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Sunday, July 8

Saturday, March 17

  1. page Assignment 3 for Grad Credit edited ... _ Randolph Category 1 DUE MARCH 31st 19th First: Read: Listening and Learning by Ivannia…
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    _
    Randolph Category 1
    DUE MARCH 31st19th
    First: Read: Listening and Learning by Ivannia Soto, p.24-28 in Principal Leadership Magazine: {PL_20120201_Feb_2012-1.pdf} {Marshall Memo 42, Shadowing HS ELLs.doc}
    Steps to Shadowing:
    (view changes)
    1:24 pm
  2. page Assignment 2 edited ... lesson's tasks, change 3 parts of the lesson, teach the DUE: March 31, 2012Example of Assi…
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    lesson's tasks, change 3 parts of the lesson, teach the
    DUE: March 31, 2012Example of Assignment: {Example of assignment #2, Cat 1.doc}
    {Peer observation task analysis.docx} {Peer observation task analysis.doc}
    •StepPurple Text means not required for all trainings
    •Step
    1: What
    ...
    teach your lesson,•Steplesson•Step 9: Reflect
    ...

    Reflection of PeerLesson/Peer Observation: Category
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    Peer Observation.doc} {Reflection of lesson.doc}
    Name:
    ObservationLesson Date:
    Observer:
    Overall, how do you feel your lesson went? Were ELLs able to manage the tasks? Did they actively participate in the lesson?
    (view changes)
    1:23 pm

Monday, March 12

  1. page Assignment 3 for Grad Credit edited ... Randolph Category 1 DUE MARCH 31st Read: First: Read: Listening and Steps to Shadowing: …
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    Randolph Category 1
    DUE MARCH 31st
    Read:First: Read: Listening and
    Steps to Shadowing:
    {Shadowing data form.doc}
    1-2Plan: 1-2 hours
    .

    Second:
    Shadowers first read up
    ...
    ELLs, and
    Third:
    then unobtrusively followshadow a student from class to class,in one or two classes, recording the
    - 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?

    (view changes)
    12:14 pm

Sunday, March 11

  1. page Home Category 1- 4 days edited ... Key Factors Affecting Second Language Acquisition {Category 1 Randolph days 1 and 2.ppt} {EL…
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    Key Factors Affecting Second Language Acquisition
    {Category 1 Randolph days 1 and 2.ppt} {ELL Acronyms and Terms.docx}
    Objectives for Day 3:
    Participants will be able to:
    •Understand WiDA’s Can-Dos and proficiency descriptors.
    •Use English proficiency levels to analyze classroom tasks.
    Agenda, Day 3;
    Language, Culture, Teaching and Learning
    •Review 3-2-1
    •Assignment #3- Shadowing an ELL
    •Review of Assignment, p.25
    •Module 3: p.35 (supplemental materials)
    •Social and Academic language
    •WiDA Can Do Descriptors
    •Ticket to Leave
    {Category 1, day 3 and 4.ppt}

    (view changes)
    3:36 pm
  2. page Analytical Framework edited ... ESL at Newcomers High School from Diana Scalera on Vimeo. Global History at Queens Vocational…
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    ESL at Newcomers High School from Diana Scalera on Vimeo.
    Global History at Queens Vocational and Technical High School from Diana Scalera on Vimeo.
    Living Environment - Newcomers High School from Diana Scalera on Vimeo.
    Task
    Language Requirement
    (view changes)
    1:50 pm

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