This assignment is for participants who are taking this class for graduate credit.

DUE March 3rd, 2012

1. Read "Language and Culture", chapter 4 of Teaching Culture by Patrick R. Moran

2. Answer question 4.1

3. Choose either 4.2 OR 4.3 OR 4.4

4. Type responses and email to Leah


Randolph Category 1


First: Read: Listening and Learning by Ivannia Soto, p.24-28 in Principal Leadership Magazine:

Steps to Shadowing:

Plan: 1-2 hours

Second: Shadowers read up on each student (data from state tests and language assessments), are briefed on the specific academic language and active-listening needs of ELLs, and

Third: then unobtrusively shadow a student in one or two classes, recording the following types of language activity on a data sheet at five-minute intervals:

- Academic speaking: student-to-student, student-to-teacher, student-to-small-group, student-to-whole-class, teacher-to-student, teacher-to-small-group, teacher-to-whole-class;
- Academic listening: student mostly listening to student; student mostly listening to teacher; student mostly listening to small group, student mostly listening to whole class;
- Student is not listening: reading silently; off task;
- Student using academic language to complete his or her response.

Fourth: Reflect- What is your "take-away" from doing this activity? What are the implication for ELLs?