Using Grades 7-12 Textbooks in University CBI Classrooms

1. Using Grades 7-12 Textbooks in University CBI Classrooms Jessica Davis Shannon Fitzsimmons-Doolan Jeannie Naasz Fredricka L. Stoller

2. Presentation Overview • Background • A rationale for using secondary school textbooks in university-based CBI classes • Textbook selection criteria to meet CBI goals • Scaffolding techniques • Concluding remarks • Q & A

3. Background to Situate Our Discussion • Program description • Student description • Role of CBI class in program

4. CBI Class Goals • synthesize & extend content from multiple sources in a complex culminating task or project that reflects real academic outcomes • understand extended input (from reading and listening) and respond (in speaking and writing) appropriately • summarize content in own words • interpret extended input and make appropriate inferences • critically evaluate information and use it appropriately

5. CBI Class Goals (continued) find and appropriately use additional relevant content develop and use language learning strategies for all language skills use appropriate self-learning and self-monitoring skills and strategies build a large academic vocabulary

6. Philosophical Underpinnings of CBI Class • promote the integration of language, content, and strategy learning. • view language as a medium for learning content and content as a resource for learning and improving language. • use content materials to drive most instructional decisions. • endorse purposeful and meaningful language use in the classroom. • hold students accountable for content learning to prepare them for the demands of mainstream classes.

7. Traditional EAP Textbooks

8. Grades 7-12 Textbooks

9. Textbook Selection Criteria • Reading level • Potential interest • Thematic thread • Text features • Extended input • Recycled vocabulary • Opportunities for academic activities (simulates aspects of university texts) • Culminating project support

10. Selection of Books Meeting Criteria • Global Resources. Parks, P. J. (2005). Lucent Overview Series. • Political Corruption. Miller, D. A. (2007). Lucent Hot Topics. • The Internet. Nasso, C. (Ed.) (2008). Greenhaven Opposing Viewpoints. • Censorship. Steffens, B. (2004). Lucent Overview Series. • Organic Foods. Miller, D. A. (2008). Lucent Hot Topics. • American Ways. Althen, G. (2003). Intercultural Press

11. Scaffolding Techniques • Make Reading Accessible and Positive • Promote Vocabulary Building • Develop Skills & Strategies • Guide Culminating Projects • Two types: • Adaptable to many books • Specific to a particular book

12. Make Reading Accessible and Positive • Reading packs with glosses • Cornell notes • Key people investigation • Science experiment

13. Science Experiment The Greenhouse Effect In A Jar This simple experiment serves as an introduction to the greenhouse effect. You can see for yourself the effects of a greenhouse, and relate this understanding to what occurs in our atmosphere. • Materials: • 2 Small thermometers • 1 Jar or other see-through container • 1 Clock or watch • 1 Copy of the worksheet • Sunlamp or access to a sunny area to perform the experiment • Roles: • Timer: _______________________ • Reader # 1: ____________________ • Reader # 2: ____________________ • Recorder: ______________________ • Instructions: 1) Place the two thermometers in the sunlight for a few minutes to let them get warm. 2) Record the readings (write the temperatures) of both thermometers at the top of the columns. 3) Record the time next to the starting temperatures and place the jar over thermometer #1. 4) Every minute, record the readings of both thermometers without disturbing them.

14. Promote Vocabulary Building • Clay or pipe-cleaner vocabulary • Identifying word parts • Word sort • Mix and match

15. Identifying Word Parts • Undisclosed = un + dis +close + ed Negation negation cover past-tense • Anticorruption= anti- + co + rupt +tion opposite/ joint to break noun against or nullify

16. Word Sort Directions: Sort the following words by forming groups. You decide what groups to form (e.g., part of speech, theme/topic, color) Agriculture Genetic Modification Sustainable Organic Genes Seeds Overgrazing Yield Crop Overplowing

17. Mix and Match • Step 1 – Mix • Step 2 – Match • Step 3 – Present and make corrections • Step 4 – Repeat Extension – use the word in a sentence that shows knowledge of the definition

18. Develop Skills and Strategies • Anticipation guide • Know – want to know – learned chart • Pre-reading • Timeline graphic organizer • Venn diagram

19. Anticipation Guide

20. KWL Chart

21. Pre-Reading • Purpose • Stimulate background knowledge • Generate interest • Set expectations • Possibilities • Give opinion about topic • Skim • Scan • Find definitions for key words in reading

22. Pre-Reading

23. Timeline • Online • Smart Art:

24. Venn Diagram

25. Guide Culminating Projects • Complete a project description dicto-comp • Step 1: Listen • Step 2: Take notes • Step 3: Reconstruct • Practice a debate with reading content • Interview native or near-native speakers • Use quotes effectively • Follow a CBI class “road map”

26. Practice a Debate with Content

27. Interview Native or Near-Native Speakers • Draft questions • Engage in peer review of questions • Learn interview procedures • Practice (by listening to an interview) • Integrate interview data into writing

28. Use Quotes Effectively • Divide chapter into sections • Outline • Sort • Justify by speaking

29. Road Map

30. Examples of Culminating Projects • Class newsletter • Individual websites • Group wikis • Trial script and performances • Persuasive essay & in-class debate • Informational brochure

31. Questions? http://cbiesl.weebly.com