ESOL: THE METHODS OF TEACHING ESOL **** DOCUMENTS NECESSARY TO COMPLETE THE ASSIGNMENT WILL BE EMAILED BY SUPPORT AS THEY WERE NOT ABLE TO BE ATTACHED. ***** PLEASE MAKE SURE ALL WORK IS AUTHENTIC****

ESOL: THE METHODS OF TEACHING ESOL

**** DOCUMENTS NECESSARY TO COMPLETE THE ASSIGNMENT WILL BE EMAILED BY SUPPORT AS THEY WERE NOT ABLE TO BE ATTACHED.

***** PLEASE MAKE SURE ALL WORK IS AUTHENTIC*****

****** THIS ASSIGNMENT HAS 5 PARTS / PLEASE LABEL EACH PART SEPARATELY WITH REFERENCES WHEN COMPLETED******

Part 1- ASSIGNMENT 5.1

Part 2- DISCUSSION 5.1

Part 3- ASSIGNMENT 5.2

Part 4- ASSIGNMENT 5.3

Part 5- ASSIGNMENT 5.4

PART 1- ASSIGNMENT 5.1

USE THE ATTACHED PRESENTATION AND LABELED CHART FOR THIS ASSIGNMENT (will be emailed through support).

The Center on Instruction has published a PowerPoint that addresses both the areas of difficulty and the types of interventions that may be needed for your English Language learners. For this assignment you will need to complete the Reading Decision Chart and add information to the chart as you view the slides. As a classroom teacher, you are expected to provide scaffolding for your ELL students in the content areas you teach.  This chart will help you determine the interventions that will help your ELLs the most.

PART 2- DISCUSSION 5.1

USE THE ATTACHED LABELED PRESENTATION FOR THIS ASSIGNMENT

After reading the article and viewing the PowerPoint on reading, what are the areas that you see will be the most important areas of consideration in your grade level or content area class?  Have you already tried any specific strategies to help your ELLs?  What were they?  Did they work? What can you take from your readings and apply now to your class?  Explain how and why you would use a specific strategy.

PART 3- ASSIGNMENT 5.2- DIFFERENTIATING IN THE FOUR LANGUAGE DOMAINS

USE THE ATTACHED LABELED PRESENTATION AND LABELED CHART FOR THIS ASSIGNMENT

Four Language Domains (subdivisions of language)

Listening: Process, understand, interpret, and evaluate spoken language in a variety of situations

Speaking: Engage in oral communication in a variety of situations for a variety of audiences

Reading: Process, understand, interpret, and evaluate written language, symbols and text with understanding and fluency

Writing: Engage in written communication in a variety of situations for a variety of audiences

Assignment steps:

1.     Enter your content area and grade level on the graphic organizer;

2.     Access an assignment or assessment you have previously given or have already created and plan to administer soon. 

3.     Describe this assignment on the organizer or submit it as an attachment with Assignment 5.2. [Provide a brief description or step-by-step explanation of this assignment or assessment on the graphic organizer provided. Type this description on the organizer in the space between the assignment instructions and the chart showing the language domains. OR, you may prefer to submit the assignment in its original form as an attachment when you submit the organizer];  

4.     Access the specific ‘WIDA Can Do’ descriptions for the grade level you wish to use;

5.     Review your chosen activity or assignment and determine the key use for student communication in that activity or assignment;  [Note: The four specific purposes or key uses for communication are in the gray area on the left side of the Can Do description charts. They are also listed on the 2nd page of each booklet]

6.     Enter the WIDA key use(s) on the graphic organizer, e.g. Speaking & Listening, or Reading and Writing;

7.     Complete the part(s) of the organizer that correspond with the key use(s). Type short bullet points showing how you will (or did) differentiate this activity or assignment for students at each language domain. For example, I created an assignment for my students. The key uses for this assignment were to assess my students’ reading and writing skills. So, I will write these key uses at the top of the organizer and will complete only these rows (Reading and Writing). I will provide clear bulleted point descriptions of how I adapted the assignment/assessment for students at each level.  

PART 4- ASSIGNMENT 5.3-STRATEGIES IN FOUR LANGUAGE DOMAINS

USE THE ATTACHED LABELED PRESENTATION AND LABELED CHART FOR THIS ASSIGNMENT

4 Language Domains (subdivisions of language)

Listening: Process, understand, interpret, and evaluate spoken language in a variety of situations

Speaking: Engage in oral communication in a variety of situations for a variety of audiences

Reading: Process, understand, interpret, and evaluate written language, symbols and text with understanding and fluency

Writing: Engage in written communication in a variety of situations for a variety of audiences

  Review the document Example Strategies by Language Domains and complete the chart with at least four example strategies (at least one (1) for each domain); Provide a general description for each; Provide a specific example of how you will personally use (or have used) each strategy; Identify the domain(s) for each.

PART 5- ASSIGNMENT 5.4- READING LESSON PLAN 2

USE THE ATTACHED LABELED CHART FOR THIS ASSIGNMENT

Now you are going to apply the information you have just read about in your own classroom.

Please use the lesson plan template provided. Select a lesson that you will be teaching in the next week.  It does not need to be a special lesson; it just needs to incorporate strategies for reading within a lesson you are doing already. A Rubric for scoring the lesson plan is attached for your information.

• In your own area of instruction, determine how you would include the literacy strategies that an ELL student might need for a specific lesson you will teach.
• Write a lesson plan and identify the strategies you are using for before, during and after reading.
• You may choose a lesson plan format that best works for your own classroom but be sure to include and identify specific reading strategies and support for ELL student literacy.
• You must identify the level of language and literacy of the ELL student(s) in the class, the teacher actions and student activities of the lesson, the materials and grade level/s you are working in, and the assessments you will be using. Include a copy of the assessment (formative or summative) for the lesson and indicate any adaptations you have made for ELLs.
• Teach the lesson and assess student learning.
• Reflect on the lesson and the assessment. Would you change anything?

Be sure to add in the areas you need to complete this assignment, taking into account the information on lesson planning from the previous page. Your word processing document should include the lesson plan, the assessment, student results and your reflections.