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Semelhante a Trigger Student's Desire to Learn English Faster and at Grade Level
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Trigger Student's Desire to Learn English Faster and at Grade Level
- 2. Do students want to be Normal or Amazing ? Activate a Student’s Desire to Learn!
- 7. Student agency refers to learning through activities that are meaningful and relevant to learners, driven by their interests, and often self-initiated with appropriate guidance from teachers.
- 8. TURN TALK
- 10. Picture Walks A picture walk 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!
- 20. E L D C U L T U R E
- 22. ?
- 23. ?
- 28. If you see it? You’ll talk about it! If you talk about it? You’ll be able write about it!
- 29. Transforming Parents, Administrators, Teachers and Students!
- 30. Today we’re going to learn about cakes! Traditional approach
- 50. c ap
- 53. n ap
- 56. cl ap
- 60. t ap
- 61. l ap
- 62. m ap
- 63. ? at
- 64. How many words do you know that end with /at/ and how would you amplify them?
- 65. A key to prompting students to speak is asking the right question at the right time to the right student!
- 66. If you see it? You’ll talk about it! If you talk about it? You’ll be able write about it!
- 68. Is the grass green? What color are the Flowers?
- 70. Is it morning? Why do you think so? Do you think it’s cold? Why is there smoke coming out of the brick chimney?
- 72. Read like a Detective and Write Like an Investigative Reporter
- 89. Do students want to be Normal or Amazing ? Activate a Student’s Desire to Learn!
Notas do Editor
- Pacing: 3 BA & DPS K-1 & 2 FACILITATOR MESSAGE: When we come to this slide with the yellow note, we’ll stop for a moment for you to write notes that are useful for you on your note catcher. What about the research and rationale do you want to note? Resources? Implications for planning? Depending on your role, these notes might look very different. Principals in the room? You might be jotting down what you want to emphasize with your leadership team in coaching. Also, keep those Framework for Effective Teaching indicators in mind as the best practice we’re talking about today - when delivered with integrity for the students in the room - is completely congruent! Teachers - it’s not just up to those evaluating to make those connection, right? As educators we need to be ready to articulate for our coaches and leaders how our instructional decisions meet the expectations for effective teacher and student behaviors. FACILITATOR NOTE: Choose what to emphasize according to the group of learners in your room each time this reflection slide comes up.
- Pacing: 3 BA & DPS K-1 & 2 FACILITATOR MESSAGE: When we come to this slide with the yellow note, we’ll stop for a moment for you to write notes that are useful for you on your note catcher. What about the research and rationale do you want to note? Resources? Implications for planning? Depending on your role, these notes might look very different. Principals in the room? You might be jotting down what you want to emphasize with your leadership team in coaching. Also, keep those Framework for Effective Teaching indicators in mind as the best practice we’re talking about today - when delivered with integrity for the students in the room - is completely congruent! Teachers - it’s not just up to those evaluating to make those connection, right? As educators we need to be ready to articulate for our coaches and leaders how our instructional decisions meet the expectations for effective teacher and student behaviors. FACILITATOR NOTE: Choose what to emphasize according to the group of learners in your room each time this reflection slide comes up.
- Once upon a time there was a girl that wanted to grow a plant….(elaborate all you want as you look at the picture)
- She ran excited into the kitchen with her puppy and her flower pot… She thought she would feed the plants all the things she loved eating…(elaborate)
- She ran into the refrigerator and grabbed some chocolate chip cookies, spaghetti, ice cream…she thought the plant would grow as strong as her…!!! Look at the puppy…what’s he thinking???
- After a while she discovered that the plant was not growing so frustrated she threw it outside. Look at the top left, it rained. Look at the bottom right, the sun shinned…
- After a few weeks the little girl saw the plant started to grow and at last…(click)
- Bloomed! She discovered soon enough that plants need soil, water and sun to grow strong. This story is a great example of how picture walks can build vocabulary banks and phonemic awareness… even oral grammar. Depending on the grade level, teachers can challenge students with only color names all the way to the water cycle, how plants grow and go as far as photosyntesis as well. The cross-curricular connections are limitless and up to the teacher’s professional judgement. I’ve worked with students of all ages and in every case students have generated great language with a variety of visuals and story lines….
- Let me test your abilities now…Look at this picture again! I want you to start writing as many words as you can think of on a piece of paper…
- Keep writing! Do you see any new ones…??? Did anyone write the word shadow!
- Keep writing… anyone wrote noodle!
- Look beyond the obvious! …how about collar?
- strips? tongue? Surely strawberries!?
- If we don’t help students connect, think, and talk we just might be missing a great vocabulary development opportunity. Beyond connect, think and talk we must read to them and/or by them…and last…write about it with them!