pearl strategies

© 2015 Dr. Catherine CollierAll Rights Reserved

PEARLInstructional Intervention &

Integration for ELL and Special Education Students

Dr. Catherine [email protected]


The Bottom Line

CLD/LEP must be able to participate effectively (at or near peer) in all

programs and content areas.


7 Steps for Separating Difference & Disability

Step 1 Build & Sustain a Foundation for LearningStep 2 Establish & Support ResiliencyStep 3 Differentiate Instruction & InterventionStep 4 Monitor Instruction & InterventionStep 5 Resolve or ReferStep 6 Integrate Services & Cross-cultural IEPsStep 7 Maintain Staff & Programs Serving CLDE


Culturally ResponsiveEducation

Socio-emotional Development

Educational Outcomes

Language, cultural content, cultural context, family & community

Self-worth, cultural identity, relationships with family & community

Engagement, achievement, student behavior


Definitions

The concept of things that particular people use as models of perceiving, relating, and interpreting their environment.

The process by which individuals perceive, relate to, and interpret their environment.

Difficulty in perceiving and manipulating patterns in the environment, whether patterns of sounds, symbols, numbers, or behaviors.

Culture CognitionLearning Disability


Underlying Components for Culturally and Linguistically Responsive Practice

Intercultural SkillsAbility to make accurate predictions and explanations of others’ actions

Cultural KnowledgeAwareness of what we need to do to communicate effectively and appropriately

Motivation, Attitudes, Beliefs Desire to communicate effectively and appropriately with others


Potential Sources of Cultural mismatchAll students do not share the experiences and background knowledge that teachers, textbooks, and curriculum standards may assume.

Children from culturally and linguistically different backgrounds have different experiences and knowledge than mainstream teachers and children.

• Experience• Language• Culture• Child-rearing history• Religion• Socioeconomic status• Urban rural context‐• Risk factors (number/severity)


12 Steps to Cultural Competence

1. Be aware of and accept difference.

2. Understand one’s own cultural linguistic values.

3. Learn about other cultures & languages.

4. Understand the dynamics of difference and oppression.

5. Develop cross-cultural & cross-lingual interaction strategies.

6. Develop of cross-cultural & cross-lingual communication skills.


12 Steps to Cultural Competence7. Adapt and use skills and

strategies to fit the cultural & linguistic context of a situation.

8. Make personal choice for increased understanding.

9. Take differences into consideration.

10. Hold diversity in high esteem.11. Treat everyone with dignity

and respect.12. Practice what you preach.


Krashen’s Critical Elements1. Provide

Comprehensible Input in Target Language

2. Lower the Affective Filter

3. Maintain Subject Matter Education

4. Maintain and Develop Base Language


Smarter RTI for CLD/EL• Prevention first• Culturally & linguistically responsive intervention strategies for

student and system• Multistage screening to identify risk & strategy selection for

problem solving• Problem solving interventions focused on specific learning concerns• Multistage assessment (progress monitoring) to determine

appropriate levels of instruction– Specific goals– Measurable goals & outcomes– Attainable objectives– Relevant content– Time-bound


What does research say about learning strategies?

• Effective learners’ strategies are varied and flexible.

• Use of learning strategies is correlated to self-efficacy.

• Strategy use improves academic performance.


Strategy Fitness!

OBJECTIVE


STRATEGIES

A strategy is a tool.


STRATEGIES

A strategy can be applied to any learning task.


STRATEGIES

Choose the right strategy for the

task.


STRATEGIES

Strategies stay with you.


Teaching Learning Strategies• Focus on academic

learning strategies.• Identify students’

current learning strategies.

• Name & explain strategies.

• Model strategies (ex. teacher thinking aloud).

• Self-evaluation of strategy use (by S & T).

• Develop metacognitive awareness & self-regulated learning.


Prep For Teaching Learning Strategies

• Teacher provides overview and objectives;

• Elicits students’ prior knowledge;

• Develops vocabulary; and

• Uses students’ native language as a resource.


Teaching The Strategies• Teacher addresses

different learning preferences;

• Models language processes explicitly;

• Explains learning strategies; and

• Discusses connections to students’ prior knowledge.


Practice Strategies• Students engage in

interactive activities;

• Practice different cooperative learning structures;

• Use authentic content and language tasks; and

• Use learning strategies.


Evaluate Strategy Use• Students assess

their own learning;

• Identify preferred strategies;

• Keep learning logs; and

• Evaluate themselves.


Teach Something

Learn Something


My Pearl of Wisdom•Prepare•Embed•Attach•Ratchet•Look Back


My Pearl of Wisdom

©Prepare/preview

©Embed

©Attach

©Ratchet

©Look Back/review

©PreparePreview, Question, Imagine,

Predict, Anticipate, Brainstorm


Prepare = Front Loading Strategies• The process of

preparing a student’s mind to read, think, and respond


Prepare Strategy: Survival Strategies• Provide guided practice in

school interactions• Provide picture cues for

rules & locations• Establish “buddy” system

for newcomers• Have graphic signs in all

languages


Prepare Strategy: Wall Walk• Pictures from book • Statements from text• Diagrams of process• Content snippets• Provide space for

writing comments• Wall walkers study

image or phrase & write comment, question


Preview & Preparation Strategies

Show students pictures about or from the lesson

Have them talk about what these are & what they think may happen

Provide a “picture walk” or other sequenced preview of activity

From the preview, generate questions or ideas or predictions

Illustrate all of these in concrete form or manner


Prepare Strategy: Input Drawing

• Large chart/butcher paper

• Pencil guide lines• Trace over with marker

as describe• Label & discuss as you

go along


Preview Strategy: Advanced Organizer

What do we KNO

W about this

already?

What do we

WANTto know about

this?

What will we

LEARNabout this?

HOWwill we learn

this?

? ? ? ?Whywill we learn

this?


Prepare Strategy: Inquiry Charts

What to we know about fish?

What do we want to learn?

Where do you think we might find the

answer?

Challenge Questions (for another team to

answer)

1.2.3.4.


Preview Strategy: Advanced OrganizerWhy/How

Where When

Who What

What

Where How Why

WhoWhen


Prepare strategy: Question Generators

WHEN

WHICHWHERE

WHY

WHAT


Preview Strategy: Provide Consistent Structure & Process

1. Brainstorm: Things I could a) change, b) measure2. Choose Variables: a) I will change _, b) I will measure _, c) I

will keep these things the same_.3. Ask a Question: a) When I change _, b) What happens to

what I will measure?4. Predict an Outcome: a) IF I change_, b) SO that _, c) THEN

I predict this will happen to what I will measure_, d) BECAUSE _.


Prepare Strategy: Stop and Think Pads• Quick writes• Predictions• Questioning• Connections• Answers to pre-

learning questions

• Reflections


Prepare Strategy: Quick Writes• Math - Write about a

time you have had to use multiplication in your everyday life.

• Science - Write all words related to what you know about the states of matter.

• Social Studies – Write 1 prediction about the next presidential election.

• Literature – Write 5 things you know about……(based on title, picture preview).


Preparation Strategy Example

1. Using your storybook and the Quick Write guideline in your activity set, complete a quick write about your group’s storybook.

2. Use the Data Collection form to monitor your progress.


P Implementation Activity1. On your chart paper, write P.2. Illustrate & annotate how

you will Prepare your students for this story.

3. Use any of the P ideas we have discussed; add your own.

4. You will be sharing this with the rest of us, so make it clear.



My Pearl of Wisdom

©Prepare/preview

©Embed

©Attach

©Ratchet

©Look Back/review

©EmbedConcrete, Guides, Cues, Realia,

Model, Context


Embedding Strategy: Growth Spirals

As the child demonstrates the ability to do the action, or achieves the milestone, have her/him color in a segment.She/he can use different colors for different levels of accomplishment, but all represent growth. All are positive affirmations of the child’s emerging control over their own behavior and the learning process.

Dividing 1-10

Subtracting 1-10

Adding 1-10

Counting 1-20


Embedding Strategy: Action


Name: Date:

I want to be able to:

1.

2.

3.

Work quietly during cooperative group activities.

Listen to the teacher’s directions, and take notes of what I need to do.

Put the materials away in their proper boxes when I am done using them.

Embedding strategy: Self Monitoring


Embedding Strategy: Digital Storytelling

• Student tells story following graphic organizer.

• Record and load onto computer.

• Student illustrates online with pictures.

• Labels pictures.


Embedding Strategy: Patterns

• Minimal pairs• Rhymes• Songs• Rhythms • Puzzles • Sequenced puzzles


Embedding Strategy: PatternsHere is an example of context embedding that

teachers will find useful. You will need beads of 7 different colors (white, light blue, brown, blue, green, yellow, and clear) and lengths of cord or leather. Have the students string the beads in the order of the water cycle:

White bead—cloud (condensation)

Light blue bead—rain (precipitation)Brown bead—ground (accumulation)

Blue bead—water in lake, river, ocean (surface runoff)

Green bead—plants (transpiration)

Yellow bead—sun (source of energy that keeps cycle moving)

Clear bead—water vapor (evaporation)White bead—back to cloud (condensation)


Embedding Strategy: Graphic OrganizersBefore, During, and After Reading


Embedding Strategy: Total Physical Response (TPR)• Reduces stress for Newcomers• Reduces code-switching• Develops cognitive academic

language• Builds C1-C2/L1-L2 transfer skills• Builds awareness of appropriate

C2/L2 communication behaviors• Develops confidence in C2/L2

interactions


Embedding strategy: Jigsaws1.Divide class into the same # of sections to be read in the text. (pages, paragraphs-no more than 3 or 4).2.Assign each group a section to “become experts” and plan to teach to the class.3.Each group will read w/ a specific goal in mind (ex: Choose four key words and ideas to share)4.Try to incorporate collaboration & self-selection: “Select 3 facts as a group and one you personally consider important.”5. Allow time after reading the text for groups to discuss and complete the form together.6. Students then teach their text to the class, either 1-on-1, or as a group.


Embedding Strategy: Drawing Conclusions

1.Assign a portion of text to be read.2.Students work in partners or small groups to decide on the “Big Picture” or overall conclusion of the text to write in “Conclusion” box.3.As a group, return to the text to find up to 3 support sentences or phrases to “prove” the conclusion. 4.If time, there is enough space to do a “Quick Draw” to help embed information for visual learners.


Questions Descriptions Answers

Embedding Strategy: Three Column Note Making

1.Students create questions out of headings in a text.

2.In next column, students describe pictures, tables, graphs, charts, etc…

3.In last column, students answer questions, &/or define key vocabulary.


Embedding Strategy: 2 Column Organizer

Element:1. Introduction

2. Main idea

3. Supporting comments

4. Examples

5. Conclusion

Example:1. Lots of people…

2. Pets can be…

3. Barking at night, chasing…

4. My dog…

5. So, now you…


Embedding Strategy: Active Processing

• What is my/our task?• What do I/we need to do to

complete my task?• How will I/we know my

task is done correctly?• How will I/we monitor the

implementation?• How do I/we know the task

is completed?


Embedding Strategy: Consistent Sequence

Establish consistent schedule to learning day

Establish consistent schedule for assignment completion

Facilitate student discussion about lessons’ sequence

Provide graphic or auditory reminders of sequence & timing


Example Of Providing Consistent Sequence

5. Set up experiment: a) Here’s what I will change_ , and b) I will compare my test setup to _.

6. Table of results: what I changed/what I measured7. Look for patterns & graph results: x axis what I measured, y

axis what I changed8. Answer the question: a) when I changed_, b) This is what

happened to what I measured_, c) Here’s what the graph/data tells us _.


Embedding Strategy: Visualization

Where should I stop to think?

Who is doing what, where, when, how, and why?

What picture do I see in my mind regarding these?

What do I see when I put the pictures from each stop together?

What does the whole thing tell me?


Embedding Strategy: Visualization 2

• Teacher reads 1 or 2 paragraphs

• Students draw what they “see”

• Keep going through story in chunks with pauses for drawing

• Students put whole together


Where should I stop to think?Rehearsal #1


Who is doing what, where, when, how, and

why?Rehearsal #2


What picture do I see in my mind

regarding these?Rehearsal #3


What do I see when I put the pictures from each stop together?

Rehearsal #4


What does the whole thing tell me?

Rehearsal #5


Embedding Strategy: Color CuesSubject Clause Verb Clause Object Clause

Subject Pronoun

Adverb Verb Article Noun Preposition ObjectPronoun

You quickly give a cat to her.

We hastily put the fish in it.

They badly hit the ball over you.

I meanly throw an egg on him.

You quietly eat an apple behind her.

We happily sing a song about us.

They grumpily wash the floor under me.

I vastly underestimated the cost to them.


Embedding Strategy Example

1. Using your storybook and the Sentence Building Frame in your activity set, complete a sentence frame using your group’s storybook.



E Implementation Activity1. On your chart paper, write E.2. Illustrate & annotate how

you will Embed this story for your students.

3. Use any of the E ideas we have discussed; add your own.




My Pearl of Wisdom

©Prepare/preview

©Embed

©Attach

©Ratchet

©Look Back/review

©Attach

Connect, Analogies, Similarities, Compare, Contrast


Attachment Strategy: Culture Tool Kits

• Realia from specific culture• Recipes from specific culture• Pictures of people from

culture• Language examples• Stories• Projects: art, buildings,

drama, music, etc.


Attachment strategy: Alphaboxes• Used for collecting

related words• Students brainstorm

for words related to topic/chapter/unit…

• They must be able to “defend” their word choices.

• Record responses under corresponding letter.


Attachment Strategy: Patterns

• Compare & contrast L1 & L2 words

• Familiar Rhymes• Familiar Songs• Learning Games based

on familiar patterns • Puzzles based on prior

knowledge


Attachment Strategy: Family Centered Learning

• Develop family focused thinking• Send home activities for students &

families• Provide community based learning

opportunities• Provide content learning nights • Develop family learning activities in

school• Teachers attend events in diverse

communities


Attachment Strategy: Timelines

• What are key events in my life over the past x years/months/days?

• What are major events that were happening elsewhere in the world at the same time?

• Find someone with two similar happenings.

• Discuss the similarities and differences in your lives over the last ten years.


Attachment Strategy Example 1

1. Using the Data Collection form in your activity set, follow the directions for doing a Timeline.



Attachment Strategy: Heritage Strengthening

Learn students’ dialects Strengthen language

foundation Reinforce knowledge &

culture transfer Facilitate analogies Compare & contrast Make connections Facilitate family & home

interaction activities Provide Self concept

activities


Attachment Strategy: Familiar Objects

Voltage experiments with fruits or vegetables

Chemical comparison of native plants & drugstore items

Comparing different ways of measuring or counting


Attachment Strategy: Familiar Stories

Pirate Math• Students learn to “find X,” just like pirates

do on a treasure map• Students learn to identify word problems by

type. • Students learn to represent the problem

structure with an algebraic equation and then to solve the equations.

• Students also learn how to transfer problem-solving skills to problems with irrelevant information and to problems where relevant information is found in graphs, charts, or figures.


Life is difficult for the organizationally impaired.

Attachment Strategy: Sorting

1. Sort elements into groups.

2. Name the elements in each group.

3. Give a name to the group.

4. How many groups do we have?

5. How might we change these groupings?



1. Using the Data Collection form for Open Sort in your activity set, follow the directions for doing an Open Sort at your table.



Attachment Strategy: Analogy

What do I know about things like this?

How is what I know similar to this new thing?

How is this new thing different from what I know?

Can I substitute what I know for this new thing?

How can I elaborate on this?



1. Using your storybook and the Magic Bag Activity in your activity set, design a magic bag activity using your group’s storybook.



A Implementation Activity1. On your chart paper, write A.2. Illustrate & annotate how

you will Attach this story for your students.

3. Use any of the A ideas we have discussed; add your own.




My Pearl of Wisdom

©Prepare/preview

©Embed

©Attach

©Ratchet

©Look Back/review

©RatchetExpand, Transfer, Generalize,

Enrich, Apply


Ratchet Strategies• Provide guided practice in

making generalizations• Facilitate expansions and

extensions• Provide opportunities for

varied application• Facilitate creative

application/connection of embedding and attachment activities

• Create range of activities to experience transfer & transition


Type of Strategy Strategy includesHow strategy helpsstudents

Metacognitivestrategies

advanced organization,selective attention, self-evaluation

helps students to plan,self-monitor, andevaluate their progress.

Cognitive strategies note-taking, grouping,inferencing, imaging

supports students inapproaching contentmaterial in differentways

Social affective cooperative learninggives students achance to interact inorder to ask questionsand clarify content

Ratchet Strategy: Cognitive Academic Language Learning Approach (CALLA Strategies)


Ratchet Strategy: Coping

1. What is the problem?2. What are my action steps?3. Where can I go for help?4. How will I deal with

setbacks?5. What will my outcome be?


Krypto

4 8 2 53

64

09 1

01

2 10

573


Ratchet Strategy Example 1

1. Using the Data Collection form for the Krypto Activity, follow the directions for doing Krypto at your table.



Sudoku

1 95 6 2

2 8 5 37 8 4

4 6 1 72 7 8

1 7 2 52 9 6

8 2


Sudoku


Gold Mining

• What do we know about this picture?

• What are the overt elements of this picture?

• What are the ‘hidden’ elements of this picture?

• How can we find out about these?

• How can we generalize what we have learned?


Ratchet Strategy: Consequence Wheel


Ratchet Strategy Example 3

1. Using your storybook and the Consequence Wheel in your activity set, design a Ripple Effect activity using your group’s storybook.



R Implementation Activity1. On your chart paper, write R.2. Illustrate & annotate how

you will Ratchet this story for your students.

3. Use any of the R ideas we have discussed; add your own.




My Pearl of Wisdom

©Prepare/preview

©Embed

©Attach

©Ratchet

©Look Back/review

©Look backReview, Reflect, React, Summarize,

Evaluate


Look Back Strategies

Review cognitive academic language

Facilitate application and reflection

Review content and implications

Reflect on process of learning

Reflect on teaching


Look Back Strategy: KWL+

What did we

KNOW about this

already?

What did we WANT

to know about this?

What did we LEARNabout this?

HOWdid we learn

this?

WHY did we learn

this?


Question Generators

Could

WereWill

DID

WAS


Review Strategy: W-StarWhy/How

Where When

Who What


Look Back Strategy: Review


Look Back Strategy: Comprehension

Somebody Wanted But So Then•Princess Elizabeth

•Prince Ronald

•The Dragon

Marriage to Prince Ronald

The Dragon took him away

The Princess rescued the ungrateful Ronald

The Princess chose freedom


Look Back Strategy Example 1

1. Using the form for the Somebody Wanted Activity, follow the directions for doing this with your storybook at your table.



Look Back Strategy: Hot Seat

• Elizabeth• Ronald• Dragon


Look Back Strategy: Graphing Results

Manipulated Variable

Responding Variable

Resp

ondi

ng V

aria

ble

Manipulated Variable


Look Back Strategy: Key Learning Activity


Look Back Strategy: Contrast

Elizabeth Dragon Ronald


Look Back Strategy Example 2

Using the Character Contrast Frame in your activity set, follow the directions for doing

this with your storybook at your table.


L Implementation Activity1. On your chart paper, write

L.2. Illustrate & annotate how

you will Look Back at this story with your students.

3. Use any of the L ideas we have discussed; add your own.




Share your book ala PEARL•Prepare•Embed•Attach•Ratchet•Look Back


How will you evaluate the effectiveness of your lesson?

• For students• For curriculum goals• For individual learning

plans• For school expectations• For state benchmarks• For your learning

community• For yourself


Adaptation Mandala

Adapt content to instructional strategy.

Adapt content to instructional setting.

Adapt content to improve learner behaviors.

Adapt strategy to improve learner behaviors.

Adapt setting to instructional content.

Adapt strategies to instructional setting.

Facilitate learner adaptation to content.

Facilitate learner adaptation within

instructional setting.

Learner Behaviors

Learner Behaviors

Instructional Strategies

Instructional Strategies

Content

Content

Setting

Setting


For Tomorrow

• Bring your own curricular materials

• Bring current student data and roster

• Bring whatever you use to plan for a unit of Tier 1 or Tier 2 instruction or intervention in literacy and/or cognitive academic language

• You will walk out with a unit plan tomorrow


A little aardvark never hurt anyone.


7 Steps for Separating Difference & Disability

Step 1 Build & Sustain a Foundation for LearningStep 2 Establish & Support ResiliencyStep 3 Differentiate Instruction & InterventionStep 4 Monitor Instruction & InterventionStep 5 Resolve or ReferStep 6 Integrate Services & Cross-cultural IEPsStep 7 Maintain Staff & Programs Serving CLDE


Ratchet Strategy: Card Games


ENGLISH Do you have ____? I have _____. (You) Take it! Yes. No.

The Card. Please. Thank you. Excuse me. Goodbye.

Wonderful! Drat it! (Alas! Oh!)


DINÉ_____ish holo._____ holo.Neidii’aah. Aoo’. Dooda.

Bizhí’igii. Ahéhee’(la). Hágoón’eeh’.

Yá’át’ééh!

Éiyá!


ENGLISH1. One2. Two3. Three4. Four5. Five

6. Six7. Seven8. Eight9. Nine10.Ten


DINÉ1. T’ałai2. Naaki3. Taa’4. Dii’5. Asdlah

6. Hastaa’7. Tso’tsiid8. Tseebii9. Nahastee’10. Neezna


ENGLISH

• RED• BLUE• GREEN• YELLOW• ORANGE

• PURPLE• BLACK• WHITE• PINK• BROWN


DINÉ

• ŁICHII’• DOOTŁ’IZH• TÁTL’IDGO DOOTŁ’IZH• ŁITSO• ŁITSXO

• TSÉDIDÉÉH• ŁIZHIN• ŁIGAI• DINICHII’• YISHTŁIZH


Your Own Plans1. What do we need know?2. Which students are our primary

target?3. What resources do we need to build

an instruction or intervention unit?4. What will our target benchmarks be?5. Who will be involved?6. How will we begin? 7. How will end?8. What will our exit criteria be?9. Other considerations?


Five Standards for Effective Instruction

• Joint Productive Activity• Language & Literacy

Development• Contextualize to Make

Meaning• Challenging Activities• Instructional Conversation

Center for Research on Education, Diversity & Excellence at Univ of California at Santa Cruz


Your Joint Productive Activity• Review your text or

material for your unit.• Review your student

roster & identify range of student needs.

• Identify 1 or 2 specific content & performance goals.

• Choose 1 to do in PEARL format.

Consider how you will include PEARL & the five standards in your unit

• Prepare• Embed• Attach• Ratchet• Look Back


Another Preparation Strategy: Contextualize to Make Meaning• Explain the instructional

purpose of all learning activities.

• Do not assume that all children understand the purpose of learner-centered activities such as independent research or art projects.

• Explain how the activity is linked to the curriculum.


Another Preparation Strategy: Instructional Conversation• The teacher leads the

students to prepare a product that indicates the goal of the instructional conversation was achieved.


How will we prepare our students for this lesson/unit?

©PreparePreview, Question, Imagine, Predict,

Anticipate, Brainstorm


Another Embedding Strategy: Joint Productive Activity• In joint productive activity, students bring together their

different understandings and shape new knowledge in creating a product.

• Participants work together on this product, and are encouraged to assist, discuss, and negotiate activities with each other.


Another Embedding Strategy: Joint Productive Activity

• Grouping arrangements for joint productive activity must be carefully planned to equalize language and social status and to maximize language and content learning opportunities.


Another Embedding Strategy: Contextualize to Make Meaning• Provide direct instruction

when introducing knowledge or developing skills that all students need.

• Always be sure to embed this instruction in a meaningful context, for example, focus on the past tense forms of the verb in the context of history.


Another Embedding Strategy: Instructional Conversation

• The teacher converses with students about academic topics using vocabulary and concepts in small groups on a regularly scheduled basis.


Another Embedding Strategy: Instructional Conversation• The teacher ensures

that student talk occurs at higher rates than teacher talk in the speaking style students prefer.


Another Embedding Strategy: Instructional Conversation

• The teacher guides conversation to focus on student views, judgments, and rationales based on text evidence and other substantive support.


Another Attachment Strategy: Language & Literacy Development• The teacher listens to

student talk–about their funds of knowledge, what they already know from home and community, as well as school.


Another Attachment Strategy: Language & Literacy Development

• The teacher connects students’ everyday talk to academic topics.


Another Attachment strategy: Instructional Conversation

• The teacher encourages students’ use of first and second languages in instructional activities.


Another Attachment strategy: Instructional Conversation• The teacher assists

language development through modeling, eliciting, probing, restating, clarifying, questioning, and praising, as appropriate in purposeful conversation.


How will we attach learning for our students in this lesson/unit?

©AttachConnect, Analogies,

Similarities, Compare, Contrast


Another Ratchet Strategy: Challenging Activities• Reaching the zones of proximal development• Adapting curriculum for cognitively challenging

instruction requires “careful leveling of tasks so that students are stretched to reach within their zones of proximal development, where they can perform with available assistance” (Tharp, 1997).


Another Ratchet Strategy: Zone of Proximal Development


Another Ratchet strategy: The Pyramid Vocabulary Activity1. Make 100 vocabulary triangles with mixed up

words, definitions & examples on each tile.2. Make 4 or more Pyramids with places for 9

vocabulary triangles.3. Divide students into groups & give each group

a Pyramid & 20 or more triangles.4. Students work together to fill in their Pyramid.


The Tiles

Word

Definition

Example

Word DefinitionExample

Word

DefinitionExam

pleDefinition

Example

Word


The Pyramid


Example

BlueThe color of the sky

AzulSpanish for Blue

The color of the

sun

Yellow

Golf c

ourse

ar

ea

Viole

t

Gree

nRojoEl gato es rojo.

El mar es azul.

Purple

Verde

OrangeSmall

purpl

e

flower

El crocodilo es verde.

A sad

fee

ling.

The c

olor o

f

grass.

A citrus fruit.

I am fe

eling

blue.

The spectrum.

The color of a citrus

fruit.Th

e colo

r of a

n

apple

.Long

est w

avele

ngths

My favorite

color.

The rainbow.


How will we expand (ratchet up) learning for our students in this lesson/unit?

©RatchetExpand, Transfer,

Generalize, Enrich, Apply


How will we evaluate our students’ performance within this lesson/unit?

How will we reflect on our students’ learning in this lesson/unit?

©Look backReview, Reflect, React, Summarize, Evaluate


How have we used the 5 standards within our unit?• Joint productive activity• Language & literacy

development?• Contextualizing to make

meaning?• Challenging activities?• Instructional

conversations?


Report outs: share your units


How will you evaluate the effectiveness of your lesson or unit plan?


Review Your Own Plans

1. What more do we need know?

2. What other resources do we need to gain and sustain this knowledge base?

3. How will we measure our success benchmarks?

4. What should we do next?5. Other considerations?


Contact Information

Catherine Collier, Ph.D.360-380-7513 voice360-483-5658 faxFacebook.com/AskDrCollier#AskDrCollierwww.crosscultured.com [email protected]