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  1. page Language of Math edited ... CLICK RUBRIC: (Reproduction of this material is restricted to use with Echevarria, Vogt, and …
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    CLICK RUBRIC:
    (Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2013. Making Content Comprehensible for English Learners: The SIOP® Model.) SIOP® Lesson Plan Template 3 © 2013 Pearson Education, Inc.
    [[rss url="http://dictionary.reference.com/wordoftheday/wotd.rss" link="true" number="10"]]
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  2. page Language of Math edited ... CLICK RUBRIC: (Reproduction of this material is restricted to use with Echevarria, Vogt, and …
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    CLICK RUBRIC:
    (Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2013. Making Content Comprehensible for English Learners: The SIOP® Model.) SIOP® Lesson Plan Template 3 © 2013 Pearson Education, Inc.
    [[rss url="http://feeds.feedburner.com/ue_phrasalverbs?format=xml"url="http://dictionary.reference.com/wordoftheday/wotd.rss" link="true" number="10"]]
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    2:03 pm
  3. page Language of Math edited ... CLICK RUBRIC: (Reproduction of this material is restricted to use with Echevarria, Vogt, and …
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    CLICK RUBRIC:
    (Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2013. Making Content Comprehensible for English Learners: The SIOP® Model.) SIOP® Lesson Plan Template 3 © 2013 Pearson Education, Inc.
    [[rss url="http://feeds.feedburner.com/ue_phrasalverbs"url="http://feeds.feedburner.com/ue_phrasalverbs?format=xml" link="true" number="10"]]
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    2:00 pm
  4. page Language of Math edited ... CLICK RUBRIC: (Reproduction of this material is restricted to use with Echevarria, Vogt, and …
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    CLICK RUBRIC:
    (Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2013. Making Content Comprehensible for English Learners: The SIOP® Model.) SIOP® Lesson Plan Template 3 © 2013 Pearson Education, Inc.
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    url="http://feeds.feedburner.com/ue_phrasalverbs" link="true" description="true" number="5"]]number="10"]]
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    1:59 pm
  5. page Language of Math edited ... CLICK RUBRIC: (Reproduction of this material is restricted to use with Echevarria, Vogt, and …
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    CLICK RUBRIC:
    (Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2013. Making Content Comprehensible for English Learners: The SIOP® Model.) SIOP® Lesson Plan Template 3 © 2013 Pearson Education, Inc.
    [[rss url="http://feeds.feedburner.com/ue_phrasalverbs" link="true" description="true" number="5"]]

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    1:57 pm
  6. page Unit Plan edited ... FINAL ASSESSMENT: TSW orally describe in a small group a design which predicts how the Time T…
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    FINAL ASSESSMENT:
    TSW orally describe in a small group a design which predicts how the Time Traveler built his time machine using presentational strategies.
    [[rss url="http://feeds.feedburner.com/ue_handouts?format=xml" link="true" description="true" number="4" enclosure="true"]]
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    1:54 pm
  7. page Unit Plan edited ... H.G. WELLS {TheTimeMachineCover0709TN.JPG} Dr. Francis Troyan, professor. A thematic, in…
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    H.G. WELLS
    {TheTimeMachineCover0709TN.JPG}
    Dr. Francis Troyan, professor.
    A thematic, interdisciplinary unit based on H.G. Wells' The Time Machine in which content-area departments plan for cross-curricula teaching and the ESL department supplements activities based on SIOP lessons presented in the academic classroom. Each lesson reinforces content, language, and vocabulary presented in the content areas and builds proficiency in reading, writing, speaking, and listening for academic purposes. Likewise, teachers in the content areas reinforce learning for all students, including English language-limited learners, by networking lessons built around key ideas, themes, and vocabulary derived from The Time Machine.
    ABOUT SIOP: To learn more about SIOP or about how the SIOP template is used click here:
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    Module 1
    Module 2
    Cyclical Assessments ongoing assessments used throughout.
    The Language of Math:
    CONTENT OBJECTIVES: Common figures in the 3 dimensions.
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    1:49 pm
  8. page Language Terms edited ... {f2bdc.png} Reading, Writing Listening, Speaking. Receptive = Reading and; Directive = writi…
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    {f2bdc.png}
    Reading, Writing Listening, Speaking. Receptive = Reading and; Directive = writing and speaking. Written communication = reading, writing; Oral communication = speaking, listening. The 4 domains are the ways in which we communicate information through various media. All academic content that EL's will experience will occur through these 4 domains, so it is vital that students receive support in building skills in all of them. Typically students are receptive communicators while teachers and books/art/Internet, etc are the directive channels.
    * Standards for Foreign Language Learning: Defining the Constructs and Researching Learner Outcomes
    {screen-shot-2013-05-25-at-9-57-39-am.png}
    In my classroom, it is important for me to structure activities which build skill in all 4 domains. In my Unit Plan, I attempted to create activities which had my students practicing in all the domains. As I thought about how the content teachers were most teaching their lessons, I wanted to weigh a little more heavily on oral communication to balance the heavy reliance I knew the science, social studies, English, and math teachers were depending on. Having said that, it is also more difficult to assess the oral domains in a quick paper/pencil activity. I have to listen for evidence across several oral activities and assess using rubrics which indicate performance standards.
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    Comprehensible input-CI- plus something a little more challenging. The CI is the performance level of the student plus the background s/he possesses in L1 about the world in general and the communication topic specifically. In order to gain more language ability, the teacher must structure activities which add new language, vocabulary, grammar at a higher level of complexity.
    * Ma Famille
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    As a teacher, I want to use language activities at the performance level to expose my students to. In order for them to acquire language, they need to hear me or read something at the next level of language. I think this could also apply to students who already possess academic language in their L1. If L1 is where their comprehensible input begins, then structuring activities in the L2 as the "+1" helps them to acquire the proficiency in the new language.
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    1:46 pm

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