AW 2 PATTAN .pptx AWS
Using Tier 1 RTII to deepen and accelerate the development of English Language Learners 2013 RtII Implementers’ Forum Going the Distance from Implementation to Sustainability PaTTAN, June 26, 2013 Aída Walqui, Ph.D. Director, Teacher Professional Development Program, WestEd [email protected] www.wested.org/qtel © WestEd, Teacher Professional Development, 2013
LESSON 2 Persuasion in Historical Context: The Gettysburg Address • Gettysburg Address
LESSON 1 Advertising in the Contemporary World: An Introduction to Persuasive Texts • Can you live with dirty water?
UNIT Persuasion Across Time and Space: Analyzing and Producing Complex Texts
LESSON 5 Putting it Together: Analyzing and Producing Persuasive Text • The Girl who Silenced the World for Five Minutes
LESSON 3 Ethos, Logos, & Pathos in Civil Rights Movement Speeches • MLK “I have a dream” • Robert Kennedy “On the Death of Martin Luther King” • George Wallace “The Civil Rights Movement: Fraud, Sham, and Hoax “
LESSON 4 Persuasion as Text: Organizational, Grammatical, and Lexical Moves in Barbara Jordan’s All Together Now • Barbara Jordan “All Together Now”
1
3 Moments in a Lesson PREPARING LEARNERS
Task 1
• Activate prior relevant knowledge • Focus attention to concepts to be developed • Introduce vocabulary in context
Task 2
Task 3
INTERACTING WITH TEXT Task 4
TEXT
Task 5 Task 6
• Deconstruct text, focus on understanding on a chunk • Reconnect chunk to whole text • Establish connections between ideas within text
EXTENDING UNDERSTANDING • Connect ideas learned to other ideas outside the text • Apply newly gained knowledge to novel situations or problem-solving • Create or recreate based on new understandings
Task 7 Task 8 Task 9
© WestEd, Teacher Professional Development, 2013 © WestEd, Quality teaching for English Learners, 2008
PREPARING LEARNERS • Quick Write and Round Robin
Task 1
• Extended Anticipatory Guide with Dyad Share • Viewing with a Focus (with and without sound): Can you Live with Dirty Water?
Task 2 Task 3
INTERACTING WITH TEXT
TEXT
Task 4 Task 5
• Viewing with a Focus with Small and Large Group Round Robin • Plutchik’s Wheel of Emotion
Task 6
• Narrative Construction with Rubric
EXTENDING UNDERSTANDING • Deconstructing and Reconstructing Modality Soft and Hard Sells Modality in Advertising •
Advertising Analysis
Task 7 Task 8 © WestEd, Quality teaching for English Learners, 2013
2
© WestEd, Teacher Professional Development, 2013
3
4
Soft and Hard Sells • A student in a group reads the advertising slogans on the handout aloud • Once the slogan is read, the group decides whether it is a soft sell of a product or a hard sell of a product • Groups should be prepared to share the words that made them decide on placement within a category
© WestEd, Teacher Professional Development, 2013
5
Teaching the Uses of English • Deductively? Explicit teaching • Inductively? Having students analyze and generalize • Abductively? Contingent to the situation
© WestEd, Teacher Professional Development, 2013
Building on Peirce’s Ideas Induction refers to what is, data gathering Deduction refers to what must be, applying rules and laws Abduction refers to what may be, trying out things to see what may happen, to check if they work, or to experience something new In the language class it may be more profitable to start with abduction, which is experiential and exploratory, and move on to inductive and deductive tasks contingently, followed perhaps with further exploration at a wider or deeper level and so on. © WestEd, Teacher Professional Development, 2013
6
7
8
Revisit the Anticipatory Guide
3 Ideas • It is first about learning, not teaching • We help students learn with a future-oriented, proleptic, pedagogy • Learning involves processes of apprenticeship. Apprenticeship takes place first in the social plane, and then it is appropriated © WestEd, Teacher Professional Development, 2013
9
LESSON 2 Persuasion in Historical Context: The Gettysburg Address • Gettysburg Address
LESSON 1 Advertising in the Contemporary World: An Introduction to Persuasive Texts • Can you live with dirty water?
UNIT Persuasion Across Time and Space: Analyzing and Producing Complex Texts
LESSON 5 Putting it Together: Analyzing and Producing Persuasive Text • The Girl who Silenced the World for Five Minutes
LESSON 3 Ethos, Logos, & Pathos in Civil Rights Movement Speeches • MLK “I have a dream” • Robert Kennedy “On the Death of Martin Luther King” • George Wallace “The Civil Rights Movement: Fraud, Sham, and Hoax “
LESSON 4 Persuasion as Text: Organizational, Grammatical, and Lexical Moves in Barbara Jordan’s All Together Now • Barbara Jordan “All Together Now”
1
3 Moments in a Lesson PREPARING LEARNERS
Task 1
• Activate prior relevant knowledge • Focus attention to concepts to be developed • Introduce vocabulary in context
Task 2
Task 3
INTERACTING WITH TEXT Task 4
TEXT
Task 5 Task 6
• Deconstruct text, focus on understanding on a chunk • Reconnect chunk to whole text • Establish connections between ideas within text
EXTENDING UNDERSTANDING • Connect ideas learned to other ideas outside the text • Apply newly gained knowledge to novel situations or problem-solving • Create or recreate based on new understandings
Task 7 Task 8 Task 9
© WestEd, Teacher Professional Development, 2013 © WestEd, Quality teaching for English Learners, 2008
PREPARING LEARNERS • Quick Write and Round Robin
Task 1
• Extended Anticipatory Guide with Dyad Share • Viewing with a Focus (with and without sound): Can you Live with Dirty Water?
Task 2 Task 3
INTERACTING WITH TEXT
TEXT
Task 4 Task 5
• Viewing with a Focus with Small and Large Group Round Robin • Plutchik’s Wheel of Emotion
Task 6
• Narrative Construction with Rubric
EXTENDING UNDERSTANDING • Deconstructing and Reconstructing Modality Soft and Hard Sells Modality in Advertising •
Advertising Analysis
Task 7 Task 8 © WestEd, Quality teaching for English Learners, 2013
2
© WestEd, Teacher Professional Development, 2013
3
4
Soft and Hard Sells • A student in a group reads the advertising slogans on the handout aloud • Once the slogan is read, the group decides whether it is a soft sell of a product or a hard sell of a product • Groups should be prepared to share the words that made them decide on placement within a category
© WestEd, Teacher Professional Development, 2013
5
Teaching the Uses of English • Deductively? Explicit teaching • Inductively? Having students analyze and generalize • Abductively? Contingent to the situation
© WestEd, Teacher Professional Development, 2013
Building on Peirce’s Ideas Induction refers to what is, data gathering Deduction refers to what must be, applying rules and laws Abduction refers to what may be, trying out things to see what may happen, to check if they work, or to experience something new In the language class it may be more profitable to start with abduction, which is experiential and exploratory, and move on to inductive and deductive tasks contingently, followed perhaps with further exploration at a wider or deeper level and so on. © WestEd, Teacher Professional Development, 2013
6
7
8
Revisit the Anticipatory Guide
3 Ideas • It is first about learning, not teaching • We help students learn with a future-oriented, proleptic, pedagogy • Learning involves processes of apprenticeship. Apprenticeship takes place first in the social plane, and then it is appropriated © WestEd, Teacher Professional Development, 2013
9
