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01143001600200114300 377190027305RETELL Strategy Implementation in the ClassroomTeacherAndrew LarocqueContent Area / Grade LevelAlgebra 1/ Grade 9Unit (Topic or Skill)CME Algebra 1 Common Core:On pg. 291 the answers for the For Discussion 3 and 4. 3.16 Two Basic Graphs: y=cx, y = c/x, which is the second lesson of Investigation 3D, which is the 4th investigation of Chapter 3 GraphsContent ObjectivesSWBAT:Decide whether a situation represents direct or inverse variationSolve direct and inverse variation equationsRecognize the distinguishing features of the basic graphsLanguage ObjectivesStudents will answer the discussion questions using a think-write-pair-share consisting of sentence frames.Strategy -Sentence FramesBrief explanation of how the strategy was usedThe two discussion questions that the students had to do for a Think-Write-Pair-Share were, “How do you know that the graph of y = cx goes through (0,0), no matter what number c is?” and “What is the difference between the graph of y = 3x and the graph of the carousel riders in this lesson?” Since we were doing a Think-Write-Pair-Share, I gave the students time to think. After their time to think I gave the students these two sentence frames to write, fill in, and complete. “The point (0,0) always (word bank word) the equation y=cx, no matter what number c is because ____________________________” and “The graph of y = 3x and the graph of the carousel riders is different because the (word bank word) of points are _________________” The word bank consisted of these six words, “Collects, Satisfies, Tests, Collection, Satisfaction, Test.” The sentence frames helped the students focus on the discussion questions. The students who were confused by the discussion question were given a clue by the sentence frames. The first sentence frame used satisfies for the fill in the blank part which helped the students realize that they had to plug in the coordinate into the equation to show it will always make the equation true. In the second sentence frame the students used collection which made the students focus on the points as a collection. This allowed the students to recognize that the carousel graph was a scatter plot of distinct points while the equation y=3x was a graph of continuous points. These questions helped the students analyze and understand the aspects of the first basic equation y=cx which is a direct variation. After the students wrote they each had to turn and read their sentences to each other using the academic language. This forced them to adapt their thoughts from what they normally would have put into simple language, and instead put them into academic language. The students then shared the sentences with the class allowing the other students to listen to each other and model what academic language sounded like instead of just hearing me, the teacher, model the academic language. I felt that using the sentence frames made the Think-Write-Pair-Share more valuable because the students were not only sharing their thoughts but also putting their thoughts into academic language which they were able to speak and hear. Reflection: How and why was the strategy effective? What might you change for next time?The sentence frames allowed the students to think about the academic language and choose the correct word to put into the sentence to make it correct. They also were putting their thoughts into academic language. The students had to write the sentence, fill in using the appropriate word and finish it by answering the question correctly. The students then had to read the sentence and listen to other students read their sentence. This caused the students to read, write, speak, and listen to academic language. The academic language was being used not just by the teacher but by the students in the classroom as well. When it was time to share with the class, I made sure to call on my ELLs to share with the class. The ELLs were given the opportunity to speak to their peers, regular education students, and the class using academic language. Using the sentence frame applied the vocabulary words that were already seen from the 7-step vocabulary which were the word bank words. The vocabulary words were a clue to figuring out the answer to the discussion questions, helping to reinforce the importance of knowing not only content specific words, but tier 2 words that link the tier 1 and tier 3 words. Next time I might change the strategy by splitting the students into two groups giving the first discussion question to one group and the second discussion question to the other group. The students within the groups would do a think-write-pair-share using the sentence frames. After the two separate groups shared and became experts, they would partner up with another person from the other group and read the question and their answer. The student would first listen to the student reading, and then write down their answer using the sentence frame. Then they would switch. This would allow the students to learn from each other in a different way which they did in my lesson. The students would depend on each other to become experts of their answer to the question. This would make accountability of learning the material that much more important. This activity is mixing a Jigsaw with a Think-Write-Pair-Share using sentence frames to help understand the content and writing and to foster the academic language. ................
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