rti effectiveness model for ells university of colorado at boulder
TRANSCRIPT
What is the difference between activating prior knowledge and building background?
What are effective ways to teach vocabulary to emerging bilingual students?
What is meant by activating prior knowledge? What is meant by building background? How do they differ instructionally?
Purpose: Create environmental text that supports learning
Process: Select words that are relevant to understand the story or concepts that might be misunderstood given their use in other areas. (Herrera, Perez, Escamilla, 2010).
Example: Photo
Purpose: To make connections with unconnected texts.
Process: Small groups create groups or categories with quotes or pieces of text. Students label or name their categories. Students then talk to write… reflecting on the content and the learning process.
Example: Word sort
Purpose: Expose children to print, new vocabulary and engage children in thinking
Process: Label items in the classroom with complete sentences, highlighting the key word in another color. Use realia. Engage thinking by forming a question.
Example: Photos
Purpose: To learn vocabulary words by making connections with the words and linking them to prior experiences and background knowledge (Marzano, 2004)
Process: Small groups rotate between chart paper with pictures of key vocabulary. Each student writes what comes to mind when looking at the pictures. Students connect their ideas with the key vocabulary word/concept. (Herrera, Perez, Escamilla, 2010, p.117)
Example: video
Spelling Grammar Using first language to
make connections to the second
Word Choice Word Analysis Compare/Contrast Categorizing Inference Synonyms Drawing conclusions
100 % Student engagement
Accessible for all linguistic and developmental levels
Thinking time Speaking, Listening,
Reading and Writing Social skills Risk taking in a safe
environment Values the known to build
on the unknown Leadership opportunities
Collateral Learning Active Literacy
Vocabulary Self-Selection Personal Dictionaries Concept Definition Maps Word Generation Word Study Books Cloze sentences List-Group-Label Vocabulary Games Self-Assessment of levels of word knowledge
How might we consider the prior knowledge and experiences of emerging bilingual students when we ask them to participate in these activities?
What is the difference between activating prior knowledge and building background?
What are effective ways to teach vocabulary to emerging bilingual students?
What is critical to have in place for Emerging Bilinguals in order to meet their literacy needs?
Within a school day, what opportunities are there to have students talk and write and read?
“It is not in the best interest of students to delay instruction in writing until they have achieved oral proficiency in the second language.” (2010, p.196)
Doesn’t require instruction
Oral Language development in the first language
Requires instruction
Writing Development in the first language
Oral Language in the second language
Oral Language in the second language
Herrera, Perez, Escamilla 2010
Direct Instruction: Spelling, DOL
Interactive Instruction: Cooperative Learning
Process Instruction: Dialogue journals, writer’s workshop
Herrera, Perez, Escamilla 2010, Genesee and Riches
Purpose: Activating prior knowledge using
all 4 language modalitiesProcess: Small group One person says the word Everyone repeats the word Everyone writes the word The person who said the word
reads the word on everyone’s listExample: Video clips
Purpose: To give EBs opportunities to practice orally what they are going to write before they write it.
Process: Tell your partner what you are going to write and then write what you said.
Example: Video
Purpose: To give EBs opportunities to verbalize their thinking and listen to others’ thoughts on the topic so that they express their ideas more deeply through writing.
Process: Turn, talk, write and readExample: Student writing sample
and video
Which side do you think had the best long-term chances for victory at the start of the Civil War? Why?
Read it Say it Use it in a sentence (orally) What do you think it means? Draw it and explain your picture to
your partner. Think – Pair – Share: What type of
word is it? What rule does the word follows?
Purpose: LEA is a reading method based on students’ own language. Thus, children's own language becomes their reading material.
Process: Students as authors dictate a story about an actual experience to a scribe, who may be a teacher, a teaching assistant, a parent or community volunteer, or a tutor. Next they copy the story (or trace it), illustrate it, and read it again and again.
Example: Define the process and photos
The Language Experience ApproachJanette Klingner
Discuss the child's ideas Record the story Copy and illustrate the story Practice sentences Learn words Learn letter sounds
• Clear objectives• Learning Process defined• Establish expectations• Self and Peer Assessments
This is a sentence.this not
sentence
This is a sentence.this not
sentence
Plan together how you might incorporate LEA and other approaches in your classroom this week!
Think about integrating research and instruction while considering emerging bilingual students’ linguistic and cultural needs as you work together.
What is critical to have in place for Emerging Bilinguals in order to meet their literacy needs?
Within a school day, what opportunities are there to have students talk and write and read?