Welcome to Week 4

ELL 240

Greetings Scholars and Future Teachers!

This fourth week presents you with four big ideas that will drive your work with your ESL learners. To start, you will read bout the importance of action research. In our profession, teachers are currently using data and observations to reflect, revise and change practices for maximum effectiveness. Unfortunately, the typical outsider to the education system has little awareness of this careful attention to instructional practice. That is why chapter thirteen is essential this week so you can build your knowledge about the importance of truly developing your ability to be a reflective practioner.

A second big idea this week involves being intentional about planning instruction that targets the five language domains: listening, speaking, reading and writing. There are simply never enough instructional minutes in the school day, so an effective teacher must preplan lessons so that the domains interweave to support both receptive and productive language in social and academic contexts.

The third foundation learning form this week is that effective teachers use a Total Physical Response Approach (TPR). Psychologist James J. Asher’s contribution to teaching ELLs states that language is learned as the students listens what is modeled, watched actions, and produces orally when ready. In the trenches, I know this to be an effective practice. Brain researcher also supports the fact that kinesthetic students benefit from an action associated with a vocabulary words or targeted phrases. TPR is a must have in your teacher toolbox.

A fourth driving idea this week includes delving into what the term sheltered instruction. It is the most widely practiced set of strategies for ELL students, and No Child Left Behind requires all teachers to be highly qualified in this skill set. The list is growing thanks to action research, and chapter seventeen looks at graphic organizers, schema building and word study. The way that I think about SI, is I want to use every tool to make input comprehensible. I think about baby steps with tons of support. Graphic organizers are the top of my list. We use them in them in all levels of classrooms from teaching one vocabulary word, to teaching concepts such as magnetism. There is a graphic organizer for any need and any learning style. This is my favorite site http://www.enchantedlearning.com/graphicorganizers/

Whether you are the primary teacher for your students, or teach small groups with a ESL pullout program, you are always working to develop the function and form of language along with fluency and vocabulary. The materials and curriculum you use may vary among schools and districts, but your approach to working with your students should always include patience, knowledge of language acquisition, and implementation of SDAIE techniques. Above all, be intentional and have fun with the process!

Enjoy this week of learning. I am a click away if you need anything at all.




Let's Get Reading!

    How to Reach and Teach English Language Learners:

Chapter Thirteen – What We Do Matters: The Importance of High-Quality Instruction

This chapter emphasizes the importance of high-quality instruction and the

positive effects of action research.

Chapter Fourteen – Using the Four Domains of Language in Teaching

This chapter reviews the four language domains and introduces the

the thinking domain as an important consideration.

Chapter Sixteen – Total Physical Response

This chapter defines total physical response and provides examples of it's

application in classes.

Chapter Seventeen – Sheltered Instruction

This chapter describes sheltered instruction as a set of strategies to use for

acquiring academic language. THIS is a very important chapter that introduces

ISOP strategies.

Chapter Eighteen – English as a Second Language

This chapter defines English as a second language and differentiates it from

strategies used with English language learners

Let's Get Busy

Discussion # 1
  1. A Level 3 Science Lesson

    Chapter Fourteen of your text offers a Level 3 Science Lesson. Read the lesson and answer the following questions:
    1. Was this lesson appropriate for level 3 (speech emergence)? What are the characteristics of the lesson that make it appropriate or not appropriate?
    2. How many opportunities did students have to listen/speak/read/write? Do you believe any of these domains should have more focus/less focus or should they all be given equal attention?
    3. How does having students actively using the four domains help increase their knowledge of the content?

    Guided Response: Review several of your classmates’ posts. Provide feedback in terms of improving this lesson to accommodate (improve) the opportunities for listening, speaking, reading, and writing. Also, offer suggestions for including the thinking domain. Respond to at least two of your classmates.

Discussion #2: Quiz A Peer

Chapters 16, 17, and 18 provide a cognitive progression of Sheltered Instruction and English as a Second Language Instruction as they are used to lead to effective language acquisition. In this discussion post, read the three assigned chapters and complete each of the tasks below.

  1. In your own words, summarize one of the following main ideas from the reading:
    • Asher’s Total Physical Response
    • Sheltered Instruction
    • English as a Second Language vs. English Language Learners

    Be sure to include descriptions, definitions, comparisons or any other information that will help a first-time reader have a working understanding of the topic you choose to summarize.
  2. Create five questions about the topic you chose. Summarize and list the questions in an organized fashion so one of your classmates can answer them.

Guided Response: Review several of your classmate’s posts. Respond to two classmates who chose to summarize the topics that you did not and answer the questions they created. After posting the responses to their questions, summarize what information was solidified as a result of their questioning strategy. Most importantly, offer suggestions that will help your classmates to more effectively cover any information that should be stressed about the topic they summarized.


Modify a Lesson Plan

From one of the three websites listed in the required readings, find a lesson plan addressing any content area you wish.

Analyze the plan and determine whether it is an effective approach for English language learners (ELLs).

If it is, tell why by addressing how it is differentiated, how sheltered instruction is used, and how the plan applies strategies for ELLs and English as a second language (ESL) learners.

** If it is not, modify the plan to include the components previously mentioned.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your journal entries.