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Middle School Curriculum Development for ‘Reading in the Content’

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Presentation on theme: "Middle School Curriculum Development for ‘Reading in the Content’"— Presentation transcript:

1 Middle School Curriculum Development for ‘Reading in the Content’

2 Language Arts Teachers ESOL Teachers Administrators

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4 Part 1 Why did we write a Middle School curriculum?

5 - In Middle School there are many Long-term ELs (classified as ELs for 6 years or longer) ○ strong social English ○ weak academic English ○ have not received consistent or high quality ESL services that address educational gaps

6  Teaching style = teacher talk/interaction/nurturing  Teaching style = ‘perceived’ student talk  Gaps in Elementary education = lack of direct reading and writing skills  Grades = promotion or retention = give up and drop out  SOLs = pass or failure = give up and drop out

7  Content academic language escalation = growth of distraction tactics  Hand holding is now a distant wave = you are on your own  Homework is due tomorrow through Google = you are on your own

8  AMAO 1, 68% (Progress) MS 47% overall  AMAO 2, 19% (Proficiency) MS 6% overall  AMAO 3, 80% (New Graduation requirement) SOLs - Reading pass rate of 52% Math pass rate of 53%

9  THE PURPOSE OF THE CURRICULUM IS TO SUPPORT ELS IN LANGUAGE ARTS AND INCREASE KNOWLEDGE OF ACADEMIC LANGUAGE ACROSS CONTENT AREAS  THE FOCUS OF THE CURRICULUM IS ACADEMIC READING IN SCIENCE AND SOCIAL STUDIES. (ACCESS & SOLs)  THE GOAL IS TO PROVIDE THE FRAMEWORK TO GUIDE THE ELS FROM SOCIAL TO ACADEMIC LANGUAGE.

10 Part 2 How did we start?

11 Carey Cleveland ESOL teacher who is a guru on writing SIOP LPs Nancy Riddlemoser ESOL teacher and Reading Specialist Nicki Saunders MS Science teacher and Sheltered ESOL Science teacher 6-8 th Erin Wagner MS Social Studies teacher We were also supported by Tina Bujno an ESOL trained LA teacher

12  Preparation  Building Background  Comprehensible Input  Strategies  Interaction  Practice and Application  Lesson Delivery  Review and Assessment Echevarria, Vogt, & Short, 2008

13  Preparation – Thumbs up, KWL, warm up picture discussion  Building Background – Provide pictures, You tube, model and discuss your thoughts out loud, introduce and check knowledge of Tier 1 academic words  Comprehensible Input – Use supports of any and every kind to support Tier 2 academic words  Interaction – Provide partner, group and class verbal interactions to further explore the academic language you are going to teach. Provide sentence starters and roles to scaffold the development of their knowledge

14 Turn and Talk – Describe this picture

15 Turn and talk. Describe this picture in the genre of poetry

16 How many of you could generally describe the flower picture? How many of you needed more support producing the academic language of poetry, required for the language of LA? Social V Academic Language

17 What is Academic Vocabulary? Academic vocabulary is the vocabulary critical to understanding the concepts of the content taught in schools. It is vocabulary that supports student comprehension of instructional content. Academic vocabulary exposes students to the word origins, multiple meanings of words, and reference to abstract concepts that relate and connects directly to the targeted content area. What is Academic Vocabulary?

18  Tier 1 Words: Common Words such as simple nouns, verbs, high-frequency words, and sigh words. Examples: eye, eat, butterfly, paint brush  Tier 2: Academic words commonly found in school texts, but not in general conversations. Needed to comprehend academic text and class discourse. Examples: connection, demonstration, constitute, accurate, category, estimate, structure, influence, support Examples: connection, demonstration, constitute, accurate, category, estimate, structure, influence, support  Tier 3: Content words found rarely in school texts except in particular texts. Examples: homophone, bayonet, equilateral, omnipotent, photoelectron, econometric, quartet, arachnophobia, tempera, kilometer

19 T3 T3 Metamorphosis T2 T2 Monarch butterfly Egg, larva, caterpillar, pupa, adult Observe/observation Record, document First, second, then, next, finally cycle (bicycle, recycle) T1 T1 Butterfly, wings, change, circle Content Concepts Key Academic Vocabulary (Tier 3) Tier 2 Academic words are often assumed to be known Content words (Tier 2) Process/ Function words (Tier 2) Words that teach English structure (Tier 2) Common words (Tier1) Life Cycles

20 The Victory Dance To play as if today Is your only chance. Some say, “It’s just a game.” Have they done the Victory Dance? When hard-earned Victory Was finally at hand, Have they felt the glory Raining down from the stands? To do or not to do…. No one wants to hear, “We tried.” Effort and dedication will be rewarded… And ‘Sooner Magic’ is on your side. Yes, to fall short is still an option; But much better to succeed. Heroes are made and remembered Only by their deeds. So, just go out and win. Give your all to each and every chance. Persevere and achieve… And do the Victory Dance.

21 SIOP SIOP Find a partner for a ‘Turn and Talk’ The shorter partner read the poem and the taller partner - listen. (see HO 1 – The Victory) Discuss the poem and identify Tier 1/2/3 academic language (the word list will help you start) Do you agree with each other. (sentence starters provided if needed.) Design a poster showing the key vocabulary to be taught OR Using the sticky notes and word bank place your words in the tier you think they should be placed. Tiers Words Beck, McKeown & Kucan 2002 Academic Vocabulary Stahl & Nagy 2006

22  Today - Monday…..  Game  Dance

23 Content SpecificMultiple meaning  GloryStands  AchieveRaining  EffortHand (at hand)  Heroes  Dedication  Succeed  Deeds Personification  Have they felt the glory raining down from the stands? Idiom  Give your all Simile  Play as if today is your only chance

24 Victory Dance ‘Sooner Magic” Persevere Words not directly found in the poem but content specific in the question Simile Personification Idiom

25  Word Walls  Personal word study notebooks  Compare & Contrast words with the same morphemic element (Photo = light, photosynthesis, photograph)  Word Generation (Port- Portable. Brainstorm)  See, hear, read and write words more than once. (4 domains)  Word sorts  Contextualizing Key Vocab (Frayer)  Concept definition map  Cloze Sentences  List-Group-Label  Vocab Games - Jeopardy  Self Assessment checklist  Snowball  Information gap templates  Turn and Talk - share  Poster and sticky notes How to Start verbal academic language – Jeff Zwiers  Stand and converse  Take a Side  Conversation Lines and Circles  Sentence starters

26 Our wonderful ESOL teachers know this is a pilot and are encouraged to add resources and thoughts as they explore each lesson plan by topic.

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31 CCPS ESOL Liaison Middle School CCPS ESOL Middle School Teacher CCPS Science/Sheltered Science Teacher CCPS ESOL and Reading Specialist Teacher

32 Reference within this presentation to any specific commercial or non- commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.


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