tier 1: solid, core instruction
TRANSCRIPT
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TIER 1: SOLID, CORE INSTRUCTION,
Julee Dredske, CESA 5 Title III Coordinator
Wisconsin RtI Model
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Key Premises of RtI
All children can learn when provided ffwith appropriate, effective instruction.
Most academic difficulties can be prevented with early identification of need followed by immediate intervention.
Response to Intervention/ELLs
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Instructional Considerations for ELLs
No progress being made?
First examine the quality of the instruction Teaching academic language?
Activating background knowledge?
Promoting oral interaction?
Reviewing, reviewing, reviewing?g g g
Repetition?
Review a case study . . .
Javier
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A closer look at one ELL student . . .
Javier put his head in his hands and sighed. He watched Ms Barnett standing at the board He watched Ms. Barnett standing at the board and tried to understand what she was telling him. He looked at the clock; she’d been talking for 12 minutes now. She wrote some numbers on the board and he noticed his classmatesgetting out their books. Copying their actions, getting out their books. Copying their actions, he too opened his social studies book to the page matching the first number on the board.
He looked at the words on the page and began to sound them out, one by one, softly under his breath. He knew some words but not others. The sentences didn’t make much sense. Why was this class so tough? He could understand the teacher much better in science. Mrs. Ontero let them do things. They would all crowd around a table and watch her as she did an experiment and then he got to work with his friends Maria Jose and got to work with his friends. Maria, Jose, and Carlos, trying out the same experiment.
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He even liked the science book; it had lots of pictures and drawings. Mrs. Ontero always made them look at the pictures first and they talked about what they saw. The words on the pages weren’t so strange either. Even the big ones matched the words Mrs. Ontero had them write down in their personal science dictionaries. If he forgot what a word meant in the text book, he would look it up in his science dictionary. Or he could ask someone at this t bl M O t did ’t i d if h k d f table. Mrs. Ontero didn’t mind if he asked for help. His social studies class just wasn’t the same. He had to keep quiet, he had to read, he couldn’t use a dictionary, they didn’t do things . . .
He looked at the words on the page and began to sound them out, one by one, softly under his breath. He knew some words but not others. The sentences didn’t make much sense. Why was this class so tough? He could understand the teacher much better in science. Mrs. Ontero let them do things. They would all crowd around a table and watch her as she did an experiment and then he got to work with his an experiment and then he got to work with his friends. Maria, Jose, and Carlos, trying out the same experiment.
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Building Background KnowledgeBuilding Background Knowledge
Activating Schema
The Big Three:
Activating and Building g gBackground Knowledge
Vocabulary Development Grammar and
•General•Specific (Academic)•Technical (Academic)
G a a a d
Syntax
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Build Background Knowledge
“With hocked gems financing him, he defied ll f l l ht th t t i d t t hi all scornful laughter that tried to prevent his
scheme. ‘Your eyes deceive,’ they said. ‘It is like a table, not an egg.’ Now three sturdy sisters sought truth. As they forged along as many doubters spread fearful rumors about y pthe edge. At last, from nowhere winged creatures appeared, signifying the journey’s end.”
In most multiple element dipoles, the additional elements are not directly connected to the feed line. They receive power by mutual coupling from the driven element. Then they reradiate it in the proper phase relationship to achieve gain or direct connectivity over a simple half wavelength dipole These elements are called over a simple half-wavelength dipole. These elements are called parasitic elements.
There are two types of parasitic elements. A director is generally shorter than the driven element and is located at the front. A reflector is generally longer than the driven element and is located at the back. The direction of maximum radiation from a located at the back. The direction of maximum radiation from a parasitic dipole travels from the reflector through the driven element and the director. The term “major lobe” refers to the region of maximum radiation from a directional dipole.
* WIDA presentation 4-06.
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Raising Ch_____*
The questions that p______ face as they raise ch from in to adult life are not easy c ______ o ______ o adu e a e o easy to an____. Both fa_____ and m_____ can become concerned when health problems such as co______ arise any time after the e___ stage to later life. Experts recommend that young ch_____ should have plenty of s_____ and nutritious food for healthy growth. B_____ and g____ should not share the same b_____ or even sleep in the same r____. They may be afraid of the _____.
*Copyright 2002. Reprinted by permission of McREL from Billmeyer, R., & Barton, M. L. Teaching reading in the content areas: If not me, then who? 2nd ed. pp. 3-4. Alexandria, VA: Association for Supervision and Curriculum Development. www.ascd.org.
Raising Chickens*
The questions that poultrymen face as they raise chickens from incubation to adult life are not easy chickens from incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosis arise any time after the egg stage to later life. Experts recommend that young chicks should have plenty of sunshine and nutritious food s ou d ave p e y o su s e a d u ous ood for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark.
*Copyright 2002. Reprinted by permission of McREL from Billmeyer, R., & Barton, M. L. Teaching readingin the content areas: If not me, then who? 2nd ed. pp. 3-4. Alexandria, VA: Association for Supervision and Curriculum Development. www.ascd.org.
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Activating Schema
Building backgroundBuilding background
Link new concepts to past learning Emphasize
key vocabulary
Link new concepts to students’ background experiences
(Consider Culture)Used with permission from The SIOP Model’s Building Background component.
VideoVBuilding Background
SIOP Video Clip
7:14
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Discuss with a How do you build partner. How do you build background knowledge with your students?
Academic VocabularyAcademic Vocabulary
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Front Load Vocabulary
A krinklejup was parling a tristlebin. A barjamstipped The barjam grupped “Minto” to the stipped. The barjam grupped Minto to the krinklejup. The krinklejup zisked zoely.
1.What was the krinklejup doing?2.What stipped?
Kringlejup=player
Parling= dribbling
Tristlebin=basketball
Barjam=referee
3.What did the barjam grup?4.How did the krinklejup zisk?
The Amazing English! How-to Handbook
Stipped=whistled
Grup=shouted
Minto=foul
Zisked=complained
Zoely=loudly
Build Academic Vocabulary
Pre-teach, teach, review/re-teach
K-W-LWord Banks / Word Walls
Personal Dictionary—use pictures
Front Load with Frayer Models Front Load with Frayer Models
Posters
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Your definition
Characteristics
What it is
What it is not
ACADEMICVOCABULARY
WORD
Sentence Graphic/Picture
Two Tools . . .
The Sum of the Parts B k d i t i t t Break down into various parts or components Use pictures or words to describe Provide details—to the point
Front Load the Words Address new vocabulary before reading is assigned Pick out 3-12 key words Describe, draw, examples, characteristics
Sue Beers, “Reading Strategies for the Content Areas”
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Some Examples of Graphic Organizers
“Double-Cell” – used for compare & contrast
Brainstorming WebBubbl.us
evaporation
Emphasizing Key Vocabulary
Word Web:
Water Cycle evaporationWater Cycle
Water
Cycley
condensation precipitation
Web 2.0 Tool for Learning Vocabulary—make flash cards
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l t l iwww.lonestarlearning.com
Building Academic Vocabulary
B i t t h i Brainstorm techniques that you use to teach new vocabulary.
Be prepared to share with the whole group.
ambidextrous
Emphasizing Key Vocabulary
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Comprehensible InputComprehensible Input
Comprehensible Input
“The first step in developing language proficiency is to provide comprehensible input (Krashen, 1985). If p ov de c p s b p ( as e , 985). students don’t understand what they are hearing or reading, we cannot expect them to then produce comprehensible language at progressively more complex levels.”
- Rothenberg & Fisher, p. 41Rothenberg & Fisher, p. 41
Copyright © United Feature Syndicate, Inc.
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Hmong Science Lesson
Without comprehensible input
With Comprehensible input techniquescomprehensible input input techniques
Group A: What techniques did the teacher use to provide
h ibl i t f ?comprehensible input for you?
Group B: What content was comprehensible for you?
WIDA CLIMBS Module 0
Comprehensible & Contextual
Slow down, but natural
P f
Facial Expressions *
W d C Pauses for processing
Gesturing*
Modeling
Pictures
Demonstrations
Word Conservation
Emphasize key points
Repeat, repeat
Demonstrations
Graphic organizers
Bilingual supports
* Culture Caution
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Repetition and Redundancy
“Say it, show it, repeat it.”
Or
“Tell me what you are going to teach me, teach me (including show me), tell me what you taught me.”
Multiple exposure websites PowerPoint smart Multiple exposure: websites, PowerPoint, smart boards, transparency
Your Classroom Practice
1. Reflect on your responses of Always, Sometimes, or Rarely to the Guidelines to Achieve Comprehensible Input Rarely to the Guidelines to Achieve Comprehensible Input.
2. Share your responses with a partner.
3. Guiding question for partners: 1. What are the barriers to following some of these guidelines?
2. What would make it easier to use them?
3. Which do you think would make the most difference in your students’
understanding?
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The Bottom line . . .
If students don’t understand what you’re teaching, th ’t b l i W t dj t they won’t be learning. We must adjust our teaching to the language level of the student.
You might as well be talking to them in a “Charlie Brown’s teacher voice”
Visualize yourself taking a graduate class in Russian
ScaffoldingScaffolding
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Goldilocks and the Three Books
This is too This is too hard!
The next book was too easy….
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The last book was just right…
What makes a text hard or easy?
Tough vs. Easy TextDi d l h T h i h Discuss and complete the T-chart with a partner
What makes a text “just right”?
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Theory of Gradual Release*
I Do It
We Do It
You Do It Together
You Do It Along
*Fisher & Frey, 2008
In some classrooms …
TEACHER RESPONSIBILITY
Independent
“You do italone”
STUDENT RESPONSIBILITY
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In some classrooms …TEACHER RESPONSIBILITY
“I do it”Focus Lesson
I do it
Independent
“You do italone”
STUDENT RESPONSIBILITY
p
In some classrooms …TEACHER RESPONSIBILITY
Focus Lesson“I do it”
Focus Lesson
Guided Instruction “We do it”
“You do it
STUDENT RESPONSIBILITY
Independent alone”
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TEACHER RESPONSIBILITY
Focus Lesson
Guided Instruction
“I do it”
“We do it”
* Fisher & Frye
“You do it together”
Collaborative
Independent “You do italone”
STUDENT RESPONSIBILITY
Theory of Gradual Release*A Structure for Instruction that Works
More Graphic Organizers
“Venn Diagram” – Another good compare/contrast organizer.
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“Linear String” – used for organizing sequence of events
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Use of Time in 15 Classrooms, 2475 Minutes*
Activity Total Number of
Minutes (% of
Average Number of
Minutes Per ClassMinutes (% of
time)
Minutes Per Class
Per Day
Listening 1188 (48%) 26.4
Waiting for Class 420 (17%) 9.3
Whole Class Discussion 315 (13%) 7.0
Independent Work 174 (7%) 3 9Independent Work 174 (7%) 3.9
Small Group Work 168 (7%) 3.7
Reading 152 (6%) 3.4
Writing 58 (2%) 1.3
*reported by Doug Fisher
Practice & ApplicationPractice & Application
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Student Interaction with Video
Look & Listen
Look & Speak/Listen
Look & Listen
Look Listen/Speak
Let’s try it . . .
Tide Pool field trip: You tube (Cullen’s ABC) What we saw?
What was it like?
How did it look?
T h D i Teachers Domain.org
JASON Project (JASON.org)
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You can’t get GOODat something youat something you
don’t do!
Review & AssessmentReview & Assessment
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Assess, Reteach, Assess
Check for accurate interpretation of lesson f l frequently
Practice makes permanent; at least seven exposures to a new word to make it permanent
Math content task: 4x + 10 = 30 Solve for x
Discussion: Assessing Language vs. Assessing Content
4x + 10 = 30. Solve for x.
Math language task:Explain how you solved the problem.
What are some examples that test both language and content?
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How is it beneficial to test both language and content at once?
How is it problematic to test both language and content at once?
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Thanks!
Your dedication to improve instruction to your ELLs i b l d d!is to be applauded!