Fifty Strategies For Teaching English

47 Multimedia Presentations Oral Reports for the New Millennium 281

Examples of Approximation Behaviors Related to the TESOL Standards

Pre-K–3 students will: • orally present information aided by
computer-created visuals.
• use a drawing to illustrate a story
read, told, or written. 9–12 students will:

• use classroom computer and the • use multimedia software to
Internet to locate answers to enhance oral presentations.
questions.
• create innovative projects
4–8 students will: combining media.
• conduct research using a variety of
resources (books and technology).

References

Cummins, J. (1994). The acquisition of English as a second language. In M. Spangenberg-Urbschat &
R. Pritchard (Eds.), Reading instruction for ESL students. Newark, DE: International Reading
Association.

Diaz-Rico, L., & Weed, K. (2002). The cross-cultural, language, and academic development handbook
(2nd ed.). Needham Heights, MA: Allyn & Bacon.

Sources for Researching Pictures Online:

www.google.com (click on Images)
www.altavista.com (click on Images)

48

Interactive
Comprehension Building

Using Technology to Build

Background Knowledge

One very effective way to utilize technology in working with English language learners is to build
background knowledge links into written content using a presentation program like Microsoft
PowerPoint. These presentation programs are designed to provide an easy way to create interactive
links. The links that teachers create provide access to additional information on the Internet, video
clips, or vocabulary support such as photographs or first-language translations. Providing these types
of background information or supports make it possible for the students to go beyond and expand
on the content provided in the presentations themselves. Students often need this additional infor-
mation, whether graphic or textual, to increase their understanding of content and vocabulary related
to the subjects presented. Extending learning beyond basic knowledge to application can often be
accomplished by adding to the student’s comprehension and vocabulary base. Through these inter-
active links, students can choose materials to aid them in increasing their grasp of the content pro-
vided in the basic presentation. These links may take them directly or indirectly to a variety of levels
of additional information, allowing them to determine what information best suits their individual
needs. For instance, an individual word might be linked to a file containing pictures or additional
information about the selected word. By clicking on the word, a student might be taken to a picture
of the object or an explanation of the term.

Step-by-Step

The steps in interactive comprehension building with technology are the following:
• Select appropriate material to be presented—Because creating PowerPoint presentations

with active links takes some time and effort, teachers should identify curriculum materials that may
be difficult for English learners and that are directly related to English language development or
content-area standards. Develop PowerPoint presentations that can be utilized on a regular basis first.
Once you understand how to create these materials you may find that you will want to add to the
selection.

282

48 Interactive Comprehension Building: Using Technology to Build Background Knowledge 283

FIGURE 48.1 Using PowerPoint to Create Interactive Links

Menu Action

All Programs Choose and open Microsoft PowerPoint presentation software.
File
Click on “File” and “New” to open a template for a new
New Presentation (Right side presentation.
of screen)
Slide Design Click on “From design template” from the right-side menu under
new presentation.
Slide Layout
Click on the down arrow to the right of the words “slide design” to
Adding Text or Graphics bring down the “other tasks” menus.
Adding Hyperlinks
Choose and click on the slide layout that most fits your needs for
your current presentation.

Click on the slide to begin adding text or graphics to the slide.

To add a hyperlink (linking the student to a website) to a slide,
simply type in the URL (web address) of the site and hit enter.
The program automatically creates the interactive link and will
take you to the site if you are connected to the Internet and
click on the link.

• Create a PowerPoint presentation—Create PowerPoint presentations that provide the
basic concepts and vocabulary to be taught. See Figure 48.1 for the steps to be used in creating
PowerPoint presentations.

• Determine the vocabulary and concepts that might need further explanation or
development—Once the basic PowerPoint presentation is created, identify vocabulary, concepts, or
situations that the English learner may have difficulty in understanding. Sometimes the problem may
relate to a lack of background experiences. At other times, the difficulty may relate to high-level
vocabulary. Identify Internet information, graphics, or visuals that will support the students’ compre-
hension of the text.

• Link the chosen words and concepts to additional resources—Once the words, con-
cepts, or situations that will need clarification in the PowerPoint presentation are identified, find
photographs, visuals, or additional reading material that will add clarity for the student. Highlight
words, phrases, or sentences in the PowerPoint text to create links that give students direct access to
this additional information. See Figure 48.2 for the steps to use in creating these links.

• Check the links for accuracy, appropriateness, and ease of use—Before using the
materials with students, go through the material by clicking on the links to make sure they are live,
and that they provide the additional support the students will need to understand the text and the
concepts. When using the materials with students, be sure to check their understanding and be open
to adding additional links when they seem necessary.

284 SECTION VI Technology Strategies for English Learners

Applications and Examples

Mr. Stephens’s third-grade class is beginning a sites with consideration for appropriateness and
study on oceans and ocean life. Because he applicability. His knowledge of the background
knows that his students have limited experiences experiences and English language development
related to the ocean, he has prepared a Power- of his students greatly assisted him in choosing
Point presentation to provide basic information the best material to meet the needs of his class.
and support vocabulary development. In this
presentation, Mr. Stephens has imbedded a vari- To view a sample of Mr. Stephens’s presen-
ety of interactive links to additional resources tation, see Figure 48.2.
for his students. He has linked specific words to
files containing visuals he scanned from books, Theory to Practice Connection
downloaded from the Internet, or copied from Using technology to provide scaffolding
graphics collections. Some words are linked to for English learners allows them to work
additional graphics and information found on independently and successfully, which in
Internet sites. Mr. Stephens carefully chose these turn adds to their self-confidence (Herrell
& Jordan, 2005).

Mrs. Reeves teaches English as a second language (ESL) in a high school that is experiencing a
large influx of English language learners. Because of block scheduling, she has her ESL students for
the first hour and a half of each school day. She’s working very hard to develop their academic
English and build their background knowledge so that they can successfully participate in their main-
stream content classes throughout the rest of their day. The students, in their “regular” English stud-
ies class, are experiencing the core literature as a matter of fulfilling graduation requirements. The
core literature for this particular grading period happens to be George Orwell’s Animal Farm (1946),
and the students are having difficulty with both the concepts and the vocabulary found in the text
due to their limited English background.

Because Mrs. Reeves has students each year who are exposed to this core literature program, she
chooses to create a PowerPoint presentation which she will be able to save and use again and again
to assist her students. She includes links in the presentation to video clips, chapter summaries, key
vocabulary, and character introductions. Students can choose to access the information found in
these links in either English or their first language. In some of the text links, Mrs. Reeves includes pic-
tures or graphic illustrations to further enhance the students’ understanding.

Mrs. Reeves uses the presentation each day to introduce them to the chapter they will be study-
ing in their mainstream English class. She allows the students to work in small groups or on the class-
room computer to explore the vocabulary and information prior to moving into each chapter.

The feedback that Mrs. Reeves is getting from their mainstream English teachers, indicating that
the students are making remarkable progress, encourages her to create similar presentations for other
core literature books that the students will be studying.

Conclusion

The use of technology to provide easily accessible resources to English language learners offers end-
less possibilities for improving their comprehension and vocabulary. Both Mr. Stephens and Mrs.
Reeves used their knowledge of their students’ English language development levels and limited
background knowledge to create technology resources that would help their students become more
successful in the classroom setting. They both started with academic areas that were covered each
year and created a reusable and upgradable teaching resource to enhance their own effectiveness.

48 Interactive Comprehension Building: Using Technology to Build Background Knowledge 285

FIGURE 48.2 An Example of a PowerPoint Support Document Used to Build
Background Knowledge

THE OCEAN BENEATH Animals in the Water

It’s Alive and Well • Our ocean is teeming with animal life.
• There are fish

• There are mammals

Next Slide And….

Title Slide (notice the button in the lower right corner to advance If students click on the word mammals on this slide they
to the next slide). will be automatically taken to a document containing additional
information and pictures of mammals that live in the ocean.

Animals in the Water Animals in the Water

• Lots of other strange looking creatures… • Join me in exploring the ocean depths…
• http://www.howstuffworks.com/shark.htm
• http://www.whalesfilm.com/whales.htm
• http://www.kidskonnect.com/Crabs/Crabs

Home.html

• http://www.onr.navy.mil/focus/ocean/habi

tats/coral1.htm

Slide 3 contains interesting pictures of other sea life. If students are connected to the Internet and click on any of the
links above, they will be taken to exciting sites containing a
Animals in the Water wealth of pictures and information about sea life.

• Thanks for joining me in my underwater

exploration….

Return to beginning

The final slide ends the presentation and directs the student back
to the beginning slides.

286 SECTION VI Technology Strategies for English Learners

Examples of Approximation Behaviors Related to the TESOL Standards

Pre-K–3 students will: 9–12 students will:

• locate reference materials by • gather and organize the appropri-
“clicking” on a picture. ate materials needed to complete a
task.
• interpret information presented
visually. • analyze, synthesize, and infer from
resource information.
4–8 students will:

• locate reference materials online.
• compare and contrast information.

References

Orwell, G. (1946). Animal farm. London: Harcourt.
Herrell, A., & Jordan, M. (2005). Using technology in ESL classrooms. In M. Robyler, Technology in

Educational Settings (4th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

49

Wiki Building

Using Wikis to Support Reading, Writing,

and Vocabulary Development

A wiki is a website technology that allows students to create and edit a web page without knowl-
edge of Internet programming protocols and languages such as HTML or DHTML. Wiki technology
allows students to publish their work on the Internet, giving them the ability to link to other Internet
material, videos, or images. Wikis are especially powerful in the classroom environment because stu-
dents can create and edit their work just as they would on a word processor but the process is
empowering to students because their work is published almost instantaneously to their chosen audi-
ence. This technology provides English learners with yet another opportunity to use and hone their
language skills, with a high level of timely individual monitoring and encouragement. Wikis also allow
students to work in collaboration to create stories, academic reports, or multimedia presentations. An
added feature in most common wikis allows students to control their versions and teachers to track
the process and progress made by the students.

Wikis are a wonderful way to implement writing workshops because students can write and
teachers or peers can be assigned as their editors. The wiki software supports students’ understand-
ing of the errors they make. Each error is marked by the editor but the original writer has the option
to accept or reject the suggested edit. For a tutorial and explanation of all the ways wikis can be used
in the classroom, visit the Wikispaces website (http://www.wikispaces.com/site/tour).

Step-by-Step

The steps in implementing wiki in the classroom are the following:
• Set up your wikispace—Go to the Wikispaces website and follow the directions to set up

your wiki.
• Decide how you want to use wikis in your classroom—If you want to set up interactive

journals you will decide if you want to pair students to interact or assign students to adult editors
such as teachers, aides, or parent volunteers. If you want students to collaborate on a project in small
groups, set up the wiki so that the students and their faculty advisors all have access to the wikispace.

• Demonstrate how the wiki works—Model the ways to begin the project, and demonstrate
how students will edit and interact.

287

288 SECTION VI Technology Strategies for English Learners

• Encourage the students to get started and provide support—Provide time for guided
practice. During this time, be available to provide support until all students are comfortable with the
technology.

Assessment to Ensure Effective Instruction

Observe the students as they work and provide additional guided practice as needed. Use the wiki
tutorials from the Wikispaces website to support the students in learning how to post videos, photos,
and other interesting additions. Because the editing is documented and saved it is easy to see if stu-
dents are making mistakes in this process. Teachers will also be able to see the contributions made
by each member of the group.

Applications and Examples

Theory to Practice Connection other students who read the book after reading
It is important to provide interesting and their posting.
authentic ways for English learners to
communicate using both oral and In addition, as Mrs. Twigg teaches literary
written language (van Lier, 1996). elements, she begins a wiki page about that spe-
cific element to build a knowledge base for the
Mrs. Twigg has set up a wiki site for her third class. She begins by posting a description of the
graders to use as they read books. The first stu- element of characterization. Students add post-
dent to read a book sets up the page for the ings about characterizations they find authors
book. Mrs. Twigg adds links that include photos using in the books they are reading. One stu-
of the book cover and links to the author’s web dent’s posting under this category looks like this:
page. As students read the book, they go onto
the wiki page and write about their favorite Owen, by Kevin Henkes. Owen has a favorite
parts. They can also ask questions if there is blanket and the author shows how much he
something they don’t understand. Because they loves the blanket by telling all the things they
date their entries, there is a friendly competition do together. In the end, Owen’s mother had
to see who can “promote and sell” most effec- to make handkerchiefs out of the blanket so
tively. Mrs. Twigg notes the number of students Owen can take one to school each day, he
who read each book and the student who loves it so much. Posted by Juan Castro 4/16/10
posted the first entry reviewing the book gets
credit for “sales,” according to the number of As the students add their examples, the list ex-
pands. Mrs. Twigg adds other story elements and
students continually add examples that they find
in their readings.

Mrs. Fitzgerald teaches 10th-grade American history. She encourages her students to collect pho-
tos and descriptions of events from various decades in American history and post them on the class
wiki. She has the space organized by decades: 1900, 1910, 1920, 1930, 1940, and so on. She asks her
students to add photos of and write as much as they can find about the events they find. She moves
through the decades in sequential order but encourages her students to post information across the
decades according to their interests. Some of her students choose to research technology innovations,
some research sports, others fashion. At the end of each decade study, the students prepare a slide
show of the photos that were posted and the person who found each photo talks about the history
of the event depicted in the photo.

One of the interesting outcomes of this study is the contributions of the two Canadian students
and three Mexican students who add information about events in those two countries during each

49 Wiki Building Using Wikis to Support Reading, Writing, and Vocabulary Development 289

decade. In the beginning, they convinced the class that American history had to include events in
Canada and Mexico since both countries were in North America. This was a new concept for many
of the other students but all were fascinated by learning some history of the United States’ adjacent
neighbors.

As the project progresses Mrs. Fitzgerald asks the students if they would like to have community
members review their wiki. She obtains parental permission to share the students’ work and begins
to invite different people to share their experiences in the classroom. She invites a World War II
veteran and the students ask a lot of questions. As a class they decide to allow their speaker to add
his experience to their wiki as a “Person Who Experienced It.” He adds his own photos and a few
stories that he didn’t have time to share during his class presentation.

Several of the class members talk to great-grandfathers and ask them to contribute stories about
their war experiences as well. Mrs. Fitzgerald is excited about the students’ projects and their enthu-
siasm for the study.

Conclusion

Because of the ease of using wikis, students can jump in to projects without a great deal of computer
background. The technology has several strengths for the teacher. It is easy to view the contributions
of individual group members and determine each student’s level of involvement in the project. The
versions of the project stay available for viewing so that the teacher can see how the students
designed the project and how it evolved over time. Outside contributors can be given access so that
students can invite community contributors or reviewers to become involved. The uses of this tech-
nology are almost limitless and very empowering for the students. For English learners, wikis provide
a highly motivating way to practice their growing skills and obtain feedback and encouragement that
support their progress.

Examples of Approximation Behaviors Related to the TESOL Standards

Pre-K–3 students will: 9–12 students will:

• post simple writings on a wiki. • create a line of conversation
• respond to the writing of others on about an academic construct
using a wiki.
a wiki.
• evaluate the responses of others
4–8 students will: in relation to an academic
construct.
• create simple blogs.
• correspond with others in refer-

ence to a piece of literature.

References

Henkes, K. (1993). Owen. New York: Greenwillow Books.
Van Lier, L. (1996). Interactions in the language curriculum: Awareness, autonomy, and authenticity.

New York: Longman.

50

Handheld Computers
and Smartphones

Applications In and Out

of the Classroom

As new technologies become available, it is important for teachers to be aware of the many ways in
which they can be used in classroom projects and outside the classroom for projects traditionally
done in less technologically supported methods (Roblyer, 2006). Some of the new applications avail-
able for handheld computing and Internet devices can be motivational for students to use in com-
pleting projects. These devices are becoming increasingly popular as wireless, cell phone, and
computing technologies converge to produce powerful mobile devices that offer a wide range of
applications. These devices include new generation cell phones or “smartphones” such as Apple
iPhones, Research in Motion’s Blackberry, and Google Phones. Apple’s iTouch, the “netbook” class
of small or micro laptop computers, and even personal digital assistants (PDAs) like Palm’s Treo have
found their way into the classroom as well. Some schools and districts have recognized these devices’
usefulness and have purchased sets of iPhones, iTouches, PDAs, and netbooks for teachers to use.

The advantages these devices have over traditional computing technologies are their broad avail-
ability, popular foundation for software, and their mobility. Many students, especially in secondary
grades, already have these devices as parents see an advantage of always being able to contact their
kids. As these devices have exploded in popularity, software manufacturers and open source develop-
ers have recognized the need to produce software that expands their functionality. Also, because these
devices can be taken anywhere, information and teachable moments are always present, with support
materials for a number of excursions into the “real” world. See Figure 50.1 for examples of ways in which
the applications of just one of the handheld devices, iPhone, can be used in educational settings.

Step-by-Step

The steps in using handheld computers and smartphone applications in classroom settings are the
following:

• Explore the list of available applications—Each device will have its own website and
tutorial. For an example, visit the iPhone website at http://www.apple.com/weapps/searchtools.
Explore the applications to see which would support projects in your classroom by providing mobile
access to the Internet.

290

50 Handheld Computers and Smartphones Applications In and Out of the Classroom 291

FIGURE 50.1 Educational Applications for iPhones

Application Classroom Use

Birds and Bird Calls Nature study
Birdhouses Building projects
Capitals Find capitals of states and countries
Checklist Create and manage checklists
Dictionary Look up words and definitions
Find Images Add pictures to reports
GPS (Wayfinder) Mapping studies
Library Lookup Basic research
Local Gas Prices Economic studies
Mabame Online journal and photo album
Noter2 Create, edit, prioritize notes
Physics Dictionary Support for physics students
Questions Answered Basic research
Rhymes Writing poetry and songs
Spanish V Learn five basic Spanish words a day
TempConvert Convert Celsius, Fahrenheit, Kelvin
Translators Translate from English to Spanish

• Design a study using one of the applications—Plan the steps in introducing the device
and the applications in your classroom project. Be sure to cover rules for access to the device, ways
in which the students will share the device and applications, and the expected outcomes from the
project.

• Model the use of the device—Some of your students may have smartphones/handheld com-
puters at home but others will have limited knowledge of them. Walk them through the process of
accessing the application and your expectations of the work they will produce.

• Provide guided practice in using the devices and documenting information—Give the
students a topic and have them use the device to gather information. Demonstrate exactly how you
want them to construct their project and document the information that they gather.

• Establish your expectations—If you want to give students leeway in how they construct
the project, make that clear. Be sure to establish expectations, even if they have permission to be very
creative. Make a visual to clearly display items that must be included in their project.

• Provide time for the project but set benchmark time lines to make sure they are
making progress—If you can establish times for parts of the project to be completed, these time
lines help keep the students on track. Display these deadlines prominently and talk about them
before they are due.

292 SECTION VI Technology Strategies for English Learners

Assessment to Ensure Efficient Instruction

Observe during each stage of the project and be especially aware of students who seem to need sup-
port in meeting deadlines. Note which students appear to need help in organizing themselves. Provide
proactive and guided support for those who seem to be having difficulty (Herrell & Jordan, 2011).

Applications and Examples

Theory to Practice Connection they see, and journal the date, time of day, and
Language curriculum should be varied weather conditions at the time of their observa-
and present information in many formats, tions. They are especially excited to be able to
as authentically and interactively as identify local birds from the bird pictures and
possible (van Lier, 1996). are even able to identify some birds by the bird-
calls available on the application.
Mrs. Grimble, a fourth-grade teacher is plan-
ning a nature study with her class. Since her The final project is a nature journal in which
school has recently purchased 12 iTouches, she the students document all their sightings, with
has the students work in pairs. During a nature dates and pictures attached. The principal and
walk, they identify the birds, plants, and ani- librarian are so impressed with their project that
mals they see in the area around their school their book is placed in the library. The librarian
and the lake across the street. They also use the reports many students sharing stories about other
photo application to take pictures of the things plants, birds, and animals they see around the
school grounds and lake.

Mr. Bateman’s science research class is using iPhones to document each step of their science
projects. They are also keeping their research journals on the journaling application, which they illus-
trate with photos taken using the photo app on their phones.

The students turn in periodic journals to document their progress and use many of the photos in
the backboards they create for the science fair. Mr. Bateman notes that more of his students score well
in their categories than usual. He is sure that the ease of using the iPhones for documentation has made
this possible.

Conclusion

Because the world of technology is changing daily, it is important that teachers stay aware of ways
to utilize the applications that are so fascinating to students. Technology such as handheld devices
can be extremely motivating for students. While many students have the advantage of using tech-
nology at home, in some cases the technology is new to students and the use of them in the class-
room not only provides students with technological literacy but makes learning more exciting as
well. Secondary students especially enjoy new approaches since they are aware of the value of tech-
nology in current communication approaches. As the working world utilizes technology more any
experience we, as educators, can provide contributes to the general knowledge of students and
makes them more marketable as employees.

50 Handheld Computers and Smartphones Applications In and Out of the Classroom 293

Examples of Approximation Behaviors Related to the TESOL Standards

Pre-K–3 students will: using information gained through
electronic means.
• use handheld computer devices
to view information. 9–12 students will:

• demonstrate understanding of • create academic presentations
ways information can be found using computer programs and
and shared. smartphone applications.

4–8 students will: • communicate with others in
creating collaborative projects
• create simple reports using informa- using computer programs and
tion gained from computer searches smartphone applications.
or smartphone applications.

• communicate with others to
collaborate on a presentation

References

Herrell, A., & Jordan, M. (2011). Teaching in K–12 schools: A reflective action approach (5th ed.).
Upper Saddle River, NJ: Pearson.

Roblyer, M. (2006). Integrating educational technology into teaching (4th ed.). Upper Saddle River,
NJ: Pearson.

Van Lier, L. (1996). Interactions in the language curriculum: Awareness, autonomy, and authenticity.
New York: Longman.

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Teacher Resources

An Informal Multiple Intelligences Survey

I. Linguistic Intelligence In school, English, social studies, and history
make me feel
Reading books makes me feel

Listening to the radio makes me feel When people talk about books they’ve read or
things they’ve heard, I feel

Nonsense rhymes, tongue twisters, or puns When I have to share something I have written,
make me feel I feel

Playing word games like Scrabble, Anagrams, II. Logical-Mathematical
or Password makes me feel Intelligence

When I’m asked to compute numbers in my
head, I feel

Using big words in speaking or writing makes In school, math and/or science makes me feel
me feel

295

296 Teacher Resources

Playing number games or solving brainteasers When I read a book without pictures, I feel
makes me feel

Finding ideas for science fair projects makes me When I read a book with actual photographs as
feel illustrations, I feel

Having to “show all my work” on my math When I do jigsaw puzzles, mazes, and other
papers makes me feel visual puzzles, I feel

Finding errors in someone else’s math or logic When I have to find my way in an unfamiliar
makes me feel building or neighborhood, I feel

Measuring, categorizing, analyzing, or calculating When I have to do math without writing it
makes me feel down or drawing pictures, I feel

Watching science and nature shows on televi- When asked to draw something from “a bird’s-
sion makes me feel eye view,” I feel

III. Spatial Intelligence IV. Bodily-Kinesthetic Intelligence

When I am asked to “close my eyes and visual- When I play sports or other physical activities,
ize,” I feel I feel

When I’m asked to draw in pencil and not When I have to sit for long periods of time,
allowed to use color, I feel I feel*

Teacher Resources 297

When I work with my hands at concrete activi- When listening to music an iPod, the Internet,
ties such as sewing, weaving, carving, carpen- or compact disks, I feel
try, or model building, I feel

When I spend time outdoors, I feel If I had to take music lessons, I would feel

When I have to talk without using my hands or If I had to listen to music without tapping my
body language, I feel* fingers or feet, I would feel*

When I have to look at something without When someone asks me to sing a tune, I feel
touching it, I feel*

When riding on a roller-coaster ride, I feel If I had to study without listening to the radio, I
would feel*

When asked to try a new physical movement, If there were no more music programs in
I feel school, I would feel*

V. Musical Intelligence VI. Interpersonal Intelligence

When asked to sing “Happy Birthday,” I feel When someone comes to me for advice, I feel

When someone is singing off-key, I feel* When we have to play team sports at school, I
feel

298 Teacher Resources

When I have to work out a problem without When I don’t get picked for something, I feel
talking to anyone about it, I feel

When my friends are all busy and I have to When I spend time with a hobby or interest that
spend time alone, I feel I have to do by myself, I feel

When I have to teach other people something, When I think about important goals for my life,
I feel I feel

When I have to be the leader of my group, I feel When I think about my own strengths and
weaknesses, I feel

When I go to a party with a lot of people I don’t If I had to spend time alone (safe) in a moun-
know, I feel tain cabin, I would feel

When I have a chance to join a club, I feel When my friends want to do something I don’t
want to do, I feel

VII. Intrapersonal Intelligence If I had my own business, instead of working
for someone else, I would feel
When I spend time alone reflecting, or thinking
about important things, I feel

Source: Adapted from 7 Kinds of Smart by Thomas Armstrong (1993). New York: Putnam.

Teacher Resources 299

Scoring Instructions for the Informal Multiple Intelligences Survey

All people possess all seven intelligences in some combination, and this exercise gives you an
idea of the relative strengths of your personal intelligences. For most of the items, add the total
of your points for each question in each section using the scale of 0–1–2–3–4 (from left to right,
crying to big grin) for the face you marked. For the items marked with an asterisk, simply
reverse the scoring from left to right, 4–3–2–1–0. Add the total points scores in each section.
The sections in which you score the most points indicate your strongest areas of intelligence.
The lower scores indicate your weaker areas of intelligence. The stronger areas of intelligence
are those in which you will learn and demonstrate understanding most easily.

Developmental Profiles for Documenting
English Language Development

GRADES K–2

Listening and Speaking

Early Production Speech Emergence Intermediate Fluency Fluency

Speaks single Beginning to be under- Asks and answers Listens attentively to stories
words or short stood when speaking instructional questions and information on new
phrases. (may still have inconsis- using simple sentences. topics and identifies key
tent use of plurals, past concepts and details both
tense, pronouns). orally and in writing.

Responds to Asks and answers Listens attentively to stories Demonstrates an under-
simple questions questions using phrases and information and standing of idiomatic
with one or two and simple sentences. identifies important details expressions by responding
words. and concepts with verbal appropriately or using the
and nonverbal responses. expressions correctly.

Responds to Responds to simple Negotiates and initiates
simple directions directions appropriately. social conversations by
with actions, questioning, restating, and
pointing, or soliciting information and
nodding. paraphrasing the words of
others.
Uses simple Orally communicates Uses consistent standard
repetitive basic needs and recites English with some minor Consistently uses appropri-
phrases such as familiar rhymes, songs, grammatical errors, retells ate ways of speaking and
“Good morning” and simple stories. stories using descriptive writing that vary accord-
or “Thank you.” words. ing to purpose, audience,
and subject matter.

300 Teacher Resources

GRADES K–2

Writing Speech Emergence Intermediate Fluency Fluency

Early Production Writes one or two Proceeds through
legible sentences. the writing process
Penmanship—Copies to write short
letters of the alphabet Writes simple sen- Writes short narrative stories paragraphs that
and words posted in the tences about events that include elements of maintain a focus.
classroom legibly. or characters from setting and characters Uses capitaliza-
familiar stories read (may include inconsistent tion to begin
Organization and Focus— aloud by the teacher. use of standard grammar). sentences and
Writes a few words or proper nouns.
phrases about a story Edits writing to
read by the teacher or a check for correct
personal experience. spelling, capital-
ization, and
Capitalization—Writes own punctuation.
name using a capital
letter.

Uses a period or question
mark at the end of a
sentence.

Teacher Resources 301

GRADES 3–5

Listening and Speaking

Early Production Speech Emergence Intermediate Fluency Fluency

Speaks single words Begins to be under- Uses standard English Listens attentively to
or short phrases. stood when speaking grammatical forms complex stories and
but may have inconsis- and sounds with some information on new topics.
tent use of plurals, past errors. Identifies main ideas and
tense, and pronouns. supporting details.
Asks and answers
Answers simple Asks and answers instructional questions Recognizes appropriate
questions with one- questions using phrases with some supporting ways of speaking that
or two-word and simple sentences. elements. vary according to
responses. purpose, audience, and
Retells stories and talks subject matter.
Retells familiar stories Orally identifies main about school-related
and participates in points of simple activities using Summarizes major ideas
short conversations conversations and expanded vocabulary, and retells stories in
using gestures, stories that are read descriptive vocabulary, detail, including
expressions, or aloud using phrases or and paraphrasing. characters, setting,
objects. simple sentences. and plot.
Participates in social
Uses common social Orally communicates conversations with Participates in and
greetings and basic needs and peers and adults, initiates extended
repetitive phrases. recites familiar rhymes, asking and answering conversations with peers
songs, and simple questions and soliciting and adults on unfamiliar
stories. information. topics by asking and
answering questions,
restating and soliciting
information.

302 Teacher Resources

GRADES 3–5

Reading—Fluency and Vocabulary Development

Early Production Speech Emergence Intermediate Fluency Fluency

Reads aloud Applies knowledge of Uses knowledge of English Recognizes that some
simple words content-related morphemes, phonics, and words have multiple
(nouns and vocabulary to discus- syntax to decode and meanings (present/gift,
adjectives) in sions and readings. interpret the meaning present/time) in literature
stories or games. of unfamiliar words in text. and texts in content
areas.
Demonstrates Reads simple vocabu- Reads grade-appropriate
comprehension of lary, phrases, and sen- narratives and informa- Uses common root
simple vocabulary tences independently. tional texts aloud with words and affixes to
with an appropri- appropriate pacing, determine meaning
ate action. Demonstrates internal- intonation, and when they are attached
ization of English expression. to known vocabulary.
Responds appropri- grammar by recognizing
ately to some social and correcting errors Recognizes simple Uses a standard
and academic made when speaking or analogies and metaphors dictionary to determine
interactions (simple reading aloud. used in literature and the meaning of
questions/answers). texts in content areas. unknown words.

Teacher Resources 303

GRADES 3–5

Reading Comprehension

Early Production Speech Emergence Intermediate Fluency Fluency

Responds orally to Reads and listens to Responds to comprehen- Identifies significant
stories read aloud simple stories and sion questions using organizational
by giving one- or demonstrates under- detailed, complex patterns in text such
two-word responses standing by answering sentences. as sequential or
to factual questions. explicit questions with chronological order
simple sentences. and cause and effect.

Identifies the basic Orally identifies the Reads and uses detailed Uses the text, illustra-
sequence of stories basic sequence of sentences to compare tion, and titles to draw
read aloud using key events in stories read the relationships between inferences and make
words or pictures. using simple sentences. the text and personal generalizations.
experiences.
Describes main ideas
Identifies the main Reads text and Reads text and uses and supporting
idea in a story read identifies the main idea detailed sentences to details, including
aloud using key using simple sentences orally identify the main evidence.
words or phrases. and drawing infer- idea, make predictions,
ences about the text. and support the predic- Uses text features to
tions with details. locate and draw
information from text.
Points out main text Reads and identifies Reads and identifies all
features such as title, text features such as text features including Distinguishes between
table of contents, or title, author, table of glossaries, diagrams, and fact and opinion and
chapter headings. contents, index, etc. charts. cause and effect in text
read independently.
Orally identifies Reads literature and
examples of fact and content-area texts and
opinion in familiar texts orally identifies examples
read aloud. of fact and opinion.

304 Teacher Resources

GRADES 3–5

Literary Response and Analysis

Early Production Speech Emergence Intermediate Fluency Fluency

Listens to a story and Reads literary texts Uses expanded Identifies and describes
responds to factual and orally identifies vocabulary and figurative language
questions using one- or the main events using descriptive words to (similes, metaphors,
two-word responses. simple sentences. paraphrase oral and personification).
written responses to text.

Orally identifies charac- Describes characters Identifies the motives of
ters and settings in simple and setting in literary characters in a work of
literary texts by using texts using simple fiction.
words or phrases. sentences.

Distinguishes between Distinguishes among Identifies techniques to
fiction and nonfiction by poetry, drama, and influence readers’
giving one- or two-word short stories using perspectives, describes
responses. simple sentences. themes, and compares
and contrasts charac-
Creates pictures, lists, Using simple sen- Uses knowledge of ters’ motivations.
charts, and tables to tences, describes language (prefixes,
identify the characteris- characters in a suffixes, base words) to Describes the major
tics of fairy tales, folktales, literary selection form meaning from characteristics of
myths, and legends. based on the literary texts. poetry, drama, fiction,
characters’ actions. and nonfiction.

Teacher Resources 305

GRADES 3–5

Writing Speech Emergence Intermediate Fluency Fluency

Early Production Writes short narrative stories Begins to use a variety of Writes a persuasive
that include setting and genres (informational, composition using
Labels key parts characters. narrative, poetry). standard grammar.
of common
objects. Writes simple sentences Writes a series of events Writes short narratives
and uses drawing, pictures, in sentence form. that include examples.
Creates simple lists, or charts to respond to
sentences or familiar literature. Creates cohesive Writes narratives that
phrases with paragraphs that contain contain setting,
some assistance. Follows a model given by a central idea with almost characters, objects,
the teacher to write a short standard English usage. and events.
Uses models to paragraph of four sentences
create brief or more independently. Uses more complex Writes multiple-
narratives (a vocabulary in writing paragraph narratives
sentence or two). Writes simple sentences (language arts, math, and informational
related to content areas science, social studies). compositions with
(math, science, social standard grammar.
studies). Writes a letter indepen-
dently that contains Uses all the steps in
Writes a friendly letter using detailed sentences. the writing process
a model. independently.
Independently writes
Produces understandable simple responses to Uses standard capital-
independent writing (may literature. ization, punctuation,
have nonstandard English and spelling.
usage).

306 Teacher Resources

English Language Development

GRADES 6–8

Speaking and Listening

Early Production Speech Emergence Intermediate Fluency Fluency

Beginning to speak a Speech is clearer but Listens to information and Uses simple figurative
few words using English may still use grammar identifies important details language such as “light
words and simple inconsistently. and concepts orally. as a feather.”
sentence formats.

Asks and answers Asks and answers Oral production may still Questions, restates, and
questions using a word questions using phrases contain some errors in requests information by
or simple phrase. and simple sentences. more advanced gram- paraphrasing the words
matical concepts. of others.

May still respond to Restates the main idea Participates in social Varies oral production
questions nonverbally. of an oral presentation in conversations on familiar to fit the situation
simple sentences. subjects with peers and according to purpose,
adults. audience, and subject.

Uses common social Prepares and delivers Identifies main ideas and Speaks clearly using
greetings and repetitive short oral presentations. supporting details from standard English gram-
phrases. oral presentations or mar, expression, and
literature read aloud. prosody.

Prepares and delivers Prepares and delivers
short oral presentation presentations including
based on simple research. a purpose, point of view,
introduction, transitions,
and conclusion.

Teacher Resources 307

GRADES 6–8

Reading—Word Analysis

Early Production Speech Emergence Intermediate Fluency Fluency

Recognizes and correctly Recognizes obvious Applies knowledge of Applies knowledge of
produces English sounds cognates in reading word relationships to word relationships to gain
and reads simple words. (e.g., education, gain meaning from simple meaning from literature
educacion). text (prefixes, suffixes). and academic texts.

Recognizes and Pronounces simple Pronounces most English Applies knowledge of
pronounces the most words comprehensibly words correctly when cognates and false cog-
common phrases and when reading aloud. reading aloud. nates to gain meaning
simple sentences. from content-area text.

Produces readable text
by using simple English
phonemes in writing
(phonetic spelling).

308 Teacher Resources

GRADES 6–8

Reading—Fluency and Vocabulary Development

Early Production Speech Emergence Intermediate Fluency Fluency

Creates a simple Uses context knowl- Uses knowledge of Reads fluently and uses decoding
dictionary of edge to figure out English morphemes, and comprehension processes
frequently used unfamiliar words. phonics, and syntax to (background knowledge, imaging,
words. unlock unknown words. paraphrasing, etc.) to achieve
complete understanding.

Communicates Reads simple para- Recognizes simple Recognizes and uses metaphors,
basic needs graphs independently. idioms, analogies, and analogies, and figures of speech in
using simple figures of speech. reading and understanding text.
vocabulary.

Recognizes and Uses decoding skills Uses social and academic
corrects errors when and background language to read independently.
speaking or reading knowledge to read
aloud. independently.

Reads aloud with Recognizes that words
appropriate pacing have multiple meanings.
and intonation.

Uses a dictionary to
find the meanings of
unknown words.

Teacher Resources 309

GRADES 6–8

Reading—Reading Comprehension

Early Production Speech Emergence Intermediate Fluency Fluency

Reads simple text and Reads and responds Reads literature and Identifies and explains
answers factual to simple literary and responds to factual main ideas and critical
questions using key informational text and comprehension questions details in informational
words or phrases. answers factual questions using detailed sentences. text, literature, and
using simple sentences. academic texts.

Recognizes categories Identifies and follows Understands and orally Analyzes and explains
of common informa- multiple-step instructions explains multiple-step rhetorical styles in con-
tional materials for simple mechanical directions for simple sumer and informational
(brochure, advertise- devices and filling out devices and filling out materials (warranties,
ment, etc.). basic forms. application forms. contracts, newspapers,
magazines, etc.).
Orally identifies key Orally identifies factual Identifies and uses detailed
words, phrases, and components of simple sentences to explain the Identifies and analyzes
main ideas of familiar informational materials differences among cate- the differences in and
texts. using key words, phrases, gories of informational appropriate uses of
or simple sentences. materials (dictionaries, various informational
encyclopedias, Internet materials (textbooks,
sites, etc.). newspapers, biogra-
phies, etc.).

Points out text features
such as table of
contents, title, and
chapter headings.

Orally identifies Reads simple texts and Orally identifies the
example of fact, identifies main ideas and features and elements of
opinion, and cause supporting details using common consumer and
and effect in simple simple sentences. informational materials
texts. (warranties, manuals,
magazines, books, etc.).

310 Teacher Resources

GRADES 6–8

Reading—Literary Response and Analysis

Early Production Speech Emergence Intermediate Fluency Fluency

Orally identifies different Responds in simple Paraphrases sections Analyzes the interactions
characters and settings in sentences to factual of literary text using between characters in
literary texts using words or comprehension expanded vocabulary literary texts (motivations,
simple phrases. questions about short and descriptive words. reactions, etc.).
literary texts.

Role-plays a character Reads literary texts Reads and responds in Analyzes the setting
from a familiar piece of and identifies the main detailed sentences to (time and place) and
literature using words and events using simple factual questions about its influence on the
phrases. sentences. forms of brief prose meanings, connotations,
(short stories, novels, and conflicts in a piece
essays). of literature.

Creates pictures, lists, charts, Reads a literary selec- Identifies literary devices Identifies and describes
and tables to identify the tion and identifies the such as figurative literary elements such as
sequence of events from a speaker or narrator. language, symbolism, imagery and symbolism.
familiar piece of literature. dialect, and irony.

Creates pictures, lists, charts, Identifies different points Describes the author’s Analyzes the elements
and tables to identify the of view in literary point of view in literature of a plot, how it
characteristics of different selections (first person, using detailed, descrip- develops, and the way
forms of literature (fiction, third person) and tive sentences. conflicts are resolved.
nonfiction, poetry). explains in simple
sentences.

Recites simple poems. Describes the thoughts Compares and Analyzes recurring
and actions of a char- contrasts literary themes across literary
acter after reading a themes across genres. works (e.g. good and
simple literary selection. evil).

Teacher Resources 311

GRADES 9–12

Reading—Word Analysis

Early Production Speech Emergence Intermediate Fluency Fluency

Recognizes and Recognizes obvious Applies knowledge of Applies knowledge of
correctly produces cognates in reading word relationships to word relationships
English sounds and (e.g., education, gain meaning from (roots, affixes) to gain
reads simple words. educacion). simple text (prefixes, meaning from literature
suffixes). and academic texts.

Recognizes and Pronounces simple Pronounces most
pronounces the most words comprehen- English words correctly
common phrases and sibly when reading when reading aloud.
simple sentences. aloud.

Produces readable text Applies knowledge of
by using simple English cognates and false
phonemes in writing cognates to gain
(phonetic spelling). meaning from content-
area text.

312 Teacher Resources

GRADES 9–12

Reading—Fluency and Vocabulary Development

Early Production Speech Emergence Intermediate Fluency Fluency

Uses a simple Uses context Uses knowledge of Reads fluently and uses
dictionary to find knowledge to figure English morphemes, decoding and compre-
meanings of out unfamiliar words. phonics, and syntax to hension processes
frequently used unlock unknown words. (background knowledge,
words. imaging, paraphrasing,
etc.) to achieve complete
Recognizes simple Reads simple Recognizes simple understanding.
affixes, synonyms, paragraphs inde- idioms, analogies, and
and antonyms. pendently. figures of speech. Recognizes and uses
metaphors, analogies, and
Responds in social Recognizes and Uses decoding skills figures of speech in
settings with short corrects errors when and background reading and understand-
phrases or single speaking or reading knowledge to read ing text.
words. aloud. independently.
Uses social and
Produces simple Reads aloud with Recognizes that academic language to
vocabulary or short appropriate pacing words have multiple read independently.
phrases to communi- and intonation. meanings.
cate basic needs Uses and understands the
socially and in the meanings of common
classroom. idioms and analogies.

Uses and under- Identifies variations of
stands the meanings the same word in text
of connectors (first, and understands how
next, last, after that, affixes change the
etc.). meanings of words.

Teacher Resources 313

GRADES 9–12

Reading—Reading Comprehension

Early Production Speech Emergence Intermediate Fluency Fluency

Reads simple text Reads and responds to Reads literature and Identifies and explains
and answers factual simple literary and responds to factual main ideas and critical
questions using key informational text and comprehension details in informational
words or phrases. answers factual questions using text, literature, and
questions using simple detailed sentences. academic texts.
sentences.
Understands and orally Analyzes and explains
Recognizes cate- Identifies and follows explains multiple-step rhetorical styles in con-
gories of common multiple-step instruc- directions for simple sumer and informational
informational tions for simple devices and filling out materials (warranties,
materials (brochure, mechanical devices application forms. contracts, newspapers,
advertisement, etc.). and filling out basic magazines, etc.).
forms. Orally identifies
important points Identifies and analyzes
Orally identifies Orally identifies factual made after reading the differences in and
key words, phrases, components of simple a persuasive piece appropriate uses of various
and main ideas of informational materials of text. informational materials
familiar texts. using key words, (textbooks, newspapers,
phrases, or simple Explains examples of biographies, etc.).
sentences. how clarity of text is
affected by the Identifies and analyzes
Points out text Reads and identifies repetition of important how clarity is affected by
features such as specific facts in facts. patterns of organization,
table of contents, informational text using hierarchical structure,
title, and chapter key words and phrases. repetition of key ideas,
headings. and word choice.

Orally identifies Reads simple texts and Orally identifies the Prepares a brief research
examples of fact, identifies main ideas features and elements paper in a content area,
opinion, and cause and supporting details of common consumer using ideas from multiple
and effect in simple using simple sentences. and informational sources.
texts. materials (warranties,
manuals, magazines,
books, etc.).

314 Teacher Resources

GRADES 9–12

Reading—Literary Response and Analysis

Early Production Speech Emergence Intermediate Fluency Fluency

Orally identifies different Responds in simple Paraphrases sections Analyzes the inter-
characters and settings in sentences to factual of literary text using actions between
literary texts using words comprehension expanded vocabulary characters in literary
or simple phrases. questions about and descriptive words. texts (motivations,
short literary texts. reactions, etc.).
Reads and responds in
Orally identifies the Reads literary texts detailed sentences to Analyzes the setting
beginning, middle, and and identifies the factual questions (time and place) and
end of a simple literary main events using about forms of brief its influence on the
text. simple sentences. prose (short stories, meanings, connota-
novels, essays). tions, and conflicts in a
Creates pictures, lists, Reads a literary piece of literature.
charts, and tables to selection and Identifies literary
identify the sequence of identifies the speaker devices such as Identifies and describes
events from a familiar or narrator. figurative language, literary elements such
piece of literature. symbolism, dialect, as imagery and
Identifies the theme, and irony. symbolism.
Creates pictures, lists, plot, setting, and
charts, and tables to characters of a Describes the author’s Analyzes the elements
identify the characteris- piece of literature point of view in of a plot, how it
tics of different forms of using simple literature using develops, and the way
literature (fiction, nonfic- sentences. detailed, descriptive conflicts are resolved.
tion, poetry). sentences.
Describes the Relates literary works to
Recites simple poems. thoughts and actions Uses detailed sen- their major themes and
of a character after tences to identify ways historical facts.
reading a simple in which poets use
literary selection. personification and
figures of speech.

Teacher Resources 315

GRADES 9–12

Writing Speech Emergence Intermediate Fluency Fluency
Early Production Writes simple sen- Writes in different
Creates simple sen- tences in response to Writes responses to genres (short stories,
tences with some literature to answer literature that show informational text,
assistance. factual questions. understanding of the essays, poetry).
text using detailed
Writes a brief narrative Uses common verbs, sentences and Writes detailed
that includes setting and nouns, and modifiers transitions. biographies or
some detail. to write simple autobiographies.
sentences. Uses all stages of the
Completes basic writing process Writes persuasive
business forms with such Creates a draft of a including revision to expository text using a
information as name, paragraph from an create clear, descrip- clear thesis, organized
address, and telephone outline. tive writing. points of support, and
number. addressing of counter-
Uses increasingly Develops a clear arguments.
Uses common verbs, more words from purpose in a brief Revises and edits
nouns, and familiar content areas such as essay using facts and writing to correct
modifiers using class- science, social studies, quotations. grammatical and
room resources. and math. mechanical errors.
Uses increasingly more
Organizes and records Writes a simple complex vocabulary Writes pieces needed
information from informational composi- and sentence for career develop-
selected literature and tion using description, structure (complex ment (business letter,
content area by contrast, transitions, sentences and job application, letter
displaying it on charts, and including a main devices such as similes of inquiry, etc.).
lists, or tables. idea and some and metaphors).
supporting detail in
simple sentences. Uses basic strategies
Collects information such as note-taking,
from a variety of multiple outlining, and
sources. drafts to create
informational text with
a clear introduction,
transitions, and
conclusion.

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A TESOL STANDARD CORRELATION CHART

TESOL
Standards

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 2

Goal #1—Use English to
communicate in social settings.

Standard 1: Use English to • •• ••
participate in social interactions.

Standard 2: Interact in, through, • ••• • ••
and with spoken and written English.

Standard 3: Use learning strategies

to extend communicative • •• ••• •• • • ••

competence.

Goal #2—Use English to achieve
academically.

Standard 1: Use English to interact • • ••••••• •••••••

in the classroom.

Standard 2: Use English to obtain,

process, construct, and provide • ••• ••••••• ••••••••
subject matter information in

spoken and written form.

Standard 3: Use appropriate ••• ••••••• ••••••••
learning strategies to construct
and apply academic knowledge.

Goal #3—Use English in socially
and culturally appropriate ways.

Standard 1: Use the appropriate ••• ••
language variety, register, and genre
according to audience, purpose, and
setting.

Standard 2: Use nonverbal •• •••• • • •
communication appropriate to
audience, purpose, and setting.

Standard 3: Use appropriate • •••• • ••
learning strategies to extend
sociolinguistic and
sociocultural competence.

Source: Used by permission from TESOL (Teachers of English to Speakers of Other Languages). All rights rese

Chapters
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• • •• •• • ••• ••
• ••
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erved. Copyright © 1997 TESOL. Updated 2010.