Page 20 - System 44 EL in Research Paper

SYSTEM 44 DELIVERS
System 44 provides a systematic approach to developing oral language skills and strategies. For struggling readers, it is particularly important to provide them with opportunities to speak about rich academic content, which is why System 44 is designed with daily routines for students to engage and collaborate with their teacher and peers in meaningful discussion. Through these daily discussions about text, students develop facility with academic and conversational English practice expressing their own ideas and responding to those of others.
Oral language is an integral component of the new 44Book instructional path. Recognizing that struggling readers need highly structured and teacher-mediated opportunities for academic discussion, System 44 instruction builds structured academic conversation into every lesson. These scaffolded speaking and listening tasks provide students with frames to help structure their responses and ensure that they use the target vocabulary and grammatical structure. During these daily conversations, teachers use structured engagement routines to provide a consistent format for discussion and help hold all students accountable for engaging in conversation. Students engage in these academic discussions both one-on-one with the teacher and their peers. Academic discussions help develop the oral language skills that students can use to communicate across the content areas while also providing an opportunity for students to summarize and share what they have learned.
In addition, each Module of the 44Book includes fiction and nonfiction Stretch texts that are read aloud, exposing students to thought-provoking, grade-level text. In the System 44 Student Library, students find the key idea of the text and respond both orally and in writing to text-based questions. Audiobooks provide engaging models for pronunciation, phrasing, and prosody. With sound and articulation models in the Software, students can record themselves and compare their pronunciation and articulation against the model.
¶4 Teams want to protect players from
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During Whole-Group Introduction, have partners sort
words that begin with open and closed syllables.
Sort these words into two categories: Words That
eth
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ater Dei High School in California is
ext 1 Magazine Article Academic Discussion
READ FOR MEANING
s for its football program. Its athletic Content Goals Language Goals
Student Objectives
Key Idea
Q: What is the key idea of the article?
Direct partner 1s to ask the question and partner 2s to respond. Take notes on the key idea. Make sure your answer
is a
• Read a magazine article two times to • Discuss a text using formal English in develop fluency and support comprehension. complete sentences.
read
talk write talk
takes concus
• Cite evidence to support written analysis. • Use approximation to pronounce
• Determine the central idea and details of a text and provide an objective summary.
ords.
Academic Discussion
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A: The key idea of the article is
with punctuation such as a period.
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Closed Syllables.
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Share responses with RED Routine 5: Idea Wave.
Text-Based Questioning
o
g tests. Aft
Academic Discussion
ey Idea
Text-Based Questioning
Comprehension
1. Why should athletes heal from concussions before they return to sports? Athletes should heal from concussions
A: The key idea of the article is .
ch shows that
Q: What is the key idea of the article?
the tests ag
Research shows that concussions are a
before returning to sports because playing
too soon “can make the injury worse.”
During Small-Group Instruction,
rea
e
l
1st read Read the article title and photo caption. Set a purpose for reading: Let’s read to find out how concussions can affect athletes’ brains. Build fluency with Modeled
Fluent Reading.
• Explain Words to Know in context.
e concussio
2. What is the purpose of the tests that Mater Dei football players take before and after concussions?
can’t retur
serious problem for athletes.
problem for a
Important Details
Q: What are professionals doing about concussions?
A: At , professionals are .
The purpose of the tests is to show whether
players should return to the game.
Read each Comprehension and Vocabulary & Language
question aloud and guide students to respond.
ormal.
1. VA CSTE Brain Bank:
studying “deceased athletes’ brains,” researching CTE
.
Word Analysis
kids want to
and share responses.
report out. Direct students to write a response.
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• Read Closely The first paragraph explained why
athletes should not return to sports too soon after a
concussion. Let’s reread it together. Vo
¶5 Players o • Communicate and Collaborate Select students to
• Interpret Evidence Cue partners (1/2) to think about
o
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cabulary & Language
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Q: What are professio ThiesbisroawsnescptiotnsosfhaowbrtaiunpwriothteCinTsE.. Summarize
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3. How does the suf x –ly change the ¶2
.
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This is a section of a normal brain.
meaning of the adjective serious in
What happens to athletes who suffer
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ple con
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sity
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athletes’ brains.
t through it,” says trainer
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They can build up after injuries and
damage the brain.
ussio
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Explain how concussions affect
¶3 The scientists are finding that most
of these athletes had Chronic Traumatic
Encephalopathy (CTE). Medical research deceased: dead
a
important details.
thlet
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e the
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ide
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Teach key concepts. Sometimes I need to try different pronunciations and strategies to help me read new words.
Word Analysis
WORDS TO KNOW!
A:
• Tell students that when they come to a new word, they can try splitting the syllables differently or stressing different syllables until the word sounds right. Read the orange words out loud along with me.
• Have partners circle the S.M.A.R.T. words with short vowel sounds in the first syllable and underline the words with long vowel sounds in the first syllable.
2ndread Rereadthearticlew
as I read aloud. When I leave out a word, chime in.
Mike Fernan
ause
dez. So, coaches tell everyone to At
, professi
report team
Anyone who
ith O
ral
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ollo
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ng
Dr. Ann McKee runs the VA CSTE Brain Bank. Here, she cuts apart
a brain.
¶4
er a concussion, the ain. If the scores
n may be affecting
Teams want to protect players from CTE. Mater Dei High School in California is famous for its football program. Its athletic department takes concussions seriously.
K
Circle S.M.A.R.T. words with short vowel dementia: a disorder that causes memory
show
s tha
t mul
tipl
e hit
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oth
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adc
Stretch Text
soun
words with long vowel sounds in the CTE. This fatal brain disease causes dementia. first syllable.
is hit on the head should get
ds in
the
firs
t sylla
ble.
Und
erlin
e
onality
LOSING THEIR MINDS? 147 1. VA CSTE Brain Ba
studying “decease
146 System 44 Module 7 checked out. researching CTE Losing Their Minds? 147
¶5 Before the season begins, every player Resear
loss, confusion, and pers
nges
Turn to page 194 to read a magazine article about the effects of concussions.
cha
om
takes thinking tests. After a concussion, the player takes the tests again. If the scores are lower, the concussion may be affecting his brain. He can’t return to football until his
sha
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re
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ea
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ce. Start with a capital l
i
s
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n
h th
e gro
up.
etter and end
con
u
bora
re a
• Have partners switch roles to discuss the important details.
te Preselect one or two pairs to report out to the group. I’m going to ask you to
• Com
c
s
s
m
uni
cat
ea
n
dCo
lla
serious
thletes.
Summarize
scores are normal.
¶5 Players often try to hide injuries. “These kids want to fight through it,” says trainer Mike Fernandez. So, coaches tell everyone to report teammates with possible concussions.
Have students orally summarize the magazine article with
RED Routine 6: Summarize and the frames. A writing frame is also available (SAM Keyword: Summary M7).
n to football until his
Anyone who is hit on the head should get
• In the magazine article titled “Foul Play?” (author) explains that (topic) concussions are a serious problem for athletes)
• The author reports that (important detail) (e.g., hits to the head can cause CTE)
. (e.g., .
by Rickie Cruz
checked out.
¶6 Unfortunately, not every school is this careful. A 2009 study found that 40 percent of high schoolers with concussions returned to athletics too soon.
¶1 Concussions are brain injuries. They are common in contact sports. Many athletes with concussions play again before their brains heal. That can make the injury worse.
2. Mater Dei High School:
taking “concussions seriously,” using
• Communicate and Collaborate Preselect one or two students to share their summaries.
Stretch Text
Continue to develop students’ knowledge of concussions with an optional Stretch Text.
• Read “The Invisible Injury” on page 194. nals doing about
onals are .
.CHECKPOINT
1 UsingDatatoDifferentiate(2DAyS)
Word Count 209 mates with possible concussions.
Lexile 690L
146 MODULE 7
nk:
Use the Groupinator on the Teacher Dashboard to form
differentiated instruction groups based on software
performance. During Small-Group Instruction, reteach a phonics skill with half of the students while the other half read independently. On the next day, switch students.
d athletes’ brains,”
ains
,
¶6 Unfortunately, not every school is this careful. A 2009 study found that 40 percent of high schoolers with concussions returned to athletics too soon.
2. Mater Dei High School:
taking “concussions seriously,” using tests to determine when football players should return
Academic Discussion Routines in the 44Book
18
They are
athletes
e their br rse.
suffer niversity
es this eceased
read
Aca
ct partn ond. Ta omplet punctu
Have p details.
Commu
pairs to
share y
Sum
studen
Routine
so avail
In the m (author concussi
The aut
(e.g., hi
Commu
two stu
Stre
inue to an opti
• Read “
This is a section of a brain with CTE. The brown spots show tau proteins. They can build up after injuries and
Summarize
n
.d r
o
U
h
T
Explain how concussions affect
d
k e a
a
n
o
a
)
o
h
t
n
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PLAY?
FOUL