Reading and Writing in the Heritage Classroom Presenters: Maylén Rafuls Rosa, David Reyes Cornejo,

Presentación del tema: "Reading and Writing in the Heritage Classroom Presenters: Maylén Rafuls Rosa, David Reyes Cornejo,"— Transcripción de la presentación:

1 Reading and Writing in the Heritage Classroom Presenters: Maylén Rafuls Rosa, maylen@gmail.com David Reyes Cornejo, reyesdavid148@gmail.com http://bit.ly/CLTA2016

2 Presenters DavidMaylén Spanish teachers, Gateway High School, San Francisco http://bit.ly/CLTA2016

3 Stand up if 1.You’re in your first year of teaching 2.You’ve been teaching between 2-5 years 3.6-10 years teaching 4.11-20 years teaching 5.More than 20 years teaching! 6.Please sit down!

4 Stand up if 1.You speak five or more languages 2.You speak four 3.You speak three 4.You are bilingual! 5.Everybody, please sit down.

5 Stand up if 1.You were born in or grew up outside of the United States 2.In a different state 3.In California, but not in Visalia 4.You’re from Visalia!

6 Now, mix and mingle Make eye contact with and go talk to someone from another table. Possible prompts: Tell me a little bit about yourself. Why were you interested in this workshop? By the end of this workshop, what is your personal goal? What do you want to get out of it?

7 Share out Standing up, share your name, school and one from below: 1.Anything really interesting you learned about someone in the room-- make sure it’s something you can safely share. 2.What are some reasons people were interested in this workshop? 3.What’s your personal goal by the end of the workshop or a goal that resonated with you?

8 http://bit.ly/CLTA2016

9 Objectives By the end of this workshop, participants will: ★ reflect on the importance of teaching literacy in Spanish to emerging bilinguals ★ reflect on principles and best practices of teaching emerging bilinguals ★ understand how to evaluate the complexity of a text ★ develop strategies and best practices for teaching reading ★ develop strategies and best practices for teaching writing ★ understand the role of metacognition in developing literacy ★ select a text and start to build a lesson around it Rate yourself on each objective from 1-4. 1 = I’m not sure what this means → 4 = I can explain this to others

10 Resources and Products You can find all resources, including this PPT in the following link: http://bit.ly/CLTA2016 There is a green folder named “Participants Sharing Resources”. Please feel free to share your resources! Product: By the end of this workshop, you will have a rough outline of a lesson plan based around a complex text of your choice. Please share your lesson to Participants Sharing Resources.

11 Menú del día 1.Getting to Know Each Other (10 min) 2.Knowing your Why (10 min) 3.Principles of Quality Teaching for Emerging Bilinguals 4.Complex Texts (25 min) 5.Teaching Reading Three Step Lesson (15 min) (if time) the Six Common Core Literacy Strategies Instruction (35 min) 6.Teaching Writing (25 min) 7.Role of Metacognition (10 min) 8.Reading Lesson - Practicum (25 min) 9.Wrapup and Survey (10 min) http://bit.ly/CLTA2016

12 Know your why Make a MindMap at your table. Prepare to share out. Why emerging bilinguals? What benefits does being an expert reader and writer bring you? WHY? What motivates or inspires you to teach literacy in Spanish to emerging bilinguals?

13 5 minutes My Why

14 Sample

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16 Why Biliteracy? “The time has come to consider biliteracy, the new threshold for literacy achievement in the new millennium. When this becomes a reality, Latino students and other bilinguals will be repositioned at the center of the curriculum rather than at the margins. To be satisfied with less than this is to accept a lower ceiling for our children's academic achievement and to force them to develop only half of their potential.” The Best for Our Children: Critical Perspectives on Literacy for Latino Students (2001). María de la Luz Reyes and John J. Halcón Think - Pair - Share : What in this quote resonates with your “why”?

17 Principles of Teaching Emerging Bilinguals Biliteracy is of utmost importance. So how do we best do this? What do you consider are some key beliefs or principles for teaching emerging bilinguals? Think - Pair - Share

18 Tensions that arise in all our classrooms ★ Focus on accuracy vs. focus on fluency (form vs. meaning) ★ Use of L1 vs. L2 in the classroom: when and for what purposes should students use English in the Heritage Spanish classroom? ★ Challenges vs. Stereotypes regarding Behavior/Motivation/Academic Habits of Heritage Learners ★ Lowering vs. Elevating expectations for student achievement These are not the topic of today’s workshop, but we will address them as they come up.

19 Ideological Clarity (Reyes/Halcón) STATEMENTYesNoReasons Educating marginalized students is not just a pedagogical issue, but a political and ideological one. Meritocracy: If you work hard, you can get ahead in life and meet your goals. Latino students are at the lower end of the hierarchy because they lack merit and ability. It is better for Latino student to assimilate to American culture, get rid of their customs and adopt the new ways of being in US society. Latino cultural attributes are very positive and it is important for Latino students to maintain these cultural values. White middle class students are all smart and wonderful --they know how to act in the classroom, so Latinos should learn how to do that too.

20 Ideological Clarity (Reyes/Halcón) STATEMENTYNReasons political and ideological x We must create an equal playing field in the schools in order to change societal outcomes Meritocracy x Racism and poverty among other issues make it so that the odds are stacked against marginalized students. Simple meritocracy shouldn’t be used to explain why they don’t perform well. Latinos have the same brain and potential, but often, not an equal playing field. Assimilation x We must reject assimilationist views, because they imply asking others to give up their self, their culture, an important part of their identity. It is asking them to hate themselves. Latino cultural attributes are very positive x Positive cultural values of respect, humility, acceptance of difference and many more should be celebrated and fostered in our students. smart and wonderful x We need to question romanticized and white supremacist views of the dominant culture.

21 The best for our children “Regardless of the strategy or approach, it is about developing a caring, respectful stance concerning the students themselves....It is up to all educators-- Latino and non Latino-- to believe in the potential of Latino students and to propose an alternative that Latino students can learn to read and write, that they can become critically literate, and that they are capable of excellence.” ~Sonia Nieto, Foreword to The Best for Our Children

22 Principles of Quality Teaching for English Learners (emerging bilinguals) 1.Sustain academic rigor 2.Hold high expectations 3.Engage learners in quality teacher and student interactions 4.Sustain a language focus 5.Develop a quality curriculum

23 Principle #1: Academic Rigor

24 Principle #2: High Expectations

25 Principle #3: Quality Interactions

26 Principle #4: Language Focus

27 Principle #5: Quality Curriculum

28 Beliefs about learning that underlie these principles Language is primarily social. We focus on its social role: action and communication. Metacognition is vital to learning. Learning is a social process, not an individual one. Ideas are initially acquired in interaction with others and they are owned conceptually later. Language is learned through meaningful interactions. We must invite the students to engage in activity with others, by receiving models of how that engagement is to be enacted and by being provided support and opportunity to practice and eventually own those practices. HIGH CHALLENGE + HIGH SUPPORT

29 ZPD/Scaffolding Scaffolding is the process of responding to the child’s awakening sense of agency and, therefore, initiative. It is spontaneous, dynamic, interactive and dialogical.

30 Scaffolding 1.The work of scaffolding begins with tasks that allow learner agency and initiative. 2.These tasks are carefully structured so they don’t lead to chaos and also don’t stifle the learner. 3.Teacher’s role is not to control the learner but to support and encourage their emergent autonomy. 4.The learners’ initiatives, while unpredictable to a certain degree, are invited and promoted by the features of the task and the teacher’s proleptic* interactions with the class. *acting as if the students have abilities that they do not yet have.

31 Journaling Now that you’ve had a chance to explore your why and reflect on the principles for quality teaching of emergent bilinguals, journal silently for 3 minutes to solidify your thoughts: What is most important to you about this work? Which principles of quality teaching do you feel proficient in and which do you think you need to learn more about? When done, share with your table.

32 Reminder of Workshop Objectives By the end of this workshop, participants will: ★ reflect on the importance of teaching literacy in Spanish to emerging bilinguals ★ reflect on principles and best practices of teaching emerging bilinguals ★ understand how to evaluate the complexity of a text ★ develop strategies and best practices for teaching reading ★ develop strategies and best practices for teaching writing ★ understand the role of metacognition in developing literacy ★ select a text and start to build a lesson around it

33 Intro to Reading And Complex texts Objective: understand what makes readings complex

34 Raise your hand if... You’ve ever gotten to the bottom of the page and realized you didn’t understand anything you just read? You’ve ever read aloud only to realize you forgot what you just read when you get to the end? Sometimes you stumble upon difficult words you cannot even pronounce?

35 This is how I feel When I read loan documents...

36 And this is how your students feel anytime they read a text that is linguistically too far above their reading level or whose ideas or content are too complex, even if the language is not Students who are novice readers in Spanish Students who may be fluent speakers and are starting to read in Spanish Students who are low-skilled readers in English and bring those feelings into the Spanish classroom

37 Complex Texts Objective: understand how to evaluate the complexity of a text

38 Three facets of complexity - Intro Video

39 Quantitative Text Complexity Difficulty of the language word frequency length of sentences longer sentences and words of lower frequency = higher Lexile Measurable Free for Registered Users: https://lexile.com/analyzer/spanish/https://lexile.com/analyzer/spanish/ OR http://bit.ly/SpanishTextLevelhttp://bit.ly/SpanishTextLevel Measures up to 1000 words

40 Typical Reader’s Lexiles (English) Grade2012 CCSS Text Measures* 1190L to 530L 2420L to 650L 3520L to 820L 4740L to 940L 5830L to 1010L 6925L to 1070L 7970L to 1120L 81010L to 1185L 91050L to 1260L 101080L to 1335L 11 and 121185L to 1385L At our school, our students’ Spanish Lexile range as of Jan. was… 300-960 Lexile

41 Spanish Scholastic Reading Inventory (SRI) (Paper Based test) At our School, we have: Level 16 (6th grade), Level 17 (8th-9th grade), Level 18 (9th-12th grade) About $70 each for a set of 30 tests. Scholastic Customer Service 1-573-632-1687 1-646-330-5288 Giving the Spanish SRI at your school and comparing it to the same students’ English SRI score might also be revealing

42 Qualitative Text Complexity Text structure: How are the ideas organized? Are there graphics/visuals? Language Features: What is the level of abstraction? Vocabulary, is it specific to a certain discipline, etc.? What is the sentence structure like? Purpose (Informational) / Meaning (Literary) : Is it subtle or straightforward? Is it explicit or implicit? Knowledge demands: How much subject-specific knowledge is required? Are there allusions to other works (intertextuality)?

43 Informatio nal Qualitative Text Complexity Rubric

44 Literatur e Qualitative Text Complexity Rubric

45 Reader and Task Factors Student reading levels, experiences and motivation What they are asked to do with the text, including question types

46 Practice with Complex Text - 10 min 1.With the given informational OR literary text, discuss at your table group the qualitative text features using the language from the Text Complexity Rubrics. 1.How might you approach teaching these text in terms of the readers in your context and the task you might assign them? What questions might you ask? TEXT CHOICES: ●PRO/CONTRA: Cómo deberíamos manejar la 'crisis de los niños de la frontera’ ●La Travesía de Enrique (extracto)

47 Complex Texts Debrief How did the Text Complexity rubrics help you (or not) evaluate the complexity of the text you chose? How might you approach teaching this text with your readers? What task(s) will you ask them to do? What questions might you ask of them?

48 Descanso - 5 min

49 Strategies for Teaching Reading

50 Three-Step Reading Lesson

51 The Three Step Reading Lesson BEFORE READINGDURING READINGAFTER READING Preparing the students for the reading: objective, purpose and previewing vocab and ideas, predicting, activating prior knowledge. What students do while reading (what strategies they use to understand and how they interact with the text). They can develop various reading and writing skills at this time. What students do to respond to the reading, deepen their understanding and create. Often, students respond by writing or speaking. This is an opportunity to embed a larger writing objective. Preparemos nuestra lectura Leamos activamente Profundicemos nuestra comprensión

52 Sample tasks

53 Sample Tasks BEFORE READINGDURING READINGAFTER READING ●Provide a purpose for reading ●Skill and Content objective ●Hook ●Vocab preview ●Think, pair share ●Making predictions ●Word clouds ●Reflection prompts ●Anticipatory guides ●Three Stage interview ●New ideas only ●and many more! ●Teacher think aloud to model the reading strategy or skill objective ●Students practice strategy (move from pairs or groups to independent practice) ●Interact with the text, including the use of basic graphic organizers ●Metacognitive reflection ●More complex or critical thinking graphic organizers ●Summary ●Genre Transformation: Represent the ideas/structure or whatever the content objective in a different genre (tied with a writing lesson about G2) ●Debates, act it out, etc. ●Juicy paragraph/essay response, or a letter back to the author ●Rewrite the ending or write the next chapter. ●Evaluation and Argumentation ●etc...

54 What are some activities you have found success with? 3 min at your table, then Share out BEFORE READINGDURING READINGAFTER READING

55 Three Moments in a Lesson (QTEL) Preparing Learners Interacting with the Text Extending understanding

56 Step 2: Interacti ng with Texts

57 Step 3: Extendi ng Understan ding

58 QTEL: Sample Lesson - Step 1

59 QTEL: Sample Lesson - Step 2

60 QTEL: Sample Lesson - Step 3

61 Teaching Reading Strategies

62 Video 1: Think Aloud on Reading about 110 year old woman

63 Teaching Video #1 on Reading Skills/Strategies What instructional strategies do you see David using? What does he do to help students develop their reading skill / vocabulary attack skills? What questions does David ask the students? What other instructional strategies might he use?What other questions might he ask?

64 Video 2: QOD #7 These questions of the day were taken from SRI questions that were “most missed” by students in our initial December Benchmark. Most students picked “A”, but the correct answer is “D”.

65 Teaching Video #2 on SRI QOD What instructional strategies do you see David using? What does he do to help students develop their reading skill / vocabulary attack skills? What questions does David ask the students? What other instructional strategies might he use?What other questions might he ask?

66 Descanso - 5 min

67 Strategies for Teaching Writing (after-reading)

68 Writing as a response to texts (After Reading Tasks) 3 min Think-Pair-Share at your table, then popcorn out. What are some ways you ask your students to respond to texts?

69 Questions to consider when designing tasks What text features/ideas do you want the students to respond to? What essential understandings do you want them to show you? How has reading this text impacted your students’ understanding? What writing or thinking skill do you want to teach them?

70 Designing Rigorous After-Reading Tasks Bloom’s Taxonomy Webb’s Depth of Knowledge (DOK) Levels Hess’ Cognitive Rigor Matrix

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72 Asking the Right Questions emphasis on text-based questions for DURING Reading Qs about the explicit and implicit meanings, require Ss to show you textual evidence/justify Open-ended questions/ essential question requiring textual evidence for AFTER reading activities

73 Feedback to Focus on “First, you need to have good ideas, then you can dress them up in their Sunday best.” ~ Guadalupe Valdés

74 Formative Assessment writing lessons ●to efficiently provide feedback to students ●to engage students in metacognition around writing skills and reflecting on their own work. ●to make them better peer editors and self- evaluators

75 How to Design Formative Assessment Lessons With your unit writing objective(s) in mind, collect some relevant student work sample and analyze: What patterns of student achievement do you see? Focus on noticing aspects of the work in the first three parts of the Feedback pyramid:

76 How to Design Formative Assessment Lessons Choose 2-4 student pieces that exemplify the main “issues” (learning opportunities) you’ve identified. You may also type up their work or recreate new samples, or ask the students to pick one sample from their group. Lead students in discussing each sample. Tailor your discussion questions to the feedback/reflection you want students to walk away with.

77 How to Design Formative Assessment Lessons CLOSING THE FEEDBACK LOOP Provide time for students to go back to their own work to rewrite parts of it or reflect on their own performance based on what they learned from the Formative Assessment Lesson

78 Common “Issues” (learning opportunities) in writing Purpose and Constraint in the assignment Not answering the prompt relevantly or misunderstanding it, or not reading the prompt. Assignment way too short to treat the topic accurately. Missing key parts, eg: intro or evidence or thesis. Use of personal evidence vs. Textual evidence when one is preferred over the other. IdeasStudent’s understanding of the text they’re responding to is inaccurate. Inadequate level of specificity in different parts (EG: Claim or topic sentence is too general or too specific, analysis of evidence is too general). Student is redundant or repeats his evidence, rather than analyzing the evidence Ideas are not too logical or not too convincing. Coherence problems: not every sentence in the paragraph is related to the claim or does not prove the claim. OrganizationIdeas seem “out of order”. Sequence of cause and effect is confusing. No transitions between paragraphs (the one-paragraph essay).

79 Example - AP Spanish

80 Work Sample 1

81 Modeled the first work sample

82 Work Sample 2

83 Students evaluated the rest in pairs, then class debrief

84 Work Sample 3

85

86 Work Sample 4 The “stretch” sample: model excellent academic writing There is no ceiling!

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88 Self-Reflection: Closing the Feedback Loop

89 http://bit.ly/DBlockSpeeches http://bit.ly/FBlockSpeeches Work alone or with a partner. Pick any student at random and analyze their work sample. What do you notice about their ideas? What writing objective would make sense for this student to focus on? How might you create an activity to foster that writing objective for the class? Student Work Samples Speeches

90 Sample Writing Objectives and activities WRITING OBJECTIVEACTIVITY IDEA TO TEACH IT

91 Buenas tardes y bienvenidos. Hola mi nombre es ------. Yo soy un estudiante en Gateway. Hoy ----------- y yo vamos a hablar sobre el tema de los carros de gasolina y los carro eléctricos. Esto es un desafío importante para la sociedad porque hay 700 millones de carros en el mundo. Todos Uds tienen al menos un carro, ¿verdad?. Solo aproximadamente 1 millón de esos 700 millones carros en el mundo son eléctricos. Esto es importante por qué los caros son la manera más popular y útil de transportación. Unas personas piensan que los carros eléctricos son mejores y otras piensan que los carros de gasolina son mejores. Hoy les quiero convencer de que los carros de gasolina son mejores porque tienen muchas ventajas sobre los carros eléctricos. etc... Student Work Samples: Sample Speech Beginning

92 Hola yo soy -------------- y estoy presentando sobre el problema del Control De Armas. El Control De Armas es un problema porque en los años recientes ha habido muchos tiroteos en las escuelas, ataques terroristas, robos y muchos otros crímenes. Entonces la pregunta es ¿cómo deben regularse las pistolas y cómo deben venderse? Pues un paso positivo es regular las armas con tecnología de reconocimiento de las huellas de la mano o de los dedos. ¿Como esto puede ayudar, te preguntas? Pues miremos s estadísticas. Las estadísticas han demostrado que desde el 2010 ahora, más 500 armas han sido robadas de ocho diferentes agencias de ley, incluyendo California HIghway Patrol. ¡Eso significa 83 armas por año! etc... Student Work Samples: Sample Speech Beginning

93 Buenas tardes, mi nombre es ----------- y hablaré acerca de la cultura de la violación. La cultura de la violación es normalizar cualquier acto de acoso sexual, violación, chistes, piropos, etc. culpando a las víctimas por el crimen que se ha cometido en contra de ell@s. Esta cultura está alrededor del mundo en las calles, escuelas, trabajos y hasta en nuestras propias casas; la cual debemos de cambiar pues no hay que culpar a las víctimas (mujeres y hombres) de las violaciones o acosos sexuales. Siempre en nuestras comunidades han tratado de educar a las mujeres a tener cuidado con los destinos a donde una se dirige. Imagínense la siguiente situación, vamos a llamar a la persona Nancy. En las calles las personas le dicen “mamacita”, lo cual la hace sentir incómoda. Esta los ignora y sigue caminando. Nancy tiene puesto una ombliguera, minifalda y zapatos de tacón. Llega a la fiesta y se toma dos cervezas. Nancy le sonríe a Fulanito y este trata de besarla, pero ella no quiere. La trata de besar de nuevo y ella le dice que no. Este se enoja y la besa forzosamente. Después de unos minutos Fulanito termina violandola. Pero quien tuvo la culpa? Fulanito es responsable por el delito de violación hacía Nancy al usar su fuerza y obligarla para tener contacto sexual con ella. La vestimenta de Nancy, el hecho de que ella haya tomado alcohol y que le haya sonreído no son justificaciones para que Fulanito haya abusado de ella. etc…. Student Work Samples: Sample Speech Beginning

94 Hola, buenas tardes. Me llamo --------- y voy hablar de los niños inmigrantes que atraviesan la frontera. Esta controversia tiene múltiples aspectos y todos tienen una opinión; unas personas apoyan a los niños inmigrantes, aunque otros opinan que estos niños no pertenecen a este país y deben regresar o ser deportados. La controversia de los niños migrantes es un desafío que no se ha resuelto debido a que hay tantas perspectivas sobre este tema. ¿Por qué es importante este problema? A todos nos debe importar porque muchos de estos niños son refugiados y la sociedad no lo puede reconocer. ¿A qué me refiero cuando digo refugiado? Un refugiado es una persona que huye de su país de origen por problemas sociales, políticos o económicos. El problema de los niños inmigrantes me importa a mi porque yo soy mexicana y creo que si estuviera en el lugar de esos niños, a mi me gustaría ser aceptada en este país, no rechazada. ¿Cuántos de ustedes conocen a alguien que tuvo que huir de su país? De esto se trata el problema de los niños; se marchan de sus países porque se tiene que ir, no porque quieren. Las perspectivas alrededor de esta controversia son muchas, pero hay dos principales: el apoyar a los niños, o rechazarlos. Yo estoy de acuerdo con las personas que apoyen a los niños. Entre los años 2008 y 2014, más de 176,000 niños refugiados vinieron de México, El Salvador, Honduras, y Guatemala- los países más peligrosos en este momento [segun Univision.com]. Ellos vienen huyendo de las problemas que tienen en sus países y aunque no quieren salir de su país, lo hacen por temor y necesidad. Debemos ayudar estos niños refugiados por la siguientes razones: En primer lugar, los niños refugiados deben tener el mismo derecho a quedarse aquí que los ciudadanos estadounidenses. Ellos deben tener el derecho de quedarse aquí, de poder estudiar, y muchas cosas más sin ser discriminados. Los niños no deben ser rechazados, al contrario, debemos ayudarlos a buscar un buen futuro y que sean personas de bien. Pero muchas personas no tienen consideración por los niños e inmediatamente los juzgan y los ven como invasores a este país y los quieren deportar. Estas personas se manifiestan en contra de los niños y quieren que el gobierno los deporte. Estas personas están ciegas por su crueldad. ¿Cómo se sentirían ellos si fueran sus hijos quienes estuvieran en la situación de un niño indocumentado? Aunque los niños sufren mucha violencia y pobreza en sus paises de origenes, hay personas que no quieren darles una oportunidad a los niños al que tengan una mejor vida aquí. etc... Student Work Samples: Sample Speech Beginning

95 Role of Metacognition

96 Reading Task Card Examine the three student Metacognitive Reflection on reading. What does each student need in order to further their reading skills and reading comprehension or their usage of the reading strategies? What is one question you can ask this student in order to further their reflection process and set goals for improvement with regards to reading comprehension? #1 #2 #3

97 Evolving attitudes on own bilingualism Metacognitive prompts regarding bilingualism: ¿Te consideras una persona bilingüe? ¿Por qué? ¿Qué idioma(s) hablas con los diferentes miembros de tu familia? ¿En qué idioma(s) piensas y bajo qué circunstancias? Ayer cuando discutíamos … ¿Qué idioma usaste y por qué? ¿Cuán útil te fue usar el inglés y cuán útil te fue el español en diferentes partes de la clase? etc...

98 Reading Lesson Practicum

99 Reading Lesson Practicum Activity Choices: 1.Research and choose a complex text for a reading lesson 2.Think of essential questions for an upcoming unit and find texts 3.Analyze a text’s complexity using the Qualitative Text Complexity Rubric 4.Map out a Three-Step reading lesson around a complex text 5.Build lesson materials, including reader task, powerpoints, etc. 6.Share resources that have worked well for you through Google drive 7.Whatever you need, it’s your time!

100 Wrapup and Survey

101 Wrapup - Share in table groups 1.What is 1-2 big takeaways from today’s workshop and share a little about your reading lesson. 2.Appreciations! a.Someone who supported you today OR b.Someone who gave you a great idea!

102 Before you go... 1.Complete the CLTA Survey for our workshop and/or leave us a note with feedback on your way out! https://www.tfaforms.com/393743 http://bit.ly/D1feedback 1.Share Resources to the Google Drive folder for Participants! 2.To stay in touch, add your Contact Info to the Shared Excel!

103 ¡Muchas gracias! Maylén Rafuls Rosa David Reyes Cornejo

104 The Core Six Essential Practices

105 Six Practices: 1.Reading for meaning 2.Compare and Contrast 3.Inductive Learning 4.Circle of Knowledge 5.Writing to Learn 6.Vocabulary’s CODE

106 Practice 1: Reading for Meaning

107 Practice 2: Compare and Contrast

108 Practice 3: Inductive Learning

109 Practice 4: Circle of Knowledge

110 Practice 5: Writing to Learn

111 Practice 6: Vocabulary’s CODE

112 Example of Practice 1 - Reading for Meaning EVIDENCE FORSTATEMENTEVIDENCE AGAINST Thought-provoking Reading for Meaning statement provided by the teacher. Elementary school sample ELA

113 Example of Practice 1 - Reading for Meaning Sample student responses and alignment to common core standards

114 Example of Practice 1 - Reading for Meaning Sample student responses and alignment to common core standards

115 Example of Practice 1 - Reading for Meaning Sample student responses and alignment to common core standards

116 Example of Practice 2 - Compare and Contrast

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119 Example of Practice 3: Inductive Learning Sort and Label Activities

120 Example of Practice 3: Inductive Learning Student-created predictions after the sort and label

121 Example of Practice 3: Inductive Learning

122 Example of Practice 4: Circle of Knowledge

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124 Practice 5: Writing to Learn: 3 Types of Writing

125 Practice 5: Writing to Learn: Purposes for Writing

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128 Practice 5: Writing to Learn: Graphic organizers to help in the writing process

129 Practice 5: Writing to Learn: Graphic organizer s to help in the writing process

130 Practice 6: Vocabulary’s CODE

131 Examples of Practice 6: Vocabulary’s CODE

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136 #1: ProCon Think Aloud or el Cubano Think Aloud #2: Sort and Label #3: QOD #4: Obama Speech Analysis in Groups If Time: Sample Teaching Videos from Maylen