Methods and Materials for Teaching ESOLSchedule and Activities2005

Schedule is subject to change as needed.

All course work should be completed in the sequence outlined in the schedule. Email should be checked every Monday and Friday.

Session 1 (March 14, 2005)Read the syllabus and click on all the links to check if they are working. Complete the chart below. Email your response to your instructor.

Complete the KWL Chart below:

What do you already KNOW?(related to Methods and Materials for teaching ELL students?)

What do you WANT to Learn?

Where in the syllabus can you get the information to help you with what you want to learn?

Online hours: 1 Contact requirement: email the instructor with the answers and confirmation that you have reviewed the syllabus and checked the links.Date assignment due: March 14, 2005

Session 2Read the introduction to (Making It Happen; pages 1–11). It gives an overview of the textbook. Your chapter readings begin on page 16. There is an introduction page to this section as well as questions to answer before reading (this is optional).

Read Chapters 1 & 2 Chapter 1- (From Grammatical to Communicative Approaches; pgs. 15-28)Chapter 2 – (The Classroom As an Environment for Language Acquisition; pgs. 29-48)

Theories and /or ApproachesComplete the comparison chart below of each theory and or approach.

Approaches and or theories

Grammar Based

Grammar Translation

Audiolingulism

The Direct Method

Cognitive Code Approach

The Language Acquisition Device

Universal Grammar

SimilaritiesDifferenceDeveloperContributions to teaching ELL students

Activity 1Complete the activity below. It will help you to judge how much of the text you remember.

http://www.quia.com/cm/76970.html

Online hours: 4 Contact requirement: email the instructor your assignments.Date assignment due: March 20, 2005

Sessions 3

Read Chapters 3, 4, &5.Chapter 3- (The Role of Interaction; pgs. 49-69)Chapter 4- (Participatory Language Teaching; pgs. 70-91)Chapter 5- (Literacy Development and Skills Integration; pgs. 92-109).

Activity 2Complete the activity below. It will help you to judge how much of the text you remember.

http://www.quia.com/cz/55297.html

Activity 3Tao is a new student in your class from China. What should you want to know about him? ( Refer to Amazing English- pages 4, 5, ,6 ,7 and 9).

Activity 4Questions

Describe Vygotsky Zone of Proximity.What is Participatory Teaching?What are some strategies to use when facilitating the reading experience?

Activity 5Students enrolled in ESOL classes are taught in four domain areas, listening, speaking, reading and writing. On pages 85 – 88 (Making It Happen) in your text, are suggestions for assisting students. These are good ideas.Answer the questions on page 91 (Making it Happen) in your text.

Activity 6Copy the following paragraph. How did you feel copying it? What strategies did you use to help you to be able to write? (The purpose of this activity is to get you to see how it feels to copy something that you cannot read.

Fue el Gorila

Barbara Shook Hazen

La imaginación de un niño confunde al lector, quien se pregunta si realmente "Fue el gorila". Este tierno texto presenta un diálogo entre la madre y el hijo quien trata de hacer ver a su madre que realmente en su cuarto está un gorila. Este gorila es el culpable de todo el desorden que se presenta en la habitación. Queda del lector el creerlo o no. Las bellas ilustraciones de Ray Cruz hechas en blanco y negro capturarán la atención visual del niño y lo introducirán a una forma original de artes gráficas

This is the third session. You are to email your teacher a 1-page reflection summary of the information read.

Complete the quiz below (this is the midterm exam).http://www.quia.com/cm/76970.html

Online hours: 4 hours Contact requirement: email the instructor your assignments.Date assignment due: March 26, 2005

Session 4Read Chapter 2 Amazing English- Language and Language Acquisition pages 18 – 20 – 21. Chapter Questions1. What are the four stages of Language Acquisition?2. What is BICS? 3. At what stage can a student develop BICS?4. What is CALP?5. How many years does it take before a student reaches this stage?6. How can the student's primary language be utilized in the classroom setting?7. How is language acquired?8. What are Krashen's Affective Variables?9. What is Comprehensible Input? How do you provide Comprehensible Input?10.Give two examples of Display questions and Referential questions.11. What are the stages of Language Acquisition?

Activity 6Jose has been in the U.S. for one (1) year. He learned some English in Mexico. He can speak English but cannot function academically in English. Is he at his BICS stage or CALP stage? Explain your answer.

Online hours: 2 Contact requirement: email the instructor your assignments.Date assignment due: March 30, 2005

Session 4

Read Chapter 6, 7, 8.Chapter 6- (The Affective Domain; pgs. 110-129)Chapter 7- Language Assessment and Standards; pgs.130-154)Chapter 8- Physical Involvement in the Language Learning Process; pgs. 157-168)(Amazing English pages 10 – 19)Complete the activities below related to the chapter reading

Activity 7Setting -Two teachers in the hallway talking. Teacher 1: Please tell me that Mr. Jones is not coming to my classroom with another student who does not speak English. Teacher 2: Better you than me. I have 5 already and I put them together and let them draw while I work with my classTeacher 1: I do not believe you said that, I try to use activities to include the student in the lesson. I said I hope he was coming my way because I have two students already over the class size of 22.

Discuss what should be done with Teacher 2 as it relates to the chapter readings on Affective Domain.

Activity 8Describe ways to involve parents from your readings (use bullets).Examples:http://www.med.umich.edu/1libr/yourchild/educate.htm

Activity 9Complete question 3 on page 129 (Making it Happen) Complete questions 5 on page 129.

Online hours: 3 hours Contact requirement: email the instructor your assignments.Date assignment due: April 12, 2005

Session 5Read Chapters 9, 10, 11.Chapter 9- Communicative Practices; pgs. 169-197Chapter 10- Chants, Music, and Poetry; pgs. 198-212Chapter 11- Storytelling, Role Play, and Drama, pgs. 213-231

Activity 10

LectureDownload the handouts

Complete the activities below related to the chapter readings. Review the strategies and descriptors of each. Apply them to the activity that follows.Strategies are from both textbooks.

FYI

Methods for English Language Development

Total Physical Response- (TPR) Developed by James Asher

This method involves giving of commands to which the students react.

Example: The teacher will say: “Point to the door”, and the students will point to the door. The commands are given to the class as a whole, to small groups, and to individuals. Eventually the student moves to the production stage and is able to give commands.

Examples: The teacher will demonstrate each action:Stand upSit downTurn your head to the rightYawnSpell your name

Game: Identifying EmotionsAfter the class has acquired simple commands such as “cry or “laugh”, pictures can be placed across the front of the room of people clearly demonstrating such emotional reactions.

Disadvantage-The commands do not, except in some adaptations, and adhere to a logical sequence based on experience.

The Language Experience Approach

The language Experience Approach (LEA) is a technique that naturally extends oral language development into reading and writing, using and validating the student’s own authentic language.

Example: Sharing and discussing an experience (a field trip, science experiment, or literature selection).

Advantages “Core” reading material is familiar, relevant and non-threatening,

since it is the student’s own language. The student’s language has value and serves to further literacy

development. The value of life experiences, interests, ideas, and culture are

demonstrated both intrinsically and as a source of learning in the classroom.

The integration of listening, speaking, reading, and writing is demonstrated.

A shared “background” is assured by the shared experience. It does not assume a single cultural or linguistic background.

LEA can be modified for students at all stages of language proficiency.

Conventional use of language (including mechanics) is modeled.

Shared/ Modeled Writing

Shared or modeled writing allows students to see the teacher as a writer as well as a reader. Shared or modeled writing involves thinking out loud as you write. The teacher asks questions that draw on and guide students in utilizing the cueing systems and conventions of print.

Examples: The teacher will ask students as she writes questions similar to this, “Where do I begin writing? What sounds do you hear? What letter comes first? What should I write next? Do I need a capital letter? Question mark?

Emergent/Developmental Writing

In this method, students learn to write by writing. The teacher must value the students’ writing (from scribble to drawing to invented spelling, to conventional writing).

Teachers should encourage frequent and varied writing. Writing should occur across the curriculum.

Examples- Students can label, list, caption, describe, journal, and create in print.

The classroom should be filled with student’s work, environmental print, literature and language.

Read Aloud

Reading aloud allows students to listen and absorb the sounds of language. Selections should be made based on student’s interests.

Advantages: students develop vocabulary, are exposed to varied story structures, genres, authors, and illustrators.

Examples: Students read a story to the class or teacher if the students’ language proficiency levels is advanced enough to do so. Students at the beginner and intermediate level may read parts of a story after the teacher reads it or with the teacher.

Shared Reading

This method involves students sitting close together to share a good story, poem, or song.

Examples: The teacher introduces a story (high interest) to the students by focusing on the title, cover, and cover illustrations. The teacher elicits responses to questions such as – What do you think will happen in the story? Why do you think the story is starting here? The teacher reads the selection modeling good use of language and characterization. The story is read and students participate by reading the text with the teacher, repeating text, role-play and or sound effects.

Guided Reading

In this method, the teacher guides students to talk, think, and question their way through a text that is slightly above their independent reading level. Attention is given to explicitly developing the cueing systems and concepts of print they are using.

Advantage: It enables students to develop strategies, skills, confidence, and an identity as a reader.

Examples: The teacher selects text that matches the students’ instructional level. Discussions are held prior to reading about the book. The teacher models language and concepts as the student listens.

Content-based ESL

This method utilizes content, or subject – area material, as a vehicle for language acquisition and development. The content is modified to match the beginning language proficiency of the students and is best used within a comprehensive ELD program.

Examples: Social Studies (primary- Community Helpers)- Students learn to name people, clothing, places where people work while learning vocabulary that is applicable for all content areas.

Phonics/Phonemic Awareness

Phonemic awareness involves a student’s ability to discern the sounds in a word, and then to distinguish between words based on these sounds. For English learners, phonics strategies are developed and explicitly taught through contextualized reading and writing activities. These “contextualized” activities are embedded in numerous instructional approaches, and can take on many forms:

Making alphabet books Writing poetry Innovations. Recreations Identifying matching letters and words from a group story or

daily news, Identifying sound or spelling patterns, Singing and writing lyrics to songs.

A Balanced English Language Development ProgramDeveloper- not identified

In this method, lessons are written that use activities that include the following:

Content based- it is used as the vehicle for language development

Literature based – used as a tool for language (including literacy) development and enrichment; and Communication-based- interactive activities, or language

engagement are used as tools for language development. (This technique, in many instances, is similar to the Task-based approach, which requires students to use language to accomplish a given task or solve a problem

The Natural Approach

In this method, language is learned naturally.

Examples: Guess What’s on the Box?

Have a box filled with objects whose names are already familiar to the students. Describe a particular object and have the students’ guess which object is being described. Once the object has been correctly named, remove it from the box and give it to the student temporarily. Once all the objects have been handed out, you can then ask that the objects be returned. “Who has the rubber band? And so forth.

Jazz Chants, Music, and Poetry

Jazz chants were developed by Carolyn Graham, an ESL teacher and jazz musician, in order to provide language learners with a rhythmic means for improving speaking and listening skills. Through the chants, students can be exposed to natural intonation patterns and idiomatic expressions in often provocative. Sometimes humorous situations.

Examples:Would you like No thanks, I’m on a diet. a fried egg? Please don’t fry it.Would you like Please don’t fry it. a fried egg?

Music

Music reduces anxiety and inhibition in second language students. It is a great motivator in that its lyrics are often fraught with meaningful input. Through music, language easily finds roots in the experience of students at any age or proficiency level.

At beginning levels, music can be used to each basic vocabulary. Colors, body parts, simple actions, clothes, and names of people are only a few of the concepts that can be taught through music.

Storytelling, Role Play and Drama

Storytelling, role-play, and drama through their attention to human experience, can involve students in highly motivating activity. Because students can lose themselves in the characters, plots, and situations, they are more to receive the benefits of reduced anxiety levels, increased self-confidence and esteem, and heightened awareness.

Games

Games can be used to develop or reinforce concepts, to add diversion to the regular classroom activities, or just to break the ice. The most important function of games is to give practice in communication. It is recommended that competition to be downplayed for most games, that the rules are few, and that they be clearly explained and demonstrated when possible.

Affective Activities

One reason for using this method in the classroom is to help students reach an understanding of those beliefs and behaviors that give meaning to their lives. These activities can provide motivating dialogue in the target language and serve as a way to bring individuals and groups closer together.

Although many benefits can accrue from the use of affective activities, they are not suited to everyone. Teachers who are not comfortable sharing feelings and opinions, teachers who want to turn them into therapy and. or sensitivity systems on others are not good candidates.

The activities must be appropriate to the proficiency and age levels of the students as well as to the cultural environment in which they are used. They should be non-threatening and generally positive in nature. Certain ground rules must be adhered to concerning the right to pass, the right to be heard, and the right to have one’s opinion respected. If the class atmosphere is warm and accepting and the teacher wise and caring, affective activities can carry the students far in the language acquisition process.

Example:

My Own SpaceIf the room is large enough, you might want to give each student (especially younger ones) some bulletin board space. Freestanding bulletin boards work well for this purpose. Each student can use the space for things that are important to him or her but that could be replaced if lost or damaged; favorite sayings, reprints of family pictures, art work, compositions, poetry, pictures from magazines. Students may want to rearrange their spaces from time and put up new things.

Cooperative LearningDeveloped by: Robert Slavin

This method is effective for students at all academic levels and learning styles. Cooperative learning involves student participation in small-group learning activities that promote positive interactions. Through shared learning activities, students learn from their peers.

Dialogue Journals

This approach is a way for teachers to engage students in writing. Students write in a journal, and the teacher writes back regularly responding to questions, asking questions, making comments or introducing new topics.

Strategies/Methods

Providing Comprehensible InputUsing Appropriate Question StrategiesDisplay and Referential QuestionsMatching Questions to Language ProficiencyTreat Errors Appropriately Balanced ELD ProgramDeveloping Language Using the Language Experience Approach

Developing Language Using Total Physical ResponseDeveloping Language Using Content Based ESLUsing MusicUsing VideosUsing Technology (CD-Rom)Communication-based activitiesVisual, Manipulatives and RealiaPhonemic AwarenessThe Language Experience ApproachRead AloudShared Reading Guided ReadingIndependent ReadingShared Modeled WritingEmergent Developmental WritingProcess WritingReader’s WorkshopWriter’s workshopDirected Reading Thinking ActivitiesJournal and Learning LogsReproductionsInnovationsStory MappingStory Reporting MapSimple RetellingExcitement MapsActual MapSymbolic Map

Activity 11Match the Strategy

http://www.quia.com/jg/621148.html

Activity 12Apply the Strategy

Complete each statement with the correct strategy.

1. Pictures are used to aid students in associating sounds and letters of the alphabet to words. This activity can be associated to what teaching strategy. __________________________________

2. After the trip to Savannah, the teacher had the intermediate and advance students to write stories about their experiences following the steps she had introduced them to during previous

lessons What teaching strategy is she using?___________________________________________________

3. The teacher is guiding students to talk, think and question their way through text that is slightly above their independent reading level. Attention is given to explicitly developing the cueing system and concepts of print they are using. A picture walk and talk is used as activities. What method or strategy is the teacher using? _______________________________________________________________

4. Jose chooses a book to read. He shared it with his classmates during story time (the teacher assisted). He showed the cover, and many pictures. The teacher helped him read the book. He had asked many times. What teaching strategy did she use?_____________________________________________

5. After introducing skills thru varies methods and activities, that include lots of comprehensible input, speech emerges naturally. What approach is this? __________________________________________

6. What are some examples of relia? _____________________________________________________

7. The teacher directed the students through a reading selection. After which, the students wrote as the teacher modeled and wrote. What teaching strategies did she use? ____________________________

8. List and describe four ways to demonstrate parts of a story or a story. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9. Teaching grammar can be done through reading, writing and listening activities. What do you think? ________________________________________________________________________________________________________________________________________________________________________

10. In every ESOL lesson, students should use English in four ways. What are they? __________________________________________________________________

11. T/F________________. TPR cannot be used with high school students.

12. List four accommodation strategies_______________________________________________________

13. Students at the beginner level can answer yes no questions. T____F_________________

14. Students at the intermediate level can answer comprehension questions. Yes_________ No_______.

15. Juan is new to your class. You tested him and he scored at the intermediate level. You give him activities where he has to read. Can he do it?_______________________________________ Why?

16. The teacher had crossword puzzles, concentration games, videos, and several

songs available to use in her lessons with students. What are some of the

instructional strategies that will be used in the class? ________________

Class presentations. Come on one of the days listed below.

Presentation of StrategiesDays Monday, Wednesday, Thursday

April 18, 20, 21

Time: 4p.m. 5 p.m. or 6 p.m.

Lecture- announced later

Activity 13Give examples of each strategy. Submit in a PowerPoint.

Activity 14Compile a list of assessments that include visuals and demonstrations. Submit to your instructor.

Online hours: 6 Contact requirement: email the instructor your assignmentsDate assignment due: April 20, 2005

Read Chapters 12, 13, 14Chapter12- (Games; pgs. 232-241)Chapter 13- (Ways to Promote Literacy Development; pgs. 242-278)Chapter 14- (Affective Activities; pgs. 279-300)

Online hours: 2 Contact requirement: noneDate assignment due: none

Read Chapters 15, 16, 17Chapter15-(Devising a Plan; pgs. 301-333)

Chapter 16- (Tools for Teaching Languages: Textbooks, Computer Programs, Videos, and Film; pgs. 334-352)Chapter 17- (Teaching Language Through The Content Areas: Program Designs and Political Implications; pgs. 353-376)

Lesson Plan Demonstrations. Week of April 25 – 30, 2005.

Online hours: 2 Contact requirement: noneDate assignment due: none

Read Chapters 18, 19, 20Chapter 18- (ESL Programs; pgs.377-419)Chapter 19- (Foreign Language Programs; pgs. 420-445)Chapter 20- (Two-Way Bilingual Programs; pgs. 446-465)

What program models are used in Georgia?List the programs used in APS. Explain each.

Online hours: 1 Contact requirement: noneDate assignment due: none (place the assignment in your portfolio)

Activity 14CHATTo be announced

Online hours: 30 minutesContact requirement: TBDDate assignment due: TBD

Activity 15Complete your ProjectsSee forms in folder

Online hours: 15 hours Contact requirement: NoneDate assignment due: May 17, 2005

Activity 16Final Exam- due May 21, 20051 hourTo be posted later

Activity 17

Field ExperienceMs. Johnson will contact each of you when you complete the class course work. Field Experience is completed after all course work has been submitted.

Online hours: 15 hours Contact requirement: TBDDate assignment due: TBD

Activity 18 Portfolio Online hours: 2 hours Contact requirement: TBDDate assignment due: May 28, 2005

Activity 19 Submission of Portfolio due June 1, 2005 1.5 hours