READINGS
Welsh, L. C., & Newman, K. L. (2010). Becoming a content-ESL teacher: A dialogic journey of a science teacher and teacher educator. Theory Into Practice, 49, 137-144. click here to download
OUTLINE
1. Spring Professional Development Plan
2. Small group and whole group presentations (by those taking the course for credit)
In small groups, the partners listed below will each share a sample lesson with tasks and assessment ideas based on their function and form analysis (20 min). Following this, the partners will give a brief (6 minute) presentation to the class in which they share their ideas for contextualized ELD instruction at their grade level (about 40 min total).
1. Amanda and Brian (IES early elementary)
2. Allison (MES, 3rd grade) and Kim (HHE, 4th grade)
3. Terry (ACE, 5th grade) and Steve (IES Principal)
4. Kira (CHS) and Laura (CSD)
3. Final session reflection
PRESENTATION SLIDES
Welsh, L. C., & Newman, K. L. (2010). Becoming a content-ESL teacher: A dialogic journey of a science teacher and teacher educator. Theory Into Practice, 49, 137-144. click here to download
OUTLINE
1. Spring Professional Development Plan
2. Small group and whole group presentations (by those taking the course for credit)
In small groups, the partners listed below will each share a sample lesson with tasks and assessment ideas based on their function and form analysis (20 min). Following this, the partners will give a brief (6 minute) presentation to the class in which they share their ideas for contextualized ELD instruction at their grade level (about 40 min total).
1. Amanda and Brian (IES early elementary)
2. Allison (MES, 3rd grade) and Kim (HHE, 4th grade)
3. Terry (ACE, 5th grade) and Steve (IES Principal)
4. Kira (CHS) and Laura (CSD)
3. Final session reflection
PRESENTATION SLIDES