Week 3 Forums Food for Thought Chapter 3 - Forum 2 1.

What kind of activities do you use to have your ELLs learn about the environment, social issues, and science or history themes? Although I do not have my own classroom and do not teach full-time at the present moment, some activities I would use in my classroom would include a variety of learner-centered activities. If I were teaching a lesson on the environment, I would have several centers including one utilizing journaling as well as one with vocabulary lists where the ELL can use L1 to English dictionaries to learn the content area words list and its definitions. I would also have a passage to read about recycling, for example, and use it as a cooperative project. The students can take turns reading in a small group, go over a vocabulary list, and have a proficient student lead a discussion of provided questions. Another center might be a handson activity on making a poster on the importance of recycling. Another center may include a PowerPoint to view with pictures and a video on the importance of recycling. I will also make sure that I have centers that cover reading, writing, listening, and speaking. 2. How do you present the information? I would present the information by giving a clear explanation of each center activity. I would also provide physical examples of what is expected to model the idea being presented. With the content area being a more difficult one to convey, I would speak slowly and maybe even use a proficient student to help me explain to students who are having difficulty understanding the directions that I have provided. 3. When you plan lesson plans, do you think of specific strategies you want to use to teach a particular theme or concept? Yes I do. I have been subbing very frequently and when I know I have some ELLs in my class, I will try and use some strategies that I have learned from these ESL courses. I try to discuss pictures that are provided and I also explain difficult vocabulary. I also try to build background for each lesson and see what the students already know. 4. Do you vary the approach? Yes I do. It all depends on the material that I am presenting. Once I know the students, I will be able to determine which approaches work, and which are not effective.

Forum 3 Amy Reese - Cary and Tomlinson Concepts Summary

Teaching grade-level content to English beginners can be mastered by using the following: Use content that is colorful, and connected to what you are teaching Utilize SDAIE strategies Use props or items that are part of the lesson Use collaborative work over individual work having students view simple tasks and hear the content language Defining important terms: Content What we want our students to learn in our class Differentiating Content adjusting what we teach, how we teach, or how we provide students access to the content Content can be adjusted and to line up with a students profile, which can include interests, readiness, and what the student is learning. Readiness - can be as easy as matching the material the student is learning to the students ability to read and comprehend it. (Example reading content area books below grade level but still challenging to the student) Interest include curriculum ideas that build upon the students interests or broaden them) Learning find out how the student learns in order to find the best teaching strategies that will emphasize the students strengths Varied Support Systems for ELLs Audio/video recording of books and lessons Note taking organizers Highlighted materials Summaries of key ideas, sentences in paragraphs, charts, concept maps that will aid in pinpointing key concepts, ideas, vocabulary, questions An excellent differentiated activity is something students will make or do: In a range of modes at different degrees of sophistication in changing time spans With a assorted amount of teacher or peer assistance Using key skills and basic knowledge To comprehend a fundamental idea or to answer a question

Forum 4 - The Sheltered Instruction Observation Protocol: A Tool for TeacherResearcher Collaboration and Professional Development Article 1 1. List and explain 5 problems associated with traditional teacher education programs. Failure to see the interconnectedness between first and second languages and cultures- There is too much focus on pushing students to learn English quickly without improving their own native language development, which is vital in mastering academics. Teacher prep programs can help teachers realize the importance of first language development. Fragmentation and isolation of language teaching and learningTeachers in ESL and regular classrooms tend to be separate entities but need to work together to benefit the ELL. View of language-programs focus too much on the components of language and not the social nature of the language as a tool for communicating and a way to explore and examine content. Language study needs to relate to the students life, school, or the community. Paralyzing focus on methodology- Concentrating on methodology makes instruction teacher centered, which has isolated ESL teachers from the growing ideas about language in adult education all the way down to early childhood education. Disjuncture between language and culture- There is a lack of understanding of ESL teachers themselves and their students as cultural beings. More attention needs to be emphasized on school culture and classroom ecology.

2. What is the promise of the SLC program? The promise of the SLC seeks to lessen fragmentation in the field of language learning of language teachers.

3. What does SDAIE mean and how is it implemented? Specially Designed Academic Instruction in English (SDAIE) can also be known as sheltered instruction. Instruction in a subject area is given in English by a content-area teacher using techniques devised to give ELLs access to the curriculum. 5. What does CLAD mean and what are its goals for teachers? CrossCultural Language and Academic Program (CLAD) is a program that aims at helping teachers knowledge in cultural awareness, theoretical

knowledge, content knowledge, knowledge of pedagogical methods, and fieldwork. 5. How can you use the information in this digest to help you teach ELLs in your classroom? I can use this information to help content area classroom teachers in knowing how to relate to ELLs and how to effectively teach them and relate to an ELL. I can also use this information to help prepare lessons that keeps the ELL in mind as I teach traditional students.

Article 2 1. What is SIOP model and how can it help you understand how to teach ELLs more effectively? Sheltered Instruction Observation Protocol (SIOP). It can help me teach more effectively through the observations and results of others who have tried various sheltered instructions strategies. It can also be used as a tool in the classroom for lesson planning and reflection. 2. What are the components of the SIOP model? The components of the SIOP model: Preparation Instruction *Building background *Comprehension Input *Strategies *Interaction *Practice/application *Lesson Delivery Review/evaluation

3. How can you use information in this article to help you teach your content material so that ELLs will understand the content and the vocabulary you use? As a regular education teacher, this information will help me recognize languagelearning opportunities that arise in my classroom. As an ESL teacher, it will help me prepare lessons and use strategies that will help the ELLs that I see learn the content area more effectively and thoroughly.

Forum 5 Chapter 4 Food for Thought Questions

How do you learn best? I learn best visually and linguistically.

Which Multiple Intelligence is your strength? I think linguistic is my strength but I also rely on visuals quite often to learn some things as well as interpersonal. Which one is your weak spot? My weak spot is logical/mathematical. I have always struggled in that area, even as an adult. How do you teach? From your strength? Yes, I tend to teach with visuals, as well as with a lot of verbal communication.

Or do you vary the ways in which your lessons are presented so that the ELLs may learn in different ways, doing different activities as they learn? I do try to vary the way I present lessons depending on the type of learners are in my classroom.

Look ay your lesson plans for your students and list the ways you use the Multiple Intelligences. Which ones do you use the most? Visual, lingustic, and interpersonal

Forum 6 Internet Resource File

http://www.brainpopesl.com http://a4esl.org

http://iteslj.org/links/ESL/Grammar_and_English_Usage/ http://www.bbc.co.uk/worldservice/learningenglish/index.shtml

http://www.pdictionary.com http://iteslj.org/s/ib/index.html This site below has numerous links to help ELLs with reading, writing, comprehension, grammar, study skills, etc. : http://www.uic.edu/depts/tie/coolsites.htm

Forum 7 Teaching and Integrity Discussion

What is teacher Integrity and how does it impact instruction?

Teacher integrity is being prepared when teaching students in your classroom. Taking the time necessary getting to know your students and finding out how each student learns will assist in developing lesson plans that will have the best outcomes for the students. The end result will be students who master the key concepts in the content area. Finding reading materials and books with good ideas and strategies will also help when planning lessons. The Internet is a wealth of information with great teaching suggestions and strategies to keep the learning process fun and engaging for students. I also think that the classroom appearance can be connected with a teachers integrity. Having a warm and inviting classroom that is kept organized not only help the teacher but the students see how important being organized can help in their own lives at school as well as at home.