1. Please find your name plate and sit at that area.
What is the most important part of a lesson?
Why?
2. CP 2.2: The teacher uses an organizing framework (opening,
work session, closing) for instructional planning to support
standards-based instruction.
Essential Question: How can I use the work session to support
technology based instruction in a standards-based classroom?
Vocabulary (LOTS): academic language
model
guided
assisted
independent
technology assisted instruction
3. Activator: prior knowledge and
learning logs
View http://www.literacywithoutlimits.org/
Literacy Without Limits
4. Research also tells us that whatever is in your mind
at the moment you encounter something new
will be a prime determiner of whether you get the new
idea or not.
We would dramatically transform American education
if we could get teachers to quit fretting over students
who "don't have background knowledge." Let's be clear
about this: You do NOT have students who do
NOT have prior knowledge.
Someone paraphrase that statement.
5. Prior knowledge is, simply, knowledge PRIOR.
It's not what we wish students knew; it's what they
DO know.
Our job as teachers is to know our content well enough
that we can actually tell what the core idea within
it is, and how it is like something that would
be familiar to ALL our students.
6. Introduce vocabulary go over academic and
instructional vocabulary
Modeled
Teaching StrategiesI'll do one; you watch
Guided I’ll do one; you help
Assisted You do one; I’ll help
Independent You do one; I’ll watch.
7. http://www.literacywithoutlimits.org/
As we begin looking at the vocabulary for the lesson we can connect to what the student
already knows.
Webinar : http://www.slideshare.net/christopherccorcoran/a-picture-is-worth-a-
thousand-words-learning-vocabulary-through-technology-presentation-815408#
8. Vocabulary pages 106-109
Mediterranean- sea or region located between Europe and Africa
Ancient- old
Agean Sea- sea between Turkey and Greece
Continent- on of the large land masses on the earth
Euphrates River- a major river that runs from Turkey through Syria and Iraq
Ridge- a long raised strip of land
Syria- Country between Turkey and Iraq
Isreal- Small country settled by Jewish people located on the Mediterranean Sea
West Bank- strip of land between Israeli and Jordan
Climate- usual weather; weather in a place over a long period
Physical features- what we see on the land
Desert- dry, arid land with little or no vegetation
Humid- containing or characterize by a great deal of water vapor
Reserves (oil)- extra or excess
Commercial- having the object of supplying goods
Irrigation- watering
Subsistence- a means of surviving
Nomadic- migratory
Minerals- composed of matter other than plant or animal
Phosphates- mineral salts containing the element phosphorous, used to make fertilizer
Asphalt- the tar like material used to pave streets
9. Vocabulary development and
academic language
Example: Teaching vocabulary
anthropology
Vocabulary teaching technique
1. Repeat word 3 times
2. Show picture of quick video to explain word
3. Talk about how it is used
4. Make up new sentences using the word
5. Have students practice using the word with partners
6. Remember that some students need more practice than
others to use language accurately
11. Preview of Chapter 5, Section 1 (p107-109)
What is the title of this section? _____________________________________
(think question) What do you think the word phosphates means?
_______________________________________________________________
Check out the map on the bottom of page 107.
Which countries border the Mediterranean Sea?
_______________________________________________________________
b. What are the main rivers and waterways shown?
_______________________________________________________________
How does the size of this region compare to the United States?
_______________________________________________________________
What do the colors on the map indicate? (hint: Look at the legend on the lower left hand corner of the map)
______________________________________________________________
List the headings and subheading in this section. (pages 106-109).
Chapter Title:_________________________________________
Section 1: ________________________________________
________________________________________________
__________________________________________
__________________________________________
__________________________________________
________________________________________________
________________________________________________
__________________________________________
__________________________________________
Look at page 108. Read the caption under the banner Our Amazing Planet.
What is the physical feature the section is discussing?
________________________________________________________________
How large is it? ___________________________________________________
What makes it unique? ____________________________________________
Look at the pictures located on page 108 and 109. What can you tell about the country just by looking
at the pictures? ________________________________
________________________________________________________________
13. Model/ Guided
Model: As we read: Echo read or read aloud and model thinking as you answer questions
1.Give one interesting fact about Turkey from On Two Continents.
________________________________________________________________________
2.Give three facts you learned from Hills, Valleys, and Plains.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Guided: As we read: Read and ask students to answer questions.
3. Read section River and Sea and list important facts from the section.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
4. List one fun fact from River and Sea.
_______________________________________________________________________
14. Assisted / Independent
Assisted: Be available as students read and answer the questions. (give help if required)
What type of weather would you expect if you visited this region?
_______________________________________________________________________
What is the average rainfall in the Syrian Desert?
_______________________________________________________________________
What are the three types of climate discussed in this section?
________________________________
________________________________
________________________________
Independent: Allow students to work on their own.
What resources are available in this region of the eastern Mediterranean?
____________________________________________________________________________
____________________________________________________________________________
What are some uses of the resources?
____________________________________________________________________________
Complete the questions from section review.
15. Activity: Close reading
Close reading gives students a chance to “slow
down”
1. Read a short passage aloud to students so
they hear the melody of the language
2. Explain the passage to students
3. Ask students to read the passage, focusing
on a few specific features of academic
language.
Introduce CPS
https://voicethread.com/share/3609446/
17. Activity: Summarization
To get students using academic language, try
summarization:
1. Read a short passage aloud to students
2. Have students read the short passage to
themselves and then summarize verbally to a
friend
3. Give students the opportunity to repeat the
exercise with several partners
Through this exercise, students begin to acquire the author’s
language, and will get more and more fluent with the language
each round
18. Tips for working with older
students
Students perform to the expectations we set. If they
know we expect them to think critically about issues
and use academic language, they will
In order to increase confidence:
scaffold instruction to help them acquire the language
allow students adequate time to practice in a safe
environment before getting in front of their classmates
Notes de l'éditeur
As teachers enter, have sticky notes placed in front of seat. Share.
This is the same class keys standard we used last week in PL. (read standard and EQ) Review vocabulary.Organized –to provide with an orderly structure or arrangementFramework – “models of instruction” designed to support teachers in the implementation of the GPS. Support – to serve as a foundation
Let’s look at a lesson that we might teach in ss and discuss how we might break this lesson down for the students.
Our activator show have us thinking about the topic that we will be learning about. The video clip that we watched should trigger us to begin thinking about how we introduce vocabulary and read informational text.
Important component of teaching is making sure you follow these necessary steps. Does that mean you have to spend a large amount of time in one area? No. If there are a few students who still do not understand the concept, this would be an opportunity to begin differentiation. (Don’t get BOGGED down!) but do give adequate time to each component.
Use a classifying map to organize the words into groups.
Note: To learn about other concepts included in academic language, review Dr. Scarcella’s interview for the Doing What Works website.
You can do this with each paragraph providing less guidance with each paragraph.
Ask someone to give an example of how they would implement the two tips
It is worth noting that academic language is not a concept that be can defined dichotomously, as in one student has mastered academic language while another has not. Instead, students’ proficiency with academic language exists on a continuum, meaning that a student may have mastered academic language related to one content area or topic of interest but may not have mastered the academic language associated with another content area or topic. With regard to science, for example, a student who has just participated in a unit focused on meteorology may be able to use words such as cumulus, stratus, cirrus, and nimbus with little difficulty to describe the types of clouds as they appear in the sky based on their location and visual properties, thereby exhibiting their ability to use the formal technical terms associated with this field of science. The same student, however, may use language on the informal, casual end of the academic language continuum if they are just beginning a science unit focused on geology to describe the properties of different types of rocks, how they are formed, and where they can be found.
As noted during the introduction, definitions of academic language vary in their complexity and scope. Defined broadly, academic language is the language used by teachers and students in academic settings and for academic purposes to help students acquire and use knowledge. Academic language, in other words, is the language of classroom instruction and is needed to provide students’ with the knowledge and skills needed to access content presented in textbooks, websites, and other instructional materials. According to the Strategic Education Research Partnership, for example, academic language includes the words and syntactic structures that students are likely to encounter in textbooks and on tests, but not in everyday spoken English. Examples of these words and syntactic structures will be provided later in this presentation.
