TeachReflectRespond - Writing - CLDE 5820
docx
keyboard_arrow_up
School
University of Colorado, Denver *
*We aren’t endorsed by this school
Course
5820
Subject
English
Date
Feb 20, 2024
Type
docx
Pages
8
Uploaded by marisol321
Jennifer Marisol Tayler
CLDE 5820 580 - Teaching Multilingual Learners, Advanced
Oakley Schilling and Patrick Kilcullen
10 March 2022
Teach/Reflect/Respond
Assignments – Writing
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
Jennifer Marisol Tayler
CLDE 5820 580 - Teaching Multilingual Learners, Advanced
Oakley Schilling and Patrick Kilcullen
10 March 2022
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 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.
5 – LTEL Student who is a high-level ELL student who has very strong reading and writing skills in English, maybe slightly below peers but most with things like verb conjugation, verb tense agreement, and prepositions. and whose speaking and listening skills in English are nearly on par
with their peers. They cannot read or write in Spanish at all, and their oral language skills in Spanish appear strong, but their vocabulary is limited to slang and domestic words and sentence structures only. This student is gregarious, outgoing, friendly, confident but struggles to focus academically, engages in work avoidance, and rarely asks questions. This student prefers small group and verbal assignments, but almost never completes or submits work if given the opportunity to work with others. This student dislikes written and independent work, but is more likely to complete, submit, and learn from written assignments.
6 – Mid level in language acquisition, Spanish and English skills are far behind grade level in reading
and writing, speaking and listening is better in Spanish than English, but the student is reluctant to speak in Spanish in front of peers, although has been getting more comfortable during the course of the semester as translanguaging has been encouraged this year in my class. The student
is well liked, friendly, but not very outgoing and not very confident. The student prefers independent and written work, but really relies on models and peer / teacher feedback, and direct
instruction or corrections to make progress.
Lesson Objective: Circle the appropriate descriptors below, and then write your objective
Domain: L S R W Genre: Recount Explain Argue Other Analyze
Language: Discourse-level Sentence Level Vocabulary – words, phrases, expressions
Student will be able to…
Understand the organization and structural features and functions of an analytical essay. Construct an analytical essay to analyze the book they have been reading. How does this lesson connect to the cultural background of your students? Students will be asked to make personal connections to their texts of choice. Since students picked a text that appeals to them, most of them have selected books with protagonists from similar cultural, linguistic, backgrounds who are similar to them (mostly teenage protagonists who are teenagers in modern novels). Students will also be drawing from their Funds of Knowledge and backgrounds, opinions, and personal insights to analyze their texts.
How will you include home languages and multilingualism in the lesson? Translanguaging is modeled and encouraged in the classroom by me, the teacher. Students are able to read, write, and speak in
Jennifer Marisol Tayler
CLDE 5820 580 - Teaching Multilingual Learners, Advanced
Oakley Schilling and Patrick Kilcullen
10 March 2022
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: Teach Learn Cycle, Mind Map, Identifying Paragraph Parts JPA (Joint Productive Activity)
Briefly List the Steps in your Lesson Plan:
1.
Building the Field: Students working whole-class to create a mind map about the structure of an analytical essay (hook, topic sentence, thesis, claim, evidence, reasoning, etc.) = build the field. This is mostly review of the defintions, functions, and location of the various writing structures.
2.
Modeling the Genre: Identifying Paragraph Parts JPA (small groups). Students are given paragraphs from a model essay, and working in small groups complete a JPA (Joint Productive Activity) to reassemble the parts of a body paragraphs into a complete paragraph and label each part as claim, evidence, reasoning, transitions, even direct quote or paraphrase and citations.
3.
Modeling the Genre: Identifying Paragraph Parts JPA (whole class), small groups then meet with other small groups to line up and re-recreate the entire essay. They will have to identify text features such as transition words to reorganize the order of the paragraphs.
4.
Joint Construction: Starting in small groups and moving to whole class, students brain storm ideas for the parts of an introductory and concluding paragraph, then share their suggestions. Whole class, we now write an introductory and / or concluding paragraph, picking parts of the
suggestions from the whole group. Students will need to decide on a hook, thesis, topic sentence, roadmap, etc. Discussion and thinking aloud is encouraged – students need to explain why one thesis is better than another, or how to combine multiple suggestions for a hook into the strongest version of the hook, etc.
5.
Independent Writing: students begin a writing cycle – starting with planning. For ELL students, they have a template or graphic organizer and sentence starters. All students are encouraged to use a color-coded model that references the construction and structural elements of an essay. Students begin by planning their analytical essay and will have a couple of weeks to finish writing the essay.
Formative Assessment: (How will you know how your learners did in terms of the learning objective(s)?). If students can reconstruct
paragraphs by identifying text features, key words, and the structure of paragraphs and an essay, they have understood the structure of the essay genre. If students can articulate what elements they need when writing an introductory and concluding paragraph, students
understand the structural requirements of the analytical essay genre.
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.
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.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Jennifer Marisol Tayler
CLDE 5820 580 - Teaching Multilingual Learners, Advanced
Oakley Schilling and Patrick Kilcullen
10 March 2022
I often allow my ELL students to work in homogenous grouping so they can work together, but this time I put them in pairs, and put the different pairs on different small group teams with their English speaking peers. I also gave my ELL students a copy of the sentences ahead of time, and I encouraged them to find one or two sentences they felt sure they understood and knew how it fit into the paragraph overall to give them a chance to prepare and even ask questions before working with their English speaking peers. ELL students (and IEP or 504 students) also received an abbreviated set of essay structures and definitions that is color coded
and with matching icons to help students remember the names of the different structural elements so they feel more confident sharing and speaking with peers. For the mind map, the ELL students were awesome. They were able to share definitions and names of various essay structures, and were confident in their answers enough to share out in front of the class. Because they had access to an abbreviated set of definitions and structures (some of them had this list in Spanish, others in English), they were able to understand and articulate the function of the various essay parts. For the large group discussion about the introductory and concluding paragraphs, students were given sentence stems for discussions (with Spanish translations) and key words to help them feel more confident and participate in the whole class discussion. The ELL students had decided before class even began on a couple of paragraph structures they felt they could correctly identify, and had already tried to decipher at least one sentence that came before or after their chosen sentence. I checked in with most of them before small groups started, and they felt prepared. During the small groups, students seemed to feel successful and happy since they were able to make contributions to their group and had the peer support of an ELL classmate that they are friends with and work with often, so they can ask for a word or two in English as needed. Since they were able to prepare before the game portion, they were more likely to jump in early if not before their English speaking peers to say which sentences they thought went where, just so they could make a contribution to the team. I saw more students translanging with their ELL partner and asking questions but were less likely to do so to the whole team. “Is this a unir palabra
?” “No, it is not a conjunction.” As the
competitive nature of the game intensified, they began using whatever language they could to make quick contributions to the team. (Teams were competing for full-sized candy bars to the team who correctly reassembled the entire paragraph correctly). “
esta
oración
is reasoning since this here, this part here refers to the evidence, revisar la opinion
, so it has to go despues
and not antes
.”
I was pleased to see a lot of positive peer supports from their monolingual peers, “Good idea” and “I hadn’t noticed that word connects to this idea. That means it goes after, not before – you are right!”
Jennifer Marisol Tayler
CLDE 5820 580 - Teaching Multilingual Learners, Advanced
Oakley Schilling and Patrick Kilcullen
10 March 2022
The whole-group discussion had much less translanguaging, but since ELL students were able to prepare beforehand, some of them had good thesis statements, conclusions, or hooks they contributed to their teams. One Students 3 and Student 4 both pre-planned figurative language for their hooks and impressed their respective team members and received compliments from other team members. The whole-class chose Student 3’s figurative language for the hook and Student’s 4 figurative language for the closing statement – this is an advanced skill for an ELL student, so their work was really impressive.
Students 1 and 6 are often struggle, and Student 4 is a total newcomer so I was worried about their level of participation, but they all made small group contributions, and participated in the whole-class discussion. Student 4 needs google translate to communicate at all in English, but having a Spanish-speaking peer ad someone they are friendly with made her feel more confident, so I heard them say “evidence” and “thesis” and “conclusion” all in English – which
are good because those are simple cognates. For the independent writing part, most of ELL students used the color-coded outline / organizer, and I could see them referring back to the color-coded model frequently. Student 2 used a very brief organizer and not the more detailed outline to plan the essay, but this student has much stronger writing skills. Student 1 has yet
to complete an essay outline / organizer, but all the other students did. Maybe Student 1 needs small chunking and more supports to get to completion, but probably needs more 1-on-1 supervision because work avoidance is their biggest obstacle. Even Student 4 completed the outline (this student had an outline with colors, abbreviated defintions, all in Spanish). Student 4 completed their writing in Spanish and will simply use google translate to translate to English. I am asking this student to spend time reading their work in English, to get a feel for what writing in English looks like, but at this time, their English is extremely limted and they have yet to say more than a handful of words in English.
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. This is probably medium challenge and medium support for monolingual students, but both high challenge and high support for all the ELL students, although not all of my ELL students used the supports offered them. In terms of translanguaging outside of their all / mostly Spanish discussion groups for reading, this is the most I have seen translanguaging in the classroom, and definitely the most I have seen them translanguaging in front of their monolingual peers. In their independent writing I saw them drawing heavily on their personal and cultural backgrounds and funds of knowledge to analyze texts. One student said the protagonist of
Jennifer Marisol Tayler
CLDE 5820 580 - Teaching Multilingual Learners, Advanced
Oakley Schilling and Patrick Kilcullen
10 March 2022
their novel must be lonely because they only have parents and no cousins or extended family or
siblings around; in this student’s traditional Mexican family unit, they have many cousins, aunts, and uncles who live nearby and have four generations living in the same home, which is a common cultural tradition.
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. While teaching essay structure, I was explicitly culturally inclusive. I referred to different structures I saw but could not master in Asia and South America in my personal experience, and praised the people I knew who mastered essay writing in multiple languages, cultures, and
countries.
Before the small group activity, I intentionally said there are multiple ways to organize essays for an essay, and that this is just one of many wonderful ways to do it. I generally referred to other structures from different countries and different time periods, and said how each of them has a place – that none of them are wrong
. Some students shared they had been taught a different structure in a different country or at a previous time, and I made sure to say that our lesson today doesn’t mean my way is good
and the other structures are bad
. We talked about situational appropriateness, and had a conversation about how we need different tools to accomplish different tasks depending on the context.
For those students who learned different structures, we focused on the similarities, and as a class we talked about how we could use what they already knew to build new or different information. Students 2, 3, and 5 and several other students who are taking high level Spanish
as a foreign language, pointed out some of the Spanish cognates in English – conjunction / conjunción, transition / transición, deduction / deducción, evidence / evidencia, citation / citación.
Before the independent writing, we talked about the openness of the analysis task, and how there are multiple correct interpretations of a single text, so as long as they have evidence, their opinions are valid, but today we were mostly focusing on the structure on which they would hang their ideas. I encouraged students to use their funds of knowledge as a valid point of view for analysis, that cultural perspective is a great way of using deep thinking to consider, explore, and dissect their respective texts.
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:
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Jennifer Marisol Tayler
CLDE 5820 580 - Teaching Multilingual Learners, Advanced
Oakley Schilling and Patrick Kilcullen
10 March 2022
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.
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
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
Jennifer Marisol Tayler
CLDE 5820 580 - Teaching Multilingual Learners, Advanced
Oakley Schilling and Patrick Kilcullen
10 March 2022
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 thinking development of the students as well
as ideas for improvement
Responses to colleagues are timely and offer new ideas Total = 20/2 = 10