Please find your name plate and sit at that area.
What is the most important part of a lesson? Why?
CP 2.2: The teacher uses an organizing framework (opening, work session, closing) for instructional planning to support standards-based instruction.
Essential Question: How can I use the work session to support technology based instruction in a standards-based classroom?
Vocabulary (LOTS): academic languagemodelguidedassistedindependenttechnology assisted instruction
Activator: prior knowledge and learning logs View http://www.literacywithoutlimits.org/
Literacy Without Limits
Research also tells us that whatever is in your mind
at the moment you encounter something new will be a prime determiner of whether you get the new
idea or not.
We would dramatically transform American education
if we could get teachers to quit fretting over students
who "don't have background knowledge." Let's be clear
about this: You do NOT have students who do
NOT have prior knowledge.
Someone paraphrase that statement.
Prior knowledge is, simply, knowledge PRIOR.
It's not what we wish students knew; it's what they
DO know.
Our job as teachers is to know our content well enough
that we can actually tell what the core idea within it is, and how it is like something that would be familiar to ALL our students.
Teaching Strategies
Introduce vocabulary go over academic and
instructional vocabulary
Modeled I'll do one; you watch
Guided I’ll do one; you help
Assisted You do one; I’ll help
Independent You do one; I’ll watch.
As we begin looking at the vocabulary for the lesson we can connect to what the student already knows.
Webinar : http://www.slideshare.net/christopherccorcoran/a-picture-is-worth-a-thousand-words-learning-vocabulary-through-technology-presentation-815408#
http://www.literacywithoutlimits.org/
Vocabulary pages 106-109Mediterranean- sea or region located between Europe and AfricaAncient- oldAgean Sea- sea between Turkey and Greece Continent- on of the large land masses on the earth Euphrates River- a major river that runs from Turkey through Syria and IraqRidge- a long raised strip of landSyria- Country between Turkey and IraqIsreal- Small country settled by Jewish people located on the Mediterranean SeaWest Bank- strip of land between Israeli and JordanClimate- usual weather; weather in a place over a long period Physical features- what we see on the land Desert- dry, arid land with little or no vegetation Humid- containing or characterize by a great deal of water vaporReserves (oil)- extra or excessCommercial- having the object of supplying goods Irrigation- watering Subsistence- a means of surviving Nomadic- migratoryMinerals- composed of matter other than plant or animalPhosphates- mineral salts containing the element phosphorous, used to make fertilizer Asphalt- the tar like material used to pave streets
Vocabulary development and academic language
Example: Teaching vocabulary
anthropology
Vocabulary teaching technique
1. Repeat word 3 times
2. Show picture of quick video to explain word
3. Talk about how it is used
4. Make up new sentences using the word
5. Have students practice using the word with partners
6. Remember that some students need more practice than others to use language accurately
As we begin looking at the vocabulary for the lesson we can connect to what the student already knows.
http://www.literacywithoutlimits.org/
Preview of Chapter 5, Section 1 (p107-109)
What is the title of this section? _____________________________________
(think question) What do you think the word phosphates means? _______________________________________________________________
Check out the map on the bottom of page 107.
Which countries border the Mediterranean Sea?
_______________________________________________________________
b. What are the main rivers and waterways shown?
_______________________________________________________________
How does the size of this region compare to the United States?
_______________________________________________________________
What do the colors on the map indicate? (hint: Look at the legend on the lower left hand corner of the map)
______________________________________________________________
List the headings and subheading in this section. (pages 106-109).
Chapter Title:_________________________________________
Section 1: ________________________________________
________________________________________________
__________________________________________
__________________________________________
__________________________________________
________________________________________________
________________________________________________
__________________________________________
__________________________________________
Look at page 108. Read the caption under the banner Our Amazing Planet.
What is the physical feature the section is discussing? ________________________________________________________________
How large is it? ___________________________________________________
What makes it unique? ____________________________________________
Look at the pictures located on page 108 and 109. What can you tell about the country just by looking at the pictures? ________________________________
________________________________________________________________
As we begin looking at the vocabulary for the lesson we can connect to what the student already knows.
http://www.literacywithoutlimits.org/
Model/ Guided Model: As we read: Echo read or read aloud and model thinking as you answer questions 1.Give one interesting fact about Turkey from On Two Continents.
________________________________________________________________________ 2.Give three facts you learned from Hills, Valleys, and Plains.
________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Guided: As we read: Read and ask students to answer questions. 3. Read section River and Sea and list important facts from the section. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 4. List one fun fact from River and Sea. _______________________________________________________________________
Assisted / Independent Assisted: Be available as students read and answer the questions. (give help if required) What type of weather would you expect if you visited this region? _______________________________________________________________________ What is the average rainfall in the Syrian Desert? _______________________________________________________________________ What are the three types of climate discussed in this section? ________________________________ ________________________________ ________________________________ Independent: Allow students to work on their own. What resources are available in this region of the eastern Mediterranean? ____________________________________________________________________________ ____________________________________________________________________________ What are some uses of the resources?
____________________________________________________________________________ Complete the questions from section review.
Activity: Close reading Close reading gives students a chance to “slow
down”1. Read a short passage aloud to students so
they hear the melody of the language2. Explain the passage to students3. Ask students to read the passage, focusing
on a few specific features of academic language.Introduce CPShttps://voicethread.com/share/3609446/
Teaching Tips for Summarizing Paraphrase
Questioning
Summarizing http://www.literacywithoutlimits.org/
Activity: Summarization To get students using academic language, try
summarization:1. Read a short passage aloud to students
2. Have students read the short passage to themselves and then summarize verbally to a friend
3. Give students the opportunity to repeat the exercise with several partners
Through this exercise, students begin to acquire the author’s language, and will get more and more fluent with the language each round
Tips for working with older students Students perform to the expectations we set. If they
know we expect them to think critically about issues and use academic language, they will
In order to increase confidence:
scaffold instruction to help them acquire the language
allow students adequate time to practice in a safe environment before getting in front of their classmates