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LAUSD Local District 4

April 6, 2011

Chapter 4

Engaging with AcademicLiteracy: Examples of

Classroom Activities

Chapter 5

Building Bridges to Text:

Supporting Academic

Reading

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Good intention but not

practical for PD

Interesting, revealing, educational Focus on practice

always valued

We didnt get to

chapter 4, but

chapter 3 content,

i.e.,

nominalizationsand nominal

groups, in

particular will be

taken back to my

teachers to increase

awareness ofchallenges faced by

English learners.

Good

conversations

and activities

about how tomake sure

everyone

participates and

the value of

communicative

language.

Nice deepening of work. (Great

enlightening)

I enjoyed struggling with the work

today. I am unsure about how to

share this with teachers

How do we show the value of

this process?I am concerned that teachers will

resist the focus on nominalizations

and nominal groups when they know there is no time that

teachers or students truly need to identify those items.

The value is in knowing the work the teacher has in

scaffolding access to abstract text and concepts

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1) How might you develop andimplement professional development

opportunities for teachers to learn

about nominalizations and nominal

groups at your school site?

2) Identify the goal you would like tosee realized at your school site in

terms of what you would expect

teachers and possibly students to do

with the knowledge of

nominalizations and nominal groups?

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1. How might a person usethe visual to the left to

describe Gibbons ideas

from the middle of page

85 through the first

section found on page

87?

2. How would you change

or alter the visual to

better reflect an overall

understanding of

chapters 4 and 5 (i.e.,

changing colors,structure, design, adding

or deleting items)?

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English Learners: Academic Literacy and Thinking

Chapter 5

Building Bridges to Text: Supporting Academic Reading

Four Reader Roles of a Fluent Reader

1. Code Breaker

2. Text Participant3. Text User

4. Text Analyst

During Reading

1) Prediction from a Picture,

Diagram, or Other Visuals

2) Prediction from Key Words, theTitle, or the First Sentence

3) Personal Narratives

4) Semantic Web

5) Reader Questions

6) Sequencing Illustrations

7) Skeleton Text

8) Previewing the Text

1) Scanning for Information

2) Pause and Predict

3) Margin Questions

4) Scaffolding a Detailed Reading

5) Identifying Paragraph Parts

6) Reading Critically

7) Questioning the Text

8) Language Analysis

1) True/False Statements

2) Graphic Outlines

3) Summarizing the Text4) Cloze Activities

5) Sentence Reconstruction

6) Jumbled Words

7) Innovating on the Text

8) Cartoon or Cartoon

Strips

9) Readers Theatre

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Using the details of the two visuals,

predict how the telling of the story

of Little Red Riding Hood might

differ from the book (above) to the

movie (right).

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1. Identify the meaning or theme associated with each of the visualsabove.

2. How is the meaning or theme of each visual similar to anddifferent from the other?

3. Use the visuals to explain what might happen between Japan andthe United States if the expansions continue.

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noun - a fight, struggle,

or controversy, asbetween two persons,

teams, or ideas.

- noun - pieces

of metal, shaped

to fit around the

knuckles that are

used as weapons

in hand-to-hand

combat,

-verb - to exchange or trade

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On December 7, 1941, Japan

attacked the United States naval base at

Pearl Harbor, Hawaii. For many years

before the horrible surprise attack on

Pearl Harbor, Japan had shown itself tobe an aggressor.

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In 1868, Japan began to modernize.

In order to compete with businessesaround the world, the Japanese needed

more resources than could be found in

Japan. To solve the problem of nothaving enough resources, Japan began

trying to gain control of foreign

countries and their resources.

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Between 1894 and 1905, Japan gained

control of many territories in Asia. First,Japan gained control of the island of

Taiwan after winning a war with China in

1894. Japan also worked with the Europeanpowers to carve up parts of China into

spheres of influence. Next, Japan

defeated Russia in the Russo-Japanese War.

The Treaty of Portsmouth, signed in 1905,officially ended the Russo-Japanese War,

giving Japan control of Korea and parts of

Manchuria.

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As the Japanese took over much of Asia, their

brutality shocked much of the world. In 1919, when

Koreans held a nonviolent protest against the

Japanese, the Japanese responded with violence,

ending the protest quickly by killing many unarmed

Koreans. In 1931, Japan invaded Manchuria and the

world protested. In response, the Japanese withdrew

the international peacekeeping organization known as

the League of Nations. In 1937, the world was again

horrified by Japans actions during the Japanese air

and land attack on China. During the attack on China,

many innocent Chinese civilians, including women and

children, were killed in what became known as the

Rape of Nanjing.

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In 1939, Japan sent a clear message to

the world of its desire to continue itsaggressive behavior by joining two other

aggressor nations Germany and Italy in

an alliance known as the Axis.

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On November 14, 1941, Japanese

representatives met with officials from the

United States to discuss peace. At the same

time this meeting took place, the Japanese

were secretly planning a surprise attack onthe American navy in the Pacific Ocean. On

December 7, 1941, Japan carried out that

surprise attack on the United States naval

base at Pearl Harbor, Hawaii, damaging 21ships, and killing approximately 2,400

Americans.

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WWII

Treaty of

VersaillesInflation Great

Depression

AppeasementAggression Isolationism

Axis

Powers

Allied

Powers

Holocaust Atomic

Bomb

United

NationsMarshall

Plan

Israel

Cold War

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Illustrated Timeline of Events Leading Up to The Attack on Pearl Harbor

Japan

United States

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Timeline of Events Leading Up to The Attack on Pearl Harbor

Japan

United States

1868 Japan began to

modernize and needed

natural resources

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Seven Intellectual

Practices

Description

1 Students engage with key ideas and concepts of the

discipline in ways that reflect how experts in the field

think and reason.

2 Students transform what they have learned into a

different form for use in a new context or for a different

audience.

3 Students make links between concrete knowledge andabstract theoretical knowledge.

4 Students engage in substantive conversation.

5 Students make connections between the spoken and

written language of the subject and other discipline-

related ways of making meaning.

6 Students take a critical stance toward knowledge and

information.

7 Students use metalanguage in the context of learning

about other things.

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