structured learning groups to increase literacy
DESCRIPTION
Structured Learning Groups to Increase Literacy. Presenters : Esther Jang- Tamanaha & Cristina Rojas. Contact Info. Esther Jang- Tamanaha English Teacher/ EL Coordinator (626) 934-6700 [email protected] Cristina Rojas District Program Specialist/EL Programs (626) 933-4300 - PowerPoint PPT PresentationTRANSCRIPT
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Structured Learning Groups to Increase LiteracyPresenters:Esther Jang-Tamanaha & Cristina Rojas
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Contact Info
Esther Jang-TamanahaEnglish Teacher/ EL Coordinator(626) [email protected]
Cristina RojasDistrict Program Specialist/EL Programs(626) [email protected]
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Objectives
1. Participants will identify the academic needs of English Learners.
2. Participants will deconstruct the Speaking & Listening Standard 1and list the skills to effectively communicate and collaborate.
3. Participants will apply the components of accountable partner task and collaborative groups.
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Activating Prior Knowledge
With a neighbor:
Describe how you structure speaking and
listening opportunities in your classroom.
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English Learner – State Goals
“2010–11 school year, there were approximately 1.4
million English learners”
Ensure that English learners acquire full proficiency in
English as rapidly and effectively as possible and
attain parity with native speakers of English.
Ensure that English learners, within a reasonable
period of time, achieve the same rigorous grade-level
academic standards that are expected of all students.
California Department of Education (2013)
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English Learner Characteristics
The majority (59%) of secondary school English
Learners are “Long Term English Learners”.
L-TELs exhibit oral fluency
L-TELs are yet to fully comprehend academics
L-TELs are mainstreamed without support
L-TELs may struggle in school, be disengaged, exhibit
behavioral problems due to the patterns of
discouragement and failure
Olsen (2010)
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What do English Learners need?
“Oral language is the foundation for literacy” (Olsen, p. 16).
Students need:
oral language practice,
instructional conversations,
and multiple opportunities for speaking
Oral language builds writing skills
Olsen (2013).
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What do ALL learners need?
Opportunities to build trust and community (Olsen,
2013
Consistent academic routines (Olsen, 2013)
Explicit expectations for engagement,
participation, and academic discourse (Olsen, 2013)
Structured listening and speaking (Kinsella, 2012)
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What does the standard say?
Speaking & Listening Standard 1
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
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What does the standard say?
Read your grade level speaking & listening
standard
Then identify the college and/or
career ready skill(s) the Common
Core Standard is asking students to
have.
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Accountable Partner Talk
According to the Speaking & Listening Anchor Standard 1, an important skill my students need to have is ___________________________________.
A college / career skill the Common Core State Standard is requiring of students is ________________.
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Partner Task
Share your response with your partner
Compare & Contrast each other’s responses
Add your partner’s response to yours
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Accountable Partner Talk
1. Look
2. Lean
3. Lower
4. Listen What I heard you say was ______________. An interesting point you brought up was
____________. I agree with your point that ____________.
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Speaking &
Listening Standard
1
Skill
Best PracticesStimuli/
Tools
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Video
• What do you see?
• What do you hear?
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Video
• A college/career skill I saw/heard the class working on was _________.
• A best practice the teacher was practicing was _______.
• The students were using ________ as a stimuli/tool for learning.
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What does the research state?
“Collaborative Conversations” Douglas Fisher & Nancy Frey
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Collaborative Group Work
Jigsaw Reading
1) Agree on section to read (A, B, C, or D)
2) Read your section once through
3) Re-read and highlight important words/phrases
4) Use highlighted words to summarize
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Collaborative Group Work
In your groups, complete the graphic organizer:
1) Jot each other’s summary
2) Synthesize the entire article
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Partner summary
Synthesis of everyone’s summary
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Collaborative Group Conversations
Summarize: According to X, “ ___________.” Basically, X is
saying ________________. When X states, “ __________,” X are
raising/indicating ____________________.
Synthesize: The overarching idea of this article is
________. The main idea of this text is __________.
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How do we create structured learning groups?
Arrange classroom structure & partners
Establish classroom rules
Build various “partner talk” opportunities
Utilize academically rigorous sentence frames
Create “collaborative group work” expectations
Incorporate appropriate structure into lessons
Teach, model, provide practice-time
Facilitate whole-class discussion
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Speaking &
Listening Standard
1
Skill
Best PracticesStimuli/
Tools
Debrief
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Reflection
1. What are the needs of English Learners, and all academic English learners?
2. What are the implications of the speaking & listening anchor standard 1 on teaching? What skills do students need in order to effectively communicate and collaborate?
3. How can you apply what you learned at your school site? What will that look like? What are your next steps?