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pcooper55

Closing the gap: Addressing the vocabulary needs of English-language learners in biling... - 1 views

goo.gl/phEpZx

Ell Spanish speakers vocabulary morphology spelling EDTC 615

shared by pcooper55 on 22 Oct 16 - No Cached
  • pcooper55 on 22 Oct 16
     
    This article shares a intervention that was used to help close the vocabulary gap between Latino and Anglo students. A group of 5th graders were taught academically useful words along with some strategies . Those strategies include, "using information from contex, from morphology, from knowledge about multiple meanings, and from cognates to infer word meaning." The students in the the study showed greater growth in vocabuary comprehension than students who were not a part of the study group.
sgray17

SIOP Model - YouTube - 0 views

www.youtube.com/watch

youtube video ELL ELA strategies global all subjects

shared by sgray17 on 03 Jul 17 - No Cached
  • sgray17 on 03 Jul 17
     
    This video provides an overview of the SIOP model sheltered instruction for English language learners.
sdonahey37

Classroom Protocols in Action: Back-to-Back and Face-to-Face | EL Education - 7 views

eleducation.org/...-back-to-back-and-face-to-face

EDTC 615 Video Spring 2018

shared by sdonahey37 on 08 Oct 17 - No Cached
  • Barbara Lindsey on 08 Oct 17
     
    "a simple and fun way for all students to get a chance to move, think, talk, and learn from others. The teacher first has students model: stand back-to-back with a partner, listen to the question and think, turn face-to-face, taking turns speaking and listening, then turning back-to-back"
  • ...2 more comments...
  • kwashington904 on 18 Oct 17
     
    Dimension: Student Engagement Impact: 3 Moderate engagement for most students I think this is a fun way for student to try to learn math problems also. It would be a challenge to try especially with my team members Smart Target Learning Goal: By the end of marking period 1, 70% of students will score 90% or higher on the EMATS/ performance matters. This will help the students remember all the different strategies, the more practice the more likely they are going to remember different ways to solve when the assessment happens.
  • margarita_lp on 21 Oct 17
     
    Dimension: Student Learning Impact: 5 I could use this in my classroom to make sure students have enough think time to plan our their responses. In the beginner levels of Spanish, students struggle with thinking of responses "on the spot" so this could provide a low risk way for them to do so but still engage in a discussion with their peers in the target language.
  • sdonahey37 on 28 Feb 18
     
    This video shows individuals how to use a technique called back to back and face to face. I could use this technique in my classroom for my SMART goals. This would give me a better understanding of my student's ability to hear the sounds of letters. For example, I can say a word like "cat"; then, they can use the back to back and face to face technique to tell each other the first sound they hear in "cat". This would also be a wonderful tool to use for reading comprehension and answering questions during a story.
  • jcossette on 02 Mar 18
     
    My SMART goal is by the end of Marking Period 3, English Language Learner (ELL) students identified will be able to explain how to solve for an unknown number in an equation with at least 80% accuracy. The back-to-back and face-to-face strategy is an excellent method for allowing students appropriate wait time to think through their responses, as well as an opportunity to hear model responses from their peers. This might help students develop language skills needed for their mathematical explanations. This could be used during a lesson to have students explain how they would solve an equation with a missing number. Using the planning protocol rubric, this is an effective strategy to increase student engagement during a lesson. I would rate this strategy a four on the rubric because it consists of high engagement for most students. All students have an opportunity to share their thoughts and hear a response from a peer. Rather than calling on one or two students to respond, this is an equitable strategy which involves all learners in the classroom.
mcopelin

Resources for Teaching Main Idea of Reading Informational Texts - NCSC Wiki - 1 views

wiki.ncscpartners.org/...de:Reading_Informational_Texts

main idea instructional gap learning technology for instruction

shared by mcopelin on 03 Jul 17 - No Cached
  • mcopelin on 03 Jul 17
     
    This is a Wikki that thoroughly provides strategies to close the instructional and learning gap around the skill of understanding the main idea of Informational Text. The 6.2 tab was very helpful when thinking about ELL, SPED, and multiple modality instructional considerations.
Barbara Lindsey

Chalk Talk | EL Education - 20 views

eleducation.org/...chalk-talk

EDTC615 fall17 video strategies week5

shared by Barbara Lindsey on 08 Oct 17 - No Cached
  • Barbara Lindsey on 08 Oct 17
     
    "a Chalk Talk protocol allows students to have non-verbal "discussion.""
  • ...6 more comments...
  • akivett on 12 Oct 17
     
    Dimension chosen: teacher maintenance Rating: 3 low maintenance (few materials and/or little prep work) This activity would be good for preparing for my fellow group member's SMART learning goal of "by the end of quarter 1, 70% of students will score a 90% or higher on the EMATS/performance matters test." Students could complete a world problem and post their individual solutions on sticky notes onto the poster. I think it would be engaging for majority of my fourth grade students, as they are up and moving. There is little teacher prep work and can use it as a formative assessment.
  • kwashington904 on 14 Oct 17
     
    Dimension Chosen : Rigor and Relevance Rating: 4 student think and work I think this activity would work well for for my group member's Smart goal: By the end of quarter 1, 60% of students will score a 70% or higher on the Quarter 1 Literacy Assessment. I believe "Chalk Talk" can help students with question that the teacher give the students about what they have read and comprehended. Each student get to answer the question and will have a voice and in turn they will get a chance to comment on each other comments. This will create an atmosphere where conversation can be had about the difference of opinions in comprehension and give the teacher a way to evaluate how each students comprehends and addresses others. Students can learn from each other this way as well and get a better understand of the source material not only from the teachers perspective by their classmates' as well.
  • ashleighclarke on 02 Mar 18
     
    Dimension Chosen: Impact on Learning Rating: 4 High Impact I think the Chalk Talk protocol would work well for my group member's SMART goal: By the end of Marking Period 3, ELL students identified will be able to explain how to solve for an unknown number in an equation with at lease 80% accuracy. The Chalk Talk idea gives every student a voice and allows them to be heard. They are able to share out their ideas and have their peers respond back to their comments.Students are able to silently correct their peers mistakes without being humiliated in front of the entire class. This method can be very beneficial for students who are uncomfortable with participating in class and it also a form of communication to the classroom teacher. At the end of the lesson, teachers can review each comment and base their next lesson on the area where students are struggling the most. EDTC615 Spring2018
  • sstafford11 on 02 Mar 18
     
    Hello Ashleigh, I agree that Chalk Talk could have a high impact on student learning. I also think Chalk Talk could have a high impact on student engagement. When the teacher creates a classroom environment where everyone feels comfortable sharing and helping one another, there are more likely to participate in the classroom and be fully engaged. My teams SMART goal is "Given 1 month of supplemental biology instruction, students who are currently in AP Biology but took lower level Biology 1, will score at least a 3 on their next unit exam." I do not think this lesson style would be particularly useful for my SMART goal, but I do think it could be useful for greater success of my AP students overall. My class discussions tend to be purely verbal now, but maybe I could use this method sometimes as well. Thanks! Suzanne Stafford
  • jcaputo2 on 04 Mar 18
     
    @Suzanne - What about this strategy would not work for reaching your goal? Depending on your current content/standard focus, students could rotate across several different question stations. Every time they move to a new station, they can expand on, critique, or justify the answer to the question they come across. Jason Caputo's Smart Target Learning Goal: 80% of students will be approaching advanced in their discussion ability (this means that they can follow along and actively participate (ask and respond to questions about what has been said) in a verbal conversation with peers on a complex topic). This strategy could be used for my students as a scaffold towards more challenging activities. In terms of Alignment to Standards, it is a 3/4. Written communication is interpersonal, but does not have all the elements of spontaneity that an oral conversation has. However, it would provide additional opportunities for feedback because all students could be engaged at the same time.
  • cbeard615 on 06 Mar 18
     
    Dimension: Technology Integration Rating: 1 I rate this protocol as it was presented as a 1 (opportunities for technology integration overlooked). This chalk talk video showed this protocol performed as a paper/pen classroom activity. However, I think this technology could easily be incorporated into an online message board-style discussion. I could see this being incorporated into our teacher's lessons for AP Biology to help increase scores.
  • jlinman7 on 17 Oct 18
     
    My group's SMART Target Learning Goal is 75% of students will improve their informational text comprehension by 1 grade level. The Dimension I'm referencing is Technology Integration. Although I feel this is a great tool and has a major impact on student learning, it does lack technology integration. I rate it as a 1. I think it rates off the scales in the other dimensions. Some sort of tech integration would make this a huge win all around.
  • evposey on 17 Oct 18
     
    EDTC615 FALL2018 I have found several dimensions from the Planning Protocol that I could assess this particular under for instance: Depth of Knowledge- The Chalk Talk can be use on a multitude of levels for DOK. From a basic warm up to a well thought out thought provoking silent Socrative seminar, depends on how the teacher want to use the tool in their classroom will determine the DOK. Teacher Friendliness - This instructional tactic is very teacher friendly and low maintenance across the board. you can just use a whiteboard and post it stickies, or chart paper and post it stickies, and just a window/liquid chalk and post it stickies. Rigor and Relevance- Again rigor and relevance is dependent upon how the teacher decides to use this instructional tactic in their classroom. This is a tool that can evoke deep thought or a tool that can be used as a quick response to a warm up question. Possible Technology Integration- Although the video did not depict a technology integration while I was watching the video an idea came to mind to use this idea in conjunction with Padlet app and divide the classroom up into groups with each a different Padlet question or conversation and first each member in the group share to the Padlet and then have the student rotate to each groups table and share a post to each other's Padlet. That is one way to integrate technology into a Chalk Talk discussion. This could be used as an instructional tactic for all our group members as an exit ticket, class survey, check for understanding of the day's lesson, warm-up question, and/or silent Socrative seminar. I can think of endless possibilities with this particular tool based on the dynamics of your student population, skill set, and grade level. Spencer's SMART Goal is 75% of the 24 students with a C or lower to have a B (80%) or higher in my class, by the end of the 1st quarter. Ericka's SMART Goal is By the end of 1st quarter 75% of the LSN Government students will be able to an
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