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TRANSCRIPT
EAL Instructional Playbook Power
Dr. Virginia P. Rojas EAL Consultant & ASCD Faculty
August 2018
… to further all teachers’ knowledge and capacities for sharing responsibility & advocacy for English learners through the use of EAL ’translanguaging’ strategies to apply in the CLIL classroom …
Workshop Goal #4
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Bilingualism & SL A
1 2 3 4 5 6
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TONGUE-TIED
INHIBITED
WHIZFOSSIL
Receptive skills betterOften says things silently Wants to be correct Dislike oral outputConcentrates on detailsVery visual learner (vs. oral)Skillful learner Alert & analytical Meta-cognitive Focused & cumulative
Outgoing & enthusiastic Interacts immediately Takes risksUses trial & error methodsSpeculates meaning Intuitive & imaginative Practices form & patternsMakes associations Auditory learner Imposes self as communicator
Anxious in social settings Strong self-identity Cautious Some resistance Relies on literal Doesn’t like guessingExcessive input Drills & repetition Small stepsClear expectations
Extroverted Enjoys conversations Impulsive guesser Uses ‘hunches’ Experiments with language Non-sequential learner Auditory learner Favors social & physical methods Easily bored Acquires by osmosis (vs. effort)
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Table Share
What kind of language learner do you think you might be?
Can you think of students you have taught who represent the four types of language learners?
Can you think of students you taughtwho were ambi-bilinguals?
What can we do to share responsibility & advocate for emerging bilinguals?
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Teachers of English learners: Formative Task #4
access information
on the use of
translanguagingstrategies (parallel
co-teaching)
engage with peers to review a
CLIL lesson and to engage with text in a
jigsaw to select atranslanguaging
Playbook strategy
express one
translanguagingstrategy
to share with our colleagues
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TRANSLANGUAGING GUIDE TOC pp. IV-VI
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Jigsaw Translanguaging StrategiesPART I: Multilingual Ecology & Instructional Foundations
(7)
PART II: Content & Literacy Development
(8)
PART I: Collaborative
Work & Resources (8)
PART III: Language Development (6)
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Note Taking GO & Page #’s
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… to further all teachers’ knowledge and capacities for sharing responsibility & advocacy for English learners through the use of ‘differentiation’ strategies to apply in the CLIL classroom …
Workshop Goal #5
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Define & Distinguish
Modification Accommodation
Differentiation Personalization
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Teachers of English learners: Formative Task #5
access a range of research-basd
differentiation strategies (station
co-teaching)
engage with peers to gather & discuss research-based &
responsive differentiation / personalization
strategies
express at least one EAL
differentiation/ personalization
strategy to share with
colleagues
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Name of Strategy & How to Use Be ready to share
Accessing Information
Engaging with
information
Expressing Information
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Differentiation Choices Circle Seat Center
Direct Instruction TIC TAC TOE Personalized Playlists & APPS
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Differentiating MaterialMaterial(content)
Task(student product)
Strategy(learning experiences)
Configuration(student groupings)
Jigsaw
Same
Different
Same
Different
High Standards/ Expectations for ALL
Same
Different
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Jigsaw Strategy
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Differentiating Student TasksMaterial(content)
Task(student product)
Strategy(learning experiences)
Configuration(student groupings)
Same
Different
Choice Board
Learning Menu
RAFT
TIC TAC TOE
Tiered Activities
Same
Different
High Standards/ Expectations for ALL
Same
Different
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Choice BoardCreate an English-Chinese phrase books of terms needed for a healthy lifestyle
Prepare an oral presentation for the class on a healthy lifestyle
Read & watch ‘food’ advertisements to show the class how they are easily influenced
Prepare an informational newscast on the unhealthy diet habits of your country
Create a bilingual picture dictionary of must know vs. nice to know vocabulary
Plan a debate using classmates to argue the advantages vs. disadvantages of heathy lifestyles
Create a collage of healthy vs. unhealthy menu items
Write a ‘persuasive’ dialog on healthy lifestyles
Create an infographic on healthy vs. unhealthy lifestyles using ‘’wellness’ vocabulary
Present your findings from a survey you conducted of ESOL students & teachers on their diets
Design an informational poster on healthy eating for the cafeteria hallway
Write a fictional story on “Alexander’s Terrible, Horrible Eating
Produce a set of vocabulary flashcards with definitions & examples
Build a Power Point to present to the class on healthy eating
Watch ‘how to’ exercise videos & make a movie of you doing them to share with the class
Write an illustrated brochure
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Learning Menu
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Learning Menu
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RAFT Example #1
ROLE AUDIENCE FORMAT TOPIC
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RAFT Example #2
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RAFT Example #3
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RAFT Example #4 Science
ROLE AUDIENCE FORMAT TOPIC
6th grade Scientists 2nd grade studentsPicture book with
beginning, middle and end
A Floating Potato
Alka Seltzer
H2O(Water) Role – Play How you make me
POP!
Match Flame Oral Explanation How you heat me up?
Apple Banana C/C Paragraph How we are alike & different
Baking Soda
Vinegar Cartoon Why we are best friends
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RAFT Example #5 ELAROLE AUDIENCE FORMAT TOPIC
Alexander grandmother, father & mother
comparative essay my journey compared to a Greek hero
Isabel Allende us add chapter to book the return to their former lives
fiction writer young adults short story A Hero’s Journey
book reviewer potential readers book review first young adult novel of Isabel Allende
teen writer 1st graders illustrated children’s book City of the Beasts theme
playwright Isabel Allende drama or movie script the transformation chapters
the anthropologist, the writer, and the photographer
the world the magazine article Political Conflicts in the Amazon
Nadia herself (micro) memoir my journey
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RAFT Example #6
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Example #1 TIC TAC TOE
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Example #2 TIC TAC TOE
Example #3 TIC TAC TOE
Tiered Activity
Differentiating Ways of Learning
Material(content)
Task(student product)
Strategy(learning experiences)
Configuration(student groupings)
Same
Different
Same
Different
Same
Different
High Standards/ Expectations for ALL
Circle
Seat
Center(s) *
Differentiating GroupingsMaterial(content)
Task(student product)
Strategy(learning experiences)
Configuration(student groupings)
Same
Different
Same
Different
Flexible Groupings
(cooperative learning
structures)
High Standards/ Expectations for ALL
Same
Different
Cooperative Learning * Groups of 2 Groups of 3 or 4 Mixed Groups
Draw What I Say
Pairs Check
Passport Paraphrase
Sages Share
Think Pair Share
Numbered Heads Together
Pairs Compare
Team Pair Solo
Team Mind Maps
Three-Step Interview
Trio Sort
Corners
Inside Outside Circle
Line Ups
Mix Freeze Group
Stir The Class
Differentiation Share
… to further all teachers’ knowledge and capacities for sharing responsibility & advocacy for English learners through the use of ‘scaffolding’ strategies to apply in the CLIL classroom …
Workshop Goal #6
Define & Distinguish
Simplification Remediation
Intervention Scaffolding ‘Up’
Teachers of English learners: Formative Task #6
access scaffolding strategies
for English learners(peer co-teaching)
engage with peersto gather & discuss research-based &
responsive scaffolding strategies
for English learners
express at least one
ELL scaffolding strategy
CAL GO TO Scaffolding StrategiesSee Table of Contents on pp. 25-26
Community Building Strategies Interactive (oral language) Strategies Teaching Strategies Student Learning Strategies Vocabulary Strategies Reading Strategies Writing Strategies
CAL GO TO Scaffolding Strategies Strategy: Purpose: Levels: 1 2 3 4 5
Teacher Actions Student Actions
Stir The Class Review
EAL Ticket-Out-The-Door Manifesto
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