Series ELA for ELL: Scaffolding Understanding for Complex Text: Preparing Learners: Activating Prior Knowledge

ELA.SL.7.1c

Common core State Standards

  • ELA:  English Language Arts
  • SL:  Speaking and Listening Standards 6-12
  • 7:  7th Grade
  • 1c: 
    Engage effectively in a range of collaborative
    discussions (one-on-one, in groups, and teacherled)
    with diverse partners on grade 7 topics,
    texts, and issues, building on othersâ\x80\x99 ideas and
    expressing their own clearly.

    a. Come to discussions prepared, having read
    or researched material under study; explicitly
    draw on that preparation by referring to
    evidence on the topic, text, or issue to probe
    and reflect on ideas under discussion.

    b. Follow rules for collegial discussions, track
    progress toward specific goals and deadlines,
    and define individual roles as needed.

    c. Pose questions that elicit elaboration and
    respond to others' questions and comments
    with relevant observations and ideas that bring
    the discussion back on topic as needed.


    d. Acknowledge new information expressed by
    others and, when warranted, modify their own
    views.

Download Common Core State Standards (PDF 1.2 MB)

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ELA.SL.8.1c

Common core State Standards

  • ELA:  English Language Arts
  • SL:  Speaking and Listening Standards 6-12
  • 8:  8th Grade
  • 1c: 
    Engage effectively in a range of collaborative
    discussions (one-on-one, in groups, and teacherled)
    with diverse partners on grade 8 topics,
    texts, and issues, building on othersâ\x80\x99 ideas and
    expressing their own clearly.

    a. Come to discussions prepared, having read
    or researched material under study; explicitly
    draw on that preparation by referring to
    evidence on the topic, text, or issue to probe
    and reflect on ideas under discussion.

    b. Follow rules for collegial discussions and
    decision-making, track progress toward
    specific goals and deadlines, and define
    individual roles as needed.

    c. Pose questions that connect the ideas of
    several speakers and respond to others'
    questions and comments with relevant
    evidence, observations, and ideas.


    d. Acknowledge new information expressed
    by others, and, when warranted, qualify or
    justify their own views in light of the evidence
    presented.

Download Common Core State Standards (PDF 1.2 MB)

Preparing Learners: Activating Prior Knowledge

Lesson Objective: Analyze structural, organizational, grammatical, and lexical choices
Grades 6-8 / ELA / ELL
6 MIN
ELA.SL.7.1c | ELA.SL.8.1c

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Discussion and Supporting Materials

Thought starters

  1. This lesson asks students to utilize various forms of "communicative functions" through the three-step interview. Why is this important for ELLs?
  2. How does the structure of this task ensure that all students are engaged in the work?
  3. How did Ms. Park-Friend activate her students' prior knowledge?

106 Comments

  • Private message to Heather Sparks

1. This lesson asks students to utilize various forms of "communicative functions" through the three-step interview. Why is that important for ELL's? - They can practice reading, writing, and speaking so they'll be able to understand the English language.

2. How does the structure of this task ensure that all students are engaged in the work? - Thr exercises to which they are making connections to previous personal experiences, so that they become interested in the subject matter. It also requires several steps in addition to which the students are working together and independently to complete their work. This results in personal experience being shared amongst the students which guarantees student engagement. 
 

3. How did Ms. Park - Friend activate her students prior knowledge? - She asked the class to remember a prior situation to use in their project. By asking them to remember, they we activating previous knowledge they've previously learned. 

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  • Private message to Gretta Brinson
  1. This lesson asks students to utilize various forms of "communicative functions" through the three-step interview. Why is this important for ELLs? It helps them to practice speaking, reading, writing and understanding the English language.
  2. How does the structure of this task ensure that all students are engaged in the work? It is an exercise in which they are relating previous personal experiences, so they are interested in the subject. The work also requires several steps in which the students are working together and independently to see to complete the work and the end result is the students sharing personal experience with each other which almost guarantees student engagement.
  3. How did Ms. Park-Friend activate her students' prior knowledge? She asked them to remember a situation to use in the project. This is using directly using prior knowledge.
Recommended (0)
  • Private message to Solomon Afcan

I enjoyed this video because it was about activating prior knowledge and using that as a basis for constructing new learning. I actually searched Native Alaskan and this was one of the three of a total if 13,000 other videos. It's time to add more Native content! They used groups to interview each other and the topic was peruasion: arguments and did you win? Were you convinced by the other person? How and Why? I loved the video.

 

 

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  • Private message to AUDREY Batiste

1. This lesson is very important because it will help the ELL students learn and also practice how to speak the English language.

2. The structure of the task makes sure that all students are engaged in their work by the students working in groups and given clear instructions to get their tasks done.

3. by relating to something personal whereas all the students could relate and the example she used was them having an argument. Which all students do so that was very familiar to the students in order to activate prior knowledge. 

Recommended (0)
  • Private message to Rustina Sams
  1. This lesson asks students to utilize various forms of "communicative functions" through the three-step interview. Why is this important for ELLs?

This lesson helps ELL students practice English speaking, listening and writing skills in a fun, relaxed manner. They get to hear multiple perspective. With it being in small groups, it is more comfortable. The students get practice speaking in front of large groups with the report. The activity puts "persuasion" into an understandable concept intead of an abstract thought.  

2. How does the structure of this task ensure that all students are engaged in the work?

Everyone is given a partner to work with in their small group. There are clear, concise instructions. 

3. How did Ms. Park-Friend activate her students' prior knowledge?

The teacher linked the activity to a previous lesson in persuasive writing. The students then actively put into practice what they had learned using personal experiences. 

Recommended (0)

Transcripts

  • Preparing Learners: Activating Prior Knowledge Final Program Transcript

    Park-Friend: So good morning guys. Welcome.

    Park-Friend (INT): My name is Emily Park-Friend. I

    Preparing Learners: Activating Prior Knowledge Final Program Transcript

    Park-Friend: So good morning guys. Welcome.

    Park-Friend (INT): My name is Emily Park-Friend. I work at Bruce Randolph School and I teach seventh grade literacy skills. Almost all of my students are English language learners. Maybe two students are native English speakers.

    Park-Friend: The first thing we're gonna do today is do our three-step interview where you're gonna be interviewing your classmates about some questions.

    Aida Walqui: In this lesson you see students working through a structure that was originally designed by Spencer Kagan, and it's a structure in which the teacher frames two questions that are going to prepare students to get thinking - activating prior knowledge - that will then serve as the basis for constructing new understandings. And it takes place in three steps.

    Park-Friend: So look up here….

    Park-Friend (INT): We moved into the three-step interview. So I gave students instructions on how they would interview their classmates and who they would be interviewing.

    Park-Friend: I'm gonna put you in a group of four. So if you're in your group, there will be an A, B, C, and D. A, you're gonna interview B. C is gonna interview who? D. That's it. It's gonna be really important that you listen to their answer because you're gonna share out later what they said. You're not gonna tell your own story. You're gonna tell their story. So that's step 1. The next step, you switch. So if [student] is my partner and I'm A and he's B, step 1 I interview him, step 2, he interviews me. Asks me the same questions. Kay? And then step 3. Each student reports what they learn from their partner to the entire group of four, and we'll review that step again when we're done with 1 and 2.

    Park-Friend (INT): Students were working in groups asking each other about a memorable argument they had had before and whether or not they were able to convince someone of something.

    Park-Friend: What does it mean if an argument is memorable Derrick?

    Student: You can remember it.

    Park-Friend: You can remember it. The second question, can you read that one for me please Effrain?

    Aida Walqui: The lesson begins with the teacher inviting students to share instances in which they've had to persuade somebody to do something. And that is an important step because persuasion may be taught in a class as something that is really remote and that you know, we're going to learn these persuasive texts and everybody thinks it's something not real, not personal, when in fact all of us are engaged in acts of persuasion all the time.

    Student: Were you able to convince the other person you were arguing with about anything?

    Park-Friend: What's convince mean?

    Student: To persuade.

    Park-Friend: Persuade. So did you win, right? Did you get them to get on your side? And then the third question, was the person you were arguing with able to convince you?

    Student: Was the person you were arguing with able to convince you of anything? If so, how did this happen? If not, why do you think it did not?

    Student: Uh, well, my, my mom said that if I did, if I did, um, get a dog I have to clean all his stuff and give them food and buy everything for him. So yeah. That's why. And my mom convinced herself because I cleaned my room. And he can sleep there.

    Park-Friend: We've all interviewed. A, you've interviewed B and C, you've interviewed D. Now we're gonna switch.

    Student: What is the most memorable argument you have ever been in?

    Student: When me and my brother were fighting over what channel to watch.

    Student: Were you able to convince the other…

    Park-Friend (INT): The interviews went well. Something like that that was multi-step, it has a lot of specific directions, could be confusing for students, but they seem to pick it up very quickly and be able to just run with it.

    Park-Friend: In your group of four, decide who's gonna go first, and you're gonna share out your partner's story. We're not commenting on the stories until everyone has shared.

    Student: A memorable argument that Effrain had was what car to get. He was able to convince another person to buying a, a different car, because they, he had good arguments about why the other car was better.

    Aida Walqui: It's a very powerful strategy because in a matter of three or four minutes all students have asked for information, all students have had to listen to and understand information that has been given to them and all students have had to report information. So there are three very different communicative functions that are practiced in a short time.

    Park-Friend: Why do you think I asked you to share about an argument you had before?

    Student: To see if we were listening correctly.

    Park-Friend: To practice listening with a partner? Right. So we've been reading persuasive texts. People who are masters of persuasion, but I know we have some masters of persuasion in here too, right?

    Park-Friend: Today I thought went well and I was also impressed with the level of conversation that many students were having.

    - END -

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School Details

Bruce Randolph School
3955 Steele Street
Denver CO 80205
Population: 824

Data Provided By:

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Emily Park-Friend

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