bringing the pieces together
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Bringing the Pieces Together Division of Bilingual Education and World Languages
June 2013 Summer Heat Ms. Lourdes
Pintado
Organization and Group Norms
Be fully “present” by Giving and receiving feedback Challenging your belief system Communicating authentically
One voice at a time Pose questions and ideas with the group,
not only your neighbor Focus on the positive Keep electronic distractions to a
minimum Bathroom breaks are at your discretion
Our Commitment to Strengthening Teacher
Practice It is not only the
amount of exposure to
English that affects learning, but the quality as well.
Echevarria et al., 2004, p. 45
PD GoalsAssist teachers to develop rigorous lessons that encompass:
Reading complex text closelyEvidence-based discussions and
writingBuilding academic vocabulary
through contextOn-demand and process writingA balance of informational and
literary texts
SECOND LANGUAGE LEARNING PARADIGM SHIFT
Rationale
Old Paradigm
Content Language
Primarily Vocabulary
and Grammar
Second Language Learning Paradigm ShiftsFrom the concept
of
Use of activities that pre-teach the content or simply “help students get through texts”
To an understanding of Language
acquisition as a social process
Traditional grammar as a starting point to learning a second language
Carefully planning the “just right” kind of support to develop language and learner autonomy
Bringing the Pieces Together
Lesson Plan
Learning Standards
LA.8.1.6.3 The student will use context clues to determine meanings of unfamiliar words.
LA.8.1.6.8 The student will identify advanced word/phrase relationships and their meanings.
LA.8.1.6.9 The student will determine the correct meaning of words with multiple meanings in context.
LACC.8.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
LACC.8.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Next Generation Sunshine State Standards
Common Core State Standards
Learning StandardsNext Generation Sunshine State Standards LA.8.1.7.7 The student
will compare and contrast elements in multiple texts.
Common Core State Standards
LACC.8.RL.3.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
LACC.8.RI.3.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
Learning StandardsNext Generation Sunshine State
Standards LA.8.2.1.7 The student will locate and analyze an author’s
use of allusions and descriptive, idiomatic, and figurative language in a variety of literary text, identifying how word choice is used to appeal to the reader’s senses and emotions, providing evidence from text to support the analysis.
LA.8.2.2.1 The student will locate, use, and analyze specific information from organizational text features (e.g., table of contents, headings, captions, bold print, italics, glossaries, indices, key/guide words).
LA.8.6.1.1 The student will explain how text features (e.g., charts, maps, diagrams, sub-headings, captions, illustrations, graphs) aid the reader’s understanding.
Learning StandardsCommon Core State
Standards LACC.8.RL/RI.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
LACC.8.RI.1.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
LACC.8.RI.3.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
LACC.8.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.
LACC.8.RI.4.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.
Summative AssessmentComparison-Contrast EssayThe Story of an
Eyewitnessby Jack London
Poem of the Earthquakeby Eliza A. Pittsinger
Essential QuestionEvening Broadcast
What is the role of an eyewitness? When events such as natural disasters, crimes, and wars occur, it’s important to describe what happened so that others can learn from these events. Imagine a hurricane has just struck your community. With a partner, create an evening broadcast of the disaster. Decide who will be the news reporter and who will be the eyewitness.
Prior KnowledgeSan Francisco sits on top of the San Andreas Fault, a 650-mile crack in the earth’s crust that runs along the California coast.
On April 18, 1906, parts of the fault line buckled, bent, and slid past each other by as much as 21 feet! This created the great San Francisco earthquake. The earthquake had a magnitude of 7.8. Since that time, the largest earthquake to hit the Bay Area, in 1989, was magnitude 6.9.
Prior KnowledgeMore than 3000 people are estimated to have died, but the true number of dead will never be known. Two hundred fifty thousand people lost their homes.
Just a few hours after the terrible earthquake, a magazine named Collier's sent a telegraph message to the famous American writer Jack London. They asked Mr. London to go to San Francisco and report about what he saw.
He arrived in the city only a few hours after the earthquake. The report he wrote is called, "The Story of an Eyewitness."
Nonfiction PieceThe Story of an
Eyewitness
In “The Story of an Eyewitness,” novelist and journalist Jack London offers an extraordinary first-person account of the fiery aftermath of the 1906 earthquake in San Francisco. Jack London's report originally appeared in Collier's Weekly, May 5, 1906.
“Poem of the Earthquake” was written on San Francisco's Earthquake first anniversary by Eliza A. Pittsinger.
Poetess Eliza A. Pittsinger was born in Westhampton, Massachusetts, on March 18, 1837. Her earlier careers included teaching and proofreading. She eventually came to San Francisco around the time of the Civil War and stayed there until her passing on February 22, 1908.
Fiction PiecePoem of the Earthquake
Paradigm ShiftDevelop Language Autonomy
One of the challenges ELLs face when working with informational texts is the amount of new vocabulary required to understand nonfiction articles. Simultaneously, with the implementation of common core state standards, ELL instructors are called to teach effective vocabulary strategies that develop language autonomy.
PARADIGM SHIFTLET STUDENTS CHOOSE!
Personalized Word Learning
Vocabulary RationaleWhen students personalize word learning either by selecting their own words to learn or by using mnemonic strategies, their active engagement in learning increases.
Studies by Blachowicz and Fisher (2000) indicate that students seem to be more actively engaged when allowed to select their own vocabulary words.
Studies with seventh-graders (Fisher, Blachowicz and Smith, 1991; Fisher and Danielsen, 1998, in Blachowicz and Fisher 2000) showed that students learned words more effectively and remembered the meanings of the words they chose longer than words chosen by the teacher.
Personalized Word Learning
Vocabulary Activity 1. Distribute a copy of magazine article “The Story
of an Eyewitness” by Jack London2. Have three different color highlighters ready
(e.g. blue, pink, & yellow)3. Highlight in blue the 3 vocabulary words
predetermined by the authors of the textbook (defined on the marginal notes)
4. Highlight in pink the 13 vocabulary words that appear defined in the footnotes
5. Highlight in yellow the words you predict ESOL 1 students do not know/understand
Eye OpenerSample of how a textbook page might look for a struggling
reader.
So…what are we gonna do now?
Teaching Vocabulary to ELLs
As an instructor, how would you group these words?
What do you consider to be effective vocabulary strategies?
Challenges
Welcome !
Ineffective Vocabulary Strategies
There are an estimated 88,500 words in printed school English (Nagy and Herman 1984). It is impossible to teach each one through direct instruction, nor would that be effective or efficient. Some strategies, however, are more effective than others. Strategies that are not effective include the following (Stahl and Fairbanks 1986):
1. Looking up definitions (in the absence of other strategies).2. Providing only one or two exposures to a word.3. Drill-and-practice methods of instruction that involve multiple repetitions of the same type of information.
Effective Vocabulary Strategies
Instruction using both definitional information and contextual information is stronger than
instruction incorporating only one sort of information.
Instruction that activates prior knowledge and contrasts word
meanings is more powerful than simple combinations of contextual
information and definitions.
Instruction that involves active learning, inferences,
prior knowledge, and frequent encounters is more powerful than less robust instruction.
Michael GravesUniversity of Minnesota
mgraves@umn.eduIRA Annual Conference
Orlando, May 2011
The Story of an EyewitnessVocabulary List
FringeMenaceLavishlyRefugeeSurmountingWreckage
CompelledChimneyDoomedDynamiteEarthquakeFamine
Knowledge Rating Scale Vocabulary Strategy
Vocabulary or knowledge rating (Blachowicz, 1986; Young et al. 2002) is a before reading strategy designed to evaluate students’ prior or background knowledge of a topic or concept.
Rating scales can help students to actively look at and be aware of new vocabulary and also help activate prior knowledge.
By identifying terms students do not know well, the teacher will be better able to prepare students for reading, viewing, listening and discussing the new topic or text.
The Story of an Eyewitness
Knowledge Rating ScaleKnowledge Rating Scale
Word I have never seen this word before.
I am not sure of the word's meaning.
I know this word and can teach the word's meaning to someone else.
compelled
chimney
doomed
dynamite
earthquake
famine
fringe
menace
lavishly
refugee
surmounting
wreckage
Divide the class into groups
Assign two words per group
Have students complete the graphic organizer
Share out
Note: The use of English-English dictionaries is recommended.
The Story of an Eyewitness
Vocabulary Strategy
Let’s ReadThe Story of an Eyewitnessby Jack London
Poem of the Earthquakeby Eliza A. Pittsinger
Text Featureshttp://breeze.palmbeach.k12.fl.us/p14914026/
Identify, analyze, and determine meaning from a variety of text features (e.g., headings, subheadings, titles, subtitles, sections, captions, italicized text, charts, tables, graphs, illustrations, maps, diagrams, text boxes) found within a text.
Here’s How1. Before you read, identify the text features.2. Next, carefully preview the text features as follows:
Read the title, headings, and subheadings to get an overview of the material Scan for boldfaced terms or key words to get a sense of important details Glance at the graphic aids and captions to see what kind of data the text
offers Locate any sidebars, marginal notes, or/and footnotes
3. Now, read the text and analyze the information. Use the text features to determine meaning from text.
The Story of an Eyewitness
Text Features Activity
Text Feature
How It Helps Me
(purpose) FCAT Question caption
It provides information about the photograph.
Explain how the caption aids the reader’s understanding.
The Story of an Eyewitness
Text Features Activity1. Provide a map of
San Francisco City in 1906.
2. Play the recording and ask students to highlight in the map the places that the fire burned.
3. Have students compare maps.
Here’s How
The Story of an Eyewitness
Text Features Activity1. Reread ‘The Story of an Eyewitness’ by Jack
London2. Divide the class into 9 groups (9 headings)3. Assign a text piece to each group4. Create a timeline as a class, combining the
information that each group provides
April 18, 1906An earthquake shook
San Francisco
On Wednesday night, dynamite was used to stop
the flames
Can your students cite evidence from text?
The Story of an Eyewitness
Citing Evidence
The Story of an Eyewitness
Text Structures StrategyAnalyze a variety of text structures (e.g., comparison/contrast, cause/effect, chronological order, argument/support, lists) and text features (main headings with subheadings) and explain their impact on meaning in text.
Here’s How1. Explain the
different text structures.
2. Ask how Jack London organizes the information in his report.
3. Ask how this text structure helps the reader understand the report.
Poem of the Earthquake
Literary TermsIntroduce/Review:a) personificationb) metaphorc) repetitiond) Imagery
2. Record examples in the Little Book of Literary Terms.
Our Recent Earthquake was the Chief Despoiler and Ungainly Thief That ever wrecked a city— It was the Great Iconoclast Whose deadly grip and fiery blast
Awoke the World to pity. -from ‘Poem of the Earthquake’ by Eliza A.
Pittsinger
The Story of an Eyewitness
Literary Terms1. Find new examples in prose:a) personificationb) metaphorc) repetitiond) imagery
2. Record examples in the Little Book of Literary Terms.
From every side came the roaring of flames, the crashing of walls, and the detonations of dynamite.
-from ‘The Story of an Eyewitness’ by Jack London
Text Dependent QuestionsRationale
Text Dependent Questions: Ask why the author chose a
particular word Analyze the impact of the
syntax of a sentence Collect evidence like a
detective on the case Test comprehension of key
ideas and arguments
Look for pivot points in a paragraph
Track down patterns in a text Notice what’s missing or
understated Investigate beginnings and
endings of texts Analyze how portions of the
text relate to each other and the whole
Effective text dependent questions encourage students to spend time lingering over a specific portion of the text looking for answers instead of just a cursory look to get the gist of what is meant.
The Story of an Eyewitness
Text Dependent QuestionsCraft and Structure
Craft Technique Close Reading Question Possible Answer
Sentence Structure
What stands out about the way this sentence is written?
Before the flames, throughout the night, fled tens of thousands of homeless ones. (lines 66-67)
Short SentenceWhy did the author choose a short sentence here?
At nine o’clock Wednesday evening I walked down through the very heart of the city. I walked through miles and miles of magnificent buildings and towering skyscrapers. Here was no fire.(lines 94-95)
Long Sentence
Why did the author make this sentence really long?
I passed Wednesday night in the path of the advancing flames, and in all those terrible hours I saw not one woman who wept, not one man who was excited, not one person who was in the slightest degree panic stricken.(lines 63-65)
Word Order
Based on the order of words in this sentence, which word do you think is the most important? Why? What was the author trying to show by placing a particular word in a certain place?
Before the march of flames were flung picket lines of soldiers. (line 82)
Bringing the Pieces Together
Lesson Plan
Reading Complex Text
Speaking in context
Evidence-based Writing
Listening with a PurposeLet’s connect
the pieces!
CONTACT INFORMATION
NORTH REGIONAL CENTERDeland Innocent, Supervisor dinnocent@dadeschools.net305-995-2977
CENTRAL REGIONAL CENTERCary M. Pérez, Supervisorcmperez@dadeschools.net 305-995-1962
SOUTH REGIONAL CENTERLourdes Menéndez,Supervisorlmenendez1@dadeschools.net 305-995-2098
Maria Cueto Curriculum Support Specialistmcueto14@dadeschools.net
Alina PlasenciaCurriculum Support SpecialistAplasencia@dadeschools.net
Lourdes Pintado Curriculum Support Specialistpintadol@dadeschools.net
Ivette Green Curriculum Support Specialist Ivette7@dadeschools.net
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