I’m working this week in Chicago, Illinois. They
don’t call it the “Windy City” for nothing! As I walked out of the Chicago
O’Hara airport, I felt the gust of wind. It was actually refreshing and
whimsical. It is a beautiful city that I can’t wait to explore after my
presentations at the Regional TURN Summer CCSS Conference. I am also looking
forward to having a hot dog “Chicago style” at Wrigley Field. Tonight, the Cubs
play against the Rockies. I came here over a decade ago but the Cubbies were
out of town. I have never been inside the stadium. I can’t wait to see the old
hand operated scoreboard. Here's something about me some don't know,
I’m a baseball fanatic. I always cheer for my home team, the Dodgers, but love
visiting vintage stadiums.
My presentation at the TURN Conference for today
will be on K-12 Common Core Instructional Strategies. As I was planning this
workshop, I knew that my time would be limited and that I needed to choose strategies
that would best target the needs of my audience. There is only so much you can
cover in seventy-five minutes. Hence, I am posting additional resources that
will cover gaps or include more elaboration from today’s discussion.
Sentence
Frames and Sentence Starters
A
video from the Teaching Channel on how to structure writing with sentence
frames.
2-minute
video
Artistic Inquiry: DISCUSSING A WORK OF ART/ ASKING QUESTION
Click HERE for a resource with
Websites of Interest: Inquiry
Interactive Read Alouds
Visit
a previous post on my blog on Read Alouds. In this previous post, I went into depth
how to use various strategies during interactive read alouds in the classroom. Click HERE
to take you there.
Resources
for the classroom that I discussed today:
I use the Steps to
Structuring an Academic Class Discussion to
guide how I group the students. I also constantly focus on academic language
development. All the lessons that I prepare always have a vocabulary component.
You can look at some of the CCSS strategies I used in my collaborative presentation at CTA
Good Teaching Conference, in Anaheim, California. Click on the following to view them: Literacy Strategies.
These strategies were compiled by Norma
Sanchez, from the California Teachers Association (CTA).
How can we get our
students to have meaningful discussions?
- Provide opportunities for extended discourse & engagement with academic registers
- Develop meaningful collaborative tasks that allow students to use their full linguistic/cultural resources
- Teach students strategies to engage in varied communicative modes
Strategies to
Activate Knowledge
Strategies to Engage
the Learner
Strategies to
Strengthen Literacy
Culturally Responsive Teaching Instructional Strategies:
Think aloud - Teacher reads passages and models thought processes for
students on how to ask themselves questions as they comprehend text.
Reciprocal questioning - Teachers and students engage in shared
reading, discussion, and questioning with the goal being to help students learn
to ask questions of themselves about the meaning they are constructing as they
read.
Interdisciplinary units - Recommended that
teachers include and connect content learning with language arts and culturally
diverse literature. Topics drawn
from children’s lives and interests (sometimes from curriculum)
demonstrate how to make connections across the curriculum through culturally
relevant literature.
Scaffolding - Teacher explicitly demonstrates the difference between
what students can accomplish independently and what they can accomplish with
instructional support.
Journal writing gives students
opportunities to share their personal understandings regarding a range of
literature in various cultural contexts that inform, clarify, explain, or
educate them about culturally diverse societies.
Character study journals permit students to
make their own personal connections with a specific character as they read a
story.
Open-ended projects allow students to
contribute at their varying levels of ability and explore a topic of interest
drawn from their readings of culturally rich literature. Artifacts, including
writings, poems, and/or letters, from students’ lives or culture can represent
an ethnic or cultural group.
Cross-cultural literature discussions groups - Students discuss
quality fiction and nonfiction literature that authentically depicts members of
diverse cultural groups.
Character reading - Students form
opinions about a specific issue or cultural concept put forward in the text or
respond to a significant event that occurred during the character’s life.
LINKS:
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