Preparation to Teach English Language Learners High Tech Instructor Marisol FrancoFlores Norms Start and end on time Listen actively Hard on the content soft on the people Keep an open mind ID: 421339
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HTH 106: Preparation to Teach English Language Learners
High Tech Instructor: Marisol Franco-FloresSlide2
NormsStart and end on time.Listen actively.Hard on the content, soft on the peopleKeep an open mind.
Follow the protocol.Be prepared.Cell phones on silent. Computers only for course content.Respect classroom space. Slide3
As we begin… Sign-in and grab your name tent. Share with your Uruguay travel partner: What is your favorite book? Why?
What is your least favorite book? Why? What kind of reading do you find the most enjoyable? Why?Slide4
Session 4: Agenda:
As we begin…A Plan is Hatched!Quick note: Decoding
Comprehension
Strategy Quest
Apply to your English-language text
Introduction to
Scaffolding Project
Burning questions? Review requests?Slide5
A Plan is Hatched! Model of a 3rd Grade Reading Lesson
Story from Reading StreetSlide6
Reading Activity: Lesson ModelDebrief: How did the English readers feel?
How did the non-English readers feel? What did the teacher do? Think about some of the topics we’ve covered so far (i.e. activating prior knowledge, lowering the affective filter, teacher talk, making language more comprehensible)…
What could the teacher have done to make this task more accessible for ELLs?
Slide7
Decoding ComprehensionThere are two aspects of reading development that need to be considered:
Learning to read(Basic
text decoding and alphabetic principals
)
Reading to
learn
(Comprehension
and organization of decoded text
)
Decoding
Fluency ComprehensionSlide8
Read this: We can now summarize some of our previous results, which show that Bohr's theory of the one-electron atom may be derived from the theory underpinning Quantum ElectroDynamics (QED) or vice versa, and that General Relativity may also be derived from QED theory in the classical limit, if we use Newtonian mechanics in the right frame and self-similar
tesseral hierarchies. Current research circumvents Newton's arguments against Descartes' vortex theory to show that the inverse square law for a force combined with the equation of circular motion and Bohr's quantization of angular momentum may be derived from the vortex theory and Special Relativity. One conclusion from this is that there is relationship between the electro-weak interaction, the number of dimensions needed, and their connection with
tesseral
hierarchies. Slide9
Why was that so Difficult?(… for most of us) It is “de-personalized” The vocabulary is more challenging
Sentences are longer and more complex It assumes a higher level of content knowledge (pre-existing schema)
There is no context providedSlide10
Strategy QuestReading and WritingWith your partner(s), create a
reference sheet for yourself of the strategies listed on the handout. If you don’t recognize a strategy...GO ON A QUEST! Possible resources:
- Textbook, classmates, Internet, instructor, etc.
We’ll share out at the end to make sure everyone has a completed reference sheet.
STRATEGIESSlide11
Strategy Use Gallery WalkReading and WritingIdentify strategies that you could
apply to scaffold this challenging text.Leave your text on the table for others to comment.Walk around and provide feedback to your classmates using sticky notes.
Consider introduction, comp.
checks, extensions, etc.
Read feedback and consider next
steps.
STRATEGIESSlide12
Looking at ProjectsModeling for Your Scaffolding ProjectGet into groups of
3-4 by discipline. Pick a focus project from the table.Take
3-5 minutes on your own
to look over the project handout and brainstorm ideas to answer the questions.
Then,
share with your group
. Build on your ideas and add to your list!
Consider… how would this process work with one of my projects? Which project would you choose?Slide13
Scaffolding ProjectRequirementsFollow the TEMPLATE (on Haiku)
Include explicit references to SDAIE Strategies and Language Acquisition/Learning Theory
Answer the 3 questions
in detail
Include 1-2 paragraph reflection on scaffolding process
Create a prototype/schematic/model of the project for project tunings
Final
draft submitted
by Friday, Dec. 12
thSlide14
Burning questions/Review requests: On the card…Write any burning questions that you have about anything that we have discussed so far in the class.
AND/ORIndicate what you would like to review from the course (if anything).Slide15
For next week: PITP #4: Strategy implementation from classReading and DJ: Reiss Ch. 2 and 10
Bring any materials that you may need to work on your scaffolding project write-up and/or prototype.Note:
Your dialectical journals must all be submitted (online or hard copy) by next week’s class.