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I'm currently working on getting the PPT Finished

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I'm currently working on getting the PPT Finished

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Organization colors                             and info

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Organization colors                             and info

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Module 5 Directions Revised Feb 2024.docx

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Part 1 : Create a content area assignment for Non-ELLs

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Part 1 : Create a content area assignment for Non-ELLs

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Using the Differentiated Assignment Template found in the Google Folder for Module 5, create a content area assignment for Non-ELLs.

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The 4 questions you create must adhere to the following criteria:

• Questions may not be yes or no questions

• Questions may not be reading comprehension questions. They must be critical thought questions. Questions must require the responder to critically think about the important court cases and pieces of legislation that have significantly impacted the education of Els in this country.

• Questions may be multiple choice, but they must require the responder to defend their response. • Each question must address a different court case or piece of legislation.

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Part 2: describe how you might make a lesson 

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Part 2: describe how you might make a lesson 

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For this part of the assignment, you will create a description of how you might make a lesson in your content  area culturally relevant for your students but, in particular, your EL students. Your lesson will also include a  home/community component. You do not need to create an actual lesson plan. Rather, this assignment is  about your ideas regarding the prompts below. Therefore, Part II should be a written discussion. Your  discussion should be based on the readings in this module. Please refer to the readings in your discussion.

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Lau v. Nichols, 414 U.S. 563 (1974), was a civil rights case that was brought by Chinese American students living in San Francisco, California who had limited English proficiency. The students claimed that they were not receiving special help in school due to their inability to speak English, which they argued they were entitled to under Title VI of the Civil Rights Act of 1964 because of its ban on educational discrimination on the basis of national origin. Finding that the lack of linguistically appropriate accommodations (e.g. educational services in English) effectively denied the Chinese students equal educational opportunities on the basis of their ethnicity, the U.S. Supreme Court in 1974 ruled in favor of the students, thus expanding rights of students nationwide with limited English proficiency. The Supreme Court stated that these students should be treated with equality among the schools. Among other things, Lau reflects the now-widely accepted view that a person's language is so closely intertwined with their national origin (the country someone or their ancestors came from) that language-based discrimination is effectively a proxy for national origin discrimination.

Lau remains an important decision on the fourteenth amendment, and is frequently relied upon as authority in many cases (the San Francisco Unified School District remains covered by the consent decree that was ultimately entered into in the Lau case, and civil rights groups continue to monitor SFUSD's compliance with that decree).

[Lau v. Nichols, 414 U.S. 563 (1974); Lau v. San Francisco Unified School District, U.S.D.C., N.D. Cal., No. C 70-627 CW.]
The case relied on Section 601 of the Civil Rights Act of 1964 and not the 14th amendment.

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Lau v. Nichols, 414 U.S. 563 (1974), was a civil rights case that was brought by Chinese American students living in San Francisco, California who had limited English proficiency.

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Plyler v. Doe, 457 U.S. 202 (1982), was a case in which the Supreme Court of the United States struck down a state statute denying funding for education to unauthorized immigrant children and simultaneously struck down a municipal school district's attempt to charge unauthorized immigrants an annual $1,000 tuition fee for each undocumented immigrant student to compensate for the lost state funding. The Court found that where states limit the rights afforded to people (specifically children) based on their status as immigrants, this limitation must be examined under an intermediate scrutiny standard to determine whether it furthers a "substantial" state interest.
The application of Plyler v. Doe has been limited to K-12 schooling. Other court cases and legislation such as Toll v. Moreno 441 U.S. 458 (1979) and the Illegal Immigration Reform and Immigrant Responsibility Act of 1996 have allowed some states to pass statutes that deny illegal alien students eligibility for in-state tuition, scholarships, or even bar them from enrollment at public colleges and universities.

Revisions to education laws in Texas in 1975 withheld state funds for educating children who had not been legally admitted to the United States and authorized local school districts to deny enrollment to such students. A 5-to-4 majority of the Supreme Court found that this policy was in violation of the Fourteenth Amendment, as unauthorized immigrant children are people "in any ordinary sense of the term," and therefore had protection from discrimination unless a substantial state interest could be shown to justify it.

The court majority found that the Texas law was "directed against children, and imposed its discriminatory burden on the basis of a legal characteristic over which children can have little control" -- namely, the fact of their having been brought illegally into the United States by their parents. The majority also observed that denying the children in question a proper education would likely contribute to "the creation and perpetuation of a subclass of illiterates within our boundaries, surely adding to the problems and costs of unemployment, welfare, and crime." The majority refused to accept that any substantial state interest would be served by discrimination on this basis, and it struck down the Texas law.

Texas officials had argued that unauthorized immigrants were not "within the jurisdiction" of the state and could thus not claim protections under the Fourteenth Amendment. The court majority rejected this claim, finding instead that "no plausible distinction with respect to Fourteenth Amendment 'jurisdiction' can be drawn between resident aliens whose entry into the United States was lawful, and resident aliens whose entry was unlawful." The dissenting opinion also rejected this claim, agreeing with the Court that "the Equal Protection Clause of the Fourteenth Amendment applies to aliens who, after their illegal entry into this country, are indeed physically 'within the jurisdiction' of a state." The dissent simply concluded that the distinction the statute drew should survive an equal protection attack.

The dissent agreed in principle that it was unwise for unauthorized immigrant children to be denied a public education, but the four dissenting justices argued that the Texas law was not so objectionable as to be unconstitutional; that this issue ought to be dealt with through the legislative process; that "the Constitution does not provide a cure for every social ill, nor does it vest judges with a mandate to try to remedy every social problem"; and that the majority was overstepping its bounds by seeking "to do Congress' job for it, compensating for congressional inaction".

This case was decided together with Texas v. Certain Named and Unnamed Alien Children.

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Background - Mendez v. Westminster Re-Enactment

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The case of Castañeda v. Pickard was tried in the United States District Court for the Southern District of Texas in 1978. This case was filed against the Raymondville Independent School District (RISD) in Texas by Roy Castañeda, the father of two Mexican-American children. Mr.

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Your response should be at least 2 well developed and detailed paragraph the refer to the resources.

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Part 3  - Create answer key for questions

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Part 3  - Create answer key for questions

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• You will also provide an answer key for your 4 questions that highlight what exemplary responses  should look like.

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Create a presentation (PowerPoint/Google Slides) that would act as a train resource for new teachers who have limited to no knowledge of Arizona’s SEI program and the state’s new English language development approach to instruction for Ell students. The presentation should address each of the prompts below.

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Who are English Learners (Els)?

Describe the EL demographics in the state of Arizona.

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How are El students initially identified in the state of Arizona when they register for school?

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How is the AZELLA used in the identification, assessment and reassessment of El students?

What kinds of AZELLA testing accommodations are permitted?

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How does the state of Arizona define SEI (Structured English Immersion) and how is this program different from Sheltered English Instruction which is also known as SEI?

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Briefly define Arizona’s new English Language Development approach.

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What does Student Agency mean and how is student agency integrated into the new ELD framework?

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Define:

Principle One - Asset Based Behaviors and Expectations

Principle Two - Integrated Instruction in Disciplinary Language and Content

Principle Three - Targeted and Explicit Language Instruction

Principle Four - Assessment, Monitoring and Feedback

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What types of SEI programs are allowed by the state of Arizona for instruction in public schools?

What are the time requirements for students in each of these programs?

What are some key features of each program?

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What does the state mean by integrated and targeted ELD instruction?

Who teaches integrated and targeted ELD instruction?

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How many ELP standards are there and how are they grouped or categorized?

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Provide an example of a performance indicator from one of the ELP standards.

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How are the ELP standards aligned to the ELA standards and other contents?

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Describe the organization of the English language proficiency standards (ELP) for grades K-5 and then 6-12. This question has to do with the placement of the Reading Foundational Standards. Where are the Reading Foundational Standards placed in the K-5 ELP standards and how is this document accessed for grades 6-12?

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Part 1 (a) - Skeleton Outline note-taking guide

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Part 1 (a) - Skeleton Outline note-taking guide

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1. Print out a copy of the Skeleton Outline note-taking guide.

2. Review the PowerPoint on first language acquisition and complete the skeleton outline as you go. You must turn in your skeleton outline notes.

3. Design a skeleton outline note-taking guide that your students would use to take notes with on content of your choosing. Please include the grade level of your students and content area

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Design a skeleton outline note-taking guide that your students would use to take notes with on content of your choosing. Please include the grade level of your students and content area.

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Page Requirement for both responses together -

1 page double spaced

1. Which theory do you believe is most dominant and how is that reflected in your classroom practice?

2. How did you decide to include the skeleton outline or other structured note-taking format into your instruction? Why did you make the choice to include it for that particular lesson?

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Part 3:  Chapter 3 from the text Foundations for Teaching English Language Learners by Wayne Wright.

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Part 3:  Chapter 3 from the text Foundations for Teaching English Language Learners by Wayne Wright.

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Page Requirement for both responses together - 1 page double spaced.

1. What did you find interesting about the reading and why?

2. How can you use this information in your own teaching practice?

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For this assignment, you will create a 50-to-90-minute lesson plan that focuses on a specific content area. Your lesson must include research-based strategies from the resource section of this module that support students’ reading, writing and content area vocabulary growth. Please draw from the readings to choose research-based strategies that support El students’ academic English language growth while they are learning the content you have chosen.

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Your 50-to-90-minute content area lesson must include the following:

• Arizona State Standard from your content area

• 2019 ELP standard/s that support/s the language demands of the lesson and is in alignment with the state standard/s of the lesson.

• A list of activities from the time the class begins until the end with approximate times for each activity (pacing).

• Reading, writing, and explicit vocabulary instruction components. You must use at least 1 reading, 1 writing and 1 vocabulary strategy from the readings. Be explicit about the strategies by either naming them or giving a brief description of each strategy. Highlight these areas of your lesson with either bolding them or using the highlighter function of Word.

• A focus on one of the elements of language: Lexicon, Morphology, Phonology, Semantics, Syntax or Pragmatics. Highlight where this occurs.

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Once you have created your lesson plan, you will then analyze your plan by responding to the following prompts.

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1. How does your lesson reflect some of the research and/or best practices regarding

reading instruction for El students?

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2. How does your lesson reflect some of the research and/or best practices regarding writing instruction for El students?

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3. How does your lesson reflect some of the research and/or best practices regarding

vocabulary instruction for El students?

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4. What RTI strategies might you use if you notice during or after the lesson that students did not quite grasp the lesson’s key concepts?

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Show how you might differentiate the assignment for your pre-emergent (Level 1) and emergent (Level 2), Basic (Level 3), low intermediate (Level 4) and high intermediate (Level 5) EL students. Note that the state of Arizona now only has 3 levels of El students: Pre-Emergent/Emergent, Basic, and Intermediate. However, it is beneficial to deeply think about how to differentiate instruction for students who are brand new to the English language (pre-emergent), students who have some experience with the English language (emergent), students who have moderate experiences with the English language (low-intermediate) and students who are on the cusp of being reclassified (high intermediate).

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You must also list the different types of scaffolding and support (appropriate strategies) you  might provide each of these different groups of EL students.

You must have 4 to 5 different  strategies for each level of El learner.

Be sure to refer to the strategy examples in Chapters 4,5,6 and 7 of the Differentiating Instruction and Assessment for English Language Learners text, the  strategies listed in the other readings, the lesson examples provided in the module and the  Equitable Instruction for All!

Creating Equal Learning Opportunities in The Classroom: From Planning  to Practice handbook.

These resources provide a multitude of instructional strategies. You can identify  the ones you feel would work best.

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The assignment you create must also include the following:

Arizona State Standard from your content area at the bottom of the template

2019 ELP standard/s that support/s the language demands of the assignment and links to your  state standard. You must provide the actual standard and the performance objective at the bottom of the template.

A language objective. (Put the language objective right after the ELP standards.) What is your language objective for your EL students for this particular assignment? Include this at the bottom of the template.

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Each response must be at leas 2 detailed paragraphs.

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1. Discuss who LTEL, RAEL, and SIFE are and the various factors that can influence their ability to learn English as a second language.

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2. What challenges do refugee, migrant, and Native American students face with learning academic  English? How are these challenges similar and different from the challenges of LTEL, RAEL, and  SIFE students with respect to learning academic English?

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Your discussion must include:

• Grade Level & Arizona State Standard for the content of the lesson.

• Language Goal and Arizona ELP Standard

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For this part of the assignment, you will create a description of how you might make a lesson in your content  area culturally relevant for your students but, in particular, your EL students. Your lesson will also include a  home/community component. You do not need to create an actual lesson plan. Rather, this assignment is  about your ideas regarding the prompts below. Therefore, Part II should be a written discussion. Your  discussion should be based on the readings in this module. Please refer to the readings in your discussion.  Your discussion must include:

• Grade Level & Arizona State Standard for the content of the lesson.

• Language Goal and Arizona ELP Standard

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Respond to the following discussion prompts about your lesson in Part II. Please use each prompt as a  heading prior to beginning your response.

Each prompt must be at least 2 well developed paragraphs.

Please refer to the module readings to support your responses. Please use each prompt as heading before  your response.

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1. The steps you would take to create an inclusive and emotionally safe learning environment in your classroom.

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2. How you would make the lesson culturally relevant to your students.

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3. How your lesson responds to the different strengths, emotional needs and identities of all EL students, including special needs.

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4. How your lesson leverages students’ home languages as strengths.

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5. How your lesson includes a home or community connection.

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6. A bulleted list of at least 3 instructional strategies you would use to fully engage your EL students at all levels of English language proficiency taking into consideration the culture of your El students.

Each strategy must also include an explanation of your reasoning for choosing the strategy.

Please refer to the module readings as evidence to support your selections.

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Refer to Rubric in Directions

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• Wright pages 120 to 125 (Assessment Basics)

• Wright pages 310-311 (Keep Data to Show the Progress of ELs in Learning English) • Wright pages 119-126

• Gottlieb Chapter 1 “Assessment of Language Learners: The Bridge to Educational Equity” pages 13 to 30

• Fairbairn & Jones-Vo Differentiating Instruction and Assessment for English Language Learners Chapters 4, 5, 6 &7. (These chapters are for review only.)

• Metacognition and Critical Thinking – Chapter 5

• Formative Assessment in the Classroom

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Each response for this module must be a minimum of 2 well developed and detailed paragraphs.

You must refer to the readings in each of your responses, but you do not need to use in-text  citations or create a reference sheet.

Refer to Rubric in directions

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1. What is the difference between testing, assessment, and evaluation?

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2. Why should EL educators be wary of overreliance on standardized tests of Els academic  achievement and English language proficiency?

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3. How can EL educators use authentic alternative assessments to provide valid and reliable  evidence of Els growth and achievement?

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4. Describe the difference between formative and summative assessments. Describe how  you might use a formative assessment strategy during a lesson? What might you do with  the data you collect from that formative assessment strategy?

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5. Why should classroom teachers provide opportunities for students to engage in self reflection? What are some of the learning benefits? Describe 2 metacognition strategies  that you might use with students?

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Part 4 : Review the PowerPoint (Aportación Comprensible) and follow all directions. Respond to the following reflection questions: 

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Part 4 : Review the PowerPoint (Aportación Comprensible) and follow all directions. Respond to the following reflection questions: 

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Page Requirement for both responses together - 1 page double spaced.

•What made the experience difficult/easy?

• What strategies did you use to make the content comprehensible?

• Did you notice if you had any physical reactions to the PowerPoint experience? Higher heart rate, feelings of frustration, anger, nervousness, sweaty palms, etc.

• What did you learn about comprehensible input and how might you use this information in your teaching practice? How might you use this information to recognize that many El students have strong academic skills and content knowledge that they may not be able to convey in English?

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Lesson Title: Exploring Colonial Life: The American Revolution

Content Area: Social Studies (American History)

Arizona State Standard:

SS02-S1C1-01: Identify and describe the significance of national holidays and the contributions of individuals associated with these events (e.g., Presidents’ Day, Independence Day, Veterans Day).

2019 ELP Standard:

Standard 1: English learners communicate for Social and Instructional purposes within the school setting.

Level 3: Engage in conversations and discussions about grade-appropriate topics.

Level 4: Participate in collaborative conversations related to academic content.

Lesson Objectives:

1. Content Objective:

Students will learn about key events leading to the American Revolution and understand the struggles colonists faced for freedom.

2. Language Objective:

Students will use academic vocabulary related to the American Revolution in discussions and writing.

Materials Needed:

Picture books: “The American Revolution for Kids” or “If You Lived at the Time of the American Revolution”

Visual aids: Maps, images of colonial life

Vocabulary cards: Key terms related to the American Revolution

Warm-Up (10 minutes):

1. Activate Prior Knowledge:

Discuss with students what they know about colonial life and the American Revolution.

Broader: what is a revolution? Examples other than the American Revolution.

Encourage them to share their ideas.

Main Activities (30-60 minutes):

1. Read-Aloud (15 minutes):

Read a picture book about the American Revolution, emphasizing key events like the Boston Tea Party, the Declaration of Independence, and the role of Patriots and Loyalists.

Discuss the main ideas and ask comprehension questions.

2. Timeline Activity (10 minutes):

Create a timeline on the board using visuals.

Place major events in chronological order (Stamp Act, Boston Massacre, etc.).

Discuss each event briefly.

3. Colonial Life Exploration (15 minutes):

Show images of colonial homes, clothing, and daily life.

Discuss how life was different during that time.

Use vocabulary words related to colonial life (e.g., colony, liberty, protest).

4. Role-Play (20 minutes):

Divide students into Patriots and Loyalists.

Act out scenarios related to the Revolution (e.g., a tea party protest).

Encourage students to use academic vocabulary during role-play.

5. Writing Activity (15 minutes):

Have students write a short paragraph about why they would be a Patriot or a Loyalist during the Revolution.

Use vocabulary words in their writing.

Level 1: Draw a picture of a colonist living in the new colony. Write both words.

Level 2: 1 Sentence with a subject and predicate.

Level 3: A few sentences saying which they would want to be and why.

Level 4: A paragraph that states their preference while also comparing and contrasting Patriots and Loyalists

Level 5: Like level 4 but with more vocabulary and accurate grammar.

6. BONUS for older students:

Students read about different groups within the Loyalists and Patriots, including African American slaves and Native Americans.

Discuss their contributions to the American Revolution and how they were treated afterward.

Reflect on the different perspectives. Discuss how a person’s perspective influences their opinion.

Include these groups in the role play and writing portions

Research-Based Strategies for EL Students:

1. Visuals and Graphic Organizers:

Scaffold content-area learning by using videos, visuals and graphic organizers to help students understand content

2. Peer Interaction:

Plan both pair and small group learning activities to help ELL students talk about new content with native-speaking peers.

Encourage conversation and role-play related to academic content.

Focus on Language Element:

Lexicon: Introduce and reinforce vocabulary related to the American Revolution.

Morphology: Discuss word forms (e.g., colony, colonial, colonist).

Syntax: Model sentence structures using academic vocabulary.

Closing (10 minutes):

Reflect on the importance of freedom and the sacrifices made during the American Revolution.

Discuss how perspectives differed among colonists.

Assessment:

Informal assessment through class discussions, student participation, and written paragraphs.