individual response consensus entry task: consensus board

19
Individual Response Individual Response Individual Response Individual Response Consens us ENTRY TASK: CONSENSUS BOARD

Upload: silvia-dickerson

Post on 29-Dec-2015

239 views

Category:

Documents


2 download

TRANSCRIPT

Page 1: Individual Response Consensus ENTRY TASK: CONSENSUS BOARD

Individual Response

Individual Response

Individual Response

Individual Response

Consensus

ENTRY TASK: CONSENSUS BOARD

Page 2: Individual Response Consensus ENTRY TASK: CONSENSUS BOARD

STEP 1- In your quadrant, individually brainstorm a list of VOCABULARY learning strategies that you consistently implement in your classroom (2 minutes)STEP 2- Each participant shares list with team…. team listens for and notes any common ideas (5 minutes)STEP 3- group writes only common/ideas shared by everyone in the consensus square STEP 4- choose a reporter – reporter shares with whole group

ENTRY TASK: CONSENSUS BOARD

Page 3: Individual Response Consensus ENTRY TASK: CONSENSUS BOARD

CLASSROOMS THAT TALK

Academic Language & Literacy Development

Tamar [email protected]

Alissa Farias & Hope Teague

Page 4: Individual Response Consensus ENTRY TASK: CONSENSUS BOARD

Second Language Acquisitio

n

Assessment and ELLs

Collaborative

Structures & Co-

Teaching

Instructional

Strategies

Language & Content Objectives

Culturally Responsive Teaching

ELL Program Models

Common Core &

ELP Standards

Multicultural Home-

School Connectio

ns

Immigration Status

BEST PRACTICES FOR ENGLISH LEARNERSUCCESS

Page 5: Individual Response Consensus ENTRY TASK: CONSENSUS BOARD

LEARNING GOALS

TARGETI can……..

• identify essential tier 2 and 3 vocabulary words for an upcoming unit

• review why ongoing & rigorous vocabulary instruction is essential for all learners

• integrate shared instructional strategies that support academic discourse

SUCCESS CRITERIAby……

• engaging in dialogue about effective pedagogy in relation to current practice

• generating a list of Tier 2 & 3 words and notes in order to implement Cognitive Content Dictionary

Page 6: Individual Response Consensus ENTRY TASK: CONSENSUS BOARD

• Strategies for Language & Literacy DevelopmentProject GLAD – www.ntcprojectglad.com

• Cultivating Academic InteractionsAcademic Language Literacy – www.jeffzwiers.orgJeff Zwiers, Common Core Standards in Diverse Classrooms

• Tier 2 VocabularyIsabel Beck – Bringing Words to Life , Marzano – Vocabulary Common Core

• OSPI/Migrant & BilingualELP Standards, Program Models – www.k12.wa.us/Migrantbilingual

GUIDING RESOURCES

Page 7: Individual Response Consensus ENTRY TASK: CONSENSUS BOARD

LANGUAGE & LITERACY FOR ALL STUDENTS

ACADEMIC ENGLISH LEARNERSall students

• Students who need accelerated growth in language and literacy to meet grade-level demands

• Many are born into and raised in English speaking homes and struggle with the ‘language of school’ or academic English

Zwiers, O’’Hara, and Pritchard, 2014

ENGLISH LANGUAGE LEARNERS

ELLS – ELP Standards

• Identified by WELPA/ELPA 21• Qualified for ELL program

support• Language learning is

developmental– 5 stages of language

acquisition• Proficiency varies within the 4

language domains– Reading, Writing, Listening,

Speaking• ELP standards

www.k12.wa.us/migrantbilingual/eld

Page 8: Individual Response Consensus ENTRY TASK: CONSENSUS BOARD

KNOW YOUR ELLS – LANGUAGE DEVELOPMENT

KRASHEN WELPA ELP/ELPA 21

Pre-Production Beginning1

1

Early Production Advanced Beginning1

2

Speech Emergence Intermediate2

3

Intermediate Fluency Advanced3

4

Advanced Fluency Transitional4

5

Page 9: Individual Response Consensus ENTRY TASK: CONSENSUS BOARD

• Academic English Learners (may not be supported by ELL program)

• Newly arrived with adequate/exceptional formal schooling

• Newly arrived with limited/interrupted formal schooling

• Long Term English Language Learners• Transitioned ELLs (may not be supported by ELL

program)• SPED/ELLS• Parent Waivers (may not be supported by ELL

program)

KNOWING OUR STUDENTS – BEYOND NUMBERS

Freeman and Freeman, 2002

Page 10: Individual Response Consensus ENTRY TASK: CONSENSUS BOARD

Simplified texts

Limited interaction

with tier 2/3 vocabulary

Limited authentic discourse

Complex academic texts

Decontextualized instruction

Assumed Tier 2 vocabulary proficiency

Limited focus on explicit

language/literacy demands

Academic

EnglishLearner

engagement

LANGUAGE DEVELOPMENT CONTENT DEVELOPMENT

Page 11: Individual Response Consensus ENTRY TASK: CONSENSUS BOARD

INTEGRATED LANGUAGE & CONTENT DEVELOPMENT

Explicit Teaching of

Complex Academic

Language and Discourse Literacy

THROUGHRigorous, EngagingContent

Instruction

Page 12: Individual Response Consensus ENTRY TASK: CONSENSUS BOARD

PROJECT GLADGUIDED LANGUAGE ACQUISITION DESIGN

STRATEGIES• FOCUS & MOTIVATION• COMPREHENSIBLE

INPUT• GUIDED ORAL PRACTICE• READING & WRITING• CLOSURE/EVALUATION

Page 13: Individual Response Consensus ENTRY TASK: CONSENSUS BOARD

• Consensus Board • Numbered Heads Together • T-Graph for Social Skills• Cognitive Content Dictionary

INSTRUCTIONAL STRATEGIES

HANDOUTS• CCD Teacher

Notes/GLAD CCD Template

• CCD Steps/example

Page 14: Individual Response Consensus ENTRY TASK: CONSENSUS BOARD

STRATEGY: NUMBERED HEADS TOGETHER

Page 15: Individual Response Consensus ENTRY TASK: CONSENSUS BOARD

• Facilitates a safe learning environment• Student generated description of positive behavior• Sets clear/explicit standards for cooperative learning• Structures positive reinforcement

STRATEGY – T-GRAPH FOR SOCIAL SKILLS

Page 16: Individual Response Consensus ENTRY TASK: CONSENSUS BOARD

STRATEGY: COGNITIVE CONTENT DICTIONARY

• Teaches Language through Content• Metacognition• Word Study (Tier 2)• Kinesthetic • Visual Resource• Activate Prior Knowledge• Integrates Home Languages

Page 17: Individual Response Consensus ENTRY TASK: CONSENSUS BOARD

CHOOSING WORDS TO TEACHTier One Tier Two Tier Three

• Most basic words• Picked up in

conversation• Rarely require

instruction in school

• Examples: clock, baby, happy, pencil, soccer

• Words that are high frequency

• found across a variety of domains

• Examples: characteristics, industrious, evidence, emerging

• Limited to specific domains(content specific)

• Frequency low• Best learned when

needed in content • Examples:

mitochondria, isotope,

Beck, McKeown and Kucan, 2002

Page 18: Individual Response Consensus ENTRY TASK: CONSENSUS BOARD

DIVING IN:COGNITIVE CONTENT DICTIONARY

• Identify 1of 8 essential tier 2 & 3 vocabulary words for an upcoming unit

• Complete teacher notes for that 1 word

• Word parts, final meaning, possible sketches

• Next steps – 8 words per unit

Page 19: Individual Response Consensus ENTRY TASK: CONSENSUS BOARD

+ ∆

I learned that….I enjoyed the focus on…..I made connections with…..This reminded me of……

I would appreciate more…..I wonder if…..I want to know more about…….I suggest that…..

GOTS & WANTS