ab 2913 sdaie for secondary teachers day four of six adapted from anita hernández by jeffery heil...
TRANSCRIPT
AB 2913SDAIE for Secondary
Teachers Day Four of Six
Adapted from Anita Hernández
By Jeffery Heil and Sally Fox
Let’s have a quick review
through a pair-share
about what you remember about
PIE and the Six Instructional
Scaffolds
Let’s review the scaffolds in Aida Walqui’s article,
“Sheltered Instruction: Doing it Right” (Binder Section I, Pages 1-14)
Compare and Contrast Matrix
This is a stand-alone matrix that could be used for algebra or any subject. . .
It is in the handout packet, part II
In what other content areas could we use this matrix? How?
Sample Sequence of Tasks for
Mathematics1. P - Visual aid/realia, KWL, then do a think-pair-share
2. P - Teacher models problem/solution type
3. I - Solve similar problems with partner or in team
4. E - Prove answer and/or check work with partner
write it out then practice saying it aloud chorally
5. E - Whip-around with similar information
6. E - Two-by-two chart to practice conceptual under-
standing of related vocabulary aloud with a partner.
LET’S TRY IT QUICKLY…
1. PREPARE THE LEARNER - Visual aid or realia, KWL, or think-pair-share
What do you know about these words:
•Mixed number
•Improper fraction
•Proper fraction
•Equivalent
2. PREPARE THE LEARNER - Teacher models problem/solution type
8+2+8 = eighteen eighths. Eighteen eighths is an improper fraction. There are two eights in eighteen, with two left over (2 pizzas with remainder of 2 slices). The mixed number is 2 2/8 or 2 1/4.Eight (8) slices
Eight (8)
slices
Two (2) slices
3. INTERACTING WITH TEXT - Solve similar problems with partner or in team
SOLVE EXPRESS as mixed #
3/8 + 17/8 = _______ = _______
21/9 + 44/9 = ______ = _______
13/5 + 8/5 = _______ = _______
4. EXTENDING UNDERSTANDING - Prove answer and/or
check work with partner or team; sketch it, write it out then
practice saying it aloud chorally.
5. EXTENDING UNDERSTANDING - Whip-around with similar information
6. EXTENDING UNDERSTANDING - Two-by-two chart to practice conceptual understanding of related vocabulary aloud with a partner.
fraction denominator
mixed number numerator
Oral Development Jigsaw
Goal: development of oral language proficiency
Using cards with only pictures, you will try to create, collaboratively, an interpretation of the story represented by the pictures.
Oral Development JigsawHome group: pass out 4 different cards;
then break into expert groupsExpert groups: Come to a consensus and
oral description. . . .then turn-in your card!Describe your picture with a literal description
without looking at your picture (avoid any interpretations)
The character (height, clothing, hairstyle, etc.)The action (what does it look like is happening?)The background (detailed, literal description of
the background or foreground)Return to your home groups (w/o the picture)
Oral Development Jigsaw
Experts: Report orally to your home group and decide on a sequence for the 4 pictures.
After the sequence is decided, create a two-paragraph (or so) narrative, adding rich detail as to the sequence of events.
In your class, you might model the steps of how one would script out a story. . .
Sequence of TaskScience
We will watch a short video clip without sound. Pay attention so you can describe what you see to a neighbor.
Use casual, regular speech and vocabulary to describe what you see in the clip.
Write down your descriptions.Then, we’ll watch the clip again without
sound. This time, try to use some science vocabulary to add to the description.
Sequence of TaskScience
Amend your original description with the added science words and read to a neighbor.
Now, we’ll watch with sound. Discuss with your neighbor. . .
Now let’s get the actual scientific description of the video clip.
Sequence of Task Science:Oral Lang Development
JigsawYou will be given 4 cards representing 4
of the stages of mitosis: prophase, metaphase, anaphase, and telophase
Break into expert groups and describe your card in enough detail that you can come back and share with your home group.
Go back to your group and try to describe orally your phase without the card . . .
Sequence of Task Science:Oral Lang Development
JigsawI will return the cards w/descriptions
to see if you can make sense and order of the phases
With the description, try and match the picture with its written description
We can watch an online demonstration of mitosis:http://www.cellsalive.com/mitosis.htm
Sequence of Task Science:Concept Development
JigsawYou will be given 4 cards
representing concept clues for 15 vocabulary words related to key concepts in the Reproduction, Heredity, and Evolution Unit.Card A: the first letter of each vocab
wordCard B: Syllables in each wordCard C: the last letter of each vocab
wordCard D: definition of each word
Sequence of Task Science:Concept Development
JigsawEach student makes her own list of 15
spaces to try to fill in together with all the clues.
Don’t start at #1, start at a random number!! (students could throw dice)
At the end of the task, each student will have the word and definition of key vocabulary for the unit (excellent for review!!)
Once your group finishes, come get the answer key from me to check for accuracy
Manipulatives and ELs
Is using manipulatives with English learners sufficient to promote acquisition of academic language?The 4 texts
Manipulatives and ELs
So, the message is that using manipulatives is not enough for English learners or many others to really learn and gain academic language. You must also have them talk about what they did and observed, report out to the class, put it in writing, and then research and develop their ideas using information from other resources.
Sequence of Tasks: Science
P.I.E.Preparing the Learner
Interacting with Text
Extending UnderstandingHow could you/we extend the
understanding?
Preparing the Learner
Task:Two-Minute Video
W/o SoundW/Sound
Oral Language Dev Jigsaw
Scaffold: Contextualization
(w/o sound) Schema building/text
representation (W/sound)
Contextualization (w/schema building?)
Interacting with Text
Task:Reading strips with
information from the text
Matching the picture with its written description
Concept Dev Jigsaw
Scaffold: No scaffold
Contextualization & Schema Building
Contextualization & Schema Building
Extending
UnderstandingPossible Task(s):ExperimentLab reportCollaborative
posterVocabulary words
used in sentencesPicture book for
young children (Mitosis 4 Kinders?)
Scaffold:ContextualizationMetacognitive DevelopmentText Re-presentation
Text Re-presentation
Text Re-presentation and Cognitive Development
Concept Development
JigsawsSee samples for “French
Revolu-tion” and “Greek Mythology” in the binder (Section IV, page 9 through 18)
How else could this be used?Could students create their
own sets of clues to extend their understanding?
Stand-Alone Tasks: Jigsaw Reading
While this task involves interacting with the text, it stands alone because it is not within a sequence of tasks
Task: There are 7 different cards. We’ll do a line up and number off 1 through 7. The remainders will be 7s.
Stand-Alone Tasks: Jigsaw Reading
Your home group will have a set of cards A-GYou will then break into expert groups, read
your cards, and predict where you think your card belongs in the story.
Once back at the home group, each member will read their card and the group will try to determine the correct order of the story.
What are some possible uses of this strategy?Recipes, math problem, or any activity that
requires steps
Stand-Alone Tasks: Reading in 4 Voices
Each team of 4 will receive a 2-page poem to read that is typed with 4 parts: italics, bold, underscore, and regular type.
Each person will practice his/her part and then the group will read together before performing for the entire class.
Stand-Alone Tasks: Reading in 4 Voices
PERFORMANCE AT 2:00
PM
Stand-Alone Tasks: Reading in 4 Voices
How could we take the reading in 4 voices and make it into a sequence of tasks on Multicultural Poetry?Quickwrite: Experiences in a new
schoolPoem Reading: In Four VoicesCollaborative PosterGallery Walk
Creating a Sequence of Tasks
Brainstorm, with like-subject matter peers, a way in which you could create a sequence of tasks with 3 to 5 PIE tasks. . .
We’ll share out as a group and give each other advice. . .
Don’t forget to complete your reflection for the day!
You may also work on your task analysis chart.