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Dr.ElizabethMontaoUniversityofIllinoisatChicagoOctober26,2012
*AdaptedfromWalqui&vanLier(2010)ScaffoldingtheAcademicSuccessofAdolescentEnglishLanguageLearners:APedagogyofPromise
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EnglishLanguageLearnermyself UCBerkeleysMulticulturalUrbanSecondaryEnglishprogram(MAthesisonbiliteracy)
11yearsofclassroomexperienceinaK-8setting(about75%ELL)
AttendingandFacilitatingTrainingforTeachersofELLs
ResearchwiththeUCLATranslationProject(linguisticrepertoiresinaHumanitiesclassroom)
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TeachingteachershaschallengedmetomodelbestpracticesasIteach
Teachingundergraduateshaschallengedmetostillteachhighlevelsofanalysiswithrigoroustexts
TeachercandidatesneedtobepreparedtoteachallEnglishLanguageLearnersinallcontentareasandwithhighlevelsofrigor
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PREPARINGLEARNERS 3stepinterview AnticipatoryGuideINTERACTINGWITHTEXTS JigsawText ReadingwithInteractiveBookmarks Sharemainideainhomegroups ReturntoAnticipatoryGuideEXTENDINGUNDERSTANDING MindMirrorCollaborativePoster Planningyourownlesson
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Activatepriorknowledge Previewconceptstobedeveloped Introducevocabularyincontext
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OBJECTIVES: Topromotelinguistic,conceptualandacademicdevelopment
Eachstudentrequests,provides,andreportsinformation.
PartnerAshareswithPartnerB ThenPartnerAreportswhatPartnerBreportedandviceversa
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Talkaboutatimewhenyouassigned
areadingandyourstudentsdidnotgetthebigideaspresentedinthe
article.Howdidyoufeel?Whatdidyoudo?
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OBJECTIVE: Enablesstudentstouselanguagethatmaybebeyondtheirindividual
ability
Designedtostartstudentsthinkingaboutsomeofthekeyideasthatwillbeexploredinatext
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AGREEDISAGREE
1. BecauseIamteachingteachers,Ishouldassigntextsthatarereaderandteacherfriendly.
2. Astheinstructor,Iamresponsibleforbuildingscaffoldsintoallofmylessonplans.3. Iworrythatprovidingtoomanyscaffoldscreatesaclassofstudentswholackindependentcriticalthinkingskills.
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1. Ifonlyweintegratedallschools(mixedraceandsocio-economicstatus),educationwouldbemoreequalforall.
2. Itwouldbeidealiftheteachersracial/ethnicmake-upmatchedthatofher/hisstudents.3. Ifwekeepseeingraceandclassasissuesineducation,wearecontinuingtoperpetuatedeficitthinkingaboutgroupsintheminority.
4. Teachersaresolelyresponsibleforcreatingenvironmentswhereallstudentscanlearn,despitetheconditionsinschoolsandinsociety.
5. Ifteacherssimplystudiedthevariouscultureoftheirstudents,theywouldcreatemoreresponsivelearningenvironments.
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Deconstructtext,focusonunderstandingofachunk
Reconnectchunktowholetext Establishconnectionsbetweenideaswithintext
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OBJECTIVES: Studentsdeconstructarigoroustext,focusononechunk,analyzeit,
andgettounderstand
itwell Studentsallsharenewlygainedknowledge
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Meetwithyourexpertgroupsandreadyourchunkedsectionwithyourgroup
Besurestopevery1-2paragraphstoclarify(usethebookmark)
Asagroup,writeonesentencethatsummarizesyoursection:Inthissection,theauthorclaimsthat_______
Returntoyourbasegroupsanddoaroundrobinsharingyoursummarysentence
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Intro(p.159-160)andConc.(p.177-178)
LearningfromaSCpers.(p.160-163)Scaffolding(p.163-165)Features-Scaffoldedvs.IRF(p165-167)
Beyondexpert-novice(p.167-169)ScaffoldingforELL(p.169-170)
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OBJECTIVES: Takingastancebased
onunderstandingofthereading
Providingevidenceforthatstance
Anotheropportunitytouselanguage
Istillagreewithstatementone
because____________. Inowdisagreewithstatementtwobecause
___. Imstillunsureaboutstatementthree
because______.
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FrameworkforteachingreadingtoELLsinsecondarysettings
ScaffoldingissynonymouswithSocioculturaltheory(Vygotsky)specificallyZPD
Brunerdevelopedtheideaofset-upandpeekaboo
3levelsofscaffolding:plannedcurriculumovertime,proceduresinoneactivity,collaboration
andinteraction VanLierdescribes6centralfeatures
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Connectideaslearnedtootherideasoutsidethetext
Applynewlygainedknowledgetonovelsituationsorproblem-solving
Createorrecreatebasedonnewunderstandings
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OBJECTIVES: Synthesizeandrepresenttheirunderstandingofthe
texts
Keepeachstudentaccountablefortheir
thinking
Eachpersontakesadifferentcolormarker
Createaposter(together)representingyourthoughtsonthereading.Capturethe
mainideasofthetexts:
2quotes 2vocabterms 2visuals 2teachingstrategies
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ChunkingTexts
ProvideStudentswithHeadings
andGuiding
Questionstobreakupa
challengingtext
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ProblemSolutionChart
Whilereadingatextthatofferedaproblem/solutionstructure,Iaskedss
tochartproblem/solutions.
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End activity:
Students should collect their thoughts about the course, thereading, the debate, and their own beliefs in order to complete the
activity. The face is used for thoughts of the topic, the body is forpersonal feelings of the topic and the arms and legs are for actions
you plan to carry out as future teachers!
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ChunkingTexts-addheadingandkeyquestiontoguidestudentreading
Vocabularyactivitiesandgames
Visualstopreparelearners-gallerywalkswithquotesorpictures,millingtomusic,etc.
DialecticalJournals,Literaturecircles,orSqueezeactivitytointeractwithtext
SocraticSeminarsorphilosophicalchairstoextendtheactivity
Othersuggestions?
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Usetherigoroustextthatyoubroughtwithyoutocreatea3momentslessonthatwould
helpallstudents: engagewiththetext interactwiththetext,and extendtheirunderstanding
Bereadytosharewiththegroup!