La Cosecha Presentation 2015 FINAL

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Driving and Directing Meaningful Talk in a Dual Language Classroom

Amanda CataneoRaquel Maya Carson

Powell Elementary, DC Public Schools

Gaining Background Knowledge: Who is in the room?

Maya & Cataneo - Driving & Directing Meaningful Talk

Gaining Background Knowledge: Who is in the room?

Who are we?

Raquel Maya Carson (@raquelmaya) M.A.T, Johns Hopkins University4th year at Powell teaching second gradePreviously worked in education communications

Amanda Cataneo (@AmandaCataneo) M.A., Curriculum & Instruction, University of Colorado 8 years of experience in dual language programs2nd year at Powell teaching second grade Previously taught 4th & 5th grades

Session Objectives

• I can explain how student talk was used to produce a high-quality written product.

• I can identify at least two routines or strategies that will incorporate meaningful talk with students.

Powell Elementary School, DC

•English Language Learners: 55%•Free and Reduced Lunch: 99%•Special Education: 12%•2015-2016 Enrollment: 518 students

• Majority of students are Latino and/or native Spanish speakers.

• English is more dominant regardless of home language.

• Number of English native speakers is increasing each year

Powell’s Dual Language Model

Source: TBE, Strategic Use of Two Languages, Mulcahy, IRC, 2014

Students receive daily instruction in both languages

Week A Literacy(English)

Science or Social Studies(English)

Math(Español)

Week BLiteracy

(Español)

Science or Social Studies(Español)

Math(English)

Encouraging Silent Accountable Talk with Silent Symbols

Unit Showcase: Got the Message?

Essential Question:

Is the character of _______ a good character, a bad character or just misunderstood?

Unit Objectives

After the month-long unit, students will be able to:

•study multiple versions to draw out key similarities and differences

•contrast fables, folktales, and fairytales from around the world

•infer to determine a central message or lesson

•make text-to-text connections

•analyze characters’ in paired traditional and/or fractured fairytales

Text Set: From Traditional to Fractured

Compared the texts

Standards Met

• SL2.1: Participate in collaborative conversations with diverse partners with peers and adults in small and larger groups.

• SL.2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

• SL.2.6: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Standards Met• RL.2.1: Ask & answer such questions as who,

what, where, when, why, and how to demonstrate understanding of key details in a text.

• RL.2.2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

• RL.2.3: Describe how characters in a story respond to major events and challenges.

• RL.2.9: Compare & contrast two or more versions of the same story by different authors or from different cultures.

Standards Met

• W2.1: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g.,because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

How were students expected to showcase their learning and

understanding?

Is the character of the wolf guilty of being a bad character?

Opening Statement: Exemplar

What do students need to

be able to do to

accomplish this in

their speaking

and writing?

Share OutWhat do students need to be able to

do to accomplish this in their speaking and writing?

Building Background Knowledge

What words did our students have in their English and Spanish lexicons to describe characters?

Interactive Gallery Walk

Posted Question: How would you describe this

person or character?

• Groups of 5

• Student roles

• Students talked for 1 minute before writing

• Used characters and people they were familiar with

• Mirrored the activity in our Spanish week

I would describe ________ as _______________.

Inquiry Activity : What is a character trait?

• Student-generated descriptive words were used for small group sorts.

• Students were each given a word to discuss as a group.

• Students shared their word and whether it described someone on the outside (appearance) or the inside.

Posted Question: What is your word? What

does it describe?My word is ____________. It describes what someone

________

Inquiry Activity : What is a character trait?

As a class, students would add words to our chart throughout

the week.

What do the traits tell us about a character?

• Students were familiar with the terms positive, negative and neutral and the color coding we used.

• Small group discussions following routines from the previous word sort.

Posted Question: What kind of trait does this word

describe?This word describes a _________ trait.

Someone who is ___________ is ___________.

Is that a positive, negative or neutral word?

Students used all

charts as reference

throughout the unit.

Smaller photos of

the charts were also

made to increase

access for students.

Applying what we learned about character traits each week by

talking and writing.

How will students use talk each day and build up to a higher-quality written product to the question:

Our Weekly Sequence for the Unit

• Our sequence of objectives was backwards planned.

• This ensured that students would be able to respond to the essential question by the end of the week for each version of the fairytale.

• Lessons were conducted in parallel groups for 45 minutes.

Our Weekly Sequence of Objectives

Monday Tuesday Wednesday Thursday FridayI can identify what the character of the wolf did or said in the story.

I can jot a character trait word that describes the character of the wolf using the character’s words and actions.

I can say whether I think the character of the wolf is good, bad or misunderstood using evidence from the text.

I can write an opinion essay about why I think the character of the wolf is good, bad or misunderstood using evidence from the text.

What do you notice about the progression of the week?

Our Weekly Sequence of Language Objectives & Scaffolds

Monday Tuesday Wednesday Thursday FridaySWBAT to use transition words to describe the sequence of events in a story.

SWBAT to describe a character using a character trait word and explain why he/she chose that word using the character’s words or actions.

SWBAT state their opinion verbally about the character of the wolf and support it using character traits and the character’s words or actions.

In the beginningIn the middleIn the end

One thing…Another thing…

The wolf is ______ because _____________.

I think the wolf is a _______ character because he is ________. He is _______ because he ___________.

Weekly Sequence of Differentiated Exit Tickets

Monday Tuesday Wednesday Friday

What are some key events that happened in the story? Be sure to include at least one event from the beginning, the middle and the end.

How would you describe the character in the story? Use at least two examples from the beginning of the story.

Do you think think the character of the wolf is good, bad or just misunderstood? Use evidence from the text to support your option.

In the beginning…

In the middle…

In the end…

I think ____________

Is _________________

because __________.

I think ____________

Is _________________

because __________

OREO Graphic Organizer with 2 Reasons

What do you notice about the connection between the language objectives and exit ticket?

Week at a Glance:

The True Story of the Three Little Pigs by Jon Scieszka

Our Weekly Sequence of Objectives

Monday Tuesday Wednesday Thursday FridayI can identify what Silvestre did or said in the beginning, middle and end of the “The True Story of the Three Little Pigs.”

I can jot character trait words that describe Silvestre using what he did and said

I can jot character trait words that describe Silvestre using what he did and said.

I can say whether I think Silvestre is good, bad or misunderstood using evidence from the text.

I can write an opinion essay about why I think Silvestre is good, bad or misunderstood using evidence from the text.

Our Weekly Sequence of Language Objectives & Scaffolds

Monday Tuesday Wednesday Thursday Friday

SWBAT to use transition words to describe the sequence of events in “The True Story of the Three Little Pigs.”

SWBAT to describe Silvestre using a character trait word and explain why they chose that word using Silvestre’s words or actions.

SWBAT state their opinion verbally about Silvestre and support it using character traits and Silvestre’s words or actions.

In the beginning, _______. In the middle, ______. In the end, _______.

Silvestre is ______ because _____________.

I think the wolf is a _______ character because he is ________. He is _______ because he ___________.

OREO Organizer

MondayStopping Points for Turn & Talks

After Silvestre starts making a cake for his grandmother...T&T: What is one thing Silvestre did or said?

After Silvestre sneezes and knocks down the first little pig’s house? T&T: What is one thing Silvestre did or said?

After Silvestre sneezes and knocks down the second little pig’s house…

T&T: What is one thing Silvestre did or said?

After Silvestre knocks on the third little pig’s house…T&T: What is one thing Silvestre did or said?

Posted Sentence Frame

One thing Silvestre did or said was _________.

Another thing Silvestre did or said was _________.

Oral Rehearsal of Exit Ticket Question

In the beginning Silvestre ________________.In the middle Silvestre ___________________.In the end Silvestre ______________________.

Tuesday

Stopping Points for Turn & Talks

After Silvestre starts making a cake for his grandmother...T&T: How would you describe Silvestre?

After Silvestre sneezes and knocks down the first little pig’s house? T&T: How would you describe Silvestre?

I would describe Silvestre as ____________ because he _________________.

Silvestre is ___________ because he ____.Silvestre is also ______ because he _____.

Tuesday & Wednesday Graphic Organizer

Wednesday

Stopping Points for Turn & Talks

After Silvestre sneezes and knocks down the second little pig’s house…T&T: How would you describe Silvestre?

After Silvestre knocks on the third little pig’s house…T&T: How would you describe Silvestre?

I would describe Silvestre as ____________ because he _________________.

Silvestre is ___________ because he ____.Silvestre is also ______ because he _____.

Thursday: Group Discussion

Do you think Silvestre is a good character, a bad character or a misunderstood character?

I think Silvestre is a ____________ character.

Silvestre is a _______________ character because he __________________.

Visual Supports for Group Discussion

Friday: Oral Rehearsal & WritingWhat is the question you are answering today?

What is your opinion of Silvestre?

How can you begin your writing?

What are some words you may want to include in your writing?

What evidence from what Silvestre did or said are you going to use to support your opinion? (Circle or highlight it)

Friday: Oral Rehearsal & Writing

How did purposeful talk translate into a high-quality written product?

Sample Student Work

Student Work: Monday

Student Work: Tuesday

Student Work: Wednesday

Student Work: Thursday

As a scaffold if students were struggling with

identifying whether the character was good, bad or misunderstood, we color-

coded the traits.

Student Work: Friday

How was this implemented in the classroom? Let’s try it!

What is something the coyote said in this part of the story?

One thing the coyote said was ____________________.

How would you describe the coyote?

I would describe the coyote as __________________ because he ___________.

• As a support, some students were asked to identify the character trait for an already identified action or word.

• As a different support, some students were given a character trait and asked to identify what the character did or said that matched.

Response to Student Understanding

Providing additional supports and pushing for independence.

Guiding students to connect positive and negative traits with a good character, bad character.or a misunderstood character.

Independent Group Close Reading

Additional Routines that Encourage Student Talk

Essential Question:

Using Notes Gathered during Research to Ask & Answer Questions

Turn & Talk

How was student talk used to produce a high-quality written product?

One way student talk was used to produce a high-quality written product…

Turn & Talk

What routine or strategy will you use to incorporate meaningful talk with your students?

•Turn & Talks•Sentence Frames•Silent Symbols•Discussions

Questions?

Thank you for participating!

Week at a Glance & Student Materials: www.tinyurl.com/mayacataneo2015

La Cosecha Presentation 2015 FINAL

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