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"Language is the window to my soul . . ."

**“Without language, one cannot talk to people and understand them; one cannot share their hopes and aspirations, grasp their history, appreciate their poetry, or savor their songs.”** ― Nelson Mandela, //Long Walk to Freedom//


 * Syllabus**

[|Link to the standards] [|Link to an overview]
 * ELP Standards**


 * Curriculum Project Information**
 * Tech tools for academic language and text analyzers**

What unique linguistic, personal, cultural, and educational factors should be considered in designing literacy instruction for ELLs?

 * WEEK 1 **
 * 5/17 - ** "Immersion" - Who are English Learners? (Case studies); Crash Course in SLA; Reading in a Second Language


 * 5/19 ** - Gibbons, 1 & 2 - Text Talk (Teach one or more key concepts from the chapter using a strategy described in the chapter) - Your charge as a teacher of ELLs
 * Chapter 1 - English Learners, Academic Literacy, and Thinking -
 * Chapter 2 - Intellectual Work in Practice -

5/19 - Get organized; glimpse into the life of an ELL; factors influencing ELL’s experience; analyzing my assumptions about ELLs

5/21 - Building a definition of literacy; Common Core assumptions; case for integrated curriculum; concept of scaffolding

Who are my learners and what learning and literacy resources/assets do they bring?
5/24
 * WEEK 2 **
 * Relationships between L1 and L2 reading/writing
 * 5/26 **
 * **Teaching a text - pre-during-post **

5/26 - Relationship between L1 and L2 reading/writing; English proficiency levels - ELP standards; literacy demands at different ages/stages;
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge. (on Blackboard) - challenge piece! - Greg
 * <span style="font-family: Arial,Helvetica,sans-serif;">Haneda, M. (2006). Becoming literate in a second language: Connecting home, community, and school literacy practices. Theory into Practice, 45(4), 337-345. (on Blackboard) - Megan F
 * **<span style="color: #3a3e9e; font-family: Arial,Helvetica,sans-serif;">Teaching a word **

<span style="font-family: Arial,Helvetica,sans-serif;">5/28 - Community Project; group collaboration; unique assets and needs of refugee students
 * <span style="font-family: Arial,Helvetica,sans-serif;">Confessions of a New Teacher of Newcomers: []
 * <span style="font-family: Arial,Helvetica,sans-serif;">Choose two of the following: Claire
 * <span style="font-family: Arial,Helvetica,sans-serif;">Szente, J., Hoot, J., & Taylor, D. (2006). Responding to the special needs of refugee children: Practical ideas for teachers. Early Childhood Education Journal, 34(1), 15-20. (on Blackboard; early childhood focus)
 * <span style="font-family: Arial,Helvetica,sans-serif;">DeCapua, A., Smathers, W., & Tang, L. F. (2009). Meeting the needs of students with limited or interrupted schooling: A guide for educators. University of Michigan Press. [] - Who are SLIFE?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Engaging English Language Learners with Limited or Interrupted Formal Education (adolescent focus) []
 * <span style="font-family: Arial,Helvetica,sans-serif;">Challenging Common Myths about Young English Language Learners (Katie)- [|http://fcd-us.org/sites/default/files/MythsOfTeachingELLsEspinosa.pdf]
 * <span style="font-family: Arial,Helvetica,sans-serif;">Cheatham, G. A., & Ro, Y. E. (2010). Young English Learners Interlanguage as a Context for Language and Early Literacy Development. Young Children. - []

===<span style="font-family: Arial,Helvetica,sans-serif;">How can I design instruction that is meaningful, engaging, and appropriate for ELLs and that combines academic content learning, English language development, and literacy instruction? ===


 * <span style="color: #3d32bf; font-family: Arial,Helvetica,sans-serif;">WEEK 3 **
 * <span style="color: #3d32bf; font-family: Arial,Helvetica,sans-serif;">5/31 **
 * **<span style="color: #3d32bf; font-family: Arial,Helvetica,sans-serif;">Demo reading lesson at Garry (pre-during-post; working with unfamiliar vocabulary or words difficult to pronounce) **
 * <span style="color: #3d32bf; font-family: Arial,Helvetica,sans-serif;">6/2 **
 * **<span style="color: #3d32bf; font-family: Arial,Helvetica,sans-serif;">One-on-one work at Garry **

<span style="font-family: Arial,Helvetica,sans-serif;">6/2 - Scaffolding Reading - text-complexity; pre-during-post <span style="font-family: Arial,Helvetica,sans-serif;">6/4 - Scaffolding Reading - pre-during-post; leveraging multi-modal texts
 * <span style="font-family: Arial,Helvetica,sans-serif;">chapter 3 - Literacy in the Curriculum - Ande
 * <span style="font-family: Arial,Helvetica,sans-serif;">Text Complexity and English Language Learners - Jordan - Building Vocabulary Part 1 - 50 minute video []
 * **<span style="color: #3e2bb3; font-family: Arial,Helvetica,sans-serif;">Curriculum Project Planning Template; Text Set **
 * <span style="font-family: Arial,Helvetica,sans-serif;">chapter 4 - Engaging with Academic Literacy - Megan B
 * <span style="font-family: Arial,Helvetica,sans-serif;">Text Complexity and English Language Learners - Lynda - Building Vocabulary Part 2 - 50 minute video http://schools.nyc.gov/Academics/ELL/EducatorResources/Text+Complexity+Part+2.htm
 * **<span style="color: #3331ad; font-family: Arial,Helvetica,sans-serif;">Scaffolding a Text Activity Guide [[file:ScaffoldingaTextActivityGuide.docx]] **


 * <span style="color: #3d32bf; font-family: Arial,Helvetica,sans-serif;">WEEK 4 **
 * <span style="color: #3d32bf; font-family: Arial,Helvetica,sans-serif;">6/7 **
 * **<span style="color: #3d32bf; font-family: Arial,Helvetica,sans-serif;">Demo writing lesson at Garry (pre-writing, writing process, feedback) **
 * <span style="color: #3d32bf; font-family: Arial,Helvetica,sans-serif;">6/9 **
 * **<span style="color: #3d32bf; font-family: Arial,Helvetica,sans-serif;">One-on-one writing at Garry **

<span style="font-family: Arial,Helvetica,sans-serif;">6/9 - Scaffolding Reading - recursive reading and text-sets
 * <span style="font-family: Arial,Helvetica,sans-serif;">chapter 5 - Building Bridges to Text - Mona
 * <span style="font-family: Arial,Helvetica,sans-serif;">Creating Grand Conversations []
 * <span style="font-family: Arial,Helvetica,sans-serif;">Vardell, S. M., Hadaway, N. L., & Young, T. A. (2006). Sarah - Matching books and readers: Selecting literature for English learners. The Reading Teacher, 59(8), 734-741. - []

<span style="font-family: Arial,Helvetica,sans-serif;">6/11 - Scaffolding Writing - principles for designing effective writing assignments; writing at different proficiency levels
 * <span style="font-family: Arial,Helvetica,sans-serif;">chapter 6 - Scaffolding EL Learners to Be Successful Writers - Rachel
 * <span style="font-family: Arial,Helvetica,sans-serif;">Setting students up for a writing task


 * <span style="color: #3d32bf; font-family: Arial,Helvetica,sans-serif;">WEEK 5 **
 * <span style="color: #3d32bf; font-family: Arial,Helvetica,sans-serif;">6/14 **
 * **<span style="color: #3d32bf; font-family: Arial,Helvetica,sans-serif;">ELP Standards; Adapting reading assignments for ELLs **
 * <span style="color: #3d32bf; font-family: Arial,Helvetica,sans-serif;">6/16 **
 * **<span style="color: #3d32bf; font-family: Arial,Helvetica,sans-serif;">Layering as a pedagogical principle **

<span style="font-family: Arial,Helvetica,sans-serif;">6/16 - Scaffolding Writing - pre-writing; using oral language as a bridge to written
 * <span style="font-family: Arial,Helvetica,sans-serif;">chapter 7 - Planning Talk for Learning and Literacy - Josh
 * <span style="font-family: Arial,Helvetica,sans-serif;">Jacobs, C. L. (2008).- Long-term English learners writing their stories. English Journal, 87-91. [] -Mary
 * <span style="font-family: Arial,Helvetica,sans-serif;">Words Have No Borders - []
 * <span style="font-family: Arial,Helvetica,sans-serif;">Ummel-Ingram, L. (2004). Narrative writing works magic in the ELD classroom. Quarterly - National Writing Project, 26(1), 3-6. [] - Mary
 * **<span style="color: #2c29ba; font-family: Arial,Helvetica,sans-serif;">Writing Activity Guide [[file:FormalWritingTaskActivityGuide.docx]] **

<span style="font-family: Arial,Helvetica,sans-serif;">6/18 - Scaffolding Writing - giving helpful feedback
 * <span style="font-family: Arial,Helvetica,sans-serif;">chapter 8 -Planning for High-Challenge, High Support Classroom - Mo


 * <span style="color: #3d32bf; font-family: Arial,Helvetica,sans-serif;">WEEK 6 **
 * <span style="color: #3d32bf; font-family: Arial,Helvetica,sans-serif;">6/21 **
 * **<span style="color: #3d32bf; font-family: Arial,Helvetica,sans-serif;">What are your resources? **
 * <span style="color: #3d32bf; font-family: Arial,Helvetica,sans-serif;">6/23 **
 * Guest speakers

<span style="font-family: Arial,Helvetica,sans-serif;">6/23 - Summer workshop

<span style="font-family: Arial,Helvetica,sans-serif;">6/25 - Summer workshop
 * **<span style="color: #5336c7; font-family: Arial,Helvetica,sans-serif;">Curriculum Project Presentations **


 * <span style="font-family: Arial,Helvetica,sans-serif;">Optional Readings (especially for new MITers) **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Introduction to Common Core State Standards
 * <span style="font-family: Arial,Helvetica,sans-serif;">[]
 * <span style="font-family: Arial,Helvetica,sans-serif;">Model lessons - []
 * <span style="font-family: Arial,Helvetica,sans-serif;">Making the Shift - []
 * <span style="font-family: Arial,Helvetica,sans-serif;">The standards themselves - []
 * <span style="font-family: Arial,Helvetica,sans-serif;">Writing lesson objectives
 * <span style="font-family: Arial,Helvetica,sans-serif;">http://gonzagateach.wikispaces.com/Objectives+-+Learning+Targets
 * <span style="font-family: Arial,Helvetica,sans-serif;">Crash course in assessment
 * <span style="font-family: Arial,Helvetica,sans-serif;">https://www.stcloudstate.edu/oce/teaching/documents/FORMATIVEASSESSMENT.ppt

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