Strategies to help ELLs access the content:

Activate schema or prior knowledge

Contextualize key concepts and language of a lesson

Modify and augment content-area texts to meet gaps in students’ prior knowledge, background
and/or vocabulary

Demonstrate or model tasks to be completed

Utilize questions to promote critical-thinking

Provide explicit instruction in metacognitive and cognitive strategies

Provide multiple opportunities for students to learn and use academic vocabulary

Provide opportunities for students to use English for communicative purposes

Assess lesson content through various means

Provide comprehensible and meaningful feedback

Lessons designed to develop cognitive and metacognitive strategies

Objective 7: Knows how to design lessons and activities that help students become more effective
language learners by developing their cognitive and meta-cognitive strategies

Lessons designed to develop cognitive and metacognitive strategies

Metacognitive Strategies

Centering your learning

Arranging and planning your learning

Evaluating your learning

Cognitive Strategies

Practicing (sound repetition, etc.)

Receiving and sending messages

Analyzing and reasoning

Creating structure for input and output

Metacognition

An Intro to Metacognition

Activating prior knowledge

Objective 8: Knows techniques to help students activate prior knowledge and support appropriate
transfer of language and literacy skills from L1 to L2

Activating prior knowledge

Introducing vocabulary before content

Asking questions about a topic

Asking questions about related topics

Brainstorming about the topic

Using graphic organizers

Schema (Theory of Carrell & Eisterhold)

Positive and negative language transfer

SCHEMA Schema is the framework around information stored in the brain

As new information is received, schemata are activated to store the new information. Schemata
refers to prior knowledge and must be tapped into for understanding to be achieved. What is
being learned must be connected to what is known in order for learning to take place.

The schema theory (Carrell and Eisterhold) explains how the brain processes knowledge and how
its representations facilitate comprehension and learning.