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Name: _Jennifer Gustavson_____

Module1: The Role of Culture in Learning

1. Describe your understanding of the word culture by creating a metaphor using the steps described in the activities.

Culture is a_______ melting pot____________

*(an original noun or noun phrase)

Literal Pattern: Teacher needs to prep and thought throughout the curriculum

Abstract Relationship: Anything can happen at any time, sometimes lessons can be unpredictable and/or re-teaching needs to happen

Literal Pattern: The outcome can change and it can be either positive or negative

* Some former examples: treasure chest, refrigerator, wind, a pair of old shoes,

2. Use the graphic organizer to synthesize your knowledge on each theory.

	Behaviorist	Innatist	Cognitive	Interactionist
Key Names
1-sentence description	Infants learn oral from other humans and through imitation as well as practice	Learning is natural for humans	Children learn about the world then map out language due to prior experiences	Assumes that language acquisition is influenced through physical, linguistic, and cognitive and social development
Instructional Strategies	Reward systems	LAD: Language acquisition device, label classroom	Blooms’s taxonomy remembering information, checking for understanding, assessment remediation	Social interaction, scaffolding, learning through practice
Advantages	Child learns through praise and reward for progress	Children can create their own language	Strong relationship between personality and environment behavior	Stages of development to improve learning and knowledge
Disadvantages	Parent inattentive or not present when child speaks	Theory lacks evidence	People are influenced by their surroundings, learn through observing others	Not all social interaction is positive

Module 2: Sheltered Instruction

1. Review the sample SIOP lesson plans at the end of this document. Make note of how each lesson utilizes the various components of sheltered instruction. In comparing the lessons, you will identify a variety of instructional strategies and procedures that are successful in SEI classes.

	Lesson 1	Lesson 2	Lesson 3
Lesson Preparation	Clear and concise standards	Warm up identified for the day	Vocabulary, materials, and high order questions listed
Building Background	KWL chart incorporated into lesson	Act out or use sounds of weather such as a rain storm	I learn logs linking learning, comparing and contrasting, using adjectives
Comprehensible Input	Language standards, key vocabulary provided for history lesson	Key science terms listed, higher level of questioning	Developing different perspectives
Strategies	Application, scaffolding, assessment	Discussion, vocabulary	Vocabulary instruction, links to objectives
Interaction	Review content with students, group work	Review with teacher and social interaction with classmates	Balance between teacher and class interaction
Practice & Application	KWL pair chart, four column vocabulary activity, venn diagram, sequence events	Guided practice, independent work	Jigsaw activity, round table discussion
Lesson Delivery	Review content for five days 35 minutes each	Teacher modeling	Each activity and time limit is outlined and labeled
Review & Assessment	Quick write, KWL chart, vocabulary bingo	Think pair share, illustrations	Summary of passage and quiz on vocabulary

Module 3: SEI Assessment Strategies

1. Use the graphic organizer below to synthesize 4 of the SEI strategies from the textbook.

Name of

Technique Technology

Name of

Technique Graphic Organizer

Description: Using applications in and out of the classroom

Benefits: can apply different applications and programs with integrating technology

Example of technique in a content area (if possible):

Use google maps to expand on the knowledge of latitude and longitude

Description: Visual/pictures to represent ideas/text

Benefits: Provide a visual aid

Example of technique in a content area (if possible):

Create a venn diagram and compare and contrast the government of Canada and the United States

Name of

Technique: Card Sort

Name of

Technique: Dictologs

Description: Manipulate objects/symbols to show understanding of concepts

Benefits: Visual aids especially with word walls and word sorts

Example of technique in a content area (if possible):

Identifying physical features with their correct country/ continent

Description: Focuses on fluent language and supports students in listening and recalling English

Benefits: Improving memory in summarizing information

Example of technique in a content area (if possible):

Summarizing an article on Chernobyl and the severe accident that occurred

2. While watching the video, compare and contrast the formal, standardized language assessment and the informal, qualitative language assessments.

Standardized language assessment: measures ability by word meanings, word and sentence structure and recall. Can include word associations, formulating sentence, test data, and measures what a student knows at a certain point in the school year.

Qualitative language assessments: comparing, describing, summarizing, expressing, and justify opinions. Informal use observation for documentation, teachers can track their students specific problem areas, can track ongoing progress, performance based assessments and portfolio based assessments.

Module 4: SEI Classroom Design Strategies

1. Use the graphic organizer below to synthesize the SEI strategies from the textbook.

Name of

Technique Read Pair Share

Name of

Technique Routines and Signals

Description: Read informational text with a partner and share information covered

Benefits: Two perspectives with understanding

Example of technique in a content area (if possible):

Summarizing an article on the example of popular culture.

Description: Having set patterns implemented in the classroom for everyday tasks

Benefits: Relaxes ELL learners because expectations are set and are unchanged

Example of technique in a content area (if possible):

Warm up, taking attendance, collecting homework

Name of

Technique: Learning Centers

Name of

Technique: Cooperative learning

Description: Stations where students participate in hands on activities to expand skills and review materials

Benefits: Students can work cooperatively with others

Example of technique in a content area (if possible):

Teacher sets up review centers before the state assessment from card sorts, mapping, summarizing, etc.

Description: Students work together collaborating to complete a task

Benefits: Real world method, each person has an expectation to assist with the task

Example of technique in a content area (if possible):

Completing a map activity on the United States. Each student has a role including presenter, recorder, time keeping, etc.

Name of

Technique Visual Scaffolding

Name of

Technique Total Physical Response

Description: language is understood through the use of drawings and/or photographs

Benefits: ELL students can connect English words with visual aids

Example of technique in a content area (if possible):

Visual/photos comparing the United States during the settling of the west with modern time

Description: Develop understanding through movement

Benefits: Actively engaged and participate and teacher visually orally presents directions

Example of technique in a content area (if possible):

Teaching student directions of N, E, S, W, and latitude and longitude

2. Recall back to your learning about second language acquisition (SLA) theory in Module 1. Behaviorist, Innatist, and Interactionist Theories

Decide what theory best describes:

a. How you learned a second language.

b. Your theory of second language learning.

c. How you will setup your classroom.

a. I learned a second language through the behaviorist theory. My instructor modeled the language and vocabulary through repetition and if answers were given correctly, I was rewarded with praise and a pass to not do one homework assignment.

b. My theory is a culmination of all the theories. I find that not one theory can best describe second language learning. A great teacher would incorporate all of the theories into lessons.

c. When it comes to setting up my classroom I think back to my high school days and what would have made it a bit more effective for the learning process. I think that I would like to have my desk off to the side of the room, as I do not think that I will be spending much time there but if I do I would still like to be able to see the classroom at its entirety. I would like to be moving around my classroom, and because of this, I would need the desks spaced so that I can walk between them. I would like to have motivational and encouraging posters on the walls, as well as student works, and also visuals pertinent to geography, United States History, World History, and Arizona History, as this is the main subject matter in which I will be teaching. Rules and expectations would be placed at the front of the room, as would the discipline matrix. I would like to have at least one if not several dry erase boards, a projector or overhead, and a computer with the ability for PowerPoints and internet search. I would like to have an area for books and boxes for assignments/assessments to be turned in.

Module 5: SEI Listening & Speaking Strategies

1. Use the graphic organizer below to synthesize the SEI strategies from the textbook.

Name of

Technique Communication Games

Name of

Technique Leveled Questions

Description: Activities arranged in the classroom to create opportunities and purpose of practice with verbal communication

Benefits: Interaction with peers

Example of technique in a content area (if possible):

Creating a geography review game in content studied throughout the year

Description: How teachers ask questions for students to respond and ask questions to encourage a response

Benefits: Motivates students to answers questions but also puts responsibility on the teacher to know what stage of language students are in

Example of technique in a content area (if possible):

Asking questions relevant to geography concepts focusing on higher order thinking depending on the level of each ELL student is at.

Name of

Technique: Modeled Talk

Name of

Technique: Small Group and Partners

Description: Verbal explanation and physical demonstration of directions and objectives and concepts

Benefits: Visual cures as well as written directions

Example of technique in a content area (if possible):

Completing a brochure activity on the physical features and cultures of the middle east

Description: Place students in groups based on their specific skill

Benefits: Peer collaboration

Example of technique in a content area (if possible):

Think pair share partner work in completing graphic organizers

Name of

Technique Reporting Back

Name of

Technique Scripting

Description: Used to bridge the gap between spoken and written language

Benefits: Follow up and re-teaching tool

Example of technique in a content area (if possible):

After completion of a jigsaw activity students report back on their required portion such as assigned country, culture, physical features

Description: Providing samples language interactions and dialogues

Benefits: Can increase verbal communication

Example of technique in a content area (if possible):

Hosting international day students can introduce family members to peers and teachers

2. Read about Listening in the Content Areas.

Reflect on how these ideas should affect how you teach and plan instruction.

a. How can you orally deliver information effectively for ELLs?

b. How can you structure instruction to allow students to listen to one another?

In orally delivering information effectively for ELL student standards and objectives need to be clear, concise, as well as presented at the beginning of the lesson and end to touch base on the information covered and presented.

Also, during the lesson, the lesson should not just be based on the teacher lecturing on new material but there needs to be a balance of teacher interaction and students interaction. This can be accomplished by discussion, asking questions, and implementing partner activities.

During the presentation of the lesson, it is important for the teacher to provide visuals and incorporate technology into the content of the lesson, especially for the ELL students.

In structuring instruction, it is important to include multiple opportunities for peer interaction. As a history teacher, this can come in the form of pair share activities, and card sorts, and other such activities.

Other opportunities of incorporating peer interaction can arise during and at the end of the lesson. One example is a group poster project about different beliefs such as Islam, Buddhism, Hinduism, Judaism, and Christianity. With this, it gives the students ample time to express their thoughts and ask questions pertaining to those religions. This could also include collaboration and cooperative learning, all at the same time.

Module 6: SEI Reading Strategies

1. Use the graphic organizer below to synthesize the SEI strategies from the textbook.

Name of

Technique Moving into reading

Name of

Technique Story Re-Enactment

Description: Reading stories aloud with getting into character

Benefits: Active participation especially with discussion and provides practice

Example of technique in a content area (if possible):

Reading aloud the differences in the different regions of the United States

Description: Act out after reading the story

Benefits: Improving language with using language used within the story

Example of technique in a content area (if possible):

Re-enact a scene from the Diary of Ann Frank

Name of

Technique: Read Aloud plus

Name of

Technique: Guided Reading

Description: Strategy used to read different tasks

Benefits: To incorporate the modeling of fluent and expressive reading of English text

Example of technique in a content area (if possible):

Reading a journal entry on the holocaust and providing visuals to accompany the historical relevance presented and then ask questions pertaining to the text.

Description: Approach to teach reading in small groups along with providing coaching and support

Benefits: A way to monitor progress on reading levels and use running records, and the teacher is able to listen and monitor each child’s reading skills.

Example of technique in a content area (if possible):

Taking turns reading the story in the Life of Eli to learn what everyday life was like in Iran, and the teacher can complete this in small groups

2. Search the link http://www.readinga-z.com/more/reading_strat.html

Select four of the reading strategies described. Fill in the graphic organizer to make sense of each reading strategy and connect to your own grade level or content area expertise.

Reading Strategy	Brief Blurb/Overview	How/why the strategy is used in your grade/content area
Re-tell and summarize	Students put information of what has occurred in their own words of the topic covered	Jigsaw activity
Visualize	Use pictures and/or illustrations and/or graphics to present ideas	Illustrations to go along with word wall vocabulary
Use prior knowledge	Students use information previously studied to apply to new ideas	Reviewing types of governments and religions
Make predictions	Ask students to come up with ideas about what could happen if something major changes	What would happen if Afghanistan’s government was always similar to that of the United States

Module 7: SEI Writing Strategies

1. Use the graphic organizer below to synthesize four of the SEI strategies from the textbook.

Name of

Technique Cohesion Links

Name of

Technique Scaffolding English Writing

Description: Parts of written and spoken English that connects sentences and ideas

Benefits: introduction to proper English

Example of technique in a content area (if possible):

Writing essays describing an assigned country and is cross curricular with language arts and reading

Description: Teacher models and encourages to improve writing English

Benefits: Developing writing skills for English

Example of technique in a content area (if possible):

Taking notes on what occurred in an article and focusing on the educational in China compared to the United States

Name of

Technique: Repeated Reading

Name of

Technique: Imaging

Description: Process to support students with their understanding of English

Benefits: Helps to develop fluency and comprehension of English

Example of technique in a content area (if possible):

Script format in developing/illustrating political cartoons

Description: Using visuals to further understand English comprehension

Benefits: Visual provided for additional learning

Example of technique in a content area (if possible):

Developing/illustrate pictures to go along with new vocabulary

2. Peer Response/Editing Groups

In the last exercise, you walked through the first two steps of the writing process – prewriting and drafting. At this point in the writing process, students would go on to revise, edit, and publish. Reflect on the following questions:

1. Especially in these last three phases of the writing process, why is it important to have collaboration with others? To make sure that that information in the paper is written correctly and make sure that grammar, spelling and cohesiveness, etc. is well done.

2. In a context similar to this online course where face-to-face interaction is non-existent, how do you engage in peer response and editing writing with others? Response with forums, discussion boards, and submitting papers for peer editing.

3. Brainstorm the different uses of technology and online collaboration tools that can be used for this purpose. Keep these in mind for use in your own classroom. Inspiration for brain storming/graphic organizers for a paper, and discussion boards on key topics pertaining to a specific content area.

Module 8: SEI Content Area Strategies

2. Use the graphic organizer below to synthesize the SEI strategies from the textbook.

Name of

Technique Vocabulary Role play

Name of

Technique Integrated Curriculum Projects

Description: Strategy used to encourage learners to make connections among their past experiences with current one

Benefits: Students can work together to discuss new vocabulary

Example of technique in a content area (if possible):

Introduction of a new vocabulary each eight/nine weeks in history.

Description: Combining several curriculum/contents inot one unit plan

Benefits: Integrated lessons/studies that are cross curricular

Example of technique in a content area (if possible):

Studying that causes, effects, and statistics, of the Holocaust

Name of

Technique: Sorting Activities

Name of

Technique: Collaborative Reading

Description: Activity to sort objects, works, phrases, etc.

Benefits: Help to improve understanding of concepts and ideas

Example of technique in a content area (if possible):

Cards sort on different types of religions and governments

Description: Reading collaboratively with others in studying an assigned topic

Benefits: Allows for both teacher and peer support

Example of technique in a content area (if possible):

Studying a country, the teacher and librarian find resources not only focusing on their topic but along with their students’ reading level.

2. Read the chart below to give ideas on the various sequences, strategies, and activities of teaching vocabulary. From the prior strategies you have come into contact with (e.g., textbook, video clips, classroom observations), write examples of the activity types on the graphic organizer below.

Sequencing instruction	Teaching Strategies/ Activities
Noticing	· Pre teach vocabulary prior to reading · Focus directly on the word · Initially choose the most common and most succinct definition of a word. Vocabulary Activity Description Modeled Talk Teacher demonstrates what students can do to help and support students throughout the activity Total physical response Student use physical movement to act out words, actions, and vocabulary Imaging Create visual pictures and or illustrations to represent ideas/vocabulary
Retrieval	· Provide multiple exposures to the word utilizing different language skills · Problem solve to use vocabulary in new contexts · Examine etymology, morphology, and similarities of meaning among other words Vocabulary Activity Description Manipulative Concrete devices/tools students can move, handle, and visually see to support thinking of concepts KWL chart Three section chart for students to identify what they know, what they want to know, and what they have learned about regarding s specific topic Vocabulary Role Play Strategy to make connections from past experiences to new ideas and vocabulary being studied
Generation	· Use vocabulary in different contexts · Draw connections between all of the meanings of a word · Tasks designed to utilize the vocabulary indirectly Vocabulary Activity Description Cohesion links Parts of written and spoken paragraphs to connects sentences so that they make sense Gist Strategy used to summarize a text. Used to find the key main ideas of a topic, article, and or story Graphic Organizers Visuals, charts, diagrams, all to represent key ideas and text.

Strategies Portfolio