Jurupa Unified School District

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Jurupa Unified School District

• Riverside, CA
• Paula Ford,
• Coordinator of Education Technology

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Presenters

• Wendy Eccles, ELA and Social Studies Teacher
• Stephanie Cunningham, ELD Teacher and EETT Coach
• Joan Bosze, GATE and ELA Teacher and EETT Coach

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EETT Overview

• Grant Focus Information Literacy
• ELA/ELD Classrooms
• Technology Resources equity
• On-going Professional Development Opportunities
• Cross School Collaboration
• Using Technology to Differentiate Instruction

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Differentiating Instruction Using Technology

• Joan Bosze, Stephanie Cunningham, and Wendy Eccles

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Content What We Want the Students to Learn

• Readiness
• Adapt what we teach
• Modify how we give access to content
• Interest
• Connect curriculum to student interest
• Learning Style
• Present the content so that students can grasp
  the concept using their preferred learning style

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Differentiated Process

• Readiness
• Match the complexity of the lesson to the
  students current level of understanding
• Interest
• Give students a choice about facets of a task in
  which to specialize or to link a special interest
  to an activity
• Learning Style
• Encourage students to make sense of an idea in
  their preferred way of learning (kinesthetically,
  spatially, verbally, alone or with group)

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Differentiated Activities

• Range of modes, Varied degrees of sophistication,
  Varied time spans
• Varied amount of teacher/peer support
  (Scaffolding)
• Use essential skills and essential information

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Product

• Products in a differentiated classroom can
  replace some tests and can give a broad range of
  students a way to demonstrate what they have
  learned.
• Products should give students a chance to think
  about, apply, and expand key concepts.

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Product

• Product assignments should stretch and expand the
  students' understanding and skill level to reach
  new levels of quality. Scaffolding that leads the
  students to success through hard work, rather
  than confusion and ambiguity, is critical.

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Content Standards

• ELD (Level 3- Intermediate) Recognize simple
  idioms, analogies, figures of speech (e.g., to
  take a fall), and metaphors in literature and
  texts in content areas.
• Grade 7 Reading 1.1 Identify idioms, analogies,
  metaphors, and similes in prose and poetry.
• Grade 8 Reading 1.1 Analyze idioms, analogies,
  metaphors, and similes to infer the literal and
  figurative meanings of phrases.

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7th Grade ELA

• Assignment was given prior to a text reading
  where standard (Reading 1.1) was the reading
  focus.
• Students were randomly assigned a group of five
  idioms (no two students were assigned the same
  idioms).
• Students were given a model for the assignment
  expectations.

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7th Grade ELA

• Assignment requirements
• 1. Explain literal meaning of idiom.
• 2. Define figurative meaning of idiom.
• 3. Assignment must have some sort of custom
  design, layouts, or animation.
• 4. Extra Credit Pictures can be used to
  explain either figurative or literal meaning of
  idiom.

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English Language Development

• Level 3 (Intermediate) Students
• Mostly conversationally fluent
• Struggle with figurative language

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Assignment Expectations

• To define terms
• Use figures of speech in context
• To paraphrase metaphors

Standard Recognize simple figures of speech
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Differentiation
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ELD Exercise from VISIONS

• The air was a thick curtain of smoke.
• A. It was hard to see because of the smoke.
• B. The smoke made them cough.

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Steps for Personified Poetry

• Black is night.
• Black is soft, silent night. (Add adjectives.)
• Black is soft, silent night slipping into my
  room. (Add verb ing phrase.)
• Black is soft, silent night slipping into my room
  like my cat. (Add a comparison.)
• Black is soft, silent night slipping into my room
  like my cat glides into my room, cuddles on my
  lap, and covers me with warm contentment.
  (Expand.)

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ELD Student Projects
Seventh Grade
Eighth Grade
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Bibliography

• Gravois, Michael. 20 Hands-On Activities for
  Learning Idioms. USA Scholastic, 2002.
• Bye , Thomas. On Location 3. 1st ed. New York,
  New York McGraw Hill, 2005.
• McCloskey, Mary L., and Lydia Stack. Visions B.
  USA Thomson Heinle, 2004.
• Mejia, Angela, Mary C. Swanson, and Rita Elwardi.
  The Write Path. AVID PRESS, 2002.

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8th Grade Honors English Language
ArtsDifferentiating Standards Based Lessons
through Technology

• READING
• 1.0 Word Analysis, Fluency, and Systematic
  Vocabulary Development
• Vocabulary and Concept Development
• 1.1 Analyze idioms, analogies, metaphors, and
  similes to infer the
• literal and figurative meanings of phrases.

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GATE Learners

• Open ended learning experiences
• Need more unstructured learning experiences
  Project based
• Opportunities to express themselves creatively
• Opportunities to work alone as well as in groups

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Learning Styles

• Auditory learners prefer tasks that allow them to
  work logically, sequentially analytically.
• Visual learners like learning from things they
  can study and see visually.
• Tactile-kinsethetic learners learn best from
  touching and feeling, and moving as they learn.
• Technology projects satisfy these learning needs

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I Know Why The Caged Bird SingsMaya Angelou

• Introduces California Standard
• Reading 1.1 Analyzing idioms, metaphors,
  similes analogies
• Cornell Notes on the preread section
• included the definition for each term
• Read and discuss the story Socratic style
• Use a graphic organizer, find examples in the
  text (Marzano Strategy)

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continued

• Teacher models how to find textual examples
• students work in pairs to find figurative
  language examples
• complete for homework
• Students share out their examples
• Assessment
• Student PowerPoint on Figurative Language
• Formal Assessment

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Graphic Organizer
I Know Why The Caged Bird Sings Figurative
Language Examples
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Student Expectations

• Define and provide textual examples of various
  types of figurative language
• Analyze figurative language
• Use idioms, similes, and metaphors in context
• Research on the origins of the idioms

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Teacher Responsibilities

• Model how to find examples in the text
• Outline the parameters of the PowerPoint
• Schedule class time to work on PowerPoints
• Provide the rubric

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Student Responsibilities

• Sign up their idioms
• No duplicate idioms within the same class
• Some work at home to complete project many
  have the program
• Some come after school to complete

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PowerPoint Rubric

• Review Hand out ahead
• Serves as a guideline for the project
• Provides project framework feedback
• Students can check off as they complete parts
• Can see where they excelled and where they lacked
  substance

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Figurative Language PowerPoint Rubric

• Each category will be rated according to the
  following scale
• 10-9excellent,
• 8-7very good,
• 6-5satisfactory,
• 4-3needs improvement,
• 2-1unsatisfactory,
• 0no attempt

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(No Transcript)
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Student Examples
click on the girls to view examples
Click on one of the girls to view sample
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References

• Burke, David. Street Talk - 3 The Best of
  American Idioms. Berkley Optima Books, 1995.
• Funk, Charles Earle. Hog On Ice Other Curious
  Expressions. New York Quill, 1948.
• Leedy, Loreen, and Street Pat. There's A Frog In
  My Throat 440 animal Sayings A Little Bird Told
  Me. New York Holiday House, 2003.
• Terban, Marvin. Scholastic Dictionary of
  Idioms. New York Scholastic Reference, 1996.