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