build a curriculum map to integrate standards into a non ... · build a curriculum map to integrate...
TRANSCRIPT
Build a Curriculum Map to Integrate Standards
into a Non Textbook Based CurriculumConsultant：Pearl Zao He You
Email：[email protected] 5 pm, Nov. 15th 2018, Pacific Time U.S.A8 pm, Nov. 15th 2018, Eastern Time U.S.A 9 am, Nov. 16th 2018, Beijing Time China
Agenda ● Common Challenges in implementing Non
Textbook curriculum● Realistically Plan Out Social Study Units
Based on Students‘ Proficiency Level● Identify Reading Objectives to Integrate
into Read Aloud Lessons to Support Social Study Units
● Plan for Reading Instruction Using Content Related Texts
● Reflection，Feedback，Q&A
Examples of Usage of Non Textbook Curriculum
● Elementary Immersion programs which teach language through content, e.g.
Science, Math, Social Studies
● Middle School program typically teaches middle school level social studies
using Chinese language
● IB PYP and MYP or +Immersion…
They share a common challenge:
● Students may have high level of listening and speaking ability BUT do not
have the proper reading skills to learn subject matter content; especially
as students move into upper elementary and then middle school
How Do We Solve Our Common Challenge ?● Subject text translated directly from English is not a realistic starting
point because students are lacking the appropriate reading ability
○ Plan appropriate language goals purposefully (i.e. including both
vocabulary，language forms and language functions etc.)
● Teachers use pictures, videos, or wordless books to teach content verbally,
leveraging the students’ high level of listening and speaking ability
● Continue to build reading ability - Integrate the teaching of reading and
grammar skills during read-aloud of appropriately leveled text of the
related subject
How Do We Solve Our Common Challenge ?
Result:
● Deep subject content instruction is delivered utilizing students
listening/speaking skills and scaffolding students’ vocabulary and
concepts.
● The content instruction scaffolds students ability to “read” a simpler
text on the same subject (growing their reading ability).
Let me show you a realistic plan !
Agenda ● Common Challenges in implementing Non
Textbook curriculum● Realistically Plan Out Social Study Units
Based on Students‘ Proficiency Level● Identify Reading Objectives to Integrate
into Read Aloud Lessons to Support Social Study Units
● Plan for Reading Instruction Using Content Related Texts
● Reflection，Feedback，Q&A
Current Social Study Unit from Braddock Middle School
Grade Level: 6th Grade
Social Study Standard: Maryland Standard 1.0 Political science A The foundations and function of governmentB. Protecting rights and maintaining orders
Topic: Community Planning Affects People’s LivesPoints of Study: ● What physical characteristics do your community
have? (river? mountain? parks? )● How does the community planning affect people's
daily lives? ● How differences are the forms of government and
various distributions of power, such as those found in ancient civilization, dynastic China, absolute and constitutional monarchies
6th Grade Social Study Standard Link（Maryland）
6th Grade ELA Unit Studies Link （Maryland）
Not All Students’ Reading Level Matching to Subject Content
Reading: Multiple Instructional Levels Varies from C-I Level (Update Level Chinese Assessment Data)
Students’ Instructional Language Level Listening & Speaking : Intermediate Low-Mid (ACTFL Level)
I Level
G Level
F Level
E Level
D Level
C Level or A&B Level
Instructional Reading Level
1st Round Assessment 2nd Round Assessment
Verbally Teach Deep Content Concept and Vocabulary Using Pictures or Videos...
Sample Authentic Video:U.S Geographic Features Sample Pictures or Maps
Verbally Teach Deep Content Concept and Vocabulary Using Wordless Books
Sample Wordless Book from English Reading Program: Raz Kids Website Level C Book “Road Trip”
Students’ Instructional Language Level Listening & Speaking : Intermediate Low-Mid (ACTFL Level)Reading: Multiple Instructional Levels Varies from C-I Level (Update Level Chinese Assessment Data)
Agenda ● Common Challenges in implementing Non
Textbook curriculum● Realistically Plan Out Social Study Units
Based on Students‘ Proficiency Level● Identify Reading Objectives to Integrate
into Read Aloud Lessons to Support Social Study Units
● Plan for Reading Instruction Using Content Related Texts
● Reflection，Feedback，Q&A
Create Curriculum Map for Integrating Reading in Social Study Unit
Create Curriculum Map for Integrating Reading in Social Study Unit
Create Curriculum Map for Integrating Reading in Social Study Unit
Map Resources to Support Weekly Plans
Week of 11/12 Week of 11/19 Week of 11/26 Week of 12/3 Week of 12/10 Week of 12/17
What physical characteristics do your country/state have? (river? mountain? parks? ...)
What physical characteristics do China /Beijing have? (river? mountain? parks? ...)
How does the community planning affect people's daily lives?
How does the community planning affect people's daily lives?
How differences are the forms of government and various distributions of power, such as those found in ancient civiliaztion, dynastic China, absolute and constitutional monarchies
How differences are the forms of government and various distributions of power, such as those found in ancient civiliaztion, dynastic China, absolute and constitutional monarchies
Whole Group Oral Practice Activities/Read Aloud Book: E Level《美国》The USAVideo 1‘08’https://youtu.be/wNsJB-iD3P8Self Created Wordless Book by Pictures
Guided Reading Books：
Whole Group Read Aloud Book: -E Level《车站》Train Station -Video 1‘08’https://youtu.be/wNsJB-iD3P8Self Created Wordless Book by Pictures Guided Reading Books：
Whole Group Read Aloud Book: F Level《城市设计》Urban Planning
Guided Reading Books：
Whole Group Read Aloud Book: 《我想坐火车去动物园》
...Guided Reading Books：
Whole Group Read Aloud Book: 《美国政府》US Government《美国权利法案》Bill of Rights...Guided Reading Books：
Whole Group Read Aloud Book: 《美国公民》US Citizen...Guided Reading Books：
Agenda ● Common Challenges in implementing Non
Textbook curriculum● Realistically Plan Out Social Study Units
Based on Students‘ Proficiency Level● Identify Reading Objectives to Integrate
into Read Aloud Lessons to Support Social Study Units
● Plan for Reading Instruction Using Content Related Texts
● Reflection，Feedback，Q&A
Let’s Read and Match Language Points with the Checklist
城市设计让生活更方便。城市设计让生活更健康。城市设计让生活更美好。
公共设施 （学生未必理解这个词的意思，但老师如果引导学生读了下面一句“比如公园和图书馆......” 结合图和文字解释帮助学生理解公共设施是什么。交通工具的理解的方法同上。
这是说明文
不是叙述文
通过不同段落来说明城市设计的重要性
城市里有什么？人们可以在... 做什么？交通工具有什么用？
城市，超市，地铁，公园，图书馆，漂亮，花草树木，美化环境，净化空气
“更”的用法， 更美丽，更方便，更健康...
方便，健康，美好，漂亮，不同，各种各样
根据思维导图的关键词和老师的提示帮助复述
方便，各种各样
Let’s Observe Pearl’s Demo and Take Notes
Complete Reading Objectives Checklist
Language Foundation Objectives for This Read Aloud Lesson
Informational Text Objectives for This Read Aloud Lesson
Urban Planning Read Aloud Lesson PlanPre-Reading
- Warm up & Review
Review Jobs&Community Places Using Riddle Game- “医生在哪里工作？我们住在哪个城市？.....” (Help students recall as many plances as they learned before. I.e. 学校，医院，公园，动物园，图书馆，超市，市政府，社区，城市，堪伯兰市......）
-Making connection
Teacher asks questions such as “堪伯兰市有很多的地方。你还记得有什么吗？最喜欢哪个地方？为什么？” ， students do pair share ，then tells the students they will read a new book about the city.
-Read the Book Name
Teacher asks students to look at the title, say the words they know ( 城市） and try to sound out 设计 by using pinyin . Teacher models sounding out the title of the book.
-Prediction
Teacher asks students to guess what 设计 means？She can explain 设计 is a craft or picture they they make in visual art or some projects...Then she/he invites students to do “See think Share” about the cover page 你看见了什么？你想到了什么？
堪伯兰市
Urban Planning Read Aloud Lesson Plan
While-Reading
- Picture walk and have a further talk about what city planning means and why we need city planning… (see how much students can see and understand about the nonfiction text features at this stage) .
- Prompt students to talk about the text features. Record what students found from the picture walk (i.e. 这是说明文， 红色的字，图片..... )
- Ask students what they think the text is talking about. Read aloud and have text talk with students … using prompting questions and graphic organizer to collect evidences for supporting the main idea
- Read aloud with students and teach students language points in the story and make connection with students’ real life
Post-Reading
- Prompt students to retell the text using keywords in graphic organizerText Structure of this Piece of Informational Text
Sample Activities for Students to Learn to Read
一、这篇文章的名字是什么？ ______________
二、图片可以帮助我们知道哪些词语的意思？画一画，写一写文章里的 图片和词语，然后写出词语的意思。
图片 词语 意思
例：
公共汽车
到学校可以用的交通工具，它很大......
1
2
Sample Activities for Students to Learn to Read
三、写一写这篇文章主要说什么？
（This can be an anchor chart for
guiding students to think about main idea
and the evidence to support main
idea）
Agenda ● Common Challenges in implementing Non
Textbook curriculum● Realistically Plan Out Social Study Units
Based on Students‘ Proficiency Level● Identify Reading Objectives to Integrate
into Read Aloud Lessons to Support Social Study Units
● Plan for Reading Instruction Using Content Related Texts/Books
● Reflection，Feedback，Q&A
Read Aloud Reflection
非虚构阅读教
学
Nonfiction Reading Lesson
老师What does teacher do？
学生
What do students do？
老师或学生提
问问题 or你观察示范课当中和之后想
提的问题
阅读前 Before Reading
老师如何建立
联系？
非虚构阅读课目标是什么？
使用什么策
略？
…...
阅读中
While Reading
阅读后
After Reading
● making connections 建立联系
● creating sensory images 运用各种
感官创造的脑海里的图像
● Inferring 推断
● questioning text 根据文本提问
● determining importance 找重点
● using context clues 上下文线索
● examining organizational features of text 判断文本结构
● using the text’s graphic and print features 运用思维导图和文本特点
Reflect and Adapt to your school curriculum/textbook and culture Level Chinese Objectives
Comments, Feedback, Q&AAnd We Are Looking Forward to Seeing You in the Next Webinar With Pearl You!
Topic:
Set Up a Reading Routine In the Daily Classroom
Time: Nov. 29th 2018 5 PM (U.S. Pacific Time)