Week 2 – Discussion 1

Teachers of English language learners (ELL) must be able to align appropriate English language development standards with content specific standards.  Look at the following language arts standard and accompanying English development standards:

1. 3rd Grade English Language Arts – Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
2. Intermediate English Language Development (Grades 3-5) – Recognize some common root words and affixes when they are attached to known vocabulary (e.g. speak, speaker) (Common Core State Standards, 2013).

Create one activity (posted directly in the discussion board) thread that can be implemented in the classroom (ex. a word wall, story board, skit, rainbow words, mix and match cards, etc.) to ensure that all students master both standards simultaneously.  In addition, provide a brief explanation how this lesson is provides a multicultural perspective and an explanation of how you will measure students’ mastery of each standard (for example- will you have students complete a skit, a worksheet, verbal response, complete an activity…?)

Guided Response: Read and respond to two of your peers. How can you modify or add to their activity to make it more engaging, meaningful and interactive for English learners? Moreover, evaluate the assessment suggestion to measure mastery and include suggestions for other learning styles.

Carefully review the Discussion Forum Grading Rubric for the criteria that will be used to evaluate this Discussion Thread.

Week 2 – Discussion 2

Everyone has a mode in which they learn best.  For some is it reading or watching, for others it is listening to a lecture or a book on tape, while others need to complete a task for comprehension.  The same holds true for students who are English language learners. It is important to know how your students learn best. Here are some examples for teaching to various learning styles with suggestions for differentiation.

Imagine that you have been working with the general educator to teach your 9th grade ELL students how to give clear verbal directions to a peer in order to complete a task.  After the second full day of practicing directions with words like “left/right,” “near/far,” “next to/between,” and “in front/behind,” you need to formatively assess your student’s progress. Describe, in general terms, what kind of formative assessment will you use while keeping in mind the various learning needs of your students, to determine oral language growth?  Here is a great slide sharing document to get your creative juices flowing:

Justify your assessment with support from at least one additional source cited in APA format using the in-text citation style and at the end of your post as a full reference.  Two articles to get you started on your search include:

1. Formative and summative assessments in the classroom.
2. Why formative assessments matter.

Guided Response:  Respond to at least two peer postings by reading the description of their formative assessments and then reviewing the resources cited in the post. Now respond as if you are in the role of the general educator; how will you support the findings and recommendations of the formative assessment in your classroom when the ELL students are present? Do you feel that you can realistically implement the formative assessment in your class- why or why not? How will you document their progress to share with the ELL teacher specialist?

Carefully review the Discussion Forum Grading Rubric for the criteria that will be used to evaluate this Discussion Thread.

·  Formative and summative assessments in the classroom.

·  Why formative assessments matter.

·  Formative and summative assessments in the classroom.

·  Why formative assessments matter.

Week 2 – Assignment

Lesson Planning for English Language Learners

As you have learned, there is no one size fits all when it comes to education. Your classroom, regardless of the age/grade you are teaching, will have students from diverse linguistic and cultural backgrounds and ability levels. As a pedagogical expert, your job is to use your student’s background knowledge and experiences to create new learning opportunities.

Using the Specially Designed Academic Instruction in English (SDAIE) Lesson Plan Template, you will create an effective lesson plan that is based on both proficiency standards and Common Core State Standards (or other state standards if your state does not use Common Core). For this lesson, you will choose a specific subject area and grade level (K-12). If you are currently teaching, you may use your own class information as long as you have at least two ELL students.

The following components are required in your lesson plan:

1. Introduction: Describe student and lesson information including:

• Lesson Title.
• Grade Level.
• Subject Area.
• One specific, measurable learning objective.
• Student demographics including number of ELLs, socio-economic status, and any other applicable information.

 

1. ELL Students: Describe at least two ELL students who are part of your class. This should be based on your school district’s demographics. Be sure to include:

 

• Information about the first language.
• Family background.
• Current language ability.
• Any other applicable information including socio-economic status.

 

1. Standards: Discuss the Common Core State Standard(s) (or your state’s standards) and English Language Development Standard(s) that are addressed in the lesson.

 

1. Lesson: Create a detailed lesson plan for an inclusive classroom of both English and ELL students following the SDAIE lesson plan template. In addition, you must cite your sources in-text to demonstrate your knowledge of effective strategies in the content area of your choice. Although the Internet is a rich source of free materials and teaching suggestions, this lesson plan and all subsequent plans must be your own original creation. Your lesson plan will include the following:

 

• Anticipatory Set (Warm Up) – Explain how you will “tap into” students’ cultural backgrounds of experience and knowledge to introduce new material with a multi-sensory approach that may include sounds, stories or pictures.

 

• Guided practice – Explain how will you introduce and guide students through new learning material that is learner-centered. Be sure to keep in mind varying levels of English proficiency, academic readiness, and cultural awareness.

 

• Independent practice – Students will demonstrate independence by completing an activity individually or in small groups (please explain how the groups will be formed if you chose to use this method). Make sure this activity appeals to various learning styles.

 

• Closure – Describe how you will bring everyone back as a group to review the information and check for understanding.

 

1. Assessment: Explain how will you check for ELL mastery of the English language development and content standards during the lesson (formative) and at the end of the lesson (summative) to ensure that students are grasping content specific vocabulary and meeting the learning objective.

 

1. Reflection: Reflect on the assessment and how it is culturally sensitive, addresses multiple learning styles, and accurately measures achievement without interference of English language mastery. Also, include what steps you will take if the students do not meet the assessment objectives as you had intended.

 

The lesson plan will be three to four pages in length (in addition to the title and reference pages) using APA format. Be sure to use at least two scholarly sources in addition to the text.


Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.