CHAPTER 9

New learners of English are often overwhelmed by the language and culture of a new school setting.
Most students entering New Jersey schools from other countries have acquired the ability to think,
speak, and reason in their home languages. However, they come with various levels of schooling and
life experiences. These factors, along with differences in learning styles and physical, social, and
intellectual abilities, affect the students’ progress in learning and must be considered in the design
and delivery of their instructional programs. This chapter of the framework provides teachers of stu-
dents with limited English proficiency (LEP) with examples and illustrations of specific adaptations
for teaching in the content areas.

■ Students moving to the United States from other countries whose native language is
not English.
■ Students coming from homes where the first language is not English.
■ Students having difficulty speaking, reading, writing, and understanding the English
language.
Providing students who are linguistically and culturally diverse with an appropriate education is a
national concern. The growing numbers of learners who are considered to be linguistically diverse
represent a 38% increase over the past 10 years (Census Reports, 1993). A comparison of the
Bilingual/ESL program enrollment in New Jersey between September 1987 and October 1997 shows
that the number of limited English proficient students increased 41 percent during the 10-year per-
iod. New Jersey now ranks seventh in the nation in the number of LEP students. This diversity is fur-
ther distinguished in the range of circumstances that inform students’ identification as second lan-
guage learners. With such vast differences in the demographic backgrounds of the students, teach-
ers must have access to and use a variety of strategies and materials to address the individual needs
of the learners.

Identifying the primary language and assessing the relative English and native language proficiency
of students is a critical first step in providing LEP students with an effective language support pro-
gram. These students vary greatly in their readiness for school, and this initial process of identifica-
tion and assessment will enable educators to adapt the learning experience to the appropriate skill
level of their students. When such practices are not followed, instruction is not as effective, and stu-
dents struggle in misguided programs with little benefit. For students to prosper in their educa-
tional program, teachers need to know who their LEP students are and what these learners know and
can do.

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 THE FRAMEWORK: STUDENTS WITH DIVERSE NEEDS

Research supports the notion that children from different cultures or different economic levels dif-
fer meaningfully in how they learn. When the native language of the learner is different from the
dominant language of the classroom, these differences become all the more pronounced. Regular
classroom teachers need to be familiar with and have access to the literature that describes the edu-
cational needs of these students. In addition, all teachers, including mainstream educators and bilin-
gual/ESL teachers, must work collaboratively in the sharing of ideas, strategies, and resources for
making appropriate adaptations.

The purpose of adapting content lessons for English language learners is to lower the language bar-
rier and make the English used in such lessons as comprehensible as possible. Two factors affect the
comprehensibility of language:

■ the degree to which the language used is contextualized through

visible situations, and

■ the level of text familiarity to the student’s background knowledge

and experience.
Thus, to be successfully communicative, the lessons must be designed to build upon the students’
background knowledge and to rely on nonlinguistic cues so that LEP students can comprehend the
material and the teacher’s messages.

Students’ initial progress will also depend on the level of literacy each attained in his or her first
language. If a student is a good reader in L1 (the first language), he or she will be a good reader
in L2 (the second language). Conversely, if a student is a poor reader in L1, then the same will
hold true for L2. A major goal in bilingual education, therefore, is to ensure that while a student is
learning a new language, cognitive development and literacy continue to develop without interrup-
tion.

Adaptation strategies will vary depending on the language proficiency level of the LEP student.
Initially, these learners understand little in English and will respond by guessing from context
what is expected or by imitating other students. At this stage, the teacher should provide many
visual cues, such as pictures, videos, filmstrips, picture books, and demonstration lessons, to aid
understanding.

With increasing exposure to English, the LEP student will begin to understand simple language but
may not be ready to produce language. During this “silent period,” rather than force speaking, the
teacher should focus on making speech comprehensible to the student by using simple language and
visual aids. For example, the teacher says, “Open your book,” as the student listens and observes the
 CHAPTER 9

teacher opening a textbook. This concurrent demonstration of behavior and modeling of spoken lan-
guage enables the student to develop constructs (that is, to think) in English.

As the student begins to produce language, he or she will imitate words and phrases used by the
teacher and other students but will make many errors. The teacher should support the student’s
efforts by responding positively to build self-confidence and correcting errors sensitively and judi-
ciously. At this stage, the teacher continues to engage the learner in many classroom activities and
asks him or her to respond to questions nonverbally or with simple one-word or short-phrase utter-
ances. Evaluation of student’s progress should focus on measuring understanding rather than pro-
duction.

As the student begins to use speech creatively (spontaneously using previously learned language in
a new way), he or she may continue to make many grammatical mistakes and have trouble under-
standing and producing the complex structures of academic language, even though he or she may
appear or sound fluent in a social setting. The continuing aim should be to lower the language bar-
rier by making classroom communication simple and clear. Information should be presented visually
by means of graphic organizers, such as semantic webs, charts, and graphs as well as pictures. All
students, particularly second language learners, should be encouraged to work in small-group activ-
ities, which provide ongoing opportunities to build language proficiency, self-confidence, and respect
for the ideas of others. Keep in mind that being limited in English is a temporary situation and that
students are capable of attaining full fluency in the language. A student’s capacity to become fluent
in English will be greatly enhanced by activities in oral and written language that connect to one’s
own life in meaningful and engaging ways.

The chart on the following page lists strategies to make classroom communication comprehensible
to the LEP student. Many of these strategies are exemplified in the sample adaptations included at
the end of this chapter.

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 THE FRAMEWORK: STUDENTS WITH DIVERSE NEEDS

1. Learn the backgrounds of LEP students and, working with the ESL/bilingual teacher, plan
a lesson that is both culturally and linguistically appropriate.

2. Group students flexibly, in small groups based on individual or group interests as well as
instructional need or ability. These groups should be fluid and change, depending on the
lesson objectives.

3. Give clear, simple directions to LEP students. Ask them to retell, in their own words, what
you are asking them to do before they attempt a task.

4. Model a “lead and support” strategy where the content teacher leads the lesson as the
ESL/ bilingual educator provides background information and examples that support the
lesson.

5. Model a “shadow” strategy where the ESL/bilingual educator reiterates in the student’s
native language or in simplified English the key concepts learned in content areas.

6. Paraphrase information and main ideas.

7. Reorganize and reinforce information.

8. Provide bilingual classroom resources, such as bilingual dictionaries, picture books and
dictionaries, and English language encyclopedias for LEP students.

LEP students need to develop a clear understanding of the teacher’s lesson objectives (e.g., Students
will be able to understand the stages of the water cycle, the causes of the Civil War, or how to write
a descriptive paragraph). They also need instruction that presents the main concepts of the lesson
in a clear, concrete, and comprehensible manner and that excludes all nonessential or ancillary infor-
mation. Help students conceptualize classroom lessons by translating ideas into concrete form
through hands-on activities (e.g., conducting science experiments, recording notes in a learning log,
or conducting an interview).

Because LEP students have such varied educational and life experiences, they may need more com-
prehensive background information than other students. Teachers should not take for granted that
these learners will understand or have experience with some of the concepts being taught. The con-
tent area teachers should work with bilingual/ESL educators to identify specific problems confronting
these students. Instructional preparation should also focus on:
 CHAPTER 9

Building background information. This can be done through brainstorming; semantic webbing;
use of maps, photos, and illustrations; and use of the KWL strategy.

Simplifying language for presentation. Teachers can use “sheltered English,” in which they make
content-specific language more comprehensible for LEP students by using short, simple syntactic
structures; introducing one concept per sentence; limiting structures to one tense; using the active
voice; substituting common words for unfamiliar vocabulary; and eliminating any unnecessary lan-
guage or ideas.

Developing content area vocabulary. Vocabulary specific to the content area may be developed
through various activities, including the following:
■ starting a picture dictionary or word bank
■ teaching the vocabulary appropriate to a given subject before introducing the content
■ reviewing and reinforcing the vocabulary during the content activities
■ labeling objects in the classroom
■ taping vocabulary words in context so that students learn to recognize the words
■ using realia (actual objects, such as a variety of foods or textures) as tools for teaching so
that vocabulary becomes real and tangible
■ encouraging students to use a dictionary to learn or confirm word meanings

Routines help create a secure learning environment in which LEP students are able to anticipate what
will happen without having to rely solely on language cues. Expectations and routines such as arriv-
ing on time or checking homework should be communicated clearly and positively early in the school
year so students have these structures to guide them. Working with buddies and peer tutors will also
help second language learners acclimate to the school and classroom settings and routines.

Directions should be stated clearly and distinctly and delivered in both written and oral forms to
ensure that LEP students understand the task. Students with limited English proficiency are further
supported when they have access to a list of commonly used “directional” words such as circle, write,
draw, cut, read, fix, copy, underline, match, add, and subtract. Students can work with a buddy or on
their own to find these action words in a picture dictionary and to create their own illustrated file
of direction words for future use.

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 THE FRAMEWORK: STUDENTS WITH DIVERSE NEEDS

Because LEP students present such different learning styles and individual needs, teachers should
incorporate a variety of strategies in daily classroom activities to ensure that instruction communi-
cates meaningfully to each student. By using multiple strategies and varied instructional tools,
teachers increase the opportunities for students to develop meaningful connections between the
content and the language used in instruction.

■ Simplify vocabulary and sentence structure so that language is uncomplicated and manage-
able. For example, substitute “begins” for “originates” or “People think” rather than “It is
believed” for those students less able to grasp the language structure.
■ Build connections and associations that link new knowledge to what students already know
about a subject.
■ Provide concrete examples through hands-on activities and techniques that make abstract
concepts more comprehensible and enable students to construct meaning. Examples are
listed in the chart below.

graphic charts and surveys and drawing and response

organizers graphs interviews illustrations journals

posters simulations labeling tape word banks

recordings

games and student- student- language role playing

puzzles made flash made books experience and drama

■ Promote understanding using demonstrations and think-alouds that model thinking process-
es and behavior.
■ Present materials in a variety of ways: orally, visually, graphically, and auditorially.
■ Elaborate on figurative language and idiomatic expressions, which are not universal figures
of speech, through paraphrasing, use of concrete examples, and development of meaningful
connections to the context and graphic representations.
■ Emphasize key words and phrases using intonation and repetition.
■ Summarize key points on the board or an overhead transparency as you speak and model
the lesson.
■ Include the English language learner in all classroom activities. The more the student feels
a part of the class, the higher his or her motivation to learn English.
 CHAPTER 9

Various classroom organizational patterns and tools can be used to help the LEP student grasp the
content. Members of learning groups and pairs should be rotated in order to provide the student with
varying language and learning style experiences within the classroom. Consider pairing second lan-
guage learners with same-language peers. Other grouping strategies include the following:
■ flexible grouping (mixed-ability groups based on students’ interests/experiences; similar-
ability groups based on students’ needs/abilities; cooperative groups; or whole-class activi-
ties);
■ paired learning (peer buddies, pairing more proficient second language learners with less
proficient learners; or buddies, pairing same-grade native speakers with second language
learners); and
■ cross-age tutoring.
Additionally, teachers can draw on a number of instructional supports and resources to assist LEP stu-
dents. Of particular value to these students is ongoing access to visual and auditory support for
learning.

■ Use of bilingual dictionaries in the classroom.

■ Use of parent volunteers to tape, transcribe, or prepare a written explanation of difficult
concepts in the native language.
■ Collaboration between bilingual/ESL and mainstream classroom educators.
■ Provision of content area lessons/topics on cassette tape or in written form for learners to
take home to study as supplements to class discussion.
■ Access to native language content texts, available through the library system, in nearby
schools, or from parent or senior-citizen volunteers.

■ Close-captioned video or TV
■ Franklin speaking dictionaries
■ Electronic translators
■ Computer programs
■ Teacher-made adaptations, outlines, and study guides
■ High interest/low-reading-level content materials
■ Books with audio tapes
■ Music plus tape recorder (slows down speech on tape)
■ Native language reference materials
■ Specially taped materials for bilingual/ESL classrooms

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 THE FRAMEWORK: STUDENTS WITH DIVERSE NEEDS

Teachers need to use a variety of strategies for monitoring student progress and to adjust their
strategies and expectations to fit the level of language proficiency of the English language learner.
With beginning language learners, emphasis should be on comprehension of named things and
actions; more advanced students should begin demonstrating understanding of connections between
things and subsequently their ability to articulate the relationship between ideas. Content area
teachers should work closely with the bilingual/ESL teacher to identify instructional and assessment
strategies that are appropriate to all aspects of the student’s development and that permit teachers
to expand expectations gradually over the school year.

Successful strategies for monitoring student progress in the content areas include:
■ Providing periodic checks for understanding.
■ Promoting nonverbal as well as verbal participation.
■ Encouraging students to think aloud to practice concepts.
■ Modeling responses that provide appropriate information using correct grammar.
■ Breaking tasks down into sequentially developed parts using simple language.
■ Structuring questions to student’s language level (e.g., begin with yes/no and embedded
questions and advance to open-ended questions).
■ Avoiding use of questioning techniques that contain negative structures, such as “all but”,
“everything is _____ except”, or “one is NOT the reason/cause.”
■ Rephrasing questions and information when students do not understand the first time.
■ Observing student’s behaviors for evidence that they understand assignments, directions,
and instructions.
■ Reviewing student’s work for evidence that they understand assignments, directions, and
instructions.
■ Using visual reviews (e.g., lists and charts) that enable students to show what they know
and can do.
■ Providing increased “wait time” to allow students time to process questions before
responding.
■ Providing modified “double” grading to assess the content as well as the structure of
responses.
Four over-arching strategies are most effective for assisting students from a background of limited
English proficiency (LEP) to meet success in content area classes. These strategies include the fol-
lowing:
■ integrate activities into thematic units
■ tap students’ prior knowledge and experience
■ teach learning strategies and scaffold complex tasks
■ group students into a variety of learning groups
 CHAPTER 9

Each of these strategies will be expanded below with specific practices to assist English language
learners. Following this, content-specific strategies and sample lesson plans are offered at various
grade-level clusters based on the major strategies below. In all cases, the lessons were designed for
use with a content area class consisting of five LEP students, 15 or more native English speakers,
and a content area teacher. The LEP students participate most fully if they have attained at least an
intermediate language proficiency level. For students below that level, the ESL teacher should take
the lead in presenting content information.

1. Integrate activities into thematic units. One of the ways students learn best is through rep-
etition: of ideas, of words, of actions. When concepts to be developed are being reinforced
across several content areas, students benefit from seeing and hearing the same information
or vocabulary over and over. English language learners will have more opportunities to use
key words and practice desired skills when they work with the same concepts in several class-
es. Developing and teaching thematic units across content areas takes joint planning by a
number of teachers. Certainly, the ESL teacher needs to be involved in the planning. In many
cases, the ESL class can reinforce the language skills needed by the students to successfully
complete the content area activities. Often, the ESL teacher can suggest ways to assess the
student’s understanding without depending heavily on language-based tests. In the case of
thematic approaches to learning, it is certainly true that “many hands lighten the load.”

2. Tap student’s prior knowledge and experience, which differ from that of other students
in the class. In the case of immigrant students as well as others who are acquiring English,
prior knowledge cannot be taken for granted. Before introducing a new unit or concept, it is
wise to find out what information students already have about it. However, students who
have not lived in New Jersey all their lives may have a very different background under-
standing than those born here. The entire class can be multiculturally enriched, but the need
to tap into a variety of students’ perceptions and experiences still exists. For example, a New
Jersey student’s understanding of elephant, ostrich, and llama may simply reflect animals
found in a zoo. On the other hand, students from Thailand, Australia, and Peru may think of
them as farm animals.

With regard to concepts that are typically American (historical figures, artists, fast foods),
teachers are advised to expect little or no background knowledge and to “build in first-hand
experiences.” References to television programs, holiday practices, or geographic areas may
mean nothing to LEP students. They will not have mental maps of the United States to draw
from when Seattle or Miami are mentioned. They will not be likely to defend the Redskins
against the Cowboys, or recognize fireworks as symbolic of July. They will, most likely, know
distances to other cities, follow other sports teams, or celebrate different holidays. Teachers
need to make every effort to explain concepts related to the lesson; a peer tutor can be
enlisted in explaining concepts to LEP students.

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 THE FRAMEWORK: STUDENTS WITH DIVERSE NEEDS

3. Teach learning strategies and scaffold complex tasks. Much has been written recently
about students’ needs to develop strategies for learning. Some learners have developed a few
strategies to help make sense of their learning. Now, teachers at all levels are encouraged to
model and demonstrate thinking and learning strategies. Graphic organizers are invaluable
tools to create visual relationships between concepts. All students benefit when information
is organized graphically for them. Overtly teaching students to reflect on how they are doing,
what they are understanding, and what else they need to know will help them to be suc-
cessful. Appealing to multiple intelligences within the context of a single unit of study
enables students to develop or enhance a variety of skill areas. English language learners may
have developed strategies different from those of other students. They can be encouraged to
share their own learning approaches with the whole class since it builds self-esteem.

English language learners need to be challenged by complex concepts, but they will be bet-
ter able to grasp complexities if tasks or information is scaffolded by what has gone before.
As with the effectiveness of thematic units, scaffolding learning by building in foundation
skills will aid LEP students’ understanding.

4. Group students into a variety of learning groups. English is learned most efficiently when
it is used to conduct meaningful, natural communication. To encourage English learning, stu-
dents need many opportunities to talk, use new vocabulary, and to share ideas with their
peers. These opportunities are most available to them when they learn in cooperative learn-
ing groups, pairs, or other small-group settings. In classes with native speakers of English,
LEP students will hear the content area language modeled by their peers, and have more
chance to use it when they participate in group work. Students who have not yet attained
intermediate proficiency can shadow the work of a native-English-speaking peer in paired
work. Students with greater ability can contribute their ideas in groups of four or five while
someone else restates the comments in standard oral or written form. Groups can be formed
and disbanded into a variety of sizes depending on the nature of the task. LEP students can
be grouped together to develop some background cultural knowledge; then a single language
learner can be matched with three native speakers to complete a graphic organizer. However,
in all cases, limited English learners benefit from working with peers and from having more
chances to use the language.
 CHAPTER 9

The suggested strategies and adaptions offered above will prove helpful to any teacher of students
with limited command of English, and can be used to modify virtually every teaching activity. The
science classroom, with a regular and heavy reliance on “hands on” exploration of each student’s
world, can provide a unique opportunity for the LEP student to display his/her abilities, less restrict-
ed by difficulties with language. Hence, science instruction can especially benefit from an applica-
tion of these ideas, and it is recommended that the LEP science teacher regularly refer to these pages
when planning investigative activities.

Particularly useful strategies for enhancing “hands-on” investigations include:

■ Label objects, apparatus, models, organisms and their parts, etc. as an activity is being
explained.

■ Model investigative procedures and techniques. Do not rely on a set of written directions
from a lab manual.

■ Assemble lab teams in a way that provides the LEP student with comfort and assistance
as well as diversity.

■ Maintain a classroom/laboratory with labeled exhibits, such as weather station, in an

attempt to display the instruments and tools used by scientists.

■ Science Standard #3 calls for understanding the contributions of many cultures through
out history to the development of science. Seek opportunities to include these con-
tributions regularly in your teaching.

Suggested strategies for adapting science instruction for LEP students are given on the following
pages, alongside the learning activities. The four sets of strategies were designed to illustrate sci-
ence instructional adaptations at the K-2, 3-4, 5-8, and 9-12 grade levels, respectively.
Science Standard 10 – Indicator 3 (Gr. K-2)
Science Standard 10 – Indicator 4 (Gr. 3-4)
Science Standard 12 – Indicator 4 (Gr. 5-8)
Science Standard 6 – Indicator 17 (Gr. 9-12)

NEW JERSEY SCIENCE CURRICULUM FRAMEWORK

 THE FRAMEWORK: STUDENTS WITH DIVERSE NEEDS

All students will gain an understanding of the structure,

characteristics, and basic needs of organisms.

Indicator 17: Compare and contrast the life cycles of living

things as they interact with ecosystems.

Effect of Environmental Factors on

Germinating Seeds. In the following activities,
students investigate the response of the roots and Demonstration lessons by the
stems of germinating corn or bean seeds to such teacher provide students with a
environmental factors as gravity, light, and water. model for thinking, writing, read-
ing, speaking, and communicating
■ To investigate the response of germinating in a new language.
roots and stems to gravity, students place four
soaked corn or bean seeds on barely moist
Hands-on project work assists stu-
paper towels that are pressed into a petri dish.
dents in understanding concepts
The seeds should be at the 3 o’clock, 6 o’clock,
that link new knowledge to previ-
9 o’clock, and 12 o’clock positions. The stu-
ously learned knowledge and experi-
dents then stand the petri dish on edge in a
ences in one’s own culture.
fixed position and check daily for the direction
of growth of the emerging root and shoot.
Journal writing is an excellent
■ As an extension, students work in cooperative activity for students to synthesize,
lab groups to design their own experiments analyze, and reflect on their read-
testing the responses of germinating seeds to ing, learning, and life experiences.
the direction of a light source or a water
source. Students focus not only on the design Working to ensure students under-
of their experiments but also on writing standing can be achieved through
detailed procedures. (They will swap experi- expanding, restating, and reinforc-
mental designs and procedures with another ing important points.
group before carrying out the experiment.)
 CHAPTER 9

All students will gain an understanding of the structure,

dynamics, and geophysical systems of the earth.

Indicator 3: Identify major sources and uses of water, dis-

cussing the forms in which it appears.

Water-Cycle Plays. Student groups create and act

out stories about the water cycle. Using some type
of costuming or pictures on craft sticks, the stu- Acting out a story is another way to
dents depict the travels of a water droplet through help kids think actively and to visu-
the water cycle, e.g., alize what they learned.

■ A raindrop forms in a cloud and falls on a Hearing recorded sounds or listen-

hill. ing to books on audiotapes helps
■ It runs into a stream, which flows into a students to hear the language spo-
river, a bay, and the ocean. ken with modeled voice intonation
and pronunciation.
■ It evaporates and goes into a cloud, and the
cycle continues. Forms of Water. Students pour some
Play audiotapes of environmental sounds (e.g., rain, water into a clear container, then
rushing streams, or waves on a beach) while stu- mark how high the water level is.
dents act out their plays. They act with ecosystems.

Help students realize that some water is “held up” Teaching the same concepts to all
in lakes, aquifers, and puddles and so is not flowing students through differentiated
through the water cycle. Discuss with them how instruction allows the teacher to
water is used by plants and animals (including address different learning styles,
humans). Students can collect pictures of how peo- abilities, and varied learning experi-
ple use water and create a classroom display. ences.

Forms of Water. Students pour some water into a Assist the LEP student by labeling
clear container, then mark how high the water level objects and pointing to those
is. They observe what the water looks like in its liq- objects as the activity is being
uid state. They then freeze the water until it is com- explained and modeled.
pletely solid. Ask students to predict what will hap-
pen to the volume (height) of the water. They can Pair a less proficient with a more
proficient English-speaking student
to encourage risk-taking and
increase the student’s comfort level.

NEW JERSEY SCIENCE CURRICULUM FRAMEWORK

 THE FRAMEWORK: STUDENTS WITH DIVERSE NEEDS

draw pictures or write journal entries to show their

predictions. The students observe the ice to see how
the water has changed in appearance and size.

After marking the level of the ice, the students

lightly cover the cups with plastic wrap (to prevent
evaporation) and let the ice melt completely. They
again observe the water and its volume. They com-
pare the volume of the water in the liquid state
before and after it was frozen.

Students discuss occasions when they have noticed

that water seemed to disappear. They then fill two
cups with water and cover only one cup with plastic
wrap. They place both cups of water on a win-
dowsill. The students observe and record the height
of the water in each cup daily. What is happening to
the water? Where has it gone?
 CHAPTER 9

All students will gain an understanding of the structure,

dynamics, and geophysical systems of the earth.

Indicator 4: Collect and record weather data to identify exist-

ing weather conditions, and recognize how those
conditions affect our daily lives.

Weather Station. Students establish a class

weather station using homemade or basic instru-
mentation such as a thermometer, barometer, rain The K-W-L strategy (what you know,
gauge, wind vane, and anemometer. what you want to learn, what you
learned) aids students comprehen-
Daily Weather Journals. Students write daily sion and vocabulary development,
weather conditions in their weather journals. Entries enabling them to connect the new
might include to the known.
■ readings from the instrumentation in their
K W L
class weather station
■ observations regarding cloud types, condition
of air, amount and kind of precipitation
■ present weather conditions obtained from a
weather center (e.g., radio, television, or
Internet) Place a copy of the daily weather
map on bulletin board for student
In their journal entries, students could also write reference.
about the type of clothing they could wear outdoors
and what activities they could do that day. Develop a set of flash cards with
weather terms so those students can
Students examine their data and learn to recognize use them to review the terms used
certain patterns of seasons (e.g., storms vs. fair in weather reporting.
weather). Challenge students to examine their data
more closely by asking them if there is any connec- Choose favorite science and infor-
tion between their barometer readings and the pre- mational books for weekly shared
vailing weather conditions. The students can create reading so that LEP students hear
video or multimedia presentations reporting their and appreciate the beauty of both
discoveries. written and spoken language.

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 THE FRAMEWORK: STUDENTS WITH DIVERSE NEEDS

All students will develop an understanding of the environment

as a system of interdependent components affected by human
activity and natural phenomena.

Indicator 4: Evaluate the impact of personal and societal on the

local and global environments.

Providing Basic Needs. Students first discuss the

basic needs of humans (e.g., water, air, shelter,
food, open space). Obtain a piece of rope long Draw on prior knowledge and have
enough to form a circle for the entire group to step students brainstorm and think
into and stand comfortably, then place the rope on about what they and others need in
the ground. Ask the students to step inside the cir- order to survive each day. Ask them
cle, then instruct them to step outside the circle. to list what they already know
Explain to the group that part of their environment about the environment and identify
has been impacted due to development. Reduce the ways that we impact on local and
size of the rope, and ask the group to again enter global environments.
the space provided inside the circle. Decrease the
size of the circle using various issues that pertain to Identify and share specific vocabu-
the loss of habitat or of a basic need (e.g., water lary words several days prior to the
pollution, roadways, litter). introduced lesson so those students
can learn and use new words in
Ask the group to explain what happened as they lost meaningful contexts.
a portion of area or of that resource. Discuss how
both plant and animal species in this area might Keeping a vocabulary notebook is
adapt and deal with the changing situation. What helpful to students. This medium
are their options? Challenge the group to identify gives the LEP student a tool for see-
potential solutions that would prevent such losses, ing and copying words in context,
or have them bring in newspaper articles that repre- and using words in a language that
sent this occurrence. is understandable to them.

Using a variety of visual clues like

encyclopedias, informational books,
newspapers, magazines, and bilin-
gual dictionaries increases students
understanding of difficult concepts.
 CHAPTER 9

Census reports sharp increase in number of non-English language speaking Americans. (1993, May).
NABE NEWS, p.1.

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