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  1. 1. Using Steve Jobs’ Biography to Teach a Reading Workshop Class to English Language Learner Students Dr. Benita Elaine Bell 1
  2. 2. Dr. Benita Bell  Dr. Bell currently teaches as an adjunct professor for the Psychology and Counselor Education Departments at Concordia University. Dr. Bell earned a Doctorate Degree in Curriculum and Instruction from Loyola University Chicago. Dr. Bell served as Principal of the Octavio Paz Charter School in Chicago and her school earned an educational ranking as a “School of Distinction.” 2
  3. 3. Contact Information: Email: benitabell@gmail.com Email: benita.bell@cuchicago.edu Cell Phone: (847) 477-4511 http://benita-bell.squarespace.com Adjunct Professor for the College of Education Concordia University Chicago 7400 Augusta Street River Forest, Illinois 60305 3
  4. 4. During this Session, You Will Learn:  Strategies to Teach Vocabulary  Strategies to Increase Comprehension and Memory  How to Use Posters to Assess Student Skills  How to Teach Your Students Summarizing and Analytical Skills 4
  5. 5. English Language Learners Finding interesting and relevant reading material is challenging for all English teachers when working with ELL students. This workshop will present English teachers of ELL students an introduction to a novel study unit that both appeals to secondary students, and helps them to improve critically important literacy skills. 5
  6. 6. Benefits of Reading Biographies • One of the benefits of reading biographies is that they provide valuable lessons in life. • What do students learn from biographies? • “The priceless lessons of experience. We live in a world built by their genius and inventiveness. The secrets of success are to be fond in all of these remarkable lives. If you wish to excel in your own life, there is no better place to find inspiration than in the lives of those who have changed our world and changed our lives for the better.” (Blumenfeld, 2016) 6
  7. 7. That being said: • Who has changed our lives through technology better than Steve Jobs? • Steve Jobs was a pioneer, inventor, and marketing genius. • Steve Jobs once said, “ I want to make a dent in the universe.” • Apple Computer founded by the late Steve Jobs has changed the way we use technology today. 7
  8. 8. Instructional Objectives • Improve vocabulary through direct instruction, student friendly definitions and visual representations • Write an analysis of the biography of Steve Jobs with first, second and third drafts. • Draw individual visual representations of vocabulary and characters • Create posters displaying key concepts from biography using collaborative learning. 8
  9. 9. Instructional Methodology:  Multiple teaching strategies for all learning styles  Teacher Modeled Skills & Ideas  Teacher Guided Practice of Skills  Gradual Release of Responsibility to Students (Active engagement)  Individual Practice of Skills by Students  Daily & Weekly Assessment of Skills  Reteaching of Skills As Required 9
  10. 10. Reading Workshop Key Components Multisensory Vocabulary Instruction  Think aloud Comprehension Strategies  Daily Note Taking and Writing Practice  Oral Reading by Students & Teacher  Daily Assessment Using Exit Ticket/Short Quiz  Chapter Written Comprehension Questions  Posters Demonstrating Understanding of key concepts of biography  Student’s Final Papers Summarizing and Analyzing Key Ideas of the Book 10
  11. 11. Research Questions • Will the vocabulary of secondary English Language Learner students improve by reading and studying the biography of a modern day technology genius? • Will the motivation of secondary English Language Learn students improve by reading the biography of Steve Jobs? • Null Hypothesis: There will be no difference in the motivation to read with secondary English Language Learners after reading the biography of Steve Jobs? 11
  12. 12. For Students to learn and remember, They must make BRAIN CONNECTIONS. 12
  13. 13. What Helps Students Make these Connections? Vocabulary MultisensoryVocabulary Multisensory InstructionInstruction By using as many sensesmany senses as you can to get the most repetitionsmost repetitions Multisensory Instruction gets the most repetitions at ONE time. at the same timesame time in the least amount of timeleast amount of time 13
  14. 14. This Information About Multisensory Instruction is Posted in My Classroom. See it HEAR it SAY it WRITE it TOUCH it MOVE it 14
  15. 15. Vocabulary: Effective Strategies for Teaching Vocabulary to ELL:  According to Isabel L. Beck, an important researcher and educator in the field of vocabulary development:  “A robust approach to vocabulary involves directly explaining the meanings of words along with thought-provoking, playful, and interactive follow-up” (Beck, I.L.McKeown, & Kucan (2013, p. 3) 15
  16. 16. Robust Vocabulary Instruction According to Beck, “students need to develop and interest in and awareness of words in order to adequately build their vocabulary repertoires. (Beck, 2013, p. 14) Her advice to teachers is to “make words meanings explicit and clear. Develop student-friendly explanations for discussing word meanings. Get students actively involved with thinking about and using the meanings right away (Beck, 2013, p. 54). 16
  17. 17. Building Background Knowledge  When students do not have background knowledge, teachers need to help students to develop this knowledge using instructional interventions:  Directly teaching important vocabulary  Model how to develop vocabulary and critical comprehension skills 17
  18. 18. Graphic Organizer Used for Building Background Knowledge: 18
  19. 19. During Reading Workshop, I used a Six-Step Process for Teaching Academic Vocabulary 1. Provide a description, explanation or example of the new term. (Include a non- linguistic representation of the term for ESL students) 2. Students will restate the description, explanation or example in their own words. 3. Ask students to construct a picture, symbol or graphic representing the word. 4. Engage students periodically in activities that help them add to their knowledge of the terms in their vocabulary notebooks. 5. Personally ask students to discuss the terms with one another. 6. Involve students in games that allow them to play with terms. 19
  20. 20. Marzano- Strategy #1 • Provide a description, explanation or example of the new term. – Find or create pictures that explain the term. – Introduce direct experiences that provide examples of the term. – Create graphic organizer with class. • Word Webs: New word is written in the middle circle Characteristic or meaning is written in outside circles. 20
  21. 21. Marzano-Strategy #2  Ask students to restate the description, explanation or example in their own words.  Monitor and correct misunderstandings  Must be student’s original ideas, not parroting the teacher. 21
  22. 22. Marzano-Strategy #3  Marzano: The third step in the process is crucial—having students represent their understanding of a new term by drawing a picture, pictograph, or symbolic representation  Ask students to construct a picture, symbol, or graphic representing the word.  Model, model, model  Draw an example of the term 22
  23. 23. Marzano-Strategy #4  Engage students in activities that help them add to their knowledge of the terms in their notebooks.  Highlight prefixes, suffixes, root words that will help them remember the meaning of the term.  Identify synonyms and antonyms for the term.  List related words.  Translate the term into another language for second language students  Point out cognates to words in Spanish 23
  24. 24. Marzano Strategy #5  Ask students to discuss the terms with one another.  Think-Pair-Share  Compare their descriptions of the term  Describe their pictures to one another  Identify areas of disagreement or confusion and seek clarification. 24
  25. 25. Marzano Strategy #6  Involve students in games that allow them to play with the terms, such as:  Pictionary  Memory  Jeopardy  Charades  Bingo 25
  26. 26. 26 A Reading Workshop Student’s Vocabulary Visual Representation
  27. 27. Vocabulary Strategy: Four Corners:  Enables students to contextualize  word by  1. Creating a chart with an illustration of the word  2. A sentence that includes the vocabulary word  3. Definition of the vocabulary word  4. The actual vocabulary word. 27
  28. 28. Use a Variety of Visual Activities: • To emphasize patterns in word families, spelling patterns, prefixes, suffixes and word roots. • Use color to emphasize the repeating patterns • Use different font Example: Sophistication-Culture or knowledge. • Highlight the patterns or use bold print. (Willis, 2008) 28
  29. 29. Vocabulary Words from Steve Jobs Biography: 1. Volatile-Explosive 2. Precocious-Showing ability at an early age 3. Prestigious-Achieved through success or fame 4. Notorious-Know widely and regarded unfavorably. 5. Sophistication-Culture or knowledge. 6. Innovation- Something new or different 29
  30. 30. Reading Comprehension Skills  Teach students to take notes and summarize accurately (Marzano, 2012).  Final paper in Reading Workshop was a final paper analyzing and summarizing the key ideas in the biography of Steve Jobs.  Teach students to create visual representations (graphic organizers) 30
  31. 31. Anchor Charts: During Reading Workshop, I always post Anchor Charts in my classroom These charts are important for ELL students who need additional support when learning new concepts. Students can refer to them while completing an assignment or activity. 31
  32. 32. Anchor Chart of Skills: 32
  33. 33. 33
  34. 34. Writing Skills  In Reading Workshop, because of the strong connection between reading and writing, students practiced their writing skills daily.  Students were taught how to write sentences and coherent paragraphs.  They were then ready to begin writing their final essays.  The next slide was posted in our classroom. 34
  35. 35. Spellcheck your entire paper Use interesting and age appropriate adjectives/verbs Look up synonyms in the Thesaurus Write, edit, rewrite. Good essays have at least three drafts with corrections. Read your essay out loud to a classmate This will help you to find parts that need to be revised. 35
  36. 36. Mohammed Ahmed Roosevelt High school Example of the first paragraph of final paper: In this paper I will be talking about Steve Jobs childhood and how he grew up to be one of the most amazing genius of all times in the world of technology. What kind of story are we talking about? We are talking about a man who endured very difficult situations and obstacles in his lifetime. Steve’s father worked with him in their garage. His father told him to create everything beautiful inside and out. Steve’s father told him if you are going to make something beautiful you should make it front and back not just on one side. Jobs tried to make all of his Apple and Next products perfect and beautiful. He tried to make them simple and good-looking. Steve made a beautiful Mac computer that is both user friendly, and beautiful. 36
  37. 37. Student Posters  In pairs of two, students were required to create a poster demonstrating their understanding of the key ideas from the novel they had just finished reading, Steve Jobs: The man who thought different. 37
  38. 38. A Reading Workshop Student Poster: 38
  39. 39. Background on Steve Jobs • Took his first electronics class in high school • After school, attended lectures at the Hewlett-Packard company where he met Steve Wozniak during work • Graduated high school in 1972 • Enrolled in Reed College in Oregon, latter dropped out • Slept on his friends dorm room floor and dropped in on classes of interest 39
  40. 40. Apple Computer Returned to California in 1974 and was hired as a technician for Atari Attended meetings at Steve Wozniak’s “Homebrew Computer Club” Steve Jobs convinced Steve Wozniak to work with him building computers Apple was born on April 1st , 1976 40
  41. 41. Portable Audio Revolution Less than a year after iTunes was released, Apple released the iPod Originally only for Mac users In July 2002, the new iPod was available for Windows users Sales skyrocketed and 75% of MP3 players are iPods In eight weeks, five million songs were sold on iTunes Took over 80% of the legal music downloading market 41
  42. 42. Creative Innovations: October 2005, 5th generation of iPod was introduced Could play music videos and TV shows Jobs announced the opening of the iTunes video store 42
  43. 43. Pixar Pixar was Jobs second company. Swept the box office with its animated films. On January 24th , 2006, Disney bought out Pixar for $7.4 billion. 43
  44. 44. Steve Jobs Introducing IPAD 44
  45. 45. In Conclusion The biography of Steve Jobs motivates students to read and is an excellent book to study during Reading Workshop when teaching English Language Learners. 45
  46. 46. English Students 2016 SY 46
  47. 47. References Beck, I.L., McKeown,M.G. & Kucan, L. (2013). Bringing words to life: Robust vocabulary Instruction. New York, NY : Guilford Press. Blachowicz, C. & Fisher, P. (2005). Best practice in vocabulary instruction (2005). Best practices in literacy instruction. New York, NY: Guilford Press. The man who thought different. New York, NY: Feiwel and Friends. Blumenthal, S. (2006). The benefits of reading biographies. Practical Homeschooling #71. Bjorklund. D.F. (2005). Children’s thinking: Cognitive development and individual differences. Belmont, CA: Thomason Learning. Byrnes, J.P. (2008). Cognitive development and learning: In instructional contexts. Boston, MA: Pearson Education Inc. Dehaene,S. (2009). Reading in the brain: The science and evaluation of a human invention. New York, NY: Viking Penguin. Gambrell, L.B., Morrow, L.M, & Pressley, M. (2007). Best practices in literacy instruction. New York, NY: Guilford Press. 47
  48. 48. References Jensen, E. (2008). Brain-based learning: The new paradigm of teaching. Thousand Oaks, CA: Corwin Press. Marzano. (2012). Classroom Instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Sousa, D.A. (2008). How the brain learns to read. Thousand Oaks, CA: Corwin Press. Sousa, D.A. (2011). How the brain learns. Thousand Oaks, CA: Corwin Press. Torres, M., Olancin, I. Vocabulary building strategies to use when working with ELL students. Retrieved on 6/20/2016. Willis, J.(2008). Teaching the brain to read: Strategies for improving fluency, vocabulary, and comprehension. Alexandra, VA: Association For Supervision and Curriculum Development.  48
  49. 49. On-Line References http://www.commlearnonline.com/files/Classroom-Tip-4- Marzano-Vocabulary-Game.pdf http://www.home-school.com/Articles/the-benefits-of-reading- biographies.php 49

Hinweis der Redaktion

  • Teachers can make the patterns more obvious by using different colors, highlighting , or using different fonts.
  • Student Poster