RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience

RELEVANCERIGOR!

& RESPECT!

RIGOR! RELEVANCE! & RESPECT! Addressing the Skills and Strategies Our ESOL Learners Need

An EL CIVICS Workshop Presented by ACE of Florida

Jayme Adelson-Goldstein

Lighthearted Learning

A. Delicious

B. Filling

D. Not so great

E. What breakfast?

How was

your

breakfast

this morning?

What can you infer

about our group

based on the data?

A. Very familiar

B. Familiar

D. Not very

E. CCR what?

How familiar

are you with

the CCRS?

What can you infer

about the workshop

based on the question?

A. Beginning Literacy

B. Beginning

D. Advanced

E. None of the above, but

equally important

What level

are your

learners?

What facts can you

state about our group?

THREE GOALS FOR OUR TIME TOGETHER…

■ Identify & work with language and learning strategy

practice activities for all learners;

■ Consider ways to streamline lesson planning by correlating listening, reading and writing processes; and

■ Analyze and develop TDQ and tasks that build comprehension, increase language production & engage higher order thinking.

IT’S ALL ABOUT YOU!

■ What are YOUR goals for today?

■ What, if anything, do YOU have to do to realize YOURgoal(s)?

WHAT IS THE VALUE OF HAVING LEARNERS LOOK AT THEIR GOALS & BARRIERS?

REFLECT

Single Question Survey

?

LET’S TRY IT!

0

1

2

3

4

5

6

WHAT ARE OUR LISTENING PRACTICES?

One Question Survey

Read your question. Mark your answer in the tally column. Note: Everyone on your HOME team has the same question in a

different color.

• Go to your color area.

One Question Survey

• Form a group of five. Take turns asking your question.

• Tally the responses you hear on your question slip.

• Respond to your colleagues’ question.

One Question Survey

What could you do with the

information you’ve

collected?

THINK

ABOUT IT!

What could your learners do?

LET’S TRY IT!

COME BACK TO YOUR HOME TEAM.

TALLY YOUR RESPONSE TOTALS

LET’S TRY IT!

16 YES

5 NO

TALKING ABOUT THE CLASS DATA

USING ACADEMIC LANGUAGE

Useful language frames to talk about the data:

•Most people…

•Some people…

•Two thirds of the class…

•Half the class…

•More people ____ than ____. More people get their

news from the Internet

than the paper.

Half of our class

prefers lectures to

Reading.

One Question Survey!

HOW WILL YOU REPORT

YOUR SURVEY RESULTS?

16 YES

5 NO

YES

NO

Listen to Podcasts

0

2

4

6

8

10

12

14

16

18

YES NO

Listen to Podcasts

ACCORDING TO A SURVEY OF ___ ESL

PROFESSIONALS, WE FOUND THAT __ OUT OF

___ TEACHERS...

Single Question Survey-Plan one! p. 4

• Work with your colleague (s).• Follow the steps on the worksheet

p. 3

COMMENTS?

QUERIES?

CONCERNS?

Ready for a mini-lecture?

*Prepare to recall what you

heard with a partner.

WHAT DO WE

MEAN BY

RIGOR?

Complex

Ambiguous

Evolving

Collaborative

Digital

”Danny is focused on his learning,

highly motivated, and conscientious in

his work.

Danny has made great strides with

his analysis and synthesis of text

during reading and has improved

his comprehension of

informational materials as a result.

He is also doing an excellent job of

varying the texts he reads through

outside reading.

In writing, he is able to integrate the

strategies for engaging readers

and integrating more vocabulary.

Rigorous learning experiences […] help students

understand knowledge and concepts that are

complex, ambiguous, or contentious, and they

help students acquire skills that can be applied

in a variety of educational, career, and civic

contexts throughout their lives.

FROM THE GLOSSARY OF EDUCATIONAL

REFORM

http://edglossary.org/rigor/

THE ROLE OF

SCAFFOLDING

IN RIGOROUS

INSTRUCTION

Adapted from Levine, L. N., Lukens, L. &

Smallwood, B. A. (2013).

The GO TO strategies: Scaffolding options for

teachers of English language learners, K-12

5 PRINCIPLES OF

SCAFFOLDING

1. Focus on academic language,

literacy, & vocabulary

2. Link background knowledge

& culture to learning

3. Increase comprehensible input

& language output.

4. Engage students in using English

to accomplish academic tasks.

5. Stimulate higher order thinking

& the use of learning strategies

WHAT DID WE DO TO ADD RIGOR TO THE SURVEY

TASK?

• Collaboration

• Work with authentic data

• Digital literacy

Academic

Discourse

Graphing the data

Identified digital listening

& reading options

Which of the following statements are true?

A. The complexity of a text a learner can read is the greatest predictor of success in college and careers.

B. Informational text makes up approximately 80% of most

college and workplace texts and adult reading.

C. In order to be college and career ready, beginning and

intermediate ESL learners need to be able to read text at

the same level of complexity.

D. The language strategies English learners need in order

to listen and read strategically take time to develop.

E. English learners need to work with both print and digital

texts.

KWL Charts on Rigor, Academic Language, Language Strategies & Critical Thinking

■ COMPLETE THE FIRST TWO COLUMNS ON THE KWL CHARTS IN YOUR HANDOUT

(1-2 ITEMS PER COLUMN IS FINE!)

WHAT DO YOU

KNOW?

WHAT DO YOU

WANT TO KNOW?

WHAT DID YOU

LEARN?

Jigsaw Reading Elements of Rigor

JIGSAW: GET READY

1. FORM A “HOME TEAM” OF FOUR.

2. TEAM MEMBERS SELECT A READING

A- The Case For Increased Rigor

B- Academic Language

C- Language Strategies

D- Critical Thinking

JIGSAW STEPS: READ AND DISCUSS

3. FIND A PARTNER WITH THE SAME TEXT.

4. PREVIEW THE QUESTIONS TOGETHER.

5. READ THE TEXT SILENTLY.

FIND THE ANSWERS IN THE TEXT.

6. COMPARE YOUR RESPONSES.

7. FILL IN THE “L” COLUMN ON THE KWL CHART.

JIGSAW STEPS: TEACH

3. RETURN TO YOUR HOME TEAM.

4. TAKE TURNS TEACHING YOUR TEAM

WHAT YOUR ARTICLE SAID ABOUT

YOUR TOPIC.

(USE THE QUESTIONS TO GUIDE

YOUR REPORT.)

WE GET BY WITH A LITTLE HELP FROM OUR

COLLEAGUES…(and their brains!)

What types of

graphic organizers

have we used so

far?

BRAINSTORM

SOME MORE!

THE VIRTUES OF THE GRAPHIC ORGANIZER

SEVERAL TYPES OF GRAPHIC ORGANIZERSC

CHAIN OF EVENTS

CLUSTERING

CONCEPT MAP

EVENT MAP

FLOW CHART

KWL

MIND MAP

OUTLINE

PMI CHART

SEMANTIC MAP

T-CHART

TIMELINE

VENN DIAGRAM

WORD WEB

TYPES OF GRAPHIC ORGANIZERS

RECORDS RELATIONSHIPS CONCEPTS-IDEAS-FACTS-DETAILS

THINKING GUIDE

MENTAL IMAGE GENERATOR

AID FOR COMPREHENSION AND RETENTION

GRAPHIC ORGANIZERS

BREAK!

9:00 AM

START TIME

BRAIN WORK

COLLABORATION

WHAT IS ACADEMIC

LANGUAGE?

“… the set of words,

grammar, and discourse

strategies used to describe

complex ideas,

higher-order thinking

processes, and abstract

concepts”Zwiers 2014 (p. 22).

It’s also…

•Language used in the

classroom & workplace

•The language of text

•The language of assessments

•The language of academic success

•The language of power

Scarcella (2003)

Pre-listening

A Listening Lesson

51

Post Listening

Pre-reading

A Reading Lesson

52

Post Reading

Pre-writing

A Writing Lesson

53

Finalizing & Publishing

Common Activities That Scaffold Note Taking

K-W-L Charts

54

What do I think I

know?

What do I want

to learn?

What did I

learn?

Note taking

during lectures

82.6% of ABE/ESL instructors

sometimes or rarely addressed

note taking during lectures.

44.7% of college faculty indicate it is

very or extremely important.

• Listening for Classroom Comprehension

• Focused Listening

• Academic Listening

What do we mean by…

55

• Active Listening

Have

Expectations

Make

Predictions

Listeners typically…

56

A quick recap of the

listening process…

Then they…

Listen to a

short chunk

of language

57

L2L

2–

-CW

WP

L-IA

L

And finally they…

Clarify and/or

provide

feedback

58

Higher level learners can do the above or

take down the information they hear.

Lower level learners can circle, check, or

number (sequence) items they hear.

Mid-level learners can do the above, or

complete sentences.

Multilevel Class ListeningSAME PASSAGE-DIFFERENT TASKS

59

L2L

2–

-CW

WP

L-IA

L

A Look at the Challenges

60

L2L

2–

-CW

WP

L-IA

L

61

L2L

2–

-CW

WP

L-IA

L

We will never stay there

again. The bed was so

bad!

= ?

62

L2L

2–

-CW

WP

L-IA

L

Are you leaving

NOW?!!!

63

L2L

2–

-CW

WP

L-IA

L

I need you to do

clean three room

#1, #7, and # 9

#1, 7, and 9

need to be

cleaned well.It’s very important

that you get #1,#7

and #9 finished

before lunch.

64

64

L2L

2–

-CW

WP

L-IA

L

65

65

L2L

2–

-CW

WP

L-IA

L

66

66

L2L

2–

-CW

WP

L-IA

L

67

L2L

2–

-CW

WP

L-IA

L

I do not want you to go to that

meeting because there is a lot of

work to do here.

don’wan cause therezalotta

68

68

L2L

2–

-CW

WP

L-IA

L

LISTENING GRIDS AND CHECKLISTS

LISTENING GRIDS AND CHECKLISTS

FOLLOW UP WITH WRITING

Our team has ___ challenge(s) today.

According to an informal survey, ______

out of ______ members are

______________. We have to ________

to address this challenge and we will!

FOLLOW UP WITH READING

Bring a water bottle, and drink plenty of H2O. Staying hydrated is a key factor in staying awake. Try putting

ice in your water bottle; the cold water will keep you lively and alert. staying awake. Try putting ice in your

water bottle; the cold water will keep you lively and alert.

Eat a snack. Bring an apple to class! The natural sugar and the crunch of an apple will help decrease the

fatigue.

Shed a layer. If it's warm in your classroom, you're more likely to fall asleep. So take off your jacket or open

a window to catch the cool breeze.

Chew gum. Chewing gum is a repetitive act that keeps the blood flowing and takes your mind off the

tiredness.

Sit up and focus on your posture. Roll your shoulders back and remember not to slouch. Slouching can

cause unnecessary stress on your muscles and lead to fatigue.

Tug on your earlobes. Yes, it sounds odd, but it works! Due to acupoints on your ears, this is a surefire way

to get the brain going. Interact with your professor. Ask questions! Listen to the lecture and actively think of

difficult questions to raise. This will force you to focus on what the professor has to say.

http://www.popsugar.com/smart-living/How-Stay-Awake-

Class-34151477

http://www.popsugar.com/smart-living/How-Stay-Awake-Class-34151477

Text-dependent questions require learners to:

• identify the text as the “expert” in the room(not learners’ own personal experience or opinion).

• probe the specifics of the text.

• focus on the language and mechanics of the text itself.

Adapted from College and Career Readiness Standards Implementation Institute Training Materials by S. Ramirez and L. Howard.

Adelson-Goldstein, Howard, Ramirez 2016

FOCUSING ON THE TEXT

This newspaper article discusses a recent earthquake. Describe a time when you or someone you know experienced an earthquake.

■In this newspaper article about

the earthquake, how did the

reporter describe Mrs.

McDaniel’s reaction to the

earthquake?


Not Text-Dependent Text-Dependent


Look at the photo. What is the woman thinking about?

■Look at the

photo. What is the

woman thinking

about? Use

information from

the photo to

support your

answer.Adapted from College and Career Readiness Standards Implementation Institute Training Materials by S. Ramirez and L. Howard.




In the Preamble the founding fathers say they will form a better relationship between the colonies than the colonies have with Britain. They describe this "more perfect union" in one sentence. Describe the most perfect relationship in your life using one sentence.


Look at the term “more

perfect union” in the

Preamble. According to

the Preamble, what do

people want in their

more perfect union?




PROGRESSION OF TEXT DEPENDENT QUESTIONS


A. Identifying Question Types

1. Why does Melissa have bad credit?

2. How did Target find out Melissa was the victim

of identity theft?

3. What does unreliable mean?

4. What can Melissa do now

to solve her problem?

• Review each question.

• What type is it?• General Understanding

• Key Details

• Vocabulary

Florida LINCS ESL Pro Community of Practice & Training of Trainers January 27, 2016s

I have a handle on…

I need more info on..

I’m looking forward to….

Florida LINCS ESL Pro Community of Practice & Training of Trainers January 27, 2016s

THANK YOU FOR ALL

YOUR HARD WORK!

Documents

RIGOR! RELEVANCE! RELEVANCE & RESPECT! · Text-dependent questions require learners to: • identify the text as the “expert”in the room (not learners’own personal experience