Bringing the Pieces Together

1. Bringing the Pieces Together Division of Bilingual Education and World Languages June 2013 Summer Heat Ms. Lourdes Pintado

2. Organization and Group Norms • Be fully “present” by • Giving and receiving feedback • Challenging your belief system • Communicating authentically • One voice at a time • Pose questions and ideas with the group, not only your neighbor • Focus on the positive • Keep electronic distractions to a minimum • Bathroom breaks are at your discretion

3. Our Commitment to Strengthening Teacher Practice It is not only the amount of exposure to English that affects learning, but the quality as well. Echevarria et al., 2004, p. 45

4. PD Goals Assist teachers to develop rigorous lessons that encompass: • Reading complex text closely • Evidence-based discussions and writing • Building academic vocabulary through context • On-demand and process writing • A balance of informational and literary texts

5. Rationale Second language learning Paradigm shift

6. Old Paradigm Content Language Primarily Vocabulary and Grammar

7. Second Language Learning Paradigm Shifts From the concept of To an understanding of Language acquisition as a social process • Use of activities that pre-teach the content or simply “help students get through texts” • Traditional grammar as a starting point to learning a second language • Carefully planning the “just right” kind of support to develop language and learner autonomy

8. Bringing the Pieces TogetherLesson Plan

9. Learning Standards Common Core State Standards Next Generation Sunshine State Standards • LA.8.1.6.3 The student will use context clues to determine meanings of unfamiliar words. • LA.8.1.6.8The student will identify advanced word/phrase relationships and their meanings. • LA.8.1.6.9The student will determine the correct meaning of words with multiple meanings in context. • LACC.8.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. • LACC.8.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

10. Learning Standards Next Generation Sunshine State Standards Common Core State Standards LACC.8.RL.3.9Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. LACC.8.RI.3.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. • LA.8.1.7.7 The student will compare and contrast elements in multiple texts.

11. Learning StandardsNext Generation Sunshine State Standards • LA.8.2.1.7 The student will locate and analyze an author’s use of allusions and descriptive, idiomatic, and figurative language in a variety of literary text, identifying how word choice is used to appeal to the reader’s senses and emotions, providing evidence from text to support the analysis. • LA.8.2.2.1The student will locate, use, and analyze specific information from organizational text features (e.g., table of contents, headings, captions, bold print, italics, glossaries, indices, key/guide words). • LA.8.6.1.1 The student will explain how text features (e.g., charts, maps, diagrams, sub-headings, captions, illustrations, graphs) aid the reader’s understanding.

12. Learning StandardsCommon Core State Standards LACC.8.RL/RI.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. LACC.8.RI.1.3Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). LACC.8.RI.3.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. LACC.8.RL.4.10By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently. LACC.8.RI.4.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

13. Summative AssessmentComparison-Contrast Essay The Story of an Eyewitness by Jack London Poem of the Earthquake by Eliza A. Pittsinger

14. Essential QuestionEvening Broadcast What is the role of an eyewitness? When events such as natural disasters, crimes, and wars occur, it’s important to describe what happened so that others can learn from these events. Imagine a hurricane has just struck your community. With a partner, create an evening broadcast of the disaster. Decide who will be the news reporterand who will be the eyewitness.

15. Prior Knowledge San Francisco sits on top of the San Andreas Fault, a 650-mile crack in the earth’s crust that runs along the California coast. On April 18, 1906, parts of the fault line buckled, bent, and slid past each other by as much as 21 feet! This created the great San Francisco earthquake. The earthquake had a magnitude of 7.8. Since that time, the largest earthquake to hit the Bay Area, in 1989, was magnitude 6.9.

16. Prior Knowledge More than 3000 people are estimated to have died, but the true number of dead will never be known. Two hundred fifty thousand people lost their homes. Just a few hours after the terrible earthquake, a magazine named Collier's sent a telegraph message to the famous American writer Jack London. They asked Mr. London to go to San Francisco and report about what he saw. He arrived in the city only a few hours after the earthquake. The report he wrote is called, "The Story of an Eyewitness."

17. Nonfiction PieceThe Story of an Eyewitness In “The Story of an Eyewitness,” novelist and journalist Jack London offers an extraordinary first-person account of the fiery aftermath of the 1906 earthquake in San Francisco. Jack London's report originally appeared in Collier's Weekly, May 5, 1906.

18. Fiction PiecePoem of the Earthquake “Poem of the Earthquake” was written on San Francisco's Earthquake first anniversary by Eliza A. Pittsinger. Poetess Eliza A. Pittsingerwas born in Westhampton, Massachusetts, on March 18, 1837. Her earlier careers included teaching and proofreading. She eventually came to San Francisco around the time of the Civil War and stayed there until her passing on February 22, 1908.

19. Paradigm ShiftDevelop Language Autonomy One of the challenges ELLs face when working with informational texts is the amount of new vocabulary required to understand nonfiction articles. Simultaneously, with the implementation of common core state standards, ELL instructors are called to teach effective vocabulary strategies that develop language autonomy. Paradigm Shift Let Students Choose!

20. Personalized Word LearningVocabulary Rationale When students personalize word learning either by selecting their own words to learn or by using mnemonic strategies, their active engagement in learning increases. Studies by Blachowicz and Fisher (2000) indicate that students seem to be more actively engaged when allowed to select their own vocabulary words. Studies with seventh-graders (Fisher, Blachowicz and Smith, 1991; Fisher and Danielsen, 1998, in Blachowicz and Fisher 2000) showed that students learned words more effectively and remembered the meanings of the words they chose longer than words chosen by the teacher.

21. Personalized Word LearningVocabulary Activity • Distribute a copy of magazine article “The Story of an Eyewitness” by Jack London • Have three different color highlighters ready (e.g. blue, pink, & yellow) • Highlight in blue the 3 vocabulary words predetermined by the authors of the textbook (defined on the marginal notes) • Highlight in pink the 13 vocabulary words that appear defined in the footnotes • Highlight in yellowthe words you predict ESOL 1 students do not know/understand

22. Eye OpenerSample of how a textbook page might look for a struggling reader. So…what are we gonna do now?

23. Teaching Vocabulary to ELLs As an instructor, how would you group these words? What do you consider to be effective vocabulary strategies? Challenges Welcome !

24. Ineffective Vocabulary Strategies There are an estimated 88,500 words in printed school English (Nagy and Herman 1984). It is impossible to teach each one through direct instruction, nor would that be effective or efficient. Some strategies, however, are more effective than others. Strategies that are not effective include the following (Stahl and Fairbanks 1986): 1. Looking up definitions (in the absence of other strategies). 2. Providing only one or two exposures to a word. 3. Drill-and-practice methods of instruction that involve multiple repetitions of the same type of information.

25. Effective Vocabulary Strategies Michael Graves University of Minnesota mgraves@umn.edu IRA Annual Conference Orlando, May 2011

26. The Story of an EyewitnessVocabulary List Fringe Menace Lavishly Refugee Surmounting Wreckage • Compelled • Chimney • Doomed • Dynamite • Earthquake • Famine

27. Knowledge Rating Scale Vocabulary Strategy Vocabulary or knowledge rating (Blachowicz, 1986; Young et al. 2002) is a before reading strategy designed to evaluate students’ prior or background knowledge of a topic or concept. Rating scales can help students to actively look at and be aware of new vocabulary and also help activate prior knowledge. By identifying terms students do not know well, the teacher will be better able to prepare students for reading, viewing, listening and discussing the new topic or text.

28. The Story of an EyewitnessKnowledge Rating Scale

29. The Story of an EyewitnessVocabulary Strategy • Divide the class into groups • Assign two words per group • Have students complete the graphic organizer • Share out Note: The use of English-English dictionaries is recommended.

30. Let’s Read The Story of an Eyewitness by Jack London Poem of the Earthquake by Eliza A. Pittsinger

31. Text Featureshttp://breeze.palmbeach.k12.fl.us/p14914026/ Identify, analyze, and determine meaning from a variety of text features (e.g., headings, subheadings, titles, subtitles, sections, captions, italicized text, charts, tables, graphs, illustrations, maps, diagrams, text boxes) found within a text. Here’s How • Before you read, identify the text features. • Next, carefully preview the text features as follows: • Read the title, headings, and subheadings to get an overview of the material • Scan for boldfaced termsor key words to get a sense of important details • Glance at the graphic aids and captions to see what kind of data the text offers • Locate any sidebars, marginal notes, or/and footnotes • Now, read the text and analyze the information. Use the text features to determinemeaning from text.

32. The Story of an EyewitnessText Features Activity

33. The Story of an EyewitnessText Features Activity Here’s How Provide a map of San Francisco City in 1906. Play the recording and ask students to highlight in the map the places that the fire burned. Have students compare maps.

34. The Story of an EyewitnessText Features Activity • Reread ‘The Story of an Eyewitness’ by Jack London • Divide the class into 9 groups (9 headings) • Assign a text piece to each group • Create a timeline as a class, combining the information that each group provides

35. Can your students cite evidence from text?

36. The Story of an EyewitnessCiting Evidence

37. The Story of an EyewitnessText Structures Strategy Analyze a variety of text structures (e.g., comparison/contrast, cause/effect, chronological order, argument/support, lists) and text features (main headings with subheadings) and explain their impact on meaning in text. Here’s How Explain the different text structures. Ask how Jack London organizes the information in his report. Ask how this text structure helps the reader understand the report.

38. Poem of the EarthquakeLiterary Terms Introduce/Review: • personification • metaphor • repetition • Imagery 2. Record examples in the Little Book of Literary Terms. Our Recent Earthquake was the Chief Despoiler and Ungainly Thief That ever wrecked a city— It was the Great Iconoclast Whose deadly grip and fiery blast Awoke the World to pity. -from ‘Poem of the Earthquake’ by Eliza A. Pittsinger

39. The Story of an EyewitnessLiterary Terms 1. Find new examples in prose: • personification • metaphor • repetition • imagery 2. Record examples in the Little Book of Literary Terms. From every side came the roaring of flames, the crashing of walls, and the detonations of dynamite. -from ‘The Story of an Eyewitness’ by Jack London

40. Text Dependent QuestionsRationale Effective text dependent questions encourage students to spend time lingering over a specific portion of the text looking for answers instead of just a cursory look to get the gist of what is meant. Text Dependent Questions: • Ask why the author chose a particular word • Analyze the impact of the syntax of a sentence • Collect evidence like a detective on the case • Test comprehension of key ideas and arguments • Look for pivot points in a paragraph • Track down patterns in a text • Notice what’s missing or understated • Investigate beginnings and endings of texts • Analyze how portions of the text relate to each other and the whole

41. The Story of an EyewitnessText Dependent Questions

42. Bringing the Pieces TogetherLesson Plan

43. Let’s connect the pieces! Speaking in context Listening with a Purpose Evidence-based Writing ReadingComplex Text

44. CONTACT INFORMATION NORTH REGIONAL CENTER Deland Innocent, Supervisor dinnocent@dadeschools.net 305-995-2977 CENTRAL REGIONAL CENTER Cary M. Pérez, Supervisor cmperez@dadeschools.net 305-995-1962 SOUTH REGIONAL CENTER Lourdes Menéndez,Supervisor lmenendez1@dadeschools.net305-995-2098 Maria Cueto Curriculum Support Specialist mcueto14@dadeschools.net Alina Plasencia Curriculum Support Specialist Aplasencia@dadeschools.net Lourdes Pintado Curriculum Support Specialist pintadol@dadeschools.net Ivette Green Curriculum Support Specialist Ivette7@dadeschools.net