Using Grades 7-12 Textbooks in University CBI Classrooms

Jessica DavisShannon Fitzsimmons-DoolanJeannie NaaszFredricka L. StollerUsing Grades 7-12 Textbooks in University CBI Classrooms

Fredricka5 minutes

1Presentation OverviewBackgroundA rationale for using secondary school textbooks in university-based CBI classes Textbook selection criteria to meet CBI goals Scaffolding techniques Concluding remarks Q & AFredricka2Background to Situate Our Discussion Program description Student description Role of CBI class in program

Fredricka3CBI Class Goalssynthesize & extend content from multiple sources in a complex culminating task or project that reflects real academic outcomes understand extended input (from reading and listening) and respond (in speaking and writing) appropriatelysummarize content in own wordsinterpret extended input and make appropriate inferencescritically evaluate information and use it appropriatelyFredricka4CBI Class Goals (continued)find and appropriately use additional relevant contentdevelop and use language learning strategies for all language skillsuse appropriate self-learning and self-monitoring skills and strategiesbuild a large academic vocabularyFredricka5Philosophical Underpinnings of CBI Class promote the integration of language, content, and strategy learning.view language as a medium for learning content and content as a resource for learning and improving language.use content materials to drive most instructional decisions.endorse purposeful and meaningful language use in the classroom.hold students accountable for content learning to prepare them for the demands of mainstream classes.

FredrickaOne of the challenges we face is finding textbooks that make it possible for us to achieve these goals.6Traditional EAP Textbooks

Shannon (5 minutes)More traditional textsshort readingschange topic quicklynumber of activitiesBurdens the teacher with finding supplementary texts at an appropriate level, so that we can (goals)

Transition: weve chosen a different method for choosing textbooks7Grades 7-12 Textbooks

Shannon (5 minutes)More traditional textsshort readingschange topic quicklynumber of activitiesBurdens the teacher with finding supplementary texts at an appropriate level, so that we can (goals)

Transition: weve chosen a different method for choosing textbooks8Textbook Selection CriteriaReading level Potential interestThematic threadText featuresExtended inputRecycled vocabularyOpportunities for academic activities (simulates aspects of university texts)Culminating project supportShannon9Selection of Books Meeting CriteriaGlobal Resources. Parks, P. J. (2005). Lucent Overview Series.Political Corruption. Miller, D. A. (2007). Lucent Hot Topics. The Internet. Nasso, C. (Ed.) (2008). Greenhaven Opposing Viewpoints. Censorship. Steffens, B. (2004). Lucent Overview Series. Organic Foods. Miller, D. A. (2008). Lucent Hot Topics. American Ways. Althen, G. (2003). Intercultural PressShannonHold up examples of booksJessica and Jeannie will be presenting a variety of activities that scaffold these texts. 10Scaffolding TechniquesMake Reading Accessible and PositivePromote Vocabulary BuildingDevelop Skills & StrategiesGuide Culminating Projects

Two types:Adaptable to many booksSpecific to a particular book24-25 minutes total

Make a reference here to the handout. On page 2, weve listed activities that weve successfully used that address each of these scaffolding techniques. We will only address those that are bolded in our discussion today. 11Make Reading Accessible and PositiveReading packs with glossesCornell notesKey people investigation

Science experiment

Jessica: Reading Packs with gloss & Cornell NotesJeannie: Key People Investigation & Science ExperimentKey People Students were given this handout, with pictures of key people from the chapter. They connected each individual with types of political corruption and the consequences. 12Science ExperimentThe Greenhouse Effect In A JarThis simple experiment serves as an introduction to the greenhouse effect. You can see for yourself the effects of a greenhouse, and relate this understanding to what occurs in our atmosphere. Materials: 2 Small thermometers1 Jar or other see-through container1 Clock or watch1 Copy of the worksheetSunlamp or access to a sunny area to perform the experimentRoles:Timer: _______________________Reader # 1: ____________________Reader # 2: ____________________Recorder: ______________________Instructions:1) Place the two thermometers in the sunlight for a few minutes to let them get warm. 2) Record the readings (write the temperatures) of both thermometers at the top of the columns. 3) Record the time next to the starting temperatures and place the jar over thermometer #1. 4) Every minute, record the readings of both thermometers without disturbing them.

Jeannie Students were given the instructions and all materials. They were left to read and work-out the procedures with their peers. Each student had a role in the team as well: recorder, thermometer checker, etc. Students recognized that it was demonstrating the greenhouse effect without me saying a word.Hands-on 13Promote Vocabulary BuildingClay or pipe-cleaner vocabulary

Identifying word partsWord sortMix and match

TRANSITION TO NEW TOPICJessica: Clay vocabularyJeannie: Pipe-cleaner vocabulary Students were given a word (e.g., atmosphere) and a pipe cleaner. They made something with the pipe cleaner that would help explain the word. Then they had to explain the word to the class, using the pipe cleaner as a visual aid. Jeannie: Identifying word parts change slide. Jessica & Jeannie: Word Sort14Identifying Word PartsUndisclosed = un + dis +close + ed Negation negation cover past-tenseAnticorruption= anti-+ co+ rupt +tion opposite/ joint to break noun against or nullify

Students can practice with learning word roots and other parts. They complete activities where they must identify the word parts and their meanings, and then write a definition from the word parts. For example:Undisclosed has 3 parts. Un makes it negative. Disclose is the root, which means to uncover (students may use dictionaries for meanings of word parts). ed makes it past tense. So, the word definition would be not-uncovered, so, still covered.Another example:Anticorruption has 4 parts. Anti- means opposite or against. Co shows a joint feature with something. Rupt means to break of nullify. Tion shows that this word is a noun. Therefore, this word would mean against breaking something that is joined. There are two types of word parts, grammatical (-tion) and semantic (anti-). 15Word SortDirections: Sort the following words by forming groups. You decide what groups to form (e.g., part of speech, theme/topic, color)

AgricultureGenetic ModificationSustainableOrganicGenesSeedsOvergrazingYieldCropOverplowingLets do an activity together. Students can complete a word sort, where they are given a list of words and are asked to put them into self-designated categories. This taps their previous knowledge of the vocabulary. With a person sitting next to you, put these words into categories. Ill give you one minute. What are a couple of examples of categories that you chose? (ask for audience examples)With this specific list, students were asked to group words as natural, unnatural, or other.

Now to Jessica for a description of Mix and match.16Mix and MatchStep 1 MixStep 2 MatchStep 3 Present and make correctionsStep 4 Repeat

Extension use the word in a sentence that shows knowledge of the definition

17Develop Skills and StrategiesAnticipation guideKnow want to know learned chartPre-readingTimeline graphic organizerVenn diagramTRANSITION TO NEW TECHNIQUEJessica: Anticipation Guide, Pre-reading, Venn diagramJeannie: KWL, Timeline G.O.18Anticipation Guide

Directions: Before the unit begins, answer these t/f questions, which stem from the texts in this unit. At the end of the unit, answer these questions again to see if you still have the same opinions. Answer the questions True or False.

19KWL ChartKnowWant to KnowLearned* Before reading* Before readingAfter readingThis activity spans over a longer period of time. Before introducing a text, students are asked what they already know before using the reading. Their answers are recorded. Then, students are asked what they want to know (at this point, they know what the topic of the reading will be). Once the text or unit is completed, the class returns to the chart to see what was learned. Those things in the want to know chart that were learned can be moved to the learned column, and additional information can be added. Learned is interpreted broadly to include what was learned in terms of content, language, study skills, process of writing, etc.This is great if it is created as an oversize chart to post on the wall in the classroom. This way, students can see it and see their progress as they work through a text. 20Pre-ReadingPurposeStimulate background knowledgeGenerate interestSet expectationsPossibilitiesGive opinion about topicSkimScan Find definitions for key words in reading21Pre-Reading

22Timeline OnlineSmart Art:

2 options (there are probably others)Use links to pre-made G.O.s online such as this one click linkAlso, you can create your own using Smart Art in Microsoft Word.

Organizing information in a way that shows relationships23Venn DiagramVENN DIAGRAMS

Weve talked about two different graphic organizers, but there are hundredsTHOUSANDSMILLIONS!!!! Of graphic organizers available for you to use. Try a google search online, and you will see many different examples.24Guide Culminating ProjectsComplete a project description dicto-compStep 1: ListenStep 2: Take notesStep 3: ReconstructPractice a debate with reading contentInterview native or near-native speakersUse quotes effectivelyFollow a CBI class road mapJeannie: Project description dicto-comp (review the steps)Jeannie & Jessica: Interview Americans/native speakersJessica: Practice a debate with reading content; using quotes effectively; follow a core road map25Practice a Debate with ContentThe project that these students had was a 2-person debate. In order to teach them the format of a debate, we did this activity. Students practiced making points and refuting them. Explain how

26Interview Native or Near-Native SpeakersDraft questionsEngage in peer review of questionsLearn interview proceduresPractice (by listening to an interview)Integrate interview data into writingThis is always good practice with speaking. In this kind of activity, attention should be given to drafting the questions before the interview. These questions should be peer and teacher reviewed. Furthermore, students should know the correct procedures for conducting an interview.

They can practice with listening to a recording or watching a video of an interview. I did this with a video of an interview of Richard Nixon about the watergate scandal. Students had to listen for the questions, identify the answers, and reflect on the appropriateness of the questions.

Finally, students should be expected to do something with the results of their interview. They can integrate the information into their writing. This relates to using quotes effectively which Jessica will share about. 27Use Quotes EffectivelyDivide chapter into sectionsOutlineSortJustify by speaking

Ask students to make an outline of each section (can be done in a jigsaw)noting the main ideasStudents sort quotes from the reading into the outline based on relevance to the topicAsk students to get with a partnerAsk students to justify their sorting of the quotes. They should explain the relevance to the topics by speaking. Write gambits on board:This quote supports this topic because _______ .I chose this quote because _______ .Because this topic needs _______ , I chose this quote.

Students apply this practice activity to their own essay. They write an outline, find quotes from the interviews, and figure out where quotes would go to support the main ideas in the outline.After sorting the quotes, you can discuss how to integrate a quote into a sentence correctly.

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Road MapEssential question thread that ties each of the units together

Start at the bottom questions & project29Examples of Culminating ProjectsClass newsletterIndividual websitesGroup wikisTrial script and performancesPersuasive essay & in-class debateInformational brochure

30Questions?http://cbiesl.weebly.comWeve tried to introduce some scaffolding techniques and culminating projects to you. There are many more techniques and projects to implement in your class, but we didnt have time to introduce them all to you today.

We welcome any questions that you might have and thank you very much for attending.32