Transcript Structured Learning Groups to Increase Literacy Presenters: Esther Jang-Tamanaha & Cristina Rojas Contact Info Esther Jang-Tamanaha English Teacher/ EL Coordinator (626) 934-6700 [email protected] Cristina Rojas District Program Specialist/EL Programs (626) 933-4300 [email protected].

Structured
Learning Groups
to Increase Literacy
Presenters:
Esther Jang-Tamanaha
& Cristina Rojas
Contact Info
Esther Jang-Tamanaha
English Teacher/ EL Coordinator
(626) 934-6700
[email protected]
Cristina Rojas
District Program Specialist/EL Programs
(626) 933-4300
[email protected]
Objectives
1.
Participants will identify the academic needs of
English Learners.
1.
Participants will deconstruct the Speaking &
Listening Standard 1and list the skills to effectively
communicate and collaborate.
1.
Participants will apply the components of
accountable partner task and collaborative
groups.
Activating Prior Knowledge
With a neighbor:
Describe how you structure speaking and
listening opportunities in your classroom.
English Learner – State Goals
“2010–11 school year, there were approximately 1.4
million English learners”
 Ensure
that English learners acquire full proficiency
in English as rapidly and effectively as possible and
attain parity with native speakers of English.
 Ensure
that English learners, within a reasonable
period of time, achieve the same rigorous gradelevel academic standards that are expected of all
students.
California Department of Education (2013)
English Learner Characteristics
The majority (59%) of secondary school English
Learners are “Long Term English Learners”.

L-TELs exhibit oral fluency

L-TELs are yet to fully comprehend academics

L-TELs are mainstreamed without support

L-TELs may struggle in school, be disengaged, exhibit
behavioral problems due to the patterns of
discouragement and failure
Olsen (2010)
What do English Learners need?

“Oral language is the foundation for literacy” (Olsen, p. 16).
 Students
 oral
need:
language practice,
 instructional
 and
 Oral
conversations,
multiple opportunities for speaking
language builds writing skills
Olsen (2013).
What do ALL learners need?
 Opportunities
 Consistent
 Explicit
to build trust and community (Olsen, 2013
academic routines (Olsen, 2013)
expectations for engagement, participation,
and academic discourse (Olsen, 2013)
 Structured
listening and speaking (Kinsella, 2012)
What does the standard say?
Speaking & Listening Standard 1
Prepare for and participate effectively
in a range of conversations and
collaborations with diverse partners,
building on others’ ideas and
expressing their own clearly and
persuasively.
What does the standard say?
 Read
your grade level speaking & listening
standard
 Then
identify the college and/or career
ready skill(s) the Common Core
Standard is asking students to have.
Accountable Partner Talk
 According
to the Speaking & Listening Anchor
Standard 1, an important skill my students need to
have is ___________________________________.
A
college / career skill the Common Core State
Standard is requiring of students is ________________.
Partner Task
 Share
your response with your partner
 Compare
 Add
& Contrast each other’s responses
your partner’s response to yours
Accountable Partner Talk
1.
Look
1.
Lean
1.
Lower
1.
Listen



What I heard you say was ______________.
An interesting point you brought up was
____________.
I agree with your point that ____________.
Skill
Speaking
& Listening
Standard
1
Stimuli/Tools
Best
Practices
Video
• What do you see?
• What do you hear?
Video
• A college/career skill I saw/heard
the class working on was _________.
• A best practice the teacher was
practicing was _______.
• The students were using ________ as
a stimuli/tool for learning.
What does the research state?
“Collaborative Conversations”
Douglas Fisher & Nancy Frey
Collaborative Group Work
Jigsaw Reading
1)
Agree on section to read (A, B, C, or D)
2)
Read your section once through
3)
Re-read and highlight important words/phrases
4)
Use highlighted words to summarize
Collaborative Group Work
In your groups, complete the graphic organizer:
1)
Jot each other’s summary
2)
Synthesize the entire article
Partner summary
Synthesis of everyone’s
summary
Collaborative Group Conversations
Summarize:
 According to X, “ ___________.” Basically, X is saying
________________.
 When X states, “ __________,” X are
raising/indicating ____________________.
Synthesize:
 The overarching idea of this article is ________.
 The main idea of this text is __________.
How do we create structured learning groups?
 Arrange
classroom structure & partners
 Establish
classroom rules
 Build
various “partner talk” opportunities
 Utilize
academically rigorous sentence frames
 Create
“collaborative group work” expectations
 Incorporate
 Teach,
appropriate structure into lessons
model, provide practice-time
 Facilitate
whole-class discussion
Debrief
Skill
Speaking
& Listening
Standard
1
Stimuli/Tools
Best
Practices
Reflection
1.
What are the needs of English Learners, and all
academic English learners?
2.
What are the implications of the speaking &
listening anchor standard 1 on teaching? What
skills do students need in order to effectively
communicate and collaborate?
3.
How can you apply what you learned at your
school site? What will that look like? What are your
next steps?