TSL 2083 Seminole State Colle

On pages 172-185 in the textbook, some specific activities are given as classroom practices. These will form the basis of this discussion. This discussion will include just a post (no response required).

For this discussion begin by completing the 2 items below:

1) Review pages 172-185

2) Choose one of the 11 strategies given on p.172-179. Create or find an activity that you could use with a class based on one of the strategies. This could be a warm up, assignment, project, assessment, etc. If you are currently teaching, consider creating (or finding) an activity you would/could actually use in a class.

If you teach (or want to teach) Math, Science, or Social Studies, then also think about academic language features (p. 179-185).

There are some videos given on p. 172-174 that may be helpful for ideas.

Then for your POST:

  • Give the title of the activity and the link (or write it out if you created it). Be sure that any link points to a specific activity. If there is more than one on the page where the link takes you, please be specific about which activity you are sharing. If giving an activity from a print journal or book, provide a complete citation. (2 pts.)
  • Tell which of the 11 strategies you chose (1 pt.)
  • Give a sample context in which you could use this activity. For example, what would you have students do with it? Would all students complete this or just your English Learners? Would it be a group activity, individual, pairs, etc.? Would it be at the beginning/middle/end of a unit, a lesson, a class, etc.? (min. 4 sentences) (4 pts.)
  • Give a suggested grade level and discipline (English, Math, Science, etc). Figure 5.5 on page 194 may aid in determining this. (1 pt.)
  • Tell in which of these categories you would place this activity: (1 pt.)
    • warm up
    • assessment (and specify before instruction, during instruction, or after instruction)
    • project
    • assignment (and specify in or out of class)
    • other – if you feel it fits somewhere not listed – and please specify how you would categorize it
  • Tell why you chose or created this particular activity or lesson plan, and how it might be especially helpful with ESL students (although you may do it with all students in your class). (min. 2 sentences) (2 pts.)

TSL 2083 Seminole State Colle

Some of you will be working (or are working) with students who are beginning to read and write, and some of you will be working with students at other stages of their English Learning. For this assignment, I tried to pull some of the objectives to allow you to focus on early literacy development of students at any age. For those of you who teach older students (or want to in the future), tailor this assignment to potential students you may have who are brand new English learners. These students will go through some of the early literacy development described.

For this assignment, you have a choice of 3 questions to answer. Choose 2 to complete. Please include the question number in your answer. Your answers should be a minimum of 250 words each. If you use resources, give a citation. Please do not excessively quote or paraphrase from the textbook or other sources. Answer by touching on points offered in the text, then expand upon them, explain, give examples, etc.. Your answers should blend textbook ideas with your thoughts. I don’t want information straight from the text as answers (that’s already in the book, so it’s not needed here. I want to know what you think about the material :).

Here are the 3 questions to choose from:

  1. Discuss the research on the early literacy development of English Learners.

(Include your thoughts and opinions about what the textbook says about this – don’t just say what the textbook says.)

2. Describe several ways in which family and community may nurture early literacy of English learners.

(Again, please just don’t tell the ideas that the textbook gives, Use the textbook information as a jumping off point for your own ideas.)

3. Explain how to differentiate early literacy instruction for English learners.

(Don’t tell me about getting ready to differentiate – assessing and what you can use to assess their current level – talk about how you will actually differentiate. Don’t give a list of strategies, tell how will your instruction will be different for your native and non-native English speakers)

As always, be sure to submit well-written academic work.

TSL 2083 Seminole State Colle

On pages 86-87 in the textbook, a few specific activities are given as classroom practices. This discussion serves to build a bank of additional activities to use in the classroom with all learners, but with a focus on thinking about how it can benefit English learners.

For this discussion begin by completing the 2 items below:

1) Review pages 86-87

2) Find a classroom activity online such as the cluster and KWL example to use in the classroom, or make one up. Stick to something that is just a framework that could be used in many different contexts. For example, KWL can be used with almost any topic – it doesn’t depend upon a certain book or other material. This might be an activity from a website, journal, or book. Don’t use a full lesson plan, just select or create an activity. This can be a framework or form that students fill out (such as the cluster or KWL), a worksheet, a quiz, creating a piece of writing or art, a type of literature or reading response or writing, etc. I gave these as types of activities as examples just to start you thinking, but this is pretty open.

Then for your POST:

  • Give the title of the activity and the link (or write it out if you created it). Be sure that any link points to a specific activity. If there is more than one on the page that the links takes you to, please be specific about which activity you are sharing. If giving an activity from a journal or book, provide a complete citation. If you got this from someone else, give them credit, or if you created this activity, say so. (2 pts.)
  • Give a sample context in which you could use this activity. In other words, what would you have students do with it? If it helps, think of a discipline area (such as Science, Social Studies, etc.) or a particular teaching material, such as a book. (min. 2 sentences) (2 pts.)
  • Give a suggested grade level. (.5 pts.)
  • Tell in which of these categories you would place this activity, and explain (min. 2 sentences.): (2 pts.)
    • warm up
    • assessment (and specify before instruction, during instruction, or after instruction)
    • building background knowledge
    • vocabulary
    • practice
    • application
    • before, during, or after reading
    • introduction
    • closing/review
    • other – if you feel it fits somewhere not listed
  • Tell why you chose this particular activity or lesson plan, and how it might be especially helpful with ESL students (although you would do it with all students in your class). (min. 2 sentences) (2 pts.)

TSL 2083 Seminole State Colle

WATCH THESE VIDEOS:

1) Donald Leu: New Literacies Research Lab (15:13)

You have to hang in there on this one. It starts slowly, then picks up around 2:15.There are some interesting ideas about IRT (Internet Reciprocal Teaching), and looking at state standards through a future lens. 

Donald J. Leu – New Literacies Research Lab (Links to an external site.)Donald J. Leu - New Literacies Research Lab

Video: New Literacies Research Lab (captioned) (Links to an external site.)

Towards the end of the chapter, there’s this idea of the future of classrooms. These “futures” include more personalized, self-paced instruction that has positive implications for English learners and all students. These are kind of extra, but interesting…

2) Classroom of the Future ND: What’s New in EdTech (6:27)

So this “classroom of the future” is a 2007 vision. But some schools are still not to this point in 2018. This is a slow-paced video, but there are some interesting tidbits.

Classroom Of The Future HD: What’s New in Educational Tech (Links to an external site.)Classroom Of The Future HD: What's New in Educational Tech

Video: Classroom Of The Future HD: What’s New in Educational Tech (captioned) (Links to an external site.)

3) Here’s a 2017 version of a “future” school.

What Will Schools Look Like in the Future? (Links to an external site.)What Will Schools Look Like in the Future?

EXPLORE THESE LINKS:

DO THIS:

  1. Review pages 140-155 in  chapter 4 before completing this assignment. 
  2. Go over the discussion posts for ideas of technologies used by various members of the class.
  3. Go to WebQuest.org 
    • Click on “find Webquests” in the left tool bar
    • Click on “Search the QuestGarden database”
    • If you have a topic in mind, use “free text search.” If you want to peruse some lessons in your discipline and grade level, use the “Curriculum x Grade Level Matrix.”
    • Choose a lesson and read through all the parts and pieces of it (use left navigation). 
    • Answer these 8 questions based on the lesson you chose:
      1. What is the title and url of the WebQuest you chose?
      2. What prior knowledge, including cultural knowledge, does the student need to bring to the activity or task?
      3. How much oral English is needed to participate? What about written English?
      4. Are visuals (e.g. photos, video, diagrams, graphs) inherent in the lesson or available to convey meaning expressed in oral or written English?
      5. Are there ways students can access information in their primary language or through English text that has been modified for use by English learners?
      6. Are there opportunities for students to express learning in different modes, such as oral, written, and pictorial, and/or in different genres, such as writing essays or stories, displaying data, creating digital stories, etc.?
      7. How would you change/modify/add to this lesson?
      8. Any other comments or notes?
  4. The rubric below outlines the expectations for this assignment.
  5. After you complete the questions, submit it by uploading it to this assignment
  6. Url to bookhttps://reader.yuzu.com/#/books/9780134037158/epub…

TSL 2083 Seminole State Colle

With older students, it can be useful to have students complete a reading autobiography at the beginning of the year. This lets you know some of their background experiences with reading, some of their favorite topics, genres, and books, and a bit about their reading level. It is helpful to also write an autobiography yourself. It can be read aloud to students or shared in hard copy. It gives a model of the assignment for students, builds rapport, and shows, in some cases, that all reading experiences may not be good ones. This assignment is a variation of a reading autobiography.

This assignment has two parts. The first part is to reflect on your own reading experiences. The second part is to to think about these experiences with regard to English learners.

Part 1: Answer the following questions about your personal reading experiences:

When did you first learn to read?

What reading experiences stand out for you? High points? Low points?

Who or what supported your reading experiences? Who or what discouraged it?

Were there times in your school/reading experience – or the materials – made you feel like an insider? Like an outsider?

What are the types of things you like to read?

What are the types of things you dislike reading?

In which electronic formats (online, internet, e-reader like a Kindle, iPad, etc.) do you read? Discuss how that is the same/different for you from reading print materials.

Part 2: Answer the following questions with regard to English learners:

Were you a non-native speaker in any of your classroom reading experiences?

If yes, what if any effect did that have on your reading experiences?

If no, how do you think an English learner would do if he/she had the same reading experiences that you did?

How could you use a reading autobiography assignment with English learners? What changes would you make?

TSL 2083 Seminole State Colle

This assignment asks you to reflect on process writing. You’ll view videos about process writing that show teachers implementing it in their classrooms. Then you’ll answer some questions that relate the videos to English language learners. Lastly, you’ll give some thoughts about process writing with your current or future students.

To complete this assignment, work through the 2 parts below:

Part 1: Watch and respond to the following 4 (or 5 🙂 videos:

1. Video: (02:53)The Writing Process (Links to an external site.)The Writing ProcessNote – There is a typo in this video. Sigh. But the information is sound.

How might you implement the writing process with a group of intermediate language learners? (min. 3 sentences)

________________________________________________________________

2. Video: optional (03:02):

What is Writing Workshop? (Links to an external site.)What is Writing Workshop?

Captioned video: What Is Writing Workshop? (Links to an external site.)

Note – This ends abruptly, but does go over the parts of writing workshop. So if you are unfamiliar with writing workshop check this video out before the next one.

Video (09:44):

Writers Workshop (Links to an external site.)Writers Workshop

Captioned video: Writers’ Workshop (Links to an external site.)

Note – This shows a minilesson, then students writing. The sharing portion is not included.

What changes would you make in the lesson to accommodate beginning or intermediate English learners? (min. 3 sentences)

________________________________________________________________

3. Video: (7:51)

Differentiating Instruction Through Writer’s Workshop (Links to an external site.)Differentiating Instruction Through Writer’s Workshop

How does the writing workshop process seem to work for the students in the class? How would you use the process with intermediate English learners? (min. 3 sentences)

________________________________________________________________

4. Video: (01:26)

Writers’ Workshop | Chagrin Falls High School (Links to an external site.)Writers' Workshop | Chagrin Falls High School

Captioned video: Writer’s Workshop | Chagrin Falls High School (Links to an external site.)

Note – This is a brief example of peer editing.

Which aspects of the procedure would work well with English learners? What modifications would you make to better serve English learners? (min. 3 sentences)

_______________________________________________________________

_______________________________________________________________

Part 2: Answer the questions below (min. 3 sentences each):

5. Have you used process writing – either personally or with students? Which parts worked well? Why? Which didn’t? Why? (If process writing and writer’s workshop are totally new to you, then discuss your writing experiences in school.)

6. How do you think process writing or writing workshop would work with your students? Explain. (If you are teaching in middle school or high school (or that’s where you want to teach) in a content area other than English Language Arts, don’t tell me why it won’t work. Rather, tell me how you could make it work if you had to do it. 😉

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