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


Course Materials


Text Set Collection - Su17

Professional Toolbox Collection - Su17

Syllabus

Form to suggest a teaching scenario -
https://goo.gl/forms/rnXCOwMMqm9y2OIK2

Additional Readings
Artifacts of Teaching (videos and lesson plans)
ELL Writing Samples
Student Organization Tool
Reading Group Guidelines

Foundational Knowledge Test - Study Guide

Linguistic, Individual, and Sociocultural Variables Posters

Reading Roundup
  • Purpose: To highlight a few key concepts from the reading and demonstrate a useful teaching strategy/application.
  • Time: 10 minutes (this is a strict time limit and you will be timed)
  • Component:
    • 3 Key Concepts
    • 2 Discussion Questions
    • 1 Teaching Strategy/Application (demonstrate it)

Gibbons Reading Guide

Professional Toolbox
  • Purpose: To compile a collection of strategies that you can use to support ELLs in your future work.
  • Requirements:
    • 20 concrete ideas gathered from the various readings, videos, discussions, or elsewhere (5 items per week, weeks 2-5)
    • For each item, you should include the following:
      • Title/name of the strategy
      • Source (where you found the idea)
      • Brief description of how it works
      • Likely contexts for using it (i.e. to introduce a new story; to build academic vocabulary, etc.)
      • Why it has the potential to promote learning (1-2 sentences)
      • Any needed materials (i.e. templates, links, etc.)\
    • You may create a hard copy or digital version of the template organized in a way that is useful for you.

Video Log
  • Purpose: To visualize/analyze what high quality ELL instruction might look like in practice.
  • Requirements:
    • Most weeks, you will choose 3 videos
    • For each video, write a 3-4 sentence description of the video that might be used in a catalogue. Include the instructional context, grade, subject. instructional strategies highlighted, and anything that would help an outside reader get a snapshot of the video.
    • Identify 3-4 very specific instructional decisions that facilitated ELL learning and participation.
    • Write down 2 questions you would like to ask the teacher in the video.
  • Video Log (upload to Blackboard by June 27)


Text Set (details TBA)

A theme-based collection of texts (appropriate to your content area/grade level and a set of student profiles)
  • Range of English language proficiency levels
  • Pre- during- post activity (including comprehension assessments)
  • Associated writing tasks
  • Linked to ELP standards
  • Possible content and language objectives
  • Informational and narrative texts
  • Multilingual and multicultural




Additional Resources

ELP Standards
Link to the standards
Link to an overview

Common Core Standards

Tech tools for academic language and text analyzers


Course Calendar


WEEK 1
5/23 - Introduction to L2 Reading; Factors that influence an ELL's experience at school

5/25 - Reading in a Second Language; Scaffolding and Layering Instruction from an Asset-Orientation
  • Chapter 1 - English Learners, Academic Literacy, and Thinking -Emily M
  • Chapter 2 - Intellectual Work in Practice - Madison

(5/26 - 5/29 - Reading with Multiple Languages articles; 2 Videos - Teacher Portraits)


WEEK 2
5/30 - Relationships between L1 and L2 reading/writing; ELP Standards; Literacy demands at different ages/stages
  • Check off reading group preparation template
  • Chapter 3 - Literacy in the Curriculum - (RR)
  • Chapter 4 - Engaging with Academic Literacy (RR)

6/1 - Introduction to scaffolding reading for ELLs
  • Chapter 5 - Building Bridges to Text: Supporting Academic Reading (RR)
  • Wilhelm, 2013 - The Question of Vocabulary (RR) -

(6/2 - 6/5) - Parent and Family Engagement articles; 3 Videos - Reading; Reading Group)


WEEK 3
6/6 - Mini Practicum at K-12 school
(Franklin - 3/4th (3 boys) 9-9:30; Kindergarten (5-6), 9:30-10:00; 1st grade (3) - 10:45-11:15)
6/8 - Mini Practicum at K-12 school
(Hutton - 9:45 - 10:15 (2 newcomers, 4th grade))
  • Shaw - 9-10; 11-12 (half first and half third)

(6/9 - 6/12) - Subgroups of ELLs articles; 3 videos - Writing; Reading Group)


WEEK 4
6/13 -

6/15 - Foundational Knowledge Test

(6/16 - 6/19 - Reading articles; 3 videos - Misc; Reading Group)



WEEK 5
6/20- Scaffolding Writing and Giving Helpful Feedback

  • Gibbons, chapter 7 - Planning Talk for Literacy and Learning (RR)


6/22 - Blending Language, Literacy, and Content Learning
  • Gibbons, chapter 8 - Planning for High-Challenge, High-Support Classrooms (RR)
  • Panferov, 2010 - Increasing Parent Involvement in Our Schools (RR)

(6/21- 6/26 - Writing Articles; 3 videos - student/family stories; Reading Group)




WEEK 6
6/27 - Course Synthesis; What are your resources?
  • Goldenberg, 2013 - Unlocking the Research on ELLs (RR)
  • Westerland, 2015 - ELL Myths from the Trenches (RR)
  • Submit final toolbox and video log

6/29 - Teaching demonstrations



Optional Readings (especially for new MITers)

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