Walqui+and+Lier+Chapter+6

Favorite 1 or 2 quotations: Application to our practice: Favorite 1 or 2 quotations: Application to our practice: Favorite 1 or 2 quotations: Application to our practice: We do a lot of what was listed (either on our own or because the Edge prompts us to do it) but not as formulaic as described in the chapter. || Favorite 1 or 2 quotations: Application to our practice: Favorite 1 or 2 quotations: Application to our practice:
 * ~ Team Members ||~ Section ||~ Pages ||~ Summary, Quotations, Application ||
 * Vicki || Designing Instruction || 139-140 || Summary:
 * main point.
 * main point.
 * main point.
 * Quotation 1
 * Quotation 2.
 * example of what we do (or could be doing). ||
 * Matt || Planning Units of Study and Planning Lessons || 142-150 || Summary:
 * Objectives are important in that they set up the building blocks that students need to know.
 * The three types of macro objectives are disciplinary, cognitive skills, and language. (Page 144 for the definition)
 * After the macro objectives comes mess objectives. The description is on page 145.
 * None.
 * Set objectives for the students for the short and long term. ||
 * Maxine || Three Moments in a Lesson and 1. Preparing Learners || 151-167 || Summary: In a 3 part lesson, it is important to prepare the learner. Most of the ideas require students to think and write ideas on their own first and then share with partners, groups, and the class. Several ideas were described in the chapter:
 * Think-Pair-Share: Students listen to a teacher's questions and writes answers. The students take turns asking the question and listening to the answer. When the teacher calls on a student, the student shares his/her partner's answer first and then his/her own.
 * Quick-Write/Round-Robbin; This activity is used to activate prior knowledge. The teacher asks a question or two and students have a few minutes to write down their ideas. Students share their ideas to their group which requires the other group members to listen. They are also comparing their answers and ideas to others. Eventually, they share with the class.
 * Novel Ideas Only: For this activity, every student voices his/her opinion about a topic to try to reach a whole class perspective. They begin by brainstorming individually. Then they share their ideas in a small group. They echo an idea, share a new idea, and they add new ideas to their lists. The teacher calls on each group to share.
 * Jigsaw Project:This activity is useful if students lack the personal experience or prior knowledge needed to understand the topic. Students read from related texts and become "experts." Then they share what they learned with others. After all of the groups share, students are exposed to all of the ideas.
 * Anticipatory Guide: Students think about ideas by reading statements. Some of the statements are true and some are untrue. The statements connect to the and get the students to start to think about the upcoming learning. Students agree or disagree with the statements by exploring ideas and discussing. The Edge usually has a small version of what was described. It can be found on the key vocabulary page at the beginning of the cluster.
 * "1. Preparing Learners: Focus attention on concepts to be developed. Activate (or build) relevant background knowledge. Introduce essential vocabulary in context" (152).
 * Sophia || Three Moments in a Lesson and 2. Interacting with Text || 151-152 and 168-177 || Summary:
 * tasks require dialogue and collaboration, and should develop meaning
 * interacting with a text involves:
 * deconstructing the text
 * connecting a chunk of text to the whole
 * making connections between ideas within the text
 * teacher should pick and choose concepts that will have the greatest impact on academic development
 * engaging the text must involve social interaction
 * higher level thinking beyond recall: (Blooms)
 * (169) examples of text interaction activities like double/triple entry journals and clarifying bookmarks
 * students should read with a focus and view with a focus (visualizations of the text)
 * "Beyond being familiar with a text, teachers must consider which of its ideas are substantive and generative for their students' academic development" (168).
 * "Initially, students may combine the formulaic expressions with academic language in the text, repeating the words but not fully understanding the meaning. Later, students may substitute the own constructions, signaling more comfort with the language meaning. Finally students may return to the more formal, academic language because they fully understand it" (174).
 * we can incorporate more responsive activities during and after reading that involve students to speak using academic language
 * can be used as a speaking assessment (speak about texts) ||
 * Anthony || Three Moments in a Lesson and 3. Extending Understanding || 151-152 and 177-186 || Summary:
 * Give students opportunities to extend their learning by having them apply the ideas from the text in a variety of ways:
 * Collaborative Mind Mirror (179)--groups create poster "mirrors" of characters that reflect character elements rather than physical features. Groups present their project.
 * Monologue (181)-- students write the inner thoughts of a character at a particular point in the selection.
 * Famous Phrases (181)--students are given phrases from texts to "translate" into common vernacular, memorize it, explain its significance, etc. Examples given were from Macbeth.
 * Create, Exchange, Assess (182)--students create a problem for another group to solve. The group who created the problem then evaluates the solution.
 * Literary Devices (183-see below)
 * Collaborative Dialogue Writing (185)--students connect ideas from the text to their own lives. Student groups create dialogues based on scenes from the text. 70 percent of the dialogue is from examples from the text, 30 percent is from the students' lives.
 * "We hope [the lesson planning guidance we have offered] provide[s] a source of guidance and inspiration for our many colleagues who are trying to make the amazing potential of our students a reality" (186).
 * "All our students can excel if we ourselves work toward excellence" (186).
 * The Literary Devices activity mentioned above would help with our online portfolio (Identifying Literary Devices). After reading students re-read with the purpose of identifying examples of literary devices. This activity calls on the teacher to provide a literary device "bank" and students identify the phrases that match the devices. ||