CoverFoundations 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 7: Proficiencies and Performances

LA 7.1 (30 min) Discussing VariabilityTeachers will refer to the video segments and response sheets they used in HW 6.4. Form groups based on the critical incident they read, no more than 3 or 4 per group. They need to follow the directions in numbers 4 and 5 on the instruction sheet.  Have a short discussion after they have finished. 

LA 7.2 (45 min) Readings about Variability—This is a jigsaw activity. Assign each teacher to read an article and have them get in expert groups of the same article. They need to discuss what they read and create a visual to represent their article.  Remind them that each of them must replicate the visual they created so they can take it to their mixed article group. Be sure each person has the copy of their article and the note sheet.  They will be moved to groups of 5, and each person shares their visual and explains their article for no more than 5 minutes each.  They need to take notes on important ideas from each article. 

LA 7.3 (45 min) Variability MatrixEach teacher needs a copy of the variability matrix. They fill out this matrix on the student they are studying based on information they have gathered. There are 45 minutes allowed for this, so they should be able to give much detail, as session 8 is the final class in the course.  On the back of the matrix, have teachers answer the two questions at the end of the learning activity.  

LA 7.4 (25 min) Getting to Know English Language Learners—Teachers are given time to share what they learned from interviewing an adult English Language Learner from HW 1.6. They need to be on groups of 5, each teacher taking turns sharing what the learned from this interview, and not going over 25 minutes. 

LA 7.5 (20 min) Understanding the Final Display—This is the last opportunity for you to be sure teachers understand all parts of the final project, the Individual Language Development Plan. The papers to point out to them are within the LA 7.5 folder.  They are entitled: ILDP Student Background, Individualized Language Development Plan, and the Project Outline.  These will be very helpful for teachers to refer to as they complete the Plan and prepare to present it. 

HW 7.1—This is the weekly reflection they have been working on.  They should be sure that they have completed all 8 of these as they are worth a total of 800 points. They should send this Session 8to you before session 8 ends. 

The LA 7.5 and HW 1.7 constitute the homework for this session. 

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