Diverse Learners in Math and Science Classrooms: Writing to Learn and Content-Area Reading

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Diverse Learners in Math and Science Classrooms: Writing to Learn and Content-Area Reading Day 2: Connections Cognitive Reading Strategies English Language Development Standards Public Writing Making Connections to Math and Science Content

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Diverse Learners in Math and Science Classrooms: Writing to Learn and Content-Area Reading. Day 2: Connections Cognitive Reading Strategies English Language Development Standards Public Writing Making Connections to Math and Science Content. Gradual Release of Responsibility. - PowerPoint PPT Presentation

Transcript of Diverse Learners in Math and Science Classrooms: Writing to Learn and Content-Area Reading

BEDUC 501: Inquiry in Education

Diverse Learners in Math and Science Classrooms: Writing to Learn and Content-Area Reading

Day 2: Connections

Cognitive Reading Strategies

English Language Development Standards

Public Writing

Making Connections to Math and Science Content

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Gradual Release of Responsibility

FocusLessonsI do itTeacher ResponsibilityDemonstrates new strategies and skills: model, scaffold, coachObservesQuestionsParticipatesGuidedInstructionWe do itClarifies questions and explainsGroup and task are carefully matchedApplies new learningwith guidanceCollaborativeLearningYou do it together"Plans purposeful learningactivities, facilitatesgroup interactionsConsolidates understandingthrough interactionswith peersIndependentLearningYou do it aloneCreates engagingassignments,assistsif neededExtends learning through synthesis and evaluation to create new understandingsStudent Responsibility

Frey & Fisher (2006)

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Modes of Reading Provide Different Amounts of Support

From Cooper (2009)

Dimensions of Reading

Word Identification

Comprehension

Vocabulary

Fluency

Ownership

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Comprehension: Cognitive Reading Strategies

Transparent: Explicitly state and model how a strategy helps construct meaning while reading

Transportable: Ultimately, the goal is to help students be aware of and use cognitive strategies across genres and subject areas(Fisher & Frey, 2009)

Cognitive Reading Strategies

Monitoring comprehension

Developing a purpose for reading

Connecting the new to the known or to ones own life

Asking questions and trying to answer them

Making a prediction

Noticing patterns in text structure

Visualizing a texts meaning

Fix-up strategies to repair meaning

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Comprehension Instruction: Think-Aloud

Select a short piece of text

Foresee difficulty

Read the text aloud and stop often to share your thinking

Point out the words in the text that trigger your thinking

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Strategy: Asking Questions While Reading and Trying to Answer Them

Think aloud: Demonstrate your knowledge construction process using a short selection of text

Whole group lesson: Briefly model jotting down questions while reading; have students practice on a short selection of text, sharing out with a partner or the whole class

Small group guided practice: Students jot down questions as they read a short selection, then work in small groups to share and try to answer them

Small group/independent application: Students record questions while reading in a math or science journal

Writing Connection: Latitude and Longitude Double Entry Journal

Text information

Questions or connections

Strategy: Noticing Text Structure Features and Patterns

Think aloud: Demonstrate how you navigate targeted text features using a short selection of text

Whole group lesson: Briefly model how you utilize text structures while reading; have students practice on a short selection of text, sharing out with a partner or the whole class

Small group guided practice: Have students discuss what they notice about text features and how these might help with understanding the concepts presented

Small group/independent application: Students keep a personal dictionary of vocabulary highlighted in text

Cognitive Reading Strategy Practice

Sketch a plan for using a think-aloud to model one of these two strategies with the text you brought today:

Asking questions while reading and trying to answer them

Noticing text structure features and patterns

Practice the think-aloud with a partner

Comprehensive Vocabulary Instruction

Frequent, extensive, varied language experiences

Teaching individual words

Teaching word learning strategies

Fostering word consciousness

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The Mathew EffectThe rich get richer and the poor get poorerStanovich (1986)

Children starting school with smaller vocabulary must learn words faster to catch up with others

At 36 months high SES knows twice as many words (1,100) as children in low SES (480)

Struggling readers tend to read less, so the number of words read and learned is significantly lower

The more words you know, the easier it is to learn more word meanings (Marzano, 2004)

Need to increase text exposure

Need to provide explicit instruction

Identifying Vocabulary to Teach

Is understanding the word important to understanding the selection in which it appears?

Are students able to use context to discover the words meaning?

Can working with this word be useful in furthering students context, structural analysis, or dictionary skills?

How useful is this word outside of the reading selection being currently taught?

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Word-Learning Tasks

Basic oral vocabulary

Read known words

New words, known concepts

New words, new concepts

Clarifying/enriching known words

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Teaching Idea - Linear Arrays

Show related words on a continuum (Cooper, 2009)

Teaching Idea- Semantic Mapping

Place words on a map showing relationship (Cooper, 2009)

Teaching Idea- Semantic Feature Analysis Grid

Analyze related words (Cooper, 2009)

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VehiclesTwo WheelsFour WheelsMore than Four WheelsMotorDiesel FuelGasolineCar-+-+-+Bicycle+-----Truck-++++-Sailboat------

Teaching Idea - Comparing and Contrasting

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Venn Diagram to compare and contrast concepts (Cooper, 2009)

PROTEST

REBELLION

Vietnam War protests

Marches

Objects to Policy

Organized

Citizen Action

Letters to the Editor

South seceding from Union

Challenges authority

Teaching Idea: Four-Square Activity

Teaching Word Learning Strategies

Using context clues

Using word parts

Using the dictionary

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Four Context Types to Consider

Sandra had won the dance contest, and the audiences cheers brought her to the stage for an encore. Every step she takes is so perfect and graceful, Ginny said grudgingly as she watched Sandra dance.

1. Misdirective: directs student to incorrect meaning

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Four Context Types to Consider

Don heard the door open and wondered who had arrived. He couldnt make out the voices. Then he recognized the lumbering footsteps on the stairs and knew it was Aunt Grace.

2. Nondirective: no assistance directing toward any particular meaning

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Four Context Types to Consider

Joe and Stan arrived at the party at 7 oclock. By 9:30, the evening seemed to drag for Stan. But Joe really seemed to be having a good time at the party. I wish I could be as gregarious as he is, thought Stan.

3. General: enough information to place word in general category

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Four Context Types to Consider

When the cat pounced on the dog, he leapt up, yelping, and knocked down a shelf of books. The animals ran past Wendy, tripping her. She cried out and fell to the floor. As the noise and confusion mounted, Mother hollered upstairs, Whats all that commotion?

4. Directive: likely to lead student to a specific, correct meaning

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Deciding Which Words To Teach

Three tiers of words

Most basic words

High frequency words for mature language users

Low frequency words from specific domains

Points to consider

Importance and utility

Instructional potential

Conceptual understanding

(Beck, McKeown, & Kucan, 2002)

Connect to the 5 Cs of Vocabulary Instruction

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Application to Content

Thinking about the math or science lesson youve been working with:

Identify key vocabulary

What kind of context is provided for these words?

Misdirective, nondirective, general, directive

What word-learning tasks might apply for these words?

Basic oral vocabulary

Read known words

New words, known concepts

New words, new concepts

Clarifying/enriching known words

Fostering Word Consciousness

Create a word-rich classroom environment

Emphasize word choice in writing

Point out and model using new and interesting words

Develop systems for emphasizing vocabulary over time

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Language Objectives

Focused on promoting language development

Receptive and productive language skills

State English Language Development (ELD) standards are a starting point

May emphasize:

Vocabulary

Language functions

Language skills

Grammar or language structures

Lesson tasks

Language learning strategies

Latitude and Longitude

Content Objective: Students will be able to use lines of latitude and longitude to find places on a map or globe

Language Objective: Students will be able to define and provide real-life examples of the terms latitude, longitude, parallel, and meridian

Relevant ELDs:

Writing 1.1.1 (Intermediate): Maintain log or journal using simple sentences to collect and explore and ideas

Writing 2.2.1 (Intermediate): Writes to learn (e.g., double-entry journal in math and science) using simple sentences

Reading 1.3.1 (Advanced Beginning): Use new vocabulary in simple sentences to explain and describe concepts from literary and informational texts.

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Application to Content

Thinking about the math or science lesson youve been working with:

What the content objective?

What is an applicable language objective?

What is a supporting ELD?

Public Writing

Successive drafts

Crafted, copyedited, correct

Ready to be assessed

Substantial

Planned

Authoritative

Conventions

Audience

Shorter Public Writing Projects

People research

Faction

RAFT

Brochure

Newspaper front page

Web page

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Latitude and Longitude

Content Objective: Students will be able to use lines of latitude and longitude to find places on a map or globe

Language Objective: Students will be able to define and provide real-life examples of the terms latitude, longitude, parallel, and meridian

Relevant ELDs:

Writing 1.1.1 (Intermediate): Maintain log or journal using simple sentences to collect and explore and ideas

Writing 2.2.1 (Intermediate): Writes to learn (e.g., double-entry journal in math and science) using simple sentences

Quick Write: Brainstorm

Going Deeper: Double Entry Journal

Public Writing: Brochure

Feedback: 2-Point, 3-Point Rubrics, Checklist

Modes of Reading: Read Aloud, Cooperative Reading

Reading Strategy: Asking Questions as you Read

Key Vocabulary: latitude, longitude, parallel, meridian

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Math and Science: Putting it Together

With your materials, sketch a plan including:

Content objective and language objective

Related ELDs

Writing:

Quick write strategy or strategies

Going deeper writing to learn strategy

Public writing project

Feedback on writing

Reading:

Modes of reading: Read aloud, shared reading, guided reading, cooperative reading, independent reading

Cognitive reading strategy: asking questions, making connections, summarizing, noticing patterns in text structure, making a prediction

Key vocabulary

Be prepared to share out as a concluding activity

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