Module 3. Activities Complete the following activities to mediate your learning on the module topic. You are expected to turn in these activities right away. Your learning also will help you in completing the Exit Tickets (Journals) and the Forum Postings. Activity 1: AZELLA assignment Learning Outcome Students will interpret an AZELLA Student Report and explain the type of support the student would need in a mainstream classroom. Complete the questionnaire. Using the following website, answer the following questions: http://www.azed.gov/standards-development-assessment/files/2013/05/report-use-1-2-142revised.pdf 1. 2. 3. 4. 5. The AZELLA is aligned with and test the ELPS. What are ELPS? The AZELLA is used in what two testing categories? How does a classroom teacher use the AZELLA score report? List the 4 main sections in the AZELLA score report. How do the Domain Scores differ from the Additional Scores? What are they measuring? 6. List the different proficiency levels. 7. How is the Overall Proficiency Level determined? 8. Scroll down to slide page 17 and look at the Kindergarten AZELLA. How does it compare to the other Levels II-V? Now choose one of the AZELLA Score Reports. Exam it and answer the following questions: 9. What are the student’s strengths? 10. What is a teaching strategy you would use in your lessons to help this student further their English language development? Activity 2: Intersecting the stages of language acquisition to Bloom’s Taxonomy levels Step One: Introduction to stages of language acquisition 1. Before you see the stages of language acquisition power point, select a grade level, subject matter, and a topic you would like to teach. 2. Now go over the stages of language acquisition power point presentation. As each stage of language acquisition is introduced, design an activity for ELLs at each stage of language acquisition using the previously identified topic. 3. Please read about the stages of language acquisition from the following document. http://www.everythingesl.net/inservices/language_stages.php Also, review the following video: http://www.youtube.com/watch?v=Eoca1Ou_6TE Step Two: Introduction to Bloom’s taxonomy of educational objectives 1. 2. 3. 4. 5. http://en.wikipedia.org/wiki/Bloom's_Taxonomy Give a short explanation for each level of Bloom’s taxonomy. Provide a list of verbs associated with each level of Bloom’s. Provide the purpose each level of Bloom’s. Provide one example of activities or objectives for each level of Bloom’s taxonomy. Activity 3: Assessing your work Using the this graphic organizer, the information gathered about the stages of language acquisition, and the information on Bloom’s taxonomy, determine at what level of Bloom’s each of your activities falls under. Recall Comprehension Application Analysis Synthesis Evaluation Preproduction Early production Speech emergence Intermediate fluency Advanced fluency Activity 4: Addressing each level of Bloom’s Taxonomy If you are like most pre-service and like many in-service teachers, you probably designed a pre-production activity at the Recall level or perhaps at the comprehension level. Your final task is to create an activity at each level of Bloom’s Taxonomy for an ELL at the pre-production stage. Second Language Acquisition By Dr. Conrado L. Gómez, Clinical Assistant Professor ASU at the Polytechnic campus Stages of Second Language Acquisition (Krashen, 1982) ⚫ ⚫ ⚫ ⚫ ⚫ Silent Receptive Stage or Preproduction (Silent Period) Early Production Stage Speech Emergence Stage Intermediate Fluency Stage Continued Language Development Preproduction or Silent Receptive Stage ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ 10 hours to 6 months 500 receptive words Points to objects, acts, nods or uses gestures (nonverbal communication) Says yes or no Speaks with hesitation Teaching strategies: 90% teacher talk; TPR; modeling; active student involvement; yes/no questions; use pictures; use of props and hands-on activities Early Production ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ 6 months to 1 year 1000 receptive/active words Produces one-or two word phrases Answering with yes/no Uses short repetitive language patterns Focus on key words and context clues Teaching strategies: 50-60% teacher talk; TPR with responses—verbal and nonverbal; answering who, what, where, and either/or questions with one-word answers; roleplaying; completing sentences; questions to be answered with phrases (e.g., Where…? In the house.); labeling (older students) Speech Emergence Stage ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ 1-2 years 3000 active words Engages in basic dialogue Using 3 or more words and short phrases Responds using simple sentences Teaching strategies: 40% teacher talk; scaffolding and expansion; poetry, songs, and chants; predicting; comparing; describing; social interaction (cooperative learning with information gaps); how and why questions; language experience approach; problem solving; groups discussion; labeling; listing, charting, graphing Intermediate Fluency ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ 2-3 years 6000 active words Uses complex statements States opinions and original thoughts Asks questions Interacts in more lengthy conversations Asks for clarification Teaching strategies: 10% teacher talk; essay writing; analyzing charts and graphs; more complex problem solving and evaluating; continuing with how and why questions; students must research and support their answers; pre-writing activities—writing process, peer critiquing, etc.; literacy analysis Advanced Fluency ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ 5-7 years Content area vocabulary Converses fluently Understands classroom experiences Argues and defends perspectives Makes sense of print across various sources Writes organized and fluent essays Expands cultural and background knowledge How can we support our students as they move through these stages? ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ Maintain high expectations Create real reasons to communicate Find ways to legally support the child in his/her first language (home/language as a resource-Ruiz,1984) Learn about the interests & questions that your students have.. Build upon cultural knowledge by using resources that connect with the children that you are working with… Ask open-ended questions that support & facilitate learning Listen & step in as needed Continually observe (kid watch, Goodman 1996) Look for strengths of learners Reflect upon how curriculum can build upon areas of need
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