October, 2015

Teaching and Learning: Hand in Hand

Organize content & ideas

Better able to learn & internalize with use of more

than 1 modality

Material presented through visual & spatial modalities

Facilitate comprehension of new information

Reading

Writing

Communication

Content

Positive classroom environment

Meaningful

instruction

Student-focused learning

Opportunities to apply learning

listening

speaking

reading

writing

Ron Stein

Modified text

Build vocabulary

Read basic materials for information

Real life vocabulary

COMPREHEND THE CONTENT OF SHORT TEXT

Read vocabulary related to the present & all previous levels

Recognize regular & irregular high frequency words

Visual aids

Provides practice

Varied activities

Meets basic survival needs

Upper levels read independently

Use critical thinking skills

Understand & participate in oral conversation

The language is

useful for it is

meaningful.

Comprehend & communicate in spoken English.

Read aloud a relevant topic with some hesitancy & understanding

Terms are defined visually

Meaning is established

Dr. Abreo loved the assessments.

How well does a pupil read independently?

Learners can discuss which location they are familiar with.

“As a direct result of OpNola’s input, and Knox and Ron's lesson plans, UNO Chart created a take home guide for students and expanded thefacilitator's guide.”

--Dr. Christina Abreo OpNOLA

“Maggie Oliver worked tirelessly on this project and has kept thepowers-that-be focused on making the content accessible to Englishlanguage learners. She's done a great job.”

What I know

What I want to learn

What I have learned

Explains lesson purpose

Warm up / Closure

What is a Hurricane?

Internet is reading text

Our community is relevant

Pupils rephrase important information

Reveals pupils’ skill levels

Establishes meaning

Provides practice

Increases text’s opportunity for extensive reading

Goal is realistic for the learners

Increases the textbook’s potential

Minimal preparation time

READ & INTERPRET TEXTS T - CHART

Meaningful instruction

Students focus on text

Increases the text’s opportunities for extensive reading

Understand & participate in oral conversations in various contexts

Reading Comprehension

Extend the textbook

Vary the format

Reading

Read basic material for information

Compare / Contrast Matrix

Use critical thinking skills

Reading

Build vocabulary in the context of real situations

Word Wall

All levels

Computer Lab activity

Define

Synonyms

Visual

Student’s sentence

Cartoons are popular

High interest / engages

students

Understands & participates in oral presentations

Communicative language teaching

Keep a running list of new words

Learner-centered: pupil creates a unique list

Increases general knowledge

Dynamic way to learn

Graphic organizers support class objectives

Templates don’t replace objectives.

Reading

Understand detailed directions

Concept map

Flow Chart

Realia, visuals from outside the class

Vocabulary taught in context of real situations

Content drawn from pupils’ lives

Authentic / relevant

Organizers clearly define goals

Learner-centered

Pupils demonstrate learning by communicating with partners.

Teacher: facilitator, resource

Learners must listen to both …

teacher talk

student talk

Manipulative cards must be moved in order to create a sentence to build language.

Pupils recognize grammar mechanics & sentence structure

Use current test scores

Use of scale scores

Low score paired with high score

Different preferred languages

Multi-level grouping

Heterogeneous Pairsaid opportunities for spontaneous communication.

Struggling students gain from communication with a stronger language model.

Pair composes a new scrambled sentence that conveys meaning.

Learners share with a new group.

More chances to produce oral language

Pupil engagement increases.

Students are encouraged to help each other

Communicating with a partner

Cooperation

Collaboration

Builds community

Assessment Tool

Lesson closure

Feedback on progress

LISTENING

GRAMMAR REVIEW

Oral responses are limited.

Pupils will respond.

Teacher is less in the spotlight.

Encourages purposeful student interaction

Instructional activity & materials that meets learner needs

The language complexity of everyday life

Expansion of language occurs

Varying levels of questions & responses

prefer / don’t prefer

compare / contrast

Senior citizen

Low oral language proficiency

Pronunciation lacks fluency

Template reveals comprehension

Dislikes

Pupil does not enjoy

Examples / reasons

Explanation

Feelings / emotions

Like / prefer

Describe activity

Build vocabulary

Opposites

Intro / Conclusion

Pupil chooses lesson content

Printed lyrics are the reading text

Culture of the USA

Children / grandchildren may understand this

Uses a variety of teaching modalities & resources

Juvenile literature: academic

High interest / appropriate reading level

Uses material from outside of the classroom

Increases rigor of instruction

Prepares learners for higher education

Presents new material with sequentially ordered information.

Task requires academic ways of thinking

Concept Map

Clear Directions

Share outcomes you hope to see

Establish meaning with visual aids

Reinforce vocabulary

Provides practice

Develops & maintains connections to academic words

Shared responsibility

Individual accountability

Scaffolds written word through oral interaction

Tasks require academic ways of thinking

Observation"And then Kino's brain cleared from its red concentration and he knew the sound--the keening, moaning, rising hysterical cry from the little cave in the side of the stone mountain, the cry of death.“

- John Steinbeck, The Pearl, Chapter 6

Teacher observes & assesses pupils while they are carrying out the task.

Language is learned to communicate.

Students have a real

need to communicate.

English is

learned more

easily in

comfortable situations.

Language is about

community

collaborate

participate in the learning process

are problem solvers

develop language skills

are united in language

C.2

Student should be able to…

Use templates or basic formats in writing

FishboneUseful when cause-effect relationships are complex and

non-redundant.

Use grammar mechanics

Write texts comprised of simple sentences.

Write sentences that convey clear meaning.

Compose paragraphs.

Level 3: dependent on teacher models

Pupils have multiple opportunities to learn & produce new material

Aids individual work

motivates

challenges

Begin writing in a meaningful context

Pupils are interested

A communicative opportunity is being created

English & workplace skill that is transferable across occupations

1

B

M

T

J

Work in pairs

UNIFIED: pupils are alike

Critical thinking

Oral presentation

Overhead transparency

Personal information

Interpersonal communication

Presentation to whole class

Overhead visual may relieve anxiety

Read the Internet for information

Relevant topic

Students feel UNIFIED with community

Feedback

Compare / Contrast Charts

Illustrated content tends to remain longer in pupils’ minds

Pupils generate mental images to go along with info

Combines spoken words with text & diagrams

Help pupils think in multiple directions

I liked . . .

I learned . . .

I want to try. .