The calla model
Upcoming SlideShare
Loading in...5
×
 

The calla model

on

  • 1,087 views

 

Statistics

Views

Total Views
1,087
Views on SlideShare
990
Embed Views
97

Actions

Likes
0
Downloads
8
Comments
0

3 Embeds 97

http://methodologyi.blogspot.com 58
http://methodology1and2.blogspot.com 37
http://methodology1y2.blogspot.com 2

Accessibility

Categories

Upload Details

Uploaded via as Microsoft Word

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

The calla model The calla model Document Transcript

  • The CALLA Model: Strategies for ELL Student Success©2005 Chamot&Robbins Camila Barrera – Lissete Gajardo – Milenka Gutiérrez – Alejandro Moreno PLAN CONTENT & LANGUAGE COMPONENTS OF A CALLA LESSONDirections: In this activity you will work with your group to develop languageactivities based on your grade-level content text for the textbook languageanalysis. Use the guidelines below.Include language activities in which students practice two or moreof thefollowing language skills: listening, speaking, reading, writing,vocabularyand grammar. CALLA INSTRUCTIONAL SEQUENCE GUIDELINESTheme/Topic: Life in Other CountriesGrade/Language Level: 8th grade/ Basic EnglishStandards:www.mineduc.cl English Program of the Ministry of Education (page63 – 74)1. Content Objectives: Identify the different cultures of some countries like Italy, Brazil, Japan, England and Spain. Recognize sentence structures of comparatives and superlatives. Adapt the information needed to complete the chart. Explain orally the information in the chart.How assessed?Oral presentation of the groups explaining the information indicated on the sheet
  • The CALLA Model: Strategies for ELL Student Success©2005 Chamot&Robbins Camila Barrera – Lissete Gajardo – Milenka Gutiérrez – Alejandro Moreno2. Language Objectives:1. The students will recognize thematic vocabulary and key words, like the name ofthe countries, the costumes and any important information about the life in othercountries.2. Identifying and using structures about comparisons and superlatives, like ‘Brazilis bigger than Peru’.3. Reading in loud voice with fluency and appropriate pronunciation when thestudents will have to present the information of the country.4. Using very short and simple sentences and phrases to describe the differentcountries or give another kind of information. For example: ‘The capital city ofBrazil is Brasilia’.5. Applying the lexical unit, for example superlative adjectives (the bigger, the mostexpensive, etc.) or frequency adverbs (usually, often, rarely, etc.)6. Applying spelling items like dots and capital letters, for example: all the names ofthe countries are written in capital letter.How assessed?Usethe information sheet about countries and also the activities given by theteacher.3. Learning Strategies Objectives: (to be added later in workshop)Materials: Videos, information sheet and self-evaluation sheet.
  • The CALLA Model: Strategies for ELL Student Success©2005 Chamot&Robbins Camila Barrera – Lissete Gajardo – Milenka Gutiérrez – Alejandro Moreno PROCEDURESPreparation: How will I find out what my students already know about this content topic and whatrelated prior experiences they have had? How will I find out what language skills they already knowfor this type of task? What vocabulary needs to be taught?Through previous knowledge passed in the last class about comparative adjectives, adverbs likeslowly, dangerously, softly, etc.Also, in the previous classes, the students applied language skills like listening with exercises, oralskills, for example: giving opinion and written skills for example: create dialogues.Some new vocabulary relatedto the unit, for example country names, nationalities, country places,customs, languages, etc.Presentation: What is the best way to present this content so that students understand theconcepts? What language skills will they use?-The best way to present this content is through a video in which explain the different countries withtheir pronunciation. So, they can watch and at the same time, listen how the word is pronounced. Sothey can associate the image with the sound.-They use listening, writing and speaking skills.
  • The CALLA Model: Strategies for ELL Student Success©2005 Chamot&Robbins Camila Barrera – Lissete Gajardo – Milenka Gutiérrez – Alejandro MorenoPractice: What kind of activities will help my students apply the new information? What languageskills will they be practicing?Complete the chart, reading aloud, writing sentences (apply or use vocabulary).They practice speaking, writing and reading skills.Self-evaluation: What is the best way for my students to assess their own learning of language andcontent?Self-evaluation sheet and fill the check list.Expansion: How can I connect the topic of this lesson to students’ own lives, culture, andlanguage? How does this topic connect to other content areas? How can parents become involved?How can I help students transfer what they have learned to new situations?-We can connect the topic of the lesson (Life in other countries) through the following examples: thetelevision (TV programs like discovery channel or TV news where show different places of the world)and the Internet (in this instrument there are information with different languages).-This topic is connected with History and Geography subject (through maps and other kinds ofinformation about other countries).-The students will bring for the next class adornment to decorate the classroom which will beprepared in their houses.-Internalizing the contents: if the students learn to use the contents in the class, they could use it innew situations. For example: the students have to use the new vocabulary in class telling whatcountry they like more and why, and then they could use to speak with other people outside of class.
  • The CALLA Model: Strategies for ELL Student Success©2005 Chamot&Robbins Camila Barrera – Lissete Gajardo – Milenka Gutiérrez – Alejandro Moreno Activity Introduction Script.Sentences orally given by the teacher (Identifying comparativeadjectives, adverbs and vocabulary): 1. Mary is taller than Barbara. 2. Chile is the most beautiful country than Cuba. 3. The driver drives very slowly. 4. Argentina is cheaper than Chile. 5. The train is more quickly than a bus.Pronunciation of the name of countries and nationalities (video): 1. Argentina/Argentinean. 2. Venezuela/Venezuelan. 3. Ecuador/Ecuadorian. 4. Mexico/Mexican. 5. Cuba/Cuban. 6. Chile/Chilean. 7. Uruguay/Uruguayan. 8. Bolivia/Bolivian. 9. Paraguay/Paraguayan. 10. Colombia/Colombian. 11. Peru/Peruvian.
  • The CALLA Model: Strategies for ELL Student Success©2005 Chamot&Robbins Camila Barrera – Lissete Gajardo – Milenka Gutiérrez – Alejandro Moreno Information SheetNames:Date:Country’s Information AnswersCountryCapital CityLocationLanguageTypical FoodTypical DanceTypical GamesNational Flag (draw it)
  • The CALLA Model: Strategies for ELL Student Success©2005 Chamot&Robbins Camila Barrera – Lissete Gajardo – Milenka Gutiérrez – Alejandro MorenoCountry’s Information AnswersMost Expensive thanCheapest thanBigger thanOpinion of the Group about the country Videos1. http://www.youtube.com/watch?v=BluOmUYbY4o (Introduction activity)2. http://www.youtube.com/watch?v=Uvh6ra1gbjc&feature=related (Body activity).
  • The CALLA Model: Strategies for ELL Student Success©2005 Chamot&Robbins Camila Barrera – Lissete Gajardo – Milenka Gutiérrez – Alejandro Moreno Self-evaluation sheet. Score: 1 to 5 each point.Names Gave Good Spoke in Participated Respect to the ideas Behavior English actively classmates
  • The CALLA Model: Strategies for ELL Student Success©2005 Chamot&Robbins Camila Barrera – Lissete Gajardo – Milenka Gutiérrez – Alejandro Moreno Teacher’s assessment of the students learning Points Excellent Regular Need improve Total 3 2 1Criteria The information The information The Information is complete and is not totally information is correct complete or wrong and incorrect incomplete Students explain Students don’t Students don’t the information explain all the explain theOral use of the in English and information in information in English use a correct English and the English pronunciation pronunciation is not good The information The information The Organization is explained by is explained by information is each student of the majority of given by a few the group the students of students of the according to the the group. group order given in the chart Points Marks Points Marks 6 4.5 3 2.7 7 5.3 4 3.2 8 6.2 5 3.8 9 7.0  Then the teacher assessment students with a rubric, the teacher will review the students´ notebooks.