Foundations for Second Language TeachingSession 1: Exploring My Culture and ELs StrengthsSession 2: Developing Understandings of Culture--Mine and My ELsSession 3: Considering ELs as a Resource in My Teaching Session 4: Developing Knowledge of Assets and Legal ObligationsSession 5: Attending to Standards and Classifications with WIDASession 6: Positioning ELs within the School GameSession 7: Promoting ELs Learning through My LearningSession 8: Celebrating and Presenting My LearningSecond Language AcquisitionSession 1: Language and IdentitySession 2: Who are Our ELLs? Defining Needs and StrengthsSession 3: Current Realities: ESL Programs and PracticesSession 4: Creating Comprehensible InputSession 5: The Role of InteractionSession 6: Stages of Development and Errors and FeedbackSession 7: Proficiencies and PerformancesSession 8: Displays of Professional DevelopmentAssessment for Linguistically Diverse StudentsSession 1: Understanding My Role as an AssessorSession 2: Developing Understandings through MediaSession 3: Designing for Understanding Using Standards for Effective PedagogySession 4: Considering Alternative Assessments in Relationship to ELsSession 5: Designing and Developing AssessmentSession 6: Debating and Responding to Assessment IssuesSession 7: Developing Knowledge for Practice and AdvocacySession 8: Revealing My LearningDeveloping Second Language LiteracySession 1: Analyzing My Literacy BackgroundSession 2: Increasing Awareness of Language, Literacy, and PowerSession 3: Designing a Literacy-Focused ClassroomSession 4: Building Knowledge of Academic Language Session 5: Assisting Students in Understanding and Constructing Texts Session 6: Intentionally Teaching Writing in Content Area Instruction Session 7: Critiquing, Reviewing, Editing, and Revising my Unit Plan Session 8: Sharing My LearningIntegrating Content and Language InstructionSession 1: Positioning Myself to Integrate Content and Promote Academic LanguageSession 2: Deepening Understanding of TELL Conceptual ToolsSession 3: Building Knowledge of Vocabulary Session 4: Strengthening Curriculum by Adjusting for ELsSession 5: Learning from Feedback Session 6: Practicing Developing MSDLAsSession 7 Using MSDLAs to Review SIOPSession 8: Demonstrating My Knowing of Integrating Content and Language InstructionFamily, School, & Community Partnerships Session 1 Community, Assumptions, and PTA StandardsSession 2: Preparing to Cross BordersSession 3: Family and Community EngagementSession 4: CollaborationSession 5: Exploring Community ResourcesSession 6: High Expectations for English LearnersSession 7: Responding to Student and Family NeedsSession 8: Advocating for Students and Families

Second Language Acquisition

The purpose of this facilitator guide is to provide you with support in fulfilling your responsibilities as a facilitator. If you find as you are going through the course that you need additional information or guidance to complete a task, please feel free to reach out.  

Materials for this course:  

Time Requirement:  

We have sought to allow the facilitator 5 minutes in each session to review homework with teachers. Time is always tight so you will need to make sure you track it carefully.

Your teachers will receive 3 credits for completing the eight sessions. This means that you need to assure that the teachers have met the time demands for the credits earned.  You will do this by: 

For this course, we use EdTech Books (The link to this book is https://equitypress.org/-FAY). This is an open access online platform. For this reason, please encourage teachers to bring their electronic devices (tablet, laptop, etc.) to class. Within the book, you will find active viewing guides, directions for learning activities and directions for homework assignments (descriptions of these assignments are found below). When teachers are asked to complete worksheets or other kinds of consumable materials, there are links within the texts that will take them to those resources. If you find the use of links problematic, you can open the link yourself and print the materials for you class. This will depend on internet accessibility for you and your teachers.  

There are links embedded throughout the course. They are often part of the instructions and simply look like blue words. You can click on these words and it will open a new webpage to Box Online (this is the online storage place that we use). Once you see the document in Box, teachers will need to download the document to their device and then they can fill it out. If you would like to provide them with the paper copy, and bypass having each teacher download and email or print to turn it in, you can download it to your computer and make copies of everything they will need for each class session. We will not prompt you to do that unless hard copies are needed for the activity.  There are also other links throughout the course that will take you to different online resources that you will need (videos, etc.).  

Types of Activities in the Course 

Active Viewing Guides: Active Viewing Guide (AVG): These refer to videos or power points teachers need to watch and participate in (if viewed during class time). There are links to the object to be viewed and the notetaking sheet in the materials. The links allow them to review these again if they want since these are somewhat similar to a textbook in terms of providing content. 

 There are 2 kinds of active viewing guides (AVG) that may be used in this course: 

Learning activities (LA): These are the activities you and the class will complete during the session.  Some are stand-alone activities, and some tie to homework from the previous week, and others may build on the previous activity.  Pay attention to the number of minutes allotted and make every effort to stay within that time limit. 

Homework activities (HW): These comprise 5-6 homework activities teachers need to complete to prepare for the next week’s activities.  If someone is absent from a week, be sure to remind them to do their homework, as often they give the background for the next session’s learning activities.  The first one is always a reflection on changing their practice and is explained in HW 1.1. Be sure to save enough time at the end of each session to briefly go over the homework for that session. 

Guidance for Teaching: Below you will find information for each of the sessions which explains what you need to do for each learning activity and introducing the homework at the end of each session. This allows you to prepare for each session.  Prior to beginning LA 1.1, explain what teachers need to know from the information above. 

Another thing to remember is that teachers must receive a grade of B (or 80 % or better) in order for this course to apply to their ESL endorsement.  Be sure they understand that they need to keep track of their points themselves as well as you keeping them.  Make a copy of the total points for each teacher so you can mark grades as assignments are completed.  

It’s a good idea to purchase marker sets (or get them from the district)  which you can store in small zip-loc bags to bring with you to class each week.  As we use groups of 4 a lot, if your class has 28 students, make 7 bags.  It makes it convenient to just distribute them to the tables when they are needed.  We also make notes in the facilitator guide if you need poster paper or other size papers or other unique materials.

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