SECONDARY VOCABULARY & WRITING SUPPORTS Anne René +1 2017 Pac Rim Conference on Diversity & Disability Julie Rich & Anne René Elsbree California State University San Marcos

PREVIEW +2= 3 Anne René SURVEY STUDENTS VOCABULARY ACTIVITIES WRITING GRAPHIC ORGANIZERS RUBRICS

STUDENTS FIRST +2 = 5 Anne René Student profiles inform instructional decisions To get to know our students we use surveys: Multiple Intelligence, Edutopia https://www.edutopia.org/multiple-intelligences-assessment True Colors, http://www.quibblo.com/quiz/edQd8L1/True-Colors-Test-What-is-your-TRUE-personality Self-Created Google Form Survey Info used to design student centered activities.

VOCABULARY ACTIVITIES +3=8 Anne René Key is to provide Active Processing Highlighting Key Words in Definition 4 Square - Frayer Model Graphic Organizer Tea Party

Tea Party +8=16 Anne René Read your 4 square organizer Prepare to teach the vocabulary activity Find a partner with a different vocabulary activity Share your activity and learn theirs Move to a new partner (2 total)

VOCAB ACTIVITY #1: 4 Square Vocabulary Graphic Organization +1=17 WORD & DEFINITION Read your vocab word Highlight or circle key words Share your key words w/ peer. PICTURES NON-EXAMPLE X EXAMPLES Interactive Reading Collaboration Jigsaw Activity

VOCAB ACTIVITY #2: 4 Square Vocabulary Graphic Organization +1=18 WORD & DEFINITION 4 Square Graphic Organizer Make 4 squares 1st top left square word & definition 2nd right top square picture 3rd bottom left non examples 4th example or use in sentence PICTURE NON-EXAMPLE X EXAMPLES Frayer Model Foldable Hands On Activity

VOCAB ACTIVITY #3: 4 Square Vocabulary Graphic Organization +1=19 WORD & DEFINITION Tea Party Distribute vocabulary words and definitions. Share vocabulary word and definition with others at the party. Repeat until you have learned all words. PICTURE NON-EXAMPLE X EXAMPLES Meet & Greet Speed Dating Exchanging Ideas

VOCAB ACTIVITY #2: 4 Square Vocabulary Graphic Organization +1=20 WORD & DEFINITION PICTURE NON-EXAMPLE X EXAMPLE LIST

WRITING GRAPHIC ORGANIZERS +1=21 Julie Examples RAFT Role Audience Format Topic Sentence Starters for Creative Writing Academic Language Function Toolkit Writing Graphic Organizer Examples file:///Users/aelsbree/Downloads/Academic%20Language%20Function%20Toolkit%20(1)%20(1).pdf

RAFT Writing Role Audience Format Topic Taking a different perspective becomes the focus +1=22 Julie

RAFT acronym +1=24 Julie Role of the Writer - Who are you as the writer? Are you Jay Gatsby? A warrior? A homeless person? An auto mechanic? The endangered brown bat? Audience - To whom are you writing? Is your audience the government? Another character in a novel? A friend? Your teacher? Readers of a newspaper? A local bank? Format - What form will the writing take? Is it a letter? A classified ad? A speech? A poem? An email? Topic + strong Verb - What's the subject or the point of this piece? Is it to persuade a goddess to spare your life? To plead for a re-test? To call for stricter regulations on logging? …an engaging, high level strategy that encourages writing across the curriculum.

RAFT in Writing PUNCTUATION MATTERS. +1=25 Julie Let’s eat Grandma RAFT in Writing PUNCTUATION MATTERS! +1=25 Julie Let’s eat Grandma. Let’s eat, Grandma. R - Editor A – Author F – Email T – Why punctuation matters

RAFTs can… +1=26 Julie Be differentiated in a variety of ways: readiness level, learning profile, and/or student interest Be created by students Be used as introductory hooks into a unit of study

Possible RAFT Formats to Differentiate by Learning Modality +2 = 28 Julie Written Visual Oral Kinesthetic Diary entry Bulleted list Obituary Invitation Game rules Recipe Movie critic FAQs Editorial Gossip column Cartoon/Comic Crossword puzzle Map Graphic organizer Print ad Photograph Fashion design Song Monologue Radiocast Museum guide Commercial Interview Puppet show Political speech Story teller Model Cheer Mime Demonstration Sales pitch with demos Sew, cook, build Wax museum Game

Differentiating a RAFT by Readiness Teacher assigns RAFT or choices of RAFTs based on students’ reading, writing or performance levels +1 = 29 Julie Roles/Audience Well-known people or charters to lesser known Basic essential items (vocabulary, inventions, elements, etc.) to more esoteric items Easier to understand point-of-view to more intangible perspective Formats (while offering choices to students) Shorter to longer (in prep, process or presentation) More familiar to more unfamiliar formats Single step to multiple steps

Differentiating a RAFT by Readiness (continued +1=30 Julie) Topics Easier to interpret to more sophisticated Concrete & literal to more abstract response More structured to more open-ended Small leap in insight & application to larger leap

Now you try it…if we have time +1=31 Julie R – Cinderella A – Step Sisters & Wicked Step Mother F – Facebook Post T – Look at me now! R – Prince A – Best Friend F – Script with dialogue T – Did I make the right decision?

SENTENCE STARTERS Abuelito Who, poem by Sandra Cisneros Julie+2=33 Abuelito who throws coins like rain and asks who loves him who is dough and feathers who is a watch and a glass of water whose hair is made of fur is too sad to come downstairs today who tells me in Spanish you are my diamond who tells me in English you are my sky whose little eyes are string can't come out to play sleeps in his room all night and day who used to laugh like the letter k is sick is a doorknob tied to a sour stick is tired shut the door doesn't live here anymore … who is ______ (noun and noun, metaphor) who is ____ (noun and noun, metaphor)) whose _____ (noun) is _____(adjective-adj phrase) who tells me in _____(noun phrase) who tells me in _____ whose _____ (adjective, noun,noun-metaphor) can't _____(verb phrase) sleeps in _____ who used to ____ is ____ is a ____ is ___ doesn't ____ …

DIFFERENTIATED ASSESSMENT Anne René +1=34 Product Choice - Variety of Assessments Performance Based Assessment - Multisensory Rubrics - Grading Criteria Modification based on student readiness level

Using CA ELD Standards in Assessment Plan Anne René +3 = 37 Each ELD Standard represents a language skill that ELs need in order to become proficient in English SDAIE lesson = Content AND English language development A SDAIE lesson has 1 assessment plan that includes:

Using the California ELD Standards in your Assessment Plan Anne René +3=40 What proficiency level of the ELD Standard do you choose for your SDAIE lesson? i + 1 or one level above the current proficiency level of your English learner(s) Use the wording of each level of the ELD Standard (Emerging, Expanding and Bridging) to create a rubric to assess language development Aligned to your language development objective

Creating Rubrics Using the California ELD Standards Anne René +4= 44 English learners in the class: 20 LTEL students Language Development Objective (Bridging): After a close reading, students will be able to write a clear and coherent summary of (name of text) using complete and concise sentences and key words (vocabulary). ELD Standard: Writing (b). Summaries (Grades 9-10) Emerging Expanding Bridging 10. Writing b) Write brief summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers). b) Write increasingly concise summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers). b) Write clear and coherent summaries of texts and experiences using complete and concise sentences and key words (e.g., from notes or graphic organizers).

Thank You! Julie Rich Anne René Elsbree +1= 45 min California State University San Marcos PPT and more information @ www.csusmsinglesubjectprogram.weebly.com/oela-grant.html/