LA 4.1—This activity takes 50 minutes and asks teachers to be in groups of 4 or 5, consisting of both elementary and secondary teachers. This allows them all to see how the applications apply to both levels. They bring together their learning from the reading ‘Words as Tools’ in homework for session 3. There are 5 questions they need to discuss amongst themselves, taking notes on important points. Together they create a document entitled the Characteristics of Academic Language giving definitions and descriptions of the six topics at the bottom of the learning activity.
LA 4.2—In groups of 4, teachers each read one of the four article summaries. They also look at many examples of vocabulary teaching. They prepare to teach the others in their group the article they read, and all take notes and ask and answer questions. They share strategies they have used in their teaching with one another. Finally, they consider how they might adjust their instruction for vocabulary in the unit they are working on to support their two students.
LA 4.3—Teachers bring forth their knowledge of the article read in HW 3.5 to this activity. They also read from the Wright books you have available—either 2nd or 3rd edition. They record information on the form in the first link. Then they continue on the form by discussing ELs language difficulties. Now they use the chart at the bottom of the sheet to determine academic language they think their 2 students might need help with for the lessons in their unit.
LA 4.4—Teachers begin by reviewing what they have learned about vocabulary so they talk in groups about the six points listed. Then they read the linked document and start to fill out the chart. The part with the chart they will be working on their own unit and lesson plans to determine the moves they will make to accommodate for the 2 students they studied. Then they pair up to share their thinking and add ideas.
HW 4.1—the regular reflection work.
HW 4.2—For this homework, teachers work on their unit and lesson plans. They are reminded of places in the course they can go to for reminders. They use the Planning to Teach Vocabulary document from the session as they revise. They need to use this work in session 7 as they write the document for the final project.
HW 4.3—Teachers will look at the assessment and comprehension marketplaces, and use the note sheets provided for both of them. This is an opportunity to get more ideas for their units and lessons. Last, there is a link called Text structure to support understanding, and they will find graphic organizers and other things that may help ELs.
HW 4.4—Teachers need to bring up a video from the TELL materials. Be sure they know to follow the directions below the link to find the right video to watch. It’s about text structures. They use the second link to get the active viewing guide 5.1 to take notes for the video they see. Then they go the link for a second video and use the note taking sheet (AVG) for notes. Then they read from chapter 8 in the Wright book, taking notes on the Wright reading note sheet in the last link. They need to bring all the note sheets to session 5.
HW 4.5—Now they consider the readings in their unit and the two students they have studied. They determine the reading level of their readings and consider possible strategies they will use. They need to bring these things to session 5.
HW 4.6—Teachers return to consideration of the Literacy Guidelines for ELs—Build, Expand and Create along with each of their principles. They need to fill in the chart and bring it to session 5.
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Mazoezi haya yanachukua dakika 50 na yanawaomba walimu wawe katika vikundi vya 4 au 5, vinavyojumuisha walimu wa msingi na sekondari. Hii inaruhusu wote kuona jinsi maombi kutumika kwa ngazi zote mbili. "Kama ilivyoelezwa katika makala ya ""Kutumia maneno kama zana"" katika sehemu ya kwanza ya kipindi cha 3." Kuna maswali matano ambayo wanahitaji kujadili na kuchukua maelezo juu ya mambo muhimu. Pamoja wao kuunda hati yenye jina la Vipengele vya lugha ya kitaaluma kutoa ufafanuzi na maelezo ya mada sita chini ya shughuli ya kujifunza. LA 4.2 Katika vikundi vya 4, kila mwalimu alisoma muhtasari mmoja wa makala nne. Pia wao hutazama mifano mingi ya kufundisha msamiati. Wanajitayarisha kuwafundisha wengine katika kikundi chao makala wanayoisoma, na wote huandika na kuuliza na kujibu maswali. Wanashirikiana mbinu ambazo wametumia katika kufundisha. Mwishowe, wanafikiria jinsi wanaweza kurekebisha mafundisho yao ya msamiati katika kitengo wanachofanya kazi ili kuunga mkono wanafunzi wao wawili. HW: Mwalimu anajifunza kutoka kwa makala ya HW 3.5 na anajifunza kutoka kwa makala ya HW 3.5. Wao pia kusoma kutoka vitabu Wright una inapatikana <unk> ama 2nd au 3rd toleo. Wao kurekodi habari juu ya fomu katika kiungo cha kwanza. Kisha wanaendelea kwenye fomu kwa kujadili matatizo ya lugha ya EL. Sasa wanatumia chati iliyo chini ya karatasi kuamua lugha ya kitaaluma wanadhani wanafunzi wao wawili wanaweza kuhitaji msaada kwa masomo katika kitengo chao. LA 4.1: Walimu huanza kwa kukagua kile walichojifunza kuhusu msamiati, kwa hivyo wanazungumza katika vikundi juu ya pointi sita zilizoorodheshwa. Kisha wanasoma hati iliyounganishwa na kuanza kujaza chati. Katika sehemu ya chati, watafanya kazi kwenye kitengo chao na mipango ya masomo ili kuamua hatua watazochukua ili kukidhi mahitaji ya wanafunzi wawili waliosoma. Kisha wanajiunga ili kushiriki mawazo yao na kuongeza mawazo. HW 4.1 <unk> kazi ya mara kwa mara ya kutafakari. HW 4.2 <unk> Kwa kazi hii ya nyumbani, walimu hufanya kazi kwenye mpango wao wa kitengo na somo. Wao ni kukumbushwa ya maeneo katika kozi wanaweza kwenda kwa ajili ya kukumbusha. Wao kutumia Mpango wa Kufundisha Vocabulary hati kutoka kikao kama wao kurekebisha. "Kama ilivyoelezwa hapo juu, kazi hii inapaswa kuendelezwa kwa ""mwisho wa wiki"" wakati wa kuandika maandishi ya mwisho ya mradi." HW 4.3.: Walimu watatazama soko la tathmini na uelewa, na kutumia karatasi za maelezo zilizotolewa kwa wote wawili. Hii ni fursa ya kupata mawazo zaidi kwa vitengo vyao na masomo. "Hata hivyo, kuna kitu kingine kinachoitwa ""Mfumo wa maandishi"" ambacho kinaweza kusaidia kuelewa, na watapata waandaaji wa picha na vitu vingine ambavyo vinaweza kusaidia ELs." HW 4.4.1 - Mwalimu anapaswa kutoa video kutoka kwa vifaa vya TELL. Hakikisha unafuata maelekezo yaliyo chini ya kiungo ili kupata video sahihi. Ni kuhusu muundo wa maandishi. "Kupitia kiungo hiki, unaweza kupata mwongozo wa ""kuangalia"" 5.1 na kuchukua maelezo ya video unayoona." "Kisha, unaweza kutumia ""Vidiyo ya pili"" na kutumia karatasi ya kuchora (AVG) kwa maelezo." "Kisha, wasomaji wa kitabu cha Wright walianza kusoma sura ya 8 na kuandika maelezo kwenye karatasi ya ""Writing Notes"" iliyo kwenye kiungo cha mwisho." Kwa hivyo, ni muhimu kwamba uwasilishe karatasi zote za maelezo kwenye kikao cha 5. HW 4.5: Sasa wanafikiria masomo katika kitengo chao na wanafunzi wawili ambao wamejifunza. Wao huamua kiwango cha kusoma cha usomaji wao na kufikiria mikakati inayowezekana watayotumia. Kwa hivyo, ni muhimu kwamba uwasilishe habari hii kwa kikao cha tano. HW: Walimu kurudi kwa kuzingatia Miongozo ya Uhamasishaji kwa ELs: Kujenga, Kupanua na Kuunda pamoja na kila moja ya kanuni zao. "Kama unavyoona, ni lazima uandike ""Chati ya Utafiti"" na uende nayo kwenye kikao cha 5." Mafunzo haya yanapatikana kwa bure na BYU Open Learning Network. Unaweza kuipata kwenye wavuti au kuipakua kwenye https: www.tellfacilitatorguide.com