Educ 301: Social Studies Inquiry and Democratic Learning ...
Literacy strategies in schools Consolidating and reconnecting extending and Reflecting BLL Ch 9 and 10 Thursday, March 29, 2018 As we move to the clinical Next (and final) class is on May 3 Date
3/29 5/3 5/7 5/7 5/8 Activity due Text set Reflection 3 Case study
Multidisciplinary Unit Response to reflection 3 Reflection 3due 5/3 Reflection 3: For this final reflection, select a middle school teacher in the discipline you have been focusing on, and share your findings from the first two reflections. If your video is a shorter one, ask the teacher to watch this video as well (note...for longer videos you might share clips with the teacher). Then, record his/her audio or video
reflection over what the expert had to say, as well as over your findings from the authentic text and textbook. To help the teacher reflect, you may ask them to consider what types of texts and processes are necessary for students to be fluent in the literacy of the discipline, how the teacher might change instructional strategies or practices based upon hearing the interview, or anything else that occurs to you as you consider what the professional had to say. Examples of this approach as done by researchers can be found on the Literacy Beat blog. Reflection 3 due 5/3 After you have completed this interview, reflect upon the interview.
What do you think is important for teachers within this discipline to consider when designing literacy instruction? What surprised you? How might instruction change? How would you define literacy in this discipline? How does literacy in this discipline look different than literacy in other disciplines? These questions are just here to guide you. You may answer all or none of them as you compose your own reflection. Feel free to discuss anything that occurs to you as you listen. Your reflection may take on any form you choose-written, visual, or audio, or any combination of the three. Post your interview and your reflection on a page in your website, ensuring comments are enabled for your colleagues to provide feedback.
Case studydue 5/7 THIS REQUIRES WORK DURING YOUR CLINICAL EXPERIENCE Select one of the students who has given you permission to record him/her in your lesson and create a report that identifies the student's strengths and needs for two distinct content areas that student has during the school day. It may be helpful to work with your Cooperating Teacher in identifying a student who struggles with one of
the areas of academic language. Be sure to only use a pseudonym in your work and be sure to obscure the students name in photographs of the work. Case studydue 5/7 1. Post a clear picture of each work you are addressing. BE SURE TO OBSCURE STUDENTS NAME ON THE WORK. USE A PSEUDONYM FOR STUDENT NAME IN ALL WRITTEN WORK. 2. For each sample of work, create a table that addresses academic language and strategies for phases of learning. See below for more detail.
Tables 1 and 3. Academic language analysis (BLL Ch. 5)For each of the two works, analyze the language function, vocabulary and symbols, discourse, and syntax. Tables 2 and 4. Strategies for phases of learning (BLL, Ch. 7-10) For each of the two works, describe a specific approach you would use to address a concern with one of the areas in the academic language analysis. It is permissible to address the same area of the academic language analysis multiple times, though you are encouraged to diversify, if possible and appropriate. 3. Provide a summary that describes student academic strengths and other positive qualities that will assist in growing his/her personal development.
Case studydue 5/7 Language function Vocabulary and symbols Discourse Syntax Phase 1: Activating & Connecting (BLL Ch. 7)
Describe whether the work function in the way it is intended? For example, if the work is intended to compare and contrast, does it adequately do so? If not, why not? Is the use of vocabulary and symbols adequate, appropriate, and accurate? For example, are the content specific words used appropriately or are they avoided altogether? Does the discourse use match the expectations for the setting? For example, are complete sentences used? Are abbreviations or slang terms used? If so, how does this add to or detract from the message being received?
Is the syntax appropriate? For example, do math problems demonstrate adherence to clear rules and procedures? Are rules followed adequately, given the task? Describe a specific approach you would use to address one of the areas of concern from the academic language analysis. Describe a specific approach you would use to address one of the areas of concern from the academic language analysis.
Describe a specific approach you would use to address one of the areas of concern from the academic language analysis. Describe a specific approach you would use to address one of the areas of concern from the academic language analysis. Multidisciplinary Unit due 5/7 In collaboration with your YA novel group, you will select two texts that connect a concept from the novel to your subject area. These texts will be different from the texts
you used for your Text Set project. You may choose to grow a different concept from the YA novel than the concept(s) you discussed in your text set. For example, if the YA novel you read involved a storyline about a young adolescent who is tasked with caring for an aging horse in a stable environment, your text set might have connected it to your science class through biology concepts. It may be helpful to choose a different scientific concept for this multidisciplinary project. Perhaps different weather seasons that were part of the storyline. Likewise, if you connected it in math class to proportion, ratio, mass, or graphing concepts, you may want to choose different math concepts like geometry or probability for this multidisciplinary project. The possibilities are endless. The collaboration with your group involves coordination on the following;
Ensuring different concepts from YA novel are addressed Ensuring different texts you choose for your portion of MDU are used Ensuring different Phase 1, Phase 2, Phase 3, and Phase 4 strategies used are not duplicated. Multidisciplinary Unit due 5/7 Two new, unique math texts
Two new, unique science texts Multidisciplinary Unit due 5/7 Product: You will create a Weebly page for your portion of the Multidisciplinary Unit. Your page will have the following elements: 1. A description of the concept(s) you are taking from your YA novel and how it/they will be experienced in your content area classroom;
2. Two sample lesson objectives for each text; 3. The content standards the text meets; 4. The full name of each text using APA citation; 5. A brief description of each text; 6. A picture of the text cover or link to the text. 7. A brief discussion of why you decided to include each text; 8.An explanation of how you will address each phase of learning with each text. For each text, create a table that responds to the following phases of learning, as described in BLL Ch. 7-10. Provide justification for the strategy selected. 9. A summary, with specific described examples, of how you will formatively and
summatively assess students at the conclusion of your MDU experience. Multidisciplinary Unit due 5/7 Phase Phase 1: Activating & Connecting (BLL Ch. 7) Phase 2: Monitoring & Checking (BLL Ch. 8)
Phase 3: Consolidating & Reconnecting (BLL Ch. 9) Phase 4: Extending & Reflecting (BLL Ch. 10) Description In this column, you should write in paragraph form what you will do to support this phase of learning. Using strategies from
BLL Ch. 7 or some other source. provide enough detail to clearly connect students to the text. Include a brief explanation that describes why you choose the strategies you did. In this column, you should write in paragraph form what you will do to support this phase of learning. Using strategies from BLL Ch. 8 or some other source. provide enough detail to clearly connect students to the text. Include a brief explanation that describes why you choose the strategies you did. In this column, you should write in paragraph form what you will do to support this phase of learning. Using strategies from
BLL Ch. 9 or some other source. provide enough detail to clearly connect students to the text. Include a brief explanation that describes why you choose the strategies you did. In this column, you should write in paragraph form what you will do to support this phase of learning. Using strategies from BLL Ch. 10 or some other source. provide enough detail to clearly connect students to the text. Include a brief explanation that describes why you choose the strategies you did. Agenda
5:30-6:15 BLL Ch. 9Consolidating and Reconnecting 6:15-7:15 Brainstorming ways to Consolidate and Reconnect after engaging with a text 7:25-7:50 BLL Ch. 10Extending and reflecting 7:50-8:20 Brainstorming ways to Extend and reflect after engaging with a text Broad trajectory of our course
Types of literacies and their impact on students What we see in the world outside of school Our classroom practices
Grow in understanding of types of literacies Types of literacies and their impact on students
What we see in the world outside of school Our classroom practices Consider how different factors play a
role in how we experience literacies Types of literacies and their impact on students What we see in the world outside
of school Our classroom practices See how schools communicate, encourage, and discourage
literacies Types of literacies and their impact on students What we see in the world outside of school
Our classroom practices Consider our own classroom practices in light of previous discussions
Types of literacies and their impact on students What we see in the world outside of school Our classroom practices
Consider literacy strategies to use with students given our better understanding of their perspectives
Our goal tonight is to explore strategies that make texts more accessible to our students To bridge the gap between academic texts and literacies and adolescent texts and literacies vs Consolidating and ReconnectingBLL Ch. 9
Magic Squares Match definitions to concepts, then solve a puzzle Class: ELA Topic: Novel Vocabulary Somebody Wanted But So 1. Identifies who is involved 2. Describes their motivation 3. Explains problems they face
4. States action the person took Somebody Wanted But So Consider an individual from history and fill in the chart Class: ELA Topic: Biography/Autobiography Somebody Wanted
But So Found Poetry Students select key words, then rearranges them in poetic form Class: US History Topic: Constitution
We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America. Concept Maps Graphic organization of concepts or vocabulary Class: ELA
Topic: Factors influencing a character in a story Select one character to analyze GIST (Generating Interactions Between Schema and Texts) 1. Students write summary of a statement 2. Students write summary of second statement, until paragraph summary is created Class: ELA Topic: Dystopian NovelsThere will come soft
rains Statement: In the living room the voice-clock sang, Tick-tock, seven o'clock, time to get up, time to get up, seven o 'clock! as if it were afraid that nobody would. The morning house lay empty. The clock ticked on, repeating and repeating its sounds into the emptiness. Sevennine, breakfast time, seven-nine! In the kitchen the breakfast stove gave a hissing sigh and ejected from its warm interior eight pieces of perfectly browned toast, eight eggs sunny side up, sixteen slices of bacon, two coffees, and two cool glasses of milk.
"Today is August 4, 2026," said a second voice from the kitchen ceiling, "in the city of Allendale, California." It repeated the date three times for memory's sake. "Today is Mr. Featherstone's birthday. Today is the anniversary of Tilita's marriage. Insurance is payable,as are the water, gas, and light bills." Somewhere in the walls, relays clicked, memory tapes glided under electric eyes. List-Group-Label 1. identify words important to topic 2. Students then group to confer 3. Label and categorize
Syrian Immigration Pull Factors Zooming In and Out 1. students identify important an unimportant information about a concept 2. Describe similar concepts
Class: World geography Topic: Impact of technology on trade ReQuest Teacher models questioning, then students take on role, moving from lower to higher order Class: Science Topic: Environmental studies
REAP (Read, Encode, Annotate, Ponder) 1. Students read 2. Students record main ideas 3. Annotate text 4. Reflect on the text, making personal connections Class: Math Topic: Equations and Graphing Interview a word
1. Students take on role of a word 2. Students interview one another, to guess the word Class: ELA Topic: Vocabulary Obstinate Considerate Apathetic Proactive
Lethargic Lachrymose Sanguine Choleric Who are your relatives? Would you ever hurt anyone? Who? Why? Are you useful? What is your purpose?
What dont you like? Why? What do you love? Why? What are your dreams? 10 most important words--Students select and rank the most important words of a text Class: ELA Topic: Poetry I am told by many of you that I must forgive and so I shall
after an Indian woman puts her shoulder to the Grand Coulee Dam and topples it. I am told by many of you that I must forgive and so I shall after the floodwaters burst each successive dam downriver from the Grand Coulee. I am told by many of you that I must forgive and so I shall after the floodwaters find their way to the mouth of the Columbia River as it enters the Pacific and causes all of it to rise. I am told by many of you that I must forgive and so I shall after the first drop of floodwater is swallowed by that salmon waiting in the Pacific. I am told by many of you that I must forgive and so I shall after that salmon swims upstream, through the mouth of the Columbia
and then past the flooded cities, broken dams and abandoned reactors of Hanford. I am told by many of you that I must forgive and so I shall after that salmon swims through the mouth of the Spokane River as it meets the Columbia, then upstream, until it arrives in the shallows of a secret bay on the reservation where I wait alone. I am told by many of you that I must forgive and so I shall after that salmon leaps into the night air above the water, throws a lightning bolt at the brush near my feet, and starts the fire which will lead all of the lost Indians home. I am told by many of you that I must forgive and so I shall
after we Indians have gathered around the fire with that salmon who has three stories it must tell before sunrise: one story will teach us how to pray; another story will make us laugh for hours; the third story will give us reason to dance. I am told by many of you that I must forgive and so I shall when I am dancing with my tribe during the powwow at the end of the world. Replicate Demo--Students replicate a demonstration Class: Science
Topic: Microscope lab Sound Bite 15 to 30 second statement that captures essence of text Class: US History Topic: Patriotism "I pledge allegiance to the Flag of the United States of America, and to the Republic for
which it stands, one Nation under God, indivisible, with liberty and justice for all." Cubing Roll a dice, respond to 1 of six questions, perhaps related to Blooms taxonomy Class: Science Topic: Weather 1. Describe what cloud you see 2. Explain what the cloud might indicate
3. Explain what probably wont happen, weather wise, when you see this cloud 4. Describe when this cloud would be worrisome to see 3-2-1 Strategy Identify 3 things you learned What 2 concepts were most interesting What is 1 question you still have?
Class: Advisory Topic: Social MediaResponsible use Parents are often encouraged to scroll through social media posts with their children. Discuss what you see together. Interpret the tone and content of the posts and what it suggests about your character. This may feel cheesy or clich, but ask what someone might conclude if they didnt know you but saw your posts.
Discuss how employers, coaches, instructors or mentors might view your sites. Next, talk about how students have lost opportunities an employer or teacher viewed their social media posts. Ask if you have ever noticed an attitude change in yourself, after reading or posting on social media. Follow the rule: I will only post what I want my reputation to be ten years from now. What is the long view? What impact does this post have or what reputation will this post give me a decade from now?
Commit and toss Open ended question. Toss wadded response to another student, repeatedly responding to one another Class: Science or History Topic: Technology Statement: Technology has made things better for us as a society
Your Turn BREAK BLL Ch. 10Extending and ReflectingGoing beyond the text SPAWN 1. Special Powers
2. Problem Solving 3. Alternative Viewpoints 4. What if? 5. Next Class: Science Topic: Life ScienceParts of cell Special Power Problem Solving
Alternative What if? Next 1. Select a part of the cell--If it were a person, what would its superhero power be? 2. Eliminate a part of a cell and explain why the cell would not function as it should 3. If you could add a function to a cell, what would it be? 4. What might be different about our world if we didnt
understand the parts of the cell? 5. What might a good topic of study be to follow the study of the parts of the cell? RAFT Rolewho is the writer? What is the writers perspective? AudienceAudienceWho are you writing to? FormatFormatWhat form will the writing take? Topicwhat will you write about?
Class: ELA Topic: I am the Cheese--Novel From I am the Cheese Robert Cormier I am riding the bicycle and I am on Route 31 in Monument, Massachusetts, on my way to Rutterburg, Vermont, and Im pedaling furiously because this is an old-fashioned bike, no speeds, no fenders, only the
warped tires and the brakes that dont always work and the handlebars with cracked rubber grips to steer with. A plain bikethe kind my father rode as a kid years ago. Its cold as I pedal along, the wind like a snake slithering up my sleeves and into my jacket and my pants legs, too. But I keep pedaling, I keep pedaling. Socratic Circles 1. Inner circle discusses text 2. outer circle analyzes inner circle
Class: Teacher Preparation course Topic: Standards Based grading vs. Traditional GradingWhich is better for learning? Class: Teacher Preparation course Topic: Student free speech Assume youve read an article, then respond to the statement: Standards based grading is a better system for
students than traditional grading approaches. Fishbowl Discussions Small group, analyzed by larger group, with open chair available Class: Advisory Topic: Bullying Class: Advisory Topic: Bullying
Teachers should be required to eat lunch with students. Student perspective Teacher perspective Backchanneling Employing a parallel discussion on some other platform Uses technology to carry on a conversation that is parallel to the discussion taking place. Great
for students who are not as verbally oriented as others. Collaborative Reasoning Small groups must create opinions on topics Class: US History Topic: Westward Expansion The land west of the Mississippi should be
returned to the descendants of the Native Americans who originally inhabited it Special rights or privileges should be granted to the descendants of the Native Americans who originally inhabited what is now the United States We should move away from the concept of land ownership by individuals or companies Alternative Consequences
Analyzes choices made by others Class: Advisory Topic: Decision making Go to a movie with a single, close friend or go out with a larger group who you arent as close to. The close friend and group dont get along. New student sits at your table at lunch. New student is very quiet and seems a bit awkward
to you. Discussion Web Brainstorming reasons for and against a concept Class: Advisory Topic: School uniforms Performance Response Students craft performance based upon text (ex. tableau)
Class: US History Topic: American Revolution Performance Response Students craft performance based upon text (ex. tableau) Class: Science Topic: Atom structure Plain English
Breaking down and restating in simpler terms Class: Exploratory Math Topic: The risk of Payday loans https://www.youtube.com/watch?v=BHTMuHv marU Blogging Using internet to craft, share, and respond to text Class: ELA
Topic: The Outsiders Take on the role of a character and create a blog about your response to a major event in the book Propaganda Campaigns Take a stance and work to convince others Class: Geography Topic: Environment and Economy Create a poster or pamphlet that either supports or argues
against the following statement: Eco-tourism, such as whale-watching impacts the environment, but creates more awareness for that environment, ultimately improving it. Social Action/Inquiry Crafting a project or plan based upon concepts from a text Class: ELA/History Topic: Civil Rights in Our Community
Students explore and create an action plan regarding a civil rights issue identified in the community Check Those Facts 1. Select facts from a text 2. Use resources to verify those facts Class: Social studies Topic: Current events
See Glenn Beck article on handout I-Search 1. Select a concept from a text that is interesting 2. focus on why the concept is interesting to the student Class: Science Topic: Biology and medical history Select a medical tool or approach and research
how it has changed to become what it is today. Your Turn
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Read first record of file ' Called 'priming the pump.' Process. Do while not EOF ' EOF? Process the record. Post results (print, display, write to another file…) Read next record in file. Loop. Post. Process. Generate statistics, summary information,...
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Working with my teachers… Use green pen to identify your weak areas - identify WHAT you need to revise.. E.g. In French - make flashcards out of the words you didn't know, written in green. In History - write from...
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