equity for the english language learner session 1 poor is the pupil who does not surpass his master....
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Equity for the English Language Learner Equity for the English Language Learner Session 1Session 1
Poor is the pupil who does not surpass his master.Poor is the pupil who does not surpass his master.
Leonardo da VinciLeonardo da Vinci
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Important Notes Important Notes
1.1. All missing work must be turned in nowAll missing work must be turned in now2.2. All alternate assignments for absences must be All alternate assignments for absences must be
turned in nowturned in now3.3. I will email you a copy of:I will email you a copy of:
a.a. Report CardReport Cardb.b. Perfect Attendance Certificate (if applicable) Perfect Attendance Certificate (if applicable)
4.4. Next class I will give you:Next class I will give you:a.a. Certificate of Completion (if applicable) Certificate of Completion (if applicable) b.b. Original Perfect Attendance Certificate (if applicable)Original Perfect Attendance Certificate (if applicable)
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Equity for the English Language Learner Equity for the English Language Learner Session 1Session 1
Apply It! (Kronowitz, p. 303)Apply It! (Kronowitz, p. 303)Read and prepare to discuss Read and prepare to discuss
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Equity for the English Language Learner Equity for the English Language Learner Session 1Session 1
Stages of Fluency (Binder, pp. 1-5)Stages of Fluency (Binder, pp. 1-5)Option A: Break into groups and prepare a skit to act Option A: Break into groups and prepare a skit to act
out an assigned stage, showing what the student out an assigned stage, showing what the student is capable of and what the teacher can is capable of and what the teacher can communicate at that stage.communicate at that stage.
Option B: Break into groups and present a brief Option B: Break into groups and present a brief overview of the assigned stage to present to the overview of the assigned stage to present to the class. class.
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Equity for the English Language Learner Equity for the English Language Learner Session 1Session 1
a) LEP Related Items (Binder, pp. 9-14)a) LEP Related Items (Binder, pp. 9-14)b) Thirty Ways to Promote English Language b) Thirty Ways to Promote English Language
Development (Kronowitz, p. 302Development (Kronowitz, p. 302
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Equity for the English Language Learner Equity for the English Language Learner Session 1Session 1
BICS vs. CALPBICS vs. CALPCummins Cummins
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Equity for the English Language Learner Equity for the English Language Learner Session 1Session 1
ARD Committees ARD Committees
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Examining Diversity
Something to think about when considering the need for both tolerance and understanding…
If we could shrink the earth’s population to a village of precisely 100 people – but maintain the existing
human rations – it would look like this
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Examining Diversity
AsiansAfricansEuropeansLatin AmericansNorth AmericansOceanian
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6113
12
8 5 1
Asian
African
Euro
Latin
North Amer
Oceanian
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Examining Diversity
Non-WhiteWhite
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70
30
Non White
White
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Examining Diversity
Non-ChristiansChristian
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71
29
Non Christian
Christian
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Examining Diversity
MandarinEnglishHinduRussianSpanishArabicBengali, Portuguese, Japanese, French & 200 other
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17
9
8
664
50
Mandarin
English
Hindi
Russian
Spanish
Arabic
Other
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Examining Diversity
Unable to readMalnourishedLiving is substandard housing University graduate
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Examining Diversity
Unable to read 70Malnourished 50Living is substandard housing 80University graduate 1No running water 43
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Multicultural Awareness Quiz
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Equity for the English Language Learner Equity for the English Language Learner Session 1Session 1
Groups1. Be as visual as possible2. Comprehension precedes production 3. If students can say it, they can write it4. Speaking louder does not aid in comprehension5. Create certain predictable routines in your class6. Learn as much as possible about the countries represented in your
class7. Keep a student’s linguistic ability in mind when selecting reading
assignments 8. A smile is international
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Equity for the English Language Learner Equity for the English Language Learner Session 1Session 1
Each group focuses on the topic assigned to themGroups should discuss and determine1. Define/explain what the topic means 2. Agree on at least one example of what the
teacher must do to indicate the topic statement is valued by the teacher
Present to class
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Equity for the English Language Learner Equity for the English Language Learner Session 1Session 1
Understanding Cultural Differences (p. 4)Discussion
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Equity for the English Language Learner Equity for the English Language Learner Session 1Session 1
The Learner-Centered Classroom for ELL1. The classroom should be predictable and accepting of all
students2. Instructional activities should maximize opportunities for
language use3. Instructional tasks should involve students as active
participants 4. Instructional interactions should provide support for
student understanding 5. Instructional content should utilize student diversity
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Equity for the English Language Learner Equity for the English Language Learner Session 1Session 1
Five stations List what the classroom teacher must do in order to
make the component as essential part of student learning and the classroom environment
Rotate to the next station and add to what has been listed
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Equity for the English Language Learner Equity for the English Language Learner Session 1Session 1
Twenty Tips for Teachers of Language Minority Students (Appendix)
Review and discussion
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Equity for the English Language Learner Equity for the English Language Learner Session 1Session 1
Additional things we have to discuss:1. LPAC (Language Proficiency Assessment
Committee)2. ESL Acronyms 3. Lau v. Nichols