DeLuca Seefchak NADE 2014 Community QR

8/12/2019 DeLuca Seefchak NADE 2014 Community QR

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Communities of Practice:Participant-Led Inquiry as Professional Development

A presentation for the 38thannual conference of the

National Association of Developmental Education

Eileen DeLuca, Ph.D.Dean, College and Career Readiness

Caroline Seefchak, Ph.D.Chair, Developmental Studies

EDISON STATE COLLEGE

Fort Myers, FL


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What is a Community of Practice?

Communities of Practice are groups of people

who share a concern or a passion forsomething they do. To learn how to do it

better, they interact regularly.


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Community of PracticeCollege Setting

A Community of Practice is a group of educators whocome together voluntarily at least once a month.

Group members in a Community of Practice are

committed to improving their practice through

collaborative sharing and learning (National School

Reform Faculty, 2010).


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Community of Practice

A venue for open sharing and collegial

conversations among professionals without fearof judgment or negative criticism (Spanneut, 2010).

An opportunity for cross-disciplinary discussion

of best practices.


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Community of Practice

An opportunity to have robustconversations about improving teaching and

learning that include research, multiple

forms of data, teacher knowledge,

constructions, and public sharing that target

and ultimately lead to improved studentlearning (Yendol-Hoppey & Dana, 2010).


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Community of Practice: Theory

(Botchie, 2012)


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The foundation for the learning theory of

Communities of Practice is based on:We are social beings.

Knowledge is a matter of competence with

respect to that which we value.

Knowing is dependent upon activeengagement in the world.

Learning is to produce our ability to

experience the world (Wenger, 1998).

Community of Practice: Theory


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Reduction in isolation of faculty members.

Higher likelihood that faculty will be wellinformed, professionally renewed, and inspired

to inspire students.

Community of Practice Outcomes


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Commitment to making significant and lastingchanges.

Powerful learning that defines good teaching

and classroom practices and creates new

knowledge and beliefs about teaching and

learning.



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Increased meaning and understanding of the

content that faculty members teach and theroles they play in helping all students achieve.

Seamless transitions for students moving

through a course sequence.



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Recruiting Message-Introduction

In November, in the Teaching and LearningCenter, we will jump start three new groups

under the broad title Community of

Practice. This community will focus on

sharing ideas and best practices in individual

disciplines.


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Recruiting Message-Math

The Community of Practice: Math Focus

will meet on Wednesday, November 17th

from 3-4. This is an opportunity for faculty

from Mathematics, College Prep

Mathematics, and Mathematics Education

to share ideas and discuss best practices.


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Recruiting Message-Writing

The Community of Practice: Writing

Focus will have an organizational meeting

on Monday, November 15thfrom 3-4pm in

the TLC. This is an opportunity for faculty

from English, College Prep English, EAP,

and Writing Intensive courses to shareideas and discuss best practices.


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Recruiting Message-Reading

The Community of Practice: Reading

Focus group will meet on Thursday,

November 18thfrom 3-4pm. This is an

opportunity for faculty from College Prep

Reading, Reading Education, EAP and any

faculty interested in helping students readtexts to share ideas and discuss best

practices.


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First Meeting-World Caft each station, read the topic and discuss Plus/Delta (+/ ).

us +:

What are my strengths related to _______?What do I like about _______?

What have I implemented that has been successful with regards to ______?

elta

What are my weaknesses related to _______?

What do I dislike about _______?What changes would I like to make in my classroom regarding _______?

What would I like to learn more about regarding _______?

hile discussing these topics, leave a graffiti record through words and visua

hen your group moves to the new station, read the graffiti left by the previououp. Begin your own discussion and add to the graffiti.


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Sample Semester Schedule-WritingCommunity of Practice:

Writing

Time Topic

Monday, 1/30 3:00-4:00 pm Teaching Writing to ELLs

uesday, 1/31 3:00-4:00 pm Teaching Writing to ELLs

Monday, 2/27 3:00-4:00 pm Paraphrasing and Summarizing

uesday, 2/28 3:00-4:00 pm Paraphrasing and Summarizing

Monday, 3/26 3:00-4:00 pm Teaching Grammar

uesday, 3/27 3:00-4:00 pm Teaching Grammar


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Sample Semester Schedule-Writing

Community of Practice:

WritingTime Topic

Tuesday, January 29 4:00-5:00 pmWriting in college courses:

Approaches to the process

Tuesday, February 12 4:00-5:00 pmPlagiarism in the 21st century:

Teaching to avoid it

Tuesday, March 19 4:00-5:00 pmWhen English is not their first

language: Writing and ELLs

Tuesday, April 9 4:00-5:00 pmThe art and science of grammar:

discussion of strategies


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Sample Semester Schedule-Reading

COMMUNITY OF

PRACTICE: ReadingTime TOPIC

Wednesday, 9/19 4:00-5:00 pm Keys to Reading Comprehension

Thursday, 10/25 4:00-5:00 pm Literature Circles

Wednesday, 11/28 4:00-5:00 pm Vocabulary Activities

Wednesday, 12/5 4:00-5:00 pmHelping English Language Learners

Read College Texts


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Sample Semester Schedule-Reading

Community of Practice:

ReadingTime Topic

Wednesday, January 234:00-5:00 pm Promoting and Assessing Readin

Comprehension

Wednesday, February 20 4:00-5:00 pm Spotlight on Dyslexia-Facilitator

Wednesday, March 27 4:00-5:00 pm

Strategies for Developing

Vocabulary and Increasing

Vocabulary Acquisition

Wednesday, April 17 4:00-5:00 pm Pair and Group Work


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Sample Semester Schedule-Mathematics

Community of

Practice: MathTime TOPIC

eptember 7 4:00-5:00 pm

Grading and Assessments, Including Rubrics &

Partial Credit

eptember 9 12:00-1:00 pm

Grading and Assessments, Including Rubrics &

Partial Credit

eptember 21 4:00-5:00 pm Using Test Gen to Write Your Own Questions

eptember 23 12:00-1:00 pm Using Test Gen to Write Your Own Questions

October 7 12:00-1:00 pm General Education Assessments

October 19 4:00-5:00 pm General Education Assessments

November 4 12:00-1:00 pm

Article DiscussionHow to Fix our Math

Education

November 18 12:00-1:00 pm Creating and Grading with Math Rubrics


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Other Math Topics

haring Tactile Activities to Teach Math Topics

Alternative Technology:

Whiteboard, Clickers, SmartBoard Lessons

he Role of the Lab

Cheat 101

nverted Classroom

Miscellany of Math Ideas

air and Group Work

Applications to the Real World

oints Per Problem and Partial Credit


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Follow-up

Participant Certificates of Completion-Professiona

Development

Facilitator Certificates of Completion-College

Service

Discussion Notes e-mailed to attendees and

potential attendees


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Workshop Evaluation

Content StronglyAgree

Agree Neutral Disagree Strong

Disagre

he session covered useful material.

he session was practical to my needs

nd interests.

he session gave me ideas for effective

ctivities.

My understanding of the topic

ncreased as a result of this workshop.

will apply knowledge gained in this

ession to my classroom teaching.

articipating with instructors from

ther disciplines has increased my

rofessional knowledge.


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Workshop Evaluation

Would you like to see a follow-up session on this topic?

Yes______ No______What other topics would you like to see covered in a future

Community of Practices?

Overall, how would you evaluate this workshop training session?

Excellent Good Fair Poor


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Math Community of Practice Workshop Evaluation Summary

Strongly Agree Agree Neutral

All

Participa

Count % of N Count % of N Count % of N Count (N

ontent

overed Useful Material 127 84% 23 15% 2 1% 152

ractical to My Needs

nd Interests 126 83% 24 16% 2 1% 152

ffective Activities 115 77% 26 17% 9 6% 150

creased

nderstanding of Topic 117 77% 26 17% 9 6% 152

Will Apply Knowledge

ained 117 78% 27 18% 6 4% 150

creased Professional

nowledge 132 87% 16 10% 4 3% 152


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Excellent Good Fair

All

Participa


Total Workshop

Experience 116 83% 24 17% 0% 140

What other topics would you like to see?

esearch topics Extra Credit

Math Activities Training on Rubrics

ot of fun activities to bring back to classes.

MyLabsPlus Custom Question

Creation

ractical Responses to SACS expectations Graphing Using SmartBoard

ractices-Motivation

Creating Meaningful Assessmen

What part/material/content of MAT 1033 is left out if a student skips to 1105?


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Reading Community of Practice Workshop Evaluation Summary

Strongly

Agree Agree Neutral

All

Particip


Content

Covered Useful Material 18 90% 2 10.00% 0% 20

ractical to My Needs and

nterests 16 80% 4 20.00% 0% 20

Effective Activities 13 65% 5 25.00% 2 10% 20

ncreased Understanding of

Topic 16 80% 3 15.00% 1 5% 20

Will Apply Knowledge Gained 14 70% 4 20.00% 2 10% 20

ncreased Professional

Knowledge 17 85% 2 10.00% 1 5% 20


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Excellent Good Fair

All

Particip


Total Workshop Experience 13 93% 0.00% 1 7% 14


1. Collaborative learning - organizing and grading.

2. Classroom discipline.

3. More interactive activities that can be used across the curriculum.

4. Best practices for small group and/or cooperative learning.

5. Just talking about our teaching produces new ways of approaching our teachinnd broadens our understanding of what we do.

6. Vocabulary Activities.

7. Critical thinking skills.

8. Literature Circles.


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rovide a specific example of the ways in which you used or plan to use what you

arned in this workshop in the course(s) you teach.

I will be using the strategies for vocabulary development and enhancement tha

ere discussed.

Will use literature circles with my classes next semester.

I appreciated hearing new ideas for increasing vocabulary. A lot of what was

scussed could be used in teaching writing; I appreciate that.

The information raises my awareness of dyslexia and its prevalence within the

assroom, which in turn enables me to better meet the needs of these students.

xample: Students that are "slow readers" would be given paper copies of reading

ork to be completed at their own pace. Students would not be asked to read alo

ithout giving them a chance to prepare in advance. Allow dyslexic students altermodes of recording their work.

Study Review Guides

Comprehension strategies will be useful in all courses.

Students will employ reading strategies discussed. Reading assignments in and

f class will be given and assessed.


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Writing Community of Practice Workshop Evaluation Summary

Strongly

Agree Agree Neutral Disagree

A

Partici

Count

% of

N Count % of N Count % of N Count % of N Count

Content

Covered Useful Material 35 83% 7 17% 0% 0% 42

ractical to my Needs &

nterests 30 71% 11 26% 1 2% 0% 42

ffective Activities 29 69% 11 26% 2 5% 0% 42ncreased Understanding

of Topic 25 60% 13 31% 3 7% 1 2% 42

Will apply Knowledge

Gained 31 74% 9 21% 2 5% 0% 42

ncreased Professional

Knowledge 33 79% 8 19% 1 2% 0% 42


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Excellent Good Fair

All

Participan

Count % of N Count % of N Count % of N Count (N)

al Workshop Experience 34 81% 7 17% 1 2% 42


Attendance Strategies

Developmental English

ce Breakers

How to deal with ELLs

Best Practices from beginning to end of a writing project

Technology

Enhancing Critical Thinking in Essays


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Evolution

Main facilitator(s) from the first semesters

recruit and schedule facilitators

Using survey data for planning time ofday, number of sessions, session topics

Formal presentations by expertsinterspersed with informal sessions


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Evolution

Sending out academic articles prior to

meeting for discussion

Inviting Health Professions and BusinessFaculty for needs assessment and cross-disciplinary sharing

New Community of Practice Groups: SLS(First-Year Experience), Natural Science,

Social Sciences


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Questions?


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Thank youEileen DeLuca

[email protected]

Caroline Seefcha

[email protected] STATE COLLEG

Division of College and Career Readines

Department of Developmental Studie


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World Caf Guidelines

1. At each station, read the topic. Talk with group members to discussPlus/Delta (+/ ).

Plus +:

What are my strengths related to _______?

What do I like about _______?


Delta :


What do I dislike about _______?

What changes would I like to make in my classroom regarding _______?


2. While discussing these topics, leave a graffiti record through words andvisuals.3. When your group moves to the new station, read the graffiti left by the

previous group. Begin your own discussion and add to the graffiti.

World Caf Guidelines

1. At each station, read the topic. Talk with group members to discussPlus/Delta (+/ ).Plus +:

What are my strengths related to _______?

What do I like about _______?


Delta :


What do I dislike about _______?

What changes would I like to make in my classroom regarding _______?


2. While discussing these topics, leave a graffiti record through words andvisuals.

3. When your group moves to the new station, read the graffiti left by theprevious group. Begin your own discussion and add to the graffiti.


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Happy New Year! This spring, we are creating a Mathematics Community of Best Practices. It is our desire to create aplace where we share, discuss, and seek out those practices which lead to more effective teaching and learning. To that end, we wil

be holding an ongoing series of seminars. The tentative schedule is as indicated in the chart below.

Community of Practice: Mathematics

Wednesday, January 19 4:00-5:00 I-122 (TLC)

Friday, January 21 12:00-1:00 S-250B

Friday, February 4 12:00-1:00 S-250B

Wednesday, February 16 4:00-5:00 I-122 (TLC)Friday, February 18 12:00-1:00 S-250B

Friday, March 4 12:00-1:00 S-250B

Wednesday, March 16 4:00-5:00 I-122 (TLC)

Friday, March 18 12:00-1:00 S-250B

Friday, April 1 12:00-1:00 S-250B

Wednesday April 13 4:00-5:00 I-122 (TLC)

Friday, April 15 12:00-1:00 S-250B

The Friday seminars will alternate between pedagogical issues and discussion/demonstration of teaching techniques for selected

mathematics topics, such as factoring or logs. The first Wednesday meeting, on January 19th

, will cover the same topic as that

covered on Friday, January 21st

. At the first Wednesday meeting, we will be discussing whether that group wants to continue to

mirror the topic for that coming Friday, or discuss something different.

The topic we picked for both our Wednesday and Friday meeting in January is attendance and homework - considered to be two

of the best indicators as to how successful a student will be in a class. The discussion could include, but not be limited to questions

such as:

Do you take attendance each class? How do you actually take attendance? (Roll call, sign in sheet) Do you count attendance for a part of your grade? If so, what percentage? What are the advantages and/or disadvantages to giving a portion of the grade for attendance? Do you assign homework for a part of the class grade? If so, what percentage? How often do you collect it? Do you dock students for late homework submission? Does homework have to be just attemptedor accurate? In class, do you spend time answering questions from the homework? If so, how much? What are your feelings about the online homework? Is it a blessing or a bane (or both)?

These collegial discussions provide an opportunity for exposure to how others approach teaching. As those who attended last

semesters MAT 1033 seminars can attest, professional growth occurs through the ensuing frank and open dialogue.

We will determine the topics for future sessions based on input from interested faculty. We will be asking which of the following

pedagogical topics would be most beneficial to you: motivating students, technologies such as clickers or SMART boards,

MyLabsPlus tips, creating applications to the real world, grading and grading rubrics, tests per semester/test types, learning styles,

the role of the lab, the use of note cards or other learning aids for testing, pair and group work, calculators. You are free to add

topics. For our math topic meetings, let us know which math concepts/topics have been most difficult or troublesome for you toteach or for your students to grasp.

These seminars will be held in conjunction with the TLC and are a great way to add to your Professional Development. You will

receive a certificate of participation for each seminar that you attend.

We look forward to exhilarating discussions!

Sabine Eggleston, Laurice Garrett, JoAnn Lewin, Dorothy Marshall, and Eileen DeLuca


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Community of Practice: Writing

Summary of Assessing Writing Discussion on April 18

Attendees:

Eileen DeLuca, Caroline Seefchak, Roberta Moore, Dayami Martinez, Courtney Lanute,

Elizabeth Yates, Tatiana Hursky, Kristina Collett

Roberta shared how in the past she used checklists to score writing but she moved to using a

rubric. She feels like the use of the rubric validates her assessment process and it is more

efficient and clear for the students. She feels that students see the value of each criterion when

there is a number attached.

Roberta has tried things like taking off two points for unstapled papers as a means for

encouraging students to follow guidelines.

Roberta always tried to find one or two aspects of the studentswriting to compliment before

giving areas to improve. Many of the present faculty members try to do something similar tostart with the positive. Roberta says that at minimum, professors can comment on the subject

matter of the paper to make a connection with the student.

Roberta allows students to rewrite papers after they are graded, and this can become a homeworkgrade.

Kristina will give students five points to summarize the comments she made on her paper. Shefeels like this ensures that they think about her comments and leads to improvement.

Caroline gives the rubrics to the students before they write the paper to help them understand

what she will focus on. She hands out an assignment sheet with the guidelines on the front andthe rubric on the back. Caroline includes a Plagiarism Contract on the top of her rubrics that

student sign. Caroline suggests that we do an Avoiding Plagiarism Community of Practice

session.

The group discussed projecting a writing rubric on the screen and reviewing it with students

before they write an essay, or when they are doing peer reviews.

Dayami shared a detailed rubric she uses with students.

Tatiana grades her students on five categories, each with an equal weight. She provides studentswith an editing key. She feels her system has simplified editing and made all grades

quantifiable.

Elizabeth uses checklists and never uses red ink to grade papers.

Some teachers use a writing diagnostic at the beginning to guide instruction and to compare to

students later writing.


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Courtney has used writing journals as a way to encourage writing without always focusing on a

grade.

Some teachers show real-life errors people have made in writing to have students recognize

why it is important to be clear and use Standard English.

Attached are copies of the rubrics used in College Prep English. Also attached is articledescribing Everyday Writing in the 21

stCentury Workplace.


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Community of Practice: Reading

Summary of Assessing Comprehension Discussions on January 17 and 25

Attendees:

Eileen DeLuca, Renee Hester, Cathleen Doheny, Therese Walker, Angle Tayler, Valerie Smith

Renee talked about how she liked to give students a cliffhanger, by starting a topic or asking

students a question that piques their interest. She then tells them if they want to know more/find

the answer, then they need to read the selection.

Eileen shared that you could even use a shocking or unique picture. Have the picture projected

onto the screen as the students enter the room. What the picture is? How it makes them feel?

How they think it might relate to the text, chapter they are going to read.

Eileen talked about the importance of prior knowledge in reading comprehension. Instructors

must find a way to tap into students prior knowledge and/or build their prior knowledge abouttopics before they read.

Therese talked about the difficulties her students faced with a geography textbook. She shared

some strategies she used to engage students with the text. For example she teaches the studentshow to use eight different thinking maps (graphic organizers). When students are given an

assignment to read at home, they must also fill out one of the thinking maps.

Another project-based assignment Therese used is a portfolio project. The first time she gave the

assignment, it was a year-long assignment. This year she has narrowed it down to a semester.

The students are given the 18 National Geographic Standards. They must find an article related

to each standard, read it, and summarize it. The summaries must include connections to thestandard, as well as connections to things they have read/learned in class.

Eileen shared the Read, Rate Review Strategy (see attached). This strategy promotes

metacognition and encourages students to read and re-read, form questions while they read, anddiscuss what they read with others.

Cathleen talked about modeling summarizing in content-area reading. She does a think-aloudthat shows students how she would record three main ideas on a note card while reading a

chapter. She would also have students identify 3-5 main topics from a reading selection. Then

they can work in pairs or groups to narrow down their lists to no more than three main ideas.

The group discussed the idea that students need to talk about topics before and after reading to

deepen their comprehension. Through social interactions they are able to better understand a

text. Students who struggle with a text can grow into the minds of students who have a betterunderstanding, if they are given the opportunity to talk with one another.


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Eileen shared intertextual connections cards that can be used to promote group discussion (see

attached). Students can talk in groups to make Text to Self, Text to Text and Text to World

connections.

Text-to-SelfWhat is happening in the text?

What does this remind me of in my life?What is this similar to in my life?

Text-to-TextHow is this different from my life?

What is happening in the text?

What does this remind me of in another text Ive read?How is this similar to other texts Ive read?

How is this different from other texts Ive read?

Text-to-WorldWhat is happening in the text?

What does this remind me of in recent news?

How is this similar to things that are happening in recent news?How is this different from things that are happening in recent news?

Eileen shared examples of Frayer Models and Semantic Webs: Students can work in pairs orgroups to fill in a Frayer Model or related semantic graphic organizer. The word is put in the

middle. Around the word, students can create a related picture, write a sentence with the word in

context, write the definition, write related words, etc. (See examples).

The group discussed using games to help students think deeper about vocabulary.

Eileen shared the storyboard strategy (see attached template and examples) which allows

students to summarize a storys events through pictures. This can be a way for students to show


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plot elements (e.g. rising action, climax, dnouement, etc.). It can also be used as a pre-writing

exercise.

Valerie discussed how she opens the semester (a sociology class) by putting students in groups

of two, then groups of three, then four, etc. until the class is then divided into two large groups.

The students are just asked to have a discussion. After the activity, she leads the group intoidentifying the concepts involved in the activity of engaging in the discussion (e.g. authority,groups, dyads, gender). She then lists those concepts and all the concepts that will be covered

during the semester. Though students may recognize some of the words, they may not know how

they are used in the field of sociology. She explains that the students will learn to thinkscholarly about the concepts.

Angel discussed how she engages students in reading and writing memoirs. She asks students to

engage in visualizing, showing but not telling. She has students work in pairs to rewrite scenesto add in sensory details.


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Community of Practice: Writing

Summary of Teaching Writing to ELLs Discussions on February 21 and March 1, 2011

Attendees:Eileen DeLuca, Caroline Seefchak, Frank DeCarlo, Judy Van Gaalen, Regina Gregory, Jeffrey

Ziomek, Robert Olancin, Charles Hidalgo

The group discussed the pathways for English Language Learners. Some students begin in

English for Academic Purposes (EAP) classes. The EAP classes offered at Edison State Collegeinclude level 2-level 6. Each level includes reading, writing, speech/listening, and grammar

courses. Students successfully completing level 6 can take college credit courses.

Other ELLs may find themselves in Developmental English classes. These ELLs tend to be

students who have had many years of education in K-12 in the US, but still have some struggleswith reading or writing Standard English. Students successfully completing ENC 9020 and/or

REA 9003 can take credit courses.

The group discussed how some of the students end up in ENC 1101 or other courses and still

struggle. The group talked about how some students can pass a class due to attendance andeffort, but still need further writing support. The groups discussed ideas like using common

finals with multiple raters to ensure students have met minimum standards before passing writingcourses. The Developmental English classes do have a common State Exit Exam. The EAPcourses are moving towards using common finals and or common course assessments. Standard

finals may be necessary in ENC 1101.

Eileen discussed the Inter-language Spectrum, which is the idea that as an ELL is acquiring the

second language, they are speaking a rule-governed language that over time becomes closer andcloser to approximating Standard English. Some features of the inter-language may fossilize

at any point in the spectrum and be difficult for the student to correct.

Inter-language Spectrum

L1 L2

Early Stages of Acquisition:

Errors tend to be based on first

language interference. ELL is

using English vocabulary but

makes some errors based on

syntax rules of first language.

Later Stages of Acquisition: Errors

tend to be overgeneralizations and

omissions. ELLs has acquired English

syntax and morphology but makes

the type of errors native English

speaking children make when first

acquire the language.


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The groups shared strategies to help students who have struggles with writing:

1. Give students information about the Writing Center.2. Teach students how to do peer review and peer editing.3. Highlight studentserrors, but ask students to fix them.

The group discussed some of the grammar trouble spots for ELLs:

1. The acquisition of the third persons/-es. In writing and speaking ELLs may omit thethis morpheme and say things like: My brother go to work every day.The third persons/-es carries very little semantic weight, the omission does not change the meaning of

the sentence and comprehension does not break down. This is one of the last morphemesELLs acquire.

2. The use of infinitive/gerunds. ELLs may make the mistake of sayingI enjoy to swim. InStandard English, the verb enjoy is never followed by an infinitive (to swim). It canbe followed by a gerund (swimming). This is confusing to ELLs because other verbs

can be followed by both (I like to swim. I like swimming.).3. The correct use of count vs. noncount nouns. ELLs may overgeneralize the use of the

plurals onto non-count nouns and say things like:I have a lot of homeworks to do

tonight. OrI bought new furnitures. (Both of these words are count nouns in Spanishfor example, so it would be correct to pluralize them.)

4. Spelling interference. Some words that are cognates or false cognates may lead toincorrect spelling. For example, the word major in English may be spelled like the Spanish

mayor.5. Omission of past tense morpheme. An ELL may say, When he tell me his plan, I agree with

him. Or they may add tense to the first verb, but not the second.6. Distinguishing adjective forms from noun form. An ELL may say It doesnt make a different

what type of car you drive.

7. Use of adjective vs. passive verbs. An ELL may say I am so boring. Or It was so frustrated.8. Use colloquial expressions. ELLs will write down expressions as they think they have heard

them. You must do it step by steps.9. Use ofpronoun referents. ELLs will sometimes omit the word It. I was happy that was a

beautiful day.10.Correct use of passive verb. The book is base on a true story.11.Use of articles. ELLs dont always know when to use definite (the) , indefinite (a/an) and zero

(no) articles.

The group discussed the idea of teaching students to self-monitor and read their own papers froman editing standpoint. The group agreed that many students come to us without the experience of

having written multiple drafts. The group discussed showing the students several drafts of ourown writing and how it evolved/improved. Some teachers have students staple all drafts to theback of the final copies of their writing. Eileen shared how she taught students to self-monitor

by highlighting a limited number of the students errors and asking the students to go back and

make the corrections. Over time, the student should expect to make the errors, and learn toview their paper from the editing perspective. Example of how it is used:

Verbs highlighted in pink are missing the past tense morpheme.


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Verbs highlighted in yellow are missing the third person morpheme.

Nouns highlighted in green are missing the plural morpheme.

I interview an Immokalee High School Spanish teacher name P. Gaby. It sher first year teaching

in a K-12 grade school. Before she start to work with K-12 grade,she workedjn anwithAdult

Education School. Ms. P said that she uses the same class management rules with both schools.

In her Immokalee High School she teaches Spanish I and II and she has six periods of classes.

Eeach class has about twenty-nine students. The way she sat arranges her classroom is she puts

the desk facing each other, so that the students can help each other. Her class is mixed with

students from different culturestudents. Ms. P tries to input all her power so her student can

be successful in the future. I askher some questions about classroom management. HeTher

first question was does she greet her students when they arrive to her classroom and she said

yesshe do for each class. Does she structure the lessons bell to bell?

The group discussed other ways to help ELLs in the writing classroom. The use of Think-Pair-

Shares or Think-Pair-Write-Sharesare a way to get students talking at the beginning of classor as a break during a lecture. The teacher can post a question on the board or insert a slide intoa Powerpoint with a question that will prompt students to relate the topics to their own life or

experience. The students are given a minute to think. Then they must pair up and talk abouttheir answer with the person next to them. The instructor can then lead a full-class share.ELLs will have much more comprehension if they first have the opportunity to talk out ideas

with a native speaker. The questions can be simple

Have you ever?Think of a time when youWhat is the best way to?

Who is the most important?What are examples of?

The group discussed the idea that for ELLs, academic English may be a third language, andinstructors must encourage these students to read widely. Students will acquire much of their

academic vocabulary and Standard English grammar and syntax from the things they read.Teachers can post interesting articles on their homepages, or email articles to students. Choosing

articles related to the text and lectures is a way to help students gain access to understanding.

The group discussed creative writing ideas. The teacher can have students write group stories

where a papers are passed around in a circle and one student write the beginning of a story andthe papers are passed and the students add to the stories until the end.

ELLs tend to write more if they use visuals. Student can bring in photographs and write a poemwhere they write one stanza per photograph.

Formatted:Pattern: Clear (Yellow)


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Summary of Keys to Reading Comprehension Discussion on September 19, 2012

Attendees:

Eileen DeLuca, Cathy Vache, Karen Maguire, Tom Mohundro, Rosemary Simpson, Robert

Olancin, Carole Nelson, Courtney Lanute

Eileen started the session off with a Think-Pair-Share:

What must readers bring to a text in order to comprehend it?

Some responses:

Prior knowledge Academic vocabulary English language proficiency Familiarity with symbols and jargon Purpose for reading Critical thinking and persistence Culturally-specific knowledge Familiarity with syntactical patterns such as Subject-Verb-Object as well as more

complex syntactic structures that appear in academic texts

Eileen shared a reader-based perspective on comprehension from Bernhardt, 1998, p. 15:

The group began to share ideas for increasing comprehension via:

Drawing upon and increasing prior knowledge Fostering emotional engagement


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Modeling and teaching cognitive strategiesDrawing upon and increasing prior knowledge:

Robert suggested talking about a text before reading. For example, What do you know about

pyramids? Some of the vocabulary will emerge from the discussion.

Karen has students preview the text and/or read the first sentence to pique interest. Students

have the opportunity to discuss words they know and dont know.

Karen motivates her students to Read with a writers eye and write with a readers eye.

Cathy also has students preview math jargon and symbols.

Eileen shared that you could even use a shocking or unique picture. Have the picture projected

onto the screen as the students enter the room. Ask them what the picture is; how it makes them

feel; how they think it might relate to the text, chapter they are going to read.

Eileen suggested using a word splash where some of the vocabulary from a text is splashed

across the board. Before students are even introduced to a text they can look at the words and try

to come up with a connection among them. They then can be told that the words will appear in atext they will read, and so they need to infer what they think the text will be about.

Rosemary talked about using both academic vocabulary and less sophisticated synonymstogether in a non-insulting way so that students can begin to acquire an understanding of the

academic vocabulary.

Emotional engagement

Courtney relates songs students are familiar with songs in the foreign language she is teaching.

She also suggests helping students make connections by recognizing that a contemporary film

may be based on the plot of an older text.

Eileen shared intertextual connections cards that can be used to promote group discussion (see

attached). Students can talk in groups to make Text to Self, Text to Text and Text to Worldconnections.

Text-to-Self

What is happening in the text?What does this remind me of in my life?

What is this similar to in my life?

Text-to-Text

How is this different from my life?What is happening in the text?

What does this remind me of in another text Ive read?

How is this similar to other texts Ive read?How is this different from other texts Ive read?


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Text-to-WorldWhat is happening in the text?

What does this remind me of in recent news?How is this similar to things that are happening in recent news?

How is this different from things that are happening in recent news?

Modeling and teaching cognitive strategies:

The group discussed visualization as a strategy to increase comprehension. In pairs or in

groups students can be asked to create a visual to demonstrate their understanding of a short text

or small portion of a longer text. Turning the abstract ideas into concrete symbols forces thestudents to find the subjects, verbs and objects and determine the relationships between them.


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Summary of Vocabulary Discussions on February 11 and 22, 2011

Attendees:

Eileen DeLuca, Courtney Lanute, Crystal Childs, Troy Tucker, Melanie LeMaster, Bobby

MacPhail, Brian OReilly

The group discussed the type of difficulties ELLs have when reading. The group discussed how

when ELLs acquire social English it does not always prepare them for academic English.

Social language:Colloquial Vocabulary

Concrete, Contextualized Messages

Simple Tenses and Sentence Structures

Academic language:Sophisticated Vocabulary

Abstract, Decontextualized MessagesVaried Tenses and Sentence Structures

Social (conversational) English follows a canonical Subject-Verb-Object (SVO) pattern.

Nadia left her book on the table. We went to the park yesterday. I hate reading!

The academic English found in college texts can have a much more complex syntax. Students

looking for meaning in the SVO pattern will have a difficult time making sense of these

sentences where the subject does not appear immediately.

Because nonhuman animals are ideal subjects for studying objective, overt behaviors, themajority of early behavior research was done with them or with techniques developed

through nonhuman research. (p. 11 Psychology Published by Wiley)

Although entrepreneurs often mention financial rewards as a motive for starting theirbusinesses, the path to riches can be long and uncertain. (p. 189 Contemporary Business)

The group discussed that it is a good idea to share study strategies with students. Show studentsthe sticky notes we put in our books, where we highlight or write notes in the margins, flashcards

we have made for our own studies.

The group discussed other ways to help ELLs with vocabulary. The teacher or the student can

find movie clips on YouTube where the character is using the vocabulary word. Students could

get extra credit for sending clips. Teacher can play one clip as the students are entering class.

The group discussed the ELL websites with helpful activities:

http://www.eslcafe.com/
http://www.eslcafe.com/http://www.eslcafe.com/http://www.eslcafe.com/


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http://www.eslgold.com/

Point out Latin and Greek suffixes Teach word clusters

biology, biosphere, biodome, bionic, antibiotic, biodegradable (all relate to life) geology, paleontology, mammology (are all principles of or studies of) cent, centennial, centimeter (all relate to 100) oxidation, peroxide, carbon dioxide (all relate to oxygen)

Up to 30% of English words have Spanish cognates (cf. Graves, 2006, Freeman &Freeman, 2009).

Allow students to share pronunciation/spelling of words in L1 Example:

oxidation, oxidacin, oxydation, oxidao Teach L1 Spanish ELLs to recognize cognates with the same spelling (colonial) and

those with predictable variation (civilization, civilizacin, multiplication, multiplicacin)

Students who speak romance languages may have familiarity with academic vocabularywith Latin roots.

English Vernacular Academic English Spanish

Guilty culpable culpableSlow torpid torpeAgreement accordance acuerdoAsleep dormant dormirhome habitat habito

pound lb. (libra) libra

body corpse/corpus

cuerpo

The group discussed the idea that students need to use vocabulary for real, authentic purposes.

The group discussed the idea that students needed to own vocabulary, not just memorize fortests.
http://www.eslgold.com/http://www.eslgold.com/http://www.eslgold.com/


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Vocabulary ownership comes from encountering vocabulary in meaningful texts and

conversation. Instructors can set up prompts to help elicit the vocabulary from the students.Instructors can post a Do Now discussion question on the boards so that as students filter in,

they turn to a partner and discuss the questions. These can be pulled from the end of a chapter.

Students can be motivated to use academic vocabulary by having to write or speak for audiencesthat would expect academic vocabulary (letters to senators, persuasive court room arguments,

creating Power Points, digital stories, etc.)

Instructors can use open sort and closed sort activities to engage students in higher orderthinking about vocabulary.

Open Sort:Students are given vocabulary on strips of paper. Students must create categoriesand sort the words into the categories they create. Students must revisit the definitions and make

decisions through discussions.

Closed Sort: Students are given vocabulary on strips of paper. Instructor gives the students the

categories. Students must sort the words into the categories. Students must revisit the definitions

and make decisions through discussions.

Eileen DeLuca shared examples of Frayer Models and Semantic Webs: Students can work in

pairs or groups to fill in a Frayer Model or related semantic graphic organizer. The word is put

in the middle. Around the word, students can create a related picture, write a sentence with theword in context, write the definition, write related words, etc. (See examples).

The group discussed using games to help students think deeper about vocabulary.

The group discussed the benefits of developing metalinguistic awareness. If students can

recognize roots, prefixes, and suffixes and understand that these morphemes carry meaning

across various words, they may use that knowledge when they encounter new words.

Documents

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