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Structured Learning Groups to Increase Literacy

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Structured Learning Groups to Increase Literacy. Presenters: Esther Jang-Tamanaha & Cristina Rojas – PowerPoint PPT presentation

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Title: Structured Learning Groups to Increase Literacy


1
Structured Learning Groups to Increase Literacy
  • Presenters
  • Esther Jang-Tamanaha
  • Cristina Rojas

2
Contact Info
  • Esther Jang-Tamanaha
  • English Teacher/ EL Coordinator
  • (626) 934-6700
  • ejang_at_hlpusd.k12.ca.us
  • Cristina Rojas
  • District Program Specialist/EL Programs
  • (626) 933-4300
  • crojas_at_hlpusd.k12.ca.us

3
Objectives
  • Participants will identify the academic needs of
    English Learners.
  • Participants will deconstruct the Speaking
    Listening Standard 1and list the skills to
    effectively communicate and collaborate.
  • Participants will apply the components of
    accountable partner task and collaborative groups.

4
Activating Prior Knowledge
  • With a neighbor
  • Describe how you structure speaking and listening
    opportunities in your classroom.

5
English Learner State Goals
  • 201011 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)

6
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)

7
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).

8
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)

9
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.

10
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.

11
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
    ________________.

12
Partner Task
  • Share your response with your partner
  • Compare Contrast each others responses
  • Add your partners response to yours

13
Accountable Partner Talk
  • Look
  • Lean
  • Lower
  • Listen
  • What I heard you say was ______________.
  • An interesting point you brought up was
    ____________.
  • I agree with your point that ____________.

14
(No Transcript)
15
Video
  • What do you see?
  • What do you hear?

16
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.

17
What does the research state?
  • Collaborative Conversations
  • Douglas Fisher Nancy Frey

18
Collaborative Group Work
  • Jigsaw Reading
  • Agree on section to read (A, B, C, or D)
  • Read your section once through
  • Re-read and highlight important words/phrases
  • Use highlighted words to summarize

19
Collaborative Group Work
  • In your groups, complete the graphic organizer
  • Jot each others summary
  • Synthesize the entire article

20
Partner summary
Synthesis of everyones summary
21
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 __________.

22
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

23
Debrief
24
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?
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