AB 2913 - SDAIE for Secondary Teachers Day Two of Six Adapted from Anita Hernández By Sally Fox &...
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Transcript of AB 2913 - SDAIE for Secondary Teachers Day Two of Six Adapted from Anita Hernández By Sally Fox &...
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AB 2913 - SDAIE for Secondary Teachers
Day Two of Six
Adapted from Anita Hernández
By Sally Fox & Jeffery Heil
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Continued…Pair and share the main ideas of your
reflectionFinish the “Compare & Contrast Matrix”
of the jigsaw readings from yesterdayExtend 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
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ReviewInformation on knowing who your ELs
are: CELDT testing and ongoing assessments
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ReviewWhat are the three components of the
SDAIE “sequence of tasks?”
Prepare the learner
Interact with text
Extend understanding
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ReviewWhat are the six elements of scaffolding
according to Aida Walqui?
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The Six
Instructional
Scaffolds
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Developing High Levels of Second-Language
Competence
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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
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English Language Acquisition: English
LearnersBeginning 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
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English Language Acquisition: English
LearnersEarly 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
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Helping Students Gain Second Language
CompetencyTo 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?
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Language Development
BICS
CALP
beginning Intermediate Advanced
AdvancedIntermediatebeginning
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Cummins’ Grid
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Helping Students Gain Second Language
Competency: SDAIECombines 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
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Key Factor that Influences Student’s Rate of
Language Development
A high proportion of utterances that pick up and extend the topic of the child’s previous utterance or ongoing activity
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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
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Helping Students Gain Second Language
Competency: SDAIEUnderstanding 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 THAT’S OKAY! Vocabulary is entering their “familiar” zone on the way to independence.
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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
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Helping Students Gain Second Language
Competency: SDAIETeachers 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.
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Helping Students Gain Second Language
Competency: SDAIESDAIE 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
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Helping Students Gain Second Language
Competency: SDAIERather 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
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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
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Sequence of Tasks
We are going to go over a sequence of tasks with a language arts theme!
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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.
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2. Prediction: Novel Ideas OnlyWe 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…”
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3. Reciprocal TeachingReciprocal 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.
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3. Reciprocal TeachingWe’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.
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4. Silent Reading
After reading a few paragraphs using the reciprocal teaching strategy, finish reading the story silently.
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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.
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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!
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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.
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Sequence of TasksTheme: 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)
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Sequence of Tasks #1Language 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
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Sequence of Tasks #1Language Arts
Extending Understanding Collaborative Poster Gallery Walk
Twenty-years Later
Scaffolding Elements
Text-Representation Contextualization &
Schema Building Metacognitive
Development
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Sequence of Tasks #2Language Arts
Theme: Migrant FamiliesAs 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)
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1. Three-Step Interview
Section 4, Page 4The 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
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2. Reciprocal TeachingClarifying
“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
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2. Reciprocal TeachingClarifying
Read the text “Field Work” ear-to-ear for three turns then,
Read silently to finish the story.
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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)
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4. Choral Readings(by teams)
Teams will read their dialogues chorally to the group.
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5. Geography/Quantitative
Data on Migrant Students
SDAIE Binder, Section II, pages 10-12Use the charts from pages 11 & 12 to
complete the activity on page 10.
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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
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Sequence of Tasks #2Language 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
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Sequence of Tasks #2Language Arts
Extending Understanding Collaborative Dialogue Choral Reading
Quantitative Data Analysis
Scaffolding Elements
Text-Representation Contextualization
Schema Building
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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?