Mod 6 Talk to the Text


 

Comments

Post a Comment

Popular posts from this blog

Strategy Application Blog Module 3

Image
My first selection came from Utah Science with Engineering Education (SEEd) Chapter 1.1 Abiotic Factors, Biotic Factors and Populations p.17 - 26. The items highlighted represent Fang’s use of Abstraction and Vocabulary Load terms. These types of terms are very prevalent in science textbooks and writings. Science requires the building of previous knowledge and understanding. The term “system” is used in many different uses in science, such as structural systems in the body, skeletal system, to continuous movements of material such as water in the Water Cycle. Both are systems and both are discussed in intermediate and high school levels. These types of words are especially difficult for ELL students as the same term is used in multiple ways. The strategy I would use from Fang with this section would be Sentence Transformation. Many texts in science use Abstraction / Normalization of verbs into adjectives and nouns, by having the students rewrite sections of the passage in their own w...
Read more

Mod 5 Strategy Application Blog

Image
link to plan: https://drive.google.com/file/d/1jsOjNNd0aYV40jZ9VYU53gWe8Hsoocn7/view?usp=sharing  PRS: I would focus on prefix an- and the suffix -ion to continue student understanding. Prefix an Gesture: forming an "X" with my hands Image: image of blank face (anonymous) Suffix ion Gesture: hands coming together Image: image of breathing cycle with arrows showing the movement of air in and out of the lungs. Sample Card: Reflection: In this week's lesson I resonated strongly with the need to not just teach students the vocabulary but to understand word knowledge. Creating tiers to best focus on vocabulary words is a practice I will bring to my CLT meetings in the coming year to better facilitate educational time in class. Science is concentrated with vocabulary and understanding the prefixes and suffixes greatly will aid in student retention. In previous classes I saw that 80-90% of the vocabulary in science uses prefixes and suffixes. Adding on to this a majority of ...
Read more

Mod 9 Writing to Learn

Image
Link might be easier to read:  https://docs.google.com/document/d/1jMci1GftwAtsaF56ZT_BsOINEdM9Tt1S/edit?usp=sharing&ouid=105211804050911235598&rtpof=true&sd=true   List 3 key ideas from your readings this week [1 from your textbook/ 1 from the Fang and Park article/1 from your choice article]. Fisher and Frey concludes that when students are writing they are thinking. The authors provide the reader with several different modes for the students to write in that encourages learning. Fang and Park discuss the difficulties of using discipline specific language in writing as these words are not commonly found in the students common lexicon. Also identifying a students family's economic standing can effect linguistic skills developed by the student. Lastly, Park and Logsdon expand the idea in science students cannot completely understand observations they see in a classroom without being able to descriptively record what they see. List 2 strategies you will incorporate ...
Read more