Thanks to Fran for generating these questions for our discussion that will happen on Thursday night.
Happy reading!
Principal 1: Learning a Second Language
Some practical tips to incorporate learning English in your class?
Principal 2: Two Kinds of Communication
The beach novel versus college textbook…what’s Pransky’s point?
Principal 3: Problem-solving Strategies
How do mothers teach this skill and self-talk to children?
Principal 4: Playing Favorites: Language and dialect of power
The ant and the grasshopper…what are the differences? Strange nuances of questions?
Principal 5: Memory and Language: students float downstream or they fight the current
Categories: concrete or implied meanings?
Principal 6: In Other Words
What is the vocabulary gap? What words to teach? Top Twelve (pg 67)?
Hey Jennifer and Fran,
ReplyDeleteI am anxious to know how the meeting and discussions went on Thursday evening, and look forward to an update, and did we decide when we were meeting again?
Sorry I missed it, but I was struggling through my Spanish lessons :(
Hi book-bloggers,
ReplyDeleteWe had a small but vibrant group meeting at St Luke's last Thursday. MaryAnn was a great host who joined our group for the evening.
While we hadn't read the whole chapter, it was a worthy discussion!
The 2nd chapter had lots to delve into, we streamlined our discussion and also delved deeper into reflecting on our own students' language and social needs. Lorraine's food contribution was healthy and hearty. So I think everyone came away feeling satisfied!
We focused for a while on the first & last sections, in part, some instructional techniques including:
80% speech speed
repeat, rephrase, review, recycle words, concepts
gestures, visuals, realia
chunking information
give time to process and translate
show explicit acceptance of mistakes as a way of classroom learning
model academic language yourself
explicit vocabulary focus on tier 2 words (pg 65)
Discussion then ranged from post-traumatic stress of refugees, community liasons as models of success, to 4 year high school planning and use of quality learning statements can make a difference in students' using the ways of the dominant culture of learning.
CHAPTER 3: we are reading ONLY 1 principal (a few pages), so choose just one you'd like to talk about with the group. The next meeting is March 31 at 6:30 at St. Luke's Outreach. Hope to see you there!
fran