Assignment:
1. Describe how the interactive strategies modeled and practiced in Module A can be, or have been, incorporated in you classes. How can they be tailored to fit your needs?
2. Describe how the accumulation of educational and literacy information for each of your ELLs informs your instruction.
Background: I teach 9th grade Accelerated World History and 10th grade Honors World and American History. For the last two years, I have had several ELL students who ranged from Level 1 Emerging to Level 6 Reaching in my World and American History classes. I collaborated with my ELL colleague to modify and alter the curriculum to fit each of my students’ needs.
1. Language Objectives
I have built in language objectives for all my sophomores because a number of my students are weak in the areas of reading and writing. For example, I hand out word banks to students of specific types of transition words or phrases that are related to historical thinking such as compare/contrast, chronological reasoning or cause and effect depending on the assignment. …show more content…
For example, I asked some my developing/expanding ELLs to create a series of cartoon panels instead of a written essay to demonstrate their content knowledge. Each panel contained a short caption to demonstrate their knowledge of the facts. In order to demonstrate higher order thinking skills such as cause and effect, the students were required to connect the panels with the appropriate transition words or phrases from the word bank.
I plan to tweak this assessment as well as other activities by using the WIDA Can Do Descriptors to differentiate based on my students’ assessed levels.
2.WIDA ACCESS for ELLs
1. Describe how the interactive strategies modeled and practiced in Module A can be, or have been, incorporated in you classes. How can they be tailored to fit your needs?
2. Describe how the accumulation of educational and literacy information for each of your ELLs informs your instruction.
Background: I teach 9th grade Accelerated World History and 10th grade Honors World and American History. For the last two years, I have had several ELL students who ranged from Level 1 Emerging to Level 6 Reaching in my World and American History classes. I collaborated with my ELL colleague to modify and alter the curriculum to fit each of my students’ needs.
1. Language Objectives
I have built in language objectives for all my sophomores because a number of my students are weak in the areas of reading and writing. For example, I hand out word banks to students of specific types of transition words or phrases that are related to historical thinking such as compare/contrast, chronological reasoning or cause and effect depending on the assignment. …show more content…
For example, I asked some my developing/expanding ELLs to create a series of cartoon panels instead of a written essay to demonstrate their content knowledge. Each panel contained a short caption to demonstrate their knowledge of the facts. In order to demonstrate higher order thinking skills such as cause and effect, the students were required to connect the panels with the appropriate transition words or phrases from the word bank.
I plan to tweak this assessment as well as other activities by using the WIDA Can Do Descriptors to differentiate based on my students’ assessed levels.
2.WIDA ACCESS for ELLs