I feel your pain---major shift in place for 9/3:)

I feel your pain here.

Change in plans.

The midterm is now a quiz (tops 30 minutes).

From 6-7, you will able to plan your website presentations for Monday on 9/9  (while one group presents, the rest of us will be taking notes).

From 7-8:15, you will take time to start planning out your group presentations on 1 of the five chapters (4, 5, 6, 7, and 8) for 9/11.  You will pick out the chapters you wish to teach the rest of the class in class on 9/3 (so everyone has an equal chance to get the chapter they like).  This is teaching practice.  Reading from the book to the class will not earn a high score.  Guidelines will be shared on 9/3.  Remember that the only exposure students will get to the chapter is what you present so be thorough:)

I assume that this will lower blood pressure for all.

Denise

****Adjustments on due dates for one assignment****

*** The internet project will be moved to 9/9 (groups of 4 presenting a website to the class using the layout I will send out this week via email)*****.

On 9/11,  groups of 5 will teach one of the next five chapters to the class.  The chapters cover listening, speaking, reading, writing, and academic language.  YOU will be the instructor here (think of it as practice for your own lesson activity down the road),  You will be responsible for delivering all the content to your colleagues who will be taking notes.  I will send out more information later on this week so that you will have time to split up the chapters and think about activities you may want to include for us in your delivery.

Also, fieldwork assignments will be due then as well (but you had a few weeks for that one so there should not be a problem).

Denise

Agenda for 8/28

In small groups of 3 or 4, you will review the 2 videos assigned to your group.  Be ready to share out what you saw and whether or not you might use them in your classroom and why. 

Videos on 2nd Language Teaching Methodologies:

Audio Lingual Method

Direct Method

SIOP

Total Physical Response

Grammar Translation

Sheltered English Instruction

Natural Approach

Communicative language teaching

Silent Way

Suggestopedia

TESOL methods  (modeling an adaptation of Silent Way)

Complete chart on Second Language Acquisition theories along with advantages and disadvantages of each.   Work in groups of 4-5.  In class assignment. 

Revisit practice group lessons and tie 5 teaching methodologies to the lesson to make content and language accessible for ELLs.

From TEXT, answer questions on pages 78-79 and the 3 journal questions (remember that these are not essays).

CALLA report will be due on 9/3/13 (refer to email sent out earlier).

Denise

August 26th --- Agenda

First, let me provide you with the links to SNL and Teaching Channel video clips.  The clips offer  contrasting views of what should occur in a classroom.

Tonight, we will pick up with second language acquisition theories.  This is what we would have done last Wednesday, but we ran out of time.

I will provide an overview of the main theories which have led to many of the present day methodologies.  Discussion as to their effectiveness in the classroom will be addressed throughout.

I will also provide you with 4 videos on the major theories.  You will watch them in groups of 4 and then reflect on how they might surface in your classroom.  We will then move on to your creating your theorist chart in groups of 4.

Video clips (to be viewed in class):

Zone of proximal development    (1 minute 10 seconds)

Vygotsky's Got It!
(2 minutes 31 seconds---more info on ZPD)

Krashen     (15 minutes 25 seconds)

Noam  Chomsky universal grammar
(13 minutes 52 seconds)


In this class, students in teams of 4 will complete the CHART OF THEORISTS.

Clip for tonight:  IMMERSION.   In your groups of 4, describe school from the perspective of this ELL.  Discuss the administration's attitude about students such as this one.  If you were the teacher, what would you have done with this student and WHY?  What academic supports should be made available for him in the classroom?  Explain.

8/28, we move on to METHODOLOGIES based on some of those theories.

See you tomorrow evening and be sure to have your journal article reviews with you:)

Denise

PS  Subscribe to this blog so that you will receive every post the second I upload it.  Be sure to also subscribe to TEACHING SUCCESSES WITH ELLS as well for 640 resources t6 use in every content area and grade level.  Everything is free.

BILINGUAL glossaries for elementary and secondary subjects

This is from New York State's Office of Bilingual Education.  Science, Mathematics, Social studies, U.S. History/Government, and Global History.

BILINGUAL GLOSSARIES

Denise

Agenda for 8/21/2013

Thank you for a great first class on Monday.  Often times, the first class drags a bit since the vast majority of students don't yet have their textbooks:)

The webcast I showed you on Monday gives a brief overview of the contents of Chapter 1.  Now, once you have the book, skim the chapter.  Come prepared to share your thoughts on REFLECTIONS (page 20-21), PLANNING YOUR CLASSES (page 21).

Take online quiz on identifying learning styles on EDUTOPIA. Why is it important to be aware of learning styles--your own and those of your students?  Go to page 22 and respond to first 2 questions under IN YOUR JOURNAL.  Keep your notes (after small group discussions) because you will need to refer back to them in creating your own lessons down the road:)

Discuss TEACHER CHECKLIST with your table partners.  Keep notes.

NEW WORK


Chapter 2 tonight (after the first hour):

We will be looking at second language acquisition theories.

THINK-PAIR-SHARE on opening questions.

We will follow the history of present day theories and then move on to how those theories have evolved into ones that we use in the present day.

We will examine how such theories make classroom lectures, activities, learning accessible to ELLs as well as other academically struggling students.  (REMEMBER that works for ELLs works for ALL students).


Here are some video clips of current theories.  Take notes on how these theories might influence your instruction.

Video clips:

Zone of proximal development

Vygotsky's Got It!

Krashen 
 
Noam  Chomsky universal grammar

In this class, students in teams of 4 will complete the CHART OF THEORISTS.

JOURNAL ARTICLE REVIEW APA FORMAT IS DUE ON 8/26 (MONDAY).  If you are not sure what APA looks like, go to posting for first day of class.  Click on APA.

Rewrites of all assignments (except examinations) are allowed; however, you may only turn in one rewrite per assignment and you must attach your original assignment to it.  ALL rewrites are due on the last class meeting (9/23/2013--MONDAY).

SAMPLE TEACHING VIDEO (start looking at model teachers in the class and study how they deliver instruction and language skillfully).  Respond to reflection questions in writing, share with colleagues, and tie into your future classroom.  THIS IN AN IN CLASS ACTIVITY:)

August 19th Class Overview

To provide some background on why you are taking this class, we will watch this webcast as a class.

ELLs in Middle School and High School

You will then respond the following questions with a partner.  Type up responses and be sure to include names.

Discussion questions

1. Review student demographic information for your school or school district. Does your ELL population reflect the trends described by Dr. Short? Specifically, what percentage of students is ELL this school year as compared to five years ago? What is the primary language spoken by ELLs at home?
2. The term "English language learner" is a broad term. Describe the diverse population that falls into this category.
3. Dr. Short described four challenges facing middle and high school teachers in terms of educating ELL students. Describe the ways your school is addressing those challenges. In addition, describe other challenges that you face as a faculty in educating your ELL students. Then, brainstorm some solutions to those challenges.
4. Consider the objectives for one content area you teach, and consider the key language features for that content. In what ways are you already incorporating some aspects of the SIOP model? Share those strategies with your colleagues. What did you learn from watching the 6th grade social studies lesson that you could incorporate into your classroom?
5. Describe the similarities and differences between the SIOP plan for teaching reading processes and what you know about effective strategy instruction for middle and high school students.

Print out responses to be turned in for classwork credit.

We will  take a MULTIPLE INTELLIGENCES TEST , discuss how student results can support instruction,  and then create "yellow pages" in class (a tool to build a bank of experts in any classroom).

After that, we will study Chapter 1 of the text and provide time to find an academic journal article for your article review (due on 4/9/13).  It must be in APA format.  I have provided a link to APA which includes a sample paper link within it.  Remember with APA, you never use "I think."  Instead, it is 3rd person voice.


I need to also check your choice of article before you start writing on it.

Denise