Enriching Classes for ESOL Students Meeting 3: Academic Competence, Part B

1. Enriching Classes for ESOL StudentsMeeting 3: Academic Competence, Part B Welcome!

2. AGENDA • Introduce Lesson Plan Sequence and Analyze Lesson • Review Directed Reading-Thinking Activities • Introduce Text to Graphics and Back Again • Apply Text to Graphics and Back Again

3. Activity One Lesson Plan Sequence to Increase Comprehensibility

4. Use a lesson sequence that proceeds from: • Prior knowledge to new knowledge • Concrete to abstract • Oral language to texts • More contextual support to less contextual support

5. Lesson Analysis Instructions • Refer to the Easy as Pie Plus Checklist on Study Guide, p. 90, which adds “Making Connections” to content areas, students’ interests, and/or other cultures. • Read the lesson found on Study Guide pp. 91-94. • Analyze the lesson in terms of how it meets the Easy as Pie Plus Checklist. Identify: • Two activities that make the lesson comprehensible. • One activity that fosters interaction. • One activity that cultivates Higher Order Thinking Skills. • One activity that fosters Making Connections.

6. Activity TwoDirected Reading-Thinking Activity (DRTA)

7. Conducting a DRTA (p. 95) • PREVIEW the reading. Look at the title, headings, summary and pictures. • PREDICT what the reading is about after looking at the title, headings, pictures, and/or after reading a small portion of the text. • READ the text silently in predetermined sections. • CHECK predictions by confirming or refuting their accuracy with evidence from the text. • SUMMARIZE the main points: Ask students to summarize and state the main points of what they learned in their own words either orally or in short written form.

8. Teacher Josie Mickie Ariel Sam Manuel Paula Maria Juanita Story Reader DRTA Transcript Characters(Refer to pp. 96-101)

9. Strategies for Figuring Out Unknown Vocabulary • Use bilingual dictionaries. • Look for familiar small words in big words. • Reread the sentence and use context. • Look at pictures in text. • Decide if it is a necessary word to understand the gist of the text. If not skip it. If so, try the above or ask someone the meaning.

10. Activity ThreeFrom Text to Graphics and Back Again (pp. 125-138)

11. Procedure • Step 1: Preview the chapter and identify major concepts and the organizational pattern of the chapter (p. 102 shows 4 common organizational patterns). • Step 2: Transfer the major topics and or concepts onto graphic organizers. • Step 3: Share graphic organizer(s) with students and ask them to orally generate language about the content of the chapter.

12. Step 4: Help students locate information from the GO in the textbook. • Step 5: Give blank graphic organizer to students and ask them to fill in information by reading a portion of the text. • Step 6: Using information from the graphic organizers, ask students to write an expository piece. • Note: Ideally, by the end of the year, students will design and fill in their own graphic organizers. (Supplementary article about this strategy begins on p. 112)

13. From Text to Graphics and Back Again (p. 103)

14. Social Studies Chapter from Other Places, Other Times (p. 104) • Compares four types of early persons—Homo Habilis, Homo Erectus, Neanderthal, & Cro-Magnon • Discusses defining characteristics • Includes information on where and how lived • Includes information about the time periods in which they lived

15. Early People (p. 105)

16. Graphic Representation of Homo Habilis(p. 106)

17. Chapter Review (p. 107)

18. Events Leading to the End of the Roman Republic (p. 108)

19. Student-Generated Text (p. 109)

20. Graphic Organizers Using Less Language (p. 111)

21. Three Things to Remember… • Use a few, well-chosen graphic organizers repeatedly. • The organizer MUST accurately reflect the relationship it is depicting. • Teach students to be progressively independent in their use of graphic organizers.

22. Activity FourApplication of From Text to Graphics and Back Again

23. Activity Directions • With the members of your small group, apply the “From Text to Graphics and Back Again” technique to a science or social science chapter. (Sample organizers on pp. 117-124). • The purpose of the activity is to practice thinking through this sequence, not to develop a unit or lesson plan.

24. Preview the chapter and identify the main topics (p. 102 shows typical organizational patterns). • Create a graphic organizer that provides an overview or preview of the chapter. • Create a second and perhaps a third graphic organizer based on one or two of the subtopics within the chapter. • Create a blank graphic organizer that students can fill in themselves.

25. For each organizer, write several questions to ask students in order to generate language about the chapter content. •  Create a writing topic for students based on one or two of the graphic organizers. • Copy one of your graphic organizers and prepare to share with the class.

26. Upcoming Assignments Online in Module 4: • Apply From Text to Graphics and Back Again • Discussion about its implementation (select a partner) • Begin work on Integrated Unit (pp. 197-9)