Day 1: July 11, 2014
Historical and Legal Background
Readings: “Bilingual Education in the United States: Historical Developments and
Current Issues” by Carlos J. Ovando
http://www.npr.org/blogs/codeswitch/2014/05/16/312555636/before-brown-v-boardmendez-fought-californias-segregated-schools
http://www.npr.org/blogs/codeswitch/2014/05/14/312555307/nostalgia-for-whatsbeen-lost-since-brown-v-board
Assignments: Sign up for a day to present your game/activity
Standard: 8.1 Effects of key legislation and landmark court cases on programs for
English Learners
Content Objective
• Develop an understanding of the course syllabus and outcomes
• Experience and identify what affective filter is and discuss ways of lowering it
• Examine my own beliefs about teaching language learners
• Summarize key legislation and landmark court cases that brought language
learning to the forefront of education
Language Objective:
• Create an oral, visual, or kinesthetic presentation about a legislation/ court case
and present
• Complete an anonymous survey about my beliefs
Essential question: What minority group’s persistence was the impetus for bilingual
education?
Class activities:
1 Prayer
2. Go over syllabus and rubrics. (seated in rows)
3. Answer any questions students may have
4. Have Patty demonstrate on computer how to access course readings
5. Reminder of assignment sign up
6. Ask class how they are feeling…(Have class change classroom organization)
Begin discussing: What you are feeling can be described by explaining one of the five
theory hypotheses that Stephen Krashen (1982) developed to describe language learning
in the classroom. This term is called Affective filter, which refers to social-emotional
variables related to second language acquisition. The variables that were most important
in order to promote language learning to Krashen were “low-anxiety learning
environment, student motivation to learn the language, self-confidence, and selfesteem”(Peregoy & Boyle p. 55).
7. Introduction of ourselves with me bag (3 things)
8. Four Square, getting to know each other activity to lower the affective filter
8. (Patty fold and demonstrate on doc camera, everyone completes alone)
1. My name is____ and my
name means____. It was given
to me because__________.
3. What I am most looking
forward to about this course
is_________. What I am least
looking forward to about this
course is_________.
2. Write two truths and one lie
about yourself
Truth______
Truth_______
Lie_________
4. My job as an educator is____.
I love teaching students
that____.
As an EL educator I feel the
most confident about_________.
As an EL educator I feel the
least confident
about___________.
9. Everyone stand up and share your #2 square with someone across the room from you,
now share your #3, #1, I’ll share my #4 if anyone else wants to be so brave they can
10. How could you adapt this for high school, or in middle school? Could this be turned
into an academic activity?
Break
11. Start Historical and Legal Background Prezi: ask essential question
12. In groups of three: Read, summarize and present
13. Create timeline on wall as we go
14. To review have students do a “conga line” or “onion” when music stops switch to
next person.
Day 2: July 14, 2014
ELL Populations and Terminology
Readings: Chapter 1 English Learners in School
Assignments: 1st summary/reflection and response due by 9pm.
Standard:
Content Objective:
• Relate the “iceberg model” of culture to their lives and the lives of our students
and see the important role culture plays in teaching ELLs
• Define common terminology used when reading about ELLs and create a total
physical response to each word or phrase.
Language Objective:
• Define my deep culture
Essential question: How does knowing about and incorporating my student’s culture in
my daily lessons enhance the classroom setting for all learners? How can I be my own
best critic and how is this beneficial for my students?
Class activities:
1. Prayer
2. Two games presented Patty please be ready with copies of rubrics ready to grade
on spot
3. Begin class with four corners activity regarding culture
4. Patty create signs and place in four corners of the room (Excellent, good, ok,
poor)
5. Ask to stand next to the corner they feel most strongly about to regarding how
well they think they incorporate their students’ culture in the classroom, have
them talk amongst themselves in corners, then share out
6. Ask to go to the corner of the room that you can identify with “I feel that
incorporating culture in the classroom is an _______ idea”
7. Start ELL Populations Prezi
8. State Essential question
9. Patty please show page 15 of binder on doc cam
10. Complete cultural questions activity and present
11. How does this translate to the classroom? In an elementary setting? And a
secondary setting?
12. Movie: Victor look for in Rachel’s cubical Patty please play this
13. Cultural Iceberg PPT Patty please load this
14. Terminology discuss word walls and their importance can have them by subject…
how can they be low maintenance? Have students update them
15. Use Frayer model example: Created by Dorothy Frayer at the University of
Wisconsin with her colleagues to get students to gain a deeper understanding of
words. It is a seven step process:
16. Look for Rachel’s list of terms make
copies.
Frayer Model
Definition in your own words
Examples
Facts/characteristics
Word
Nonexamples
Strategy Steps-(Blachowicz &
Fisher, 2006, p.90)
Example:Biome
1. Define new concept and its
attributes.
1. A biome is a major ecological
community type.
2. Differentiate between relevant
2. The year that biomes were first
and irrelevant properties of
named is irrelevant.
concept.
3. Provide an example of the
concept.
3. A tropical rainforest is a biome.
4. Provide a non-example of the
concept.
4. A house is not a biome.
5. The six major types of biomes
5. Relate the topic to information
are freshwater, marine, desert,
within the concept.
forest, grassland, and tundra.
6. Relate how the concept fits in
greater concepts.
6. Biomes are part of the world
ecology.
7. Relate concept to a similar
term.
7. A similar term is environment.
Day 3: July 15, 2014
BICS and CALP and Language Acquisition Theory
Readings: “Language Proficiency in Academic Contexts” by Jim Cummins
Assignments: 2nd Summary/reflection and response due by 9pm.
1.
2.
3.
4.
Prayer
Games
Read story on page 39 of the ESL/ELL Teacher’s Survival Guide
This illustrates that although we think our students are able to respond and follow
directions sometimes they don’t truly comprehend what we are teaching. So what
do we do about this? First thing is first we have to understand that there is a
difference between “playground language” and “academic language” a key person
that brought this to light is Jim Cummins, an Irishman that lives in Canada was
intrigued by language learning in his own experience learning Gaelic/Irish
5. Patty show Cummins’ Model PPt
6. Pass out notes page *look for notes page in Rachel’s cubicle make copies
7. Go step by step through each quadrant
8. “we do” create a graphic organizer on chart paper as we go
9. Then as a class they organize lesson plan activities into quadrants and create
language and content objectives for each *Look for page with lesson activities
10. Effective lessons following Cummins model with a twist
a. Routines
i. State the content and language objectives--Have them repeat it
ii. Basic skills—phonics practice, counting by 5’s,
iii. Big picture Units follow an I do, we do, you do
iv.
b. Plan for interaction
i. Think in each lesson what is going to be my interaction component
c. Check for understanding
i. How will I know if they understood what I taught – exit tickets
d. Conference one on one
i. Review exit tickets—pull those aside that didn’t “get it” and talk to
them for less than 3 min
Day 4: July 16, 2014
Project Based Learning
Readings: *Edutopia
Assignment: Meet with ELL Model Group and Article Review due by: 9 pm
Time in Library to work
Day 5: July 17, 2014
Funds of Knowledge and Culturally Responsive Lesson Planning
Readings: “Beyond Beads and Feathers” by Cathy Amanti
Assignments: 3rd Summary/reflection and response due by 9pm.
• content and language objectives
• innovative parent involvement
• evidence that unit/lessons are centered around student culture and branch out to include
common core standards
• strategies that support language learning
• project based assessment and rubric
Day 6: July 18, 2014
ELL Models
Readings: “Instructional Models and Strategies for Teaching English Language
Learners”
Assignments: Group presentations and 3rd summary/reflection and response due by 9
pm
Days 7: July 21, 2014
Initial Assessments and Oral Language Development
Readings: Chapter 4 - Oral Language Development in Second Language Acquisition
Assignments: 3rd summary/reflection and response, and Cummins’ Quadrant Paper due
by 9 pm.
Day 8: July 22, 2014
Reading TESOL standards and Reading Development (lesson planning)*
Collaborative Day
Readings: Chapter 5 Emergent Literacy: English Learners Beginning to Write and Read
and Chapter 8 Reading and Literature Instruction for English Learners* present WTW
model
Take stages and make lesson plans accordingly- in Carmen’s class what strategy can we
add
Give a standard and have them go from there * Use standards in my class text book
Assignment: 4th Summary/reflection and response
Day 9: July 23, 2014
Writing Development
Readings: Chapter 7 English Learners and Process Writing
Assignments: 5th Summary/reflection and response due
Day 10: July 24, 2014
Content area Reading and Writing
Readings: Chapter 9 Content Reading and Writing: Prereading and During Reading and
Chapter 10 Content Reading and Writing: Postreading Strategies for Organizing and
Remembering