Foundations for Second Language TeachingSession 1: Exploring My Culture and ELs StrengthsSession 2: Developing Understandings of Culture--Mine and My ELsSession 3: Considering ELs as a Resource in My Teaching Session 4: Developing Knowledge of Assets and Legal ObligationsSession 5: Attending to Standards and Classifications with WIDASession 6: Positioning ELs within the School GameSession 7: Promoting ELs Learning through My LearningSession 8: Celebrating and Presenting My LearningSecond Language AcquisitionSession 1: Language and IdentitySession 2: Who are Our ELLs? Defining Needs and StrengthsSession 3: Current Realities: ESL Programs and PracticesSession 4: Creating Comprehensible InputSession 5: The Role of InteractionSession 6: Stages of Development and Errors and FeedbackSession 7: Proficiencies and PerformancesSession 8: Displays of Professional DevelopmentAssessment for Linguistically Diverse StudentsSession 1: Understanding My Role as an AssessorSession 2: Developing Understandings through MediaSession 3: Designing for Understanding Using Standards for Effective PedagogySession 4: Considering Alternative Assessments in Relationship to ELsSession 5: Designing and Developing AssessmentSession 6: Debating and Responding to Assessment IssuesSession 7: Developing Knowledge for Practice and AdvocacySession 8: Revealing My LearningDeveloping Second Language LiteracySession 1: Analyzing My Literacy BackgroundSession 2: Increasing Awareness of Language, Literacy, and PowerSession 3: Designing a Literacy-Focused ClassroomSession 4: Building Knowledge of Academic Language Session 5: Assisting Students in Understanding and Constructing Texts Session 6: Intentionally Teaching Writing in Content Area Instruction Session 7: Critiquing, Reviewing, Editing, and Revising my Unit Plan Session 8: Sharing My LearningIntegrating Content and Language InstructionSession 1: Positioning Myself to Integrate Content and Promote Academic LanguageSession 2: Deepening Understanding of TELL Conceptual ToolsSession 3: Building Knowledge of Vocabulary Session 4: Strengthening Curriculum by Adjusting for ELsSession 5: Learning from Feedback Session 6: Practicing Developing MSDLAsSession 7 Using MSDLAs to Review SIOPSession 8: Demonstrating My Knowing of Integrating Content and Language InstructionFamily, School, & Community Partnerships Session 1 Community, Assumptions, and PTA StandardsSession 2: Preparing to Cross BordersSession 3: Family and Community EngagementSession 4: CollaborationSession 5: Exploring Community ResourcesSession 6: High Expectations for English LearnersSession 7: Responding to Student and Family NeedsSession 8: Advocating for Students and Families

Session 3: Current Realities: ESL Programs and Practices

LA 3.1 (40 min) Jigsaw Wright Reading—Divide the class into two expert groups as stated in the learning activity.  Everyone needs the Venn diagram in the 3.1 folder.  Each group discusses their topic: either bilingual programs or English mediums models of education.  They then split into groups of 4, with 2 people from each of the first large groups composing the new group. Lead a discussion afterwards.  

 

LA 3.2 (30 min) Programs and Practices in My Local Setting—Have teachers sit in groups from the same school or feeder schools. In these groups, teachers will discuss answers to the 5 questions listed in the learning activity, making notes to prepare for the mixed schools discussions, sharing information with others. They need to determine what they think would be the best thing for their individual school and support it with the notes taken. 

 

LA 3.3 (40 min) Content Area Literacy in SLATeachers need access to the 2 viewing guides as well as the notes sheet. View with the class video segment 4.1 about current realities, which they should make their own notes for.  Lead a brief discussion with the class on this segment.  Then show video segment 4.2, and they will need to listen and answer the questions contained in the handout. It would be helpful for you to stop as each new question comes up to give them a minute or two to respond on their papers. After this segment, lead a class discussion as explained on the learning activity. 

 

LA 3.4 (20 min) Supports and Constraints for MakotoTeachers need the Questioning Supports and Constraints chart.  They can proceed through this activity in their group of 4.  Be sure you visit all groups to answer questions, listen to their discussions, and add to the discussion as you feel necessary, especially concerning the Standards for Effective Pedagogy. 

 

LA 3.5 (25 min) Communication, Pattern, & VariabilityTeachers need the Student and Teacher Work for MakotoThey work in small groups and discuss and answer the questions contained in the learning activity.  You should circulate around as they work, adding to their discussions and asking questions you feel they need to consider. They are to turn this form in at the end of class today. 

 

HW 3.1—This is the reflection sheet.  Remind them of its importance to reflect their progress and work in discovering and using ways to help ELs succeed and achieve in the classroom. 

 

HW 3.2—You need to assign each teacher one of the articles listed in this homework folder. These articles will be jigsawed in class next session.  Teachers need the Concept Application sheet matching the article you assigned them to read. Example: Teachers who fill in the application sheet for reading C should also receive the article to read for it.   

 

HW 3.3—Teachers need to watch the assigned video and fill in the response sheet. They need to follow the directions for accessing the video segment on the learning activity and fill in the response sheet as they go.  They need to bring this to session 4. 

 

HW 3.4—Teachers need the 3 forms in the folder entitled Knowing MSecond Language Learner. They should have observed and worked with this student enough to fill in both the Definitions and Needs worksheet and the Current Realities worksheet.  Item number 3 asks them to create a set of implications for their work with the student. They don’t fill out the Scoring Guide, but should staple all 3 sheets together and bring them to session 4.  The scoring guide should only be attached but not filled in because the critiquing of the other 2 pages will happen in session 5 according to the scoring guide.   

 

HW 3.5Teachers need the input note-taking piece to go with this homework. Teachers should bring the notes to session 4 as this is a topic of discussion. 

End-of-Chapter Survey

: How would you rate the overall quality of this chapter?
  1. Very Low Quality
  2. Low Quality
  3. Moderate Quality
  4. High Quality
  5. Very High Quality
Comments will be automatically submitted when you navigate away from the page.