BEDUC 501: Inquiry in Education

Diverse Learners in Math and Science Classrooms: Writing to Learn and Content-Area ReadingDay 1: IntroductionsELLs and Academic LiteracyWriting to LearnQuick WritesGoing Deeper with Writing to LearnConnections to PracticeThoughts about Scoring1Introductions Quick write:What is your current work situation?What are your expectations for this weekends sessions?In other words, what do you hope to learn?3 minute write, share with a neighborListener should come up with one or two additional questionsDiscuss, switchListener will summarize and share with the group2Promoting ELLs Academic LiteracyIdentify the language demands of the content coursePlan language objectives for all lessons and make them explicit to studentsEmphasize academic vocabulary developmentPromote oral interaction and extended academic talkReview vocabulary and content conceptsGive students feedback on language use in class(Short & Echevarria, 2004)3Promoting ELLs Academic Literacy: Sheltered InstructionPreparationBuilding BackgroundComprehensible InputStrategiesInteractionPractice/ApplicationLesson DeliveryReview/Assessment(Echavarria, Vogt, & Short, 2008)

4Promoting ELLs Academic LiteracyPreparation: Content and language objectivesBuilding BackgroundComprehensible InputStrategiesInteractionPractice/ApplicationLesson DeliveryReview/Assessment

5Promoting ELLs Academic LiteracyPreparationBuilding BackgroundComprehensible InputStrategies: Scaffolding using think-aloudsInteractionPractice/ApplicationLesson DeliveryReview/Assessment

6Promoting ELLs Academic LiteracyPreparationBuilding BackgroundComprehensible InputStrategiesInteraction: Grouping to promote discussionPractice/ApplicationLesson DeliveryReview/Assessment

7Promoting ELLs Academic LiteracyPreparationBuilding BackgroundComprehensible InputStrategiesInteractionPractice/Application: Activities to apply knowledge and skills through reading, writing, listening, speaking Lesson DeliveryReview/Assessment

8Promoting ELLs Academic LiteracyPreparationBuilding BackgroundComprehensible InputStrategiesInteractionPractice/ApplicationLesson DeliveryReview/Assessment: Scoring writing quickly and efficiently

9Gradual Release of ResponsibilityFocusLessonsI do itTeacher ResponsibilityDemonstrates new strategies and skills: model, scaffold, coachObservesQuestionsParticipatesGuidedInstructionWe do itClarifies questions and explainsGroup and task are carefully matchedApplies new learningwith guidanceCollaborativeLearningYou do it together"Plans purposeful learningactivities, facilitatesgroup interactionsConsolidates understandingthrough interactionswith peersIndependentLearningYou do it aloneCreates engagingassignments,assistsif neededExtends learning through synthesis and evaluation to create new understandingsStudent ResponsibilityFrey & Fisher (2006)Content Area WritingA way of thinking more deeply about texts and ideas and synthesizing information to deepen understandingA catalyst for further learning and meaning makingAn opportunity for students to recall, clarify, and question what they know and what they still wonder aboutA way to develop the the skill of expressing ones thinking in writingA tool in helping students become active learnersA way to help students improve achievement because it uses language to facilitate understandingA way to help students reflect and think critically about contentA way to promote metacognitive skills such as self questioning, prior knowledge activation, and making inferencesall of which lead to original thoughts and insights(Gammill, 2006; Knipper & Dugan, 2006)11High stakes vs. low stakes writing:Writing feels like an inherently high-stakes activity (Elbow, 1997)

12Advantages of Low-Stakes WritingInvolvementClearer proseQualityUnderstandingReading(Elbow, 1997)13Writing Tasks(Daniels, 2007)Writing to learn(low stakes)shortspontaneousexploratoryinformalpersonalone draftuneditedungradedPublic writing(high stakes)substantialplannedauthoritativeconventionalaudience centereddraftededitedassessableWriting BreakPrompt: What are you thinking about right now, in terms of teaching, students, content area, writing? Write for 2 minutes, trade, readContinue the conversation out loudQuick Writes (Ch. 3)Writing breakExit slipAdmit slipBrainstormingDrawing and illustratingClusteringMapping 16Quick Writes (Ch. 3)Writing breakExit slipAdmit slipBrainstormingDrawing and illustratingClusteringMapping 17Quick Writes (Ch. 3)Writing breakExit slipAdmit slipBrainstormingDrawing and illustratingClusteringMapping 18BrainstormingLongitude and Latitude1-minute individual brainstorm: List anything that comes to mindExtend list with partnerPairs share ideas and I compile themWhats one important item you would add to the list now that was completely overlooked earlier?Of all the items listed, which three are the most important based on what you know now?

Quick Writes (Ch. 3)Writing breakExit slipAdmit slipBrainstormingDrawing and illustratingClusteringMapping 20Additional Quick WritesReview the Latitude and Longitude handoutChoose one of these additional quick write strategies to use with this text:Drawing and Illustrating (p. 48-54)Clustering (p. 55-59)Mapping (p. 60-66) Outline how you would use this strategyDiscuss instructional implicationsBe prepared to share with another pair (groups of 4)Going Deeper With Writing to Learn (Ch. 4)Written conversationWrite-aroundCarousel brainstormingDouble-entry journalNonstop writeReflective writeKWLTeacher-student correspondence22Going Deeper With Writing to Learn (Ch. 4)Written conversationWrite-aroundCarousel brainstormingDouble-entry journalNonstop writeReflective writeKWLTeacher-student correspondence23Carousel Brainstorm (p. 81-84)Read the questionDiscussScribe responses (be conscious of space)Pass the chart when directed, but keep your penRepeat until your original chart is returnedRead, discuss, identify main pointsBe prepared to share (spokesperson?)

24Write-Around Strategy (p. 74-80)Read the textPut your initials at the top of a blank pageRespond to the prompt: What are your thoughts about this text? What surprised you or brought up connections or questions?We hold these truths to be self evident, that all men are created equal, that they are endowed by their Creator with certain inalienable rights, and that among these are Life, Liberty, and the pursuit of HappinessNo state shall deprive any person of life, liberty, or property, without due process of law, or to any person within its jurisdiction of the equal protection of the lawsPass your paper to your right when directedRepeat until your original paper is returnedRead, discuss: The content of the responses and the writing experiences

25Connections to PracticeChoose a lesson, chapter, or unit from your curriculum materialsWhat quick write strategies are a good fit?Which going-deeper strategies would you select to help students explore ideas further?Sketch a sequence (lesson or lessons) that integrates these strategies with content and activitiesBe prepared to share in small groupsFeedback on WritingMinimal GradingThree level scaleTwo level scale One level scaleZero level scale(Elbow, 1997)27Feedback on WritingResponse ContinuumZeroMinimal, nonverbal, noncriticalSupportive, noncriticalDescriptive, observationalMinimal, nonverbal, criticalCritical, diagnostic, advisory (Elbow, 1997)28Conclusion: Exit SlipWhat is something interesting you learned today?What connections are you making to classroom practice?What questions do you have?