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San Diego Unified School District

San Diego Unified School District. Office of Language Acquisition. Reading/ Lang. Arts. Math. History/ Social Studies. Science/ Health. PE. Art. Instructional Framework for English Learners. Focused ELD Purpose: Develop a solid language foundation Content:

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San Diego Unified School District

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  1. San Diego Unified School District Office of Language Acquisition

  2. Reading/ Lang. Arts Math History/ Social Studies Science/ Health PE Art Instructional Framework for English Learners Focused ELD Purpose: Develop a solid language foundation Content: Follows scope and sequence of language skills in functional contexts Organized by level of English proficiency Explicit languageInstruction for Content Learning: QTEL Purpose Focused language support to equip students to construct and express meaning. This is based on an analysis of cognitive and linguistic demands of upcoming content instruction. Content Determined by grade level content objectives and students’ English language knowledge. Comprehensible Delivery of Content Instruction: QTEL • Utilizes instructional techniques to make content comprehensible. • Creates meaningful contexts for language use and provides multiple opportunities for practice and application. • Maximizes teachable moments throughout the entire instructional day for both content and language.

  3. What is QTEL? What do you say when someone asks you, “What is QTEL?” QTEL is a principled approach that supports English learners’ access to grade level content and academic language development. The QTEL approach emphasizes quality interactions in a three part lesson design. English learners are viewed as capable and legitimate participants in the classroom community.

  4. Principles of Quality Teaching for English Learners • Sustain Academic Rigor in teaching English Learners • Hold High Expectations in teaching English Learners • Engage in Quality Interactions with English Learners • Sustain a Language Focus in teaching English Learners • Develop Quality Curricula for teaching English Learners

  5. Assistance from more capable peers or adults Inner Resources: knowledge, experience, memory, investment SELF- REGULATION Interaction with less capable peers Interaction with equal peers “If one member of a dyad undergoes developmental change, the other is also likely to do so” (Bronfenbrenner 1979:65) Expanded ZPD Resourcefulness, Self-access Scaffolding: Modeling… “Docendo discimus” (We learn by teaching) Van Lier, 2003

  6. Two Elements of a Scaffolding Task: • Conventionalized structure that is constant and flexible • Interactional process, jointly constructed moment to moment Therefore: • The structures facilitate the interaction. It’s in the interaction where content and language knowledge is developed and expanded.

  7. Exploring the Role of Point of View in Argument: Grade 5 • PRIORITY STANDARDS: Identified on the Unit 5 pacing guide. • OVERVIEW: Students will learn to identify and compare/contrast different points of view across multiple texts to form and support their own opinions. Students will also be required to write their own opinion piece. • TEXT: Several articles and a video addressing the “Toilet to Tap” recycling program.

  8. 3 Moment Lesson Design • Preparing Learners • Interacting with Texts • Extending Understanding Scaffolding Tasks: Content and Language Learning

  9. Preparing Learners Goals • Activate prior, relevant knowledge related to key concepts • Establish an interest in and focus for the lesson • Introduce a few of the most essential words, in context • Promote perspective and community building

  10. There are two sides to every story. Think about a time when something happened and you saw it differently than someone else. What happened and how did you feel? Preparing LearnersQuick Write

  11. 1. Think independently about the 5 statements and mark whether you agree or disagree. Be prepared to provide a reason. 2. Take turns explaining why you agree or disagree with each statement, using the formulaic expression provided. Preparing LearnersAnticipatory Guide

  12. Interacting with Text Goals • Deconstruct the text, focus on understanding a chunk • Reconnect the analyzed chunk to the whole • Establish connections between ideas within the text

  13. Article Controversy Swirls around Toilet-to-Tap Project by Lindsey A. Greene Adapted from: Environmental Health Perspectives, VOLUME 108, NUMBER 10, October 2000

  14. Vocabulary Notebook Preview key vocabulary in context. • Teacher reads key word • Students repeat the key word • choral read the source sentence.

  15. Interacting with Texts: Listening with a Focus Section 1, Paragraphs 1-4 Why are some California cities looking to make reclaimed water potable? One of the reason for reclaiming wastewater for drinking purposes is ... The article states ...

  16. Interacting with Texts: Listening with a Focus Section 2, Paragraphs 5-6 What do opponents and supporters claim about the Toilet-to Tap project? Opponents/Supporters claim ... Supporters claim … On the other hand, opponents claim ... Those who support/don’t support … state ...

  17. Interacting with Texts: Listening with a Focus Section 3, Paragraph 7 What does one researcher propose as an alternative to the project? ___ proposes/suggests …in order to .... According to __, … are all possible alternatives to …

  18. Vocabulary Notebook Revisited Students work collaboratively to: • Define key vocabulary words • Determine a synonym, antonym or amplification of the word • Sketch an image.

  19. Interacting with Texts Graphic Organizer • Teacher models how to gather information for the graphic organizer. • Students work collaboratively to complete the graphic organizer for each article.

  20. Extending Understanding Goals • Apply new learning to novel situations • Re-create text in a new genre or create new text to represent new understanding • Take a critical stance, evaluate

  21. Extending Understanding Collaborative Poster Reach consensus on an image, a quote, and an original phrase that represents the point of view you’ve been assigned. Produce a poster that best represents your assigned point of view and includes: • An original phrase or sentence • A quote from the text, cited • One image or drawing Each participant uses a different color marker and signs the poster for accountability purposes.

  22. Group Presentations Collaborative Poster Presentation Each member contributes and explains the rationale for their choices. We chose this ___ because…

  23. Extending UnderstandingOpinion Piece Collaborative to Independent • 1. Model • Purpose, text structure and language of genre • 2. Co-construction of genre. • 3. Independentapplication: • Refer to end of unit writing goal, Task 3

  24. Reflection QTEL is considered a high challenge, high support approach to develop deep content and language learning. Explain the rationale for this. Include the following in your discussion: • 3 Moment lesson architecture • Deliberate sequencing of tasks • Scaffolding tasks as structures to facilitate a process • Expanded ZPD

  25. Next Steps Bring materials to plan a series of lessons using the QTEL approach. Things to consider: • Are you involved with a PLC? • Are you currently working with a certain content area or grade level? • Is there another ELST you can collaborate with during the planning time?

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