The document is a capstone project for a Dimensions of Diversity course. It includes sections on synthesizing course concepts, communicating with families, an instructional portfolio, and a progression of learning. The portfolio includes assignments completed for the course including creating a gif-tionary to teach vocabulary using technology, making a foldable book to teach contractions to first graders, and designing a vocabulary lesson plan incorporating total physical response strategies. The document reflects on lessons learned from each assignment and how they will inform the student's future teaching practice.
Here are some next steps you could take to continue learning from this assignment:
- Create additional learning materials for other literacy skills your students need practice with, like sight words, phonics patterns, etc. Hands-on materials are engaging.
- Involve your students in creating their own materials to practice skills. Having ownership over their learning helps retention.
- Observe how other teachers in your school create hands-on learning materials and get ideas to expand your toolkit. Collaborating with colleagues is beneficial.
- Reflect on how creating these materials impacted student learning and engagement. Continually improving your practice is important.
- Share your experience and materials with other teachers who teach similar grade levels/skills. Pay
This document outlines an instructional portfolio containing several assignments completed for a Dimensions of Diversity course. The portfolio includes tasks focused on vocabulary instruction, such as creating a "Gif-tionary" using gifs to illustrate vocabulary words and a vocabulary lesson plan incorporating total physical response strategies. It also includes assignments to develop literacy materials, such as a foldable book for teaching contractions to English language learners. The document reflects on the learning from each assignment, including increased understanding of strategies for engaging students and supporting English language development.
Olivia Phillips Dimensions of Diversity CapstoneKelseyShroyer
This document contains a capstone project by Olivia Phillips on dimensions of diversity. It includes contents, quotes from readings to include, and an instructional portfolio with examples of first and last class communications with families. It also contains a table to track assignment submissions with details like goals, assignments, points, and feedback requested. Overall, the document outlines Olivia's capstone project, which focuses on communicating with families and tracking progress on assignments related to teaching dimensions of diversity.
Dimensions of Diversity Capstone Example 1KelseyShroyer
The document outlines Ramsey Champagne's capstone project on elements of diversity, including reflections on concepts learned, a synthesis of concepts, interviews with English language learners, research on discussion strategies, and materials and a lesson plan created for a discussion on adversity and values. The lesson plan incorporates learning objectives, preparation activities, discussion protocols, and the establishment of group agreements.
Li (Jerry) Xie Dimensions of Diversity Capstone ProjectKelseyShroyer
The document discusses strategies for teaching English language learners, referencing theories like Krashen's comprehensible input hypothesis. It proposes teaching language through content by providing scaffolded instruction and language objectives. Examples are given for teaching vocabulary through preview, explanation, and review in a reading class while integrating traditional Chinese learning strategies.
Dimensions of Diversity Capstone Example 2KelseyShroyer
This document outlines Kylie Zhang's capstone project portfolio for an instructional coaching program. The portfolio includes lesson plans, reflections on research assignments, and documentation of Kylie's progression of learning about supporting English language learners. The research assignments focused on creating language objectives, facilitating discussions, developing vocabulary, and using technology to enhance instruction for diverse learners.
This document contains questions for an assignment on didactic diagnostics. The questions ask about teaching theories and approaches, lesson planning strengths and areas for improvement, perspectives on teaching English to children and teenagers, the importance of exposure to the target language, goals for teaching a second language, familiarity with teaching strategies and classroom management strategies, the importance of innovative lessons that incorporate technology, experience teaching English as a foreign language, and the benefits of classroom observation. The responses provide insights into social constructivism, communicative language teaching, content-integrated language learning, using authentic materials, promoting student-centered and collaborative learning, and creating a warm classroom environment.
This document presents a workshop on promoting literacy through classroom conversations using the teaching method of Accountable Talk. Accountable Talk refers to student-centered discussions where students discuss and justify their ideas to each other, rather than teacher-centered lectures. Research shows that allowing students to talk to each other about ideas and work is critical for their literacy development and engagement. The workshop discusses the benefits of Accountable Talk for developing students' reading, writing, listening and speaking skills and preparing them for college and careers. Examples of student-centered questioning techniques that elicit higher-level thinking are provided.
Here are some next steps you could take to continue learning from this assignment:
- Create additional learning materials for other literacy skills your students need practice with, like sight words, phonics patterns, etc. Hands-on materials are engaging.
- Involve your students in creating their own materials to practice skills. Having ownership over their learning helps retention.
- Observe how other teachers in your school create hands-on learning materials and get ideas to expand your toolkit. Collaborating with colleagues is beneficial.
- Reflect on how creating these materials impacted student learning and engagement. Continually improving your practice is important.
- Share your experience and materials with other teachers who teach similar grade levels/skills. Pay
This document outlines an instructional portfolio containing several assignments completed for a Dimensions of Diversity course. The portfolio includes tasks focused on vocabulary instruction, such as creating a "Gif-tionary" using gifs to illustrate vocabulary words and a vocabulary lesson plan incorporating total physical response strategies. It also includes assignments to develop literacy materials, such as a foldable book for teaching contractions to English language learners. The document reflects on the learning from each assignment, including increased understanding of strategies for engaging students and supporting English language development.
Olivia Phillips Dimensions of Diversity CapstoneKelseyShroyer
This document contains a capstone project by Olivia Phillips on dimensions of diversity. It includes contents, quotes from readings to include, and an instructional portfolio with examples of first and last class communications with families. It also contains a table to track assignment submissions with details like goals, assignments, points, and feedback requested. Overall, the document outlines Olivia's capstone project, which focuses on communicating with families and tracking progress on assignments related to teaching dimensions of diversity.
Dimensions of Diversity Capstone Example 1KelseyShroyer
The document outlines Ramsey Champagne's capstone project on elements of diversity, including reflections on concepts learned, a synthesis of concepts, interviews with English language learners, research on discussion strategies, and materials and a lesson plan created for a discussion on adversity and values. The lesson plan incorporates learning objectives, preparation activities, discussion protocols, and the establishment of group agreements.
Li (Jerry) Xie Dimensions of Diversity Capstone ProjectKelseyShroyer
The document discusses strategies for teaching English language learners, referencing theories like Krashen's comprehensible input hypothesis. It proposes teaching language through content by providing scaffolded instruction and language objectives. Examples are given for teaching vocabulary through preview, explanation, and review in a reading class while integrating traditional Chinese learning strategies.
Dimensions of Diversity Capstone Example 2KelseyShroyer
This document outlines Kylie Zhang's capstone project portfolio for an instructional coaching program. The portfolio includes lesson plans, reflections on research assignments, and documentation of Kylie's progression of learning about supporting English language learners. The research assignments focused on creating language objectives, facilitating discussions, developing vocabulary, and using technology to enhance instruction for diverse learners.
This document contains questions for an assignment on didactic diagnostics. The questions ask about teaching theories and approaches, lesson planning strengths and areas for improvement, perspectives on teaching English to children and teenagers, the importance of exposure to the target language, goals for teaching a second language, familiarity with teaching strategies and classroom management strategies, the importance of innovative lessons that incorporate technology, experience teaching English as a foreign language, and the benefits of classroom observation. The responses provide insights into social constructivism, communicative language teaching, content-integrated language learning, using authentic materials, promoting student-centered and collaborative learning, and creating a warm classroom environment.
This document presents a workshop on promoting literacy through classroom conversations using the teaching method of Accountable Talk. Accountable Talk refers to student-centered discussions where students discuss and justify their ideas to each other, rather than teacher-centered lectures. Research shows that allowing students to talk to each other about ideas and work is critical for their literacy development and engagement. The workshop discusses the benefits of Accountable Talk for developing students' reading, writing, listening and speaking skills and preparing them for college and careers. Examples of student-centered questioning techniques that elicit higher-level thinking are provided.
This document discusses using Accountable Talk to promote literacy in ESL students. Accountable Talk involves students leading class discussions and justifying their ideas with evidence. It shifts the focus from students answering the teacher to discussing information together. Research shows peer interaction is critical for literacy development and engagement. The document provides examples of how teachers can support ESL students' participation, such as using sentence frames to scaffold discussions. Teachers should present language objectives and provide prompts to help ESL students engage in academic conversations.
This document discusses the differences between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP) for English language learners. BICS refers to everyday social language skills needed for interactions, while CALP involves more advanced academic language proficiency required for school. The document notes that while BICS develops in 1-2 years, CALP can take 5-7 years and supports are needed to help students develop this. Suggestions are provided for supporting both BICS and CALP development in ELL students.
The document discusses using technology to enhance reading instruction. It describes software like Kidspiration and Timeliner that make learning fun. It also discusses using Alphasmarts keyboards and digital cameras in lessons. One article discusses the Soliloquy reading program that helps struggling readers through speech recognition. Another discusses using simulations to help teaching reading diagnosis skills. Overall, the document argues that technology can make reading more engaging for students and help teachers assess and improve reading skills.
This document provides several strategies and techniques for effectively teaching English Language Learners (ELLs). It discusses that ELL students benefit from building background knowledge, using visual aids, explicit instruction, modeling, social learning environments, and a focus on academic vocabulary. Specific strategies recommended include think-pair-share, graphic organizers, stop and jot, get the picture, attribute webs, four corners vocabulary, and foldables. The document emphasizes building background knowledge, using visuals, and scaffolding instruction to make content comprehensible for ELL students.
The document discusses guided reading strategies for teaching literacy to students with significant disabilities, including using a variety of purposes for reading, types of guided reading lessons, repetition with different texts, and focusing initial reading instruction on decoding words without pictures for support.
This lesson plan aims to help secondary 3 students practice English through oral interaction and reading on the topic of accomplishment and failure. The plan includes a variety of activities such as watching a video on successful people who initially failed, discussing opinions on failure and success, learning equine vocabulary through a split information activity, reading a poem, sharing personal experiences, and working in groups to solve problems related to dealing with failure. The teacher models activities, provides scaffolding, integrates Chinese culture, and incorporates multiple opportunities for cooperative learning and oral interaction. While the plan was realistic given the students' English level and discipline, the teacher could have better utilized the introductory video and anticipated differing student needs. Overall, cooperative learning activities and modeling instructions
GCE: Strategies to Enhance Student Engagement and Boost AchievementKatie McKnight
This document summarizes strategies to enhance student engagement and boost achievement presented at a professional development day. It discusses:
1. Literacy strategies that support developing reading and writing skills to understand content, and technology tools that support effective teaching and learning of content.
2. Components of reading like assumptions about subject matter, the role of textbooks, active reading, independent reading, and how schema impacts content literacy.
3. Examples of learning centers and stations that teachers can use in their classrooms to incorporate content literacy strategies, including directions for setting them up and sample activities.
The document discusses strategies for promoting accountable talk in elementary classrooms. It suggests using gradual release of responsibility to model conversation skills for students. Interactive read-alouds are recommended where students discuss their reactions to stories and justify their responses. Sample discussion prompts are provided to guide student conversations, such as "I wonder why..." and "I disagree because...". Evaluating student participation and allowing self-assessment is also proposed.
The document describes a student's journey through a course on teaching young language learners. At each stop, the student reflects on their experiences in the course so far, poses a question, and lists key concepts and materials. Some of the stops include their first collaborative assignment, learning about theories like constructivism and multiple intelligences, planning activities for young learners, exploring resources and materials, and completing their teaching practice. At the final stop, the student reflects on building their professional identity as a teacher. The journey has helped enrich the student's learning and knowledge on effectively teaching English to young learners.
This document discusses strategies for engaging students' brains in the classroom. It recommends allowing students to talk as much or more than the teacher to enhance learning and retention. Talking with partners or in small groups gives students opportunities to discuss and reteach concepts, which strengthens their understanding and memory of the material. Using techniques like turn-taking routines helps focus students' attention when the teacher is speaking and allows for productive student discussion at other times. Overall, the document emphasizes the importance of active participation through talking to fully engage students' brains in the learning process.
The children listened to a story called "One Eyed Jake" and then completed a comprehension activity using iPads. Questions about the story were displayed on the interactive whiteboard. The children used iPads to select their answers from multiple choices. The teacher observed that ICT engagement the children and supported their understanding of the story. The activity aligned with curriculum goals and classroom themes about pirates. Peer collaboration during the activity benefited learning for children of varying abilities.
The document summarizes a presentation on school-wide literacy at North View Junior High. It defines school-wide literacy as using reading and writing to help students master content in all subject areas. It identifies three focus areas for enhancing school-wide literacy: metacognition, content area vocabulary instruction, and write to learn. Metacognition involves teaching students to reflect on their own thinking. Content area vocabulary instruction emphasizes explicitly teaching discipline-specific terms. Write to learn uses writing as a tool for exploring and developing ideas.
The document outlines a kindergarten teacher's balanced literacy approach and daily classroom schedule. The schedule incorporates various literacy activities including book browsing, shared reading, guided reading in small groups, word wall routines, read-alouds, and writing workshop. The teacher's goals are to help students become skilled readers and writers who enjoy literacy through a child-centered approach using numerous reading and writing strategies and real-life experiences.
BJF.Delta.Nov Redesigned ELA Curriculum K-3Faye Brownlie
An evening in Delta, supported by the Barbara Jarvis Foundation, with K-3 teachers and led by myself, Lisa Schwartz and Michelle Hikida. Focus on explicit teaching of reading strategies in whole class, small groups and individually, and on building a literacy community of readers who belong, read and think about big ideas in a 2/3 class.
This document summarizes the evaluation of an English language textbook called "New English File" for use in a pre-intermediate marketing course for Argentinean students. It compares the subjective needs analysis of the course against the objective analysis of the materials based on Hutchinson and Waters' four-step evaluation process of defining criteria, subjective analysis, objective analysis, and matching. Overall, the document finds that the textbook adequately addresses the language points, skills, topics, methodology, exercises/tasks, and flexibility needed for the course, making it a suitable core material.
The document describes a balanced literacy program that incorporates various reading and writing experiences throughout a 120 minute literacy block each day. It explains that students will participate in guided reading, working with words, writing, self-selected reading, and teacher read alouds. The program is designed to help students become successful readers and writers through a variety of strategies, small group and whole class instruction, and assessment of comprehension and skills. Parents are encouraged to help at home with literacy-building activities.
The document describes an approach to teaching called "barefoot teaching" that emphasizes student involvement, choice, and emerging language. It provides examples of lesson plans that allow students to choose topics of interest and activities. Summaries of key points are provided, and student work samples show how giving students ownership over their learning leads to more engaged, motivated work.
The document discusses balanced literacy and the ELA renewal process happening at WHBI. It emphasizes creating a balanced literacy framework with consistency in curriculum standards but flexibility in teaching styles. The renewal process involves full implementation of reading and writing workshop models in some classrooms, with other teachers beginning to integrate practices. The goal is for teachers to set small, achievable goals to build the renewal process incrementally.
The document provides directions for a final project on developing plans to teach phonemic awareness in the classroom. It includes templates to fill out over six sessions that cover topics like phonemic awareness assessments, activities, standards, and strategies. The templates require details on assessments, activities, skills, and using technology. A reflection is also included to discuss how this process has changed instruction. The final submission requires assembling all templates and materials into a formal lesson plan with assessment.
This document contains a capstone project for a Dimensions of Diversity course. It is divided into three parts that cover reflection on concepts learned, communicating with families, and instructional portfolio. The reflection section discusses advocating for English language learners and cites class activities that informed the learning. The family communication section provides information to explain concepts like ACCESS testing and inclusion models to families. It also provides response templates to address common concerns. The instructional portfolio section lists completed assignment reflections and links to submitted work covering topics like creating language objectives and setting up small group discussions.
Differentiated Instruction conversation at Inanda Seminary- SAESC meeting Nov...kaleylemottee
At the South African Extraordinary Schools Coalition meeting on 4 November 2014, Inanda Seminary shared an outline of the discussion on differentiated instruction at Inanda Seminary.
This document discusses using Accountable Talk to promote literacy in ESL students. Accountable Talk involves students leading class discussions and justifying their ideas with evidence. It shifts the focus from students answering the teacher to discussing information together. Research shows peer interaction is critical for literacy development and engagement. The document provides examples of how teachers can support ESL students' participation, such as using sentence frames to scaffold discussions. Teachers should present language objectives and provide prompts to help ESL students engage in academic conversations.
This document discusses the differences between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP) for English language learners. BICS refers to everyday social language skills needed for interactions, while CALP involves more advanced academic language proficiency required for school. The document notes that while BICS develops in 1-2 years, CALP can take 5-7 years and supports are needed to help students develop this. Suggestions are provided for supporting both BICS and CALP development in ELL students.
The document discusses using technology to enhance reading instruction. It describes software like Kidspiration and Timeliner that make learning fun. It also discusses using Alphasmarts keyboards and digital cameras in lessons. One article discusses the Soliloquy reading program that helps struggling readers through speech recognition. Another discusses using simulations to help teaching reading diagnosis skills. Overall, the document argues that technology can make reading more engaging for students and help teachers assess and improve reading skills.
This document provides several strategies and techniques for effectively teaching English Language Learners (ELLs). It discusses that ELL students benefit from building background knowledge, using visual aids, explicit instruction, modeling, social learning environments, and a focus on academic vocabulary. Specific strategies recommended include think-pair-share, graphic organizers, stop and jot, get the picture, attribute webs, four corners vocabulary, and foldables. The document emphasizes building background knowledge, using visuals, and scaffolding instruction to make content comprehensible for ELL students.
The document discusses guided reading strategies for teaching literacy to students with significant disabilities, including using a variety of purposes for reading, types of guided reading lessons, repetition with different texts, and focusing initial reading instruction on decoding words without pictures for support.
This lesson plan aims to help secondary 3 students practice English through oral interaction and reading on the topic of accomplishment and failure. The plan includes a variety of activities such as watching a video on successful people who initially failed, discussing opinions on failure and success, learning equine vocabulary through a split information activity, reading a poem, sharing personal experiences, and working in groups to solve problems related to dealing with failure. The teacher models activities, provides scaffolding, integrates Chinese culture, and incorporates multiple opportunities for cooperative learning and oral interaction. While the plan was realistic given the students' English level and discipline, the teacher could have better utilized the introductory video and anticipated differing student needs. Overall, cooperative learning activities and modeling instructions
GCE: Strategies to Enhance Student Engagement and Boost AchievementKatie McKnight
This document summarizes strategies to enhance student engagement and boost achievement presented at a professional development day. It discusses:
1. Literacy strategies that support developing reading and writing skills to understand content, and technology tools that support effective teaching and learning of content.
2. Components of reading like assumptions about subject matter, the role of textbooks, active reading, independent reading, and how schema impacts content literacy.
3. Examples of learning centers and stations that teachers can use in their classrooms to incorporate content literacy strategies, including directions for setting them up and sample activities.
The document discusses strategies for promoting accountable talk in elementary classrooms. It suggests using gradual release of responsibility to model conversation skills for students. Interactive read-alouds are recommended where students discuss their reactions to stories and justify their responses. Sample discussion prompts are provided to guide student conversations, such as "I wonder why..." and "I disagree because...". Evaluating student participation and allowing self-assessment is also proposed.
The document describes a student's journey through a course on teaching young language learners. At each stop, the student reflects on their experiences in the course so far, poses a question, and lists key concepts and materials. Some of the stops include their first collaborative assignment, learning about theories like constructivism and multiple intelligences, planning activities for young learners, exploring resources and materials, and completing their teaching practice. At the final stop, the student reflects on building their professional identity as a teacher. The journey has helped enrich the student's learning and knowledge on effectively teaching English to young learners.
This document discusses strategies for engaging students' brains in the classroom. It recommends allowing students to talk as much or more than the teacher to enhance learning and retention. Talking with partners or in small groups gives students opportunities to discuss and reteach concepts, which strengthens their understanding and memory of the material. Using techniques like turn-taking routines helps focus students' attention when the teacher is speaking and allows for productive student discussion at other times. Overall, the document emphasizes the importance of active participation through talking to fully engage students' brains in the learning process.
The children listened to a story called "One Eyed Jake" and then completed a comprehension activity using iPads. Questions about the story were displayed on the interactive whiteboard. The children used iPads to select their answers from multiple choices. The teacher observed that ICT engagement the children and supported their understanding of the story. The activity aligned with curriculum goals and classroom themes about pirates. Peer collaboration during the activity benefited learning for children of varying abilities.
The document summarizes a presentation on school-wide literacy at North View Junior High. It defines school-wide literacy as using reading and writing to help students master content in all subject areas. It identifies three focus areas for enhancing school-wide literacy: metacognition, content area vocabulary instruction, and write to learn. Metacognition involves teaching students to reflect on their own thinking. Content area vocabulary instruction emphasizes explicitly teaching discipline-specific terms. Write to learn uses writing as a tool for exploring and developing ideas.
The document outlines a kindergarten teacher's balanced literacy approach and daily classroom schedule. The schedule incorporates various literacy activities including book browsing, shared reading, guided reading in small groups, word wall routines, read-alouds, and writing workshop. The teacher's goals are to help students become skilled readers and writers who enjoy literacy through a child-centered approach using numerous reading and writing strategies and real-life experiences.
BJF.Delta.Nov Redesigned ELA Curriculum K-3Faye Brownlie
An evening in Delta, supported by the Barbara Jarvis Foundation, with K-3 teachers and led by myself, Lisa Schwartz and Michelle Hikida. Focus on explicit teaching of reading strategies in whole class, small groups and individually, and on building a literacy community of readers who belong, read and think about big ideas in a 2/3 class.
This document summarizes the evaluation of an English language textbook called "New English File" for use in a pre-intermediate marketing course for Argentinean students. It compares the subjective needs analysis of the course against the objective analysis of the materials based on Hutchinson and Waters' four-step evaluation process of defining criteria, subjective analysis, objective analysis, and matching. Overall, the document finds that the textbook adequately addresses the language points, skills, topics, methodology, exercises/tasks, and flexibility needed for the course, making it a suitable core material.
The document describes a balanced literacy program that incorporates various reading and writing experiences throughout a 120 minute literacy block each day. It explains that students will participate in guided reading, working with words, writing, self-selected reading, and teacher read alouds. The program is designed to help students become successful readers and writers through a variety of strategies, small group and whole class instruction, and assessment of comprehension and skills. Parents are encouraged to help at home with literacy-building activities.
The document describes an approach to teaching called "barefoot teaching" that emphasizes student involvement, choice, and emerging language. It provides examples of lesson plans that allow students to choose topics of interest and activities. Summaries of key points are provided, and student work samples show how giving students ownership over their learning leads to more engaged, motivated work.
The document discusses balanced literacy and the ELA renewal process happening at WHBI. It emphasizes creating a balanced literacy framework with consistency in curriculum standards but flexibility in teaching styles. The renewal process involves full implementation of reading and writing workshop models in some classrooms, with other teachers beginning to integrate practices. The goal is for teachers to set small, achievable goals to build the renewal process incrementally.
The document provides directions for a final project on developing plans to teach phonemic awareness in the classroom. It includes templates to fill out over six sessions that cover topics like phonemic awareness assessments, activities, standards, and strategies. The templates require details on assessments, activities, skills, and using technology. A reflection is also included to discuss how this process has changed instruction. The final submission requires assembling all templates and materials into a formal lesson plan with assessment.
This document contains a capstone project for a Dimensions of Diversity course. It is divided into three parts that cover reflection on concepts learned, communicating with families, and instructional portfolio. The reflection section discusses advocating for English language learners and cites class activities that informed the learning. The family communication section provides information to explain concepts like ACCESS testing and inclusion models to families. It also provides response templates to address common concerns. The instructional portfolio section lists completed assignment reflections and links to submitted work covering topics like creating language objectives and setting up small group discussions.
Differentiated Instruction conversation at Inanda Seminary- SAESC meeting Nov...kaleylemottee
At the South African Extraordinary Schools Coalition meeting on 4 November 2014, Inanda Seminary shared an outline of the discussion on differentiated instruction at Inanda Seminary.
This document summarizes a practical lesson on Content and Language Integrated Learning (CLIL). It discusses:
1) The five dimensions of CLIL - Content, Culture, Language, Environment and Learning. Each dimension is explained in detail.
2) Key teaching strategies for CLIL lessons: scaffolding, anchoring into previous learning, chunking and repackaging knowledge, fostering creative and critical thinking, and challenging students to step outside their comfort zone. Examples are provided for each strategy.
3) How target language, exposure, information and communication technology, intercultural knowledge, language awareness, learning styles, and learning strategies interact in a CLIL lesson to support students' language learning through content.
This CLIL lesson plan aims to teach primary school students about recycling. The content topic is recycling and the language focuses on vocabulary related to materials and household items. The lesson involves students brainstorming recyclable items, discussing recycling problems in groups, and tracking what they recycle at home for a week. This teaches citizenship values of environmental protection while integrating language skills. Visual organizers like the worksheet help scaffold student learning.
The document discusses how technology can be integrated into classrooms to improve student learning. It describes using an interactive whiteboard for morning attendance, which allows students to drag their photo to mark themselves present. Recording lessons with technology gives students access to material if they miss class. However, technology integration also faces disadvantages like technical difficulties and digital distractions. The document advocates for thoughtful technology use to prepare students for future careers and engage learners, while being aware of potential issues.
This document discusses the challenges English teacher educators face in balancing theory and practice in their preparation programs. It describes conversations the authors had with students who felt they were not receiving enough concrete teaching strategies and "how-to" instruction. While recognizing the importance of practice, the authors worry that a sole focus on specific teaching practices may overlook the role of interactional awareness and theoretical understanding in guiding pedagogical decisions. The document details the authors' efforts to better integrate teaching practices into their methods courses with opportunities for students to enact, observe, and reflect on practices, while still cultivating interactional awareness and a theoretical framework for making pedagogical choices. It explores the tension between responding to students' needs for practical skills versus developing
This document contains a lesson plan submitted by Leticia Gieser for a mock lesson teaching family vocabulary to 5-year-old beginner English learners. The 40-minute lesson uses a video, flashcards, drawings, and games to introduce and practice "mummy", "daddy", "brother", "sister", and "baby". Students will watch a video song, match family members to flashcards, draw their own families, and play a guessing game to review the vocabulary. The tutor provides feedback on including clear instructions and maintaining context throughout.
UDL Lesson Plan Subject EnglishGrade First Grade.docxouldparis
UDL Lesson Plan
Subject: English
Grade: First Grade
Common Core State Standard(s): Common Core State Standards
· Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
· With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
· Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
· Add drawings or other visual displays to descriptions as desired to provide additional detail.
Objective (*Three components are observable verb, learning outcome, and measurement. *Aligned to state standard and evidence of mastery):
· Students will learn comperhension by recalling details.
· Will correctly define 9/10 vocabulary words by writing the definition of each.
· Following along, reading, and summarizing simple stories with pictures
Teaching Procedures (to include introduction of the lesson, and step-by-step procedures for the activites to promote student inquiry and checking for students’ understanding over the course of the activites)
Gather the Corduroy books that I plan to use for the lesson (A Pocket for Corduroy by Don Freeman) along with a stuffed bear to use when students are ready to begin writing and piecing their own adventure stories together. This particular lesson will focus on the book, A Pocket for Corduroy. The students will attentively listen to the story and will be asked to create their own stories electronically. Corduroy will allow the students to gain a personal connection by having close interactions with a stuffed bear and develop their own adventures with Corduroy. I will also provide envelopes for children to use as pockets. Tell them to draw a picture of something to place in their pocket. On the outside of the envelope, children write clues about what is inside. The rest of the class reads the clues and tries to guess what the pocket contains.
UDL Technology Integration (describe one UDL component and explain how it will be integrated into the lesson):
In this particular lesson there is a flexibility and openness that is available to allow the students to demonstrate their knowledge and skills of the content. There are not any strict guidelines for how the student presents their electronic adventure, based on the Corduroy story.
The assignment is organized in multiple points for choice of presentation:
· Free choice of resource materials,
· Free choice of access (text, digital, audio),
· Free choice of response style.
Instructional Technology (describe one instructional technology device and explain how it will have class-wide incorporation into the lesson): .
I would also implement AAC devices. These devices will be particularly ...
The document provides information about metacognition and metacognitive processes. It defines metacognition as awareness of one's own knowledge and ability to understand, control, and manipulate one's cognitive processes. It discusses how metacognition involves knowing when and where to use strategies for learning and problem solving, as well as how and why to use specific strategies. It also explains that metacognition plays a critical role in learning, as it allows learners to construct knowledge using cognitive strategies and guide, regulate, and evaluate their own learning.
1. The document outlines questions for a didactics diagnostic questionnaire for a teaching practicum. It asks about teaching theories and approaches that will be used, including communicative language teaching and content integrated learning. It also asks about lesson planning strengths and areas for improvement.
2. Further questions address views on teaching English to children and teenagers, the level of L2 exposure and sources in classes, and goals for L2 teaching and learners' needs.
3. Additional questions cover familiarity with teaching and classroom management strategies, the use of ICT, teaching experience, and views on lesson observation.
1. The document outlines questions for a didactics diagnostic questionnaire for a teaching practicum. It asks about teaching theories and approaches that will be used, including communicative language teaching and content integrated learning. It also asks about lesson planning strengths and areas for improvement.
2. Further questions address views on teaching English to children and teenagers, the level of L2 exposure and sources in classes, and goals for L2 teaching and learners' needs. Additional topics include familiarity with teaching and classroom management strategies as well as the use of ICT and previous teaching experience. The last question discusses the benefits of observation.
This document provides a template for a final project on supporting phonemic awareness in the classroom. It includes directions to develop assessment procedures, analysis, and activities incorporating technology and other phonemic awareness strengthening activities. The template has sections for general classroom information, reflections on phonemic awareness readings and assessments, analysis of a student assessment recording, and strategies for instruction.
This document contains a teacher's reflections on three English lessons taught to primary school students. For the first lesson, the teacher found that using real objects and miming helped motivate students to learn new vocabulary. Students responded well to the activities but some materials could be improved. The second lesson introduced possessive 's' using The Simpsons characters, which engaged students initially but activities became weak. The third lesson on social media motivated students through images and a game, though the game needed clearer rules. Overall, the teacher found that visuals like images and objects, as well as games, helped engage students and will inform future lesson planning.
Developing Lasting Visions of Effective TeachingNicole Rigelman
Teacher candidates participated in a collaborative professional learning program between a university and two partner schools. Key findings included:
1) K-8 student learning was enhanced through increased individual attention, differentiation, and relationships with multiple adults in the classroom from the collaboration.
2) Teacher candidates learned the most by implementing strategies from their courses in the field and examining student thinking, which the program required through assignments. Collaborating allowed them to learn from each other's successes and failures.
3) Mentor teachers reported increased flexibility and communication skills from collaborating, though they may not have openly discussed learning in front of colleagues.
4) The program supported teacher candidates in developing a vision of teaching that emphasized adapting to
This document discusses the differences between learner independence and learner autonomy and provides suggestions for how teachers can promote learner autonomy in the classroom. It explains that learner autonomy means that students take responsibility for their own learning by deciding what they need to do and how they learn best, whereas independence is just being able to work alone. Some strategies suggested are setting S.M.A.R.T. goals, giving students choices in tasks, demonstrating learning activities that can be done at home, and encouraging students to set their own tasks and rewards.
The document summarizes Kim Thomas's presentation on analyzing a literacy environment. It discusses using comprehension questions and retellings to assess students' understanding of texts. It also discusses selecting linguistic and informational texts that are word-oriented and factual to build students' knowledge. The presentation covered using picture walks before reading to activate background knowledge and set purposes. It also discussed incorporating metacognition to help students critically analyze texts and express themselves. Feedback from a parent and colleague found the information insightful and thought strategies discussed could benefit students' literacy development.
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2. Contents
Part 1: Synthesis of Concepts
Part 1: Synthesis of Concepts
I Used to Think… Now I Think… So Next I
Will
I Used to Think… Now I Think… So Next I
Will
Part 2: Communicating with Families
Part 3: My Instructional Portfolio
3T: Gif-tionary
3T. Vocabulary - Use Technology
Reflection
4C: Reading Create Learning Materials
4C. Reading - Create Materials
Reflection
3P: Vocabulary Lesson Plan
3P. Vocabulary - Plan Lessons Reflection
School Profile Infographic
Progression of my Learning
3. Part 1: Synthesis of Concepts
Important concepts and ideas I took away from this course emerged mostly from a coaching
perspective and what tools and tricks I can pass on to my future colleagues who may need more
literacy support with regards to their ELLs. Many of the activities that I personally valued the most
were ones that surrounded conversation and collaboration, which is essential to offer to our students
who are ELLs. This includes all of our share outs, discussion protocols, and the zooming activity
where students feel comfortable enough to take risks. I will carry with me “Rhonda’s Routines” and
the understanding that culture is created. I leave this course with a more solidified understanding of
WIDA and Massachusetts policies on teaching ELLs. I will confidently be able to bust myths when I
hear others using them, and I will incorporate appropriate scaffolds like sentence stems
4. Part 1: Synthesis of Concepts
- Home language is a strength, not a barrier
- Strategies benefit ALL students, not just ELLs
- Infographics tell us a story and are NOT JUST DATA
- Language objectives!
- Variation among ELLs isn’t just home language & English
proficiency
- BICS & CALP: BICS = top of the iceberg, CALP is least
visible
- Confirm or Contribute
- Tiers of vocab
- Zooming in
From our last
class’s think
time!
5. I Used to Think… Now I Think… So Next I Will
I Used to Think Now I Think So Next I will...
Content area teachers want to
pawn off the responsibility for
literacy teaching on ELA teachers
and specialists.
Content teachers WANT to know
about these literacies and
methods to best meet the needs
of their students.
Consider what this looks like for
me as a future reading specialist
in elementary grades.
That choosing vocabulary words is
HARD.
That choosing vocabulary words is
intentional, predictive, and drives
learning.
Consider my own practices when
choosing words for my Guided
Reading groups and tutee.
It is helpful for educators to
understand trends in specific
cultures of our students.
Each student is an individual with
many cultures.
Try to look beyond the
demographic background/family
life of my students to see the
whole child.
6. I Used to Think… Now I Think… So Next I Will
I Used to Think Now I Think So Next I will...
That I wasn’t entirely interested in
teaching and learning at the high
school level.
That the experiences faced by HS
students are probably more similar
to the experiences of my younger
ELLs than I had originally thought.
Take the experiences I heard
about and remember to teach the
whole child. Discover students’
funds of knowledge and bring
those as strengths to the
classroom and learning!
Physical/artistic activities (see
Task 4C) would cut down on
instruction time.
Learning must be more tactile,
and learning experiences like
these are more memorable and
students are creating their own
learning tools. (also builds fine
motor muscles!)
Make the time to incorporate more
doing for students in my Guided
Reading and Word Study lessons.
Seek out more activities that are
relevant and memorable.
WIDA was just an obligatory
education consortium.
They truly care for and consider
the strengths that ELLs bring to
their school communities.
Consider WIDA’s “Can Do”
Philosophy and standards when
planning for all students,
especially ELLs.
7. “Students would have more
opportunity to use academic
language through meaningful
small-group tasks.”
(Fisher, Frey & Nelson, 2012, p. 556)
“Since language is one of the most
intimate expressions of identity, indeed
“the skin that we speak,” then to reject
a person’s language can only feel as if
we are rejecting him… if we cannot
understand and even celebrate the
wonders of the language these
children bring with them to the
school—then we have little hope of
convincing them that we hold their
best interests at heart.”
(Delpit, 2002, pp. 56)
8. Part 2: Communicating with Families
In this class, students will be challenged with texts and materials that are both relevant and engaging. Your student will be
supported through pre-reading activities such as previewing vocabulary, activating background knowledge, and by setting a
purpose for reading that sparks motivation. Students will be provided with academically rigorous content to push your
student’s skills beyond where they currently are. This is done through incorporating specific language objectives in lessons
that support all four domains of literacy (listening, speaking, reading and writing).I will devote myself to learning and
recognizing the first language strengths of your child, ensuring that I appropriately incorporate their background knowledge
and experiences and use of cognates. Supports such as leveled texts, speech-to-text programs, a help desk, and Google
translate are available to students in this environment, as well as clear directions for all students to have a jumping off point to
independently tackle their work. Use of ongoing assessment and adjustments from results are essential to meeting all students
where they are. I cannot stress enough what a gift it is to be bilingual or multilingual, and any student who enters the room
with such diversity will benefit all learners in the room, including the teachers. Students in this class will safely take risks and
have ample opportunities to communicate orally through peer discussions to ensure growth in English acquisition. After all,
“oral leads to reading leads to writing.” (Bondie, 2019). Not only will English acquisition improve, students will build
confidence in communicating in English and increase their autonomy. Although high expectations are set in this room, content
is universally accessible to all students. ELL students bring an important and special element to the classroom culture.
10. Submitted?
Put a ✔ once
completed
Date
What is your goal for
when you will turn in
the assignment?
Assignment
Which personalized
task are you
completing?
Possible Points
How many points is the
assignment worth?
Link to Assignment
✔ 2/15 3T 10 3T: Gif-tionary
✔ 3/2 4C 10 4C: Foldable Book
✔ 3/21 3P 15 3P: Vocabulary Lesson
3/24 3R 5
6P 15
4T 10
4R 5
2A 10
11. 3T: Gif-tionary
1. The number of points the assignment is worth (5, 10, or
15 points) what kind of feedback you would like
(Teacher, Peer, or Self): 10 points, Teacher
2. The type of thinking that you did to complete this
assignment. (See Ron Ritchhart's “Seven Types of
Thinking” for examples.): This was my first creative task
that I completed and the first task where I felt confident
in my work. I had such a blast exploring giphy for my
vocabulary words (math related, who would have
thought?!).
3. What you learned or your most significant take away
from the assignment: It occurred to me that if learning is
meant to be joyful, why can’t planning be joyful too? It
felt only appropriate to include a vocabulary gif on this
slide!
4. To learn more, what might your next steps be?: More
GIFs! Click to access gif-tionary
12. 3T. Vocabulary - Use Technology Reflection
Gif-tionaries and Word Maps
1. Explain how the lesson materials support students in monitoring their growth in learning language and content. Connect your
explanation to examples in the work you are uploading or linking to.
a. By connecting vocabulary to images/shows they may be familiar with, it is easier for children to connect the "new" with the
"known." In the classroom, instead of using the new vocabulary in isolation, students can be reminded of the GIF or make the
mental image in their mind. For instance, when the teacher says "above," he/she can imitate the basketball player pointing with
his fingers. When talking about "circumference," students can remind each other, "like the dog in the kiddie pool!"
2. Explain how the technology tool will support students (Connect your explanation to examples in the work you are uploading or linking
to): Describe how the gif-tionary or word map supports student language development
a. By using a giftionary, we are connecting the new with the known. We are giving learners (especially ELLs) visual input that
they can use to connect to the vocabulary. ELLs already receive so much auditory input in the school day that may not make
sense to them, but a moving picture provides the visual input to support learning.
3. What challenges, if any, did you encounter? Describe how you addressed the challenges.
a. None
4. Reflect on your learning from this assignment. Complete the sentence: I began thinking… and now I think… so next I will (question
or next step action)
a. I began thinking I don't know how to make a gif-tionary and now I think this is easy and applicable to any subject so next I
will recommend the process to content area teachers I support in the future as a coach
13. 4C: Reading Create Learning
Materials
1. The number of points the assignment is worth (5, 10, or 15
points) what kind of feedback you would like (Teacher, Peer, or
Self): 10 points, Peer
2. The type of thinking that you did to complete this assignment.
(See Ron Ritchhart's “Seven Types of Thinking” for examples): I
particularly enjoyed this task because it was something I needed in
the moment. It wasn’t a hypothetical lesson I was creating for
invisible students that I had never met; my first graders have been
struggling to read contractions and this was easy and applicable
for me! It was something I was able to show other people when
describing what I was doing to help my students, and have since
been able to point out to others how few materials are actually
involved.
3. What you learned or your most significant take away from the
assignment: Upon reflection, I recalled that my own favorite
activities from school were ones where I got to create things, and
those were the most memorable for me as a child. This was
something I could see myself both teaching and learning from.
4. To learn more, what might your next steps be?: I want to work on
integrating this into my lessons in different ways with different
tiers of vocabulary and syntax learning.
Click to access this task
14. 4C. Reading - Create Materials Reflection
Create a Foldable Book
1. Explain how the lesson materials support students in monitoring their growth in learning language and content. Connect your explanation to
examples in the work you are uploading or linking to.
a. Contractions are not often seen in other languages. When coming across contractions, students may be confused as to why there is a
comma in the middle of the word, at the top of the word. That's why contractions must be explicitly taught to ELLs. This could help
students who may come across these words in a text and not know what to do with them. ELLs still learning the English alphabetic
system could be confused by the apostrophe in the middle of the word and this would assist their understanding of contractions. This
will eventually lead to comprehension of texts when there may be many contractions used. Contractions can be seen as a type of
sight word, and when these are learned and known by students, their bank of recognized words grows larger. Doing this activity is a
hands-on, minds-on way for students to commit these contractions to memory so they are able to recognize them with automaticity
when it comes to their reading. Visual learners and tactile learners would benefit from this activity.
2. What challenges, if any, did you encounter? Describe how you addressed the challenges. Reflect on your learning from this assignment.
a. I didn't encounter any challenges.
3. Complete the sentence: I began thinking… and now I think… so next I will (question or next step action)
a. I began thinking an activity like this would cut down on instruction time and now I think learning must be more tactile, and learning
experiences must be more memorable so next I will do this with my first graders who are reading "don't" as "do not"
15. 3P: Vocabulary Lesson Plan
1. The number of points the assignment is worth (5, 10, or 15
points) what kind of feedback you would like (Teacher, Peer, or
Self): 15 points, Teacher
2. The type of thinking that you did to complete this assignment.
(See Ron Ritchhart's “Seven Types of Thinking” for examples.):
In complete honesty, this was a task that was difficult for me to
begin independently as I didn’t feel confident that I would do it
correctly. When we were given the invitation to begin a
vocabulary lesson plan during class time with oral directions, I
felt more comfortable to tackle this lesson plan. Not only was I
able to bounce ideas off of my table mates, the directions were
provided in a way that made sense to me and my own learning
needs.
3. What you learned or your most significant take away from the
assignment: I think about how this must mirror the experiences
of ELLs who may need the physical support systems nearby to
even begin doing work. The additional in-class time to do this
was so helpful for me that I can only imagine how beneficial it
would be for a student who is constantly code-switching and
taking longer to read and produce understandings in a second
language.
4. To learn more, what might your next steps be?: I think in the
future I will be more conscientious of the vocabulary I teach and
the benefits of adding in more movement so students really can
commit words to long term memory.
Newsela Article:
Eye Contact Is a Crucial Part of the Dog
and Human Connection
Click the link for lesson plan
Click the link for
vocabulary presentation
16. 3P. Vocabulary - Plan Lessons Reflection
Use Total Physical Response in a Lesson Plan
1. Explain how Sheltered English Immersion (SEI) strategies are used in this lesson plan. Connect your explanation to examples in the work
you are uploading or linking to. Specifically elaborate on SEI in: Total Physical Response
a. The focus of my lesson was on vocabulary using a nonfiction article. Objectives were very vocabulary based and there was plenty of
room for naturally occurring scaffolding to happen. Explicit instruction is utilized when the tier II words needed to access to article
were explicitly taught in the beginning of the lesson, yet they were mainly discovered by the student through investigation when she
would look at the gif and use prior knowledge of word parts and known words to make sense of the word (e.g. prefix pro- in
"prolonged"). The relevance of the text to my student is that it is her lexile level and she has shown interest in animals, especially
dogs.
2. What challenges, if any, did you encounter? Describe how you addressed the challenges.
a. Challenges: this challenged me to think of my OWN synonyms and word connections for when I couldn’t find a gif that perfectly
matched the word.
3. Reflect on your learning from this assignment. Complete the sentence: I began thinking… and now I think… so next I will (question or next
step action)
a. I began thinking Vocabulary instruction can be fairly limiting and now I think there are a plethora of tools and methods to teach new
words so next I will continue looking for new ways to preview vocabulary in a way that makes sense to students and STICKS!
17. School Profile
Infographic
This project was one in particular that I was really excited
about. My first year working at this school I was a
teaching assistant in the kindergarten ELL cluster and I
didn’t know most of this information! As a resident of the
town, I was aware how continuously diverse Bedford was
becoming but to see the numbers and predominant
languages spoken was both exciting and eye opening.
Because no one in this K-2 school takes the MCAS, it was
really informative speaking with the ELL coordinator
(who happens to be one of my best friends) about the
progress shown by these wonderful and hardworking
students!
Click to Access Infographic
18. Progression of my Learning
Why I chose the tasks I did:
I chose tasks that I was confident that I could (and
would) replicate in my future job or that were relevant
to me now. For instance, the contractions sheet used so
few materials (markers, scissors, paper) that I felt
certain I would remember this and be able to
differentiate it for other concepts such as compound
words! I chose tasks also that challenged me
technologically so that I could improve my skills in,
say, Google Slides and basic internet functions (why
can’t I just copy and paste a Gif??). Tasks that I chose
were ones I felt tested me enough, but didn’t frustrate
me, because I wanted to want to create these materials
again in the future!
How it shows my progression of learning:
This is a tougher question for me, as I feel like I jumped
around a lot in the task table! I’m not confident that the tasks
necessarily show a progression of my learning, but they more
so aided in or supplemented my learning. Several of the tasks I
chose were aligned with what I was doing in other classes that
week, e.g. vocabulary, so it felt comfortable and appropriate to
challenge myself to consolidate my “new” with my “known”
(thanks, Vicki Jacobs!). I think my understandings either got
stronger or solidified after certain activities or events. For
instance, when the Chelsea High School visitors I had a
greater understanding of ELLs in the older grades that was a
very foreign concept for me in my own Early Childhood
Context!