CoverFoundations 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

Session 8: Sharing My Learning

LA 8.1—In pairs or trios assigned by you, each group is assigned one of the three Literacy Guidelines for ELs found in the link as well as one of the principles beneath it. They are given time to create a 5-slide power point or prezi to do the power point according to the instructions in the learning activity. Once they are finished with that, call groups to show their power point beginning with Build, then Expand, and finally Create. The class will glean information from the different presentations on each of the guidelines and its accompanying two principles.  

LA 8.2—Teachers self-select a group of 5 consisting of people they haven’t worked with a lot during the course and preferably mixed with elementary and secondary represented in each group. In the group setting, each person takes a turn sharing the part of their unit they are very happy with, tying it to the objectives of the unit and the accommodations they made for their two students. If you have time, have them switch groups and do it again. You should circulate around the room listening and asking questions. 

LA 8.3—This ties to one of the homeworks from session 7 in which teachers read two quotes and then identified one way they are willing to improve as a teacher to become their best-loved teacher. Teachers ‘roam the room’ and form a group to share their commitments with They can also share what they’ll do to become their best-loved teacher self. Then they move to another group of three until you determine it’s time to stop. Have teachers write down some of the things shared to reflect on as they move forward teaching ELs. 

Be sure you have access to each person’s final project and explanatory document for grading purposes and send them on their way.  


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