Evaluation of lessons for Week components 3 & 4 Required Reading components 1 and 2 ■SIOP 11 (Submit for class presentations – ■Powerpoint Input participation) on Components #3-4 (D2L) ►Comprehensible et al, ►Strategies ■Featherstone, “Why March Task #1: Submit content and learning math? isn’t Miguel 29 importance of and language objectives for a Status at ■The work” need to be in the SEI lesson you have taught or will “goofy” classroom teach (including materials Sheltered Immersion and vocabulary Lesson Demonstration words/concepts you used) Practicing wait time, body language, gestures and facial expressions, using graphic organizers Community Map Week components 5 & 6 Required Reading Evaluation of lessons for ■SIOP 12 components3 and 4 (In presentations ■Powerpoint April 5 Interaction on Components #5-6 (D2L) class participation) ►Student Face & Application et al, ►Practice ■Featherstone, to Face Task #2: Submit a graphic for group work by “Preparing organizer you created for a teaching norms and rules” lesson you have taught (or will teach) Organizing group interactions in the SEI classroom, using realia, technology and activities Week components 7 & 8 Required Reading Evaluation of lessons for ■SIOP 13 component5 and 6 (Submit presentations ■Powerpoint 12 Delivery on Components #7-8 (D2L) for class participation) ►Lesson & Assessment Vogt & Short, ►Review ■Echevarría, Task #3: Adapt a piece of “Lesson delivery” text from your own content area for ELLs Supporting language and content objectives , reviewing and assessing what students have learned, adapting text Week Required Reading Evaluation of lessons for and Assessment ■ELLs 14 components 7 and 8 (creating authentic Pierce, – ■Valdez 19 (Submit for class assessment activities) “Assessment” participation)
Week 11 – March 29 ■SIOP components 3 & 4 ►Comprehensible Input ►Strategies ■The importance of and need to be “goofy” in the SEI classroom Sheltered Immersion Lesson Demonstration Required Reading ■Powerpoint presentations on Components #3-4 (D2L) ■Featherstone, et al, “Why isn’t Miguel learning math? Status at work” Evaluation of lessons for components 1 and 2 (Submit for class participation) Task #1: Submit content and language objectives for a lesson you have taught or will teach (including materials and vocabulary words/concepts you used) Practicing wait time, body language, gestures and facial expressions, using graphic organizers Week 12 5 Face to Face ■SIOP components 5 & 6 ►Student Interaction ►Practice & Application Required Reading ■Powerpoint presentations on Components #5-6 (D2L) ■Featherstone, et al, “Preparing for group work by teaching norms and rules” Community Map Evaluation of lessons for components3 and 4 (In class participation) Task #2: Submit a graphic organizer you created for a lesson you have taught (or will teach) Organizing group interactions in the SEI classroom, using realia, technology and activities Week 13 12 ■SIOP components 7 & 8 ►Lesson Delivery ►Review & Assessment Required Reading ■Powerpoint presentations on Components #7-8 (D2L) ■Echevarría, Vogt & Short, “Lesson delivery” Evaluation of lessons for component5 and 6 (Submit for class participation) Task #3: Adapt a piece of text from your own content area for ELLs Supporting language and content objectives , reviewing and assessing what students have learned, adapting text Week 14 – April 19 ■ELLs and Assessment (creating authentic assessment activities) Required Reading ■Valdez Pierce, “Assessment” Evaluation of lessons for components 7 and 8 (Submit for class participation)