EDUC 565 ESL Clinical Practicum Virtual Week

Yeah

EDUC 565 Virtual Week

Welcome to Your ESL Clinical Practicum Experience, 2024!

GO!

Index of the Week

Unit 1

Contextualize your topic

Unit 2

Contextualize your topic

Objectives

Contextualize your topic

Unit 4

Contextualize your topic

Pre-Assessments

CORE Phonics and K Haggerty

Unit 3

Contextualize your topic

Objectives

Setting the stage for your clinical teaching experience

This is what we will cover this week:

• Classmate introductions & clinic logistics with syllabus review
• Structured Literacy for ELs
• EL-Integrated Writing Process Introduction

• Pre-assessment tools & procedures

“Writing is thinking. To write well is to think clearly. That’s why it’s so hard”

– David McCullough

Session 1

Classmate introductions & Clinic logistics with a review of the syllabus!

Classmate Introductions

Session 1

If you wish, please share...1. your name 2. your current or preferred teaching grades/subjects 3. How long have you worked with ELs 4. Why are you getting your ESL Program Specialist endorsement 5. where did you last travel or plan to travel to in the future

Session 1

Clinical Practicum

ClassTime Logistics

Details:1. At Wheatland Middle School 2. We teach K-1 through HS in pairs or a trio 3. Arrival by 8 am; lunch 12 noon - 1:00 pm 4. MU classtime 1-3 pm 5. Enter by front door

1. Most EP STs speak languages other than Spanish or English2. Most are level 1 to 2 ELs 3. They are in the country and/or PA for 1 to 2 years 4. You will partner with another grad student 5. You will meet buses daily at 8:30 am

Important date: June 26th - meet your co-op teacher day! Please arrange a visit to the school to talk with your co-op only on that day unless otherwise agreed.

Love Yourself and the World

Session 1

Clincial Program Theme

Grace and Flexibility - our motto Weekly themes proposed to date: Crafts Animals Water Ask teachers for SMORES of resources Special Days: Career/College Day, Water Field Day, Philadelphia Zoo Field Trip, and an evening Multicultural Festival + Health Fair

Syllabus Review

Session 1

Let's go to D2L and review the syllabus or roadmap for our summer course.

Next Class Plans

To prepare for tomorrow's class

• Be sure to re or re-read Chp. 2 of our textbook.
• Be prepared to be called on for discussion points and to show knowledge of the content of Chp. 2

Session 2

Literacy Foundation for ELs

Speaking is CAUGHT Literacy is TAUGHT

-Dr. Carolyn Strom

The Bilingual Brain holds different sounds, visuals and meaning

Scarborough’s Reading Rope illustrates all the elements of the reading skill necessary to master so we can understand the written symbols of a language.

Check out our class Google Drive EDUC 565 2024https://drive.google.com/drive/folders/14hPympcSij2Sv5UpRah9U14N5ToXp_HJ?usp=drive_link

Pre-Class Video Assignment

The short videos on the Reading Horizons website: The Method, and the Multisensory Approach The approach is designed for native English speakers. How do you think this method will benefit ELs? What do you need to use this method routinely?

RISE Institute for Literacy - Self-Paced, Methods Training Program

Next Class Plans

To prepare for tomorrow's class

• Read Chp. 3 of our textbook.
• Be prepared to be called on for discussion points and to show knowledge of the content of Chp. 3

Session 3

EL-Integrated Writing Process Introduction

The focus of this course is on any and all newcomer students at the entering or beginning level of academic language learning who I refer to as a NewBe (newcomer beginner).

Sedita's Writing Rope

Acquisition & Instructional Order

Introduction

Short-term Memory

Recognition

Working Memory

Production

Long-term Memory

Teach Writing as a Process Not Product

In 1972, Donald M. Murray published his manifesto entitled Teach Writing as a Process Not Product which changed the landscape of writing instruction from a focus on product to the process involved in writing. Murray believed that any writing task involved prewriting, writing, and rewriting before producing a final version and these steps require instruction, guidance, and practice.

The EL-Integrated Writing Process is designed to fill in the gaps for newly arrived ELs that the writing process does not address such as assumed letter sound correlation and English language patterns. Using EL-Integrated Writing Process techniques and activities will accelerate newcomers’ writing and literacy skills by encouraging their self-expression and personal connection to English sounds, letters, words, and phrases over time.

By integrating these eight EL-specific techniques into your writing workshop practice, you differentiate instruction and supply manageable learning opportunities for newcomers; some who may not know the English alphabet until they step into your classroom.

Pre-Writing Step

You begin by building their understanding of the topic and English words surrounding that topic, but you also furnish your newcomers with opportunities to write what they want to say. And that sticks in their minds because they must search for the words in their own brains. Create the need for newcomers to write in English but allow them to first write in whatever language they wish. Be sure to show newcomers a final model of the writing task so they know what they should produce.

Writing Step

Some will mix English with first language words which is a natural part of a New Be’s language acquisition. They will translate back in their minds, so let that come out on paper, labels on their drawings, and words on their graphic organizers during the draw-to-draft step. If there is a word newcomers do not know or know how to spell, teach them to use the writing tool called the WORD LINE as a placeholder.

Editing & Revising Step

To the best of your ability and your newcomer’s, try to convert all words into English during the Teacher UnderWriting step. Phonics Flexing is an equally critical EL-technique integrated into the writing process for newcomers. Not only does it allow for personalized phonics and spelling instruction, but this activity affords the bilingual brain time to process the same pattern of sounds several times per word. Phonics Flexing is a unique two-pronged strategy as both an error correction technique and personalized literacy instruction at the basic letter-sound level.

Publishing Step

Rewriting for publishing of newcomers’ writing cannot be overlooked as an important step in writing development. Purpose for writing gives writers a goal to work on and purpose for their communication efforts. Publishing their work for all to see or only the teacher to see brings the writing full circle from thought (in any language) to reality. They can see their own English capabilities on paper or screen.

Next Class Plans

To prepare for tomorrow's class

• Read/re-read Chp. 3 of our textbook.
• Be prepared to be called on for discussion points and to show knowledge of the content of Chp. 3 questions 2,3, & 5 on p.41

Session 4

Pre-assessment tools & procedures

Review the EL Integrated Writing Process

Don’t forget to publish!

Become familiar with Pre-Assessments: 1. CORE Phonics Assessment: https://esu11.org/wp-content/uploads/sites/13/2010/11/Phonics_Survey.pdf 2. Heggerty Kindergarten Phonology to Phonics Screener: https://heggerty.org/wp-content/uploads/2020/07/KDG-Baseline-Assessment.June-25-2020.pdf 3. EL Spelling Inventory: Found in Google Drive Prepare the assessment materials [ both per case study student you identify - at least 2 students] Copies found in Google Drive: https://drive.google.com/drive/folders/14hPympcSij2Sv5UpRah9U14N5ToXp_HJ?usp=drive_link

Next Class Plans

To prepare for class NEXT WEEK

• Read ELIWP Chps. 5-8 posted in our Google Drive Folder Week 2
• Be prepared to be called on for discussion points and to show knowledge of the content!
• Prep for testing and "get to know you" time next week
• NO lesson plan due this Monday
• Start thinking about your "K" in KWL assignment

Q&A

Super!

We love data