ESL Secondary Planning PLCSession 2

October 25, 2014

Good Morning

• Sign-in at the table by the door.

• Enjoy a snack.

• Make a name tag.

• Place a Post-it on the story you will be teaching next week from Edge, Visions, or another curricular resource.

• Share your photos or videos with an elbow buddy.

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TEA PARTY

•Select an objective from the bag.•Walk around to introduce yourself to other teachers and share your objective.•Decide if your objectives match.•Stay together if your objectives match and decide who has the content objective and who has the language objective. •If you don’t match, continue to mingle until you find your matching objective.

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Objectives:• Determine the tier of vocabulary words.• Select and demonstrate how to teach new

vocabulary words using the 7 step model.• Explain another vocabulary building strategy

from the Common Core for the Not-So-Common Learner book.

• Apply strategies for before and during reading.

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Agenda• Teaching vocabulary strategies• Building background • During reading comprehension

strategies• Looking inside the toolbox• Pair and share• Planning

Teaching Vocabulary

Tier 1 Vocabulary...are the words typically known in their primary language, but not in English. These

words are usually taught by showing a picture.

Tier 2 Vocabulary…are words that have importance and utility because they are in grade-level text.

These words can be polysemous words, phrasal clusters, connectors, or idioms. These words are often cognates in Spanish.

Tier 3 Vocabulary...are the subject specific vocabulary. They’re typically highlighted or bolded in

textbooks; they’re also in the glossary.

Vocabulary Tiers 1-3Vocabulary instruction needs to be explicitly taught before, during and after reading to

help ELs catch-up with the words they are missing (Calderon, 2007).

Tiered Vocabulary

Why tiers?To plan smarter and with intention to help our students where they need it most

How?1. Identify a text you will use.2. Set the purpose/focus of the text.3. Identify 6-8 tier 2 & 3 vocabulary words to pre-teach.4. Identify tier 1 vocabulary words for a building background

activity before reading, if necessary.

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Planning Think Aloud Model1. Choose the Text: Skins by Joseph Bruchac

2. Set the Purpose: Identify the important characters and complete a chart with clues from the text to identify the theme. Then, write 2-3 paragraphs that use textual support to answer the question: How do the important characters’ interactions develop the theme?RL 9-10.3 Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

3. Identify Tiered Words and categorize them (tier 1, 2, or 3).

4. Target the words to pre-teach (6-8 from tiers 2-3) and the words (3-5 from tier 1) to use in building background before reading.

“That was one of the reasons why I hoped Jimmy T would make an effort to get to know me. I admired him for the fact that he wasn’t hiding who he was. He wasn’t afraid to let the world know he was a real Indian. Realer than me, a guy who had to dye his brown hair black to make it more Indian. When I was little, I didn't think about it that much. My dad, who was as Indian-looking as Cochise, could always handle it with his good nature.”

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Planning Think Aloud Model

1. Choose the Text: Skins by Joseph Bruchac

2. Set the Purpose: Identify the important characters and complete a chart with clues from the text to identify the theme. Then, write 2-3 paragraphs that use textual support to answer the question: How do the important characters’ interactions develop the theme?RL 9-10.3 Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

3. Identify Tiered Words and categorize them.

4. Target the words to pre-teach (6-8 from tiers 2-3) and the words (3-5 from tier 1) to use in building background before reading.

“That was one of the reasons why I hoped Jimmy T would make an effort to get to know me. I admired him for the fact that he wasn’t hiding who he was. He wasn’t afraid to let the world know he was a real Indian. Realer than me, a guy who had to dye his brown hair black to make it more Indian. When I was little, I didn't think about it that much. My dad, who was as Indian-looking as Cochise, could always handle it with his good nature.”

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Pre-Teaching Vocabulary: Dr. Calderon’s Method7 STEPS TO PRE-TEACHING VOCABULARY

1. Say the word in English. shabby

2. Read the word in context from the text.

What would Robert think of our shabby Chinese Christmas?

3. Provide the definition or key definition from the dictionary. You may share grammar or cognates at this time.

Shabby means of low quality.

4. Provides a student friendly definition or another example.

Shabby would be something made of poor materials.

5. Ask students to repeat the word 3 times.

shabby, shabby, shabby

6. Provide a sentence starter that ensures students are producing the word with a partner.

Turn to your partner and finish this sentence:The _______________ is shabby.

7. Say the word again. shabby

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Alternate Ideas for Step 6

• Popcorn AnswersFor Example: If you are walking in a dark room, you need to do it

cautiously. Why? What are some other things that need to be done cautiously?

• Choral ResponsesFor Example: If any of the things I say might make someone look radiant, say “You look radiant!” If not, don’t say anything.

- winning a million dollars- getting a root canal- getting a hug from my favorite movie star- a day at the beach- cleaning your room.

• Applaud and Say the Word For Example: Applaud if you’d like to be described by the word, then tell why:

frank, awesome, impish, vain, stubborn, stern

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Pre-Teaching Vocabulary: Dr. Calderon’s Method

•At your table, work in groups of two or three.•Select a word from the text: Fish Cheeks by Amy Tan•Use the seven step design to teach the word.•As a team, teach the word to the entire group.

Teaching Vocabulary words with Prefixes and Suffixes

Rationale: It gives students a chance to see the anatomy of a word and expand to more vocabulary.

Template:

Jigsaw Vocabulary Activities

Select a word and demonstrate how you can teach the word using the assigned strategy from the book: Common Core for the Not So Common Learner.

Group 1: Team Trackers: pages 66-67Group 2: Word Relationship: pages 67-68Group 3: Word Analysis Framework or Frayer Model:

pages 69-70Group 4: List-Group-Label: page 110Group 5: K.I.M.: page 114

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Fun Vocabulary Review Activities

•Let’s play Fly Swat.•It’s your turn.•Each table will choose a fun way to review vocabulary words.•Select key words from the story and practice the activity.•Demonstrate that activity with the group.

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Building Background/Connecting to Prior Knowledge

•Avoid pre-telling the story, instead… Build background knowledge about unfamiliar story

concepts

Show photos, video clips, and realia

Activate prior knowledge using graphic organizers and discussion

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Think-Aloud

• Model to your students that reading is not a passive process.

•Use the Think-Aloud Self-Assessment checklist (item A in your Strategies Toolbox packet) for ideas on what to model during the Think-Aloud.

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Think-Aloud• Clarifying

• Comparing and contrasting• Connecting to prior experiences

• Inferencing• Predicting

• Questioning the text• Recognizing the author’s purpose

• Seeing causal relationships• Summarizing

• Visualizing

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Say Something

• Partner up.• Read the text silently. When you reach a stop sign, turn to your partner and use the following sentence starters to discuss what you have read up to that point:

-- I think that Amy feels…-- If I were in this situation, I would feel…-- I wonder if…-- I predict that…

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Logographic Cues•Use the smallest stickies in your supply bag.• Take 5 stickies apiece. • On 3 stickies, draw an embarrassed face.• On 2 stickies, draw a mortarboard.• Place the Embarrassment stickies on the text wherever you see an example of Amy being embarrassed.• Place a Mortarboard sticky each time you see an example of Amy learning something about herself or her family.

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During-Reading Strategies Toolbox

• The strategies we modeled today and more are collected in your “During-Reading Strategies Toolbox,” which features explanations of the strategies and some templates.

• The main idea is that you need to find ways to ACTIVELY ENGAGE your students with the text through writing and speaking.

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Turn and talk with a partner about your favorite activity today.

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1. Read selected text and surrounding instructional guides. Place a post-it note at the key categories.(10 minutes)

2. Write content and language objectives referring to the CCSS flipcharts. (5 minutes)

3. Write ideas for using prior knowledge and building background. (5 minutes)

4. Select an idea for pre-teaching vocabulary. Write the vocabulary words to be taught.(5 minutes)

5. Determine and make note of the text structure/talk about text. Decide and record how to introduce it to the students. (5 minutes)

Planning for Success

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6. Select an activity from Teach and Practice (Edge) or Reading Strategy (Visions). Determine instructional strategies. (5minutes)

7. Read the selection: Select think aloud strategy to model. (10 minutes)

8. Select a vocabulary review activity. (5 minutes)

Congratulations! You have completed lesson plans for day 1.

Planning for Success

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Thank you!• Please remember to complete your

evaluation before leaving today.

• Our next session is Saturday, November 8th.