Скачать презентацию Scaffold Language Development by Integrating Science and Language Скачать презентацию Scaffold Language Development by Integrating Science and Language

79809e878d9e7f8f26e1366167198d57.ppt

  • Количество слайдов: 48

Scaffold Language Development by Integrating Science and Language Arts. Washington Association for Bilingual Education Scaffold Language Development by Integrating Science and Language Arts. Washington Association for Bilingual Education May 11, 2012 Mrs. Marianella Rincón-Rector First Grade Teacher, Spanish Curriculum Ms. Rachael Robbins Fourth Grade Teacher, English Curriculum Mrs. Isis Albert, NBCT Dual Language Instructional Coach Mrs. Heather Byington, NBCT Fourth Grade Teacher, Spanish & English Curriculum Evergreen Elementary School – Shelton School District 1

Agenda Opening and Introductions Overview: Dual Language Program at Evergreen Elementary School Vision and Agenda Opening and Introductions Overview: Dual Language Program at Evergreen Elementary School Vision and Mission Integrated Sheltered Instruction Model Science Unit in 1 st Grade 4 th Grade Literacy Questions 2

Evergreen Elementary School 3 Evergreen Elementary School 3

Evergreen Elementary School has implemented a dual language educational program with the vision of Evergreen Elementary School has implemented a dual language educational program with the vision of producing students who are: * Bilingual in English and Spanish *Bi-Literate in Spanish and English *Achieving at or above grade level academically in both languages. *Understanding and respectful of our multi-cultural society. 4

Evergreen Elementary Mission It is the mission of Evergreen Elementary School to help each Evergreen Elementary Mission It is the mission of Evergreen Elementary School to help each and every child realize his or her full potential to become a responsible and productive citizen who has the skills to fully access every educational, social and economic opportunity our society has to offer. 5

Evergreen Elementary Focus and Motivation Input Guided Practice Independent Application 6 Evergreen Elementary Focus and Motivation Input Guided Practice Independent Application 6

Integrated Sheltered Instruction Model 7 Integrated Sheltered Instruction Model 7

 Solids and Liquids Unit Things that is nice to know and be familiar Solids and Liquids Unit Things that is nice to know and be familiar with 8

1 st Grade Solids and Liquids Unit : Reading Standards 2. 1. 5 Understand 1 st Grade Solids and Liquids Unit : Reading Standards 2. 1. 5 Understand how to infer/predict meaning Use gestures, pictures or one-word responses to predict what will happen, based on pictures in a story. Use words and/or phrases to predict what will happen based on pictures in text read aloud. Answer literal comprehension questions about simple sentences (active, positive, present tense, statements with regular plurals) Indicate what will happen next in text composed of simple sentences (active, positive, present tense) Use simple sentences to make inferences about main character and to predict action during the reading process in story read aloud/shared. Answer literal comprehension questions about simple text sentences including negatives, yes/no questions, simple past and future tenses, etc. Predict, confirm, and infer based on simple text. Respond to literal comprehension questions about text composed of sentences with irregular plurals, common irregular verbs, prepositional phrases, etc. Use descriptive sentences to predict, confirm, and infer based on pictures in story read aloud or during the reading process. Use specialized vocabulary to make inferences using prior knowledge, predictions and text features. Answer literal and inferential comprehension questions about grade-level text. 9

Communication 1. 1. 2 Applies listening and observation skills to recall and interpret information Communication 1. 1. 2 Applies listening and observation skills to recall and interpret information BEGINNING Use physical actions and words to respond to questions. ADVANCED BEGINNING INTERMEDIATE Uses picture cues, Responds to what and phrases, cloze exercises yes/no questions using to get information. simple sentences. Responds to what and yes/no questions using words and phrases. ADVANCED TRANSITIONAL Responds to what and yes/no questions using descriptive sentences. Responds to what and yes/no questions. 10

Writing 1. 2. 1 Writes a caption or sentences to explain a drawing. 2. Writing 1. 2. 1 Writes a caption or sentences to explain a drawing. 2. 2. 1 Writes to inform in some detail. Draws pictures Writes words, Write one or or writes phrases or a more simple words. sentence frame. sentences. Writes words or Draws a picture phrases to Writes to or writes words. inform. explain using simple sentences. Writes a draft of one or more descriptive sentences over one to three days. Writes to inform using descriptive sentences. Writes to explain. 11

Acceptable evidence Predict that the water will take the 3 D shape of the Acceptable evidence Predict that the water will take the 3 D shape of the container. *Beginning – Drawing 3 d shapes with one word. *Advanced beginning- Drawing 3 d shapes and a phrase. *Intermediate- Drawing and naming the 3 D shapes to orally predict what shape the water will take using a simple sentence. *Advanced –Writing a prediction what 3 D shape the water will take using a descriptive sentences. *Transitional – Write a prediction and explain a reason what 3 D shape the water will take using complete sentences. 12

Focus and Motivation Pre- Teach Vocabulary: Cognitive Dictionary 3 D Calendar /ABCD pattern 4 Focus and Motivation Pre- Teach Vocabulary: Cognitive Dictionary 3 D Calendar /ABCD pattern 4 Square vocabulary card Realia (ice and 3 D shapes containers) Solids and liquids chants Signal Word 13

Focus and Motivation 14 Focus and Motivation 14

15 15

Prior Knowledge: Observation Chart Pre-assessment BINGO Building Background: Read aloud BIG BOOK about Solids Prior Knowledge: Observation Chart Pre-assessment BINGO Building Background: Read aloud BIG BOOK about Solids and Liquids Turn and Talk 16

17 17

INPUT Pictorial Input Chart about “Matter” Comparative Input “T” chart (Solids and Liquids) Read INPUT Pictorial Input Chart about “Matter” Comparative Input “T” chart (Solids and Liquids) Read aloud 4 square vocabulary cards (review) Mini lesson about “Questioning” 18

19 19

Guided Practice Sentence Patterning Chart Sentence Frames Daily 5 and CAFÉ Writing rubrics Realia Guided Practice Sentence Patterning Chart Sentence Frames Daily 5 and CAFÉ Writing rubrics Realia of 3 D shapes Experiment Matter Graphic Organizer Chants 20

21 21

22 22

23 23

24 24

Independent Application Journal Entries Turn and Talk Assessment Big Book Field Trip Venn diagram Independent Application Journal Entries Turn and Talk Assessment Big Book Field Trip Venn diagram (Post – assessment) 25

26 26

27 27

4 th Grade Literacy CAFÉ (The 2 Sisters: Gail Boushey & Joan Moser) C: 4 th Grade Literacy CAFÉ (The 2 Sisters: Gail Boushey & Joan Moser) C: Comprehension A: Accuracy F: Fluency E: Expand Vocabulary 28

4 th Grade Literacy Intermediate Grade Focus: Comprehension Expand Vocabulary + Language Objectives 29 4 th Grade Literacy Intermediate Grade Focus: Comprehension Expand Vocabulary + Language Objectives 29

4 th Grade Literacy Modified “Pensieve” 30 4 th Grade Literacy Modified “Pensieve” 30

4 th Grade Literacy Read Alouds: The Miraculous Journey of Edward Tulane by Kate 4 th Grade Literacy Read Alouds: The Miraculous Journey of Edward Tulane by Kate Di. Camillo The Invention of Hugo Cabret by Brian Selznick Molly Moon’s Incredible Book of Hypnotism by Georgia Byng 31

4 th Grade Literacy Comprehension Strategies: Making Predictions Making Inferences Main Idea/Sequence Cause and 4 th Grade Literacy Comprehension Strategies: Making Predictions Making Inferences Main Idea/Sequence Cause and Effect Character Analysis 32

4 th Grade Literacy Sentence Frames: Making Predictions Making Inferences 33 4 th Grade Literacy Sentence Frames: Making Predictions Making Inferences 33

4 th Grade Literacy Student Work: Making Predictions Making Inferences 34 4 th Grade Literacy Student Work: Making Predictions Making Inferences 34

Making Inferences Anchor charts 35 Making Inferences Anchor charts 35

36 36

4 th Grade Literacy Main Idea & Sequencing: Story Board Main Idea of Each 4 th Grade Literacy Main Idea & Sequencing: Story Board Main Idea of Each Paragraph 37

Main idea of non-fiction text Finding main idea of each paragraph Use the topic Main idea of non-fiction text Finding main idea of each paragraph Use the topic sentence to find main idea. Recognize that some paragraphs require the reader to generalize, to find what the details in the paragraph have in common, to find the main idea. 38

Main idea of non-fiction text Anchor chart 39 Main idea of non-fiction text Anchor chart 39

4 th Grade Literacy Cause and Effect: Anchor Chart Character Analysis Character Map 40 4 th Grade Literacy Cause and Effect: Anchor Chart Character Analysis Character Map 40

Higher Order Thinking Synthesis- combining two comprehension strategies for deeper comprehension 41 Higher Order Thinking Synthesis- combining two comprehension strategies for deeper comprehension 41

42 42

DEXTER THE TOUGH At the beginning of the book, Dexter was mad at the DEXTER THE TOUGH At the beginning of the book, Dexter was mad at the Secretary, Janitor, Robin and the principal. He was mad at the secretary because she left him in the hallway. He was mad at the Janitor because he made the hallway too slippery. He was mad at Robin because in the bathroom, Robin was crying Dexter said to Robin to stop crying because he wanted to cry too and he said “don’t let anybody see you cry. He wanted to cry too, but he didn’t want to cry because he wasn’t a cry baby. He was mad at the principal because he asked Dexter, “Where are your parents? ” This made him mad because he was already sad about his parents because they are in the hospital. Dexter was mad at his dad because his dad was sick. And Dexter didn’t like school. In the beginning of the book Dexter said that he was so tough that he could whatever he wants. 43

 At the beginning of the book, Dexter didn’t want to be friends with At the beginning of the book, Dexter didn’t want to be friends with Robin because Dexter beat him up. Dexter thought that Robin told his mom that Dexter beat him up. Dexter and Robin couldn’t connect to each other to be friends because Dexter saw himself as a bad kid. Robin was a good kid. If Robin’s mom knew that Dexter beat up Robin, Robin’s mom would take Robin out of school. She won’t like Robin to be friends with Dexter. When Dexter’s dad called him and said that he was such a wonderful son that he has, Dexter was thinking about it and he thought that he wasn’t a wonderful kid because he had beat up Robin. Dexter told Robin that he was sorry that he hit Robin, but Robin said that he only hit him ones but Dexter said that he beat up Robin, but Robin said that it was only once. At the end of the book, Dexter was Robin’s friend. When Dexter was writing about the story, he didn’t want to keep on writing the story, but Mrs. Abbott told him that he needed to tell the story because she wanted Dexter to forgive himself. Dexter forgave himself by telling the story, by letting himself look like a good kid and by letting himself be friends with Robin. By Daisy 44

Character analysis essay Anchor chart 45 Character analysis essay Anchor chart 45

 Armand lived in Paris, France. I read this book that is called Family Armand lived in Paris, France. I read this book that is called Family Under the Bridge. In the beginning, Armand’s appearance was a dirty beard. His clothes were dirty. He had a lot of holes in them. Armand’s shoes had holes on the bottom, so he put metal. Armand never took a shower, and he smelled so bad. Armand at the end sewed his clothes, and Armand took a shower. I like to sow a lot of things, like blankets. He trimmed his beard, and he didn’t look like a hobo. Armand’s attitude about relationships with others in the beginning was he wanted to be alone because the Calcets would steal his heart. He might have to taken responsibility because he is with the Calcets. He was mean and wouldn’t let the Calcets live with Armand. If he cared about others, he would have to care about the Calcets. Armand changed because he wanted to take responsibility because he got used to the Calcets. Armand didn’t like to work because he was not used to it, so he would want to rest. Armand was worried because he could get hurt if he had to do a lot of work. He could fall and hit his head and have to go to the hospital. Armand might not get the job, and the Calcets will be sad. If Armand leaves the Calcets will be alone. Armand changed because he wanted to get a house for the Calcets. He wanted the Calcets for grandchildren. This story is 46 mainly about Armand from the beginning to the end.

 Questions 47 Questions 47

Marianella Rincón-Rector MRector@sheltonschools. org Isis Albert IAlbert@sheltonschools. org Rachael Robbins RRobbins@sheltonschools. org Heather Byington Marianella Rincón-Rector [email protected] org Isis Albert [email protected] org Rachael Robbins [email protected] org Heather Byington [email protected] org 48