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AB 2913 SDAIE for Secondary Teachers Day Four of Six

AB 2913 SDAIE for Secondary Teachers Day Four of Six. Adapted from Anita Hernández By Jeffery Heil and Sally Fox. Let’s have a quick review through a pair-share about what you remember about PIE and the Six Instructional Scaffolds.

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AB 2913 SDAIE for Secondary Teachers Day Four of Six

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  1. AB 2913SDAIE for Secondary Teachers Day Four of Six Adapted from Anita Hernández By Jeffery Heil and Sally Fox

  2. Let’s have a quick review through a pair-share about what you remember about PIE and the Six Instructional Scaffolds

  3. Let’s review the scaffolds in Aida Walqui’s article, “Sheltered Instruction: Doing it Right” (Binder Section I, Pages 1-14)

  4. Compare and Contrast Matrix • This is a stand-alone matrix that could be used for algebra or any subject. . . • It is in the handout packet, part II • In what other content areas could we use this matrix? How?

  5. Sample Sequence of Tasks for Mathematics 1. P - Visual aid/realia, KWL, then do a think-pair-share 2. P - Teacher models problem/solution type 3. I - Solve similar problems with partner or in team 4. E - Prove answer and/or check work with partner write it out then practice saying it aloud chorally 5. E - Whip-around with similar information E - Two-by-two chart to practice conceptual under- standing of related vocabulary aloud with a partner.

  6. LET’S TRY IT QUICKLY… 1. PREPARE THE LEARNER - Visual aid or realia, KWL, or think-pair-share • What do you know about these words: • Mixed number • Improper fraction • Proper fraction • Equivalent

  7. 2. PREPARE THE LEARNER - Teacher models problem/solution type Eight (8) slices Two (2) slices 8+2+8 = eighteen eighths. Eighteen eighths is an improper fraction. There are two eights in eighteen, with two left over (2 pizzas with remainder of 2 slices). The mixed number is 2 2/8 or 2 1/4. Eight (8) slices

  8. 3. INTERACTING WITH TEXT - Solve similar problems with partner or in team SOLVE EXPRESS as mixed # 3/8 + 17/8 = _______ = _______ 21/9 + 44/9 = ______ = _______ 13/5 + 8/5 = _______ = _______ 4. EXTENDING UNDERSTANDING - Prove answer and/or check work with partner or team; sketch it, write it out then practice saying it aloud chorally.

  9. 5. EXTENDING UNDERSTANDING - Whip-around with similar information 6. EXTENDING UNDERSTANDING - Two-by-two chart to practice conceptual understanding of related vocabulary aloud with a partner.

  10. Oral Development Jigsaw • Goal: development of oral language proficiency • Using cards with only pictures, you will try to create, collaboratively, an interpretation of the story represented by the pictures.

  11. Oral Development Jigsaw • Home group: pass out 4 different cards; then break into expert groups • Expert groups: Come to a consensus and oral description. . . .then turn-in your card! • Describe your picture with a literal description without looking at your picture (avoid any interpretations) • The character (height, clothing, hairstyle, etc.) • The action (what does it look like is happening?) • The background (detailed, literal description of the background or foreground) • Return to your home groups (w/o the picture)

  12. Oral Development Jigsaw • Experts: Report orally to your home group and decide on a sequence for the 4 pictures. • After the sequence is decided, create a two-paragraph (or so) narrative, adding rich detail as to the sequence of events. • In your class, you might model the steps of how one would script out a story. . .

  13. Sequence of TaskScience • We will watch a short videoclip without sound. Pay attention so you can describe what you see to a neighbor. • Use casual, regular speech and vocabulary to describe what you see in the clip. • Write down your descriptions. • Then, we’ll watch the clip again without sound. This time, try to use some science vocabulary to add to the description.

  14. Sequence of TaskScience • Amend your original description with the added science words and read to a neighbor. • Now, we’ll watch with sound. Discuss with your neighbor. . . • Now let’s get the actual scientific description of the video clip.

  15. Sequence of Task Science:Oral Lang Development Jigsaw • You will be given 4 cards representing 4 of the stages of mitosis: prophase, metaphase, anaphase, and telophase • Break into expert groups and describe your card in enough detail that you can come back and share with your home group. • Go back to your group and try to describe orally your phase without the card . . .

  16. Sequence of Task Science:Oral Lang Development Jigsaw • I will return the cards w/descriptions to see if you can make sense and order of the phases • With the description, try and match the picture with its written description • We can watch an online demonstration of mitosis: • http://www.cellsalive.com/mitosis.htm

  17. Sequence of Task Science:Concept Development Jigsaw • You will be given 4 cards representing concept clues for 15 vocabulary words related to key concepts in the Reproduction, Heredity, and Evolution Unit. • Card A: the first letter of each vocab word • Card B: Syllables in each word • Card C: the last letter of each vocab word • Card D: definition of each word

  18. Sequence of Task Science:Concept Development Jigsaw • Each student makes her own list of 15 spaces to try to fill in together with all the clues. • Don’t start at #1, start at a random number!! (students could throw dice) • At the end of the task, each student will have the word and definition of key vocabulary for the unit (excellent for review!!) • Once your group finishes, come get the answer key from me to check for accuracy

  19. Manipulatives and ELs • Is using manipulatives with English learners sufficient to promote acquisition of academic language? • The 4 texts

  20. Manipulatives and ELs So, the message is that using manipulatives is not enough for English learners or many others to really learn and gain academic language. You must also have them talk about what they did and observed, report out to the class, put it in writing, and then research and develop their ideas using information from other resources.

  21. Sequence of Tasks: ScienceP.I.E. • Preparing the Learner • Interacting with Text • Extending Understanding • How could you/we extend the understanding?

  22. Task: Two-Minute Video W/o Sound W/Sound Oral Language Dev Jigsaw Scaffold: Contextualization (w/o sound) Schema building/text representation (W/sound) Contextualization (w/schema building?) Preparing the Learner

  23. Task: Reading strips with information from the text Matching the picture with its written description Concept Dev Jigsaw Scaffold: No scaffold Contextualization & Schema Building Contextualization & Schema Building Interacting with Text

  24. Possible Task(s): Experiment Lab report Collaborative poster Vocabulary words used in sentences Picture book for young children (Mitosis 4 Kinders?) Scaffold: Extending Understanding Contextualization Metacognitive Development Text Re-presentation Text Re-presentation Text Re-presentation and Cognitive Development

  25. Concept Development Jigsaws • See samples for “French Revolu-tion” and “Greek Mythology” in the binder (Section IV, page 9 through 18) • How else could this be used? • Could students create their own sets of clues to extend their understanding?

  26. Stand-Alone Tasks: Jigsaw Reading • While this task involves interacting with the text, it stands alone because it is not within a sequence of tasks • Task: There are 7 different cards. We’ll do a line up and number off 1 through 7. The remainders will be 7s.

  27. Stand-Alone Tasks: Jigsaw Reading • Your home group will have a set of cards A-G • You will then break into expert groups, read your cards, and predict where you think your card belongs in the story. • Once back at the home group, each member will read their card and the group will try to determine the correct order of the story. • What are some possible uses of this strategy? • Recipes, math problem, or any activity that requires steps

  28. Stand-Alone Tasks: Reading in 4 Voices • Each team of 4 will receive a 2-page poem to read that is typed with 4 parts: italics, bold, underscore, and regular type. • Each person will practice his/her part and then the group will read together before performing for the entire class.

  29. Stand-Alone Tasks: Reading in 4 Voices • PERFORMANCE AT 2:00 PM

  30. Stand-Alone Tasks: Reading in 4 Voices • How could we take the reading in 4 voices and make it into a sequence of tasks on Multicultural Poetry? • Quickwrite: Experiences in a new school • Poem Reading: In Four Voices • Collaborative Poster • Gallery Walk

  31. Creating a Sequence of Tasks • Brainstorm, with like-subject matter peers, a way in which you could create a sequence of tasks with 3 to 5 PIE tasks. . . • We’ll share out as a group and give each other advice. . . • Don’t forget to complete your reflection for the day! • You may also work on your task analysis chart.

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