#13 Lecture Side Note Lincoln MS needs volunteers to listen to student give book reports 30 minutes per 2 students volunteer will ask students questions about the book need 180 volunteers 61% of families in neighborhoods that do poorly in school own no books most significant indicator of low achievement is poor lit skills Times 7:15 7:40, 10:17 10:47, 11:33 12:03 Tuesday November 27, Wednesday, November 28, Thursday, November 29 contact Margaret Delarosa (970) 488 5740 or [e-mail] Start with an anticipatory set connects both personal and academic prior knowledge introduce vocabulary sheltered instruction the best method out there applied to all levels and grade modify presentation vocabulary o 8 10 word rule, especially important with ELL and educationally disabled, as well as TAG students o teach vocab with fortune tellers, put the vocab on the flaps and the def inside, inside outside words, goes home with them to study o word walls o daily review and connection, changing, regroup word wall, definition checks o pass or play associations o vocabulary specific activities (word search to cross word, verbal volleyball) o vocab done on the notes and then given in a list in the order they will find it wait time o processing time o needed to translate to and from different language realia paper manipulatives, flip books, fortune tellers, magic strips, accordion boos graphic organizers outlines (skeleton modifications, too) timelines, sequences (very small steps) webs o great for key notes content specific tools
exemplars (teacher created; examples and non examples of rubric specific work) o makes sure that students know what is going on, esp. in ELL dramatizations visual and kinesthetic examples: pictures (art gallery, powerpoint, pas a rounds, audience participation demonstration sequences) o I do you watch instruction o you do I help supervised assistance/working o you do I watch evaluation Adapted curriculum materials simplified vocabulary o don't give tons of vocabulary, they can only take in so much modified reading assignments o match to their reading level o get information from Elementary librarians in different levels Text Density o how much is too much on a page? Reading jig saws teaching text structure o pull out bold words, headlines frequent oral and written checks for understanding KWL to a 3-2-1 thumb up/thumb down recap strategies that facilitate active thinking o come up with games with your kids o they will think they are delaying class but they are actually learning o bocinas? first questions deals o if they do xyz, they get the first question, which is probably the easiest Flipbooks if you use these, use skeleton notes so they have direction to fill them in burrito books o cut one page almost through the center, then notch other pages, roll them up, and put them in the mouth page o can be as thick as you want accordion books o these can hold a lot of information o be prepared with skeleton notes for these o square piece of paper, fold hamburger and then the other way o fold diagonally on one side o connect the diagonal lines and then flatten magic strips secrete compartments o fold hamburger, and then hamburger again (so you have a W)
o cut the down center fold and then weave in contrasting papers o you can have them put notes on these o and there is a secret compartment for them as well silent period where students don't want to speak the language, but they understand what you are saying develop linguistic sensitivity linguistic traps false cognates o do teach cognates verb tense contradictions idiomatic (slang) expressions o if you use slang, teach it for them so they understand! you can go too far with multiple examples and alternate words o Keep it Simple! hints to make it work o contents are other languages teach as another language o give new and old vocab before lesson that will be used o if you go off topic, map it and write it all down for them o be willing to admit you are human o find a critical friend, someone who has similar teaching style, but different enough to give critical review, doesn't have to be the same content area o need to be willing to say, It didn't work! Help! How am I going to re teach? Plan on sticky notes Need to plan for everyone! need to have something written, need to let students move, have students make something and combine the audio and visual effectively Written assignments in small sequenced steps a menu o appetizer everyone does it together o main menu pick out of the list a few o dessert don't have to unless you want to bulls eye model o essentials (main dishes) o important stuff (appetizer and dessert) o nice to know (extra stuff) they probably won't remember it next week
o have a crate of extra activities that they can choose how to work on it (only if there is time) Mac tool box something that everyone can use at any time o pencils, paper, scissors, rulers o translating dictionaries o encyclopedias or general references at various reading levels o illustrations (overhead transparencies, posters, student created instructions, posted outlines or examples of key processes) allow for people who understand what is going on to help (consultant) Experience grouping use homogeneous groups for ELLs o based on literacy level only! o start off knowing what their literacy level in their native language use the first page of their native country's capital newspaper (dictionaries, etc) and have them read they don't self correct, they have a easy pace of reading watch for stumbling, figure out if it is nervousness or if it is inability to read. listen for what sounds like a fluent reader. if you are transferring literacy skills, it is easy if you are teaching literacy as well as another language, it is going to be pretty hard sheltered teaching only English Keep the affective filter low student should lever be forced to speak, mearly encouraged praise any attempt (even non verbal) to communicate create a safe environment o to make this work, you always come down hard on those that don't want to participate or who challenge/be obnoxious o correct out in the hall o have a highlighter or something that signals that they are willing to participate and they are safe don't correct everything, your job is to use English use the correct English in your own speech have them help you with a different language encourage not only verbal participation, but non verbal, praise that dr. pelanek