Downloaded 26 times
More Related Content
Similar to Activate Students While Exploring ELA & ELD in Tandem
Activate Students While Exploring ELA & ELD in Tandem
- 2. Do students wantto be Normal or Amazing ? Activate a Student’s Desire to Learn!
- 3.
- 4. ELA and ELD WORKINGin TANDEM
- 5.
- 6.
- 7.
- 10. Close Reading is importantbecause it is the building block for larger analysis. Thoughts evolve not from someone else's truth about the reading, but from individual observations as part of a carefully constructed curriculum.
- 11. The core ideais that annotation should help the reader during and after reading.
- 13. By anthropologist andnaturalist Loren Eiseley Curious, I took a pencil from my pocket and touched a strand of the web. Immediately there was a response. The web, plucked by its menacing occupant, began to vibrate until it was a blur. Anything that had brushed claw or wing against that amazing snare would be thoroughly entrapped.
- 14. How Can ILocate the Main Idea? Once you can find the topic, you are ready to find the main idea. The main idea is the point of the paragraph. It is the most important thought about the topic. To figure out the main idea, ask yourself this question: What is being said about the person, thing, or idea (the topic)?
- 15. By anthropologist andnaturalist Loren Eiseley Curious, I took a pencil from my pocket and touched a strand of the web. Immediately there was a response. The web, plucked by its menacing occupant, began to vibrate until it was a blur. Anything that had brushed claw or wing against that amazing snare would be thoroughly entrapped.
- 16. Productive Struggle to experiencedifficulty and make a very great effort in order to do something long-lasting.
- 17. Instead of anothersafety net, teach them how to JUMP!
- 18. Whole Group Model/Access Grade-Level Complexity SmallGroup Differentiated Practice/Application
- 20.
- 21. E L DC U L T U R E
- 22.
- 23.
- 24. Student agency refersto learning through activities that are meaningful and relevant to learners, driven by their interests, and often self-initiated with appropriate guidance from teachers.
- 25. Self- Direction orControl? “Control might lead to compliance but it doesn't inspire us to do our best” Bob Sullo
- 26. Led by theTeacher, Owned by the Students! Apply Share Model Guide Transfer
- 27. Teaching for Transfer Transferis “the practice of applying knowledge or meaning from a familiar context to an unfamiliar context.”
- 28. Close Reading is importantbecause it is the building block for larger analysis. Thoughts evolve not from someone else's truth about the reading, but from individual observations as part of a carefully constructed curriculum.
- 29.
- 31. By anthropologist andnaturalist Loren Eiseley Curious, I took a pencil from my pocket and touched a strand of the web. Immediately there was a response. The web, plucked by its menacing occupant, began to vibrate until it was a blur. Anything that had brushed claw or wing against that amazing snare would be thoroughly entrapped.
- 32. STUDENT The idea hereis that I’m writing these things in the margins — these purposeful annotations — not simply for a grade or because the teacher said, “Do a close reading.” I’m doing it to help me dominate: A_the task of understanding and learning from the text while reading (this is one of my ultimate goals for my students — that they’ll read the texts I assign with self-kindled, habituated, cultivated curiosity, engaging with it for learning’s sake) B_the task of doing a thing with that text after reading (if my head is on straight as a teacher, there’s going to be a piece of writing or a piece of speaking that every student will do with any given text).
- 33. Reciprocal Reading andWriting “…students are expected to read carefully to make meaning and identify evidence.” “Teaching students to annotate text (mark text and make notes) for specific elements…”
- 34. Curious, I tooka pencil from my pocket and touched a strand of the web. Immediately there was a response. The web, plucked by its menacing occupant, began to vibrate until it was a blur. Anything that had brushed claw or wing against that amazing snare would be thoroughly entrapped.
- 35.
- 36.
- 37.
- 38.
- 42. By anthropologist andnaturalist Loren Eiseley 1 Curious, I took a pencil from my pocket and touched a strand of the web. 2 Immediately there was a response. 3 The web, plucked by its menacing occupant, began to vibrate until it was a blur. 4 Anything that had brushed claw or wing against that amazing snare would be
- 43. Picture Walks A picturewalk allows readers to explore and interpret visual images across all content areas. Connect visual images to their personal experiences and activate prior knowledge while expressing themselves at their own oral language level. Details Count!
- 44. If you seeit? You’ll talk about it! If you talk about it? You’ll be able write about it!
- 45.
- 57. READ LIKE ADETECTIVE, WRITE LIKE AN INVESTIGATIVE REPORTER
- 69. READ LIKE ADETECTIVE, WRITE LIKE AN INVESTIGATIVE REPORTER
- 76.
- 77.
- 78.
- 79. Backwards Mapping To beginwith the end in mind means to start with a clear understanding of your destination. It means to know where you're going so that you better understand where you are now so that the steps you take are always in the right direction.
- 80. Essential Question Well-crafted questionsground intellectual pursuits giving students some sense of direction, purpose, and relevance as they are engaged in the work of the subject. Good questions direct students to dig deeper into content and processes, and delve deeper into a subject or the content.
- 83. Transforming Parents, Administrators, Teachersand Students!