Post on 17-Jan-2018
description
transcript
Designated & Integrated ELD
Building Academic Language Through Purposeful Grouping and
Constructive Conversations Designated & Integrated ELD Our goal
is to meet CCSS across disciplines through the implementation of
our LDNE theory of action: building academic language, through
purposeful grouping and constructive conversations. Today we will
focus on Designated ELD instruction to build our understanding of
what constructive conversations should sound like and look like in
the classroom. You are going to look at some data. You will connect
your learning from last month about the ELD Standards You will read
an excerpt from Common Core Standards in Diverse Classrooms (book
given to principals at the summer institute) You will practice
using an observational tool to record student conversation and give
teachers feedback. * What do quality constructive conversations
look like and sound like?
T-P-S English Learner Master Plan pg. 51
Instructional Guiding Principles ELs and SELs possess a variety of
linguistic and cultural abilities viewed as assets. Focused
instruction for these students builds on cultural and linguistic
strengths and provides meaningful access to a curriculum that is
standards-based, cognitively complex, rigorous and coherent.
Allteachers of ELs and SELs are teachers of both language and
content. Tell participants that when working with ELs and SELs our
instructional guiding principles are found in the EL Master Plan.
All students come to us with assets and instruction for ELs and
SELs should build on the students strengths. English Learner Master
Plan pg. 51 Objective Connect ELD Standards, Part I: Interacting in
Meaningful Ways to Fostering Academic Interactions CA ELD Standards
& Fostering Academic Interactions
1 min. This year we are emphasizing the use of the research of
Stanford University Professor Jeff Zwiers, to assist us in applying
the CA ELD Standards to instruction for English Learners. Jeff
Zwiers Senior Researcher in the Stanford Graduate School of
Education Jeff Zwiers is a senior researcher at the Stanford
Graduate School of Education and director of professional
development for the Understanding Language Initiative, a research
and professional learning project focused on improving the
education of academic English learners. He has consulted for
national and international teacher development projects and has
published articles and books on literacy, cognition, discourse, and
academic language. His current research focuses on improving
professional learning models and developing classroom instruction
that fosters high-quality oral language and constructive
conversations across disciplines. Oral Output and Interaction Whats
the Difference?
Oral Output is one-way, one-time,clear and strong communication
ofideas and thinking. Interactions are back-and-forthconversations
in which participantsbuild on each others ideas. Think-pair-shares,
answering teacher questions, jigsaws, gallery walks, oral
presentations, etc. How do we ensure that students are given ample
opportunities to engage in meaningful ways to ensure that they have
understood the intended learning Source: Dr. Jeff Zwiers, 2015
3-2-1 Silently read pages 184 & 188-189 CCSS In Diverse
Classrooms
Write 3 key points, 2 things learned, and 1 question youhave about
the reading Share your learning with an elbow partner Have partners
share out * Integrated ELD Constructive Conversation Skills across
Content Areas
Lets look at applying the Constructive Conversations during Content
Instruction (Integrated ELD). 1 min. SAY: You will now receive a
question prompt (see next slide), and conduct a Constructive
Conversation around their question. (Room capacity will mean 2
groups per question) Individuals will take turns practicing each of
the Conversation Skills. 10 mnts Walk participants through
Constructive Conversation Protocol: Ask for volunteers to create,
clarify, fortify, and negotiate.Ask participants to use placemat
Follow our Rules French Artist graphic painting - Whats wrong with
you ? Why dont you listen the Tree like everyone else ? Watch here
- You take the paper, you read it, and you do it. Its not that
hard. - But, Mrs. Sullivan, those things bore me why do I have to
learn them ? - These laws have governed us for ages, theyve stood
the test of time. Your parents followed them, just as your
grandparents did, this how you succeed, its the same for everybody.
Except if you want to live in the street or like an animal. You
organize them neatly, you learn them carefully, and you practice
them rigorously. - But, whos to say that other trees dont exist?
With other laws? - Other trees ? Other laws ? Do you realize what
you are saying? Respect the TREE. Look at the strength of its
trunk, much stronger than your head. This tree is the foundation of
our society, protecting us from chaos and no one could hack it
down. WHO are YOU to call into question our values ? - Im a seed.
Independent Practice Each group will be assigned a content
area
Make sure each member has the Conversation cards; create, clarify,
fortify, and negotiate Cards will be used as talking chips Each
group will be assigned a content area Each member will have 16
Constructive Conversation cards; create, clarify, fortify, and
negotiate Group member will take turns sharing one idea at a time.
Group members will continue taking turns until all of their cards
are placed on the table. Constructive Conversations
What differentiates cold-blooded organisms from warm-blooded
organisms? (warm-blooded) (cold-blooded) grizzly bear toucan
rattlesnake tree frog Use the to create and clarify ideas Science
Warm-blooded and cold-blooded
Read the article and think about How might dinosaurs been both,
cold blooded and warm blooded? Science Constructive
conversations
How can an organism be both warm-blooded and cold-blooded? Use the
to fortify and negotiate ideas Science The Courage That My Mother
Had
Went with her, and is with her still: Rock from New England
quarried: Now granite in a granite hill. The golden brooch my
mother wore She left behind for me to wear: I have no thing I
treasure more: Yet, it is something I could spare. Oh, if instead
shed left to me The thing she took into the grave! That courage
like a rock, which she Has no more need of, and I have. by Edna St.
Vincent Millay, 1949 Create Clarify Create and clarify ideas What
words might you use to describe the authors feelings towards her
mother? Read the brief biography.
Use the information to continue your discussion. Be prepared to
share. Fortify Negotiate This is the biography of the author who
wrote The courage my mother had You will read the bio and use the
information to fortify and negotiate the ideas you developed from
the previous reading Constructive Conversations
What do the Salem Witch Trials reveal about life in Massachusetts
at the end of the 17th century? History and social studies
History/Social studies Constructive Conversations
20 mnts Have each group share their discussion Science: How can an
organism be both cold-blooded and warm-blooded? ELA: What words
might describe the authors feelings towards her mother? Science:
What do the Salem Witch Trials reveal about life in Massachusetts
at the end of the 17th century? Math: (leave slide up on Math) Math
Constructive conversations
Science How can an organism be both warm-blooded and cold-blooded?
ELA What words might you use to describe the authors feelings
towards her mother? History What do the Salem Witch Trials reveal
about life in Massachusetts at the end of the 17th century? Our
goal is to meet CCSS across disciplines through the implementation
of our LDNE theory of action: building academic language, through
purposeful grouping and constructive conversations. Who has
mastered the art of fortifying her response.