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ESL PLC Meetings January 15-16, 2013

ESL PLC Meetings January 15-16, 2013. What’s Different About Teaching Reading to Students Learning English?. Let’s choral read this passage. Sample Average Approximation Methods for Stochastic MINLPS By Jing Wei and Matthew J. Realff

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ESL PLC Meetings January 15-16, 2013

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  1. ESL PLC MeetingsJanuary 15-16, 2013 What’s Different About Teaching Reading to Students Learning English?

  2. Let’s choral read this passage. Sample Average Approximation Methods for Stochastic MINLPS By Jing Wei and Matthew J. Realff In the first algorithm, the sample sizes are iteratively increased until the optimality gap intervals of the upper and lower bound are within a pre-specified tolerance. Instead of requiring a small optimality gap, the second algorithm uses tight bounds for comparing the objective values of NLP sub-problems and weak bounds for cutting off solutions in the MILP master problems, hence the confidence of finding the optimal discrete solution can be adjusted by the parameter used to tighten and weaken the bounds.

  3. Teach the Text Backwards • See Study Guide p. 66. • 4. Read the text. • 3. Answer the questions. • 2. Discuss the material. • 1. Do the applications/expansions.

  4. A Nation is Born Study Guide p. 67

  5. Too Late to Apologize:A Declaration • By Soomo Publishing • Too Late to Apologize: A Declaration with Lyrics • http://www.youtube.com/watch?v=A_56cZGRMx4&feature=related

  6. Teach the Text BackwardsApplication/Extension • Step 1. Your principal has decided to ban, or not allow, recess. As a result, you are going to start a new school. Write a Declaration of Independence declaring your independence from the school, and explain why you would like to start a new school. “We the founding students, declare our independence from your school. We want to have a separate school because _________” Signed ________________

  7. Teach the Text BackwardsDiscuss the Material • Step 2. Example of a product for discussion: “We the founding students, declare our independence from your school. We want to have a separate school because we can run around, get exercise, and talk with our friends. Signed, (student signatures)”

  8. Teach the Text BackwardsAnswer the Questions • Step 3. Discuss the questions before reading. See Study Guide p. 66.

  9. Teach the Text BackwardsAnswer the Questions • Step 4. Read the text. Verify answers….

  10. Six Strategies to Improve Comprehension See Study Guide p. 73 • Self-Monitoring of Comprehension • Graphic Organizers • Semantic Organizers • Story/Text Structure • Questions and Answers • Summarization

  11. Self-Monitoring of Comprehension • Students think about what they understand as they read. • When they are NOT understanding, they use “fix-up” strategies to help themselves. • Recognizing when the text is not making sense---slowing down, rereading, clarifying meaning. Academic Language Accelerator Cards 20-26

  12. Using Graphic Organizers and Semantic Organizers • Generate Oral or Written Text • Academic Language Accelerator, Cards 67-119 • Study Guide, Pages 70-75

  13. Story/Text Structure See Academic Language Accelerator, Card 20. • Organizational patterns used in narratives. • Patterns of different genres. • Non-fiction texts---text structures/features: Titles Headings and subheadings Bold print, color, underlining, italics, quotations Charts, maps, graphs, tables, indexes

  14. Question-Answer Relationships • See Academic Language Accelerator, Cards 11-12.

  15. Features of Complex Text • See Handout from English/Language Arts Department. • The Challenge of Challenging Text • Creating Text Dependent Questions for Close Analytic Reading

  16. Directed Reading-Thinking Activity (DRTA) • See Study Guide pp. 77-79. • See Academic Language Accelerator, Card 13---Realia, Websites, Multimedia

  17. Let’s try it! • What is difficult for our LEP readers? See Study Guide, p. 81.

  18. Comprehensibility • We will watch the DVD, “Why Reading is Hard: Reading Text Passages.” • Before watching, look at the text on Study Guide, p. 82 and predict what will be difficult for our LEP readers.

  19. Comprehensibility • After viewing: Discuss what the readers found to be difficult. • Did you predict the difficulties? • Describe how you will make these passages more comprehensible using strategies learned in this chapter and on pp. 87-89 of the Study Guide.

  20. Teach the Text Backwards:Practice • Choose either text on pages 68 or 69 OR a trade book from the table. • Decide the grade level(s) and proficiency level of your students. • Plan your lesson, using the Teach the Text Backwards strategy. • Use your handout and Study Guide, Chapter 2, for guidelines.

  21. Praise and Push • Develop a plan on chart paper with your table group. • We will share during a Gallery Walk. • Use sticky notes to Praise and Push.

  22. Quick Write How will you share these ideas with your classroom and content area teachers? What impact will this training have on your students’ learning?

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