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 8: Demonstrating My Knowing of Integrating Content and Language Instruction

Notice how the time is divided for these two final activities. Our thinking for LA 8.1 that as they share their MSDLA in their groups, the time needed may vary. If everyone in a group did their own MSDLA then you need 40-60 min. for them to share. Based on our assumption that you will have five or six groups, having one person from each group share an MSDLA with the entire group, it will take 50 to 60 minutes. You will need to figure out time constraints. 

Remind them they are not ENACTING the centers but TEACHING the MSDLA as a whole to their colleagues. 

In the final activity they have a prompt--which you can write on the board. They write for one minute and then each person shares their ideas with the class. We have allowed 40 minutes because, we assume you will need 5-10 minutes to set up and execute the writing and then 30 minutes for the responses and for you to end the class. 

LA 8.1 (120 min): Sharing Our MSDLAs Assign students to groups of four. If some worked together on this assignment, they need to be in different groups so everyone can present their work. They use whatever they brought to communicate what their centers are about and include how their enactment of them, either all or in part, and how they felt it went. They need to keep between 10 and 15 minutes. After a group finishes, they select one from their group to present their assignment to the whole class. Each will have 10 minutes to present this time. They need to turn in their assignments to you for grading. 

LA 8.2 (40 min): Sharing Development as an ESL Teacher Teachers write a One-Minute Paper (This is an alternative assessment teachers have reviewed during the course and it is found in the Assessment Marketplace linked here. It is the first item). It involves a bit of think time and then one minute to write.  The prompt is:

‘What was the most important thing you learned during this class?” or “What is a hopeful change or the strongest experience you have had in teaching ELs?”

They write for about a minute and then prepare to share their writing. When all are ready, call on one at a time to share their most important idea about their learning or their thinking concerning teaching ELs. We have allowed what they wrote and after this activity, you should collect them—with names attached.  

After this activity, they are done and so are you, right? 

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