Brockton Public Schools Department of Bilingual

and ESL Services

Cognitive Academic Language Learning

Strategies Workshop Spring 2005

Brainstormed Questions to Assess Student Strategy Usage At the Beginning of the Year Kindergarten

♦ What is your favorite activity to do? ♦ Is there anybody at home who reads to you? ♦ Do you know the alphabet? ♦ When someone reads to you, do you look at the pictures? ♦ When you write your name, do you think about the letter sounds?

Grades 1-2

♦ Do you think of another way to say things if you can’t think of the word you want? ♦ What do you do if you can’t? ♦ Do you think about what you want to say before you say it? ♦ What do you do before you start ____________ (reading, math, spelling, etc.)

Grades 3-5

♦ How do you like to learn best? (reading, writing, listening, speaking) ♦ How do you solve a word problem? (draw, discuss, look for key words, etc.) ♦ Where/what do you go for help? (ask someone, go to books, use the internet, etc,) ♦ What do you do when you have a task to complete? (dive in, plan, discuss, etc.)

Grades 6-12

♦ What do you do to help you read? ♦ What steps do you take when you approach a word problem? ♦ How do you read a graphic organizer? ♦ Given a specific open ended writing prompt, which graphic organizer would you choose?

(Give them choices) And why? ♦ Which “word attack” strategy do you use the most? ♦ How do you read/understand a graph/table/diagram?

Brainstormed Scope and Sequence of Strategy Instruction

Spanish SEI Group Grade Introduce Review Expand Kindergarten Background

Knowledge

Make Predictions Role Play Cooperate Patterns Classify Grade Introduce Review Expand First Grade Evaluate Background

Knowledge

Make Inferences Make Predictions Selective

Attention Role Play

Access Information

Cooperate

Summarize (retell) Patterns Classify Cape Verdean SEI Group Grade Introduce Review Expand Third Grade Drawing

Conclusions Visualization Making

Connections to: Self, text, world

Making Judgments

Graphic Organizers

Accessing Information

Making Inferences

Determining Importance

Summarizing

Grade Introduce Review Expand Fourth Grade Note taking Drawing

Conclusions Visualization

Outlining Making Judgments

Highlighting Accessing Information

Research Making Inferences

Determining Importance

Grade Introduce Review Expand Fifth Grade Self-Evaluation Note taking Drawing

Conclusions Brainstorming

with Peers Outlining Making

Judgments Self-Monitoring Highlighting Accessing

Information Research Making

Inferences Determining

Importance Drawing

Conclusions Grade Introduce Review Expand Sixth Grade Manage their own

learning Self-Evaluation Note taking

Brainstorming with Peers

Outlining

Self-Monitoring Highlighting Research

Two-Way Program Group Grade Introduce Review Expand Kindergarten Use Background

Knowledge

Use visual cues to make inferences

Make predictions Use Real

Objects/Role Play

Access Information Sources

Find/Apply Patterns

Cooperate Grade Introduce Review Expand First Grade Graphic

Organizers Use Background Knowledge

Monitor Your Learning

Use visual cues to make inferences

Make predictions Use Real

Objects/Role Play

Access Information Sources

Find/Apply Patterns

Cooperate

High School Science Group Subject Introduce Earth Science Selective Attention Organizational Planning Taking Notes Using Images Cooperating Biology Elaborating Prior Knowledge Using Resources Grouping Making Inferences Self-Talk Chemistry Self-Monitoring Self Assessment Advance Organization Questioning for Clarification

Brockton Public Schools Department of Bilingual

and ESL Services

Sample Lesson Plans Lesson Planning Form

Language Arts

Retelling

1

Summarize

Students will retell a story heard orally.

How will you find out what strategies your students are already using for this type of task? Elicit a list of movies (that they have seen) from students Explain that they need to choose one movie from the list (that they have seen) and explain the movie to a partner Observe student discussion

How will you model and describe the strategy? What name will you give the strategy in your target language? Read aloud a short story and retell it in your own words. Explain that this is called “retelling”. Tie it into story mapping and explain/post a story map with characters, setting, problem, and solution.

How will students practice the strategy using the content and language you want them to learn? Read aloud a story. Have the students retell the story out loud. Have the students complete a story map independently. As a group discuss maps and practice “retelling”.

How will your students assess whether the strategy helped them learn? Ask students to articulate knowledge of “retelling”. Assess by observation and discussion. Instruct students to fix their story map if necessary.

How will students transfer the strategy to other tasks and situations? Students can transfer the strategy to each story encountered both independently and read aloud.

Language Arts

Biographies: Pocahontas

5 ELL Newcomers

Sequencing

Students will sequence the major events in lives represented in various biographies.

How will you find out what strategies your students are already using for this type of task? Before this activity students will prepare a personal time line for homework outlining at least five significant events in their own lives. We will share the homework in the group.

How will you model and describe the strategy? What name will you give the strategy in your target language? I will share my own personal time line in order to model sequencing. I will make use of sequencing language such as first, second, then, next, at last. “What we just did when we made a time line of our lives is called sequencing. Sequencing is when you list events in the order in which they happened.” We will use the book “Pocahontas” which is a simple biography at the reading level H. In order to ensure comprehension we will go through a guided picture walk where students notice details about Native American life. We will read the story together. Students will be provided with pictures representing major events that are out of sequence. We will discuss each picture first, and then students will cut them out and put them in sequence. Together we will write a label for each picture that explains the event. Students will then have the opportunity to retell the events of Pocahontas’ life in sequence.

How will students practice the strategy using the content and language you want them to learn? In following days we will practice this strategy with different biographies with pictures written at a similar level. Students will be given blank paper to identify five or more important events that they draw and label with help. We will also use the My Strategies Sequence Chart in order to think critically about sequencing. One element to be discussed is the practice of stopping at an important event and thinking about what event came before it and what might happen next.

How will your students assess whether the strategy helped them learn? When presented with the third biography the students will be asked to think aloud at important events in the story, telling what happened before that event and what might happen next. The students will complete a teacher created self-evaluation rubric based on the questions: “Does reading a biography make more sense when you put the events in order?” “Are you able to sequence events in a story without help?”

How will students transfer the strategy to other tasks and situations? Sequencing is an important skill in describing the seasons, life cycles, and retelling stories. We will practice the skill throughout the year when these genres are introduced.

Kindergarten Two-Way

Seasons of an apple tree

5 ELL Newcomers

Cooperative Learning

Students will identify characteristics of different seasons of an apple tree.

How will you find out what strategies your students are already using for this type of task? Brainstorm what the word cooperatively means – hopefully students will come up with [or guided] to understand how we can work together as a group to complete a project or task. List student ideas on board/chart, create a web.

How will you model and describe the strategy? What name will you give the strategy in your target language? We will work in 4 groups to create a collage of different season of the apple tree We will have to work cooperatively. Introduce students to the idea that they will have to decide which/what role. Each student will have to complete the take before they get started – give example – someone could be in charge of glue, cutting, coloring, signing names, etc.

How will students practice the strategy using the content and language you want them to learn? Materials will be provided for each group (hopefully) students will discuss and decide what role each one will have Complete task

How will your students assess whether the strategy helped them learn? Group presents their collage and discuss

• Did they successfully complete the task? • Was there a lot of arguing about their roles? – discuss: why or why not. • Did they follow directions (or did one person just take over) • How do you feel about the project – or you role in the project?

How will students transfer the strategy to other tasks and situations? Brainstorm – what other activities can we do using this cooperative learning strategy – list on chart. Go back and review/add to original chart/web LET’S MAKE AN APPLE PIE TO CELEBRATE OUR SUCCESS OR TO PRACTICE MORE COOPERATION

Biology

Taxonomy

10

Grouping

Students will classify organisms into the 6 kingdoms.

How will you find out what strategies your students are already using for this type of task? • Students will be given a bucket of random objects and asked to divide them into 4 groups. Students

will work in groups of 3 – 2 students will divide the objects into groups and 1 student will be the recorder and write down the reasoning behind the divisions

• students will share how they arrived at their groups

How will you model and describe the strategy? What name will you give the strategy in your target language? • think aloud of how I would divide the groups • create a dichotomous key for the objects • name the strategy- classifying/grouping • write down the steps/elements of the strategy • Create a graphic (bucket ?)

How will students practice the strategy using the content and language you want them to learn? • students will be given an envelope with pictures of various organisms and asked to quickly sort

them into groups • students will read the lesson on the characteristics of the 6 kingdoms and make a foldable on the

characteristics of each kingdom • students will reclassify the organisms in the correct kingdoms and write two reasons why the

organisms were classified into the kingdom

How will your students assess whether the strategy helped them learn? • students will make wanted posters for a member of each kingdom and present/explain their posters

to a partner • science learning log

How will students transfer the strategy to other tasks and situations? • group items in their closet/kitchen/backpack • group words into nouns, adverbs, adjectives, verbs, etc

Social Studies

Traveling Asia’s Silk Road

5

Self-Monitoring

Students will classify organisms into the 6 kingdoms.

How will you find out what strategies your students are already using for this type of task? Give students a difficult piece of text. (S.S. pp 102-110) Allow them to read it for 10 minutes. Give them an unannounced quiz on the material they just read. Grade the quiz. How well did they do? If they didn’t do well, why not? What didn’t they understand in the text? What strategies did they use to help them understand what they were reading?

How will you model and describe the strategy? What name will you give the strategy in your target language? Present to the students how you ‘check-in’ with yourself while reading a difficult text. Present “Self-monitoring” behaviors by re-reading the same text aloud and sharing thoughts of ‘self-monitoring’ behavior. For example, “ok, I didn’t get that paragraph, where can I look for clarification?” or “This paragraph leads right into the graph next to it—maybe that will clear up some questions I have” Use the following steps when showing self-monitoring behavior: 1) re-read for clarification 2)Look for pictures, graphs, or other visuals to help clarify information 3) look up information in a glossary or index 4) use other resources: internet or research books 5) ask for help from a friend or teacher. Remember if you don’t understand something, you need to ask for help!

How will students practice the strategy using the content and language you want them to learn? Have the students read next chapter in SS book. Ask the students to share the strategies they used to ensure they understood the meaning of the text. Take another quick quiz and assess the changes in the two

How will your students assess whether the strategy helped them learn? How did the students do between the two quizzes? Was there any improvement? What was the most common self-monitoring strategy used? Re-read? Search graphs/pictures? Research? Ask for help?

How will students transfer the strategy to other tasks and situations? Have the students practice their self monitoring strategies using with writing process. Do they understand what they are writing? Does it make sense? How are they planning their writing? Reading information? Looking at pictures or graphic organizers? Are they doing research? Are they asking for help?

Social Studies (Unit 1 Lesson 2 ) S.Foresman

Types of Climates

4

Outlining

Students will be able to identify the 4 types of climates.

How will you find out what strategies your students are already using for this type of task? • Student will do an activity using different categories of food – using supermarket flyer • Different foods

Fruits Vegetables Meat Fish

• On construction paper using graphic organizer for categorizing the different foods

How will you model and describe the strategy? What name will you give the strategy in your target language? • Brainstorm with student - what it looks like to outline • Teacher with model outline using Roman numeral/letter/number format • Students will work in pairs and describe what the outline looks like • Students will write the format of outline

How will students practice the strategy using the content and language you want them to learn? • Students complete outlining the types of climate (Unit 1 Chapter 1 Lesson 2 – Climate)

How will your students assess whether the strategy helped them learn? • Students will apply strategy to other section of text • Students will share with partner and compare resulting outline

How will students transfer the strategy to other tasks and situations? • Students will apply strategies to create self-study guide for chapter test • Students will outline the three levels of government (Unit 1 Chapter 2 Lesson2)

How will you find out what strategies your students are already using for this type of task?

How will you model and describe the strategy? What name will you give the strategy in your target language?

How will students practice the strategy using the content and language you want them to learn?

How will your students assess whether the strategy helped them learn?

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How will students transfer the strategy to other tasks and situations?