Using the DLLP with Dialogue Journals

Slides:

Advertisements

Similar presentations

Get it WRITE: Building Writing Skills in the World Language Classroom Leslie Grahn, World Language Resource Teacher Monday, November 19, 2007 River Hill.

Advertisements

Assessment types and activities

6+1 Traits of Writing. Welcome to Writing Class! September 13, 2011  Objective: Students will define, compare, and contrast the 6 Traits of Writing.

Language Assessment System (LAS) Links TM Census Test.

Communicative Language Teaching (CLT)

1 The gPhone You will create eleven applications related to World War II information. Icons have to be created and linked to the corresponding slide. Applications.

Integrating Literacy into Science Instruction August 7, 2013.

Investigations in Number, Data, and Space: Teaching Philosophy.

Assessment and Performance-based Instruction

Get it WRITE: Building Writing Skills in the World Language Classroom Debbie Espitia, Coordinator of World Languages Leslie Grahn, World Language Resource.

CISIP Writing Framework Approaches to Teaching and Learning Science and Writing.

The Direct Approach This approach was developed initially as a reaction to the grammar-translation approach in an attempt to integrate more use of.

Rebekah McConnell, M.A. Lancaster School District

Four Basic Principles to Follow: Test what was taught. Test what was taught. Test in a way that reflects way in which it was taught. Test in a way that.

Setting High Academic Expectations that Ensure Academic Achievement TEAM PLANNING STANDARDS & OBJECTIVES TEACHER CONTENT KNOWLEDGE.

By: Hayley Minner. Purpose Statement The purpose of this lesson is to use writing to help students connect meaningfully and logically to a text through.

Ideas and Activities to Differentiate Instruction through Review and Assessment.

What is leveling? “…Matching books to students according to reading levels ensuring that students will have an easier time selecting books that they will.

Journaling and How Students Learn Katie Skalak Maggie McDonald Lilly East Conference April 18, 2008.

Action Plan Miss. Humera The City School Language Grade 1.

Collaborative Inquiry “Teachers possess tremendous knowledge, skill, and experience. Collaborative inquiry creates a structure for them to share that expertise.

Close Reading.  Discuss Model for Text Complexity  Discuss Reader and Task  Define Close Reading  Model a Close Reading Lesson  Create a Close Reading.

Designed by Kimberly Paggett Willis ELA 7/8 WPACS ELA 7 th /8 th Mwalimu Paggett-Willis & Mwalimu Lewis-Bradford.

SCS TNCore Rollout 2013 Study Group #4 Using Assessing and Advancing Questions to Arrive At Essential Understandings: Part 2- Asking Advancing Questions.

Title III Access to Core Professional Development

The Rubric. Teachers grade with a rubric for the following reasons: To ensure that there is a standard way of grading So students know why they got their.

Redesigning Bearfield for a Whitewater World!! Will Professional Learning Communities be our kayaks? Choose your kayak.....

GOING DEEPER WITH INDEPENDENT READING AND FURTHER THAN INDEPENDENT READING.

Copyright © Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of.

Program Benchmarks FLINT, MI. Program Objective:  To prepare entry-level interpreters who are ethical, professional, and possess skills to continue.

Integrated and Designated ELD –

How to teach reading Why teach reading? There are many reasons:

An –Najah National University Submitted to : Dr. Suzan Arafat

WHAT’S NEXT : IN SCIENCE INSTRUCTION TLC Summer 2013.

Implementing Academic Conversations to Foster Academic Language in ELs

Differentiated Instruction

Welcome! “Exploring Possible Links between

Professor of Education

Learning and Teaching Principles

Differentiation in Instruction

Mapping it Out! Practical Tools to Use Assessment Well

Developing Communication skills

Welcome to Room 11 Kerry Sanchez

PBLA PD Session for New Instructors

Sample Components of Guided Math Workshop

Making use of professional standards in EALD

Brian Ramadiro 24 October 2018

Universal Design for Learning

“He said, she said…” The What, Why, and How of Dialogue Journaling

Free PLC Modules to Support English Learners

Introduction to Technology Resources

Strategic Content Literacy Assessment (SCLA)

Model Types Instructional Decisions Associated Lesson Plans

Table 2. A Sample Lesson on Teaching Prepositions

Lecturette 2: Mining Classroom Data

Session 1, Program Introduction and Overview

Mathematics Curriculum

Reading Fair 2009 Implications on Curriculum Planning to Facilitate Reading across the Curriculum By Ms Pamela CHAN Seconded Teacher English Language.

A survey about communities

Differentiation from Planning to Practice

Collaborating with the media specialist

Quick-Writes What is an immigrant?

Dual Language Best Practices for All

CLASS KeysTM Module 6: Informal Observations Spring 2010

Presented by: Jenni DelVecchio, Renee Mathis, and Kevin Powell

Patterns of Power By: Jeff Anderson with Whitney La Rocca

Long Hill School, Shelton, CT Presented by Sara Marr and Kim Nappo

Pair and Group Work – Monitor Student Progress

AVID- Science Notebooks

Presentation transcript:

Using the DLLP with Dialogue Journals

The Dialogue Journal - What is it? It is any kind of bound notebook where students and teachers correspond with one another over a period of time. I write the first journal for the year, welcoming students and asking general questions about their interests and goals, their country or culture, or previous school experiences. Students are free to write about any topic they choose, but some may need additional support to decide on topics about which to write.

TASK Locate the journal entry that corresponds to your letter. Read the journal entry and Decide which language feature needs attention Identify a language feature that is used skillfully, if any Using the rubric (see handout), identify the language status of the student for one of the language features you identified Discuss findings as a group. DLLP Language Feature 1. Sophistication of Topic Vocabulary 2. Sophistication of Verb Forms 3. Expansion of Word Groups 4. Sophistication of Sentence Structure 5. Stamina 6. Coherence/Cohesion 7. Establishment of Advanced Relationships Between Ideas

Integrating DLLP with the Dialogue Journal: A Work in Progress DLLP Language Feature 1. Sophistication of Topic Vocabulary 2. Sophistication of Verb Forms 3. Expansion of Word Groups 4. Sophistication of Sentence Structure 5. Stamina 6. Coherence/Cohesion 7. Establishment of Advanced Relationships Between Ideas Journal Entry D B (two entries) X A (two entries), E C (compare two entries) F

Challenges of the Dialogue Journal Responding to every student in a very large class, or in multiple classes, can be overwhelming. Students do not respond punctually/faithfully. Students have occasionally “lost” notebooks. Other challenges?

How Dialogue Journals Can Support ELs Teachers can Use DLLP as formative assessment Individualize instruction and feedback Differentiate according to where a student’s “language learning lies on the continuum” (Chang et. al. 76) Model the targeted language feature in the teacher's response Facilitate writing fluency by establishing a routine with writing journals Discover students’ funds of knowledge Develop and strengthen student relationships by getting to know a student well. I dialogue journals!