Lmoses Getting Started Keynote HO - WSRA mos… · Managing and measuring student progress Final...
Transcript of Lmoses Getting Started Keynote HO - WSRA mos… · Managing and measuring student progress Final...
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Supporting Language, Literacy, & Content Knowledge with English Learners
Dr. Lindsey MosesAr izona State Universitylindseymoses1@gm ail .c omLindseymoses.w ee bly .c om
Twitter: @drlindseymoses
GoalsUnderstanding ELs and
appropriate language and literacy scaffolds
Engaging cur iosities about the world with literacy
Getting started with inquiry
Who Are English Learners?� Diverse and growing
� (Office of English Language Acquisition, 2010)� Over 400 languages in the U.S.
� (Kindler, 2002)� Many linguistic resources
� (MacSwan, Rolstad, and Glass 2002; Valdes et al., 2005)
Bilingualism and biliteracyare assets!
Academic Performance of English Learners� Performance on standardized
assessments� (NAEP, 2009; Muter et al., 2004; National
Research Council, 1997)� Instruction and grouping
� (Allington, 1991; Darling-Hammond, 1995; Ruiz-de-Velasco & Fix, 2000)
� Language as a form� (Bernhardt, 2011)
Who Are ELLs?Adapted from Supporting English Learners in the Reading Workshop(Moses, 2015)
Stages of LanguageProficiency
Description
Stage 1:PreproductionSilent Period (Starting)
Students areina silent period inwhich they listen, but do not speakinEnglish. They may respond using nonverbal cuesin attempt tocommunicate basicneeds.
Stage 2:EarlyProduction (Emerging)
Students arebeginning to understand moreoral language. They respondusing one- ortwo-word phrasesand startto produce simple sentencesforbasicsocial interactions and tomeet basic needs.
Stage 3:Speech Emergence(Developing)
Students’ listening comprehension improves, and they canunderstandwritten English. Students arefairlycomfortable engaging insocialconversations using simple sentences, but they arejust beginning todevelop their academic language proficiency.
Stage 4:Intermediate Fluency(Expanding)
Students understand and frequently useconversational English withrelatively high accuracy.Theiracademic vocabulary isexpanding, butthey still need support with contextualization ofabstract concepts. Theyareableto communicate their ideasin both oraland written contexts.
Stage 5:Advanced Fluency (Bridging)
Students comprehend and engage inconversational and academicEnglish with proficiency. They perform neargrade-level in reading,writing, and other content areas.
WIDA Suggested Supports
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Challenging and Rigorous Curriculum� English learners should be exposed to the
same content, concepts and opportunities as monolingual English speaking students.� Opportunities for inquiry and building on
background knowledge
Inquiry From the Beginning� Identifying problems/curiosities� Building on the known� Seeking answers or contributions to
problem/knowledge
Getting Started with Inquiry
What Is Inquiry?
� Discovery approach that requires a teacher to nudge students toward results, solutions, or discoveries rather than telling them about a topic.
� These results, solutions, or discoveries become the students’ products, but the processes are the main emphasis in inquiry-based learning.
� Students engage in individual and small group problem solving and projects as well as be self-paced during inquiry-based learning. (Johnson, 2003)
Why Should I Use It?� Enhances content knowledge, reading
comprehension, student motivation, and attitudes toward learning. � (Romance & Vitale, 2005, Moses, 2011)
� Progress in second language learning and higher frequency of contributions to content-related discussion and comprehension strategy-use such as making connections � (Varelas & Pappas, 2006; Conant, Rosebery, Warren, &
Hudicourt-Barnes, 2001; Moses, 2011, 2015).
How Do We Facilitate Inquiry Literacy Practices?
� Begin with theme or unit content� Set the stage for the theme or content with vocabulary,
research strategies, and content area literacy strategies� Mini-lessons followed by group, partner and/or
independent exploration and application of strategies� Sustaining, revising, and developing deeper inquiry� Reflection, revision, and contributions in a community of
inquiry� Managing and measuring student progress� Final projects/culminating events
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My Initial Experiences� Chaos in 2nd grade!
� Cabelleros, blue whales, echidnas, megalodons, butterflies, volcanoes, Backstreet Boys, murals, soccer, football, mariachi
� Theme and unit support with guidance� Then move into open inquiry
Setting the stage
Engage ELs in Wondering and Questioning to Begin the Inquiry Process� What do you think you know?
� Celebrate the unknown and clarification of misconceptions!
� What do you notice?� Questions/Wonderings/Curiosities� Graffiti boards
Language Frames for English Learners� I wonder ____________� I learned ____________� I think ____________� I see _____________
“What we think we know”
v Before beginning, brainstormed as a class the things they thought they knew (Stead, 2005)
Wonder Wall Example*A Place for Wonder (Heard & McDonough, 2009)
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Youth Media� Life and story of local Chicano poet� Undocumented students’ access to
college and in-state tuition� History of the first live jazz establishment in
the metro area
Genius Hour/20Time� Research a topic� Develop a product/project� Present
Moving From Wondering to Collecting Resources� Identify and collect print-based resources
(print outs, magazines, books, etc.)� Identify additional online resources
Technology Resources� Newsela� Animaps� Brainpop Jr.� Climate Kids� DOGO News� Enchanted Learning� Society for Science� Time for Kids� National Geographic for Kids� Sweet Search
� Vis it lindseymoses.weebly.com for technology resources and descriptions
Examples of Inquiry ImplementationVariations on Integrating Inquiry Units of Study
Unit of Study: Informational Text� Anchor Text: Volcanoes� Objectives:
� Utilize research skills to answer curiosities� Understand informational text structure and
features� Present their research
� Learning Experiences� Questioning� Researching� Documenting their learning� Presenting
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Text Sets and Culminating Experience� Text Sets: Informational topics of students’
choice� Culminating Experience:
� Presentation of final projects documenting their research
� Parent/Teacher Conferences� Student Assemblies� Family and Community “Fair”� Reading Buddies� Peers
Tools for Inquiry � Inquiry Strategies
• Nonfiction Text Features• Research skills• Viewing/Noticing• Questions/I Wonder• I Learned• Interactive Components• Visual Representation Strategies• Sources• Sharing/Presenting
Mini-lessons followed by guided practice and independent use
Explicit Instruction in Research & Informational Comprehension Strategies
Supportive Language and Goals for English Learners
Trying on Topics…
Do I…- know enough to get
started?- still have unanswered
questions?
Nonfiction Text Features: Sample Lesson
Unit Focus:� Researching Natural DisastersContent Objectives: � I can research a natural disaster� I can identify four nonfiction text features and their purposeLanguage Objectives:� I can listen to information about a natural disaster� I can share information I learned with others� I can use two nonfiction text features in my researchCornerstone Text:� Volcano: The Eruption and Healing of Mount St. Helens
(Lauber, 1986)
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Anchor Lesson: Nonfiction text features
1. Objectives2. Exploration, noticing, naming and
purpose of nonfiction text features
Independent Inquiry1. Self-selected inquiry (natural disasters)2. Independent exploration/reading3. Represent a new understanding utilizing
an image, label and caption (or the nonfiction text features you have introduced) and share in a small-group setting.
Nonfiction Text Feature Examples
� Labels � Captions� Diagram� Cutaway� Flow Chart/Sequencing� Maps� Charts and Graphs� Index� Title Page� Glossary� Bibliography/Sources� Heading� Subheading� Table of Content� Key words� Text box
Internet Research Skillsfrom http://education.cu-portland.edu/blog/reference-material/five-ways-to-teach-research-skills -to-elementary-school-children/
1. Define the task
2. Discover keywords
3. Use appropriate tools
4. Teach about source hierarchy and evaluation
5. Take notes and compile information
The SweetSearch Tutor ial: Not only is SweetSearch an amazing search tool for k ids, but they have some great resources here for helping digest what research is and how to approach it.Copyr ight Confusion Wiki: A one-stop shop for all things copyr ight and fair use.How to Do Research Another take on the research process from the Kentucky Virtual Library.Diigo for Educators A robust social bookmarking tool through which students can bookmark sites, highlight r ight on the site, share bookmarks with their peers and take notes on webpages. Teachers can create student accounts without needing emails.SweetSearch A kid-fr iendly search engine.EasyBib A robust online citation and organizing tool.Flickr Find copyr ight-free images with Creative Commons licenses.Search Creative Commons Find Creative Commons content on popular sites.
ResourcesViewing/Noticing
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Questioning/Wondering I Learned
More Sophisticated “I Learned”� Note taking� Summarizing � Synthesizing
Modeling Note Taking v Read through
passagev Reviewed how to
take notes from informational text.
v Modeled my thinking while completing my notes.
Modeling Determining Importance
v Took our notes and turned them into a brief summary of the important information from the passage.
Illustrative Techniques: Models
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Interactive Posters
Interactive Components� Questions� Comments� Connections
Student Feedback
r \ *rn. a,w{l <tn<-€\a Yor \"^J i n\er.t\lvrcl\vua1e-=. J
V*l ^-+
\o.rAerV\^oft eb^,#\Nhy ,t \s \rtTrr+L^+
Group 1: Group 2A new fact that I learned: A new fact that I learned:
A question or suggestion that I have: A question or suggestion that I have:
Culminating Projects� Should provide an opportunity for
students to bring together their learning and present it in an engaging and meaningful way
� Audience considerations� Product and presentation considerations
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Presentation Modeling With Feedback
� Poster presentations� Model presentations� PPT presentations� Book creation and
sharing� Website� Wiki� Media (Video,
Audio)� TED-style talks
Additional Research/Inquiry Projects
� Television, Newspaper, Radio Production, Blogs and Reviews
� Expert Roles� Research and integration of all Language Arts in a
meaningful and authentic context� Research in Action
� Questions� Research� Interviews� Rehearsal� In Action� Editing
WIDA Suggested Supports
Management and Assessment
Suggestions for Management and Assessment
• Inquiry Notebooks with daily goal setting (similar to your reading workshop notebooks).
• Peer feedback with wr itten Interactive Components• Small group conferencing based on needs
• Language support• Research skills• Reading diff icult texts• Text features• Organization• Citing sources• Writing• Presentations
• Develop Inquiry Project Menus/Checklists/Ru br ic s
Assessment� Menu� Rubric� Checklist� Oral and Written Feedback� Conferences
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Lapbook
� This is one of the ways s tudents can organize their information for their assessment.� Lapbook tutorial video� http://www.yo u t ube.com/ wa tc h? v =u qu NE P4 9 uk 4
Sample Checklist Inquiry Notebooks� Have students keep inquiry notebooks
(similar to their reading response notebooks)
� Daily Progress:� What did I accomplish today?� What do I plan to do next?
Setting Students Up For Success
• Help set goals• Conference regularly• Provide mini-lessons and support as needed• Encourage students to share and receive
feedback with peers while “in progress”• Provide suggestions and guidelines (these can be
very general to more specific rubrics)• Ask students to self-assess throughout the process
So what? How to make it better?
Sustaining, Revising, and Developing Deeper Inquiry
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Ask the Following Questions� So what? Why does this matter? � How can I make my research and
presentation better?� Have students share and present their
“works in progress” at least every couple of days with partners, small groups or instructors
� Revision should be on-going
Going Deeper with Inquiry...
• Model your own inquiry.• Asking deeper questions as we make
connections to the world and research of our peers.• What are some ways you might be able to help
your community?• What are some ways you might be able to help
your school?• Look for co-researching opportunities and
connections.• Finding the So What? And/or Purpose and
Benefit of my Research.
Inquiry & Goals Revisited� Understanding English Learners and
appropriate language and literacy scaffolds
� Engaging curiosities about the world with literacy
� Getting started with inquiry� Developing language, literacy, and
content knowledge that matters for English Learners