Module 6

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1. Describe a time or situation where you were not an “insider,” and therefore you didn’t understand what was being said. Compare that situation and your feelings about it to the way language is used in classrooms where there are English Learners. As a teacher, what can you do to make sure all students are able to follow a lecture or discussion?

2. module 6 activity attached  Module_6_Activities.doc

3. exit ticket

Complete the following items.

1. Look at the objective for this session module. In 3-5 sentences demonstrate that you met the objective.

2. In 3-5 sentences explain one takeaway from the reading(s) done for this module. What did you learn from the reading(s) with regard to teaching ELLs?

3. In 3-5 sentences explain one takeaway from the activities done in this module. What did you learn from the activities with regard to teaching ELLs?

4. In 3-5 sentences, explain your thoughts on the videos or power points in this module. What connections did you make with prior knowledge and experiences while watching the videos or power points?


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Module 6. 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: View one of the teaching vignettes for Comprehensible Input. Comprehensible input elementary teachers: Social studies lesson The teacher delivers a lesson on landforms to a group of second graders. The class has special ed students, ESL students, and monolingual Spanish speakers. Comprehensible input secondary teachers: Science Dr. Deborah Short discusses Comprehensible Input. Comprehensible Input includes appropriate speech, clear explanation of academic tasks, and a variety of techniques to make concepts clear. Middle school science teacher Louis Cortez talks about and demonstrates how he modifies his speech to address his students' varying language levels. a. As you view the vignette, think of the SIOP features for comprehensible input: appropriate speech, clear explanation of academic tasks, and a variety of techniques used. b. On the SIOP form on figure 4.4, rate the teacher highlighted in the vignette on the following Comprehensible Input features: appropriate speech, clear explanation of academic tasks, and a variety of techniques used. c. Provide a summary justification for your ratings. Activity 2: Select the teaching vignette in the Video for Strategies. Strategies elementary teachers: Lesson introduction in science In this segment, Amy Hollingsworth is teaching a fifth-grade science lesson about forces and motion. Her class has a mix of 20 English speakers and five English learners, one of whom is a newcomer. The segment begins with Amy working with a small group doing a prereading activity, highlighting important words. Prior to this part of the lesson, Amy introduced the lesson's objectives and demonstrated "gravity" by dropping objects and demonstrated "force" by having students work with magnets. Note the students' level of engagement as Amy takes them through the prereading activity. Strategies secondary teachers: Lesson introduction in English Sarah Russell teaches a sheltered American literature class to high school English learners. In this excerpt, she is introducing a lesson on an adapted short story by Edgar Allan Poe. Note how she asks students to orally read the content and language objectives for the day, and how she expands on the objectives by reminding students of literary terms they have learned previously. She also reminds students of two techniques they’ll be using in this lesson: QAR and Self-Questioning. a. As you view the vignette, think of the SIOP features for strategies: learning strategies, scaffolding techniques, and higher-order questioning. b. On the SIOP form on figure 5.3, rate the teacher highlighted in the vignette on each one of the strategies features: learning strategies, scaffolding techniques, and higher-order questioning. c. Provide a summary justification for your ratings. Activity 3: Select the teaching vignette in the video for Interaction. Interaction elementary teachers: Eliciting interaction In this third-grade classroom, teacher Deb Painter reviews previously learned punctuation marks. She then introduces a new punctuation mark. Her teaching style encourages much interaction between herself and the students as well as among students. Watch the way she elicits language from these English language learners. Interaction secondary teachers: Practicing and Applying Academic Language and Science Concepts Hope Phillips, an eighth-grade science teacher, has planned a two-day lesson on Newton's Law. As a fun and effective way to promote interaction, Hope Phillips includes the activity "Milling to the Music," as a review of the lesson's key concepts. When teachers provide an opportunity for students to orally review concepts multiple times (with several partners), their learning becomes "cemented," and they are able to refine how they relay the information each time they have a new partner. This activity is an effective way to "require" students to use academic English. a. As you view the vignette, think of the SIOP features for Interaction: Opportunities for interaction, grouping configurations, sufficient wait time, and clarifying concepts in L1. b. On the SIOP form on figure 6.2, rate the teacher highlighted in the vignette on each one of the following interaction features: Opportunities for interaction, grouping configurations, sufficient wait time, and clarifying concepts in L1. c. Provide a summary justification for your ratings. Continue building your SIOP lesson plan. Use SIOP Lesson Plan Template 4 on page 234 to: a. Design an activity to address comprehensible input. b. Incorporate instruction and practice of a strategy. c. Design an activity that promotes interaction. *Note: Keep in mind that these strategies belong in one or more of the sections under HOTS, connections, meaningful activities, and/or review and assessment.
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