| Week
1 |
Activity
for January 7th
The most important thing
we can accomplish tonight is to help you become familiar with your colleagues
and the Teachscape website. So, I've put in some questions that you
can begin answering tonight: what we hope you do is answer some of the
personal information here, and then add to your answer from your home/school
computer (and we'll show you how to edit your answers).
Personal Information
Name
How long have you been a teacher?
What grade/subject area do you teach?
What school do you teach at?
How long have you been teaching?
What other professional development courses/experiences have you participated
in?
How often do you plan to check your CLAD community e-mail?
Have you submitted your participation/netiquette
agreement? If not, please go to course syllabus and submit your
response to Teresa.
Professional
What percentage of your students are English Language Learners?
Where did you learn what you know now about teaching English Language
Learners?
The initial readings focus on listening skills: Are there any tricks/techniques
(e.g. signals) you use when you want your students to listen for whole
group instruction?
|
| Week
2 |
Due January 14
Readings: Brown
Ch 4: Teaching by Principles
Ch 15: Integrating the four skills
Ch 16: Teaching listening
ELD Curriculum Guide: Overview & Course Management: K - 12
Video: English Language Learners:
Listening and Speaking
Introduction
1: Developing Active listening
Activities: describe a lesson
(not a formal lesson plan) in which you:
1) Focus on one of the ELD standards (SFUSD Language Academy: ELD Curriculum
Guide) or a micro-skill (Brown, p. 256) appropriate to your grade, subject
area, and students' proficiency level.
2) Include what principles
guide your instruction, both for this particular lesson and your overall
teaching (Brown, chapter 4).
|
|
Week 3
|
Due January 21
Readings: Brown
Ch 17 - Teaching Speaking (in particular, pages 288-294).
Video: English Language Learners:
Listening and Speaking
2: Enhancing Comprehension
[FYI: chapter 4, Guiding Speaking Skills, also discusses error correction,
so it would be beneficial to view that chapter as well]
Activities
As the teacher, how would you respond to the student's error in the video
clip? What factors would you consider in deciding whether or not to correct
the student? What principles (Brown, chapter 4) guide your decisions?
If you were to correct the error, how would you go about it?
|
| Week
4 |
Due January 28
Readings:
Ch 17 - Teaching Speaking
Krashen, S. (1984). Bilingual
education and second language acquisition theory. In. C. F. Leyba (ed.),
Schooling and Language Minority Students: A Theoretical Framework. Los
Angeles: CSU Los Angeles and the California State Department of Education.
(Course CD #1)
Video: English Language Learners:
Listening and Speaking
3: Supporting Speaking skills
Activities
Do students have many opportunities to make oral presentations, or talk
publicly (e.g., discussion groups) in your class? If not, discuss how
you could provide students with ways to help your speaking skills. Your
answer must include:
a) An ELD standard from the SF Language Academy: ELD Curriculum Guide,
or Brown's list of micro skills, p. 272).
b) Which principle(s) guides your lesson/activity (Brown, pp. 275-276)?
Explain how your lesson helps students to overcome their 'affective filter'
(you should explain that the 'affective filter is in your own words).
|
|
Week 5
|
Due February 4
Readings: (review from previous
assignment)
Brown: Ch 17 - Teaching Speaking
Krashen, S. (1984). Bilingual education and second language acquisition
theory
Video: English Language Learners:
Listening and Speaking
4: Guiding speaking skills
Conclusion
Teacher Reflection
Specialist Reflection
Activity: In the video chapter
"Guided Speaking Skills and the teacher reflection, Linda Tong scaffolds
students' social English skills ("good morning Ms. Tong"), which
her students need in part because of their linguistic and cultural background.
In the specialist video, Dr. Hakuta states that two goals for educating
ELLs are: (1) developing English proficiency, in particular academic English,
and (2) developing students' content knowledge.
Is there a language error,
or particular concept, that your ELLs are finding extremely difficult,
or an area you would like to enhance? Discuss how you would [or will in
the future] scaffold linguistic and content knowledge for your English
Language Learners. In your discussion, which of Krashen's hypotheses is
relevant to your scaffold?
|
| Week
6 |
Due February 11
Brown - Ch 18: Teaching Reading
Video: English Language Learners:
Reading and Writing
1: Teaching phonics in a variety of genres
Activity: Explain the types
of reading (genres) your students must be successful at, and describe
a lesson that focuses on teacher an ELD reading standard (SFUSD Language
Academy, ELD Curriculum Guide) or micro skill (Brown, p. 307) that would
help your ELLs be successful English readers.
|
| Week
7 |
Due February 18
Readings: review Ch 18
Video: English Language Learners:
Reading and Writing
Ch 2: Developing meaningful reading
Identify and explain to your
colleagues the types of reading comprehension strategies you teach your
students to help them be successful readers. Refer to the list Brown provides
on pp. 306-310.
|
| Week
8 |
Due February 25
Readings: review Ch 18, pp.
323-324
Anderson, R. C., & Nagy, W. E. (1992). The vocabulary conundrum. American
Educator, 16(4), 14-18, 44-47 (article used last quarter).
Coady, J. (2000). L2 vocabulary acquisition: A synthesis of research.
In J. Coady and T. Huckin (Eds.), Second language vocabulary acquisition:
A rationale for pedagogy, (pp. 273-290). Cambridge, UK: Cambridge University
Press (article used last quarter).
Video: English Language Learners: Reading and Writing
Ch 3: Developing Academic Vocabulary
Brown advocates, "guessing
from context", while Peterson shows us a lesson that helps ELLs analyze
English vocabulary. Explain to your colleagues the type of vocabulary
in your grade/content area that seems difficult for ELLs. Do you address
vocabulary, and if so, are you providing ELLs with strategies to analyze
vocabulary from the "Brown" perspective? "Peterson"
perspective? Little of both?
|
| Week
9 |
Due March 4
Brown - Ch19: Teaching Writing
Video: English Language Learners:
Reading and Writing
4: Writing about a complex topic - Anthony DeFazio video
5: Scaffolding a writing exercise - Loret Peterson
Teacher Reflection (Loret Peterson)
Specialist Commentary (Peterson and Stack (2))
Activities
This week, we're asking you to start implementing writer's workshop with
your students. The video clip of Anthony DeFazio on Teachscape (the unedited
version is on THE CD) will provide you with a model of how it looks like
in the classroom, and Lydia Stack's specialist commentary will give you
a description of the writer's workshop process. For Tuesday, here is what
you'll share with your colleagues.
1) Topic your students will write on.
2) Type of scaffolding/mini lesson you will use (examples can be seen
on the video on Loret Peterson and DeFazio) and what it will address (e.g.,
Peterson focused on past tense verbs).
3) The ELD standard(s) you'll be addressing (refer to your SF Language
Academy ELD Curriculum Guide).
|
| Week
10 |
Due March 11
Video: English Language Learners:
Reading and Writing
Activity:
Report to your colleagues on your writer's workshop activity. Evaluate
select sample of students' writing using the categories Brown lists on
page 357. Reflect and share on what went well, what you can improve upon,
any micro skills that you must address with your students, etc.
|
to go the website):