Teach:Reflect:Respond - CLDE 5820
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University of Colorado, Denver *
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Course
5820
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English
Date
Feb 20, 2024
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docx
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7
Uploaded by marisol321
Jennifer Marisol Tayler
CLDE 5820 580 - Teaching Multilingual Learners, Advanced
Oakley Schilling and Patrick Kilcullen
24 February 2022
Teach/Reflect/Respond
Assignments - Oral
Worth 20 points each (80 points total)
Objective: To experiment with new strategies for bilingual learners and to collaboratively reflect upon the outcomes. Notes:
Please use the home language of your students in at least one of the lessons that you teach and consider how to include a multilingual focus in all your lessons.
We can be flexible with this assignment to make it fit your needs and your teaching situation. Please talk
to the instructor if you would like to discuss modifications. Directions for “Teach” and “Reflect” (Each worth 10 points):
Select a target group of students for your lesson. Research their English and home language levels, their learning styles, and their learning goals. You will need to include bilingual students in your group.
Select a strategy or technique from our course readings. This technique should fit the learning styles and goals of your learners, and should be a new strategy
for you. It must also be a strategy focused on the topic for the session
. Be willing to take a risk. Try something that will stretch you beyond your comfort zone. The foci of the four lessons are as follows:
i.
Teach Reflect Respond #1, Focus on oral language development
ii.
Teach Reflect Respond #2, Focus on writing instruction
iii.
Teach Reflect Respond #3, Focus on reading instruction
iv.
Teach Reflect Respond #4, Focus on SIOP strategy, teaching in content area
Write a one-page lesson plan (using the template here). Your Name: Jennifer Tayler
Grade: 10
Subject: English Language Arts
Who are your target students? Give a brief description of language levels, learning styles and goals. 1 – LTEL student who struggles academically, refuses to do anything in Spanish, but is behind his peers in English and has been close to testing out of the ELL label for a few years. Writing and reading scores are lower than speaking and listening skills. 1 prefers to watch others first and prefers
to speak answers but is shy and doesn’t like to talk in large groups. They are quiet and shy but has strong social skills with a close-knit group of kids outside of the classroom.
2 – Spanish speaking at home, has tested out of the ELL label, is slightly behind peers in all domains in English, but on or ahead of peers in Spanish in all domains, but prefers to write answers in English, prefers independent work, and prefers written instructions in English. They are very outgoing, friendly, and confident. 3 – LTEL - Spanish speaking at home, high performing and very diligent student whose good grades belie their struggles in English. They are behind peers in all domains in English, but only slightly and
it is difficult to tell that they are behind because they work twice as hard as everyone else to appear to
fit in. They insist on doing all his work in English, but is always relieved to be able to speak to others (mostly socially) in Spanish. Refuses modifications and accommodations, and learns best by working indecently and having models, but often needs corrections, check-ins, and chunking (although this
Jennifer Marisol Tayler
CLDE 5820 580 - Teaching Multilingual Learners, Advanced
Oakley Schilling and Patrick Kilcullen
24 February 2022
student will never ask for any of the aforementioned). They are very shy and struggles socially.
4 – Newcomer who doesn’t have any background in English. They rely on translations and models, need chucked assignments, prefer to learn by doing at home (with a lot of what I will generously call assistance from parents). Does not respond well to any speaking or listening activities, but does have grade-level skills in all domains in Spanish only. Is very social and friendly but lacks confidence.
Lesson Objective: Circle the appropriate descriptors below, and then write your objective
Domain: L S R
W Genre: Recount Explain Argue Other Summarize
Language: Discourse-level Sentence Level Vocabulary – words, phrases, expressions
Student will be able to…
Summarize and discuss reading a novel of their choosing in small groups. They will need to respond to questions from peers based on their summary, and also some teacher-guided questions to get them to make deeper connections to their reading.
How does this lesson connect to the cultural background of your students? Students will be asked to make personal connections to the text, but also are able to pick a text that is most appealing to them – so a student who is religious may choose to read a religious text (basically something akin to the Chicken Noodle Soup for the Soul series, but in Spanish), while another student will read a text with characters from the Dominican Republic, another student will read fiction that takes place in the Candian wilderness, while another student reads a non-fiction book about Oceans because of their interest in marine biology.
How will you include home languages and multilingualism in the lesson?
Students are able to read, write, and speak in their heart language. The directions are available in English and in Spanish, and translanguaging is modeled and encouraged.
Targeted Technique from this Week’s Focus: sentence stems and Janus discussion
Briefly List the Steps in your Lesson Plan
1.
Students will read independently for 20-40 minutes each class.
2.
Students will identify vocabulary in context (guessed definition using context clues and dictionary definition, and a synonym or phrase from their own vocabulary).
3.
Students will complete a CERA (Claim, Evidence, Reasoning, Audience) template to respond to a prescribe reading prompt.
4.
Students will meet in small groups to discuss what they are reading. During small groups students will first give basic description of the book, a summary of what they have read for the
week, and respond to peer questions, and then to teacher-generated questions about their reading.
Formative Assessment: (How will you know how your learners did in terms of the learning objective(s)?)
Students written answers on the V+CERA (Vocab + Claim, Evidence, Reasoning, Audience) and spoken responses in small-group discussions. Students demonstrate their understanding of what their
reading and can apply their understanding to a variety of questions and manifestations both oral and written.
TEACH your lesson.
REFLECT: Use these reflection questions to analyze the results of your lesson. This information is your “reflection” and is the third part of what you will submit for this assignment.
Jennifer Marisol Tayler
CLDE 5820 580 - Teaching Multilingual Learners, Advanced
Oakley Schilling and Patrick Kilcullen
24 February 2022
How did your lesson unfold? Especially focus on how your chosen technique worked with this particular group of students and how your students did with regards to the learning objective. If possible, give specific quotes and descriptions to help us see and hear how your students responded to the lesson. While the monolingual speakers and students who prefer to speak instead of write their answers always enjoy discussion groups, shy students sometimes struggle with speaking – even in small groups. Since speaking and listening is one of the ELA standards, we discuss their options for large group presentations, and they always choose the small group discussions. Some of my ELL students struggle and are taking time warming up to the idea of discussions –
even with sentence stems for discussions. Students took to Janus techniques during discussion,
very well. I asked about the “setting” for their text – and we had discussed setting as then when and where for their novels, but the ELL students struggled to use the academic vocabulary accurately. Student 4 talked about the story taking place in a living room around lunch-time, but that student was only referring to one part / scene of the story instead of the setting for the novel as whole. When I referred them back to a visual about the components they were looking for in their reading, the student then correctly addressed the setting for their
text. Their conversational discussion went well, although students still struggle with summarizing as
an actual academic technique, and not just talking about what they’ve read. Students 2 and 3 both took notes (one of the reading strategies they are encouraged to use) and did very well in discussions, summarized their ideas. Student 3 wrote down some of the words they wanted to use in their discussion, and was really proud of using these words accurately in discussion. Student 1 highlighted important ideas, but struggled with finding the highlighted parts and putting them together (we later discussed trying a different reading strategy since not all techniques work for all students on all assignments). Three of the four ELL students referred back to the models, templates, sentence stems, and visual organizers for the text frequently during the discussion, so they really used their scaffolds well, but a lot of that was for reassurance, two of them are shy and the other one is the new comers, so they are definitely just trying to figure out what is expected of them. The in the beginning discussion was stilted and students struggled, but as they progressed and started laughing at the funny parts of each other’s stories and reacting to each other’s questions, they started loosening up and it was more like a natural discussion and less like forced discourse. During discussions students struggle with summarizing with purpose and not just talking about what they read. These students relied heavily on pronouns and struggled to use proper nouns (this is common in spoken, informal language). Their written responses showed more in-depth thinking and reading skills, but the two students who did the writing first were better prepared for the discussion and were more successful in organizing their ideas. We talked about how oral communication isn’t always just speaking off the cuff, and how sometimes preparing (writing down key words, taking notes, or organizing your ideas) makes oral communication easier.
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Jennifer Marisol Tayler
CLDE 5820 580 - Teaching Multilingual Learners, Advanced
Oakley Schilling and Patrick Kilcullen
24 February 2022
All students relied heavily on their funds of knowledge and background information for making connections to the reading, talking about how they would have felt, or what they believed the protagonist was thinking in the book, connecting to their own experiences and lives as well as previous texts they have read – but that is what students do, create Schema. Students struggled with having the power and the authority to ask questions of their peers, but
after I modeled it a couple of times, and then they became more relaxed and realized they could talk naturally and ask questions based on what they were interested in from what their peer had said. They asked some good questions so show their speaking and listening skills, “When you said the one guy wanted to get with her, does that mean date or…. you know?” “You said that the setting was modern because they had cars and phones but not cell phones, so did they have internet then? Couldn’t he have just used the internet to find an alchemist?”
How would you analyze your lesson in terms of high challenge / high support, the 7 intellectual practices, translanguaging, sociocultural learning theory or any other main concepts from this class? Do not analyze all these ideas, just pick the ones that really stood out to you for this lesson. I think this was a high challenge and high support for the newcomer student, my other students didn’t use any of the supports or modifications, but I would also say students 1, 2, and
3 have all done similar discussions so the routine was familiar. Their V-CERA writing responses are brief but higher challenge, although they used more supports in the past, but those scaffolds have since fallen away and they are working without them now. Since the entire conversation between these five students and myself took place mostly in Spanish (Student 1 spoke only in English except to ask peers questions, and Student 3 spoke only in Spanish except for the words they wanted to practice using in English). All of us engaged in Translanguaging at various times. Students seemed highly engaged but also nervous about talking. They were very respectful and I think more relaxed about making oral mistakes and mispronunciations. I made a point of speaking in Spanish and talking about how I make mistakes with conjugations and other grammatical errors in Spanish, so their little slip-ups in their verbal communication were low-
stakes errors and no one paid any attention to those errors. Students were much more comfortable communicating their learning orally given the opportunity to present in English, Spanish, or both interchangeably, and most did so. For example, Student 4 said they were able
to focus of the challenge of the reading assignment and not the challenge of expressing themselves in English or looking for the right words.
How did race, culture and community come into your lesson plan? If you are stuck here, consider the
reflective questions described by Milner (2006), posted on CANVAS. Since most of the students picked books based on their interests and at least a little bit reflected their cultural background, students were better at making connections with their reading. Student 2 chose a book that takes place in Egypt and has a lot of biblical / Jewish
Jennifer Marisol Tayler
CLDE 5820 580 - Teaching Multilingual Learners, Advanced
Oakley Schilling and Patrick Kilcullen
24 February 2022
references, so while the plot and protagonist were appealing to this student, they struggled to make cultural connections to some of the events in the book.
I modeled making connections to culture and background a couple of times, and then students did the same when asking peers questions, but they were really best able to draw cultural and personal connections when talking about their own reading
Three of the four the students said it was fun to have small group discussions in Spanish (one of them said they really like it because the rest of the class didn’t know what they were talking about, which is a new experience for the English speaking students). But all of the students asked to do small group discussions in Spanish again when offered at a later date.
RESPOND: Post your lesson plan and reflection to the discussion board, and respond to the work of two
colleagues by the due dates of the appropriate week. As you respond please be sure to focus on:
o
Connections to the “teach” and “reflect” work that can impact or relates to your own practice
o
Something new or surprising that you learned
o
A question that you have for your colleague
Connections to National and State standards: TESOL standards:
3a. Planning for Standards-Based ESL and Content Instruction. Candidates know, understand and apply concepts, research, and best practices to plan classroom instruction in a supporting learning environment for ESL students. Candidates serve as effective English-language models, as they plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum.
3b. Implementing and Managing Standards-Based ESL and Content Instruction. Candidates know, manage, and
implement a variety of standards based teaching strategies and techniques for developing and integrating English listening, speaking, reading and writing.
CLDE Teacher Prep Standards:
4.22 (1) (b) instructional practices that support acquisition of English language as an additional language for CLD students.
4.22 (2) (a) literacy instruction including the identification and use of linguistic interdependence to support development of the components of language development (listening, speaking, reading, writing and critical-thinking) in English for CLD students.
4.22 (2) (b) the basic elements of literacy and the ability to provide effective instruction that is systematic, comprehensive and effective in support of the English language developmental needs of CLD students.
4.22 (2) (c) language and literacy development for CLD students for social and instructional purposes in the school setting, with an emphasis on communication of information, ideas and concepts necessary for academic success, particularly in language arts, mathematics, science and social studies.
4.22 (3)(b) effective instructional techniques, methodologies and strategies to develop English language literacy and to meet the diverse needs of second language learners, including those students with learning disorders.
Jennifer Marisol Tayler
CLDE 5820 580 - Teaching Multilingual Learners, Advanced
Oakley Schilling and Patrick Kilcullen
24 February 2022
4.22 (3)(c) effective instruction and instructional planning that is systemic, sequential, well-articulated and delivered in an engaging environment.
4.22 (3)(e) maintenance and support of high academic performance standards and expectations for CLD student populations.
Please see next page for grading guidelines: Areas that need work
Accomplished
Evidence of Exceeding Expectations
Students need to practice more cycles of the discussions and have
more time for corrections on the V+CERA writing task.
The Lesson Objective 6 pts. Pushes students to develop linguistic complexity in L,S,W or R at the word, sentence or discourse level Shows understanding of different genre expectations for language
Targets academic register as well as language used for social and instructional purposes (over the course of 4 lessons) Is precise and of suitable scope for the lesson. Bilingualism and Cultural Relevancy 4 pts.
Is evident in the lesson through various means, ie. Multicultural text selection, bilingual teaching resources, topics that are pertinent to students’ lives.
The Teaching and Assessment Plan 6 pts. Targets complex thinking and language
Requires student interaction to drive language development
Is systematic, engaging and tied to grade level state standards
Reflection and Responses 4 pts. Gives enough detail so the reader can picture
how the lesson unfolded
Evaluation focuses on the language and
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Jennifer Marisol Tayler
CLDE 5820 580 - Teaching Multilingual Learners, Advanced
Oakley Schilling and Patrick Kilcullen
24 February 2022
thinking development of the students as well
as ideas for improvement
Responses to colleagues are timely and offer new ideas Total = 20/2 = 10