CLASS: ESOL/ THE METHODS OF TEACHING ESOL ***** PLEASE MAKE SURE ALL WORK IS AUTHENTIC***** ****** THIS ASSIGNMENT HAS 7 PARTS / PLEASE LABEL EACH PART SEPARATELY WITH REFERENCES WHEN COMPLETED******

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CLASS: ESOL/ THE METHODS OF TEACHING ESOL

***** PLEASE MAKE SURE ALL WORK IS AUTHENTIC*****

****** THIS ASSIGNMENT HAS 7 PARTS / PLEASE LABEL EACH PART SEPARATELY WITH REFERENCES WHEN COMPLETED******

Part 1- ASSIGNMENT 4.1

Part 2- ASSIGNMENT 4.2

Part 3- ASSIGNMENT 4.3

Part 4- ASSIGNMENT 4.4

Part 5- ASSIGNMENT 4.5

Part 6- DISCUSSION 1

Part 7- DISCUSSION 2

****PLEASE DO NOT START ASSIGNMENT UNTIL THE NECESSARY REVIEWS AND CHARTS ARE EMAILED BY SUPPORT AS THEY WERE NOT ABLE TO BE ATTACHED HERE.

PART 1- ASSIGNMENT 4.1- STAGES OF SECOND LANGUAGE DEVELOPMENT

USE THE ATTACHED LABELED CHART FOR THIS ASSIGNMENT (will be emailed through support).

Understanding the level of English language proficiency of your ELLs is essential if you are to plan effective differentiation in your lessons.  Attached is a chart that outlines the stages of second language development and the amount of time that is generally associated with each stage. Remember that there are no absolutes; some ELLs may fit into more than one level as they do not all progress at the same rate depending on their language backgrounds.

Use your chart as a checklist for your ELLs.  Complete the chart by putting each student’s initial into each area of observed behavior.  When you have identified the level(s) of proficiency for each student, answer the two questions at the end of the chart. Save this file as an .rtf or a .doc file so that your facilitator can open it.

PART 2- ASSIGNMENT 4.2- CLASSROOM CHECK LISTENING AND SPEAKING

USE THE ATTACHED LABELED CHART FOR THIS ASSIGNMENT

All ELLs need the kind of emphasis on listening and speaking that was described in the charts you read in the last article. Note that the Instructional Conversations described in the 5 Standards for Effective Pedagogy encourage the types of instruction that build these skills.

Suggestion: The teacher can use the WIDA Can Do Descriptors Name Charts to keep track of students’ English Language Proficiency in each class. Keeping such an updated chart will not only help the teacher plan accordingly for groups of students at each level of proficiency but it is also great for record-keeping and progress monitoring. 

 After you have downloaded the chart, (will be emailed through support) complete the second column by including your own practices or ideas for practices you could incorporate in your own classroom.

PART 3- ASSIGNMENT 4.3- Proficiency Levels and Performance Definition

USE THE ATTACHED 2 REVIEWS & LABELED CHART FOR THIS ASSIGNMENT  

Review the documents and Also download the assignment chart Which English Language Proficiency Level and complete the organizer with the following:

·         Using the WIDA Performance Definitions, record the English Language proficiency level a student would need to perform each activity independently (as it is written).

·         Discuss options for differentiating the activity for students of various proficiency levels.

·         Complete the chart with at least two example activities from your content area and grade level.   

PART 4- ASSIGNMENT 4.4- Differentiation Through Scaffolding and Support

USE THE ATTACHED 2 REVIEWS & LABELED CHART FOR THIS ASSIGNMENT  

Differentiating instruction and assessment for ELLs is an approach that teachers can use to make their grade-level content-area instruction comprehensible and challenging to all of the students in their classes, with specific attention to the diverse language and learning needs of their ELLs. This approach also enables every teacher to scaffold and support their ELLs’ movement along the continuum of second language development.

Differentiating for ELLs supports students’ active engagement in all of their classes every day, which in turn leads to greater equity and achievement for these learners.

SUPPORTING ELLS

There are three (3) categories of support teachers can use to help ELLs access content knowledge and develop academic language proficiency. 

Sensory: Facilitates understanding through visual or other senses

Graphic: Helps students show their understanding of ideas and concepts without having to depend on or produce complex and sustained discourse

Interactive: Helps students communicate and understand content through pairs, triads, small, whole, or cooperative group structures or technology

Download the assignment chart Differentiating with Supports (will be emailed through support) and complete with the following:

PART 5- ASSIGNMENT 4.5- LESSON 1

USE THE ATTACHED LABELED CHART FOR THIS ASSIGNMENT  

Now you should be ready to complete a lesson plan for your current classroom. Choose a lesson that you will be teaching in the future. A Rubric that will be used for scoring the lesson plan is attached for your information.

  • Attached you will find several sample lesson plan templates.  These are also located in the “Lesson Plan Templates” button in the class menu on the left. Click the link and save any template to your computer. Note that objectives need to include both language and content goals. You may choose to use your school’s lesson plan template, but be advised that in most cases the school’s planning form does not ask for all the information you will need for this lesson plan.
  • Considering the need to meet a variety of student learning styles and the language needs of ELLs, write a lesson plan that includes activities that would meet both field dependent and field independent learners and at least two of the multiple intelligences as indicated in your readings. Choose any of the learning styles you have read about.  You may wish to use your strategies sheet as you are planning.
  • As you address a specific learning style in your description, identify it in the plan and give a short explanation of why it meets that style.
  • Include a student assessment in the lesson.
  • Teach the lesson to your class. Be aware of the learning styles of your students and note their responses to the lesson.
  • Reflect on the lesson at the end of your plan and provide the assessment results.  Indicate if you would make any changes.

Your completed document will include a lesson plan Differentiating with Supports (will be emailed through support), an expanded description of the procedures that will include how you are teaching to both field dependent and field independent learners and at least two of the multiple intelligences, a student assessment, and a reflection that includes not only your thoughts, but also your students’ responses to the lesson.

PART 6- DISCUSSION 1

****YOUR RESPONSE MUST BE AT LEAST 250 WORDS. USE THE ATTACHED CREDE GRADE LEVEL ARTICLE (will be emailed through support).****

Planning instruction when your class includes English language learners means more than presenting information and asking students to respond to it.   After reading the article, respond to the following in your discussion board post:

·         In your content area, what are some of the things you need to consider when planning for a class that includes ELL students?

What areas of the final checklist in the article do you see as most important for your classes?  Why?

PART 7- DISCUSSION 2

****YOUR RESPONSE MUST BE AT LEAST 250 WORDS. USE THE ATTACHED CREDE GRADE LEVEL ARTICLE (will be emailed through support).****

Cooperative learning models are closely related to the 5 Standards of Effective Pedagogy described in the last module.  Post a reflection on each of the 5 standards:

·         Language and literacy development

·         Joint productive activity

·         Making meaning

·         Complex thinking

·         Instructional Conversations