day 2 linguistically responsive instruction

7/29/2019 Day 2 Linguistically Responsive Instruction

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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

4


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Content:

key

words

and

technical

terms

that

arenecessaryforstudentstounderstandthe

lessonconcepts

Example: SWBAT(Studentswillbeableto)definethe

termstrapezoid,

rhombus,

and

parallelogram

orallyandinwriting.

4


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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).

4


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The

way

in

which

students

will

use

language

duringalesson

Example: SWBATformulatequestionsandgenerate

hypothesesinwritingbeforeconductingan

experiment.

4


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Strategies

students

need

to

learn

on

their

own

Examples: SWBATrehearseanoralpresentation.

SWBATvisualize

and

relate

the

geometric

shapestotheirlives.

4


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The

common

language

structures

students

willneedtouseduringalesson

Example: SWBATusethecomparativephrasesgreater

than,lessthan,andequaltoorallyandin

writingto

compare

geometric

figures

and

angles.

4


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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

4


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Writing

ObjectivesConnectthemtothecontentstandards

Oneortwoperlesson

Includeonly

the

content

vocabulary

students

willworkwithduringthelessonStudentfriendlylanguage

Connectthem

to

the

lesson

topic

or

activities

Usemeasureable,activeverbs

4


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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

4


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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

4


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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.

[email protected]

AngelaJohnson,

Ed.M.

PascoSchoolDistrict&HeritageUniversity

[email protected]

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