LinguisticallyResponsive Instruction

Angela&EricJohnson 2013

Participantswillbeableto:
describefeaturesofsheltered instructionand

effectivecooperativelearningstrategies; discusstherelevanceofGLADstrategiestothe educationofELLstudents; providemethodsofdifferentiatedinstruction; supporttheimportanceofbuildingbackground knowledgeintheclassroom; listbalancedliteracycomponents.

Guided Student Engagement & Interaction

Instructions: 1. Select one of the topics. 2. Compare topics with your group members and make sure that everyone has a different topic. 3. On a new (full) sheet of paper, write a question concerning the topic that you selected. 4. This is a question that you will ask your peersso you should know the answer to the question. 5. Put your name on the back of the sheet of paper. Linguistics Culture Language Acquisition Myths Spelling Markedness 2nd Language Acquisition Spanglish Literacy 1st Language Acquisition Code Switching Deficit Perspectives Academic Language

Mix & Match Interactions

Group quiz Send 1 Send 2 Musical Partners Line Ups Insideoutside circle Face to Face (dos filas)

Whatisthedifference betweencooperative learningandgroup work?

Social&SpatialArrangements

Whattypesofspatial arrangements facilitatecooperative learningactivitiesand meaningful communication?

MultipleIntelligences

Whataremultiple intelligences? Whatkindof learnerareyou?

MultipleIntelligences&CooperativeLearning

Howcanyouuse cooperative learningtotapinto yourstudents varioustypesof intelligences?

What is sheltered instruction?

SIOP:ShelteredInstructionObservationProtocol
1.LessonPreparation 2.BuildingBackground 3.ComprehensibleInput 4.Strategies 5.Interaction 6.Practice/Application 7.LessonDelivery 8.Review/Assessment

Whatlanguageobjectivesarenot!!! Thedailyagenda TheCommonCoreStandards Theactivitiesstudentswillworkonduring class Theunitvocabularywords Skills/conceptsstudentshavealready mastered Awasteofclasstime

 Statementsthatidentifywhat

studentsshouldknow andbeableto do whilelearningEnglish inagiven lesson.

 Academicvocabulary
content,general,wordparts

LanguageSkillsandFunctions LanguageStructureorGrammar LanguageLearningStrategies

Content:keywordsandtechnicaltermsthat arenecessaryforstudentstounderstandthe lessonconcepts

Example: SWBAT(Studentswillbeableto)definethe termstrapezoid,rhombus,andparallelogram orallyandinwriting.

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General vocabularyincludesthemediumand highfrequencywordsstudentsuseacross disciplines

Example: SWBATusethetermsinaddition,however, andfurthermore astransitionsbetweenideas inwriting.

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Wordpartsreferstoroots,prefixes,and suffixes

Example: SWBATorallypredictthemeaningofwords thatusetherootvis (tosee).

Thewayinwhichstudentswilluselanguage duringalesson

Example: SWBATformulatequestionsandgenerate hypothesesinwritingbeforeconductingan experiment.

Strategiesstudentsneedtolearnontheir own

Examples: SWBATrehearseanoralpresentation.

SWBATvisualizeandrelatethegeometric shapestotheirlives.
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Thecommonlanguagestructuresstudents willneedtouseduringalesson

Example: SWBATusethecomparativephrasesgreater than,lessthan,andequaltoorallyandin writingtocomparegeometricfiguresand angles.

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STUDENTS

TEACHERS
SupportCommonCoreState Standards Partofthenewteacher evaluationsysteminmost districts Remindsteachersthatthey havethedualtaskof teachingcontentandthe Englishlanguage Allowsteacherstomonitor andassesslanguagegrowth

Helpclosethegapbetween nativeEnglishspeakersand ELLs EnsuresfocusedEnglish languagepractice Providesaclearlearning target Increasesresponsibilityfor learning EnsuresthatELLsare explicitlytaughtacademic content,language,andskills
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WritingObjectives Connectthemtothecontentstandards Oneortwoperlesson Includeonlythecontentvocabularystudents willworkwithduringthelesson Studentfriendlylanguage Connectthemtothelessontopicoractivities Usemeasureable,activeverbs

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Listenfor Retell Define Findthemain idea Compare Summarize Discuss Contrast

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Rehearse Persuade Write Draft Describe Explain

Stayawayfrom: learn,know,and understand

Connectedtothecontent objective Dailyorweeklydepending onthegoalandunitof study Whereallstudentscan viewthemthroughoutthe lesson

Atthebeginningofthelesson Orallyandinwritingstudents needtoseethem,hearthem, andreadthemoutloud Whilethelessonisinprogress wholeclassorwithindividual students Attheendofthelessonto assessindividualstudentlevelof mastery
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Askstudentstoratethemselveson mastery!
Onefinger:Idontknowanything. Twofingers:Iunderstandmosteverything butnoteverything.Ineedmore information,practice,ortousemy resources. Threefingers:Iownit!Icouldteachtheconcepttosomeone
else.

Ingroupsof2or3,writeasamplelanguage andcontentobjectiverelatedtooneofyour areasofteaching.

THERATIONALEFORTHEFOCUS ANDMOTIVATIONSTRATEGIES AREASFOLLOWS:

*Activate, focus, or build background knowledge * Spark interest, excitement * Student set purposes DIAGNOSE Examples: Learning Standards Zero noise signal Personal standards (scouts, content awards) Cognitive Content Dictionary, Observation Charts Inquiry charts Big Books Realia/ Experiments Prediction Reaction Guide

Inquiry Chart

THERATIONALEFORTHE INPUT STRATEGIESAREASFOLLOWS: *DIRECTTEACHINGOFSKILLSAND INFORMATION

ACTIVEPARTICIPATION GRAPHICORGANIZERS,PATTERNING

*VISUALSANDREALITEMS Examples: Timelines PictorialInput ComparativeinputCharts NarrativeInput LearningLogs ELDreviews usingsmartcards

THERATIONALEFORTHE GUIDED ORALPRACTICE STRATEGIESARE ASFOLLOWS:

ACADEMICDISCOURSE NEGOTIATEFORMEANING INTERACTWITHTEXT PROCESSING,METACOGNITION BUILDSELFESTEEM PRIMARYLANGUAGESUPPORT PHONEMICAWARENESS

Examples: TeamTasks TGraphforsocialskills PictureFileCards Chants,poetry 10/2s ExtendedNametag SentencePatterningChart

TGraph for Social Skills

THERATIONALEFORTHE READINGAND WRITING STRATEGIESAREASFOLLOWS:

PRINTRICH,LANGUAGEFUNCTIONAL ENVIRONMENT USEAVARIETYOFTEXTS,MEDIA MODELANDTEACHTEXTPATTERNS USEINTERACTIVELYWITHORALACTIVITIES BALANCECOOPERATIVEANDINDIVIDUAL WHOLETOPART,STRESSESJOYAND PURPOSE SCAFFOLDWHOLECLASS,SMALLGROUP, INDIVIDUALUSE

EXAMPLES:

ABCBOOK FLIP ORSTRIPBOOK FIRST GRADE BEGINNING,MIDDLEAND ENDWITHTHENARRATIVE POETRYFRAMES FOUNDPOETRY FOCUSEDREADING MEMORYBANK CLUNKERSANDLINKS SQ3R ELDGROUPFRAME EMERGENTREADERS DRTA LISTENANDSKETCH EARTOEARREADING TEAMTASKS HOMESCHOOL CONNECTION

REVIEWWITHMIND MAP PROCESSGRID EXPERTGROUPS COOPERATIVESTRIP PARAGRAPH GROUP FRAME GRAFFITIWALL STORYMAP LEARNINGLOG PORTFOLIOS INTERACTIVE JOURNALS WRITER'S WORKSHOP *AUTHOR'SCHAIR

THERATIONALEFOR THE CLOSUREAND EVALUATION STRATEGIESAREAS FOLLOWS:

METACOGNITION PERSONAL
Examples: Studentmadebigbooks Studentcreatedpoetry Studentessays Studentpresentations Studentprojects ActionPlan

EXPLORATION ALTERNATIVEMEANS OFASSESSMENT

Conceptbased teaching focuson conceptsandprinciples insteadoffacts. Alternativetasks allows studentstobesuccessful respectingtheirlearning style BUILDON STRENGHT Usingavarietyoftext andresourcematerial differentlevelsof resources

Minilessons tailoredtostudents needs smallgroup,wholegroup andoneonone. NotetakingOrganizers to scaffoldtheirlearning Highlightingimportantideas/use ofcolors

PeerandAdultMentors classmatesorcommunity membersandvolunteersthat arewillingtohelpinthe classroom. Digestion ofKeyideas sketching,peeroral communication,written summarizingnotes,teamtasks topromotescaffolding,etc.

Supporting systems study buddies,reading partners,audioand videorecorders, peerandadult mentors.

Duration Differentiated timeontask Everyone learns differentlyand indifferent pace!

ChoiceBUILDONINDIVIDUALSTRENGHTS
BookProject
Youneedtochoose activitiesthataddupto 60pointstotalormore. Chooseyourfavorite ones!
Createabookjacketthat describesthestory 10points Createaboardgame 20points Createacomicbookbasedon thebook 10points Createaplaybasedonthestory 15points Writeasummaryofthebook 30points

Createadiorama 20points

Writeajournalasifyouwere oneofthecharacters 30points Chant 15points

Createabumperstickerwiththe themeofthestory 10points BookTalk 15points

PuppetShoworPosterofthe story 20points Leadabookdiscussion 30points

 MathWorkshop Writers

Workshop Readers Workshop

TappingintoBackgroundKnowledge

Howcanyoudrawonyourstudents varioustypesof backgroundknowledge?

Background Knowledge

Academic

Personal

Linguistic

Homework:
UnderstandingYourStudents LanguageProficiencyLevels
Level

Listening/Speaking Beginning Beginning Advanced

Reading

Writing

2 3 4

Intermediate Advanced Transitional

Conductanevaluationofyourstudents languageproficiencycharacteristicsoverthenext4 weeksusingtheWALanguageProficiencyLevels (http://www.k12.wa.us/MigrantBilingual/ELD.aspx)matrix.Determineyourstudents languageproficienciesbycirclingspecificcharacteristicsinthematrixasdemonstratedby eachstudent.Useaseparateevaluationmatrixforeachstudent.Wewillusethese evaluationsinournextworkshoptodiscussfurtherstrategiesforenhancingyourinstruction.53

Day 2: Questions???? Day 3: Family Engagement

EricJ.Johnson,Ph.D.
WSUTriCities ejj@tricity.wsu.edu

AngelaJohnson,Ed.M.
PascoSchoolDistrict&HeritageUniversity

anjohnson@psd1.org www.angelajohnsonseducationcorner.bl ogspot.com

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