tag:blogger.com,1999:blog-47297649282044019702024-02-18T18:25:35.984-08:00Bilingual Education News Mannheim District 83Anonymoushttp://www.blogger.com/profile/17645394597888162490noreply@blogger.comBlogger10125tag:blogger.com,1999:blog-4729764928204401970.post-9639299176583189802018-01-28T10:18:00.002-08:002018-01-28T10:18:41.144-08:00Chapter 6 - Reading in a Second Language and Culture<span id="docs-internal-guid-32301cc9-3dfa-50f6-e528-fa3d9a1879e2"><div>
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<span style="font-size: 11pt; white-space: pre-wrap;">What strategies did you use to understand the three paragraphs with unorthodox orthography? Would such and activity be helpful in explaining to teachers how difficult making meaning can be for ELs? (p. 136)</span></div>
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<span style="font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">Describe the three kinds of knowledge on which readers draw to gain meaning from text. (p. 137) Goodman (1967)</span></div>
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<span style="font-family: Arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">3. Please define SCHEMA Theory as it applies to reading. (p.139) </span></div>
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<span style="font-family: Arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">4. Why is what a teacher does before a book is read extremely important scaffolding for reading and comprehension? (p. 144)</span></div>
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<span style="font-family: Arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">5. How does the author define the difference between skimming and scanning the text? How </span><span style="font-family: Arial; font-size: 11pt; text-indent: 36pt; white-space: pre-wrap;">does </span></div>
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<span style="font-family: Arial; font-size: 11pt; text-indent: 36pt; white-space: pre-wrap;"> making predictions about the text encourage students to read the text more </span><span style="font-family: Arial; font-size: 11pt; white-space: pre-wrap;">interactively? (p. 154)</span></div>
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<span style="font-family: Arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">6. What did you think about the suggested strategies students can use to work out meaning of </span></div>
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<span style="font-family: Arial; font-size: 11pt; white-space: pre-wrap;"> unknown </span><span style="font-family: Arial; font-size: 11pt; text-indent: 36pt; white-space: pre-wrap;">words? How can we support teachers in reminding students of these strategies during </span></div>
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<span style="font-family: Arial; font-size: 11pt; white-space: pre-wrap;"> reading? </span><span style="font-family: Arial; font-size: 11pt; white-space: pre-wrap;">(p.155) </span></div>
<br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /></span>Anonymoushttp://www.blogger.com/profile/17645394597888162490noreply@blogger.com19tag:blogger.com,1999:blog-4729764928204401970.post-86420053863438140702017-12-21T15:41:00.001-08:002017-12-21T15:41:15.717-08:00Scaffolding Language:Scaffolding Learning Chapter 5<div class="MsoNormal">
Scaffolding Language: Scaffolding Learning – Chapter 5<o:p></o:p></div>
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</span></span></span><!--[endif]-->Describe some challenges that ELs may encounter
when attempting to write in English.<o:p></o:p></div>
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</span></span></span><!--[endif]-->How are genres cultural and shared by members of
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and argument) p. 102 -108.<span style="mso-spacerun: yes;"> </span>Is there
anything from this section that resonated with you so that you may further support
teachers working with ELs in writing?<o:p></o:p></div>
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<!--StartFragment-->
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<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->The Teaching and Learning Cycle has four
stages.<span style="mso-spacerun: yes;"> </span>These are: Stage 1-Building knowledge of the
field; Stage 2- Modeling and deconstructing the genre; Stage 3- Joint construction; Stage 4 –
Independent writing. How could this cycle provide an organizing framework for
an entire unit? <o:p></o:p></div>
Anonymoushttp://www.blogger.com/profile/17645394597888162490noreply@blogger.com17tag:blogger.com,1999:blog-4729764928204401970.post-75599888740057718032017-11-21T13:47:00.002-08:002017-11-21T13:47:47.688-08:00 Scaffolding language: Scaffolding learning - Chapter 3 and 4<div class="MsoNormal">
Chapter 3<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraph" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Why do children tend to work at higher cognitive
and language levels when working collaboratively?<span style="mso-spacerun: yes;"> </span>Please review example on page 51.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraph" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
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group work. <span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraph" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
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<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraph" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->How can the ideas provided for beginning ELs be
integrated in subject topics?<span style="mso-spacerun: yes;"> </span>Consider
ways in which you may be of support to content area teachers in planning to
integrate subject specific topics into lessons and activities.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Chapter 4<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
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between speaking and writing for ELs?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
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</span></span></span><!--[endif]-->On page 86, the author presents introduction of
key vocabulary.<span style="mso-spacerun: yes;"> </span>Let’s discuss ways in
which you have had success in introducing new vocabulary to ELs.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
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to “stretch” language use and production?<o:p></o:p></div>
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<br /></div>
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<br /></div>
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<!--StartFragment-->
<!--EndFragment--><br />
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->What does the author mean by <b style="mso-bidi-font-weight: normal;">literate talk</b>?<o:p></o:p></div>
Anonymoushttp://www.blogger.com/profile/17645394597888162490noreply@blogger.com24tag:blogger.com,1999:blog-4729764928204401970.post-91992428181697189702017-10-04T13:31:00.004-07:002017-10-04T13:33:10.341-07:00<div class="MsoNormal">
Chapter 2-</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
1. What do you think Pauline Gibbons means when she says to,
“scaffold up rather than scale down”?</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
2. How can we create opportunities for all teachers in the
school to become familiar <span style="font-size: 12pt; text-indent: 0.5in;">with </span><span style="font-size: 12pt; text-indent: 0.5in;">second language development
principles?</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
3. Please describe the key features in “dialogic talk”.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
4.<span style="mso-spacerun: yes;"> </span>On p. 43, Pauline
explains that a teacher’s speed of talking is different from the speed at which
new ideas are being presented. How is “processing” delayed for ELs when
teachers move through content very quickly?</div>
Anonymoushttp://www.blogger.com/profile/17645394597888162490noreply@blogger.com15tag:blogger.com,1999:blog-4729764928204401970.post-60775847284970763602017-09-07T12:16:00.000-07:002017-09-07T12:33:37.850-07:00Scaffolding Language Scaffolding Learning: Teaching English Language Learners in the Mainstream Classroom<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZp_zIQrXpXwW01PH0wdHGKFmnxHanKlAaq2ch6YUK41F_FngIsJxIl9sM0ayMG5k-dy1B7jhxBn5_pORx-OJz2Mo9vV3PsUzAPlTRjZdx5oEoq-wZ_650eTaYTRBfN-gmdVk0ItLo8QKq/s1600/Screen+Shot+2017-09-07+at+9.03.16+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="393" data-original-width="267" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZp_zIQrXpXwW01PH0wdHGKFmnxHanKlAaq2ch6YUK41F_FngIsJxIl9sM0ayMG5k-dy1B7jhxBn5_pORx-OJz2Mo9vV3PsUzAPlTRjZdx5oEoq-wZ_650eTaYTRBfN-gmdVk0ItLo8QKq/s320/Screen+Shot+2017-09-07+at+9.03.16+AM.png" width="217" /></a></div>
<br />
<br />
<br />Anonymoushttp://www.blogger.com/profile/17645394597888162490noreply@blogger.com16tag:blogger.com,1999:blog-4729764928204401970.post-16337106551088434572017-02-22T18:20:00.001-08:002017-02-22T18:20:37.421-08:00Collaboration and Co-Teaching - Chapter 8<br />
<br />
1. How do we know how we are doing in the day-to-day
business of collaboration?<br />
<br />
<br />
2. How do we connect our collaborative practices with student
progress?<br />
<br />
<br />
3. Why is reflection a worthwhile process to gather valuable data?<br />
<br />
<br />
4. Please review Table 8.1 - Key Reflective Questions. Feel free to share questions that have been<br />
helpful in getting you started as you seek answers.Anonymoushttp://www.blogger.com/profile/17645394597888162490noreply@blogger.com12tag:blogger.com,1999:blog-4729764928204401970.post-5676067515070123252017-02-14T08:59:00.003-08:002017-02-14T08:59:47.208-08:00Collaboration and Co-Teaching- Chapter 7<div class="MsoNormal">
Chapter 7<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Resources should be readily available for you as
you step into the co-teaching classroom. Think about discussions you should
have with collaborating teachers so that your materials are organized and
ready.<span style="mso-spacerun: yes;"> </span>Explain how you envision
resources being organized in some of the classrooms you support? <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
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2.<span style="mso-tab-count: 1;"> </span>What discussions should you have with your
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</span></span></span><!--[endif]-->Please review Table 7.3 (p. 144) and consider
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<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Honigsfeld and Dove explain the role of the building
administrators in school organization and logistics.<span style="mso-spacerun: yes;"> </span>How could you begin conversations with your
building administrators regarding more effective ELL student placement and creating
a teaching-learning environment that supports teachers in developing
collaborative practices?<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
Anonymoushttp://www.blogger.com/profile/17645394597888162490noreply@blogger.com11tag:blogger.com,1999:blog-4729764928204401970.post-26298581932510149952016-12-28T11:08:00.000-08:002016-12-28T11:08:03.488-08:00Chapter 3 Questions (January 26, 2017)Chapter 3 questions:<br />
<br />
1. Think about the stakeholders in your school community. After you identify them, think of the individuals/teams you have collaborated with and share ways that you have supported them to better understand that collaboration and co-teaching benefits all ELLs.<br />
<br />
2. On p. 42, Simplicio (2007) is quoted, "millenial students are better informed, more technologically savvy, and worldlier, they are also more diverse, more demanding, needier, and harder to teach than any other students in the past". What do you believe Simplicio means by this statement? How could this understanding help you create more collaborative relationships with your school community?<br />
<br />
3. Please review Figure 3.1 (p. 46). How can we work together to have our school community understand that every ELL child "has a story" (p. 45)?<br />
<br />
4. How can the role and responsibilities of the general education teachers change as they collaborate with ESL Resource and Technology Specialists in the school?Anonymoushttp://www.blogger.com/profile/17645394597888162490noreply@blogger.com16tag:blogger.com,1999:blog-4729764928204401970.post-6239962203972269092016-11-10T06:57:00.002-08:002016-11-15T20:47:45.110-08:00Collaboration and Co-Teaching Book Study<br />
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
Questions, Dec. 22, 2016<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Chapter 6</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Questions 1-4:<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">1 1.) </span></span>P.
112 – Vignette, Mr. Timothy is concerned about the inconsistency in which ELLs
are assessed and progress is reported to parents. “Some students are graded
with their current language-proficiency abilities in mind while other ELLs
progress is reported using the same criteria as the general-education
students.<span style="mso-spacerun: yes;"> </span>Mr. Timothy was not heard
because he did not have the same status. <o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<div class="MsoListParagraphCxSpLast">
Why is it important that specialists not be
treated as <i style="mso-bidi-font-style: normal;">just visiting </i>during
interdisciplinary meetings?<o:p></o:p></div>
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<br /></div>
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2.) P. 113 – “When special-subject teachers float between
teams, they are perceived as guest participants and not as full members of the
team. Teacher specialists may be marginalized in these collaborative
meetings.”<span style="mso-spacerun: yes;"> </span>What advice would you give peers who may face this marginalization in their districts?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
3.) What are the characteristics of ongoing collaboration?<span style="mso-spacerun: yes;"> </span>Think of a characteristic that is currently
working well in your school. Please share how it supports ongoing collaboration
for you and your team.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
4.) When reading, Facilitating Factors for Scheduling Co-Taught
Classes (p. 126), describe factors you believe are the most important to
consider before scheduling co-taught classes.<o:p></o:p></div>
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Anonymoushttp://www.blogger.com/profile/17645394597888162490noreply@blogger.com13tag:blogger.com,1999:blog-4729764928204401970.post-17295848040976109012016-07-29T09:55:00.002-07:002016-07-29T09:55:49.406-07:00Books study for our ESL Resource Teachers at Mannheim District 83 this school year. <br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjw1wP6NrB03csT9be1cYUzvArIGgOifgaKY_HnCpchSqDswntnmcyPBzKCCuYJoHsnezAca3VKJx3OxiIT0R4iqSqbIOc0Gr0S4hmcZMBRenWGIiZUkEr_wcDO0WwJCeiN4pZo2P-L3MV4/s1600/FullSizeRender.jpg" imageanchor="1"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjw1wP6NrB03csT9be1cYUzvArIGgOifgaKY_HnCpchSqDswntnmcyPBzKCCuYJoHsnezAca3VKJx3OxiIT0R4iqSqbIOc0Gr0S4hmcZMBRenWGIiZUkEr_wcDO0WwJCeiN4pZo2P-L3MV4/s320/FullSizeRender.jpg" width="240" /></a><br />
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