Teaching Strategies 24-29

1. Teaching Strategies 24-29 Erin Crisfulli, Katie storey, Christy roden, Geoffrey haberman

2. Strategy 25:Response to Intervention (RTI) Documenting and monitoring student progress and the effectiveness of intervention

3. Response to intervention (RTI): An instructional delivery model that is designed to ensure early identification of at-risk learners and provide appropriate services for those learners. The purpose of RTI is to ensure students are provided the differentiated instruction needed. The intent is then to document the use of appropriate methods, materials, grouping, pace and support in language acquisition. Definition and Description

4. The process of RTI was introduced within the reorganization of IDEA, individuals with Disabilities Act. RTI is used to help struggling students and gives educators interventions that are used within the classroom to help the student succeed. RTI and IDEA

5. Multi-tiered Program • Tier 1: General education classroom and core curriculum that all students receive. • Tier 2: Provides qualified students with interventions that supplement the core curriculum and classroom practice. • Tier 3: More intensive, individualized intervention and may also include students with disabilities who have IEPs. • Tier 4: Not all models have a 4th tier, but in some models this references students with disabilities who have IEPs.

6. The steps of the process include the student being tested, usually as early as possible, to see the level of English language development. Throughout the year, the student’s progress is monitored and monitored also throughout each tier of the process. With the assessment, areas of struggle for the student are identified. During the intervention process, observations and documentation is done by the teacher to show progress. If progress is not being made, the teacher can include more intense interventions for the student or small groups of students and students are monitored for progress. RTI Steps

7. Accommodations: Additional help given to a student in a general education classroom that does not alter what the student should learn. Example: Extended time or frequent breaks • Modifications: Adjusting the expectations of a student in the general education classroom Example: Assignments are changed using lower level reading levels and simplified vocabulary • Interventions: Providing a research-based approach to support success in a core curriculum class or special class Example: Echo-reading, utilize pre-reading strategies and activities such as previews and anticipatory guides RTI Accommodations, Modifications, and Interventions

8. Identify student’s English language development levels through assessment Use assessment results to identify areas to be addressed by differentiated instruction and approaches to use Document the assessment results and RTI plans Observe and document student response to intervention and academic and language development progress Adjust interventions as needed, such as when progress slows or when standards are met Ask for assistance when student progress is slow or lacking Continue using assessments and documentation to support approaches used Implementing RTI

9. Strategy 26:Preview/Review Building vocabulary and concepts to support understanding

10. A teacher gives a preview of the lesson in the student’s home language then the lesson is taught in English and then reviewed in the home language to ensure they are understanding the content. Effective in facilitating content knowledge acquisition because of the use of realia and visuals. Reviewing the vocabulary and main concepts after each lesson helps them to identify and remember the most important points taught. Purpose

11. Support Materials and Activities • Realia • Foods • Household objects • Costumes • Visuals • Magazine pictures • Maps • Line drawings • Activities • Role-playing • Lesson Word Walls • Sorting and Labeling

12. Plan and gather materials • Plan lesson and gather all realia, visuals, or other materials that will help the students understand the concepts • Introduce key vocabulary and concepts • Use materials to introduce important vocabulary and key concepts during preview. NOT teaching but familiarizing the students with key vocabulary and concepts • Teach the lesson • Teach the actual lesson, referring to the materials and vocabulary already introduced in the preview Step-by-Step

13. Review vocabulary and concepts • Review key vocabulary and concepts, encouraging the students to demonstrate their understanding by using the support materials • Provide additional practice • Create a learning center or board that allows the students to practice further • Assess and document students’ interactions • Observe and document interactions and complete a written anecdotal record Step-by-Step continued

14. In the Classroom Example • The children are learning about the circus. • Ms. Emily gathers costumes, visuals, circus foods, and small stuffed circus animals. • She talks about the key concepts, reads a book about the circus, then has the children act out scenes from the book using the materials and key vocabulary

15. Strategy 27:Story Reenactment Making stories come to life

16. Story Reenactment • Encourages students to act out stories after they have read them or have heard them read. • Students create props and use them to reenact by using the book language they have heard or read, all the while comprehending the text by acting it out in sequence. Purpose

17. To support Comprehensible Input To encourage verbal interaction by retelling stories. To support contextualizing language. To reduce anxiety (lower affective filter) by having a chance to role-play stories the students enjoy and may be familiar with. To encourage active involvement. Objectives

18. Read the story Retell the story Acquire or make the props Store the props Use the props for retelling Assess the retellings Step-by-Step

19. Story retelling is based on authentic literary texts. Teacher selects an engaging text that: • is meaningful to students • is appropriate for students’ language level • contains target language structures and vocabulary Teacher first reads the text to class. Students may then reread the text independently. Step 1: Read the story

20. Students retell the story……. • in sequence • in pairs • in small groups • independently Students work together to determine the props needed to reenact the story. Students reference the original text to write a final list of props. Step 2: Retell the story

21. Students take responsibility for finding or making the props needed for the story reenactment. Teacher provides assortment of realia from which students can make selections. Text illustrations and student-drawn art can be projected as backdrops for story reenactment. Step 3: Gather or make the props

22. A story retelling box should be made available to students for future use in: • the library corner • a literacy center Individual story boxes should contain: • original text • final script • props • costumes Step 4: Store the props

23. Encourage students to use the props for independent retelling. • For classroom performance, assign students roles considering their: • interests • language level • Create performance opportunities. • audience of classroom peers • another class of students • a parent or school wide event Step 5: Use the props for retelling

24. Assessment of small group and spontaneous retellings is based on: • vocabulary use • book language • inclusion of main events, characters, and inference Assessment of performance retellings from scripts is based on: • expression • clarity of pronunciation • volume, posture, and eye contact Step 6: Assess the retellings

25. Theoretical Ties Stephen Krashen’s Affective Filter and Comprehensible Input. Howard Gardner’s Theory of Multiple Intelligences.

26. Strategy 28:Repetition and Innovation Exploring a book to deepen comprehension

27. Repetition and innovation can be used to reinforce understanding and integrate new vocabulary and concepts into the student’s vocabulary The text is introduced the used in multiple ways, which helps ELLs because they have multiple opportunities to revisit the text and the vocabulary. Exploring a Book to Deepen Comprehension

28. The theory behind this strategy is helping students understand new academic vocabulary while making connections to their home language. The strategy helps students to make connections from their home language into English words and concepts by using the same text for different reasons. In using repetition, teachers can help their students by previewing the material, allow students to provide a summary of the text in their own language or the language in which they have the most understanding, help students comprehend what they are reading while they are reading it, and reviewing the text with students after reading it to see what understanding they have gotten from the text. Theory

29. Choose a book that will sustain interest over time • books with patterns, in a home language, or bilingual • Explore the story structure • Emphazise what structure the book is (circular or beginning, middle, end) • Play with words • Have students use some of their already known vocabulary within the text where unknown vocabulary words are. • Have students write and illustrate sentences from the book Steps to Implement Repetition and Innovation

30. Create an innovation on the text • Allow students to write about the beginning, middle, and end of book using sentence strips or paper for pictures. • A book quilt can also be created showing the story in pictures and how students perceive the book and the information in the book. • Assess for vocabulary and comprehension • Teachers can assess the students throughout the lesson while students are working with vocabulary, making their own story, or working with the structure of the book. The teacher can assess whether the student has grasped the vocabulary and the content and make adjustments in the curriculum or continue through to the next text. Steps continued…

31. One way to use this strategy is a game called listen and throw. Students split into teams of 3 or 4 in each small group. Give each team a small colored paper and have them crunch up so can be thrown into baskets that are in middle of the room. The three baskets will have three possible answers to your question. After question is asked, groups will throw their color paper in the basket they think have a correct answer. Listen and Throw

32. Another way to use strategy would be having students act out vocabulary words. These words could be from previous lessons or words some students are working on in small groups. The charades could also be using beginning, middle, and end of stories or text that the students have been reading. The charades could be used to convey a new story to some small groups or to the entire class. Vocabulary Charades

33. Pocket Chart Stories Circular Stories Three-Part Books Shape Books Step Books Readers Theaters Examples of Innovations

34. Strategy 28 Lesson

35. Discuss what activity the students will be doing after the story, read the story, then explain the activity again. Listen for the repetition throughout the story. You will be drawing your own cloud that looks like any object that you would like to draw. We will be putting your pages together to make a class book. Make sure you have 1 piece of blue paper and 1 piece of white chalk. Put your name on the front. It Looks Like Spilt Milk by Charles G. Shaw

36. Sometimes it looked like _____________. But it wasn’t _______________. On your paper, draw your picture and write:

37. Example

38. 25 Haager, D. (2007). Promises and cautions regarding using response to intervention with english language learners. Learning Disability Quarterly, 30(3), 213-218. Retrieved from http://ezproxy.twu.edu:2048/login?url=http://ezproxy.twu.edu:2060/login.aspx?direct=true&db=tfh&AN=26325620&site=ehost-live&scope=site Response to intervention. Retrieved from http://www.specialeducationguide.com/pre-k-12/response-to-intervention/ Zehr, M. A. (2009). Response to intervention for ells. Education Week, 29(5), 4-5. Retrieved from http://ezproxy.twu.edu:2060/login.aspx?direct=true&db=tfh&AN=44563889&site=ehost-live 26 Friend, M., & Bursuck, W. (2006). Including students with special needs: A practical guide for classroom teachers (4th Ed.). Boston, MA: Allyn & Bacon. Lessow-Hurley, J. (1990).The foundations of dual language instruction. White Plains, NY: Longman. Nation, I. S. P. (2005). Teaching and learning vocabulary. In E. Hinkel (Ed.), Handbook of research on second language teaching and learning (pp. 581-596). Mahwah, NJ: Erlbaum. References

39. 27 Hamilton, M., & Weiss, M. (2016, March 11). The Power of Storytelling in the Classroom. Retrieved from Richard C. Owen Publishers web site: https://www.rcowen.com/PDFs/CTS%20Ch%201%20for%20website.pdf Herrell, A. L., & Jordan, M. (2016). 50 strategies for teaching English language learners. Boston: Pearson. Heroman, C., & Aghayan, C. (2016, March 11). How to Support Teachers Use of Story Re-Telling. Retrieved from Early Childhood Webinars web site: http://www.earlychildhoodwebinars.com/wp-content/uploads/2013/01/Retelling-Webinar.pdf Brandi-Muller, J. (2016, March 14). Retelling Stories. Retrieved from Colorin Colorado web site: http://www.colorincolorado.org/article/retelling-stories 28 Beck, I., McKeown, M., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York, NY: Guilford Press. Tompkins, G. E. (2012). Language arts: Patterns of practice. Upper Saddle River, NJ: Macmillan/Prentice Hall. Herrell, Adrienne L., Michael Jordan, and Adrienne L. Herrell. 50 Strategies for Teaching English Language Learners. Boston: Pearson, 2016. Print. References