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Working with Middle School English Language Learners. Getting All Subgroups to Make AYP for NCLB February 21-22, 2008 Rootstown, Ohio William P. Bintz, Ph.D. SREB Consultant. Introduction. “The Rat Trap” Five Little Fiends Quick Write Time Spent on Teaching Science

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working with middle school english language learners

Working with Middle School English Language Learners

Getting All Subgroups to Make AYP for NCLB

February 21-22, 2008

Rootstown, Ohio

William P. Bintz, Ph.D.

SREB Consultant

introduction
Introduction
  • “The Rat Trap”
  • Five Little Fiends
  • Quick Write
  • Time Spent on Teaching Science
  • Time Spent across the Curriculum
  • Engaging texts and strategies to use across the curriculum
reflections quick write
Reflections: Quick Write

Quick Write strategy (in planner)

objectives
Objectives
  • Understand the needs of middle school English language learners;
  • Examine a variety of practices to integrate literacy across the curriculum;
  • Learn how to address the need for targeted instruction for students not on grade level;
  • Identify principles and effective strategies for providing supplemental instruction
  • Practice teaching at least one strategy/best practice to introduce to your colleagues
workshop format day 1 february 21 2008
Workshop FormatDay 1 – February 21, 2008
  • Concurrent Session A (2 hrs)
    • Meet with all Strand 2 participants
    • Following this session, meet with home team in Great Hall C - Team De-Briefing - Session A (45 min.)
  • Concurrent Session B (2 hrs)
    • Meet with all Strand 2 participants
    • Following this session, meet with home team in Great Hall C - Team De-Briefing - Session B (45 min)
workshop format day 2 february 22 2008
Workshop FormatDay 2 – February 22, 2008
  • Team Report Out – Day 1 (45 min)
    • Meet in assigned team groups – see agenda for locations
  • Concurrent Session C (2 hrs)
    • Meet with all Strand 2 participants
    • Following this session, meet with home team in Great Hall C - Team De-Briefing - Session C (45 min.)
  • Teach Back/Team Report-Out – Day 2 (1 hr)
    • Meet in assigned team groups – see agenda for locations
strand format
Strand Format
  • Introduce strategies and best practices
    • Discuss key indicators of success
    • Review research
    • Determine status of school practices
    • Actions taken by successful schools
    • Practice strategies
  • Decide on strategies to implement
five literacy goals
Five Literacy Goals
  • Students read 25 books.
  • Students write every week.
  • Students use reading and writing strategies.
  • Students complete research(ed) papers.
  • Students take rigorous English courses.

LAC page 17

four process readiness indicators mmgw p 7 13
Four Process Readiness Indicators(MMGW, p. 7-13)
  • Reading: Read the equivalent of 10-12 books of various types and lengths each year;
  • Writing: Write every day, including a paper to be graded each week;
  • Speaking: Speak and present information frequently in a variety of formats;
  • Listening: Listen to presentations frequently for a variety of purposes.
four process readiness indicators reading
Type of Material

Novels

Short Stories

Nonfiction texts

Poems

Technical Reading

Magazine or Newpaper articles

Amount Per Year

6

15

4

20-30

5

1 per week

Four Process Readiness Indicators: Reading
four process readiness indicators writing
Type of Writing

Response to reading, listening, or viewing

Short paper of 1-3 pages

Longer paper, over 5 pages, including fiction, persuasive, etc.

Research paper with appropriate documentation, 5+ pages

Amount per year

Daily

Weekly

Monthly

Annually

Four Process Readiness Indicators: Writing
four process readiness indicators speaking
Type of Speaking

Individual speech or presentation

Reading aloud or acting in a play

Leading discussion or delivering instructions

Group discussion

Amount per year

3-5 per year

2-3 per year

Monthly

Weekly

Four Process Readiness Indicators: Speaking
four process readiness indicators listening
Type of Listening

Respond to live or recorded presentations

Take notes

Organize information from listening

Amount per year

3-5 per year

Weekly

Weekly

Four Process Readiness Indicators: Listening
the 15 elements of effective adolescent literacy programs reading next 2004
The 15 Elements of Effective Adolescent Literacy Programs (Reading Next, 2004)

1. Direct, explicit comprehension instruction;

2. Effective instructional principles embedded in a content;

3. Motivation and self-directed learning;

4. Text-based collaborative learning;

5. Strategic tutoring;

6. Diverse texts;

7. Intensive writing;

8. A technology component;

the 15 elements of effective adolescent literacy programs reading next 200415
The 15 Elements of Effective Adolescent Literacy Programs (Reading Next, 2004)

9.Ongoing formative assessment of students;

10 Extended time for literacy;

11 Professional development;

12 Ongoing summative assessment of students & programs;

13 Teacher teams;

14 Leadership;

15 A comprehensive & coordinated literacy program.

session topics
Session Topics
  • Topic 1: Read & Think Alouds
  • Topic 2: The Big Six Reading Skills
  • Topic 3: Practicing the Big Six Reading Skills
topic 1 read think alouds
Topic 1: Read & Think Alouds
  • “Read to me, Daddy”
  • Readers’ Theater
  • Punctuation Takes a Vacation (ELA)
  • How the Fractions Squeezed Between the Counting Numbers (Math)
  • Gotta Go, Gotta Go (Science)
  • Overview & rationale for read-aloud & think-aloud
slide19
Team De-Briefing

Concurrent Session A

slide20

Topic 2: The “Big Six” Reading Skills

  • The Incredible Book Eating Boy
  • Summarizing
  • Paraphrasing
  • Categorizing
  • Inferring
  • Predicting
  • Recognizing Academic Vocabulary
slide21

How do we know these are important?

  • Direct links to most items on ASSET/COMPASS reading placement tests.
  • Included in ACT
  • Consistently in state standards
  • Recognized by postsecondary faculty for importance
  • Linked to all content areas
  • Linked to careers
slide22

Summarizing

  • Only skill identified in both Reading Next and Writing Next as improving essential literacy skills
  • Essential in research and other expository writing
slide23

Strategies to teach summarizing

  • Jigsaw
  • Paired Questioning
  • GIST
  • KWL
  • Cornell Notes
  • Reciprocal Teaching
slide24

Paraphrasing

  • Reduces plagiarism—considered one of the biggest academic “crimes”
  • Show adaptation for audience and purpose—essential writing skills
  • Reflects a deeper understanding of material
slide25

Strategies to teach paraphrasing

  • Jigsaw
  • Paired Questioning
  • KWL
  • Cornell Notes
slide26

Categorizing

  • Ability to group information into manageable chunks
  • Essential for study skills
  • Mandatory for problem analysis and solution—especially in workplace or laboratory
  • Only easy for naturalist intelligence—must be taught to others
slide27

Strategies to teach categorizing

  • KWL
  • Graphic Organizers
  • Concept Definition Map
  • Frayer Model
  • Cornell Notes
slide28

Inferring

  • Reading “between the lines”
  • Encourages connection within a text, across texts and to other contexts
  • Shows that a reader “really gets it”
slide29

Strategies to teach inferring

  • RAFT
  • Questioning the Author
slide30

Predicting

  • Form of inferring
  • Requires support for prediction
  • Forward thinking based on backward knowledge
  • Required to solve non-routine problems in the real world
slide31

Strategies to teach predicting

  • KWL
  • Anticipation Guides
  • Visual Prediction Guide
  • Reciprocal Teaching
slide32

Recognizing academic vocabulary

  • Separates success for second-language students
  • Technical language (jargon)
  • Understanding roots and affixes
slide33

Strategies for teaching vocabulary

  • Vocabulary Clues
  • Concept Definition Map
  • Mathematics Reading Keys
  • Frayer Model
the big six reading skills linked to literacy across the curriculum
The Big Six Reading Skills Linked to Literacy Across the Curriculum
  • Group 1: summarize problem 1 (LAC 20-21)
  • Group 2: paraphrase problem 2 (21)
  • Group 3: categorize problem 3 (21-22)
  • Group 4: infer problem 4 (22-23)
  • Group 5: predict problem 5 (23)
  • Group 6: vocabulary problem 6 (24)
  • Group 7: summarize problem 7 (25)
  • Group 8: paraphrase problem 8 ( 25-26)
  • Group 9: categorize problem (27)
topic 3 practicing the big six reading skills
Topic #3: Practicing the Big Six Reading Skills
  • Summarizing
  • Paraphrasing
  • Categorizing
  • Inferring
  • Predicting
  • Recognizing Academic Vocabulary
practicing the six summarizing
Practicing the Six: Summarizing
  • GIST
  • “The Demon in the Freezer”
practicing the six inferring
Practicing the Six: Inferring
  • The English Patient
  • “Hocked Gems”
  • “Petoskeys”
  • The Reading Process
  • What are you thinking about?
  • “Mr. Jones”
  • Collaborating with an Author
  • I Never Knew Your Name
slide39
Team De-Briefing

Concurrent Session B

practicing the six paraphrasing predicting
Practicing the Six: Paraphrasing & Predicting
  • Story Impressions in ELA and across the curriculum
  • The Wretched Stone
  • Predictive and Story Summaries
  • Retelling Strategy
  • Low-Level vs. High-Level comprehension questions
practicing the six categorizing recognizing academic vocabulary
Practicing the Six: Categorizing & Recognizing Academic Vocabulary
  • Concept Sorts
  • Wordstorming A-Z
  • Word Questioning
additional resources in planner
Additional Resources (in planner)
  • Some interesting research findings on vocabulary instruction
  • Great Books for Supporting Inferential Thinking
slide43
Team De-Briefing

Concurrent Session C

prepare for teach back

Prepare for Teach Back

Select a strategy

Partner and prepare

Present

Receive positive feedback

reflection and evaluation concurrent session d

Reflection and Evaluation Concurrent Session D

Grand Finale Comment

Next Steps

Evaluation Form