DOCUMENT RESUME ED 363 118 FL 021 577 AUTHOR Kidd, Richard; Marquardson, Brenda TITLE A Sourcebook for Integrating ESL and Content Instruction Using the Foresee Approach. INSTITUTION Manitoba Dept. of Education and Training, Winnipeg. PUB DATE 93 NOTE 363p. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC15 Plus Postage. DESCRIPTORS Classroom Techniques; Communicative Competence (Languages); *Curriculum Design; Di'lficulty Level; Educational Strategies; Elementary Education; *English (Second Language); Foreign Countries; *Instructional Materials; *Interdisciplinary Approach; *Limited English Speaking; Media Selection; Second Language Instruction; Units of Study IDENTIFIERS *Content Area Teaching; *Foresee Approach; Manitoba ABSTRACT This sourcebook presents an approach to teaching students of English as a Second Language (ESL) that integrates communicative competence, cognitive and academic language development, and content instruction. It is intended foruse by elementary school teachers of ESL and regular classroom teachers whose classes contain ESL students. An introductory chapter outlines the origins of the approach in language learning theory, cognitive and humanistic psychology, and educational principles, and describes the educational model in question. The second chapter discussesthe application of the model to the selection anduse of instructional materials, and the third chapter addresses lesson and unit planning. Three subsequent chapters present the following units: (1)an advanced unit on planets and space;(2) an intermediate uniton animals and their habitats; and (3) a primary uniton foods that grow. Each unit contains 8-12 lessons that target one or more content area, including language arts. The final chapter offers practical suggestions for integratiAg ESL students into the regularclassroom, including such techniques as classroom organization, silentperiods, classroom communication, treatment of errors, reading difficulties, and adaptation of instruction. (MSE) *********************************************************************** Reproductions supplied by EDRS are the best thatcan be made * from the original document. Sourcebook U.S DEPARTMENT Of EDUCATION REPRODUCE Ot,,ce Or Educatonio Pesearrn and Improvement "PERMISSION TO BY BEEN GRANTED EDUCATIONAL RESOURCES INFORMATICN MATERIAL HAS CENTER tERICI 10 document has been ,e0rOduCed as reCen.ed Iron, the oerson or Orgamzat.on orvnatong 1 O Nr.nOr changes have been made tO .mproue reptoductmon Ouact., Pomts of oemOr opmons staled ,nth.scSOCu RESOURCES ment do not necesseroy mepreseM otr.C,a, TO THEEDUCATIONAL CENTER (ERIC). DER, pOSII.On Or CONES INFORMATION Curriculum Support Document BEST COPY MUM A SOURCEBOOK for Integrating ESL and Content Instruction Using the Foresee Approach by Richard Kidd Faculty of Education University of Manitoba and Brenda Marquardson Tyndall Park Community School Winnipeg, Manitoba Manitoba Education and Training Winnipeg, Manitoba 1993 ACKNOWLEDGEMENTS We would like to thank the publishers for their cooperation in the use of the followingmaterial: I) OXFORD UNIVERSITY PRESS Open Sesame ESL Series, Stage D: Prairie Dawn's Purple Book pp. 74-75 two-page excerpt on the Solar System (text and picture) Activity 39 ("What's the Word?" Activity Sheet) Activity 42 ("Name that Planet" game - sheet) pp. 74-75, Teacher's Book: List of questions on the Solar System The New Oxford Picture Dictionary pp. 74-75 two-page excerpt p. 74 "The Universe" p. 75 "The Space Program" 2) ADDISON-WESLEY Addison-Wesley ESL Series, Level B Student Book: pp. 21-23 three-page story - "The Little Red Hen" pp. 72-75 four-page story - "Presents for America" Activity Book: p. 14 Worksheet p. 52 Activity Sheet Teacher's Edition: p.157 Class Activity Master 7 3) SANTILLANA PUBLISHING COMPANY Bridge to Communication, Primary Level B Poster 17 p. 47 Focus Sheet 9.3 p. 51 Student Worksheet 9.3 p. 46 Focus Sheet 9.2 4) WINNIPEG FREE PRESS -Photocopies of Articles January 26, 1992,p.A4 "Spacewoman swamped" January 23, 1992 "Bondar in heaven as Roberta rockets into space" January 27, 1992 "Bondar on first shift in out-of-world lab" January 27, 1992 "Bondar flips for Super Bowl" January 27, 1992 "Fearing ridicule, astronaut once hid model rockets" January 28, 1992 "Canadian plants wheat, comrades try space sled" January 29, 1992 "Canada stars in space shuttle" February 18, 1992 "Bondar was like mush during shuttle mission" 5) THE GLOBE AND MAIL - Photocopies of Articles January 29, 1992 "Astronaut has the right stuff January 30, 1992 "Bondar prepares for shuttle's fiery return" ANNA CHAMOT and J. MICHAEL O'MALLEY Three color-coded sheets List of Lerning Strategies. From Chamot, A.U. & J.M. O'Malley (1987). The cognitive academic language learning approach: A bridge to the mainstream. TESOL Quarterly, 21(2), 247-249. ii 4 Contents Chapter 1 Background Information 1 1.Introduction: Purpose, Rationale, and Preview 1 1.1 Purpose 1 1.2 Rationale 2 1.3 Preview 4 2.Foundations: Language Acquisition, Psychology, and Education 5 2.1 Overview 5 2.2 Language Acquisition Foundations 5 2.2.1 Krashen 5 2.2.2 Cummins 8 2.2.3 Strategies 10 2.3 Psychological Foundations 11 2.3.1 Cognitive Psychology 11 2.3.2 Humanistic Psychology 12 2.3.3 Vygotsky 13 2.4 Educational Foundations 14 2.4.1 Language across the Curriculum 14 2.4.2 The Whole Language Approach 15 2.4.3 Cooperative Learning 17 3.The CALLA Model 19 3.1 Introduction to CALLA 19 3.2 The Basic Framework of CALLA 19 3.3 The Three Components of CALLA 21 3.3.1 The Content Component 21 3.3.2 The Language Component 23 (1) Linguistic Knowledge 24 (a) Vocabulary 24 (b) Structures 25 (c) Discourse Features 25 (2) Functions 26 * (3) Skills 30 iii 5 3.3.3 The Learning Strategies Component 31 (1) Metacognitive Strategies 32 (2) Cognitive Strategies 33 (3) Social-Affective Strategies 33 3.4 Implementing CALLA: An Introduction 35 4.The Foresee Approach 37 4.1 Why not "CALLA"? 37 5.The Continuing Need for ESL Teachers 38 REFERENCES 41 Color-Coded Strategy Sheets 45 Chapter 2 Materials: The Key to Application 51 1. Applying the Foresee Approach 51 2.Selection of Materials 53 2.1 Criteria of Good Materials 53 2.2 Where to Find Good Materials 54 3.The Value of Accumulating Materials 54 4.A Resource List of Exemplary Materials 55 Useful Materials 56 Chapter 3 Implementing the Approach: The Development of Foresee Lessons and Units 59 1. Lesson and Unit Planning 59 2. Procedures: The Five Phases of a Foresee Leabon 63 Foresee Techniques 65 3.1 The Dictated Instructions Technique 65 3.2 The T-List Procedure 66 3.3 The Text Questioning Technique 67 4.Unit Development 69 iv Chapter 4 Advanced Unit: Planets and Space 71 Introduction 71 Summary of Lessons 72 Lesson 1:Introductory Lesson on the Solar System 73 Lesson 2:Planets (Science) 82 Lesson 3:Planet Problems (Mathematics) 90 Lesson 4:Planet Research (Science, Language Arts) 97 Lesson 5:Planet Presentations (Science, Language Arts) 105 Learning Log - Lessons 1-5 114 Lesson 6:The Discovery (Language Arts, Science) 116 Lesson 7:The Discovery (Language Arts, Science) 125 Lesson 8:Roberta Bondar (Science, Language Arts) 135 Lesson 9:Roberta Bondar Presentations and Predictions (Science, Language Arts) 153 Lesson 10: The Dream is Alive (Science) 163 Learning Log - Lessons 6-10 167 Lesson 11: The Space Race (Science, History, Language Arts) 169 Lesson 12: The Space Race Time Line (Science, Histoly, Language Arts) 179 Learning Log - Lessons 11-12 185 Chapter 5 Intermediate Unit: Animals and Their Habitats 187 Introduction 187 Summary of Lessons 187 Lesson 1:Animals and Vegetadon 189 Lesson 2:Poetry (Language Arts) 193 Lesson 3:The Forest (Science, Language Arts) 199 Lesson 4:Forest Geography 202 Lesson 5:Forest Animals Research (Science, Language Arts) 205 Lesson 6:Forest Animals Presentations (Science, Language Arts) 211 Lesson 7:Webbing and Creative Writing (Language Arts) 220 Lesson 8:Habitats Chart (Science, Geography) 226 Habitats Learning Log 234 Chapter 6 Primary Unit: Foods that Grow 239 Introduction 239 Summary of Lessons 239 Lesson I:Introductory Lesson - The Lude Red Hen (Language Arts) 241 Lesson 2: "The Little Red Hen" Follow-Up (Language ArtsExtended Activity) 252 Lesson 3:The Path of Wheat (Language Arts, Science) 256 Learning LogLessons 1-3 265 Lesson 4:The Bakery (Language Arts, Mathematics) 267 Learning Log - Lesson 4 276 Lesson 5:Parts of a Plant (Science) 278 Learning Log - Lesson 5 282 Lesson 6:Plant Problems (Mathematics, Language Arts) 287 Learning LogLesson 6 294 Lesson 7:Celery Experiment (Science) 295 Learning LogLesson 7 305 Lesson 8:Johnny Appleseed (Language Arts) 306 Lesson 9:The Path of an Apple Seed (Science) 321 Learning Log - Lessons 8 & 9 325 Lesson 10: Bean Everiment (Science) 327 Learning LogLesson 10 336 Lesson 11: Food Chart (Science) 337 Learning LogLesson 11 343 s vi Chapter 7 Practical Suggestions for Integrating ESL Students into the Regular Classroom 345 I. Classroom Organization 345 II. Silent Period 346 III. Responses 346 IV. Classroom Language 346 V. Errors 347 VI. Reading Difficulties 347 VII. Adapt Instruction 349 REFERENCES for Chapter 7 350 vii Chapter 1 Background Information 0 Chapter 1 Background Information Preliminary Note from the Authors: We want to begin by stressing to you that the ideas in this introductory chapter are very important. We hope you read this background information carefully and thoroughly, because the practical examples and teaching suggestions in subsequent chapters can't really be understood without it (especially the information on CALLA). You won't get very far in this chapter without noticir:g that almost everything is organized in groups of threes. This pattern began as a coincidence and ended up as a deliberate decision on our part. We like the arrangement because it imposes an orderly structure on the discussion, and also -- more significantly because it may help you better to remmber some of the ideas below. 1.