ESL 529 Secondary Level Practicum

Transcription

1 Master of Arts in Literacy/English as a Second Language Instruction STUDENT SYLLABUS ACCELERATED FORMAT 3 credits ESL 529 Secondary Level Practicum Department of Literacy & Learning Development College of Education and Leadership Cardinal Stritch University Devoted to bridging knowledge, practice, and service. Revised 6/11/2011, 1/25/13

2 Cardinal Stritch University Department of Literacy and Language Development ESL 529: Secondary Practicum 3 Graduate Credits The College of Education is devoted to bridging knowledge, practice and service. Dates of Instruction Mar. 7, Mar. 14, Mar. 21, Mar. 28, April 4, 11, 18, April 25 Bold dates: class Other dates: Field work Time of Instruction 5:00-8:00 pm Instructor Information Ruth Hoenick rahoenick@stritch.edu Home phones: Cell phone: Office Hours Continuous. or call anytime/any day. If I do not respond to an within 24 hours, please call. Course Description This course is designed to provide the opportunity to apply the knowledge base acquired in previous course work to the teaching of language/content to secondary level ELL students. Graduate students will identify a student with a language proficiency of Level 1, 2, or 3, gather pertinent information prior to pre teaching instruction, develop a SIOP Model of instruction, and communicate with the classroom teacher regarding alternative forms of instruction and assessment in the form of written recommendations. Program Outcomes and Measurable Course Objectives By the end of this course, students will be able to do the following: Objective #1: Administer, score and/or interpret the student s language proficiency level. Tied to InTASC Standard #6: Assesment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher s and learner s decision making. Method of assessment for objective #1: Initial assessment Criteria for assessment #1: See rubric Objective #2: Assess the student s background knowledge and vocabulary development in a content area. Tied to InTASC Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher s and learner s decision making. Method of assessment for objective #2: SIOP lesson plan Criteria for assessment #2: See rubric Objective #3: Identify the multiple causes of language interference and provide instructional interventions to address these. Tied to InTASC Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. Method of assessment for objective #3: Reflections, portfolio Criteria for assessment #3: See rubric

3 Objective #7: Demonstrate self evaluation in terms of choices and action in lesson planning. Tied to InTASC Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. Method of assessment for objective #7: Reflections Criteria for Assessment #7: see rubric ELL Standard 2: Developmental, Social, Political, and Cultural Contexts. Teachers of English language learners address the developmental, social, political, and cultural contexts of their students' lives and educational experiences. They comprehend how these relate to classroom performance and educational practice. Method of Assessments: Instructional plans Criteria for Assessment: see rubric ELL Standard 3: Curriculum, Instruction, and Assessment Teachers employ effective curriculum, instruction, and assessment practices for English language learners and possess knowledge of the content taught in schools. Method of Assessments: Instructional plans Criteria for Assessment: see rubric University Student Learning Outcomes The assignments in this course will address the following outcomes: 1. Effective reading, writing, speaking, listening, and visual communication skills. 2. Effective quantitative and technology skills that prepare students for the 21st century workplace. 3. Effective critical thinking through problem-solving, informed and ethical decision-making, and synthesis of theory and practice. 4. Effective use of research strategies to apply and integrate knowledge to solve problems 5. Knowledge of Franciscan values. Speaking and Writing Across the Curriculum Graduate level writing skills, including adherence to current APA guidelines, are expected in this class. Writing skills are assessed in all written course assignments. Graduate level speaking skills are expected in this class; however, students' speaking skills will not be formally assessed. Required Texts Echevarria, J., Vogt, M. E., & Short, D. (2008) Making content comprehensible for English learners: The SIOP model (3 rd Ed.). Boston: Allyn & Bacon Echevarria, J., Vogt, M. E., & Short, D. (2008) 99 ideas and activities for teaching English learners with the SIOP model. Boston: Pearson Education, Inc. The Practicum Experience You will be required to find at least one secondary level student with whom you will work during this practicum experience. This student should be in grades 5-12 and should be approved by the practicum supervisor. The student should have been identified (either formally or informally) as an ESL student, language level 1, 2 or 3, requiring work with language skills and/or understanding content. Using the information from the W-APT or ACCESS assessment, as well as teacher input, you will provide several pre teaching lessons, alternative materials, and suggestions for modifications in lessons, activities, and assessment. You will follow the SIOP Model to match the student s needs. The instructor will monitor the steps of this experience to provide support to you. You will organize your initial notes, SIOP lesson plan, work samples, resources, and any other pertinent information into one final portfolio. Your plan will include each component of the SIOP Model.

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5 Grading Scheme or Weight Attached to Different Assessments Rubrics or assessment checklists are provided for major assignments and activities. It is expected that the student complete these checklists before turning in the work. A grade of "A" presupposes careful attention to the following components: clarity of writing style; specificity of examples; attention to required format; neatness of presentation; absence of typos; and accurate use of APA guidelines. Word processed work is expected unless otherwise indicated. It is expected that work will be turned in on the assigned date. If there is a problem, please contact the instructor. Individual Assignments: Student and Teacher Interview to Gain Background Knowledge (16%). During week two or three you will obtain information regarding your student in terms of obtaining the W-APT and/or ACCESS scores. In addition, gather information regarding the content area in which you will be working (math, science, social studies or health). Discuss the needs of the student with the instructor. You will use the information you collected to identify independent instructional needs. You will need to write a brief summary about the student s background and the area of instruction before you may begin working with your student. Lesson Plan and Reflections (60%) After learning about the SIOP Model components of preparation, building background, comprehensible input, and strategies, you will design several lessons to support the teacher with instruction and to provide the background information needed by the student to actively and successfully participate in the classroom. You will furnish necessary materials and accommodations to the classroom teacher for whole group and small group instruction and activities in the classroom. Recommendations for assessment need to be included. Final Project (24%) Organize your Student Background summary, SIOP Model lesson plan, work samples, observations, checklists, writing samples and any other pertinent information into one complete document. The plans containing your activities for all lessons should be included as well as your recommendations for the classroom teacher. Grading Guidelines: Grade: Points: A A B B B C C C D D D- 64 F 63 and under

6 General Course Expectations Word processed work is expected unless otherwise indicated. All work is to be in the student s own words unless quotation marks and referenced pages are provided. APA style should be used for documentation of references. Cardinal Stritch University and this instructor wish to positively affirm the intent of Federal Law, Section 504 of the Rehabilitation Act of Any person enrolling in this course who may require alternative instruction and /or evaluation procedures due to handicapping conditions should feel free to discuss these needs with us so that appropriate arrangements can be made. Students are referred to the student handbook for the Cardinal Stritch policy on academic integrity. Any written work found to be plagiarized from the Internet or other sources automatically results in a grade of F in the course and the "author's" name will be given to the Vice President of Academic Affairs. Refer to the Undergraduate Catalog "Academic Integrity" for further information. Syllabus is subject to change based on the needs of the class and/or the instructor. Promptness Prompt arrival at each class and attendance until the instructor has released all students at the conclusion of class is critical because of the accelerated nature of this syllabus and the importance of in-class activities and opportunities for learning. Arrivals of more than five minutes after the start of class or departures of more than five minutes prior to the end of class will be counted as incidents of tardiness. Tardiness of more than 60 minutes in a single class session will be considered an absence for that course session. Three incidents of tardiness will be considered equivalent to one absence for the course. Absence Policy One Absence: Class or Study Team Any absence from either a scheduled class or study team requires that the student notify the instructor before the start of class. The student is required to make up all missed work as determined by the instructor, by the next class meeting. Two Absences: Class If the student has two class absences or has one class absence and three class tardies, then the student has the option of officially withdrawing from the course. University policy dictates that students must withdraw prior to the 2/3 point of that course (see Graduate Handbook). Subsequent failure to withdraw will result in a grade of F for the course, and the student must later enroll in and pay for the course. Once two absences have occurred, students may not request an Incomplete for the course. Two Absences: Study Team OR One Study Team AND One Class Absence The student is required to notify the instructor in order to make up all missed work by the next class meeting. Additionally, the student will be required to complete an academic assignment designed to facilitate learning of the missed course content. This work must be successfully completed prior to the end of the course or an Incomplete must be requested prior to the end of the course in order for the student to continue in the program. Please note that every request for an Incomplete is not necessarily granted. Students may request an Incomplete ; however, it is ultimately the discretion of the instructor to determine if the Incomplete request is granted.

7 If an Incomplete is requested and granted, the student must satisfy the requirements as stated in the approved Incomplete contract before s/he can begin the practicum course or the action research/case study course. For the purposes of this policy, class is defined as the scheduled instructional time with the instructor. The Site Coordinator/Program Chair may recommend that a student retake the course if a student misses more than one class or study team meeting. An appeal of this decision will be directed to the Program Chair. The decision will be documented and filed in the Department Office. Policy on Late or Missing Assignments It is expected that all original course assignments and additional assignments described in this syllabus will be turned in on the assigned date. If there is a problem, please contact the instructor. Assignment completion is assumed. To receive a passing grade on assignments, students must have submitted all work by the final due date and demonstrate insightful reflection and accurate interpretation of the assignments, as well as follow assignment guidelines. Requests for extensions must be made well in advance of the due date and are at the discretion of the instructor.

8 INITIAL TEACHER & STUDENT INTERVIEWS The first step in this process is to interview the classroom teacher. Your purpose for the interview is to gain an understanding of the student and the classroom context. You will need to understand the teacher s perception of the student s English proficiency as well as proficiency in his/her first language. In addition, you will want to ask the teacher about the student s interests, academic needs and strengths, and recent performance in this subject area. Next, your interview should focus on the content. Find out what you can about how the teacher prefers to deliver instruction in the focus area of content. Ask the teacher to explain his/her goals for the unit, and to describe the content of the unit, including pertinent vocabulary words that will be covered. After you have interviewed the teacher, spend time talking to the student. Ask questions that help you get to know the student. Find out about the student s educational history. In addition, find out about the student s attitude and interests regarding the unit of study and background knowledge about the topic of the unit. This will help you plan effectively for the pre-unit lessons that you will conduct. Write the interview with an introduction, teacher interview and then the student interview. Teacher Interview Language proficiency of student Basic student background Content area for instruction Unit of study in the upcoming month Basic concepts & vocabulary needed Student Interview Personal background & educational history Interest & attitude in the content unit of study Background in the unit of study Two Points This section is thorough including all needed details This section is thorough including all needed details This section is thorough including all needed details This section is thorough including all needed details This section is thorough including all needed details This section is thorough including all needed details This section is thorough including all needed details This section is thorough including all needed details One Point Total for Interviews: /16

9 SIOP LESSON PLAN AND IMPLEMENTATION In this practicum experience, you are required to design your own SIOP Model Overall Plan based on recent research on successful instructional programs and the needs of your students. Before you may begin your pre teaching sessions, you must interview the content area teacher and your students, submit a draft of the SIOP Model Overall Plan and have it approved by your supervisor. During this course, you will implement 10 hours of instruction and reflect on 4 individual lessons. You will design and implement further lessons to cover the hours of this course. You will provide recommendations for the classroom teacher. SIOP Model Overall plan In Making content comprehensible for English learners: the SIOP model the authors discussed the importance of using a consistent and systematic lesson structure. They indicated that all successful lessons address preparation, building background, comprehensible input, strategies, interaction, practice and application, lesson delivery, as well as review and assessment. In addition, since we know reading and writing are reciprocal processes, writing should naturally be incorporated into the lesson plans. While you are expected to follow the SIOP Model, you are empowered to decide how much focus (time) you will give to each component. You will base this decision on the results of the interviews you conducted. You need to consider the structure of your lesson, the time devoted to each component. If you require support, revisit 99 Ideas and Activities for Teaching English Learners with the SIOP Model for ideas based on successful programs. (Use the provided format for your SIOP Model Overall Plan.) Lesson plans(4) The procedure of your instruction may be an individual pullout format with the purpose of pre teaching. You may work with a small group; however you will have one target student. Your SIOP lesson plans will include four of the components: preparation, building background, comprehensible input, and strategies. You will address both content and language objectives. (Please use the Lesson Plan format provided) Approval for plans After approval of the SIOP Model Overall Plan, submit your Lesson Plans (Please use Lesson Plan format provided) for the first two sessions to your instructor for approval. This can be done electronically. It is understood this plan may need to be slightly modified. Implementation After your instructor has approved your plans, you may begin your first lesson. You will submit the lesson with the attached reflection and then proceed with the next lesson. You will also complete the collection of materials and recommendations for teaching approaches, interactions, applying content & language, and assessment for the content area teacher during this time. Additional Readings: Marilyn Friend s Models of Co-Teaching =

10 FINAL PORTFOLIO checklist and rubrics Section One: The Student and Teacher Interview Two Points Teacher Interview Language proficiency of student This section is thorough including all Basic student background Content area for instruction Unit of study in the upcoming month Basic concepts & vocabulary needed Student Interview Personal background & educational history Interest & attitude in the content unit of study Background in the unit of study needed details This section is thorough including all needed details This section is thorough including all needed details This section is thorough including all needed details This section is thorough including all needed details This section is thorough including all needed details This section is thorough including all needed details This section is thorough including all needed details One Point Total for Interviews: /16 Section Two: SIOP Model Overall Plan, Accompanying Reflections and Student Work Samples 5-4 points* 3-2 points 1-0 points Points Preparation with Language & Content Objectives Building Background/ Vocabulary Comprehensible Input Strategies Interaction Practice and Application Materials List Recommended Assessment A brief introduction about adaptations, links to background, AND past learning. More than 1 language objective and content objectives. Identified more than one: essential vocabulary for content words, process/ function words, AND any English structure needed. Established more than 1 way to make vocabulary comprehensible. More than 1 area is clearly delineated: learning strategies, and scaffolding, and higher-order questions. More than 1 opportunity for interaction is planned. Plan provided 2 or more occasions for both practice and application of listening, speaking, reading, and writing. More than one material was created/found for the practicum. A list of five additional suggested materials was included. The assessment for the practicum matches the goals of instruction. Little information about adaptations, links to background, OR past learning. One language and content objectives. Identified one area: essential vocabulary for content words, process/ function words, and any English structure needed. Established one way to make vocabulary comprehensible. One area is clearly delineated: learning strategies, and scaffolding, and higher-order questions. One opportunity for interaction is planned. Plan provided 1occasion for both practice and application of listening, speaking, reading, or writing. One classroom material was created/found for the practicum. A list of additional suggested materials was included. The assessment requires a closer match to the goals of instruction No information about adaptations, links to background, or past learning. No objectives. No vocabulary is identified. No strategies for comprehensible input are established. No areas are clearly delineated: learning strategies, and scaffolding, and higher-order questions. No opportunities for interaction are planned. Plan provided no occasions for practice and application of listening, speaking, reading, or writing. No materials were created/found for the practicum. A list of additional suggested materials was not included. No assessment used. *The higher number of points will be assigned based on detail and quality of response. Total: /40

11 LESSON REFLECTIONS:Four Lesson Reflections are completed during the 10 instructional sessions. Submit a reflection after your first two lessons. You will then submit two more, about half way and threequarter way through this practicum. A one-page response per lesson is expected. Please respond to the following questions: 1. During which part of the lesson did you feel particularly confident as a teacher and competent with your skills? 2. During which part of the lesson did you doubt your confidence, competence or the choices you made? What will you change in future lessons? 3. How did the student respond to the lesson? What changes need to be made to future lessons because of the student s response to this lesson? 4. How were you able to connect with the student in a way you hadn t before OR what did you learn about the student that you didn t know before? Lesson #1 Complete Depth of Reflection Lesson #2 Complete Depth of Reflection Lesson #3 Complete Depth of Reflection Lesson #4 Complete Depth of Reflection All four questions have been addressed. (1 point possible) The response reflection includes specific examples from the lesson. (2 points possible) The response reflects the teacher s willingness to grow. (1 point possible) The response reflects a growing understanding of the student and his/her needs. (1 point possible) All four questions have been addressed. (1 point possible) The response reflection includes specific examples from the lesson. (2 points possible) The response reflects the teacher s willingness to grow. (1 point possible) The response reflects a growing understanding of the student and his/her needs. (1 point possible) All four questions have been addressed. (1 point possible) The response reflection includes specific examples from the lesson. (2 points possible) The response reflects the teacher s willingness to grow. (1 point possible) The response reflects a growing understanding of the student and his/her needs. (1 point possible) All four questions have been addressed. (1 point possible) The response reflection includes specific examples from the lesson. (2 points possible) The response reflects the teacher s willingness to grow. (1 point possible) The response reflects a growing understanding of the student and his/her needs. (1 point possible) Points Earned /5 Points Earned /5 Points Earned /5 Points Earned /5 Section Three: Materials provided to the Classroom Teacher (See SIOP Model Overall Plan rubric) Proof of materials may include the following: photos of materials during the lesson, photos of materials provided to the teacher, copies of modified materials, etc.

12 Section Four: Recommendation to the Classroom Teacher for Instruction, Activities, and Alternative/performance assessments (Written in letter format with subheadings for each section.) 2 pages. Categories Exemplary-3points Intermediate-2 points Beginning-1-0 points Teaching Approach Opportunities for Interaction Applying Content and Language Knowledge Assessment Discusses and models appropriate means of working with second language learners Discusses explicit activities and strategies that teachers can use to encourage interaction Explains how to include reading, writing, speaking and listening during instruction Recommendations are explicit and demonstrate ways for ELLs to show their knowledge of content Recommendations are appropriate but a larger variety would enhance the project Recommendations are appropriate but a larger variety would enhance the project Recommendations are appropriate but a larger variety would enhance the project Recommendations are appropriate but a larger variety would enhance the project Recommendations are inappropriate OR missing Recommendations are inappropriate OR missing Recommendations are inappropriate OR missing Recommendations are inappropriate OR missing Total for Recommendations: /12 Section Five: FINAL Reflection: 2-4 pages Reflect on how you went about making meaningful connections with the classroom teacher and the student. Reflect on the connections between what you learned in class and what you learned by working with the classroom teacher and student. Reflect on your experiences working with the SIOP model. Describe what you learned about working with other professionals. Section Five: Reflection Connections with Seeks to examine openly the Seeks to examine somewhat Little self-disclosure, minimal Content Area experiences as they relate to cautiously the experiences as risk in examining the Teacher and gathering information and they relate to gathering experiences as they relate to Student background. information and background. gathering information and background. Connections to Class Work Connections to Fieldwork with the SIOP Model Follow up with the Content Area Teacher Seeks to understand concepts by examining openly your own experiences as they relate to the topics of this class. Demonstrates on open, nondefensive ability to selfappraise, discussing both growth and frustrations as they relate to learning in class. Seeks to understand concepts by examining openly your own experiences as they relate to the field work. Demonstrates on open, non-defensive ability to self-appraise, discussing both growth and frustrations as they relate to learning in class Demonstrates on open, nondefensive ability to selfappraise, discussing both growth and frustrations as they relate to communication with another professional. Seeks to understand concepts by examining somewhat cautiously your own experiences as they relate to the topics of this class. Shows defensive or one-sided analysis. Seeks to understand concepts by examining somewhat cautiously your own experiences as they relate to field work. Shows defensive or one-sided analysis Shows defensive or one-sided analysis as it relates to communication with another professional. Little self-disclosure, minimal risk in connecting concepts from the class to personal experiences. Self-disclosure tends to be superficial and factual, without self-reflection. Little self-disclosure, minimal risk in connecting concepts from the field work to personal experiences. Self-disclosure tends to be superficial and factual, without self-reflection. Little self-disclosure, minimal information as it relates to communication with another professional. Total Points for Final Reflection : /12

13 Check List Sheet Student Initial Teacher and Student Interviews (Gathering of information) Total points ( /16) SIOP Lesson Plan Total points ( /40) Lesson Reflections (4 total) Total points ( /20) Final Portfolio Points for Recommendation ( /12) Points for Final Reflection ( /12) Final Total ( /100) NOTE: A grade of B or better is necessary in order to apply for the Reading Teacher License (#316) and/ or ESL (#395) through Cardinal Stritch University.

14 SIOP Model Overall Plan Content Area: Grade Level: Dates: Language Level: Content Objectives: TSWBAT Background of Student: Language Objectives: TSWBAT Key Vocabulary: Content Words: Function/Process Words: English Structure: Comprehensible Input: Teacher Speech Modeling Modalities/Techniques Strategies Learning Strategies Scaffolding Higher-Order Questioning x Interactions Interaction with Interactions with

15 Practice and Application Using listening, speaking, reading, and writing As seen in Lesson. Materials for all lessons(including supplementary and adapted): Recommended Authentic Performance Assessment

16 SIOP Lesson Plan Date: Grade/Class/Subject/Lang. Prof. Level: Unit/Theme: Content Objective(s): Language Objective(s): Key Vocabulary: Supplementary Materials: Content words: Process/ function words: English structure needed: SIOP Features (Check/Highlight those that apply) Preparation/Strategies: Scaffolding: Grouping Options: o Adaptation of content o Modeling o Whole class o Links to background o Guided practice o Small groups o Links to past learning o Independent practice o Partners o Strategies incorporated o Comprehensible input o Independent Integration of Processes: o Reading o Writing o Speaking o Listening Higher Order Thinking: o Oral Questions o Partner Discussion o Written Response o Other Assessment: o Individual o Group o Written o Oral Lesson Sequence (approximately one hour): First: Second: Third: Assessment: Lesson Reflection (Lesson 1, 2 and two others) 1. During which part of the lesson did you feel particularly confident as a teacher and competent with your skills? 2. During which part of the lesson did you doubt your confidence, competence or the choices you made? What will you change in future lessons? 3. How did the student respond to the lesson? What changes need to be made to future lessons because of the student s response to this lesson? 4. How were you able to connect with the student in a way you hadn t before OR what did you learn about the student that you didn t know before?

17 Eight Week Plan for ESL 529 This course is designed to provide the opportunity to apply the knowledge base acquired in previous course work to the teaching of language/content to secondary level ELL students. Graduate students will identify a student with a language proficiency of Level 1, 2, or 3, gather pertinent information prior to pre teaching instruction, develop a SIOP Model of instruction, and communicate with the classroom teacher regarding alternative forms of instruction and assessment in the form of written recommendations. Sequence of Classes, Topics and/or Content The instructor reserves the right to modify topics and assignments as needed. Prior to Week One Assignments for Individuals Read Chapter 1, Making Content Comprehensible for English Learners Week One Classwork 1) Welcome 2) Global View of this Practicum Experience 3) ESL models. 4) Walk through Chapter 1 and 2. 5) Discussion question 1 on page 20. WALK OUT RULE. No one walks out alone. Neither a student nor the instructor leave alone. Assignments for Individuals Prior to Study Team, Read Chapter 2, Making Content View Chapter 2, Making Content Module 1 and 2 Review Chapter 1 and 2, 99 Ideas Read Chapters 3, 4, and 5 in Making Content Find Student and Secure parent permission for this practicum *** Assignments for Study teams Discuss Chapter 1 Making Content, question 2 on page 20 After reading Chapter 2, do the following: Discussion of the difference between content and language objectives, and practice writing them. Discuss the Teaching Scenarios from the end of the chapters 1 and 2 Discuss questions 1, 3, and 4. As a group, develop questions about the SIOP model and your practicum. Send them to the instructor as a group. Week Two This is a week of field work in which you will complete interviews and submit the paper. Assignments for Individuals Field Work: Gather the information you need through interviews with the Content Area Teacher AND ESL Student, Level 1, 2 or 3, in grades Read Chapters 6 and 7 Making Content Read 99 Ideas page 13 to understand alternative materials, and pages (Planning) for Week 4. View Chapter 3, Module 1 and 2, Chapter 5, Module 2 and think of purposeful teaching as well as strategies and classroom visuals to make lessons comprehensible. Review the SIOP Model and Format your interview results to the instructor.

18 Assignments for Study teams Review the remaining chapters and 99 Ideas Discuss your individual students, results of the interviews, and directions to take. Create drafts to work on in class next week. Week Three Classwork 1) Share your teacher and student interviews. 2) Language and Content Objectives for the field work. 3) Chapter 4 Making Content, Comprehensible Input. discussion 4) Plan your essential vocabulary for your field work. The vocabulary needs to be in categories: content words, process/ function words, AND any English structure needed 5) Chapter 5 Making Content, Strategies Review: Metacognitive, Cognitive, and Social/Affective, Page 96 6) Scaffolding 7) Strategies 8) LAST: Review the assignments. Assignments for Individuals Continue work on your SIOP Plan Begin planning visuals for your field work. Begin to create charts, graphs, organizers, realia. Begin creating word sorts and games, cloze activities, and adapted texts. SIOP Overall Plan approval: your Overall SIOP Plan including student background, Language and Content Objectives, and the Essential Vocabulary (in the three categories) to the instructor. Assignments for Study teams (This can be done with a meeting, electronically, or conference calls.) Support each other in reviewing the Overall SIOP Plan beginning components. Support each other in reviewing the first lesson. Begin designing your meaningful activities for your field work. Share the visual, games and activities you ve begun to create. Week Three and Four Assignments for Individuals IMPORTANT: You may begin your practicum in week three or four PROVIDED you have had your overall plan and lesson one and two approved. Field work/ Practicum Complete your first two SIOP lessons for your field work. the 1 st and 2 nd lessons to the instructor for approval. Send 1 st lesson with reflection when teaching is completed. Send the 2 nd lesson with reflection when teaching is completed. Future lessons do not need approval unless specified in previous communication. Two additional lessons with reflections must be sent to the instructor. Assignments for Study teams (This can be done with a meeting, electronically, or conference calls.) Support each other in Designing Interactions for your field work. Use at least two different types. Copy the instructor on one for week three and one from week four. Label the Subject line as follows: ESL 529. Support from (Name) to (Name) Continue to guide each other on the complete SIOP global plan. Support each other in technology so that each student can submit the final portfolio in one document, including evidence of each lesson. Week Five, Six and Seven Assignments for Individuals Field Work: Lesson Planning and Delivery Lesson Reflections: Four reflections Complete your portfolio

19 No study Team during this time. This time needs to be added to your field work preparation & instruction. Week Eight Classwork 1) Debriefing 2) Sharing of portfolios and materials used during the practicum 3) Complete the instructor evaluations 4) Marilyn Friend s Six Models of Co- Teaching 5) Celebrate our successes! Action Research 6) Submit Portfolio BEFORE class

20 Assignment Timeframe Assignments due before class of Week 1 Assignments due before class of Week 2 Assignments due before class of Week 3 (Field work) Assignments due before you begin the practicum experience Assignments due before class of Week 5 (Field work) Assignments due during Week 6 and 7 (Field work) Assignments due before class of Week 7 (Field work) Assignments due at class of Week 8 Read Chapter One Secure student & parent permission Section One: Student & Teacher Interview Lessons 1 and 2 Section Two: First eight sections of the OVERALL SIOP plan All Lesson Plans and Reflections Option: SIOP Overall Plan draft for feedback. Portfolio: Section one, two, four, and five. Materials presented in class. 16 possible points 20 possible points 40 possible points for plan Recommendations: 12 points Final Reflection: 12 points