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PART I
- Negative cultural diversity - negative attitude of other cultures
- Stereotype- when false and inaccurate characteristics are attributed to an individual
- Sociotyping-when false and inaccurate characteristics are attributed to a cultural group as a collective.
- Assimilation- forced or by choice to take on another's cultural ways at the expense of your own culture.
- Acculturation-blending your own culture and adding on the ways of another culture while retaining your own sense of cultural identity.
- Ethnicity-refers to the sense of belonging to a cultural group
- Culture- see definitions on (custom, beliefs and language)
- Deep Culture-considering the roots of a culture-meaningful significance of what it is truly like to be a part of that culture ( family, roles, ceremonies, myths, grooming, values, time)
- Surface Culture-superficial understanding or naive understanding of a culture (food, holidays, pesonalities, art, music)
- Ethnocentrism-believing your culture is superior compared to others
- High-Involvement- more gregarious in social dynamic-interrupt, loud, animated
- High-Considerateness-more formal in etiquette-not interrupting, politely listens, attentive
- Low-Cotext- As E. Hall explains: "Words and sentences have different meanings depending on the context in which they are embedded" (p. 31). Information about what is expected is readily availble-instructions, directions, clearly explained as to how to behave and what constitutes appropriateness. (American culture in the middle of high & low context cultures; unstable & changing over time)
- High Contect Cultures- People do not have to speak or explain very much about what is expected about appriateness; they know what others mean, think and expect. (static-traditional)
- Field-Dependent-students need to see the whole picture (global perspective) first before informtion is broken into bite size peices. Tend to like to work cooperatively and works well in informal, social settings. Appreciates story format. Learns in context.
- Field-Independent Learners-students like to work independently; competitive,logical sequential ordering of information culminating in the whole picture. comfortable with abstract thinking; self-centered thinking.
Part IV
PART III
"For stories & children who read, it is meant to go beyond the words on the page." (NCTE, October 2005, Roswell, NM)
Strategies-mental processes or plans for use in learning, comprehending, and retaining information. Three types of strategies operative in reading, writing and learning: cognitive, metacognitive and affective/social.
Six Language Arts-listening, talking, reading, writing, viewing, visual representations
We learn written language very similarly to oral language development. Second language learners process new language similarly to first-language acquisition: through social interactions with children and adults.
Second language learners move through developmental stages in learning new language
Begin to use new language to communicate by listening, talking, reading, writing, viewing, visual representations.
Small phrases- no pencil/ me go
Tenses- no ed for past tense
Code switch-mix first language w/English
Source: Echevarria, Vogt, Short (2004). Making content comprehensible for English learners: The SIOP model. New York: Pearson Education (Allyn & Bacon).
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SUPPLEMENTARY MATERIAL supports different learning styles and multiple ways of knowing because information and concepts are presented in multifaceted ways:
(real-life connections help bridge prior experiences with new learning)
- Hands-on manipulatives
- Realia | Pictures | Visuals | Multimedia | Demonstrations
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Related literature / trade books supplement textbooks (aesthetic responses=personal feelings which leads to a transactional experience leading the reader to a deeper understanding of concept depicted)
ADAPTATION of CONTENT
`Graphic Organizers
`Outlines (teacher prepared-completely or partially)
`Leveled Study Guides
`Highlighted Text (helps reduce reading demands)
`Taped text (available for both home and school)
`Adapted text
`Jigsaw text reading
`Marginal notes
`Native Language texts (use first language texts, websites, CD-ROMS as supplementary)
`MEANINGFUL Activities (age appropriate activities that recognize and respect their intelligence)
Five Language systems:
`Orthographic/Lexile (written system of representing words symbolically, sight words)
`Phonological systems or sound system of language (decoding, pronouncing, dialects, invented spelling, alliteration, onomatopoeia, word-identification)
`Syntactic or structural system of language (word families-endings, prefixes, suffixes, punctuation, capitalization, parts of speech, compound words)
`Semantic or meaning system of language (metaphors, idioms, antonyms, synonyms, homonyms, multiple meaning words, dictionary-thesaurus use)
`Schematic (connecting to a priori knowledge, personal stories)
`Pragmatic or social/cultural use system of language (audience, script, dialogue, colloquial, formal, slang, idioms)
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GENERAL Strategies:
`Predicting: anticipating what will happen
`Organizing: grouping and organizing information into categories
`Elaborating: expanding on the information presented
`Monitoring: regulating or keeping track of progress
`Self-regulating: use strategies when needed
`Questioning: prompted by reading; natural curiosity
`Summarizing: processing information for making meaning
Language Strategies:
Tapping prior knowledge Visualizing Monitoring
Predicting Making Connections Playing w/language
Organizing Ideas Applying Fix-up strategies Summarizing
Figuring out unknown words Revising Meaning Evaluating
Language Arts Skills:
Print | Comprehension | Language | Reference | Study
Supporting strategies:
- Code breakers
- Text-participants (comprehend what they are reading, text structures, genres)
- Text-users (read, compare/contrast multigenre texts, writing for purpose)
- Text-critics (examine issues raised or they raise in books)
+Use environmental print-food, labels, transportation
+Add First Language materials in classroom library
+Write books in first language
+Bilingual tutors
+First language videotapes
+Language websites such as
Source: Language Arts Patterns of Practice Gail E. Tompkins, [6 ed.]
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Think-aloud a text. Ask students to categorize your think-alouds.
into 5 types of mental moves:
Picturing | Questioning | Summarizing| Recalling | Clarifying
- They begin the apprenticeship process of making thinking visible by watching you and they can
practice: false starts, retracing characteristics for reading w/ understanding.
- After teacher models, ask students to read a segment of text and generate questions (mental moves) of each type, sharing and assessing their questions and methods they use to answer them.
- Finally, pairs of students are assigned to generate 2 of each type of questions (mental moves) for each of the chapters they read.
- Pairs take turns leading class discussions of the book based on the questions they have generated/written.
- Role of teacher is to connect questions generated to content
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Source: READING FOR UNDERSTANDING (Shoenbach, Greenleaf, Cziko, Huwritz, p. 123)
Literature Response activity:
Storyboarding Reader Response - ["writing is a kind of photography with words"-Donald Graves in Reissman, R. (1994) p. 41] Fold and divide paper into 9 equal sections. Include plot development, mood changes, dialogue lines and descriptive details that you can remember from a particular chapter or story. Share with group members noting the variations in each others' story responses.