Scaffolding Literacy and Bilingual 1st Grade Teacher

Step 1: Readings and PPT

Attached Files:

      Learning to See, Unlearning to Judge.pdf (373.683 KB) 

      The Observation and Feedback Cycle (1).pdf (269.741 KB)

Step 2: Observation of a Classroom

Observe a set of classroom videos (1-4 videos or lessons--totaling at least 15-20 minutes of observation).  

Video options are: 

From CUNY-NYS Initiative of Emergent Bilinguals

Meet Andy, 5th Grade ENL Teacher - Examples, Advice and Strategies 

Meet Charene, 8th Grade ELA Teacher - Getting to know your students, a Unit in Action 

Meet Gladys, 4th Grade Bilingual Dual Language Teacher - Philosophy and Approach, See a Lesson in Action 

Meet Hulda, 2nd Grade Bilingual Dual Language Teacher - Working on Idiomatic Expressions, Deconstructing a Compound Sentence, Bilingual Vocabulary Development, Nuestro Rinconcito Bilingüe, Webinar on Translanguaging Pedagogy 

Meet Michelle, High School ENL - Stance, Curriculum Overview, Selecting Mentor Texts, Lesson Snapshot 

Meet Nisa, high school ENL/ELA Teacher - Unit Overview, Reflections, and Classroom Video

From Seidlitz Education’s 7 Steps to Academic Language / Toma La Palabra

7 Steps from ¡Toma la Palabra! With Ms. Kayem, 3rd Grade Bilingual Teacher 

7 Steps from ¡Toma la Palabra! With Ms. Acosa, 3rd Grade Bilingual Teacher

7 Steps from ¡Toma la Palabra! With Ms. Tobias, 2nd Grade Bilingual Teacher

From Teaching for Biliteracy and SEAL

The Dictado - 2nd Grade 

Así se dice - Transitional Bilingual Program

Teaching for Biliteracy (several K-8 classroom lesson videos) 

Cross Language Connections

ENL/TESOL Videos

Differentiating Instruction

Scaffolding Literacy Instruction (Middle Grade)

SIOP Model for Teaching ELLs

Other Miscellaneous Videos from YouTube

Spanish Guided Reading (29 min)

Dual Lang Grade 1 Guided Reading (32 min)

Dual Lang 1st Grade (8 min)

Bridging Spanish to English 2nd grade(15 min)

Bilingual 1st Grade Teacher (10 min)

1st grade Bilingual Demo Lesson (14 min) 

From NY State Education Department: Classroom Practices for Multilingual Learners/English Language Learners and The Next Generation English Language Arts Learning Standards

http://www.nysed.gov/bilingual-ed/classroom-practices-mll-ell-and-next-generation-ela-standards

Step 3: Video Analysis Wiki Post

In the Wiki post respond to the following after watching the footage of classrooms:

Describe the classrooms* you “observed” (watched) with as many details as you can offer, including: 

Grade

Number of students

What was covered in the lesson(s) you “observed” (subject areas, topics, skills, etc)

Language of instruction

Any information about the school or demographics of the class you have

Describe the model of bilingual instruction of the classrooms you “observed” and connect it with the course readings (you may not be certain, but based on what you see, is it a dual language classroom, a self-contained or side-by-side model, a transitional bilingual classroom, English as a New Language?, etc.) If you are making a guess, provide evidence to support your guess.

Focus on one of the lessons/activities observed in one of the classrooms you observed, reflect on it and make connections with the course readings. What were the strengths of the lesson? Missed opportunities? Wonderings you have? Where do you see the theories, pedagogies, and concepts we learned about in class come to life in this activity or lesson? Make explicit connections between your observations and the course readings (Cite at least 2 readings)

Step 4:

What did you become more aware of in Bilingual Education?

Which elements of the course were most impactful to your teaching practice?

How did you feel the discussion facilitator role added (or didn't add) to the class discussions?

What would you desire to know more for further your understanding of BILED( Bilingual Education)? 

What ideas from will you implement in your classroom?