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Lotta Lara Practices in an Intermediate Linguistically Diverse Classroom Maria Uribe Juanita Stevenson.

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Presentation on theme: "Lotta Lara Practices in an Intermediate Linguistically Diverse Classroom Maria Uribe Juanita Stevenson."— Presentation transcript:

1 Lotta Lara Practices in an Intermediate Linguistically Diverse Classroom Maria Uribe Juanita Stevenson

2 Lotta Lara Background  Action Research done by Estelle Lara & other 1 st grade teachers at Farmers Branch Elementary.  They created their reading routine based on ideas from 2 Reading Teacher articles:  Kuhn, M. (Dec. 2004/Jan. 2005). Helping students become accurate, expressive readers: Fluency instruction for small groups. Reading Teacher, 58(4), ‐ Pikulski, J. & Chard,D. (2005). Fluency: Bridge between decoding and comprehension. ReadingT eacher, 58(6),510-- ‐ 519.

3 Lotta Lara Principles Literacy Squared Research started to use “Lotta Lara” as a strategy to:  Develop comprehension, oracy, and reading fluency  Increase comprehension  Develop biliteracy whole group strategy  Read same text 10 times with 9 student fluent reads  Explicit instruction oracy/comprehension after repeated readings

4 Lotta Lara at Greenlee Elementary  A relationship  Why did the principal and the teacher choose the group?  Increase fluency and comprehension with a group of fifth graders who were reading significantly below fifth grade level (Between K- 3)  Self motivation  Self confidence

5 #LanguageInterestComprehensionFluencyPhonicsVocabulary 1.1 Mai Comics Books Difficult to identify details and express them with their words Not at grade level Good sound identification N/A 1.2 Spanish/ Read and Write Football Books Difficult to identify details and express them with their words Below Grade level Good sound identification N/A 1.3 Mandingo Moli/English Basketball Difficult to identify details and express them with their words Below Grade level Good sound identification N/A 1.4 EnglishBiographies Difficult to identify details and express them with their words Below Grade level Good sound identification N/A 1.5 SpanishFunny Books Difficult to identify details and express them with their words Not at grade level Good sound identification N/A 1.6 Spanish read write Funny Books Difficult to identify details and express them with their words Not at grade level Good sound identification N/A 1.7 Spanish read Scary Books Difficult to identify details and express them with their words Not at grade level Good sound identification N/A

6 #LanguageInterestComprehensionFluencyPhonicsVocabulary 1 SpanishActors difficult to identify details and express them with their words Below Grade level Good sound identification N/A 2 EnglishMysteries Very difficult to identify details and express them with their words Below Grade level Good sound identification N/A 3 SpanishAnimal Language intervenes so sometimes is hard to understand Below Grade level Using Spanish but well does except for the letters that do not transferred N/A 4 SpanishFootball Very difficult to identify details and express them with their words Below Grade level No sound word recognition N/A 5 Vietnamese Funny Books Very difficult to identify details and express them with their words Below Grade level No sound word recognition N/A 5 EnglishFootball Very difficult to identify details and express them with their words Below Grade level Using Spanish but well does except for the letters that do not transferred N/A 7 SpanishFootballLanguage intervenes so sometimes is hard to understand Below Grade level Using Spanish but well does except for the letters that do not transferred N/A

7 Day 1 Oracy and Background Knowledge Power Point: The purpose of showing the students the PPT is to build background knowledge, activate the language necessary to accomplish the task and the language students need to control and to be able to communicate the purpose of the lesson. It is important to have ready the dialogue you will present to the students, the language structures you want the students to learn or practice and the academic vocabulary that you want the students to use. The Dialogue: The students watch the PPT and at each of the slides we stop to talk about what they know and the new information. It is important to hear all of the students, at least the acknowledgement of the conversation, this will indicate that they are listening to the conversation.

8 Language Structures and Language Structures:  T: The character Jackie Robinson successfully accomplished different tasks in his life, such as …………what do you think he wanted to show people?  S. I think that Jackie Robinson successfully accomplished different tasks because…………….  T. If you were Jackie Robinson what would you be feeling or thinking about all of these accomplishments?  S. If I were Jackie Robinson I would ………….  T. If you were Jackie Robinson what would you do with all of the awards?  S. If I had all of the awards that Jackie Robinson received I would………………  T. Often there’s other ways of looking at a situation. What would you be thinking if all of this would have had happened to you?  S. If ………. happened to me I would have …

9 Jackie Robinson

10 Jackie Robinson & the Civil Rights Movement Ryan L. & Jared B. Horace Greeley High School

11 Jackie’s Youth  Born: January 31, 1919 Cairo Georgia  Jerry Robinson (Father) was making $12 a month as a sharecropper  Jack Roosevelt Robinson was the fifth child in the Robinson family  When he was born his parents had to find a way to make more money  Jerry Robinson asked his boss, Jim Sasser, for more money  Sasser allowed Jerry to work as a half-cropper.  Half-cropping- receiving half the crops to sell in market

12 Jerry Robinson Disappears  When Jackie was 16 months old, his father said he was going to Memphis is search for a job  Jerry Robinson never returned  Mallie (Mother) moved the family to Pasadena Cal. where her brother in law, Uncle Burton, lived.  Pepper Street

13 Lesson Plan  Read Aloud: The first reading by the teacher allows the students to read the entire text fluently mainly to understand the story as a whole.  Echo Reading: The teacher reads and the students repeat. The purpose of this reading is for the student to read fluently a sentence or a paragraph. We will do part of the story for the purpose of the observation but you need to do the whole story the first time.  Partner reading: The students will read the story with a partner, the first time they do echo reading and the second time they use choral reading. The purpose is for them to practice fluency and for them to learn listening skills.  Using the dialogue bubbles (attached) you can close the lesson for the day.

14 Did Jackie Robinson Have More of an Effect on Civil Rights as an Athlete or as a Political Activist?

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16 Day 2  In day two students will do the echo reading one more time of the whole story. In our case we will need to finish the story.  After doing the echo reading focus is on the content objective (main idea).  The process to teach the main idea is to focus first on each of the paragraphs. After writing the main idea of each of the paragraphs the students will find the common theme on each of the paragraphs and conclude the main idea. Using this process the students learn that the main idea needs to be supported by the details of the story. It is easier for them to be able to scaffold the story, and then find the main idea.

17 Scaffolding the Paragraph:  It seems like there’s a lot of information but what have we read so far?  On this paragraph the author is talking about……..  Let’s look at this paragraph, give me details of it…  What new information did we learn so far?

18 More Questions  How do you compare the ideas…?  How would you prioritize…?  How would you prioritize the facts…?  What would you cite to defend your point…?  What data was used to make the conclusion…?  What information would you use to support your view…?  Based on what you know and what the story says how would you explain…?

19  Independent Reading : Depends where the children are, you might want to do another echo reading, then the reading with a partner. My prediction is that this group, with the exception of one child in the morning and two in the afternoon, could do the choral reading with a partner. I would do the echo reading one more time with those kids separated while the others read independently.  Writing the Main Idea: Using the dialogue and notes from the day before, students will write the main idea of each paragraph. You could do it independently or as a shared activity first. I did it shared since this was the first time I worked in writing with these students.  After writing the main idea of each paragraph then we talked about what is the common theme between all of the paragraphs and we concluded the main idea.  The students then can write the summary using the main idea and important details.  Note : As the classroom teacher you could extend the activities after the students are able to talk, read and understand the text. You can always use a book, however I used a passage to practice texts for TCAP. Day 3

20 I Break Stuff for a Living

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23 Lesson Plan  Monday’s Question : What lesson does the narrator learn about breaking things? Give examples from when the narrator was a child, high school student, and an adult.  Tuesday’s Questions:  What did the narrator break?  What does the author mean when he said “Eventually, curiosity and a hot summer day got the best of me?”  What did the narrator’s dad help him figure out?  What did the narrator learn about breaking things as a child?

24 Wednesday’s Questions:  Why was the narrator perplexed about?  Answer-Because he didn’t understand why a teacher would break something.  Why did the narrator help the teacher break the computer?  What did the narrator and the teacher learn after breaking the computer after a couple of weeks?  What did the narrator learn about breaking things as a high school student?

25 Wednesday’s Questions: (cont)  What led the narrator to create a prototype?  Why did the narrator become a Q.A.? What from the narrator’s childhood led to this type of job?  What did the narrator’s team learn about using the prototype?  What did the narrator learn about breaking things as an adult?

26  10 questions and re-ask the same question from Monday  What lesson does the narrator learn about breaking things? Give examples from when the narrator was a child, high school student, and an adult. Friday Assessment Test:

27 Final Thoughts  Students were confident with grade level text  Students were motivated  Students improved in all areas of reading  Students improved their writing A = PP S = U M = PP A = PP C = P D= P L = PP A = PP A = U D = U I = U G = U R = U J = U


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