Presentation on theme: "AB 2913 - SDAIE for Secondary Teachers Day Two of Six Adapted from Anita Hernández By Sally Fox & Jeffery Heil."— Presentation transcript:
AB 2913 - SDAIE for Secondary Teachers Day Two of Six Adapted from Anita Hernández By Sally Fox & Jeffery Heil
Continued… Pair and share the main ideas of your reflection Finish the Compare & Contrast Matrix of the jigsaw readings from yesterday Extend your understanding with found poems by the expert groups Agree on 6-8 words or phrases from story Sequence these words and phrases to form a poem Read aloud chorally
Review Information on knowing who your ELs are: CELDT testing and ongoing assessments
Review What are the three components of the SDAIE sequence of tasks? P repare the learner I nteract with text E xtend understanding
Review What are the six elements of scaffolding according to Aida Walqui?
Developing High Levels of Second-Language Competence
English Language Acquisition: Native Speakers Have a repertoire of approximately 5,000 English words by the time they enter kindergarten Continue to acquire 3,000 more words each year they are in school
English Language Acquisition: English Learners Beginning 1-500 word receptive vocabulary Early Intermediate 1,000 word receptive vocabulary 90-100 word productive vocabulary Intermediate (1-2 yrs) 7,000 word receptive vocabulary
English Language Acquisition: English Learners Early Advanced 12,000 word receptive vocabulary 1,000-1,200 word productive vocabulary Advanced (5-7 yrs) Near native-like proficiency in expressive and receptive English
Helping Students Gain Second Language Competency To develop EL fluency in oral and written language students must have opportunities to use the language (comprehensible output)! What types of opportunities for language use do ELs need?
Language Development BICS CALP beginning Intermediate Advanced Intermediate beginning
Helping Students Gain Second Language Competency: SDAIE Combines the best of communicative language teaching with the best of content teaching SDAIE focuses on: Tasks Thematic instruction Use of interactive structures that engage students in authentic social exchanges
Key Factor that Influences Students Rate of Language Development A high proportion of utterances that pick up and extend the topic of the childs previous utterance or ongoing activity
Helping Students Gain Second Language Competency: SDAIE The teacher should use natural order language There is lots of redundancy in our use of oral language
Helping Students Gain Second Language Competency: SDAIE Understanding is not an either/or phenomenon, but rather a matter of repetition and degree Learners will not understand 100% of the text or discussion, AND THATS OKAY! Vocabulary is entering their familiar zone on the way to independence.
Language Acquisition Pedagogy Uses of rituals or familiar participation structures are necessary when concepts of language are novel Familiar concepts can serve as the vehicle to learn new rituals or ways of participating
Helping Students Gain Second Language Competency: SDAIE Teachers should focus on modeling the key processes and ideas, Then… Engage the learners in interactive tasks in which they use (practice) the key processes and ideas.
Helping Students Gain Second Language Competency: SDAIE SDAIE is based on the idea that robust learning advances academic development The learner enters the area of growth (the ZPD or input +1) with the right kind of guidance Supported by scaffolded instruction
Helping Students Gain Second Language Competency: SDAIE Rather than simplify the language and the tasks, experts recommend that the teacher amplify and enrich the students learning of the concepts and the language needed for expressing those concepts There are a number of scaffolds that the teacher can use to help learners
SDAIE Framework Teachers can plan well-scaffolded lessons when they can use the principles of language acquisition Two SDAIE frameworks help teachers plan well-scaffolded lessons Sequence of tasks Scaffolding
Sequence of Tasks We are going to go over a sequence of tasks with a language arts theme!
1. Quickwrite Have you ever had to leave something behind? How did it make you feel? Share orally with each other after thinking and writing some notes, then share with the whole group.
2. Prediction: Novel Ideas Only We are going to read a story called The Circuit. Write down your individual prediction, then the predictions of all the people on your team. Compare among your teammates and choose NOVEL IDEAS ONLY to share out. Each table will stand up together and read their list (script). Say a full sentence chorally … We predict the story, The Circuit, will be about …
3. Reciprocal Teaching Reciprocal Teaching (Ann Brown and Anne Marie Pellinscar ) practices four skills bundled together: SUMMARIZING (summarizing the important information or the main idea) CLARIFYING (clarifying as you read by reading on or reading back, asking clarifying questions) PREDICTING (saying what you think will happen next) ASKING QUESTIONS (four different types of questions) For ELs, we could teach each skill as a separate lesson, then the fifth lesson would be tying them all together.
3. Reciprocal Teaching We re going to practice asking questions. Go to your binder, Section 3, page III: 30- 31. You will pair off with the text, The Circuit, from Section 2, page II-3. First number off your paragraphs and read reciprocally, ear-to-ear. Each student should read 2-3 paragraphs. Think about which of the 4 types of question-answer relationships you are using.
4. Silent Reading After reading a few paragraphs using the reciprocal teaching strategy, finish reading the story silently.
5. Collaborative Poster Use the collaborative poster with rubric sheet in page one of Part 2 of the handout packet (page 14) Read the outstanding column under content & presentation performance indicator to determine the look of the poster.
6. Gallery Walk Posters will be placed on the wall. Two team members will stay with the poster as docents to explain the meaning of the content. Remaining two members will rotate to see the other groups posters. You must have fun!
7. Twenty Years Later Twenty years later … What do you think Panchito is doing now? You re going to share these with a partner at your table. Then we ll whip around and hear your predictions.
Sequence of Tasks Theme: Migrant Families Can you use the three elements of the sequence of tasks (PIE) to order the seven tasks we modeled? Preparing the learner Interacting with text (not just a book) Extending understanding Use the SDAIE analysis worksheet as a guide (part 2, page 3 of handout packet)
Sequence of Tasks #1 Language Arts Preparing the learner Quickwrite Prediction (novel idea, choral reading) Interacting with text Reciprocal Reading (Qs) Reading (ear 2 ear) Silent Reading Scaffolding Elements Bridging Metacognitive development Scaffolding Elements Metacognitive dev Modeling None
Sequence of Tasks #1 Language Arts Extending Understanding Collaborative Poster Gallery Walk Twenty-years Later Scaffolding Elements Text-Representation Contextualization & Schema Building Metacognitive Development
Sequence of Tasks #2 Language Arts Theme: Migrant Families As I go through the next sequence of tasks, try and think about the area of the sequence of tasks and the elements of scaffolding in each task Use the SDAIE analysis worksheet as a guide (part 2, page 3 of handout packet)
1. Three-Step Interview Section 4, Page 4 The oral language in step 3 is more like textbook language (vastly different from interpersonal communication in steps one and two.) PROMPT: What is the toughest job you ve ever had to do? What did you learn from it? (use job in a loose sense, doesn t have to be paid) Quickwrite the answer to the question before the interviews Step 1 & 2: 3 minutes each
2. Reciprocal Teaching Clarifying A reads a paragraph and asks B any clarifying questions, words, etc. From Field Work Words/Concepts -anglicism (spanglish) (el fiel) -romantic -despondent -sympathetic (false cognate) Phrases/Idiomatic Expressions rite of passage Clarifying
2. Reciprocal Teaching Clarifying Read the text Field Work ear-to-ear for three turns then, Read silently to finish the story.
3. Collaborative Dialogue Writing Part 2, page 2 (marked page 15) of the handout packet: We may have two Group As, Bs, etc. because we have eight groups total in this class, or a group may choose to extend by writing a dialogue between Rosa and her mother as they travel on the bus to Mexico. 1.Everyone keeps a full script 2. 75% of the ideas come from the text (students may even copy dialog word-for-word from the text) 3. 25% is created by team (comes from your knowledge of life)
4.Choral Readings (by teams) Teams will read their dialogues chorally to the group.
5. Geography/Quantitative Data on Migrant Students SDAIE Binder, Section II, pages 10-12 Use the charts from pages 11 & 12 to complete the activity on page 10.
Sequence of Tasks Can you use the three elements of the sequence of tasks (PIE) to order the seven tasks we modeled? Preparing the learner Interacting with text Extending understanding Use the SDAIE analysis worksheet as a guide -- part 2, third page (marked page 16) of the handout packet
Sequence of Tasks #2 Language Arts Preparing the Learner Three-Step Interview Interacting w/Text Reciprocal Teaching (clarifying) Reading (ear 2 ear) Silent Reading Scaffolding Elements Bridging Scaffolding Elements Metacognitive development MD & Contextualization None
Sequence of Tasks #2 Language Arts Extending Understanding Collaborative Dialogue Choral Reading Quantitative Data Analysis Scaffolding Elements Text-Representation Contextualization Schema Building
Time to Reflect on Our Day Reflect on how much English is required to be successful in your class (that you teach) or your discipline. Reflect on the strategies in our model lessons and the sequences of tasks…which ones will you commit to trying this week?