https://padlet.com/kimberly_schmidt2/yu3sz1bjo102ua4m Made with whimsy en-us 2020-05-20 19:11:52 UTC 2020-05-27 22:32:14 UTC hello@padlet.com https://padlet.com/kimberly_schmidt2/yu3sz1bjo102ua4m/wish/586036162 1. Teachers should build on their student’s prior knowledge so that the students are able to access the material to showcase their talent during the assessment (O’Malley & Valdez - Pierce, 1996, p. 175). 

2. As Oliveria, Obenchain & Kenney (2019) explain, “secondary ESOL/ELA teachers can plan thematic instructional units that aim to create a visible pedagogy that provides a pathway for strengthening ELLs’ academic language and literacy practices through contextualized lessons focused on reading and writing in key genres” (Oliveria, Obenchain & Kenney, 2019, p. 60).

]]> 2020-05-21 00:08:52 UTC https://padlet.com/kimberly_schmidt2/yu3sz1bjo102ua4m/wish/586036162 anneliesekeeler https://padlet.com/kimberly_schmidt2/yu3sz1bjo102ua4m/wish/586180597 3 Essential ideas

1. Teacher need support in creating activities/strategies to use with students who are at different levels (Ruiz-Primo, M.A., et al., 2010)
2. Teachers need to be aware of where they want students to be at the end of a unit and how to design and adjust their instruction to get students there (Ruiz-Primo, M.A., et al., 2010)
3. Ambiguous academic terms like ‘graph’, ‘diagram’, etc. have different meanings and usually aren’t defined....need to factor in the complexity of the illustration and how much/many background items the illustration has (fewer means less incorrect responses by students) (Ruiz-Primo, M.A., et al., 2010)

]]> 2020-05-21 02:31:04 UTC https://padlet.com/kimberly_schmidt2/yu3sz1bjo102ua4m/wish/586180597 https://padlet.com/kimberly_schmidt2/yu3sz1bjo102ua4m/wish/586206894 3 Essential Ideas:

1. The language used in science is very complex on the word, sentence, and discourse levels (e.g. simple present tense, passive voice, long complex sentences, technical vocabulary) so all students (not just CLD learners) must learn how to codeswitch into ‘science-speak’ (Quinn, Lee, & Valdés, 2012).

2. Assessments in science should focus on schematic knowledge (knowing why) rather than declarative or procedural knowledge (O’Malley & Pierce, 1996; Ruiz-Primo, 2010). In other words, students should not merely be asked to regurgitate vocabulary words on formative or summative assessments in science.

3. Use nonlinguistic modes of representation (e.g. diagrams, graphs, charts, tables, equations, pictures) to help students make their thinking visible (Quinn, Lee, & Valdés, 2012; Ruiz-Primo, 2010).

Example Assessment: 
A science teacher assigns homework to write a hypotheses for an experiment. At the beginning of class, students discuss their hypotheses in small groups while the teacher listens to and observes discussions, noting students who need further guidance in writing strong hypothesis, and those who need explicit instruction to begin writing a basic hypothesis.]]> 2020-05-21 02:58:55 UTC https://padlet.com/kimberly_schmidt2/yu3sz1bjo102ua4m/wish/586206894 thutchinson https://padlet.com/kimberly_schmidt2/yu3sz1bjo102ua4m/wish/597498274 1. Language for Social Studies is culturally charged, significant to the USA, and normed to a "US" way of presenting topics.  For students not from the US or involved in the dominant white perspective, Social Studies can seem like a foreign language. Making Social Studies culturally relevant is most important.  

2. The discourse is cause and effect, linear, sequential, and chronological.  

Language functions: Writing expository reports and persuasive essays.  Reading non-fiction texts- speeches, primary source documents, and secondary reports.  Interpret maps.

Sentence level- 
________ Because ______, 

However, although, 

while, meanwhile, before, after, during

 Content specific vocabulary in differing disciplines of history: Economics, politics, geography, civics, culture, social, etc.  LOTSA content specific vocabulary!

Examples- isthmus, canyons, etc
economics- capitalism, socialism, communism, supply/demand, arbitration, stocks and bonds, policy, GDP, import export, tariff, subsidies
civics- legislate, branches of government, citizen, congress senate, house of representatives, bill of rights.
Treaty, land grab manifest destiny, colonization, immigrant migrrant, 

3. Thinking skills: Historical Inquiry, Spatial Reasoning, political and economic analysis/lens. Reasoning is in the form of interpretation and evaluation.



]]> 2020-05-27 17:31:30 UTC https://padlet.com/kimberly_schmidt2/yu3sz1bjo102ua4m/wish/597498274 https://padlet.com/kimberly_schmidt2/yu3sz1bjo102ua4m/wish/597976247 3 Essential Ideas

1. Math is multisemiotic content area - math can be seen as a language.  There is everyday language, symbolism, and visuals.  Students need to be taught the language of math, how to use the vocabulary and the symbols. Technical and everyday language - teachers need to start teaching math with everyday language and move into technical language in the math content area.

2.  Teachers need to create meaning behind math concepts in order for students to transfer their knowledge to the real world and to other math concepts. 

3. Students lack of ownership of their math contributes to non participation and marginalizism of students in the classroom.  The teacher needs to encourage discourse through problem solving and critical thinking about math to increase ownership, not just to follow memorization and given procedures. 

Examples of discourse, word, and sentence level:

Discourse level: Be a problem solver and explain mathematical reasoning for how a problem was solved.  Able to explain conceptual understanding of how a concept works. Articulating how to solve a problem with many different ways.

Word level: Knowing definitions of words in terms of math. (Add, Table, Subtract, Find ____) Understanding and naming different place values

Sentence Level: Using academic vocabulary within a sentence.  _____ is greater than _______ because....
The product is _______.]]> 2020-05-27 22:16:01 UTC https://padlet.com/kimberly_schmidt2/yu3sz1bjo102ua4m/wish/597976247 https://padlet.com/kimberly_schmidt2/yu3sz1bjo102ua4m/wish/597980480 1. Background Knowledge- Teachers should build on their student’s prior knowledge so that the students are able to access the material to showcase their talent during the assessment (O’Malley & Valdez - Pierce, 1996, p. 175). 

2. Thematic Units- As Oliveria, Obenchain & Kenney (2019) explain, “secondary ESOL/ELA teachers can plan thematic instructional units that aim to create a visible pedagogy that provides a pathway for strengthening ELLs’ academic language and literacy practices through contextualized lessons focused on reading and writing in key genres” (Oliveria, Obenchain & Kenney, 2019, p. 60).

3. Deconstruction, Joint Construction, Independent Construction ~ Way to approach a new genre - (p. 50) Framework is guidance through interaction in the context of shared experience- we compare it to I do, we do, you do. 

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