Welcome to TELLCourse Syllabus: Foundations of Education for Emergent BilingualsExplanation of the TemplateTotal Points Sheet Session One: Exploring My Culture and ELs StrengthsLA 1.1: Welcome to TELLLA 1.2: Belief StatementsLA 1.3: Questions About CultureLA 1.4: Considering a Framework for Meeting the Needs of My StudentsLA 1.5: Considering Concepts as ToolsHW 1.1: Reflection on My LearningHW 1.2: Find and Share Cultural ArtifactsHW 1.3: Building Vocabulary About CultureHW 1.4: Assessing My Knowledge and BeliefsHW 1.5: Representation of My Learning in the CourseSession Two: Developing Understandings of Culture--Mine and My ELsLA 2.1: Share Cultural ArtifactsLA 2.2: Building Vocabulary About CultureLA 2.3: Examining Definitions of ImmigrantsLA 2.4: Discuss Stereotypes and CultureLA 2.5: Articulating Classroom Issues of Cultural MisinterpretationLA 2.6: Resolving Questions about the Major Project and Homework AssigmentsHW 2.1: Reflecting On My PracticeHW 2.2: The State's Changing DemographicsHW 2.3: Danger of a Single StoryHW 2.4: Cultural Patterns of an ELSession Three: Considering ELs as a Resource in My Teaching LA 3.1: Water as a Problem, Right, and ResourceLA 3.2: Language as a Problem, Right, and ResourceLA 3.3: Mr. Chacon's StoryVS 3.3: Social Theories Part 2LA 3.4: Norma's StoryLA 3.5: Jean Anyon StudyHW 3.1: Teacher ReflectionHW 3.2: Considering the Myths and Realities Concerning ELsHW 3.3: Reading about Poverty PhDsHW 3.4: Discovering Assets in My CommunityHW 3.5: Considering the Difference between the North Star and the Map to PhiladelphiaSession Four: Developing Knowledge of Assets and Legal ObligationsLA 4.1: Sharing the Assets of Our School Neighborhood. LA 4.2 : Reviewing the Changing DemographicsLA 4.3: Exploring Learning about EL Myths and Realities LA 4.4: Examining the Meaning of a Supreme Court Decision LA 4.5: Common Compliance Issues from the Office of Civil Rights (OCR) and the Department of Justice (DOJ)HW 4.1: Teacher ReflectionHW 4.2: Understanding the Myths and Realities of Enrollment HW 4.3: The World Outside and Inside SchoolsHW 4.4: Reviewing and Analyzing Landmark Cases/Legislation Involving ELsHW 4.5: Implications of Court Decisions for ELLsSession Five: Attending to Standards and Classifications with WIDALA 5.1: Enrollment, Placement, Staffing MythsLA 5.2: Program ModelsLA 5.3: The World Outside and Inside SchoolsLA 5.4: Introduction to WIDA standardsHW 5.1 Teacher ReflectionHW 5.2: Creating a WIDA StrandHW 5.3 Exploring Practice Through TechnologyHW 5.4 Learning about Classifications and Standards Session Six: Positioning ELs within the School GameLA 6.1: Sharing Thinking about Program ModelsLA 6.2: Critical Learning DomainsLA 6.3: Standards for Effective PedagogyLA 6.4: Connecting ELs to the School GameHW 6.1: Teacher ReflectionHW 6.2: Reconsidering Beliefs and Practices HW 6.3: Learning a New LanguageHW 6.4: Collecting Evidence for My Portfolio Session Seven: Promoting ELs Learning through My LearningLA 7.1: Re-Examining My Learning about Inclusive Pedagogy, WIDA, SEP, & My BeliefsLA 7.2 Developing My PortfolioHW 7.1: Teacher ReflectionHW 7.2: Representation of My Learning in the CourseSession Eight: Celebrating and Presenting My LearningLA 8.1: Sharing Displays of LearningLA 8.2: Summarizing IdeasLA 8.3: Revisiting Course Survey

LA 6.4: Connecting ELs to the School Game

Supporting ELs in Learning the School Game

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Learning Outcome Pedagogical Intent Student Position

Interpret the historical context of diversity and discrimination and evaluate how it impacts current practices.

Assessment: 25 pts.

TA: 20 Minutes

Teachers can teach language minority students to better participate in the school game.

Students have considered the learning domains in relationship to the minority students they teach. They now connect their understandings of the learning domains in relationship to the characteristics of the school game.

Instructions

  1. Read the two quotations provided.
    1. Children at recess or after school play games from tag and the one-old-cat to baseball and football. These games involve rules, and these rules govern their conduct. The games do not go on haphazardly or as a succession of improvisations . . . No rules, then no game; different rules, then a different game. As long as the game goes on with reasonable smoothness, then the players do not feel that they are submitting to external imposition, but that they are playing the game. Dewey, J. (1938). Experience and education. New York, NY: Simon and Schuster.

    2. If they don’t understand the expectations, we’re dealing constantly with behavior problems. And we never get to the academics. And that is the struggle we have most of all is—to get them to understand what they need to do—and then if that is in place, then the language comes more easily. Linda Frost, from VS 7.1 (Access the video at https://equitypress.org/-Qcry. Then scroll down to session 7 (left side of the screen and then on the right side click on Linda Frost to listen to the quote--you could watch the whole segment later.).

  2. Consider the previous three activities about the cognitive, linguistic, and social/affective learning domains as well as the quotation above from Linda Frost.
  3. Respond to the following questions:
    1. What is the school game?
    2. What are the rules of the school game in your teaching context?
    3. Which of the rules rely on the cognitive learning domain to play well?
    4. Which of the rules rely on the linguistic learning domain to play well?
    5. Which of the rules rely on the social/affective learning domain to play well?
  4. Share your responses with a partner. Listen to your partner's responses as well.
  5. Participate in the class discussion following this activity.

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