day 2 linguistically responsive instruction
TRANSCRIPT
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LinguisticallyResponsive
Instruction
Angela&EricJohnson2013
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Participants
will
be
able
to:
describefeaturesofsheltered instructionand
effective
cooperative
learning
strategies; discusstherelevanceofGLADstrategiestothe
educationofELLstudents;
providemethodsofdifferentiatedinstruction;
supporttheimportanceofbuildingbackgroundknowledgeintheclassroom;
listbalancedliteracycomponents.
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Guided Student Engagement &
Interaction
Linguistics
CultureLanguage Acquisit ion Myths
Spelling
Markedness
2nd Language Acquisit ion
Spanglish
Literacy
1st Language Acquisit ion
Code Switching
Defici t Perspectives
Academic Language
Instructions:
1. Select one of the topics.
2. Compare topics with your group
members and make sure that
everyone has a different topic.
3. On a new (full) sheet of paper,write a question concerning the
topic that you selected.
4. This is a question that you will ask
your peersso you should knowthe answer to the question.
5. Put your name on the back of the
sheet of paper.
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Group quiz
Send 1
Send 2
Musical Partners
Line Ups
Insideoutside circle
Face to Face (dos filas)
Mix & Match Interactions
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Whatisthedifference
betweencooperative
learningand
group
work?
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Social&
Spatial
Arrangements
Whattypesofspatial
arrangements
facilitatecooperative
learning
activities
and
meaningfulcommunication?
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MultipleIntelligences
What
are
multiple
intelligences?
Whatkind
of
learnerareyou?
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How
can
you
use
cooperative
learningtotapinto
yourstudents
varioustypesof
intelligences?
MultipleIntelligences&CooperativeLearning
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SIOP:
Sheltered
Instruction
Observation
Protocol1.LessonPreparation
2.BuildingBackground
3.ComprehensibleInput
4.Strategies
5.Interaction
6.Practice/Application
7.LessonDelivery
8.Review/Assessment
What is sheltered instruction?
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What
language
objectives
are
not!!! Thedailyagenda
TheCommonCoreStandards
Theactivities
students
will
work
on
during
class Theunitvocabularywords
Skills/conceptsstudents
have
already
mastered Awasteofclasstime
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Statementsthatidentifywhatstudentsshouldknowandbeableto
do whilelearning
English in
agiven
lesson.
4
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Academicvocabulary
content,general,wordparts
LanguageSkills
and
Functions
LanguageStructureorGrammar
LanguageLearning
Strategies
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Content:
key
words
and
technical
terms
that
arenecessaryforstudentstounderstandthe
lessonconcepts
Example: SWBAT(Studentswillbeableto)definethe
termstrapezoid,
rhombus,
and
parallelogram
orallyandinwriting.
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General vocabulary
includes
the
medium
and
highfrequencywordsstudentsuseacross
disciplines
Example: SWBATusethetermsinaddition,however,
andfurthermore as
transitions
between
ideas
inwriting.
4
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Word
parts
refers
to
roots,
prefixes,
and
suffixes
Example: SWBATorallypredictthemeaningofwords
thatusetherootvis (tosee).
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The
way
in
which
students
will
use
language
duringalesson
Example: SWBATformulatequestionsandgenerate
hypothesesinwritingbeforeconductingan
experiment.
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Strategies
students
need
to
learn
on
their
own
Examples: SWBATrehearseanoralpresentation.
SWBATvisualize
and
relate
the
geometric
shapestotheirlives.
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The
common
language
structures
students
willneedtouseduringalesson
Example: SWBATusethecomparativephrasesgreater
than,lessthan,andequaltoorallyandin
writingto
compare
geometric
figures
and
angles.
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STUDENTS
HelpclosethegapbetweennativeEnglishspeakersandELLs
Ensures
focused
English
languagepractice Providesaclearlearning
target Increasesresponsibilityfor
learning EnsuresthatELLsare
explicitlytaughtacademiccontent,language,andskills
TEACHERS SupportCommonCoreState
Standards Partofthenewteacher
evaluation
system
in
most
districts Remindsteachersthatthey
havethedualtaskofteachingcontentandthe
Englishlanguage
Allowsteacherstomonitorandassesslanguagegrowth
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Writing
ObjectivesConnectthemtothecontentstandards
Oneortwoperlesson
Includeonly
the
content
vocabulary
students
willworkwithduringthelessonStudentfriendlylanguage
Connectthem
to
the
lesson
topic
or
activities
Usemeasureable,activeverbs
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Listenfor Retell Define
Findthe
main
idea Compare Summarize Discuss
Contrast
Rehearse Persuade Write
Draft Describe Explain
Stayawayfrom:learn,
know,
and
understand
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Connectedtothecontentobjective
Dailyorweeklydependingonthegoalandunitofstudy
Whereall
students
can
viewthemthroughoutthelesson
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At
the
beginning
of
the
lesson
Orallyandinwritingstudentsneedtoseethem,hearthem,andreadthemoutloud
Whilethelessonisinprogresswholeclassorwithindividualstudents
Attheendofthelessontoassessindividualstudentlevelofmastery
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Askstudentstoratethemselvesonmastery!
Onefinger: Idontknowanything.
Twofingers: Iunderstandmosteverythingbutnoteverything. Ineedmoreinformation,practice,ortousemy
resources.
Threefingers: Iownit! Icouldteachtheconcepttosomeoneelse.
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Ingroupsof2or3,writeasamplelanguageandcontentobjectiverelatedtooneofyourareasofteaching.
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THERATIONALEFORTHEFOCUSANDMOTIVATIONSTRATEGIES
AREAS
FOLLOWS:
*Activate, focus, or build background
knowledge
* Spark interest, excitement
* Student set purposes
DIAGNOSE
Examples:Learning Standards
Zero noise signalPersonal standards (scouts, content awards)
Cognitive Content Dictionary,
Observation Charts
Inquiry charts
Big Books
Realia/ ExperimentsPrediction Reaction Guide
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InquiryChart
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THERATIONALEFORTHE INPUTSTRATEGIESAREASFOLLOWS:
*DIRECTTEACHINGOFSKILLSANDINFORMATION
ACTIVEPARTICIPATIONGRAPHICORGANIZERS,PATTERNING
*VISUALSANDREALITEMS
Examples:Timelines
PictorialInput
ComparativeinputChartsNarrativeInputLearningLogsELDreviews usingsmartcards
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THERATIONALEFORTHE GUIDEDORALPRACTICE STRATEGIESARE
ASFOLLOWS:
ACADEMICDISCOURSENEGOTIATEFORMEANING
INTERACT
WITH
TEXTPROCESSING,METACOGNITION
BUILDSELFESTEEMPRIMARYLANGUAGESUPPORTPHONEMICAWARENESS
Examples:TeamTasks
TGraph
for
social
skills
PictureFileCards
Chants,poetry10/2sExtendedNametag
SentencePatterning
Chart
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TGraph
for
Social
Skills
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THERATIONALEFORTHE READINGAND
WRITING
STRATEGIESARE
AS
FOLLOWS:
PRINTRICH,LANGUAGEFUNCTIONALENVIRONMENT
USEA
VARIETY
OF
TEXTS,
MEDIA
MODELANDTEACHTEXTPATTERNS USEINTERACTIVELYWITHORALACTIVITIES BALANCECOOPERATIVEANDINDIVIDUAL WHOLE
TO
PART,
STRESSES
JOY
AND
PURPOSE SCAFFOLDWHOLECLASS,SMALLGROUP,
INDIVIDUALUSE
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EXAMPLES: ABCBOOK
FLIP ORSTRIPBOOK FIRST
GRADE BEGINNING,MIDDLEAND ENDWITHTHENARRATIVE
POETRYFRAMES
FOUNDPOETRY
FOCUSED
READING MEMORYBANK
CLUNKERSANDLINKS SQ3R ELDGROUPFRAME EMERGENTREADERS
DRTA LISTENANDSKETCH
EARTOEARREADING
TEAMTASKS HOMESCHOOL
CONNECTION
REVIEWWITHMIND
MAPPROCESS
GRID
EXPERTGROUPSCOOPERATIVESTRIPPARAGRAPHGROUP FRAMEGRAFFITI
WALL
STORYMAP
LEARNINGLOGPORTFOLIOSINTERACTIVE
JOURNALSWRITER'S
WORKSHOP*AUTHOR'SCHAIR
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THERATIONALEFOR
THE CLOSUREAND
EVALUATIONSTRATEGIESAREASFOLLOWS:
METACOGNITIONPERSONAL
EXPLORATIONALTERNATIVEMEANS
OFASSESSMENT
Examples:Studentmadebigbooks
Studentcreated
poetry
StudentessaysStudentpresentationsStudentprojectsActionPlan
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Conceptbased
teaching
focuson
conceptsandprinciplesinsteadoffacts.
Alternativetasks allows
students
to
be
successful
respectingtheirlearningstyle BUILDONSTRENGHT
Using
a
variety
of
text
andresourcematerialdifferentlevelsofresources
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Minilessons tailoredtostudents
needs smallgroup,wholegroupandoneonone.
NotetakingOrganizers to
scaffoldtheirlearning
Highlightingimportantideas/useofcolors
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PeerandAdultMentorsclassmates
or
community
membersandvolunteersthatarewillingtohelpinthe
classroom. Digestion ofKeyideas
sketching,peeroral
communication,
written
summarizingnotes,teamtaskstopromotescaffolding,etc.
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Supportingsystems
study
buddies,reading
partners,
audio
and
videorecorders,
peerandadult
mentors.
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Duration
Differentiated
timeontask
Everyonelearns
differentlyand
indifferent
pace!
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Choice BUILDONINDIVIDUALSTRENGHTS
BookProjectYouneedtochoose
activitiesthataddupto60pointstotalormore.Chooseyourfavorite
ones!Createabookjacketthat
describesthestory10points
Createacomicbookbasedonthebook10points
Writeasummaryofthebook30points
Createaboardgame20points
Createaplaybasedonthestory15points
Createadiorama20points
Writeajournalasifyouwereoneofthecharacters
30pointsCreateabumperstickerwiththe
themeofthestory10points
PuppetShoworPosterofthestory
20pointsChant
15pointsBookTalk15points
Leadabookdiscussion30points
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MathWorkshop
Writers
Workshop
Readers
Workshop
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TappingintoBackgroundKnowledge
Howcanyoudrawonyourstudents varioustypesof
backgroundknowledge?
Background
Knowledge
Academic Personal Linguistic
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Homework:
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Conductanevaluationofyourstudents languageproficiencycharacteristicsoverthenext4weeksusingtheWALanguageProficiencyLevels(http://www.k12.wa.us/MigrantBilingual/ELD.aspx)matrix. Determineyourstudentslanguageproficienciesbycirclingspecificcharacteristicsinthematrixasdemonstratedby
eachstudent. Useaseparateevaluationmatrixforeachstudent. Wewillusetheseevaluations
in
our
next
workshop
to
discuss
further
strategies
for
enhancing
your
instruction.
Level Listening/Speaking Reading Writing
1 Beginning
BeginningAdvanced
2 Intermediate
3 Advanced
4 Transitional
Homework:
UnderstandingYour
Students Language
Proficiency
Levels
D 2 Q i ????
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Day 2: Questions????
Day 3: Family Engagement
EricJ.
Johnson,
Ph.D.
AngelaJohnson,
Ed.M.
PascoSchoolDistrict&HeritageUniversity
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