The mission of the College of Education at Northern Arizona University is to prepare education professionals to create the schools of tomorrow

Northern Arizona University

College of Education

BME 631

Structured English Immersion and Sheltered English Content Instruction

Spring ‘09

Course Packet and Syllabus

3 Credit Hours

Introduction to the Course, Basic Terminology, and Legal Background

PLEASE READ THE MATERIAL BELOW CAREFULLY

Reading through the entire course packet will eliminate A GREAT MANY later questions and problems.

Welcome to this Content Based Methodology Class hosted on the Internet. This format has allowed us to expand our community of thoughtful and reflective educators. You will interact in an-on-line dialogue with both instructor and peers in a cyber community. This is NOT a correspondence course, but an interactive graduate course in which you will be expected to communicate with your peers and with the instructor through 5 separate modules as well as “talks” with your fellow students on the discussion board. The modules of the course will require reading, research, planning, and reflection on your part. Please use the course e-mail and not the instructors e-mail for the standard communication required in the course. However, the instructor would like to know how you are keeping up and whether the assignments in any way prove problematic to you. Should you need to communicate more regularly with the instructor outside of the assignments, please use the ordinary e-mail (natalie.hess@nau.edu) or the telephone number 928-317-6407. Those of you who are in Yuma can, of course, also drop in during my regular office hours (Mondays and Tuesdays 12 noon until 3:00 p.m. or by appointment).

The written medium can sometimes be alienating. I don’t want this to happen in this course. THERE IS A HUMAN BEING HERE BEHIND ALL THE TECHNOLOGY! AT ALL TIMES, PLEASE FEEL FREE TO COMMUNICATE. I want to hear from you. I want you to be successful in this course!! But please—I can’t read your mind. If something disturbs you or you need help, DO GET IN TOUCH. I AM HERE TO HELP YOU SUCCEED. I VERY MUCH WANT YOU TO SUCCEED, BUT YOU DO HAVE TO COMMUNICATE!!!!

Your work in this course consists of five modules. Your first module is a simple introduction and an exchange of introductions with three other students and your reaction to the introductory material. This introductory module, which earns 5 points, allows your instructor and your class-mates to get to know a bit about you as a person—not just as a student. In addition, the introductory module gives you some time to obtain text books and to become familiar with the requirements of the course. Please read through the requirements for all the modules BEFORE you get started on the first module. I strongly recommend that you plan your work-load carefully. You might very well decide to work on modules 4 and 5 at the same time as you do your reading for modules 2 and 3. Modules 4 and 5 are the most challenging!!! Please write all the dates when modules are due into your own personal calendar, and if for any reason you need an extension of time, make sure that you contact the instructor as soon as possible.

In this course, we will consider how language development is best structured to suit language learning through content-based instruction. We will concern ourselves with language development, content area instruction, and explicit instruction in learning strategies.

As you, no doubt, know the number of children in our schools who do not know English is steadily growing. Many of these studens are frightened and confused, but they all want to do well in their new settings. We certainly want them to do well both because we care for them as individuals, and also because we know that the future of our country depends on their success. Supporting new ELL students in settings where we teach classes of both ELLs and Native English Speakers seems particularly daunting. The ELL students need to learn English as quickly as possible so that they can function well in school both academically and socially. A language is never taught in a vacuum. There must always be “content.” We always talk, read, and write about SOMETHING. In our case, through this course, the “SOMETHING” will be school-subject content. School subjects are, after all, the “SOMETHING” that these students will need to cope with.

Since I don’t know the background you have brought to this course, I will begin by reviewing some basic ELL terminology and issues that you will later encounter in the reading of the course material. For some of you, this is just review. Nevertheless, I would appreciate your taking time to read through the material below. I believe that some of your reading will make more sense if the basic concepts below are clearly understood.

Some Basic ELL Terminology and Concepts

Ways of Providing Instruction of English to Speakers of Other Languages

ESL (English as a Second Language) is English taught in a country where it is the native language. The classes consist of all ELL learners and the goal is to improve English language proficiency both on social and on academic levels. (These classes are sometimes referred to as ELD-English Language Development). One example of such a process would be English taught to immigrant adults in an Adult Center environment.

EFL (English as a Foreign Language) is English taught in a country where another language is the native language. One example would be English taught to high school students in Germany.

ESL Pull Out - In such a program, students spend most of their day in ordinary classes with native speakers of English. They are however “pulled out” for extra help with the English language.

Bilingual Education comes in several forms:

Transitional Bilingual Education offers students content instruction in their own language with a gradual transition into English. The goal is fluency in English with the use of the native language as a scaffold to the learning of the target language.

Two-Way Dual Language Instruction offers instruction in both target language and native language throughout the school years. All subjects are taught in two languages. Certain days or certain hours are dedicated to each language. The student population consists of students who are native speakers of either one of the two target languages. The goal is fluency and literacy in two languages.

Maintenance Bilingual Education offers both languages throughout the grades to native speakers of a language other than English with the goal of preserving the native language and at the same time making students natively proficient in English.

Newcomer Programs serve students of all ages who have just arrived in an English-speaking country with no knowledge of English. Such programs exist both in school settings and in adult education centers. Newcomer courses generally last about one year.

Sheltered English or Specially Designed Academic Instruction in English (SDAIE) and/or Structured English Immersion intend to make the normal school curriculum more accessible for ELLs with the help of specially designed second-language learning techniques. These are the techniques that are most helpful in classrooms that serve both Native English Speakers (NES) and ELLs.

Sheltered Instruction Observation Protocol (SIOP) is an observation protocol that allows for more accurate planning and assessment of SDAIE lessons. It can serve as a research tool, an observation tool for student teachers, and a teacher lesson-plan check list.

Cognitive Academic Language Learning Approach (CALLA)-A model developed to meet the academic needs of ELLs in US-American Schools. It attempts to integrate language with school-subject content. It aligns content with the standard curriculum, relying heavily on scaffolding strategies. It emphasizes academic skills and aims for explicit instruction in appropriate strategies for both content and language learning.

Levels on the Ladder to Language Learning

1. Pre-Production Phase (Also referred to as The Silent Period)

Although students in this stage still cannot speak or understand the new language, they are nevertheless beginning to process the new sounds and words. This is a good time to ask students to vote their opinions by raising their hands when they agree with something, or to hold up a number, if the teacher has asked a multiple choice question.

2. Early production Phase-There is already quite a bit of understanding, and students begin to produce two-four word expressions. This is a good time to provide gapped texts. (known as cloze passages in the professional jargon)

3. Speech Emergence-Students speak in longer (though not always correct) phrases and understand a great deal more. This is a good time to introduce pair work and small group work.

4. Intermediate Fluency-ELLs in this stage can start conversations. They understand most of what is going on in the classroom and can participate in most classroom discussions. Lengthy academic readings and writing projects are, however, still very challenging. Here the full SEI and CALLA programs that you will work with begin to work beautifully.

5. Proficiency—Both CALLA and SIOP work well here.

We have been told by Cummins (Cummins, J. Model for Empowerment of Minority Students: Implications for Teacher Education. Washington, D.C.: National Clearing House for Bilingual Education, 1992) that there are two overlapping types of language proficiencies.

Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP).

BICS is the ability to interact with native speakers of a language in social settings. Children quickly acquire such proficiency. It allows them to play games, talk on the telephone, and interact on the playground. Children under the age of ten will usually reach this stage after only six months in a new country. Adults might take two years.

CALP is the ability to deal with academic content, reading of text-books, following lectures, writing reports, following complex instructions, and participating in academic discussions and debates.

How Languages Are Learned-Some background on Theory and Methodology

There are basically two philosophies that under-gird the methodologies of language learning. These two philosophies are the Innatist Perspective and the Behaviorist Perspective. The Innatist Perspective, whose primary proponent is Noam Chomsky, argues that human beings innately possess language learning abilities, and come pre-wired for language learning, while the behaviorist philosophy, promoted by B. F. Skinner, understands language learning as a series of imitations and habit formations.

Language learners and teachers have, over the years, decided that both of these theories have merit in the language learning process. The Charts below will give you a brief outline of how these theories operate, and which language learning methodologies they have generated. For a thorough understanding of these theories and methodologies, you will have to take a general methodology course. In this class, we will consider only content based language instruction, which certainly takes cues from both of the above mentioned theories.

Structured English Immersion (SEI) aims to facilitate both language and content study. It attempts to break subject matter into understandable chunks, make use of students’ prior knowledge, using concrete materials, direct experience, explicit strategies, and collaborative work.

The charts below are culled from material in Peregoy, S.F. & Boyle, O.F. (1993). Reading, writing & learning in ESL: A resource book for K-12 teachers. New York: Longman pp. 37- 44

BEHAVIORIST THINKING

Known For:	Criticisms	Attributes	Examples of Behaviorist Models
Rote Learning	Does not consider cognitive factors	Brought order & science into language acquisition	Skinner - Operant Conditioning. Reinforcement/reward/punishment a. signal learning b. stimulus response c. chaining
Habit formation	Cannot explain creativity or original speech	Certain aspects of language must be learned by rote	Grammar Translation
Reward Oriented	Lab-oriented, cannot be replicated in a natural setting		Reading Approach

INNATIST THINKING

Known For:	Criticisms	Attributes	Examples of Nativist Models
Task related	Doesn’t advocate teaching language structure	L2 learned in the same way as L1	Chomsky (Generative Transformative Approach)
Problem oriented (problem dictates discipline to be used)	Students don’t learn grammar rules	Pays attention to affective filter and cognitive & sociopolitical issues	Krashen (Monitor Model)
Based on participatory research			Ausubel (Meaningful Learning)
Heavily influenced by linguistics, though influenced by psychology, sociology, etc.			Asher (TPR)-TPR, however, also relies heavily on habit formation through repetition.
Has a responsibility to society			Terrell (Natural Approach)
Language is an innate quality; we’re predisposed to language learning			Lozano (Suggestopedia)
Distinguishing between competence & performance			Gattegno (Silent Way)
			Curran (Community Language Learning). Strongly influenced by Rogers’ Humanistic Psychology Model
			Freire (Generative Themes)

The Legal Background for SEI in Arizona

Below is a summary of the important court decisions that apply to ELL students –PLEASE READ AND REACT TO THESE IN YOUR FIRST MODULE

IMPORTANT COURT DECISIONS THAT APPLY

TO ELL CHILDREN

BROWN V. TOPEKA BOARD OF EDUCATION (1954): Schools may not segregate on the basis of race, color, or national origin. In an earlier case, Mendez v. Westminster, the Court established that schools may not segregate by language ability where the effect is segregation by race, color, or national origin.

LAU V. NICHOLS (1974): Schools must take appropriate action to remedy the language deficiencies of all ELL children. What is ‘appropriate action’ has been debated and the Court did not specify one remedy.

PLYLER V. DOE (1982): States may not force schools to validate the legal resident status of any child and schools may not require proof that any child, and/or his/her parents, is legally living in the United States. Schools may require an address to prove a child lives in the school/district attendance zone.

FLORES V. ARIZONA (2000): Arizona must mandate that all districts adopt; a uniform method to set criteria for inclusion in, and exit from, ELL programs, follow uniform proficiency standards for ELL children, and a plan to monitor all ELL programs for success at moving children out of the program. The case stemmed from the fact that ELL children routinely perform poorly on standardized tests, such as AIMS, and that the State has an unequal system to fund remedies, (see Lau) to help ELL children.

HEADING TWO: Course Syllabus

College of Education

The mission of the College of Education at Northern Arizona University is to prepare professionals to serve and lead education and human services organizations.

Northern Arizona University

BME 631

Structured English Immersion and Sheltered English Content Instruction

Spring ’09—Course Syllabus

General Course Information

Semester: Spring ‘09

Location: WEB

Instructor: Dr. Natalie Hess

Office: NAU in Yuma— Mondays and Tuesdays 12 noon until 3:00 p.m. or by appointment

Office Hours-or by appointment. Call any time and leave me a message. I promise to get back to you just as soon as I am able

Phone: 928-317-6407

E-mail: natalie.hess@nau.edu

E-mail: VISTA E-mail-Please use this e-mail, rather than the instructor’s usual e-mail for posting modules. You will notice that a provision has been made for e-mail that is private (just between you and the instructor) and the public e-mail that can be read by anyone in the class. I am always interested in your feedback, and I would appreciate getting your personal input on how the course is going for you, and how you feel about its various aspects. Such personal reactions from you will help me to improve the class both for you and for future students, so do remember that I very much value your input. Since I check my regular e-mail daily, but will only check the course e-mail on the dates when modules are due, please use my regular e-mail for comments and questions outside the modules.

Course Prerequisites: there are no prerequisites for this course

Course Description:

The teaching of content in English to limited-English proficient students in grades K-12 using appropriate approaches, methods and techniques.

Student Learning Expectations:

Students will be able to do the following in each curricular area:

ELL Proficiency Standards Objectives

1.Describe the alignment between Arizona State Language Arts Standards and Arizona ELL Proficiency Standards.

2. Demonstrate how to use ELL Proficiency Standards to plan, deliver, and evaluate instruction.

3. Demonstrate how to integrate ELL Proficiency Standards in all content areas.

Data Analysis and Application Objectives

4 Analyze and apply disaggregated data to differentiate instruction.

5. Interpret and use snapshots of longitudinal data.

6. Align standardized testing and language proficiency assessments including the SELP to ELL standards.

Formal and Informal Assessment Objectives

7. Integrate diagnostic, formative and summative assessments for ELLs.

8. Create and offer multiple assessments.

9. Use assessment results for placement and accommodation for special education and gifted students.

10. Use standardized testing and language proficiency assessments to monitor student progress.

Foundations Objectives

11. Discuss the linguistic, academic, cultural, political, historical, and legal issues relative to the education of language minority students including the rational for SEI

12. Define basic terminology related to SEI and language minority education.

13. Discuss the role of culture in learning.

14. Define Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) and explain why these two concepts are significant.

15. Describe the process of second language acquisition.

SEI Strategies Objectives

16. Demonstrate multiple strategies to improve ELL achievement (comprehensible input, types of learner feedback, grouping structures and techniques, building background and vocabulary development, and student engagement.)

17. Demonstrate SEI methods for beginning ELLS (TPR Storytelling, contextual clues, narrative approach)

18. Describe the Silent Period (ways of responding, developmental process)

19. Grasp meaning of pre- and early production strategies of students.

20. Integrate current materials in ELL instruction (lesson and text modifications)

21. Extend SEI content methods (preview/review, content area reading and writing strategies, experiential methods)

22. Analyze and apply vocabulary development approaches in the content areas.

23. Plan SEI lessons based on students prior knowledge.

24. Select, adapt, and sequence curricular materials for ELLs.

Parent, Home, School Scaffolding Objectives

25. Identify the socio-cultural influences on ELLs (language shift, identity, the role of culture in learning)

26. Discuss the effects of bilingualism and home language use.

27. Describe parental and community sources for aiding English language acquisition.

28. Discuss how to cultivate home-school partnerships.

Course Structure/Approach:

The objectives will be accomplished through reading of texts, exchange of ideas with other students on the discussion board, written assignments, and completion of projects.

Required Texts: These books should be available in the Flagstaff bookstore, but are most easily obtained through Amazon.com or for half price at half.com

Uhl Chamot, & O’Malley, J.M. (1994). The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach. Menlo Park, California: Addison-Wesley Publishing.

Echevarria, J. Vogt, M. Short D. (2000). Making Content Comprehensible for English Language Learners: The SIOP Model. Boston: Allyn and Bacon.

Recommended Reading:

Text Specifically Relating to TESOL Standards-Based Instruction:

Agor, B. (2000). Integrating the ESL Standards Into Classroom Practice: Grades 9-12. TESOL, Inc.

Irujo, S. (2000). ). Integrating the ESL Standards Into Classroom Practice: Grades 6-8. TESOL, Inc.

Davies, K. (2000). ). Integrating the ESL Standards Into Classroom Practice: Grades 3-5 TESOL, Inc.

Other Recommended books

Claire, E. & Haynes, J. (1994). Classroom Teacher’s ESL Survival Kit #1 Englewood

Cliffs, NJ: Alemany Press, Prentice Regents Press.

Cushner, K. McLelland, A. and Safford, P. (2000). Human Diversity in Education. New York: McGraw Hill.

Freeman, D.E., Freeman, Y.S. (2004). Essential Linguistics: What You Need to Know to Teach Reading, ESL, Spelling, Phonics, and Grammar. Portsmouth, NH: Heineman.

Ioga, C., (1995). The Inner World of The Immigrant Child. New York, NY: St. Martin’s Press.

Harvey. D. & Zemelman S. (2004). Subjects Matter: Every Teacher’s Guide to Content Area Reading

Herrell, A. & Jordan, M (2004). Fifty Strategies for Teaching English Language Learners. Upper Saddle River, New Jersey: Pearson, Merrill, Prentice Hall

Hess, N.(2001). Teaching Large Multilevel Classes. Cambridge, U.K: Cambridge University Press

Law, B. and Eckes, M. (1995). Assessment and ESL. Winnipeg, Manitoba, Canada: Peguis Publishers Limited

Pollard, L. & Hess, N. (1997). Zero Prep: Ready-to-Go Activities for the Language Classroom. Burlingame, CA: Alta Book Center Publishers.

Pollard, L., Hess, N., (2001). Herron, J. Zero Prep forBeginners : Ready-to-Go Activities for the Language Classroom. Burlingame, CA: Alta Book Center Publishers.

Richard-Amato, P. (1988). Making It Happen: Interactions in the Second Language Classroom. New York: NY: Longman.

Course Requirements

The course consists of five modules. Please note that you are given two due-dates for each module. The first one is for posting your findings on the discussion board. You will then have a week during which you are expected to interact with at least three other students. The second date is the one on which you are to send your entire module, including your report on your interaction with other students, in one attachment to the e-mail of the instructor. No late modules will be accepted except under extenuating circumstances. Please put everything into ONE DOCUMENT before you post it to the instructor. The deadline is always midnight of the stated day. Again-Please put all your work for that particular module into ONE ATTACHMENT before you e-mail it to the instructor. Remember that the first 4 modules should include a report on your interaction with three other students. Try to interact with different students during each of these modules. The instructions are a bit different for module 5. Please read those instructions below

INSTRUCTIONS FOR THE SIGNATURE ASSIGNMENT

Please note that the last module is also the SIGNATURE ASSIGNMENT for this course, and it will be sent to the instructor both in the VISTA program and in TaskStream. Most of you are, by now, familiar with TaskStream. You can also find TaskStream instructions at https://www.taskstream.com/pub/ . In addition, should you have TaskStream problems, please contact Chris Geanious at chris.geaneous@nau.edu or (928)-523-9434. Every one enrolled for any course in the school of education is now required to sign up for TaskStream. There is a fee involved. TaskStream is an Education School requirement and there is NOTHING that the instructor can do to eliminate of change this requirement.

Please keep the following in mind:

· Since the signature assignment is such an important one and is evaluated on a school-wide rubric, I feel that it would be useful to have partners check each other’s work, before sending it to the instructor.

· I hope that you begin your signature assignment about two weeks before it is due. The assignment, which is a lesson plan with teaching and refelction, will be graded on the rubric posted below. The lesson plan is due to the instructor to the instructor in VISTA on Friday, April the 24^th. You should mail your lesson plan to your assigned partner for a final check no later than Friday, April the 17^th. You can, of course, do the exchange of lesson plans for a check any time prior to this date. (Do set this up with you partner right at the beginning of the course, as you introduce yourself to your partner). After you receive comments from your instructor, you might want to make some revisions before you send it on to TaskStream.

· Since I don’t know you, I will arbitrarily partnered you by placing you together with the student who is next to you on the alphabetical list. If you wish to make another arrangement among yourselves, please feel free to do so, but I feel strongly that you should have one other person check over your plan before you hand it in on TaskStream. Please let me know whether you have completed the exchange check, when you send me this module. At the same time, you might want to tell me just how the exchange worked. To help you succeed in creating your lesson plan, I have also included a successful examples in the section that further explains the modules. There are two lesson plan examples.

· I will create the partner list as soon as all the registration for the course finalized. There is always some shifting going on during the first weeks of the course, so please be patient.

Here are the main points that your grid demands, and that you should be looking for in you partner’s lesson plan:

1. There are both content and language objectives and these are appropriate for the level of the lesson.

2. The teacher plans on checking language level and activating prior knowledge of the students.

3. Language and content are integrated and there is evidence of scaffolding. (Helping students to understand difficult points step by step)

4. Several activities that integrate language and content are seen and the activities are built for student engagement.

5. There is evidence of supplementary material.

6. There is evidence for assessment

7. There is a smoothly described lesson sequence that can be easily followed.

8. The language is correct and follows language conventions.

9. The TESOL standards are listed.

Grading System:

a. Introduction—Module One 5 points

b. Module Two-CALLA 20 points

c. Module Three--SIOP 20 points

d. Module Four—REAL WORLD 25 points

e. Module five—Lesson Plan 30 points-Task Stream artifact

total points: 100 points

TESOL Professional Standards Evaluated in this course:

3a—Planning for Standards-Based ESL Instruction-Candidates know, understand and apply concepts, research, and best practices to plan classroom instruction in a supporting language environment for ESL students. Candidates serve as effective English Language Models, as they plan for multilevel classrooms with learners from diverse backgrounds, using standard-based ESL and content curriculum.

3b—Managing and Implementing Standards-Based ESL and Content-Based Instruction—Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing and for accessing the core curriculum. Candidates support ESOL students in accessing the core curriculum as they learn language and academic content together.

3c—Using Resources Effectively in ESL and Content Instruction—Candidates are familiar with a wide range of Standards-based materials, resources and technologies, and choose adapt, and use them effectively in ESL and Content-Based Teaching.

Due Dates for All Modules—Please put these into your personal calendar. These dates will also appear on the course calendar in VISTA

Friday January 16th-Introductory Module posted on the discussion board. I have given you one week into the course just to introduce yourselves, and to comment on the basic terminology and the legal aspects relating to ELL because I hope that you have had enough time by now to buy your texts. The easiest way to get your texts is through Amazon.com or for half price at half.com, but the college bookstore in Flagstaff should also should carry the book

Friday, January the 23rd —Module one posted to the instructor—your own introduction, your reaction to the terminology and the legal aspects of ELL and a report on whom and how you interacted with three students on the discussion board.
Friday, February the 6thth-Module two posted on the discussion board
Friday, February the 13th -Module Two posted to the instructor
Friday March the 6th -Module three posted on the discussion board.
Friday, March the 13th-Module Three posted to the instructor
Friday, March 27th-Module Four posted on the discussion board
Friday, Friday, April 3rd-Module Four posted to the instructor
Friday, April 17^th 5^th module posted as for review by partners
Friday April 24th –Module 5 posted to the instructor. (Please wait for feedback from your instructor before you post your module on TaskStream)

PLEASE CONTINUE READING IN “THE DESCRIPTION OF THE FIVE MODULES WITH EXAMPLES”—DO NOT OMMIT THAT READING AS THERE ARE MANY DETAILS THAT WILL BE HELPFUL FOR YOUR SUCCESS IN THIS COURSE.

Please send all modules as ONE attachment to the course e-mail of the instructor.

Description of the Five Modules

Module One--The Introductory Module

Introduce yourself. Tell us something about both your personal life and your professional life. Also, let us know something about your experience with school life and language learning. Write about your personal reaction to the introductory material for this course. Which theories and methodologies, and legal issues are you familiar with or have noticed in your own life in the classroom or as a language learner? If none of this is familiar to you feel free to say so! But nevertheless give us your thoughts on one or several of the issues. (About 1-2 double- spaced pages for this module.)

See due dates above in the syllabus.

How to React to Other Student Comments in all modules:

1. Names of those with whom you corresponded (At least 3)

2. Brief summary of what they said.

3. Your reaction to what they said (agreed, disagreed, found interesting, found relevant because _____________, Found unusual because_____________, found disturbing because _________)

Rubric showing how this module will be graded.

Does not meet standard-0-1 point

Approaches Standards

2-3 points

Meets Standard-4 points

Exceeds Standard-5 points

The introduction is late; language is poorly used; the required components are not met. Comments on introductory material are brief and insufficient.

The introduction is on time and language is adequately used. Several components are in place.

All the components (introduction, exchange with other students, and relevant comments on the introductory material) are thoughtful and use correct language conventions.

The module is in on time

The introduction and the comments regarding introductory material are clearly stated, thoughtful and following correct language conventions. There is ample and lively interaction with other students. The introduction shows clear professional interest and is engaging.

The Module is in on time.

Example of a 5-point introductory letter:

Hello everyone. My name is ___________________________, and I can already recognize a few familiar names on the discussion board from other classes this summer. I can’t wait to bounce ideas and thoughts around the discussion boards and learn from each other. I am new to the ______________________ area as of late last summer when I accepted a teaching position in the third grade. I arrived in town 5 days before I started school with the kids and I have been learning under fire ever since. I am really excited about this course because I work down in ____________ AZ and this past school year every single one of my students was ELL. And let me tell you, coming from the Midwest and not speaking any Spanish took a lot of patience from both me and the students to understand each other. I think I spent most of the year trying to figure out how to teach to an ELL student, and in the process those children taught me so much about working in an ELL environment. Like I said, I am anxious to learn in the class because I know that I will take so many ideas and concepts back to school with me in the fall and be a better educator because of it.

I have to be honest when I tell you I came into the area completely oblivious about any SEI teaching strategies, so walking into a classroom full of Spanish speakers was a bit intimidating. I did have a very large gap in fluency within my class. Some children spoke both English and Spanish at home and were very confident in both, while in other situations, the English that they heard in the classroom from me was the only exposure they had all day but could keep up because of the schooling they had prior to third grade. And finally, I did have three students who didn’t speak a word of English the day they walked into my room that first day last summer. Of the three non-English speakers, one went on to be able to read and understand, just struggled to speak English, one caught on beautifully, and one left my class at the end of the year not saying a word, English or Spanish. She went into a selective state of silence which I was told later was here coping mechanism for the culture shock she was experiencing.

It was interesting to read the Levels of the Ladder to Language Learning on our syllabus because I can complete relate to every one of the levels with at least one student in my class. As far as the legal information goes that we were supposed to respond to; I find it very interesting that a school districts are required to meet the standards of the “average” Arizona student in reading, writing, and math, but the children that are labeled ELL are at an immediate disadvantage by not speaking the language they are trying to learn in. The attitude seems to be, “they will catch up eventually” but at some point doesn’t the educational system pass right by them leaving them to fend for themselves in high school and college? I would love to see the students that are brand new to the language first being taught a crash course in English, and then after they have even a little background, put them back into the mainstream learning community of their classrooms. I really think we would see so much more improvements in the long run.

It is interesting to be less than a week into this course and see how much discussion has already gone on in the discussion boards. I already know this will be a great place to throw around ideas and challenge each other to think maybe differently than we had before. Already I have had a few discussions with ____________, _____________, and ____________. It seems as though the four of us are thinking about the same things, but each have a unique view point to share. _________________ started the link on my thread to discussion my initial opinion regarding non-English speaking being pulled out of the classroom to get a crash course in learning the language. I think I misspoke myself by not explaining that I only think that should take place for a short period of time each day. That started the discussion between ______________ and me about whether or not the students will learn better or not secluded from their peers. I agree with ____________ that students will learn better when they are challenged by others that may know the language better then themselves, but I still believe that a short period of time to really teach the sounds and speech of the language would help those students catch on at a much quicker pace.

________________ , __________________, and I discussed the laws of segregation and whether or not moving children based on their fluency is fair. I know ______________ was just throwing out the question to play devils advocate, but I do not agree with her that moving students out of the class to improve their language would be segregating in the negative sense of the word. I agree with _______________________ that special education would be a good example of how moving those students into a separate learning environment is obviously beneficial for that student. Children are very understanding of their peers, I have found, when they realize their peer is getting extra help in a particular way.

Like I said, these discussions have proved to be very interesting already. I look forward to where this class will take us in challenging one another.

Module Two-CALLA

Please send all modules as ONE attachment to the course e-mail of the instructor.

Read the CALLA book

Write a 1-2 double-spaced page reaction to each of the three parts. (Not to each chapter) After a brief summary of the part, choose one particular aspect that appealed to you, and that you could imagine using in your own work; explain why you have chosen this aspect and exactly how you could use. Be as specific as possible.

In section three, do the above, but also add something extra. Choose the specific field (History, Science, Math or Literature). Compare and/or contrast the CALLA way to other strategies you may have experienced as a student or as a teacher. Choose a particular technique that you could put into immediate action in the classroom that you are now teaching or observing. Tell which technique you have chosen. Describe it. Give the page number where it can be found and explain how it would fit into your classroom work. If you are not teaching right now, use an imagined classroom setting in which you can see yourself functioning. (About 1 double-spaced page) this whole module should be about 5-7 double-spaced pages.

Post only this section—your work in Section three (3) on the discussion board.

You should be sending the following to your instructor:

1. Your summaries and reaction to two CALLA sections.

2. Your special comments on the third section

3. Your report on interactions with other students

See due dates above in the syllabus.

Rubric showing how this module will be graded.

Does not meet standard-1-5 points

Approaches Standard

6-14 points

Meets Standard-15-17 points

Exceeds Standard-18-20 points

Module is late; one or more components are missing; language conventions are weak.

Module is on time with all the components included.

Language is clear and correct.

Most instructions are followed.

Module is on time with all the components included.

Language is clear and correct.

All instructions are followed.

The material shows professional interest and relevance.

Module is on time.

Language is clear, correct, and eloquent. All the components are included.

All instructions are followed.

The material shows professional interest, insight to procedure, insightful response, and professional relevance.

Module Three-SIOP

Please send all modules as ONE attachment to the course e-mail of the instructor.

Read the SIOP book. Write a brief reaction to each of the 10 chapters. (About one or two paragraphs for each chapter—double Spaced) Here I definitely don’t want to see a summary, but rather a personal reaction to any of the strategies and/or the scenarios presented. Then, look over Appendix A. Choose any ONE of Observational components (i.e. Preparation, Instruction, Review and Assessment), and think back over a lesson you have recently given or that you have recently observed. Briefly describe that lesson and rate the teacher-you, or the person you observed, according to SIOP. Write a concluding paragraph explaining why and how you decided on the rating.

Post only two of your chapter reactions (your favorite chapters) on the Discussion board.

You should send your instructor the following:

1. All your chapter reactions to SIOP

A description of the lesson you have chosen to evaluate—essay style; about two paragraphs
Your self-evaluation
A report on your interaction with at least 3 other students

See due dates above in the syllabus

How This Module Is Graded:

Does not meet standard-1-5 points

Approaches Standard

6-14 points

Meets Standard-15-17 points

Exceeds Standard- 18-20 points

Module is late; one or more components are missing; language conventions are weak.

Module is on time with all the components included.

Language is clear and correct.

Most instructions are followed

Module is on time. All the components are included.

Language is clear and correct.

All instructions are followed.

The material shows professional interest and relevance.

Module is on time. All the components are included.

Language is clear, correct, and eloquent.

All instructions are followed.

The material shows professional interest, insight to procedure, insightful response, and professional relevance.

Module Four-Working in the Real World

Please send all modules as ONE attachment to the course e-mail of the instructor.

This module involves a great deal of practical ELL work. There is not much to read, but a great deal to do. This is why I hope that you start this module while you are still reading the other two. There are three parts to this module.

1. An interview with an experienced ELL professional

2. Three hours of work with an ELL student

3. A packet consisting of 10 effective ELL teaching strategies

You will be sending your instructor all the above as well as a report on your interaction with other students.

On the discussion board you need to post only One of the above sections—You choose the one that you think represents your work the best.

See due dates above or in “Heading Two”—the Syllabus

Does not meet standard-1-5 points

Approaches Standard

6-14 points

Meets Standard-15-20 points

Exceeds Standard- 20-25 points

Module is late; one or more components are missing; language conventions are weak. The interview provides minimal material. The tutoring sessions do not seem to contribute much to student learning. The techniques in the packet are unclear.

Module is on time.

Language is clear and correct.

All instructions are followed.

The material shows professional interest and relevance.

The ideas presented through the interview, the tutoring session and the strategy packet are relevant and practical for ELL.

Module is on time.

Language is clear and correct.

All instructions are followed.

The material shows professional interest and relevance.

The interview offers practical advice.

The tutoring session is clearly of benefit to the student, and shows understanding of both the material and the interaction.

The techniques of the strategy packet are useful and relevant across language levels.

Module is on time.

Language is clear, correct, and eloquent.

All instructions are followed.

The material shows professional interest, insight to procedure, insightful response, and relevance.

The interview offers examples, as well as professional insight on the part of the interviewer, as well as practical advice. The interviewee is asked for specific examples. The tutoring session is clearly beneficial to both student and instructor. The student’s background is described clearly and movingly.

The techniques of the strategy packet are useful and relevant across language levels.

Further explanation for Module 4:

a. Interview with an experienced ELL practitioner

If at all possible, choose someone who has taught ELL for at least three years. Write about the background and experience of this person. (For Reasons of Privacy—Use fictional names). You may ask your interviewee anything that you consider important and relevant, but I would prefer your finding answers to the questions listed below. (You may want to speak to more than one person in order to find the information). You could also send your question ahead of time to your interviewee, so that this person could have some time to think clearly about he answers he/she wants to give. You can report on your interview in one of two ways. You can simply use the question and answer strategy, or you can write an essay summarizing your findings. Here are my questions: (Please feel free to add your own). Try to be as specific as possible. Ask the person you are interviewing for specific examples. If they should say, “I use a lot of gestures to make my meaning clear, ask them to provide a specific example.” If your interviewee says, “I use a lot of group work.” Ask them to describe a specific instance. If he/she says, “I use gestures and pictures.” Again ask for specific examples. The whole idea here is that you should learn something new from this interview, so it is up to YOU to ask for specifics. How do they teach vocabulary? How do they organize their class? Again, don’t allow yourself to just collect generalities. We are after specific techniques here.

How do experienced ELL professionals assess the language level of their students?
Which assessment instrument do you use for entry-level students? Please show me some samples of the instrument and explain how it works and how you feel about its effectiveness.
How do you learn about students’ cultural background, and how do you make use of this knowledge?
How do you make your instruction understandable to students who speak very little English
How do you make the content of your lessons more comprehensible for ELL students?
How do you manage the written work for ELL students-especially in large classes?
How do you handle or minimize conflict in the classroom?
How do ELL teachers manage to create inclusiveness if they don’t know the students’ home language?
How do you communicate with parents?
What techniques have you found most useful? Please explain how these techniques work.
How would you work in a class that included both native speakers of English and ELL learners?
Please compare teaching ELL with other teaching experiences you might have had.
Where do you get your best ideas for teaching?
What do you find the most rewarding aspect of the job?
What do you find most troubling, difficult or frustrating?

2. Three Hours with an ELL student

Choose an ELL student of any age and language level. Learn about the background of this person. (Where is he/she from? How long has he/she lived in the U.S?

What level of language competence has this person achieved? What is his/her greatest language problem?)

Find out how you could help this student to make some progress, and spend your remaining time in tutoring sessions. Describe these sessions in detail and tell about the progress that might have made. Describe what you learned in the three hours and what you think that your student learned. If you are a teacher, you will, no doubt, find this student in one of your own classes. If you are not teaching yet or right now, any teacher in your area will be able to supply you with a candidate.

3. The Technique packet

· This project will consist of ten (10) ELL strategies (activities) written in such a way that a substitute teacher could easily follow the activities. These should be activities that could, if adapted, be used on any level of ELL. Please look over the example packet below

· The ELL Technique project will begin with an introduction of you as a writer-Your name, the school where you teach, something about your ELL experience as either a language teacher or learner; anything personal that you wish to share and the story of your search--where you searched and why, (whom you talked to-why you chose these people-where they directed you), and the reasons for choosing your particular activities. You can search for good activities in your readings, in the recommended books, and on the WEB. Please note the WEB sites you have been given in this course at the end of this course-packet.

· Each of your activities should include the following:

1. Title

2. Explanation of what skill is practiced in the activity, what the students will actually be doing, and how you plan to use this activity in your own work

3. Aim of the activity

4. Materials (if needed)

5. Preparation (if needed)

6. Procedure in numbered steps.

7. Credit to source and/or explanation of how the original was accepted for your use.

To help you with your work, I have included an example of an of the introduction and two strategies from a the work of a previous student in this course.

Activities Project—Example

I am writing this for the Literacy Strategies Project, in the Northern Arizona University BME-420 course. My name is Kevin C. Weatherbee, and I am currently a senior attending NAU-Yuma. I will be graduating in May of 2003 with a degree in Elementary Education with an emphasis on Multicultural Education. I am currently a substitute teacher for Yuma Elementary School District 1 in Yuma, Arizona. I personally do not have any formal background with ESL as either a language teacher or as a student. That is why I am taking the courses that I am in currently.

As for my WEB search, I used <http://www.google.com> as my search engine, and input “ESL lesson plans” as my search parameters. I was mildly surprised by they plethora of results that came back. Most unfortunately, were either “dead” links, or of no use to me. I did find one site that I found very useful and user friendly. The website I found was <http://www.lingolex.com/userpages/Ernie.html> . This actually is just a small portion of a much larger site that is very much oriented towards ESL in general. The reasons I chose all the activities/strategies form this site is that they all appealed to me both as an educator, and as a person who enjoys these types of activities. When looking for activities like this, I put myself into the mind of the child I am trying to reach and ask “is this enjoyable and will I learn anything?” I felt that I did on all the activities I choose and modified.

I hope to actually use some of these ideas when I student teach next spring and when I teach full-time next year. I enjoyed this activity as it has opened my eyes further to what is out there for us as educators of ESL and Non-ESL students.

TIC TAC TOE (For Beginning to Intermediate Level Students)

This activity uses the four skills of writing, listening, thinking, and speaking. This activity not only builds on teamwork but also builds strongly on vocabulary skills by having students’ use the words grammatically correct in a sentence.

AIM: vocabulary review, parts of speech review, and verb form review

MATERIALS: Vocabulary word list

White Board

White board dry erase markers

PROCEDURE:

1. Draw a nine square grid on the board and fill each box with one word.

2. Divide the class in half, and designate one half as -x- and the other half as -o-.

3. The students on each team collaborate in coming up with grammatical sentences using the vocabulary.

4. When they use a word in a correct sentence, mark either x or o over the word. Three in a row wins!

Source credit:

I found this strategy on the website <http://www.lingolex.com/userpages/Ernie.html> along with many other great strategy ideas for an ESL or regular classroom. This website also references the following items; Hewitt, I. E. EDUTAINMENT- HOW TO TEACH LANGUAGE WITH FUN AND GAMES Language Direct, Australia, 1996 / Wright, A and others - GAMES FOR LANGUAGE LEARNING Cambridge University Press, London, 1979 / Bohart , Janet - GIVE ‘EM A BREAK - handout. I did not change this strategy much at all, as I found it to be fine the way it is written. I would however, modify it for other curriculum subjects as needed.

STOP (For All Levels)

This activity uses the four skills of writing, listening, thinking, and speaking. This is a simple vocabulary game that can be played with two levels of difficulty depending on the level of the students. Students not only have to use their skill of memorization of what a word is but also how it is spelled correctly, Then they must be able to write it correctly. This is a wonderful and rewarding activity for the students.

AIM: vocabulary review

MATERIALS: White Board (1 per student)

White board dry erase markers (1 per student)

PROCEDURE:

(Easy version)

1. Draw five columns on a chalkboard.

2. Students repeat this procedure on their whiteboards

3. Assign each column a letter from the alphabet

4. Students do the same on their white boards

5. When class has accomplished this shout, Go!

6. The exercise ends when the first student to fill in all the columns with a word that begins with the letter of each column shouts, STOP!

(You can go through the whole alphabet like this and also use common two letter word beginnings like ex, sh, sp, ch, etc.... )

(More difficult version)

1. Draw five columns on a chalkboard.

2. Students repeat this procedure on their whiteboards

3. Assign each of the five columns a general category like food, clothing, emotions, office items, things in the house, etc....

4. Have students repeat this procedure on their whiteboards

5. You then call out a letter from the alphabet.

6. Students have to fill each column with a vocabulary word that begins with the letter and pertains to the category
The exercise ends when the first student to fill in all the columns with a word that begins with the letter of each column shouts, STOP!

Source credit:

I found this strategy on the website <http://www.lingolex.com/userpages/Ernie.html> along with many other great strategy ideas for an ESL or regular classroom. This website also references the following items; Hewitt, I. E. EDUTAINMENT- HOW TO TEACH LANGUAGE WITH FUN AND GAMES Language Direct, Australia, 1996 / Wright, A and others - GAMES FOR LANGUAGE LEARNING Cambridge University Press, London, 1979 / Bohart , Janet - GIVE ‘EM A BREAK - handout. I did change this strategy a bit, to have more individual student involvement. This strategy could be used in a small group setting or a whole classroom at once. I might consider modifying it for other curriculum subjects as needed such as science, or social studies.

Module 5—Signature Assignment –To be posted on Task Stream

Please send all modules in as ONE attachment to the course e-mail of the instructor.

The Lesson Plan with Teaching and Reflection Components

INSTRUCTIONS FOR THE SIGNATURE ASSIGNMENT

Please keep the following in mind:

· I hope that you begin your signature assignment about two weeks before it is due. The assignment, which is a lesson plan with a teaching and a reflection component (You may, if you wish, use the SIOP model) will be graded on the rubric posted below. The lesson plan is due to the instructor both in VISTA and on TaskStream on . You should mail your lesson plan to your assigned partner for a final check no later than Friday, April the 17th. You can, of course, do the exchange of lesson plans for a check any time prior to this date. (Do set this up with you partner right at the beginning of the course, as you introduce yourself to your partner). That final assignment is due to the instructor NO LATER THAN Friday, April the 24^th. You may, if you so wish, use any of the TaskStream suggested lesson plans or you may create your own plan, following the suggestions offered by the example below, but do make sure that all the components requested are present.

· Since I don’t know you, I have arbitrarily partnered you by placing you together with the student who is next to you on the alphabetical list. If you wish to make another arrangement among yourselves, please feel free to do so, but I feel strongly that you should have one other person check over your plan before you hand it in on TaskStream. Please let me know whether you have completed the exchange check, when you send me this module. At the same time, you might want to tell me just how the exchange worked. To help you succeed in creating your lesson plan, I have also included two successful examples below.

Here are the main points that your rubric demands, and that you should be looking for in you partner’s lesson plan:

1. There are both content and language objectives and these are appropriate for the level of the lesson.

2. The teacher plans on checking language level and activating prior knowledge of the students.

3. Language and content are integrated and there is evidence of scaffolding. (Helping students to understand difficult points step by step).

4. Several activities that integrate language and content are seen and the activities are built for student engagement.

5. There is evidence of supplementary material.

6. There is evidence for assessment

7. There is a smoothly described lesson sequence that can be easily followed.

8. The language is correct and follows language conventions.

9. The TESOL Professional Standards are listed. (These are the standards demanded of you as a “candidate.”

TESOL Professional Standards Evaluated in this course:

This module could be checked by your partner any during the early part of the course. The official date to submit it to a partner is Friday, April the 17th. The module should be posted to the instructor no later than Friday, April the 25th . Look in https://www.taskstream.com/pub/ for TaskStream instructions.

I will post a partner list as soon as all the registration for the course has settled. There is always a great deal of shifting, dropping and re-taking during the first few weeks of the course, so please be patient. I will send out a partner list just as soon as I can.

Your lesson plan should relate to the following TESOL Professional Standards:

The TESOL Professional Standards:

Please see the rubric below for how this module will be evaluated. Keep in mind that you are teaching both content and language. Your reading should have given you many ideas on how to combine language teaching with content.

I would like to remind you that additional help for your specific level can be found in the TESOL books recommended in your syllabus.

If you are not teaching at this time, please contact an ESL teacher in your area—perhaps the professional that you interviewed for a possibility trying out your lesson in this person’s class.

Description of the Lesson Plan

Artifact: Lesson Plan, Needs Assessment, Assessment of Student Learning, Evaluation of lesson plan and Reflective essay.

Lesson Plan:

Develop a Structured English Immersion lesson appropriate to the community where you teach in a content area you teach using a lesson plan form which includes: Grade/Class/ ability level/ background/Subject, Standards, Theme, Lesson Topic, Content Objectives, Language Objectives, Key Vocabulary, Supplementary Materials, Grouping Option, Assessment and Lesson Sequence. Use the lesson plan form in SIOP: Making Content Comprehensible. For Content specific standards, check the Web site of Arizona Department of Education. You may also use any one of the lesson plans suggested by TaskStream, but please make sure that all the components are clearly labeled.

Lesson:

Teach the lesson to a group of English Learners.

Evaluation:

Evaluate Preparation, Building Background, Comprehensible Input, Clear Explanation of Academic Tasks, Strategies, Interaction, Practice/Application, Effectiveness of Lesson Delivery, and Student Engagement using the form suggested by SIOP

Reflective Essay:

Write a reflection on this lesson. Why is it necessary and desirable to teach such a lesson? Explain how all four language skills were used in this lesson. What did your students learn from this lesson? How do you know they learned this? How is this student learning reflective of the language standards for this lesson? What did not work well for student learning? What would you change to improve the lesson so it better supports EL students’ language objectives? How might you change the lesson should you teach it a second time? (length—about 2-3 double spaced pages). Make sure that the sequence of your lesson is clearly developed, so that I can follow it as it would evolve in the classroom. See the example below.

Rubric for TESOL Standards 3.a. 3.b 3.c.

Planning, Managing and Implementing Standards-Based ESL and Content Instruction

Standard	Approaches Standard	Meets Standard	Exceeds Standard
3.a. Planning for standards-based ESL and Content Instruction	Candidates are aware of content objectives and language objectives. Objectives are inappropriate for age and educational background of students.	• Candidates plan content and language objectives. Objectives are appropriate for age and educational background of students.	Candidates plan clearly defined language objectives. Content objectives are appropriate for age and educational background level of students. The lesson is designed for a classroom with multilevel learners from diverse backgrounds.
3.a. Planning based on assessment of language proficiency	Candidates are aware of students’ language proficiency. Lesson does not include review of key concepts.	Candidates plan lesson based on assessment of students’ language proficiency and prior knowledge. Lesson includes a review of key concepts	Candidates plan students’ learning experiences based on assessment of language proficiency and prior knowledge. Candidates conduct assessment of student comprehension and learning of all lesson objectives throughout the lesson.
3.b. Organize learning around standards-based language learning objectives.	• Candidates are familiar with standards relevant to ESL and content instruction. Lesson delivery does not clearly support language objectives.	• Candidates clearly support content and language objectives by lesson delivery. Candidates provide opportunities for students to use strategies.	• Candidates integrate content and language objectives by lesson delivery. Candidates provide scaffolding techniques throughout the lesson assisting and supporting student understanding.
3.b. Provide activities and materials that integrate listening, speaking, reading and writing.	• Candidates are aware that integrated learning activities build meaning through practice. Candidate uses activities that integrate some language skills.	Candidate uses activities that integrate all language skills (i.e. reading, writing, speaking and listening)	Candidates design activities that integrate all language skills and content areas through thematic and inquiry-based units.
3.c. Use resources effectively in ESL and content instruction	• Candidates recognize EL students’ various approaches to learning. No significant adaptation of content to all levels of student proficiency.	Candidates use supplementary materials. Candidates adapt content to all levels of student proficiency.	Candidates use supplementary materials to a high degree making the lesson clear and meaningful (e.g., computer programs, graphs, models, visuals) Candidates adapt content to all levels of student proficiency in a supportive classroom environment.

Examples of two Successful Lesson Plans with Reflective Essays

Example One:

Date: Grade/Class/Subject: 6^th grade/ 4^th grade ability

Unit/Theme: Functional text

Background: This is not normally my class. I do not have an all ELL class so I taught in a co- teacher’s classroom for a couple of days. I made sure to come in there and help out a little before I taught so that the students would be more comfortable with me and I felt like I knew the students better. It was a great experience for everyone.

State Standards: 4^th and 6^th grade

Concept 2: Functional Text Identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of functional text.

PO 1. Follow a set of written multi-step directions.

PO 2. Provide multi-step directions.

PO 3. Evaluate written directions for sequence and completeness.

PO 4. Interpret information in functional documents (e.g., maps, schedules, pamphlets) for a specific purpose.

PO 5. Use information from text and text features to determine the sequence of activities needed to carry out a procedure.

PO 6. Identify the text features (e.g., directions, legend, illustrations, diagram, sequence, bold face print, headings) of functional text.

PO 7. Interpret details from functional text for a specific purpose (e.g., to follow directions, to solve a problem, to perform a procedure, to answer questions).

TESOL Professional Standards:

Content Objectives: After reading a series of map and directions students will be able to demonstrate a basic understanding of the importance of functional text. Students will become familiar with their own neighborhood.

Language Objective: Students will be able to demonstrate an understanding of sequence by reading, writing, and following a functional text. Students will demonstrate comprehension by following directions accurately and understand the imperative form.

KEY VOCABULARY SUPPLEMENTARY MATERIALS

Maps Students will have a map of Tucson.

Key

Receipt

Directions

SIOP FEATURES

Preparation Scaffolding Grouping Options

_ Adaptation of Content X Modeling __Whole class

X Links to Background X Guided practice __Small groups

X Links to Past Learning X Independent practice X Partners

X Strategies incorporated __Comprehensible input X Independent

Integration of Processes Application Assessment

X Reading X Hands-on X Individual

X Writing X Meaningful __Group

X Speaking X Linked to objectives X Written

X Listening X Promotes engagement __Oral

Lesson Sequence:

TEACHER STUDENTS

1) Has all of the students open up their maps of Tucson. Then the teacher will have the students write down what they think are important things on the map in order to read it or give someone directions.	Students will open map and write down important items on the map.
2) Teacher will have the students say out loud what they think is important and write it down on the board. Then the teacher will tell the student what some of the key items are if the students didn’t already name them.	Students will share their answers with the class and record any new items that they did not think of.
3) Teacher will then ask the student to locate the school on the map and to circle it.	Students will circle the location of the school on the map.
4) Then the teacher will ask the students to locate their house or neighborhood and circle it also.	Students will circle the location of their home on the map
5) Then the teacher will ask the students to highlight the fastest route to school from their house.	Students will draw a line with a highlighter from their house to the school using the fastest route possible.
6) Will ask the students to then write the directions of the route they just highlighted on the map in order to tell a classmate how to get to their home from the school.	Students will write the directions in sequence from the time of leaving their driveway until they arrive at school.
7) Teacher will continue to walk around the classroom and help the students when necessary.	Students will continue to write down the direction from their house to school and if they are in need of help shall raise their hand to ask the teacher.
8) Teacher will tell the students to share their map and directions will their partners and to look to see if the directions and route make sense and if that route is in fact the fastest.	Students will finish the directions and then share with their partners check to see if it is the fastest route and if the directions make sense.
9) When it looks like most students have finished the teacher will then put up the overhead of the map of Tucson so that student volunteers can come up and draw their route on the white boards and explain their directions.	Students will finish up discussions with their partner and then wait for further directions from the teacher.
10) The teacher will ask for volunteers to come forward.	Students will volunteer to go up to the whiteboards and draw their routes and explain their directions.
11) Teacher while student volunteer is at the front board will ask the student to circle another location (for example a local grocery store or fast food restaurant)	Students will draw their route. Then they will draw the new location that the teacher gave to them.
12) Teachers will ask the students to think about the fastest route to that location from the school. Then the teacher will ask the students to volunteer one direction to take to get there.	The students will think about the fastest route to this new location and to volunteer a direction to take.
13) The teacher will then instruct the students to line up at the door and will lead them to the computer lab.	Students will line up and go to the computer lab.
14) The teacher will tell the student to log on to the computers and go to yahoomaps.com	Students will go to yahoomaps.com
15) The teacher will then tell the students to type in their information and the schools address on the other side of the web page and to click on the get directions link.	Students will type in all of the necessary information into the boxes and then click the link that says get directions.
16) Teacher will tell the students to print out the map and directions form their house to school. Then will have the students line up and go back to class.	Students will print out the map and directions. Then they will line up and go back to class.
17) Teacher will tell students to compare the directions that they wrote to those the yahoo maps told them to take. Then the teacher will have the students staple the maps and directions together.	Students will compare the directions and staple together everything.
18) Teacher will then collect the maps and the directions to check for accuracy	Students will hand in maps and directions.
19) Teacher will then ask the students to think about their favorite food and write down in the homework calendar to go home and write the direction on how to make it.	Students will write down their homework.
20) Teacher will also ask the students to write down the directions on how to make a peanut butter and jelly sandwich to hand in. Then tells the students that the teacher will be making them all peanut butter and jelly sandwiches tomorrow based on their directions.	Students write down the directions and hand it in.

Reflections: This lesson gives students the ability to use information that is needed for them to read maps or cook books and other forms of functional text. It allows the EL students to use what language skills they have acquired to write these forms because most maps and cookbooks are not written with advanced sentences or language. It will also allow the students to see how big their town and neighborhoods are.

Evaluation:

I. Preparation

1. Content Objectives 4

2. Language Objectives 4

3. Content Concepts 3

4. Supplementary Materials 3

5. Adaptation of Content 3

6. Meaningful Activities 3

II. Instruction

Building Background

7. Concepts Explicitly Linked 3

8. Links Explicitly Made 4

9. Key Vocabulary Emphasized 2 (needed to go over more)

Comprehensible Input

10. Speech 3 (I need to go slower)

11. Explanation of Academic Tasks 4

12. Techniques 4

Strategies

13. Strategies Used 3

14. Scaffolding 3

15. Higher Order Questioning 3

Interaction

16. Interaction 4

17. Grouping Configurations 2 ( they weren’t in groups)

18. Wait Time 4

19. Clarify Key Concepts 4

Practice and Application

20. Hands-On 4

21. Apply Content and Language Knowledge 4

22. Language Skills 4

Lesson Delivery

23. Content Objectives 4

24. Language Objectives 4

25. Student Engagement 4

26. Pacing 3

Review/Assessment

27. Review of Key Vocabulary 2

28. Review of Key Concepts 3

29. Feedback 2 ( on the yahoo direction site needed more feedback)

30. Assessment 3

Reflective Essay:

I actually taught this lesson to fellow 6^th grade SEI class that was held during my planning period. I do not have all ELL’s. So I chose a 6^th grade SEI class to carry out this plan. It took a couple of class periods to completely go through it. The type of skills that the students learned in this lesson are life skills that are important to them at all times in their lives. Students should know directions in general of how to get to their house incase they ever get lost or if a family member or police officer has to take them home. If it was an emergency situation students should learn the quickest and most efficient route to get home. Understanding how to read functional text is vital to the students academically and in life students should be able to problem solve and figure out the best route from one place or the route they should take to different places. This lesson is fun to teach because it is so important to teach students these important life skills. For English learners they need to know the correct words to relay information to the general public or how to ask for directions and understand what the people are saying back. When I lived in Mexico there were several times that I had to ask for directions or had to give directions. As I first got to the country it was more difficult by the end I had learned and gained the confidence in my responses and in understanding other’s answers.

The students learned how to discern the quickest way from school to their house. They learned how to read maps. They learned directions. Most importantly they learned how to problem solve. They also learned that when giving directions you need to be exact so that others do not get confused. I know the students learned this because at first they had a hard time explaining directions and it would be easy to get lost by what they said. But by the end and especially the next day when the students had to write the directions to make a peanut butter and jelly sandwich, the students learned that vague unclear directions are not going to get them results. It is all about being precise. I could actually see the improvement from one day to the next. Students were able to understand how to make better directions from other students mistakes.

I really feel as if the students language was bettered by this lesson. I saw a huge amount of students who were shy and almost non responsive at the beginning to becoming more confident as they did trials and errors and I saw their fluency increase. Students need to learn these basics. I also saw that these Language Learners because they were interested in the lesson and it directly affected them they took more control of their learning and tried harder.

The yahoo activity was a bit shaky. It was good to give the students the tools to use the internet and how to look up directions. But also sometimes the Yahoo is not completely accurate on their directions and therefore it can sometimes take them down routes and streets that students have never heard of and therefore, the students struggled a bit with this. And it for a few moments made it more confusing and frustrating for students.

To improve the lesson for ELLs I might move a bit slower in the beginning. I noticed that the first time around students were struggling with the right vocabulary. I might also present the vocabulary prior such as, North, South, Central, Turn, Go straight. Hang a left etc. I think that this might have suited the ELL’s better.

Overall to improve the lesson I would probably try to slow down the lesson and make it last a few days and include the Yahoo component but spend more time teaching about internet directions and so the students become more affluent in this area. These are great internet skills to learn but I needed to make sure to spend some time and discuss it more. Rather than only discussing problems with those students that ran into problems. I definitely would incorporate more vocabulary teaching opportunities so that the students could really benefit more fluidly from the significant and crucial vocabulary.

Example Two:

Background:

I do not have a regular teaching position but have Substitute taught for several years.

This semester I have been fortunate to work with a group of 5^th/ 6^th grade boys who are writing at a 2^nd and 3^rd grade level of comprehension. One of these boys is an English Language Learner. Because I have spent a great deal of time with these young men they were willing to participate in the activities I presented.

State Standards: 2^nd Grade

Strand 1: Writing Process

Concept 5: Publishing

Publishing includes formatting and presenting a final product for the intended audience.

PO 1. Rewrite and illustrate selected pieces of writing for sharing with intended audience.

PO 2. Write legibly.

Stran

Strand 2: Writing Components

Concept 1: Ideas and Content

Writing is clear and focused, holding the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished.

PO 1. Write stand-alone text that expresses a clear message.

PO 2. Incorporate relevant details that give the text interest.

Concept 4: Word Choice

Word choice reflects the writer’s use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose.

PO 1. Select words that convey the intended meaning and create a picture in the reader’s mind.

PO 2. Use a variety of words, even if not spelled correctly, to convey the intended message.

Concept 6: Conventions

Conventions address the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.

PO 10. Use the following parts of speech correctly in simple sentences:

nouns
action verbs
personal pronouns
adjectives

Credited source: http://www.ade.state.az.us/standards/language-arts/writing/articulated.asp

TESOL Standards

Goal 1, Standard 1
To use English to communicate in social settings: Students will use English to participate in social interactions

Goal 1, Standard 2
To use English to communicate in social settings: Students will interact in, through, and with spoken and written English for personal expression and enjoyment

Goal 1, Standard 3
To use English to communicate in social settings: Students will use learning strategies to extend their communicative competence

Goal 2, Standard 2
To use English to achieve academically in all content areas: Students will use English to obtain, process, construct, and provide subject matter information in spoken and written form

Goal 3, Standard 3
To use English in socially and culturally appropriate ways: Students will use appropriate learning strategies to extend their sociolinguistic and sociocultural competence

Credited Source: http://www.tesol.org/s_tesol/sec_document.asp?CID=113&DID=314

TESOL Standards

3a—Planning for Standards-Based ESL Instruction-I know, understand and apply concepts, research, and best practices to plan classroom instruction in a supporting language environment for ESL students. Candidates serve as effective English Language Models, as they plan for multilevel classrooms with learners from diverse backgrounds, using standard-based ESL and content curriculum.

3b—Managing and Implementing Standards-Based ESL and Content-Based Instruction—I know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing and for accessing the core curriculum. Candidates support ESOL students in accessing the core curriculum as they learn language and academic content together.

3c—Using Resources Effectively in ESL and Content Instruction—I am familiar with a wide range of Standards-based materials, resources and technologies, and choose adapt, and use them effectively in ESL and Content-Based Teaching.

Content Objectives:

After discussing the definition of Noun, Verb, and Adjective the students will be able to use a color- coded system to underline 20 nouns, 10 verbs and 10 adjectives from the newspaper on day one. The following day the students will demonstrate their recognition of nouns, verbs, and adjectives by completing a word search. On the third day the students will complete a Four-Square activity with five vocabulary words.

Language Objective:

Students will be able to demonstrate an understanding of the difference between nouns, verbs and adjectives by writing sentences using nouns, verbs and adjectives properly.

KEY VOCABULARY

Noun Part of Speech

Verb

Adjective

*** Due to behavior management issues and attention span issues with this group of students, I thought it most prudent to break the lesson up into multiple days.

SUPPLEMENTARY MATERIALS

Newspaper

Word Search

Construction Paper

Colored Pens and Pencils

Dictionary

SIOP FEATURES

Lesson Preparation

__X___Content Objectives prepared

__X___ Language Objectives prepared

__X___ Supplementary Materials prepared

__X___ Meaningful Activities prepared

Building Background

__X__ Concept linked to student’s background experience

____ Link between past learning and new concept

__X__ Key Vocabulary emphasized

Comprehensible Input

__X__Speech appropriate for students

__X__ Clear explanation of academic task…(written down, stated verbally)

____ Variety of techniques used to make content concepts clear

Strategies

____Opportunity to use learning strategy…(Think-Pair-Share)

__X__Scaffolding

____ Higher Order Questions asked

Interaction

__X__Interaction between student/teacher, student/student

__X__Grouping…(whole class instruction, partners, individual work)

__X__Wait time allowed

__X__ Ability to clarify concepts in L1

Practice/Application

__X__ Hands on materials provided

__X__ Activities integrate all language skills

Lesson Delivery

__X__Content Objectives supported by lesson

__X__Language Objectives supported by lesson

__X__High level of student engagement

____ Appropriate pacing of lesson

Review/Assessment

__X__ Review of key vocabulary

__X__ Review of key content concepts

____ Feedback provided

__X__ Assessment of student comprehension and learning

Day One

Before the lesson:

Write down the Learning Objective as: I will be able to identify nouns, verbs and adjectives from an article in the newspaper.

Write down the Language Objective as: I will be able to discuss with my classmates the nouns, verbs and adjectives I located.

Write down numbered instructions for what the boys should do:

1)Underline 20 nouns

2)Underline 10 verbs

3)Underline 10 adjectives

Set out Newspapers and colored pencils.

The Lesson:

The students sat down at the round table and we discussed both the learning objective and language objective for the day.
They each gathered their colored pencils.
I asked them to tell me what a noun was.
I asked them to tell their neighbor what a verb was.
We discussed that an adjective is a descriptive word. I asked them questions like can “blue” run like a verb? (Here I stood up and pretended to jog around the room.) They answered no. I asked them if “blue” is a person, place or thing? (Here I tried to shake “blue’s” hand.) Again they answered no. We ended by stating that “blue” is a description word like tall and small, etc and those words are called adjectives. This concept was extremely difficult for them.

The students were given the front page of the newspaper and told to underline twenty nouns, ten verbs and ten adjectives.

They read their answers to an aid or myself when they finished.

This activity lasted approximately twenty minutes.

Day Two

Before the Lesson:

Write down the Learning Objective as: I will be able to identify nouns, verbs and adjectives.

Write down the Language Objective as: I will be able to write five 7-Up sentences using vocabulary words.

Write down key vocabulary:

Noun Dog

Verb Run

Adjective Yellow

Part of Speech

The words were color-coded for visual learners, “dog” was circled, “run” underlined, and “yellow” had a box around it.

Put a sample of the worksheet on the white-board with some of the words already circled, underlined, etc in the correct color.

Write down numbered instructions for what the students should do:

1) Put name on paper

2) Circle each noun with a red pencil

3) Underline each verb with a green pencil

4) Put a box around each adjective with an orange pencil.

5) Work with a partner

6) Pick 5 words from the worksheet and write 5 7-Up sentences

The Lesson

All the boys came to the round table.
First we read the learning and language objectives out loud.
Then we read the key vocabulary out loud.
I asked if anyone had any questions. The boys seemed confused about the term “part of speech”. We discussed that each word in a sentence has a name like a noun, verb, etc and that that name is its part of speech.
Next we reviewed the newspaper activity where we discussed the difference between nouns, verbs and adjectives.
I then showed them the handout on the white-board as their sample guide.
Finally we read over the numbered instructions together.
The boys were given twenty minutes to work on locating the nouns, verbs and adjectives on the paper. They were encouraged to use their Children’s dictionary to look up any words they did not know.
After twenty minutes they were to choose five words and write “friendly” definitions for them.

***Modifications

One of the students reads at a much lower level than the others. He worked with an aid to do one column only of the handout.

A second student needed me to fold his paper in thirds and read the words to him. With this assistance he was able to finish the worksheet.

I had intended for the students to use five words in seven-up sentences. However I realized that they were struggling with the concept “part of speech” and how this related to the word being a noun, verb or adjective. I modified the lesson about twenty minutes into it to have the boys pick five words to write “friendly” definitions for and look up there part of speech in the Children’s dictionary.

This activity lasted thirty minutes

Day Three

Before Lesson:

Write down Learning Objective as: I will be able to complete a Four-Square activity using five vocabulary words.

Write down Language Objective as: I will be able to read my sentences and explain my pictures from my Four-Square activity.

Write down key vocabulary:

Noun

Verb

Adjective

Four-Square

Part of Speech

Put a sample worksheet on the white-board of the Four-Square activity

Write down numbered instructions for what the students should do:

1) Put names on paper

2) Choose Five vocabulary words

3) Complete Four-Square Activity using those words

4) Share your sentence and your picture with your partner

The Lesson

All the boys came to the round table.
We read over the Learning Objective, Language Objective, Key Vocabulary, Written Instructions and Sample of the Worksheet.
I asked if they remembered what we discussed yesterday. I asked for a volunteer to remind us what a noun was. We did the same for a verb.
When we talked about the adjective it was clear that that concept was still troubling them. We discussed adjectives in more detail. I encouraged them to use their bodies to “show me” how big something was or how small something was. They seemed confused with adjectives being “things, like a noun” as opposed to a description word. I worked on clarifying this concept, (although they still need help with it.)
When I felt comfortable with the review I gave them the worksheet. I asked each boy which word he chose first.
As they completed the Four-Square I asked what Part of Speech their words were. I asked how they found that information out. (Intended response was Children’s Dictionary…I want them to be comfortable using Dictionary to find information.)
I told them to share their work with a partner.

This activity lasted thirty minutes.

***See scanned samples of student work***

Evaluation:

I. Preparation

1. Content Objectives 3

2. Language Objectives 4

3. Content Concepts 3

4. Supplementary Materials 4

5. Adaptation of Content 3

6. Meaningful Activities 4

Instruction

Building Background

7. Concepts Explicitly Linked 3

8. Links Explicitly Made 2

9. Key Vocabulary Emphasized 4

Comprehensible Input

10. Speech 3

11. Explanation of Academic Tasks 4

12. Techniques 2

Strategies

13. Strategies Used 2

14. Scaffolding 4

15. Higher Order Questions 2

Interaction

16. Interaction 4

17. Grouping Configurations 4

18. Wait Time 4

19. Clarify Key Concepts 3

Practice and Application

20. Hands On 4

21. Apply Content and Language Knowledge 4

22. Language Skills 3

Lesson Delivery

23. Content Objectives 4

24. Language Objectives 3

25. Student Engagement 4

26. Pacing 4

Review/Assessment

27. Review of Key Vocabulary 4

28. Review of Key Concepts 4

29. Feedback 3

30. Assessment 3

Reflection:

This was the first time I was responsible for creating a lesson plan. I have been substitute teaching for several years. However as a substitute I was only responsible for following a set of directions, versus deciding what concept to teach and how to teach it. Fortunately, I have been working with a group of emotionally handicapped fifth and sixth grade boys who are familiar and comfortable with me. They have varying degrees of language skills. One of the boys is an ELL. I wrote the lesson with this particular student in mind. Due to the nature of the boys’ disabilities I decided to break up my lesson, Chunk and Chew, into three days.

The newspaper activity the boys did on Day One is part of their current events that they do every week. The activity allowed the boys to work together looking for nouns, etc while also allowing them to discuss topics important to Yuma, AZ. The ELL student worked with his aid to locate the words. It was after watching them perform this activity that I did a web search for ELL activities for Language Arts. The original worksheet I found was too high for these students (http://esl.about.com/od/childrenslessonplans/a/c_reca.htm). My daughter and I created the attached worksheet with nouns, verbs and adjectives we thought the boys would be familiar with. The concept goal of Day Two was to remind the students what parts of speech they already knew. The language goal of Day Two was for the boys to be able to write 7-Up sentences using five words of their choice from the worksheet.

When I presented the worksheet to the senior aid she asked what grade level the worksheet was meant for. When I told her the worksheet was for the ELL student she told me there were too many words for him. We decided to fold his paper and only have him do one column. We made a modification for one other student who was able to do the work if we folded the paper in thirds and did one column at a time, reading the words out loud to him.

I had intended for the boys to use Think-Pair-Share while finding their words. Sometimes they are willing to work together, other times not. I had also hoped that they would be able to locate all the words and then write the 7-Up sentences in approximately thirty minutes. At the end of the thirty minutes I wanted all the students to read their sentences out loud, either to an aid, to myself or to the class so they could practice their academic language. About twenty minutes into the lesson I realized they were reaching a frustration level. I modified the end of the Day Two lesson and asked that they write five “friendly” definitions for words found in the worksheet. (I felt comfortable doing this because even as a sub sometimes lessons do not go exactly as we think they might. I have had to modify a teacher’s lesson in the past.) While they did show their work to the aids, no one read their work out loud that day. The boys did collaborate to work on the worksheet. They did discuss with each other what nouns, etc they had found.

I was amazed at how quickly the time allotted went by. Reading out loud the Concept Objective, Language Objective, Key Vocabulary, and written instructions while also showing them the example of the worksheet took at least five minutes. They were not familiar with this practice, however they paid attention as I did these steps. They also stopped to me to question me about what “Part of Speech” was, which made me believe they were listening. I told them that I wanted them to work together, that we help learn better when we help teach each other. However I did not explain to them explicitly that I was going to teach them the Learning Strategy Think-Pair-Share.

When I originally wrote my lesson plan I had intended for the boys to use the five words they had picked on Day Two and write a story on Day Three with an illustration. However I thought they would benefit more from doing a Four-Square activity from five of the words they picked, therefore I modified the lesson plan again. Once again the boys joined me at the round table. We read out loud the different objectives and vocabulary. I tried to ask questions that reminded them of previous concepts they had learned. I asked if they remembered what we had worked on yesterday. While all the boys seemed confident with noun and verb, they were still confused about what an adjective is and what “Part of Speech” is. We discussed these two concepts for a few minutes and then I gave them the blank Four-Square worksheet. On this worksheet they were supposed to write the word in the middle of the paper and then each square represented either: Definition, Part of Speech, Sentence, Picture. This activity kept them engaged the entire time; no one reached a frustration level. They shared they picture with each other, however again I was not successful in having them read their sentences out loud. (If I continue to work in this room I will continue to use Best Practice to write down the Concept and Language Objectives for the day as well as try to encourage them to read their work out loud.)

I feel confident that my Lesson Plan incorporated the four language skills of listening, reading, writing and speaking. These skills are especially important to this group of students to be productive citizens as they continue to grow. With the disabilities they have, they are already behind the curve. They need to know how to read and write in order to fill out a job application as well as continue their education. These students are lacking language basics that are necessary to continue their growth. I want them to feel confident in their writing and speaking abilities, which is why I chose teaching Language Arts. I was able to incorporate many of the SIOP features. To my surprise many of these features came easy. On the Evaluation, the features I found easy to incorporate I gave myself 4’s. The features that I was less comfortable with are features I have struggled with this entire semester. These are: Links Explicitly Made, Techniques, Strategies Used and Higher Order Questions. I believe with more training and more experience I will become more confident in my ability to incorporate these SIOP features.

Some Useful WEB Sites

http://www.everythingESL.net

Dave's ESL Cafe <http://www.pacificnet.net/~sperling/eslcafe.html>
... The Internet's Meeting Place for ESL/EFL Students and Teachers from Around
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Interesting Things for ESL Students <http://www.manythings.org/>
www.ManyThings.org. Interesting Things for ESL Students A fun study site
for students of English as a Second Language. Word games, puzzles ...
Description: Includes quizzes, games, and puzzles to help students learning english.
Category: Kids and Teens > School Time > English > English as a Second Language <http://directory.google.com/Top/Kids_and_Teens/School_Time/English/English_as_a_Second_Language/?il=1>
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English as 2nd Language <http://esl.about.com/mbody.htm>
... http://www.sipuebla.com (Cost to Advertiser: $0.21). International Student Resource
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ESL Magazine--Subscribe Today! <http://www.eslmag.com/>
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Self-Study Quizzes for ESL Students (English Study Materials, ESL ... <http://www.aitech.ac.jp/~iteslj/quizzes/>
a4esl.org. Self-Study Quizzes for ESL Students. ... There are about 1,000 of
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http://www.rif.org/what/winter_holiday03.mspx

PLEASE READ THE MATERIAL BELOW CAREFULLY

Some Basic ELL Terminology and Concepts

Newcomer Programs serve students of all ages who have just arrived in an English-speaking country with no knowledge of English. Such programs exist both in school settings and in adult education centers. Newcomer courses generally last about one year.

Sheltered Instruction Observation Protocol (SIOP) is an observation protocol that allows for more accurate planning and assessment of SDAIE lessons. It can serve as a research tool, an observation tool for student teachers, and a teacher lesson-plan check list.

Levels on the Ladder to Language Learning

5. Proficiency—Both CALLA and SIOP work well here.

The Legal Background for SEI in Arizona

General Course Information

Course Requirements

Rubric showing how this module will be graded.

Does not meet standard-0-1 point

Approaches Standards

2-3 points

Meets Standard-4 points

Exceeds Standard-5 points

The introduction is late; language is poorly used; the required components are not met. Comments on introductory material are brief and insufficient.

The introduction is on time and language is adequately used. Several components are in place.

All the components (introduction, exchange with other students, and relevant comments on the introductory material) are thoughtful and use correct language conventions.

The module is in on time

The introduction and the comments regarding introductory material are clearly stated, thoughtful and following correct language conventions. There is ample and lively interaction with other students. The introduction shows clear professional interest and is engaging.

The Module is in on time.

Example of a 5-point introductory letter:

Module Two-CALLA

Please send all modules as ONE attachment to the course e-mail of the instructor.

Module Three-SIOP

Please send all modules as ONE attachment to the course e-mail of the instructor.

Module Four-Working in the Real World

Please send all modules as ONE attachment to the course e-mail of the instructor.

Further explanation for Module 4:

3. Aim of the activity

TIC TAC TOE (For Beginning to Intermediate Level Students)

Examples of two Successful Lesson Plans with Reflective Essays

Example One:

SIOP FEATURES

Preparation Scaffolding Grouping Options

Integration of Processes Application Assessment

TEACHER STUDENTS

Credited source: http://www.ade.state.az.us/standards/language-arts/writing/articulated.asp

TESOL Standards

Goal 1, Standard 1 To use English to communicate in social settings: Students will use English to participate in social interactions

Goal 1, Standard 2 To use English to communicate in social settings: Students will interact in, through, and with spoken and written English for personal expression and enjoyment

Goal 2, Standard 2 To use English to achieve academically in all content areas: Students will use English to obtain, process, construct, and provide subject matter information in spoken and written form

Goal 3, Standard 3 To use English in socially and culturally appropriate ways: Students will use appropriate learning strategies to extend their sociolinguistic and sociocultural competence

Credited Source: http://www.tesol.org/s_tesol/sec_document.asp?CID=113&DID=314

KEY VOCABULARY

SIOP FEATURES

Day One

The Lesson:

Day Two

Evaluation:

Goal 1, Standard 1
To use English to communicate in social settings: Students will use English to participate in social interactions

Goal 1, Standard 2
To use English to communicate in social settings: Students will interact in, through, and with spoken and written English for personal expression and enjoyment

Goal 2, Standard 2
To use English to achieve academically in all content areas: Students will use English to obtain, process, construct, and provide subject matter information in spoken and written form

Goal 3, Standard 3
To use English in socially and culturally appropriate ways: Students will use appropriate learning strategies to extend their sociolinguistic and sociocultural competence