizing
derivational suffixes and how they often change the word’s part of
speech (-ion, -ly, -al).
 Studying Greek and Latin roots as a tool to determine the meaning of
unknown words; yet, they do acknowledge there are some challenges
to doing so.
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The number of culturally and linguistically
diverse (CLD) students in the classroom
continues to increase, raising awareness of the
need to differentiate both classroom instruction
and instructional strategies for varying student
populations. This includes the ways in which
educators implement vocabulary instruction.
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 Selected based on…
 Relevance to the most critical information about an essential
concept
 Usefulness across content areas
 Value for student comprehension and expression
 Educator’s understanding of students’ biographies (background
knowledge in L1 and L2)
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 Opening of the lesson
 Activate students’ existing knowledge of words.
 Work time during the lesson
 Connect known words, ideas, and experiences to new vocabulary.
 Closing of the lesson
 Affirm new learning documented during formative/summative
assessment.
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 Remember:
 Small words serve as building blocks for big words.
 Initial misconceptions provide teachable moments.
 Multiple perspectives on words generate discussion about nuances of
meaning.
 Cognates are a gateway to academic language.
 Opportunities for student expression support more mature language use.
 When you value my words, you value me!
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• Teachers create a risk-free environment, so students can draw from
their funds of knowledge, prior knowledge, and academic knowledge
in order to identify links to the lesson.
 Educators facilitate students’ construction of meaning and
knowledge.
 Student knowledge/words from the Activation phase serve as links to
the new lesson.
 Students need evidence of what has been learned, which should be
reinforced through frequent words of affirmation and application of
authentic assessments that evaluate what has been gained by the end
of the lesson.
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Seven Strategies:
1. Linking Language
2. Picture This
3. Pictures and Words
4. Mind Map
5. Tri-Fold
6. Listen Sketch Label
7. Story Bag
The Linking Language strategy assists CLD
students to make connections between new
content and their background knowledge and
vocabulary based on prior home and
community experiences.
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Seven Strategies:
1. DOTS Chart
2. Vocabulary Foldable
3. Tic-Tac-Tell
4. Vocabulary Quilt
The Vocabulary Quilt promotes spoken
interaction with each student, their group
members, and the teacher, while also
using linguistic and nonlinguistic
representations to link CLD students’
knowledge with new vocabulary terms
found in the classroom text.
5. Thumb Challenge
6. Magic Book
7. IDEA
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Six Strategies:
1. U-C-ME
2. Extension Wheel
3. Hearts Activity
4. Active Bookmarks
5. Mini Novela
6. Word Drop
The U-C-ME strategy was specifically designed to promote
student questioning and academic discussion. Students
uncover existing connections based on what they know and
concentrate on critical concepts during the lesson in order to
ask specific questions. Students monitor their performance by
writing the answers to their questions. The final evaluation of
students’ understanding takes place at the end of the lesson
when they summarize their key learnings.
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Bloom’s Taxonomy
Revised Bloom’s Taxonomy
Anderson (2001)
Create
Synthesis
Evaluate
Analysis
Application
Comprehension
Knowledge
Complexity
Evaluation
Analyze
Apply
Understand
Remember
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“As CLD students witness their knowledge, skills,
experiences and perspectives being valued and
maximized in the classroom, they become increasingly
invested in taking their learning to the next level. In
biography-driven classrooms, we orchestrate the
conditions that allow students to see the depth of their
own potential and that of their peers. By acting on our
commitment to support each student in attaining our
shared learning goals, we become advocates capable of
changing lives, communities, and indeed the world.”
Accelerating Literacy for Diverse Learners: Strategies for the Common Core Classroom, K-8
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