1. AEMP Grade Level Collaborative Module 3 Office of Curriculum, Instruction, and School Support Language Acquisition Branch Academic English Mastery Program Understanding and Implementing the Six Access Strategies-Part I: (Cooperative Learning, Graphic Organizers, and Contrastive Analysis)

2. PD Norms for Success Participate 100% of the time Be mindful of others -Put electronics on vibrate or meeting mode --Be respectful of other’s opinions Listen with a different ear, an open mind, and a receptive heart

3. Long Range Goals of the 8 GLC Modules: Increase knowledge and awareness of what authentic Culturally Relevant & Responsive Educational (CRRE) Practices are Build an authentic culturally relevant and responsive learning environment that teaches to and through the strengths of our students Validate and affirm the legitimacy of each student’s cultural and linguistic practices within the learning process

4. GLC Module 3 Objectives To develop an understanding of the relationship between the consistent use of high-yield strategies and student success To analyze how these particular research- based access strategies scaffold access to core content for SELs, ELs, SWD’s, and Gifted students.

5. Culturally Responsive Icebreaker

6. Interactivity 1-Cooperative Learning Discussion Protocol-Think-Pair-Share: 1.What is Cooperative Learning to you? 2.In what ways will the class environment support cooperative learning? 3.What protocols could be used to engage students in cooperative learning?

7. Why Cooperative Learning? Cooperative Learning: Cooperative Learning is one of the most researched of all teaching strategies. The results show that students who have opportunities to work collaboratively: learn faster and more efficiently increase time on task have greater retention feel more positive about the learning experience Learning Outcomes : For SELs, ELs, and Students w/Disabilities, cooperative learning promotes language acquisition by allowing students to practice their skills with more competent others. Thinking skills are promoted when students interact cooperatively with their peers to brainstorm, explain, question, disagree, socialize, persuade, and problem-solve. The Cooperative Learning Network http://www- acad.sheridanc.on.ca/scls/coop/cooplrn.htmhttp://www-

8. 5 Elements of Cooperative Learning Cooperative efforts have been found to be more productive than individualistic efforts, especially under these five conditions: 1) Positive interdependence 2) Face-to-face interaction 3) individual-group accountability 4) interpersonal and small group skills 5) group processing Source: Johnson, David, W. (1991)

9. Advanced Graphic Organizers Advanced Graphic Organizers: Visual, graphic display that depicts the relationships between facts, terms, and or ideas within a learning task. This instructional tool is especially helpful to language learners. It helps them understand, construct knowledge, and organize information in advance (to set the stage for learning). Learning Outcomes: These mind maps promote active learning, develop higher order thinking and can be used to convey complex information in a easy-to-understand manner. What The Teacher Would DoWhat The Students Would Do Model the use of graphic organizers to build concept relationships Choose appropriate graphic organizers for the task at hand Independently or cooperatively utilize graphic organizers Create their own graphic organizers Utilize graphic organizers to organize their thoughts (i.e. writing process, problem solving)

10. Contrastive Analysis Contrastive Analysis : The systematic study of a pair of languages with a view to identifying their structural differences and similarities. Learning Outcomes: Contrastive Analysis increases SELs ability to recognize the differences between standard and non-standard language forms. SEL’s become more proficient at revising their own work for differences in grammar, vocabulary and syntax. They gain greater facility in the use of standard English structure in its oral and written forms, and have a greater appreciation and acceptance of their home language.

11. Interactivity 2: Send-a-Problem Half of the participants will write a phrase or sentence in Standard English while the other half will write a phrase or sentence in African American Language or Mexican American Language. Each side of the room will exchange flash cards to be translated. After each flash card has been translated the presenter will share out with the whole group what the translations are.

12. What The Teacher Would DoWhat The Students Would Do Gain a firm knowledge of the characteristic linguistic features of SEL languages Affirm and validate the students’ home language & culture Support Written Language development in standard English Support Oral Language acquisition in standard English Facilitate cross cultural communication competence-codeswitching Students are given opportunities contrast. listen to, and practice patterns of standard English in comparison with their home language Working on lessons that address specific features in phonetic, grammatical, and syntactic structures Practice using targeted language Choral Reading Listening to various forms of literature Conversations and discussions with standard English speakers Readers Theater Contrastive Analysis

13. Interactivity 3-CRRE Video Embedding Culturally Responsive Pedagogy into Core Instruction Reflection Sheet – Demonstrated CRRE (Access) Strategies Cooperative Grouping Advanced Graphic Organizers Contrastive Analysis

14. Sources Cole, L. (1991). Verbal Image Enhancement-Trainer’s Handbook for Dual Linguistic Instruction of African American Children. Gay. G (1999). Culturally Responsive Teaching: Theory, Research, and Practice. New York: Teachers College Press Johnson, David W., et al. (1991) Cooperation in the Classroom. MN: Interaction Book Company Lemoine, N. (2001). Language Variation and Literacy Acquisition in African American Students (p. 169-194). In Harris, J., Kamhi, A. & Pollock, K. (Eds) Literacy in African American Communities. New Jersey: Lawrence Erlbaum & Associates Marzano, Pickering, & Pollock (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Virginia: ASCD