![]() ![]() After the initial circulation, get into pairs to analyze, synthesize their ideas. Find 3 partners with different quotations and one with same. Strategy: Quotation Café Predict, synthesize, interpret Quotation Café page 122 from Academic Conversations Strips of quotes on paper or notecards Same quote, same color Form an idea about the text will be about as they talk. How often do you have conversations that do these things? How often do your students?ġ7 ELPS 2 What do you notice about this standard across the proficiency levels? What does this mean for your instruction?Ĭontent AND language objectives Read Write Speak Listen CHRISTINA: What is the intentional reading teaching piece that you want students to do related to the content Vote, ccss speaking and listening standards,ġ6 How often do you have conversations that do these things Language Objectives and English Language Proficiency Standards Structured Interactions Language Assessmentġ4 Receptive Productive Interactive Language Modalitiesġ5 focus: ELPS 2 An ELL can participate in grade- appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. What might your data look like? How might you collect data now for next year? What does this tell you about some classrooms in the YSD? What do you think the teachers here thought about their classrooms and the interactions?ġ2 Percentage of total time Student to student 19/340 5.6%Įvidence of the Dire Need for Structured Verbal Engagement in Linguistically Diverse Classrooms Academic Listening Number of times Percentage of total time Student to student 19/340 5.6% Student to teacher 77/340 23% Student to small group 1/34- 0.3% Put ideas into words and sentences As we succeed in communicating meaning to others, language used sticksġ1 Academic Speaking 13/340 3.8% 6/340 1.8%Įvidence of the Dire Need for Structured Verbal Engagement in Linguistically Diverse Classrooms Academic Speaking Number of times Percentage of total time Student to another student 13/340 3.8% Student to small group 6/340 1.8% This is YSD data. Language is reinforced as it is used multiple timesġ0 output Try new ways of constructing and clarifying messages Yakima school my checklist how to#Gain a practical understanding of ELPS #2 Identify key SKILLS to teach your kids to increase academic conversation Determine how to ASSESS your kids with oral language Gain effective STRATEGIESĥ Project Work collaboratively to design a video on something presented in this professional learning that will benefit your own classroom or other teachers.ġ6,782 students 5,376 ELL (32%) 7608 students K-5 3770 ELL (50%) YSD= Sheltered Instruction District Every class is supporting academic content and English language developmentĩ Input As we make meaning, words and grammar stick in our brain Is this what you are going to videotape for your project later today? Do this, debrief activity and then write the strategy on their recording paperĤ Objectives Develop a deeper understanding of language acquisition Then do on the white board Go back and add to your strategy chart. Share out what their partners argued and whether they were swayed by the conversations. Yakima school my checklist plus#After 3 plus signatures holder must sign his/her name on the continuum and provide elaboration/justification. ![]() Sheets meet with other sheets Elaborates and justifies opinion with examples. Uniforms for YSD kids or no Uniforms for YSD kids? Page in Academic Conversations Opposing sides. Presentation on theme: "Gearing Up for Academic Conversations"- Presentation transcript:Ĭhristina Carlson and Megan Anderson Reillyģ Opinion Continuum Plaza or Parking lot? ![]()
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