AB 2913SDAIE for Secondary

Teachers Day Four of Six

Adapted from Anita Hernández

By Jeffery Heil and Sally Fox

Let’s have a quick review

through a pair-share

about what you remember about

PIE and the Six Instructional

Scaffolds

Let’s review the scaffolds in Aida Walqui’s article,

“Sheltered Instruction: Doing it Right” (Binder Section I, Pages 1-14)

Compare and Contrast Matrix

This is a stand-alone matrix that could be used for algebra or any subject. . .

It is in the handout packet, part II

In what other content areas could we use this matrix? How?

Sample Sequence of Tasks for

Mathematics1. P - Visual aid/realia, KWL, then do a think-pair-share

2. P - Teacher models problem/solution type

3. I - Solve similar problems with partner or in team

4. E - Prove answer and/or check work with partner

write it out then practice saying it aloud chorally

5. E - Whip-around with similar information

6. E - Two-by-two chart to practice conceptual under-

standing of related vocabulary aloud with a partner.

LET’S TRY IT QUICKLY…

1. PREPARE THE LEARNER - Visual aid or realia, KWL, or think-pair-share

What do you know about these words:

•Mixed number

•Improper fraction

•Proper fraction

•Equivalent

2. PREPARE THE LEARNER - Teacher models problem/solution type

8+2+8 = eighteen eighths. Eighteen eighths is an improper fraction. There are two eights in eighteen, with two left over (2 pizzas with remainder of 2 slices). The mixed number is 2 2/8 or 2 1/4.Eight (8) slices

Eight (8)

slices

Two (2) slices

3. INTERACTING WITH TEXT - Solve similar problems with partner or in team

SOLVE EXPRESS as mixed #

3/8 + 17/8 = _______ = _______

21/9 + 44/9 = ______ = _______

13/5 + 8/5 = _______ = _______

4. EXTENDING UNDERSTANDING - Prove answer and/or

check work with partner or team; sketch it, write it out then

practice saying it aloud chorally.

5. EXTENDING UNDERSTANDING - Whip-around with similar information

6. EXTENDING UNDERSTANDING - Two-by-two chart to practice conceptual understanding of related vocabulary aloud with a partner.

fraction denominator

mixed number numerator

Oral Development Jigsaw

Goal: development of oral language proficiency

Using cards with only pictures, you will try to create, collaboratively, an interpretation of the story represented by the pictures.

Oral Development JigsawHome group: pass out 4 different cards;

then break into expert groupsExpert groups: Come to a consensus and

oral description. . . .then turn-in your card!Describe your picture with a literal description

without looking at your picture (avoid any interpretations)

The character (height, clothing, hairstyle, etc.)The action (what does it look like is happening?)The background (detailed, literal description of

the background or foreground)Return to your home groups (w/o the picture)

Oral Development Jigsaw

Experts: Report orally to your home group and decide on a sequence for the 4 pictures.

After the sequence is decided, create a two-paragraph (or so) narrative, adding rich detail as to the sequence of events.

In your class, you might model the steps of how one would script out a story. . .

Sequence of TaskScience

We will watch a short video clip without sound. Pay attention so you can describe what you see to a neighbor.

Use casual, regular speech and vocabulary to describe what you see in the clip.

Write down your descriptions.Then, we’ll watch the clip again without

sound. This time, try to use some science vocabulary to add to the description.

Sequence of TaskScience

Amend your original description with the added science words and read to a neighbor.

Now, we’ll watch with sound. Discuss with your neighbor. . .

Now let’s get the actual scientific description of the video clip.

Sequence of Task Science:Oral Lang Development

JigsawYou will be given 4 cards representing 4

of the stages of mitosis: prophase, metaphase, anaphase, and telophase

Break into expert groups and describe your card in enough detail that you can come back and share with your home group.

Go back to your group and try to describe orally your phase without the card . . .

Sequence of Task Science:Oral Lang Development

JigsawI will return the cards w/descriptions

to see if you can make sense and order of the phases

With the description, try and match the picture with its written description

We can watch an online demonstration of mitosis:http://www.cellsalive.com/mitosis.htm

Sequence of Task Science:Concept Development

JigsawYou will be given 4 cards

representing concept clues for 15 vocabulary words related to key concepts in the Reproduction, Heredity, and Evolution Unit.Card A: the first letter of each vocab

wordCard B: Syllables in each wordCard C: the last letter of each vocab

wordCard D: definition of each word

Sequence of Task Science:Concept Development

JigsawEach student makes her own list of 15

spaces to try to fill in together with all the clues.

Don’t start at #1, start at a random number!! (students could throw dice)

At the end of the task, each student will have the word and definition of key vocabulary for the unit (excellent for review!!)

Once your group finishes, come get the answer key from me to check for accuracy

Manipulatives and ELs

Is using manipulatives with English learners sufficient to promote acquisition of academic language?The 4 texts

Manipulatives and ELs

So, the message is that using manipulatives is not enough for English learners or many others to really learn and gain academic language. You must also have them talk about what they did and observed, report out to the class, put it in writing, and then research and develop their ideas using information from other resources.

Sequence of Tasks: Science

P.I.E.Preparing the Learner

Interacting with Text

Extending UnderstandingHow could you/we extend the

understanding?

Preparing the Learner

Task:Two-Minute Video

W/o SoundW/Sound

Oral Language Dev Jigsaw

Scaffold: Contextualization

(w/o sound) Schema building/text

representation (W/sound)

Contextualization (w/schema building?)

Interacting with Text

Task:Reading strips with

information from the text

Matching the picture with its written description

Concept Dev Jigsaw

Scaffold: No scaffold

Contextualization & Schema Building

Contextualization & Schema Building

Extending

UnderstandingPossible Task(s):ExperimentLab reportCollaborative

posterVocabulary words

used in sentencesPicture book for

young children (Mitosis 4 Kinders?)

Scaffold:ContextualizationMetacognitive DevelopmentText Re-presentation

Text Re-presentation

Text Re-presentation and Cognitive Development

Concept Development

JigsawsSee samples for “French

Revolu-tion” and “Greek Mythology” in the binder (Section IV, page 9 through 18)

How else could this be used?Could students create their

own sets of clues to extend their understanding?

Stand-Alone Tasks: Jigsaw Reading

While this task involves interacting with the text, it stands alone because it is not within a sequence of tasks

Task: There are 7 different cards. We’ll do a line up and number off 1 through 7. The remainders will be 7s.

Stand-Alone Tasks: Jigsaw Reading

Your home group will have a set of cards A-GYou will then break into expert groups, read

your cards, and predict where you think your card belongs in the story.

Once back at the home group, each member will read their card and the group will try to determine the correct order of the story.

What are some possible uses of this strategy?Recipes, math problem, or any activity that

requires steps

Stand-Alone Tasks: Reading in 4 Voices

Each team of 4 will receive a 2-page poem to read that is typed with 4 parts: italics, bold, underscore, and regular type.

Each person will practice his/her part and then the group will read together before performing for the entire class.

Stand-Alone Tasks: Reading in 4 Voices

PERFORMANCE AT 2:00

PM

Stand-Alone Tasks: Reading in 4 Voices

How could we take the reading in 4 voices and make it into a sequence of tasks on Multicultural Poetry?Quickwrite: Experiences in a new

schoolPoem Reading: In Four VoicesCollaborative PosterGallery Walk

Creating a Sequence of Tasks

Brainstorm, with like-subject matter peers, a way in which you could create a sequence of tasks with 3 to 5 PIE tasks. . .

We’ll share out as a group and give each other advice. . .

Don’t forget to complete your reflection for the day!

You may also work on your task analysis chart.