rigor! relevance! relevance & respect! · text-dependent questions require learners to: •...
TRANSCRIPT
![Page 1: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/1.jpg)
RELEVANCERIGOR!
& RESPECT!
RIGOR! RELEVANCE! & RESPECT! Addressing the Skills and Strategies Our ESOL Learners Need
An EL CIVICS Workshop Presented by ACE of Florida
![Page 2: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/2.jpg)
Jayme Adelson-Goldstein
Lighthearted Learning
![Page 3: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/3.jpg)
A. Delicious
B. Filling
D. Not so great
E. What breakfast?
How was
your
breakfast
this morning?
![Page 4: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/4.jpg)
What can you infer
about our group
based on the data?
![Page 5: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/5.jpg)
A. Very familiar
B. Familiar
D. Not very
E. CCR what?
How familiar
are you with
the CCRS?
![Page 6: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/6.jpg)
What can you infer
about the workshop
based on the question?
![Page 7: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/7.jpg)
A. Beginning Literacy
B. Beginning
D. Advanced
E. None of the above, but
equally important
What level
are your
learners?
![Page 8: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/8.jpg)
What facts can you
state about our group?
![Page 9: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/9.jpg)
THREE GOALS FOR OUR TIME TOGETHER…
■ Identify & work with language and learning strategy
practice activities for all learners;
■ Consider ways to streamline lesson planning by correlating listening, reading and writing processes; and
■ Analyze and develop TDQ and tasks that build comprehension, increase language production & engage higher order thinking.
![Page 10: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/10.jpg)
IT’S ALL ABOUT YOU!
■ What are YOUR goals for today?
■ What, if anything, do YOU have to do to realize YOURgoal(s)?
![Page 11: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/11.jpg)
WHAT IS THE VALUE OF HAVING LEARNERS LOOK AT THEIR GOALS & BARRIERS?
REFLECT
![Page 12: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/12.jpg)
Single Question Survey
?
![Page 13: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/13.jpg)
LET’S TRY IT!
0
1
2
3
4
5
6
WHAT ARE OUR LISTENING PRACTICES?
![Page 14: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/14.jpg)
One Question Survey
Read your question. Mark your answer in the tally column. Note: Everyone on your HOME team has the same question in a
different color.
![Page 15: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/15.jpg)
• Go to your color area.
One Question Survey
![Page 16: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/16.jpg)
• Form a group of five. Take turns asking your question.
• Tally the responses you hear on your question slip.
• Respond to your colleagues’ question.
One Question Survey
![Page 17: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/17.jpg)
What could you do with the
information you’ve
collected?
THINK
ABOUT IT!
What could your learners do?
![Page 18: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/18.jpg)
LET’S TRY IT!
COME BACK TO YOUR HOME TEAM.
![Page 19: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/19.jpg)
TALLY YOUR RESPONSE TOTALS
LET’S TRY IT!
16 YES
5 NO
![Page 20: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/20.jpg)
TALKING ABOUT THE CLASS DATA
USING ACADEMIC LANGUAGE
Useful language frames to talk about the data:
•Most people…
•Some people…
•Two thirds of the class…
•Half the class…
•More people ____ than ____. More people get their
news from the Internet
than the paper.
Half of our class
prefers lectures to
Reading.
![Page 21: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/21.jpg)
One Question Survey!
HOW WILL YOU REPORT
YOUR SURVEY RESULTS?
16 YES
5 NO
YES
NO
Listen to Podcasts
0
2
4
6
8
10
12
14
16
18
YES NO
Listen to Podcasts
ACCORDING TO A SURVEY OF ___ ESL
PROFESSIONALS, WE FOUND THAT __ OUT OF
___ TEACHERS...
![Page 22: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/22.jpg)
Single Question Survey-Plan one! p. 4
![Page 23: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/23.jpg)
• Work with your colleague (s).• Follow the steps on the worksheet
p. 3
![Page 24: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/24.jpg)
COMMENTS?
QUERIES?
CONCERNS?
![Page 25: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/25.jpg)
Ready for a mini-lecture?
*Prepare to recall what you
heard with a partner.
![Page 26: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/26.jpg)
WHAT DO WE
MEAN BY
RIGOR?
![Page 27: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/27.jpg)
Complex
Ambiguous
Evolving
Collaborative
Digital
![Page 28: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/28.jpg)
”Danny is focused on his learning,
highly motivated, and conscientious in
his work.
Danny has made great strides with
his analysis and synthesis of text
during reading and has improved
his comprehension of
informational materials as a result.
![Page 29: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/29.jpg)
He is also doing an excellent job of
varying the texts he reads through
outside reading.
In writing, he is able to integrate the
strategies for engaging readers
and integrating more vocabulary.
![Page 30: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/30.jpg)
![Page 31: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/31.jpg)
Rigorous learning experiences […] help students
understand knowledge and concepts that are
complex, ambiguous, or contentious, and they
help students acquire skills that can be applied
in a variety of educational, career, and civic
contexts throughout their lives.
FROM THE GLOSSARY OF EDUCATIONAL
REFORM
![Page 32: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/32.jpg)
THE ROLE OF
SCAFFOLDING
IN RIGOROUS
INSTRUCTION
![Page 33: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/33.jpg)
Adapted from Levine, L. N., Lukens, L. &
Smallwood, B. A. (2013).
The GO TO strategies: Scaffolding options for
teachers of English language learners, K-12
5 PRINCIPLES OF
SCAFFOLDING
1. Focus on academic language,
literacy, & vocabulary
2. Link background knowledge
& culture to learning
3. Increase comprehensible input
& language output.
4. Engage students in using English
to accomplish academic tasks.
5. Stimulate higher order thinking
& the use of learning strategies
![Page 34: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/34.jpg)
WHAT DID WE DO TO ADD RIGOR TO THE SURVEY
TASK?
• Collaboration
• Work with authentic data
• Digital literacy
Academic
Discourse
Graphing the data
Identified digital listening
& reading options
![Page 35: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/35.jpg)
Which of the following statements are true?
A. The complexity of a text a learner can read is the greatest predictor of success in college and careers.
B. Informational text makes up approximately 80% of most
college and workplace texts and adult reading.
C. In order to be college and career ready, beginning and
intermediate ESL learners need to be able to read text at
the same level of complexity.
D. The language strategies English learners need in order
to listen and read strategically take time to develop.
E. English learners need to work with both print and digital
texts.
![Page 36: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/36.jpg)
KWL Charts on Rigor, Academic Language, Language Strategies & Critical Thinking
■ COMPLETE THE FIRST TWO COLUMNS ON THE KWL CHARTS IN YOUR HANDOUT
(1-2 ITEMS PER COLUMN IS FINE!)
WHAT DO YOU
KNOW?
WHAT DO YOU
WANT TO KNOW?
WHAT DID YOU
LEARN?
![Page 37: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/37.jpg)
Jigsaw Reading Elements of Rigor
![Page 38: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/38.jpg)
JIGSAW: GET READY
1. FORM A “HOME TEAM” OF FOUR.
2. TEAM MEMBERS SELECT A READING
A- The Case For Increased Rigor
B- Academic Language
C- Language Strategies
D- Critical Thinking
![Page 39: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/39.jpg)
JIGSAW STEPS: READ AND DISCUSS
3. FIND A PARTNER WITH THE SAME TEXT.
4. PREVIEW THE QUESTIONS TOGETHER.
5. READ THE TEXT SILENTLY.
FIND THE ANSWERS IN THE TEXT.
6. COMPARE YOUR RESPONSES.
7. FILL IN THE “L” COLUMN ON THE KWL CHART.
![Page 40: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/40.jpg)
JIGSAW STEPS: TEACH
3. RETURN TO YOUR HOME TEAM.
4. TAKE TURNS TEACHING YOUR TEAM
WHAT YOUR ARTICLE SAID ABOUT
YOUR TOPIC.
(USE THE QUESTIONS TO GUIDE
YOUR REPORT.)
![Page 41: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/41.jpg)
WE GET BY WITH A LITTLE HELP FROM OUR
COLLEAGUES…(and their brains!)
![Page 42: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/42.jpg)
What types of
graphic organizers
have we used so
far?
BRAINSTORM
SOME MORE!
![Page 43: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/43.jpg)
THE VIRTUES OF THE GRAPHIC ORGANIZER
![Page 44: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/44.jpg)
SEVERAL TYPES OF GRAPHIC ORGANIZERSC
CHAIN OF EVENTS
CLUSTERING
CONCEPT MAP
EVENT MAP
FLOW CHART
KWL
MIND MAP
OUTLINE
PMI CHART
SEMANTIC MAP
T-CHART
TIMELINE
VENN DIAGRAM
WORD WEB
![Page 45: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/45.jpg)
TYPES OF GRAPHIC ORGANIZERS
![Page 46: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/46.jpg)
RECORDS RELATIONSHIPS CONCEPTS-IDEAS-FACTS-DETAILS
THINKING GUIDE
MENTAL IMAGE GENERATOR
AID FOR COMPREHENSION AND RETENTION
GRAPHIC ORGANIZERS
![Page 47: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/47.jpg)
BREAK!
9:00 AM
START TIME
BRAIN WORK
COLLABORATION
![Page 48: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/48.jpg)
WHAT IS ACADEMIC
LANGUAGE?
![Page 49: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/49.jpg)
“… the set of words,
grammar, and discourse
strategies used to describe
complex ideas,
higher-order thinking
processes, and abstract
concepts”Zwiers 2014 (p. 22).
![Page 50: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/50.jpg)
It’s also…
•Language used in the
classroom & workplace
•The language of text
•The language of assessments
•The language of academic success
•The language of power
Scarcella (2003)
![Page 51: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/51.jpg)
Pre-listening
A Listening Lesson
51
Post Listening
![Page 52: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/52.jpg)
Pre-reading
A Reading Lesson
52
Post Reading
![Page 53: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/53.jpg)
Pre-writing
A Writing Lesson
53
Finalizing & Publishing
![Page 54: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/54.jpg)
Common Activities That Scaffold Note Taking
K-W-L Charts
54
What do I think I
know?
What do I want
to learn?
What did I
learn?
Note taking
during lectures
82.6% of ABE/ESL instructors
sometimes or rarely addressed
note taking during lectures.
44.7% of college faculty indicate it is
very or extremely important.
![Page 55: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/55.jpg)
• Listening for Classroom Comprehension
• Focused Listening
• Academic Listening
What do we mean by…
55
• Active Listening
![Page 56: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/56.jpg)
Have
Expectations
Make
Predictions
Listeners typically…
56
A quick recap of the
listening process…
![Page 57: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/57.jpg)
Then they…
Listen to a
short chunk
of language
57
L2L
2–
-CW
WP
L-IA
L
![Page 58: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/58.jpg)
And finally they…
Clarify and/or
provide
feedback
58
![Page 59: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/59.jpg)
Higher level learners can do the above or
take down the information they hear.
Lower level learners can circle, check, or
number (sequence) items they hear.
Mid-level learners can do the above, or
complete sentences.
Multilevel Class ListeningSAME PASSAGE-DIFFERENT TASKS
59
L2L
2–
-CW
WP
L-IA
L
![Page 60: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/60.jpg)
A Look at the Challenges
60
L2L
2–
-CW
WP
L-IA
L
![Page 61: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/61.jpg)
61
L2L
2–
-CW
WP
L-IA
L
![Page 62: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/62.jpg)
We will never stay there
again. The bed was so
bad!
= ?
62
L2L
2–
-CW
WP
L-IA
L
![Page 63: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/63.jpg)
Are you leaving
NOW?!!!
63
L2L
2–
-CW
WP
L-IA
L
![Page 64: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/64.jpg)
I need you to do
clean three room
#1, #7, and # 9
#1, 7, and 9
need to be
cleaned well.It’s very important
that you get #1,#7
and #9 finished
before lunch.
64
64
L2L
2–
-CW
WP
L-IA
L
![Page 65: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/65.jpg)
65
65
L2L
2–
-CW
WP
L-IA
L
![Page 66: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/66.jpg)
66
66
L2L
2–
-CW
WP
L-IA
L
![Page 67: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/67.jpg)
67
L2L
2–
-CW
WP
L-IA
L
![Page 68: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/68.jpg)
I do not want you to go to that
meeting because there is a lot of
work to do here.
don’wan cause therezalotta
68
68
L2L
2–
-CW
WP
L-IA
L
![Page 69: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/69.jpg)
LISTENING GRIDS AND CHECKLISTS
![Page 70: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/70.jpg)
LISTENING GRIDS AND CHECKLISTS
![Page 71: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/71.jpg)
FOLLOW UP WITH WRITING
Our team has ___ challenge(s) today.
According to an informal survey, ______
out of ______ members are
______________. We have to ________
to address this challenge and we will!
![Page 72: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/72.jpg)
FOLLOW UP WITH READING
Bring a water bottle, and drink plenty of H2O. Staying hydrated is a key factor in staying awake. Try putting
ice in your water bottle; the cold water will keep you lively and alert. staying awake. Try putting ice in your
water bottle; the cold water will keep you lively and alert.
Eat a snack. Bring an apple to class! The natural sugar and the crunch of an apple will help decrease the
fatigue.
Shed a layer. If it's warm in your classroom, you're more likely to fall asleep. So take off your jacket or open
a window to catch the cool breeze.
Chew gum. Chewing gum is a repetitive act that keeps the blood flowing and takes your mind off the
tiredness.
Sit up and focus on your posture. Roll your shoulders back and remember not to slouch. Slouching can
cause unnecessary stress on your muscles and lead to fatigue.
Tug on your earlobes. Yes, it sounds odd, but it works! Due to acupoints on your ears, this is a surefire way
to get the brain going. Interact with your professor. Ask questions! Listen to the lecture and actively think of
difficult questions to raise. This will force you to focus on what the professor has to say.
http://www.popsugar.com/smart-living/How-Stay-Awake-
Class-34151477
![Page 73: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/73.jpg)
Text-dependent questions require learners to:
• identify the text as the “expert” in the room(not learners’ own personal experience or opinion).
• probe the specifics of the text.
• focus on the language and mechanics of the text itself.
Adapted from College and Career Readiness Standards Implementation Institute Training Materials by S. Ramirez and L. Howard.
Adelson-Goldstein, Howard, Ramirez 2016
![Page 74: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/74.jpg)
FOCUSING ON THE TEXT
This newspaper article discusses a recent earthquake. Describe a time when you or someone you know experienced an earthquake.
■In this newspaper article about
the earthquake, how did the
reporter describe Mrs.
McDaniel’s reaction to the
earthquake?
Adapted from College and Career Readiness Standards Implementation Institute Training Materials by S. Ramirez and L. Howard.
Not Text-Dependent Text-Dependent
Adelson-Goldstein, Howard, Ramirez 2016
![Page 75: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/75.jpg)
Look at the photo. What is the woman thinking about?
■Look at the
photo. What is the
woman thinking
about? Use
information from
the photo to
support your
answer.Adapted from College and Career Readiness Standards Implementation Institute Training Materials by S. Ramirez and L. Howard.
Not Text-Dependent Text-Dependent
FOCUSING ON THE TEXT
Adelson-Goldstein, Howard, Ramirez 2016
![Page 76: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/76.jpg)
In the Preamble the founding fathers say they will form a better relationship between the colonies than the colonies have with Britain. They describe this "more perfect union" in one sentence. Describe the most perfect relationship in your life using one sentence.
Adapted from College and Career Readiness Standards Implementation Institute Training Materials by S. Ramirez and L. Howard.
Look at the term “more
perfect union” in the
Preamble. According to
the Preamble, what do
people want in their
more perfect union?
Not Text-Dependent Text-Dependent
FOCUSING ON THE TEXT
Adelson-Goldstein, Howard, Ramirez 2016
![Page 77: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/77.jpg)
PROGRESSION OF TEXT DEPENDENT QUESTIONS
![Page 78: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/78.jpg)
![Page 79: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/79.jpg)
Adelson-Goldstein, Howard, Ramirez 2016
A. Identifying Question Types
1. Why does Melissa have bad credit?
2. How did Target find out Melissa was the victim
of identity theft?
3. What does unreliable mean?
4. What can Melissa do now
to solve her problem?
• Review each question.
• What type is it?• General Understanding
• Key Details
• Vocabulary
![Page 80: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/80.jpg)
Florida LINCS ESL Pro Community of Practice & Training of Trainers January 27, 2016s
I have a handle on…
I need more info on..
I’m looking forward to….
![Page 81: RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience](https://reader036.vdocuments.mx/reader036/viewer/2022071009/5fc70e6b8347bc386e6a1b59/html5/thumbnails/81.jpg)
Florida LINCS ESL Pro Community of Practice & Training of Trainers January 27, 2016s
THANK YOU FOR ALL
YOUR HARD WORK!