418+Module+5+Sp2012

I. //Holler If You Hear Me// (Due Feb 27)

 * **Before you read:** Think about what it means to be an immigrant. How do you think the immigrant experience shapes a person's identity?
 * **Reading assignment** - 78-98 - As you read, pay attention to issues of identity ("who am I?") that come up in the text. Choose one passage related to identity to share with other class members.
 * **Discussion** - On the discussion board, please share the passage you identified above and explain why you chose it.

II. Making Academic Content Accessible for ELLs (Due Feb 27)
Through your own experience and what we've read and discussed in class, you can probably imagine how hard it would be to do school as an English language learner. Chemistry alone was hard enough for me and I spoke English! Just as it's tough to be the student in this scenario, it also poses a professional challenge to teachers. Both students and teachers have the double job of dealing with language and content at the same time. The good news is that it can be done and students and teachers all over the place are doing it successfully. The reading for this module will provide you with some specific strategies and approaches you could use to teach ELLs in your content area.


 * Reading Assignment:** Samway & McKeon, chapter 5; Faltis, choose __one__ chapter from section II (chapters 4-7)


 * Before you read:**
 * Type "Module 5" at the top of your GoogleDoc journal then answer these questions: (Your response can be a bulleted list.)
 * 1) When you imagine your content area as it's typically taught in middle/high schools, what aspects of the subject seem conducive to ELLs? (For example, if you plan to teach science, think about what aspects of a science class lend themselves to ELLs. You could say, "lots of hands-on labs might allow ELLs to learn without being totally dependent on language.")
 * 2) When you imagine your content area as it's typically taught in middle/high schools, what aspects of the subject seem likely to be particularly challenging for ELLs?
 * 3) What are you most worried about when you imagine teaching ELLs?
 * During reading:**
 * Look for specific strategies and advice for teachers striving to teach English and content simultaneously to ELLs. Mark these ideas in the text or take notes elsewhere. For the post-reading activity, you'll be asked to create a list of these ideas.


 * Post-reading:**
 * In your journal, make a list of 10-15 strategies or teaching ideas that you want to remember and incorporate in your future teaching of ELLs. (You can put the information in your own words.) Next to the idea, write the author and page number where you found it.

III. Designing a Reading Task (due March 5th)
This assignment invites you to show your professional knowledge of effectively using written texts in your content area. Refer back to this class session to review the characteristics of an effective reading assignment - http://gonzagateach.wikispaces.com/418+Agenda+2.6.12

//**You should create a new GoogleDoc for this assignment. Name it "last name_sp2012_reading task" and share it with me.**//


 * The task:**
 * Find a reading passage you would assign to students in a grade/class you hope to teach. You might choose a selection from a textbook, an online article, or something else. Try to choose a text you could really use in a variety of different teaching scenarios. (It would be great if you could actually use this plan in your future teaching!)
 * Consider what you hope students will learn from the text. Also, think about aspects of the text that might be difficult or unfamiliar, including academic language.
 * Design a pre-, during-, and post- activity to go along with the reading. Include necessary materials (handouts, etc.)

This document provides some specific ideas. Use it to guide your planning.


 * What you will turn in:**
 * A description of your reading activity. This is to help me clearly imagine what you plan to do and why based on your professional knowledge. Respond to the following questions (about 1 page single-spaced).


 * Before Designing the Pre-during-post Activities**
 * 1) What is the text you'll assign? (Provide the full bibliographic information or the link for a website.) Also, include a short summary of the reading.
 * 2) Why did you choose this text?
 * 3) What do you hope students will learn from this reading activity? (In other words, what is your objective?)
 * 4) How will you assess student learning?
 * 5) What are potential difficulties in the text?
 * 6) What are potential new or difficult language features of the text? (e.g. unfamiliar format, new vocabulary, academic language, etc.)

After answering the questions above, design your reading activity (about a paragraph single-spaced per question).
 * Pre- Post- During Activities**
 * 1) Describe the pre-activity. How does it accomplish the following things? a) Build and draw on prior knowledge, b) Generate interest in the text, c) Establish a purpose for reading, d) Prepare students with necessary tools: vocabulary familiarity with text structure essential content/cultural understanding.
 * 2) Describe the during-activity. How does it accomplish the following things? a) Support comprehension, b) Promote active engagement, c) Build a foundation for future activities.
 * 3) Describe the post-activity. How does it accomplish the following things? a) Assess comprehension, b) Reinforce language and content learning, c) Extend students' understanding and help them apply new knowledge

What additional materials will you use? What will you give the students? (For example, will you use a powerpoint of images to introduce the text? Will students use a graphic organizer? Will you give them written instructions?)
 * Additional Materials**
 * 1) Include any additional materials. The idea is that you could hand over this plan and the materials to a substitute teacher and he/she would have a clear understanding of what you intended to do and have everything necessary to do it.