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SOS (Schema Offers Success)

SOS (Schema Offers Success). Developing Vocabulary to Enrich Writing, Comprehension, and Interest in the Classroom Shelly Craig Pine Creek Elementary School West Ottawa Public Schools 2011 Lake Michigan Writing Project. What Is Schema?. PINE CREEK ELEMENTARY SCHOOL. Population at a glance…

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SOS (Schema Offers Success)

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  1. SOS (Schema Offers Success) Developing Vocabulary to Enrich Writing, Comprehension, and Interest in the Classroom Shelly Craig Pine Creek Elementary School West Ottawa Public Schools 2011 Lake Michigan Writing Project

  2. What Is Schema?

  3. PINE CREEK ELEMENTARY SCHOOL Population at a glance… Hispanic 53% Caucasian 24% Asian 16% Black 7% Native American 1% Free and Reduced Lunch 76% 2009

  4. Second language learners are not a homogeneous group, but are as varied in terms of their background, experiences, and language expectations, values, culture, and socio-economic status as any other group of students. More important, they can longer be thought of as a group apart from the mainstream-in today’s culturally and linguistically diverse classrooms, they are the mainstream. -Pauline Gibbons

  5. How do I instill the passion in my students for learning new language, new vocabulary? “It’s kind of a fairyland of language for me here…It’s like a whole society is conspiring to teach me Italian. They’ll even print their newspapers in Italian while I’m here; they don’t mind! They have bookstores here that only sell books written in Italian! I found such a bookstore yesterday morning and felt I’d entered an enchanted palace. Everything was in Italian-even Dr. Seuss. I wandered through, touching all the books, hoping that anyone watching me might think I was a native speaker. Oh, how I want Italian to open itself up to me! -Elizabeth Gilbert: Eat, Pray Love I haven’t felt so starved for comprehension since then. -Elizabeth Gilbert: Eat, Pray, Love

  6. Tier Two Words • “Academic success is possible, according to Corson, only if learners cross the lexical bar (Corson 1995). So, if students are to become successful in academic life, they need to get meaning from text, which in turn, means being able to build meaning using the more sophisticated vocabulary of written language. The sophisticated vocabulary of written language =Tier Two Words. -Isabell Beck: Creating Robust Vocabulary

  7. Tier 1, 2, 3 Word Examples Tier 1 Words Cat Sky Run Sad Orange Tier 2 Words Grimace Gaze Fortunate Slumped Interest Tier 3 Piano Amino acid Computer Mesa Journalist

  8. One of the best ways to learn a new word is to associate it. Powell (1980) found that instructional techniques employing the use of imagery produced achievement gains in word knowledge that were 34 percentile points higher than techniques that did not. -Robert Marzano

  9. Pick up the phone, bastard!

  10. Mystery Personal Belongings • 1. Turn and talk to a neighbor about the artifacts on each others’ papers. What are they? What were they used for? Label artifacts. • 2. Use the prediction paper to record the predictions you made with your neighbor. Predict if your person was a passenger or crew member on the Titanic. 3. How would you use this in your classroom?

  11. “As far as possible, learners need to be engaged with authentic and cognitively challenging learning tasks; it is the nature of the support-support that is responsive to the particular demands made on children learning through the medium of a second language-that is critical for success. -Pauline Gibbons: Scaffolding Language/Scaffolding Learning

  12. Boarding Day!

  13. All Aboard! Today you will board the RMS Titanic! You will be an actual passenger or crew member from the voyage. You will be reading a short biography on who you are. Your job will be to tell people three facts about you. Read your biography. Look for the information you and your neighbor talked about. Interesting facts are fun too! Jot down your information on your calling card. If you have extra time, you can reread or practice pretending you are telling someone about yourself by using your notes. Turn and take turns with your neighbor telling each other what you found out about your Titanic character.

  14. Café Parisian

  15. REFLECTION • Where are your icebergs? • What schema do you need to develop? • What could you do differently? • How would this benefit the students? You?

  16. References Beck, I.(2008) Creating Robust Vocabulary: Frequently Asked Questions &Extended Examples.Guillford Press Gibbons, P. (2002) Scaffolding Language/Scaffolding Language: Teaching Second Language Learners in the Mainstream Classroom. Heinemann Gilbert, E. (2007) Eat Pray Love. Penguin Books Marzano, R. (2001) Classroom Instruction That Works: Research –Based Strategies for Increasing Student Achievement. ASCD Publications McGregor, T. (2007) Comprehension Connections: Bridges to Strategic Reading. Heinemann

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