Vela- Respond and Reflect Module 4 lesson 1 & 2 (11-2-22) (1)
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San Jacinto Community College *
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202210
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Linguistics
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Apr 3, 2024
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Respond and Reflect
Module 4, Lesson 1
Bilingualism
Lesson: Bilingualism
Essential Question
What does it mean to
be proficient in a
language?
Prior Knowledge
Notes
List 2 take-aways, make personal connections
Connections
Dr. Cummins’ Theories
Type (copy and paste) each of these activities into the correct quadrant. There are two activities for each quadrant.
Reading a textbook
Solving a math problem with manipulatives
Doing a science experiment with a partner
Selecting lunch in the cafeteria
PE class
Taking STAAR
Understanding verbal directions (Line up, take out your book)
Participating in PE class
Telling the teacher what you did last night
1
More about Bilingualism
Frayer Model:
Create a Frayer Model graphic organizer for each of these terms: simultaneous bilingualism, sequential bilingualism, code-switching, translanguaging
Definition
Image
Example
Non-example
Definition
Image
Example
Non-example
2
20 important words/phrases
OMIT!
Get the GIST-Summarizing Strategy
Summary Paragraph
Module 4, Lesson 2
ELPS and PLDs
1.
On this chart, a.
Provide an image (clip art) that represents each type of competence to you. b.
Then add key words that will help you remember what each type of competence consists of.
Linguistic
Sociolinguistic
Discourse
Strategic
2.
Identify the type of competence the teacher is addressing with these activities.
Grammatical
Discourse
Sociocultural
Strategic
3
20 important words/phrases
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a.
The teacher is using this sentence stem to help students write about cause and effect
.
I think ____________________ was caused by __________________ .
This develops competence.
b.
The teacher gives students sentences that are cut apart. The students need to reform the sentence making sure all the words are in the right order. This develops competence.
c.
The students have been given a personal anchor chart with questions they can ask when they don’t understand.
This develops competence.
d.
Students are working on a sorting activity. They are dividing sentences into the categories of informal and formal
language.
This develops competence.
Video about the Proficiency Language Descriptors.
The four language domains
are: Each domain
has four proficiency levels
. These levels are:
The video showed an example of how sentence stems would be used differently depending on the proficiency level of the student. Explain how the stems would differ.
4
What does TELPAS do?
Proficiency Language Descriptors
1.
Summarize the differences. Choose either K-1 or 2-12 for reading and writing. I have summarized listening for you as an example. Use your own words instead of just copying from the PLDs. Please specify if you are summarizing K-1 or 2-12 for reading and writing. The annotated PLDs are in this lesson’s folder.
Beginner
Intermediate
Advanced
Listening
Struggles with understanding most spoken language. Is silent
and doesn’t (can’t) ask for help.
Can understand simple language when it is familiar. Will be able to pick out key words in order to understand. Can ask for clarification.
Understands most spoken language. May need extra time to process what is heard. Will sometimes ask for clarification.
Speaking
Reading Writing
2.
You are teaching science in English to your second graders (you can imagine this to be a general education class with ELs or a bilingual education class). The content objective for the lesson is:
I can compare the size, texture and color of rocks-TEKS 7(A).
In your lesson, you will have the students work in small groups. Each group will have rocks to observe. They will work together to create a comparison chart. The chart looks like this:
Rock (draw)
Size
Texture
Color
5
You want your students to talk
about their observations and then complete the chart in writing
. You have some beginner
and intermediate level ELs. Look at the PLDs descriptors for speaking and writing.
Determine what your ELs will be able to do
during this lesson and what they will struggle with
.
Then decide what type of linguistic support
you will provide the students. Think about yourself if this particular lesson were given to you in French (or another language you don’t know). If you were a beginner in French, what
support would you need in terms of talking about rocks and writing on the chart? What about if you were an intermediate level student? Complete the chart on the next page.
Beginner
Intermediate
Student can do (speaking)
Student will struggle with (speaking)
Support I will provide for speaking
Student can do (writing)
Student will struggle with (writing)
Support I will provide for writing
3.
You are doing a mini-lesson for your 4
th
grade students on using textual evidence to support inferences. Your content objective for the lesson is:
I can use evidence from the text to support my inferences.
For the lesson, you will be projecting a reading passage in front of the students. You will then read the passage to the students and do a think aloud where you model an inference. You also will be modeling how to provide evidence. This is the sentence stem that you will model: I am inferring that __________ because in the text it says ____________.
After you model this, you will project another passage. The students will read the passage, turn to their partner, and use the sentence stem to make an inference and provide evidence.
You have an intermediate level EL in your class. Look at the reading section (2-12) of the annotated PLDs and complete the chart below.
Intermediate
Student can do (reading)
Student will struggle with (reading)
Support I will provide for reading (comprehending what student is 6
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reading)
7
Content Objective: (Circle the two you are using)
I can solve a two-step equation.
I can identify shapes.
I can determine the moral or lesson of a story.
I can diagram the plot of a story.
I can create a timeline of important events in Texas history.
I can distinguish between needs and wants.
I can determine if a rock is a sedimentary, igneous or metamorphic rock.
I can create a model of the solar system.
8
Shaping Up Review
As you know your final assignment for this class is a language autobiography. For that assignment, you will think about your own experiences acquiring your first language. If you have studied a second language (such as a foreign language in high school) or if you are a second language learner of English or another language, you will be asked to think about that experience also. If you have not studied/acquired another language, you will be asked to speculate about what that experience would be like for you.
Now that you have finished Module 4, Select one concept from this module with which you have a connection. Complete the chart below. I have provided you with an example from my own life.
Concept
Explanation
Your experience
Quote from reading
Acquisition
vs Learning
Acquisition is developing another language in the way a first language
is developed. It is a subconscious process that occurs when comprehensible input is provided. Learning is a conscious process.
Originally, I learned Spanish. I memorized vocabulary and studied grammar rules. When I was an exchange student in Panama, I acquired Spanish through my interactions with my host family “It requires meaningful interaction in the target
language - natural communication - in which speakers are concentrated not in the form of their utterances, but in the communicative act.”
From reading: Stephen Krashen’s Theory of Second Language Acquisition, p. 2
9
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