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1. What are your “takeaways” from this course (WL 428)?

Some take away from this course was I learned how to create lessons and make sure that everything is connected and engaging for the the students. I learned teaching students is no easy task and that their needs to be a lot of planning and using methods such as TPR (Total Physical Response) to engage the students. TPR is great for students who need to see the language visually with movement. This means connecting movement to the words being said. This helps little kids especially if they can mimic the movement. I think another take away from this course is the backward design to help develop lesson plan. It has helped in my development as I plan for my lesson.
2. Re-reading your journal, which entry/reflection do you like the most and why?

I believe after I re-reading my journal  week 10 is my best entry because  really did take away from the reading and the lesson. Cummins's model was something I think I am going to take away from this class. This is why I like this journal especially because it allowed me to grow as a teacher knowing this model and it does help  teacher figure out activities and the level of the students ability. I think this has been my more informational one I get out of this class as well.
3. What grade do you give yourself for this journal and why?
I think the grade I would give myself would be a 85 not only did I express my feeling towards this class and what  I genuinely feel about some teaching strategies I had more questions about it or agreed with them because I really do want to incorporate it in my future lessons. However I don't tie in that many theory to practice but I do have times where I did reflect on a theory and I also think it would be a good deal to use in the classroom. But I also use the materials and theory's because of the times I do reflect on what I know in my back ground knowledge. Going bac to the journal discussing Cummins model knowing it can work really well with classes of different levels and different needs. Finding material's from what I need and I know what I think will work from what I have experienced. This is why I would grade myself this way.
4. What are your goals for your language teaching going forward?  What challenges have you set for yourself to work on as you grow professionally?
My goals for my future teaching that I took away from this experience was that keeping in mind the level the students are at and making sure each students are engaged using games while making sure their appropriate usage to improve language output because they need to use the language with each other. I think some challenges I have set for myself that I need to work on as I grow professionally is working on talking with students how to make sure they are understanding my topic through very thought out scaffolding. Making sure students activities aren't to serious and making sure that their are different ways in games to help kids learn, by connecting it to theories.

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The article "What a Kindergarten Teacher Learned From Virtual School" by Ruth Calkins really show how teachers adapt in a situation teachers were teacher were struggling in. Something I would want to share from this article would be is that I completely agree with it. I think teachers around the world have develop this new skill because of virtual learning. We have a new form of teaching a new way of seeing work for the kids. From what I have witnessed I have not only seen teachers become more versatile in their teaching but also using technology more often then they would normally use in their classrooms. Using google slides have been the number one thing to use to get your lesson done. But also how interactive they can be for students. Keeping in mind having breaks or short side talks to get the students relaxed and not feel overwhelmed teaching to every minute. But making sure their are some adjustments like having students finish their work before taking a break. It makes kids refresh and feel like they got to catch a break and digest what they just did.

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Something I really took away from these chapters was from chapter 8 where they stated something very important which was Context-Embedded and Context-Reduced Language Tasks. This essentially means helpful explanations, hint, and strategies to use for subject content instructions. This also gave us the differences between cognitively undemanding  vs cognitively demanding. Cummins's model provides us tasks involving language use can be classified into four categories. It helps us by illustrating the levels of contextual support and academic complexity. I think this is great tool for any teacher to use to decide whether something will be contextually demanding or undemanding. I say h=thins because you might have an activity but not sure what category it should fall on something super complex that needs languages explanations to provide students with a challenge or go to category A which makes sure your guided the students with step by step instructions. I think thinking about this with IEPs and your activities will allow you to focus on students needs and how hard the materials might be for your classroom.

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In this chapter their were so many activities that will build on proficiency. One of the games I personally like and I have heard many teachers discuss would be “what do you like to do?”. The reason why I like this game because not only are they discussing with their partner but their getting to know each other. This is a good game for the beginning of the school to get to know each other. What I also like about this activity was because they incorporate a third person that has already been added. In the example they say Marisol a Mexican student has already answered the questions and then they have to compare what they had to her. I think this is a great activity that can be modifies for any subject. I find it very useful this chapter with so many activities that will support and build the language learning. I do want to know should you always incoperate these in a lesson? As someone who wants to teach high school I wast to know are half of these activities useful because I think so or should I find more mature games for students?

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Round Robin Reading is not beneficial to early language learners. Reading should be approached as a process for deriving meaning from the printed word, and not for using the printed word as a stimulus for speaking, or kind of recitation. An alternative for read aloud might be having the kids keep journals and have the write authentic pieces. Then having a partner activity where they read aloud the printed word the other student wrote and find the meaning in their writing what was the purpose of it and having them discuss the reading. Having them read aloud their own writing and being meaningful communicating with each other. It also makes the students question the story that students have written. My question is is this something that is actually something beneficial for them? I think it is but it also targets major parts of what they should be doing such as reading aloud, written, listening, and speaking. The reason for speaking is because they can discuss the meaning and defend what they wrote and build with one another.

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During the reading I wanted to answer question 4 about creating a fantasy scenario for my students. I wanted to create a supermarket in my classroom that had different customs I have experienced in South America. I would have some students randomly be picked such as a cashier, bagger, and a customers. I would start off by telling a story “one morning you look in your fridge and you realize that you have no food. You know what that means a trip to the super market”. Then we have products that are different from what the students are used to seeing. For example the milk is different they are sold in bags and the in big crates. I can find other products that are sold differently in stores. We can then continue the story “now that we have shopped we must pay for these products. We head to the cashier and pay. The bagger takes our groceries  and as we leave the bagger joins us and puts our groceries in our car.” I would the discuss this is a custom they do in South America. Then we will conclude the session and discuss what they learned and what customs they do and campare and contrast products they saw. I learned that learning about culture is fun and can be a creative way to really understand customs and products.

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This week I learned various games to play with the students and making sure if I ever do find a different game that it ti make sure to follow the guidelines. I find it very interesting that a lot of the time games are seen only something little kids should do but I think also using them at the high school level is also a good idea as well. I feel as though in the high school they might or want to do songs but to find it that high schoolers love games as well I think they need to be a bit more difficult with the level but they should be stuck in their textbooks.
Also with the Japanese video the teacher knew exactly what she wanted done she wanted to do with these kids and how she structured each lesson with TPR is great so they can understand even better was very interesting and her students loved every minute and they knew the language and how to use it. I think my question is how can you use games in a high school level without other teachers seeing it as something that is not useful.

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What I found interesting during this weeks reading is the types of assessments and how we actually assess students in the classroom. I really like check list because it will provide me with an easy way to just quickly check off a list. I really do like all the observations strategies provided for us in the reading. Although I am still quite confused on what qualifies as an assessment for the students. For example could it be enough just walking around having the students talking with another and I just listen, does that count as an assessment? I would like to step away from the traditional way to have an assessment be only in a textbook or teaching to the test (T.T.T.T). This is a term I learned where teachers only teach what they will be tested on. This isn’t bad but it has its faults. I would like to have assessments where students don’t even realize they are being tested so they don’t get anxious. Some students aren’t good test takers so I don’t want them to feel pressure because learning a completely different language is hard but still not impossible.

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Something that really interested me what the fact that the video we saw this incredible lesson that shows different cues and how they used High leverage teaching in his classroom. We see that he sues movement, cues, discourse, paraphrase and much more to help kids understand the topic. I also connected this in how to connect a lesson plan and how to really use activities that are fun a motivating in my own lessons plans in the future. The video was very informative. Also the can do statements and how we can incorporate them to be simple for students in using "I can" making sure we use the correct language that is simplified and not boring to them. This will help use become better teachers and also more engaging to our future students. My question how specific do we have to be in our lessons but also what should we put on the board from our lessons what parts do we let our kids know that this specific way we will be assessing them or will that cause pressure for the students?

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What I found interesting this week was the critical period when a language leaner should learn a foreign language. I find it interesting that around the age of nine is the prime time to the language. However it doesn't mean that younger is better because their are benefits to learn the language at an older age. I believe that we should learn a language from once we start school until college so we are able to really be ae and hold on to the language for the rest of our lives. Lets face it someone who learns a language in elementary and stop when they get to high school will know some but wont be fluent and vise versa. What do you guys think??? Should we implement learning a language k-12?

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What interested me the most was the multiple intelligence it was very interesting to see the text book vs what people I class had though about it. I believe that multiple intelligence is something very important. Something that a student said was surveys asking students how they learned and how they taught in their classroom. I would definitely take into consideration how they would like to learn. Bust also even incorporate some other styles of learning in the classroom to give the student a well rounded education. What do you think?