TELL+435+Assignments+Winter+2017

//This page contains daily homework assignments from Dr. Cherice Montgomery's TELL 435 Dual Language Immersion Language & Literacy course offered in Winter 2017.// toc

=4-18-17=

1) Complete online course evaluation sent to you by BYU. **VERY important and must be done by today!**

2) 10-minute teaching demo presentations due today (for those who haven't presented).

3) If you have already presented, please post your PowerPoint and lesson materials under 4/11/17 below.

4) Begin studying for the final exam.

5) Here is the one-page study guide for the final that I promised you:

=4-13-17=

1) 10-minute teaching demo presentations due today (for those who haven't presented).

2) If you have already presented, please post your PowerPoint and lesson materials under 4/11/17 below.

3) Begin studying for the final exam.

It will cover the following topics:

Assessment (we will be doing this next week) Balanced Literacy Biliteracy Lesson Planning

Professional Learning Communities Sociolinguistic Premises of Biliteracy Development Struggling Learners (we will be doing this next week)
 * Purposes of Pre-, During, & Post-reading Activities
 * Developing Reading Comprehension Skills
 * Top Down Approaches to Literacy
 * Bottom-up Approaches to Literacy (Phonemic Awareness, Phonics, Word Study & Contrastive Analysis)
 * Activating & Building Background Knowledge & Oracy
 * Making Interpretive Input Comprehensible
 * Making Oral Input Comprehensible
 * Counterbalance Theory (Noticing, Awareness, Controlled Guided Practice, Communicative Practice, Formal Written Production that Emphasizes Academic Language)
 * Developing Fluency
 * Developing Academic Language
 * Developing Writing Skills

=4-11-17=


 * 1) 10-minute teaching demo presentations are due today (for those who haven't yet presented).**


 * 2) If you have already presented, please post your PowerPoint & lesson materials below:**

Alissa -

Amy -

Hayley - [|Animales Powerpoint]

Heather - Jacelyn -

Jessica - https://docs.google.com/presentation/d/1bvz_gZ8G0InjYhrK-ziGh9f2NYQqSSCPKmiDshm_6NU/edit#slide=id.g1d6cbb2827_0_0

Joequeen - https://docs.google.com/presentation/d/13L8ZMfBQSGtgQHB74A_vHEiAD5lUCvxpJQYemdyxy-k/edit?usp=sharing

Madeline -

Michelle - https://drive.google.com/open?id=0B06Kjkl--kafcGhHaXAwYWlwVlk (my ppt was too big to post here, so here is a link to it)

Natalie -

Reeann - https://drive.google.com/open?id=0BxPLcv6Tcf0WUDVXRDF3bzAzY2c

Shayla - Sharon -


 * 3) Read: Beeman, Ch. 8 & Teaching Approaches to Develop Biliterate Writing (Packet pp. 31-34) **


 * 4) Complete the Reading Guide with BRIEF, bullet-point answers: [[file:Reading Guide for Beeman Ch. 8 & Teaching Approaches to Developing Biliterate Writing.docx]] [[file:Reading Guide for Beeman Ch. 8 & Teaching Approaches to Developing Biliterate Writing.docx]] **


 * 5) Come see Dr. M. during office hours if you have questions re: your lesson plan (especially those who were gone for their practicums) **

=4-6-17= = =
 * 1) 10-minute teaching demo presentations are due today.**
 * Tell us in English __in 3 sentences or less__ the targeted grade level, proficiency goals, and standards for your lesson.
 * TEACH your lesson in the target language for 10 minutes. (Choose one option below)
 * You can either teach your WHOLE lesson at an accelerated pace
 * Lead us through each segment of your lesson
 * Instead of giving us 10 minutes to do something, give us 30 seconds to try it
 * Instead of reading the entire text aloud with us, perhaps just do a paragraph
 * Your job is to demonstrate how you would make the input comprehensible and scaffold our language production.
 * If we can't produce the language because we are total beginners, we will respond in English (knowing that your students would do it in your immersion language).
 * OR You can select 10 minutes worth of activities to present to us.
 * Follow the same guidelines as those listed above, with the addition that you need to conclude your lesson by telling us in 3 sentences or less in English how you would end your lesson (i.e., the parts we missed since you only did 10 min.).

b) Bring a HARD COPY of your final lesson plan to class for Dr. Montgomery so she can write feedback on it.

c) Bring one hard copy of your lesson materials (i.e., worksheets or activities) for Dr. Montgomery.

d) You do NOT need to print your PowerPoint slides if you decide to use PowerPoints.

e) Send an electronic copy of ALL materials (lesson plan, PowerPoints, worksheets, and activities) to Dr. Montgomery.


 * 2) Sign up for the slot in which you wish to present.**


 * Thursday, 4/6/17**

1) Michelle

2) Alissa

3) Heather

4) Amy


 * Tuesday, 4/11/17**

5) Shayla

6) Natalie

7) Jessica

8) Madelyn


 * Thursday, 4/13/17**

9) Reeann

10) Jacelyn

11) Hayley

12) Joequeen or Sharon

13) Joequeen or Sharon

**4-4-17**

a) Add a writing activity into your lesson (as a post-reading activity) b) Bring a completed lesson plan to class next Tuesday that contains a pre-, during, and post-reading activity for your selected text.

c) Bring a draft of the materials that you will need to teach your lesson to class on Tuesday for feedback. d) Your 10-minute teaching demo presentations will be due next Thursday.

=3-30-17=


 * 1) Bring a completed lesson plan with you to class on Thursday.**
 * Use this 2-page template: [[file:DLI Lesson Plan Template 2017.docx]][[file:DLI Lesson Plan Template 2017.pdf]]
 * Your plan only needs to include the following elements so far:
 * Cover Page
 * Pre-reading
 * During Reading


 * 2) For your information:**
 * On Thursday, we will have a mini-lesson focusing post-reading activities (including how to focus on form and how to incorporate writing).
 * As you work to apply the principles from the mini-lesson to your activities, Dr. Montgomery will conference with you individually.
 * Your FINAL lesson plan will be due next Tuesday, along with a DRAFT of the materials you will need to teach your lesson.
 * You will receive feedback on your materials in class next Tuesday.
 * Your 10-minute teaching demo presentations (based on your lesson plans) will be due next Thursday.

=3-28-17=

Bring a written copy of your lesson plan to class for feedback.

=3-23-17=

1) The rough draft of your lesson plan outline is due today.

2) We will co-plan in class.

3) Lesson materials will be due next Tuesday and we will spend the period evaluating them.

=3-21-17=

a) You do not need to read every page. b) Read according to the guide below. c) I have identified WHAT you need to read on each page d) If I did not list the page at all, you do not have to read it.
 * 1) Read pp. 73-102 from the course packet entitled Fluency in Practice from Herrera, Perez, & Escamilla.[[file:Reading Guide for Fluency in Reading by Herrera Perez & Escamilla.pdf]][[file:Reading Guide for Fluency in Reading by Herrera Perez & Escamilla.docx]]**

p. 177 - Italicized paragraph p. 178 - Table only p. 179 - Accuracy paragraph p. 180 - Common Core State Standards Connection Box p. 181-183 - Whole page p. 186 - Whole page p. 188 - 2 middle paragraphs p.190 - 2nd and 3rd paragraphs p. 191 - Rhythmic patterns section p. 193 - Whole page (read carefully) p. 194 - Last paragraph on reader's theatre only p. 195 - Bullet points p. 196 - Figure 7.1 p. 197 - Figure 7.2 p. 198 - Figure 7.3 p. 199 - Whole page (especially the 1st and 3rd paragraphs) p. 200 - 1st box at the top of the page p. 201 - Figure 7.4 p. 202 - Figure 7.5

e) The following terms are terms you will hear regularly as elementary literacy teachers. They will be on your final, so watch for them as you read (they are usually italicized in the text, followed by a definition).

accuracy - p. 179, last paragraph automaticity - p. 181, last paragraph choral reading - p. 199 cognitive strategies - p. 193 content words - p. 191 fluency - p. 192, last paragraph (defined as "fluent reader") function words - p. 191 (with examples on p. 182) intonation - p. 186 metacognition - p. 193 orthography - p. 189 (the definition on this page is not very clear--teachers are usually referring to spelling when they use this word) parsing - p. 190 (not used as commonly) phrasing - p. 190 prosody - p. 186 reader's theatre - p. 194 repeated reading - p. 200 rhythm - p. 189 stress - p. 188 tempo - p. 189

a) This lesson plan outline will help you. b) You ONLY need to do the Pre-reading & During Reading Pages for Tuesday. c) Bullet points are fine--we just need to see an outline of the main activities you plan to do to address each section. Some activities might be used to take care of two sections at once. d) You will these other sections later (some in class). e) Bring a completed hard copy of the Pre-reading & During Reading pages to class. For those of you who are more visual, I have revised the graphic organizer I showed you in class today so that it is consistent with the lesson plan outline above.
 * 2) Work on your biliteracy lesson plan.**
 * Cover Page
 * Planning the Language Page
 * Post-reading Activities Page
 * Writing Activities Page



These planning menus will give you ideas and walk you through different parts of the process if you need extra help. You don't have to use them unless you want to do so.

=3-16-17=

a) This lesson plan outline will help you. b) You ONLY need to do the Pre-reading & During Reading Pages for Tuesday. c) Bullet points are fine--we just need to see an outline of the main activities you plan to do to address each section. Some activities might be used to take care of two sections at once. d) You will these other sections later (some in class). e) Bring a completed hard copy of the Pre-reading & During Reading pages to class. For those of you who are more visual, I have revised the graphic organizer I showed you in class today so that it is consistent with the lesson plan outline above.
 * 1) Work on your biliteracy lesson plan.**
 * Cover Page
 * Planning the Language Page
 * Post-reading Activities Page
 * Writing Activities Page



These planning menus will give you ideas and walk you through different parts of the process if you need extra help. You don't have to use them unless you want to do so.


 * 2) Begin reading pp. 73-102 from the course packet entitled Fluency in Practice from Herrera, Perez, & Escamilla. (This will be due next Tuesday.)**

=3-14-17= 1) Review the Utah Core Standards for Science @http://www.uen.org/core/science/  and Social Studies @http://www.uen.org/core/socialstudies/

2) Decide whether your lesson plan will reinforce Science or Social Studies.

3) Review the criteria for selecting effective texts from 3/9/16, Activity 2: http://languagelinks2006.wikispaces.com/TELL+435+Agenda+for+Today+Winter+2017

4) Locate a text in your immersion language to help you teach the standard. (If you are using your DLI literacy materials, think about which standard you could reinforce using the literacy materials.

5) Brainstorm possible activities for:

* Building oral language regarding the topic/content of the standard

* Activating learners' prior knowledge and experiences

* Interactively engaging learners with meaning

* Drawing learners' attention to form (i.e., language patterns)

* Engaging learners in communication

Bring a hard copy of your brainstorming notes to class.

We will use part of class time to begin planning your lesson.

=3-9-17= = = a) Consider asking your host teacher if you can check out a set of literacy materials from them (i.e., the textbook they use). b) If not, select a CULTURALLY AUTHENTIC text (it can be in hard copy or online). c) Think about possible language patterns, word study activities, etc. d) You will see some examples in class. e) You do not need to write anything down for this.
 * 1) Find a culturally authentic text around which you'd like to build a biliteracy lesson.**


 * 2) Keep thinking about how you will interactively engage the class with "Put Reading First."**

=3-7-17=


 * 1) Read through the materials provided by your DLI Director.**

a) Do NOT put your name on it. b) Answer each question. c) Bring a hard copy to class.
 * 2) Complete this course evaluation: [[file:Midterm Course Evaluation.pdf]][[file:Midterm Course Evaluation.doc]]**


 * 3) Begin thinking about how you might INTERACTIVELY ENGAGE the class with information from the chapter you read from** **National Institute for Literacy (2000) - [|Put Reading First]**

a) Choose a chapter. b) Put your name under the chapter you plan to read. c) You will soon be given instructions for engaging the rest of the class with your chapter. d) You will be working with the other people in your group below to accomplish this.

1 - Phonemic Awareness Instruction

Person A: Natalie Person B: Reeann Person C: Jessica

2 - Phonics Instruction

Person A: Shayla Person B: Maddy Person C:

3 - Fluency Instruction

Person A: Amy Person B: Joequeen Zhang Person C:

4 - Vocabulary Instruction

Person A: Hayley Imbler Person B: Alissa Person C: Heather Strong

5 - Text Comprehension Instruction

Person A: Michelle Person B: Jacelyn Chao Person C: Sharon Kuo

=3-2-17=

1) Read Beeman, Ch. 7. 2) Read Beeman, Ch. 9, pp. 114-119, 122, and 124.

=2-28-17= = = Homework assigned on 2-23-17 is due today.

=2-23-17=


 * 1) Prepare for the reading quiz over:**


 * Beeman Ch. 1-5
 * Culatta, et. al.
 * Herrera, Perez, & Escamilla, Ch. 6

//**You should be able to do these things**//:


 * Define:**


 * Balanced Literacy
 * Biliteracy
 * Bottom-up Approach to Biliteracy
 * Bridging
 * Comprehensible Input
 * Contrastive Analysis
 * Cross-linguistic Transfer
 * Culturally Authentic Materials
 * Decoding
 * Dual Language Immersion (DLI)
 * During Reading Activities
 * Fluency
 * Majority Culture
 * Minority Language
 * Onset-Rime Awareness
 * Orthographic Awareness
 * Phonemic Awareness
 * Phonics
 * Phonological Awareness
 * Post-reading Activities
 * Pre-reading Activities
 * Professional Learning Community (PLC)
 * Professional Engagement
 * Proficiency
 * Reading Comprehension
 * Scaffolding
 * Syllabic Awareness
 * Top Down Approach to Biliteracy
 * Translanguaging
 * Word Study


 * Explain the difference(s) between:**


 * Bottom-up and top down approaches to literacy
 * Monolingual and multilingual perspectives on biliteracy development
 * Phonemic awareness and phonics
 * Pre-, during, and post-reading activities
 * Sequential and simultaneous bilingual develompent


 * Describe:**


 * A classroom environment that supports biliteracy development
 * Characteristics of effective instructional units that develop biliteracy
 * Characteristics of professionally engaged DLI educators
 * Key characteristics of proficiency for the following levels (novice, intermediate, advanced, superior)
 * How instructional time is allocated in DLI programs that follow the Utah Model.


 * Explain:**


 * The three sociolinguistic premises for teaching for biliteracy.
 * Vygotsky's (1978) Zone of Proximal Development and scaffolding.


 * 2) For next Tuesday: Read one chapter from: National Institute for Literacy (2000) - [|Put Reading First]**

a) Choose a chapter. b) Put your name under the chapter you plan to read

1 - Phonemic Awareness Instruction

Person A: Natalie Person B: Reeann Person C: Jessica

2 - Phonics Instruction

Person A: Shayla Person B: Maddy Person C:

3 - Fluency Instruction

Person A: Amy Person B: Joequeen Zhang Person C:

4 - Vocabulary Instruction

Person A: Hayley Imbler Person B: Alissa Person C: Heather Strong

5 - Text Comprehension Instruction

Person A: Michelle Person B: Jacelyn Chao Person C: Sharon Kuo

=2-16-17=

Read Herrera, Perez, & Escamilla, Ch. 6: Strategies-based Comprehension Instruction--Linking the Known to the Unknown (from Teaching Reading to English Language Learners - Differentiated Literacies in the reading packet).

=2-14-17=

1) Turn in: 2) Turn in: Field Report (if you have it done)

=2-9-17=

1) Attend the UFLA Conference and complete this assignment:

a) Attend the Utah Foreign Language Association Conference at UVU today. b) Complete the assignment above. c) Bring the completed worksheet with you to class next Tuesday (2/14/17). d) If you are unable to attend the conference for some reason, please talk with me about alternative conferences you can attend in order to fulfill this assignment.

=2-7-17=

1) Read the article by Culatta, et. al (if you haven't done so already). You will have to log into Learning Suite to see it if you use [|this link].

2) Read this handout:

3) Familiarize yourself with these resources:

Pre-reading Activities During Reading Activities Post-reading Activities

=2-2-17=

1) Read the article by Culatta, et. al (from the course reading packet).

=1-31-17=


 * 1) Read Beeman, Ch. 4 (pp. 60 - 65).**


 * 2) Read Beeman, Ch. 5.**

=1-26-17=


 * 1) Read Beeman, Ch. 4 (up to p. 60).**


 * 2) Watch one of the other videos from the agenda page (1/24/17).**

OR


 * Find a video that reflects an effective DLI lesson.**


 * 3) As you watch, pay attention to:**


 * **Which part of the literacy lesson is being addressed?**
 * **What is the teacher doing?**
 * **What are the students doing?**
 * **Is the segment you watched effective? Why or why not?**

=1-24-17=


 * 1) Sign up to give the Literacy Link. **

a) Go to the Literacy Link page. b) Click "Edit." c) Choose 1 date. d) Type ~ 3 times next to your selected date. e) Click "Save."

a) Review the course outline at the end of the syllabus: b) Go to: [|MeetingWords] c) Follow the prompts. d) Answer the questions. e) Hint: Other people might be typing at the same time you are!
 * 2) Syllabus Wish List on [|MeetingWords]**

=1-19-17=


 * 1) Read Beeman, Ch. 3. **


 * 2) Explore: **

A) - Read pp. 2-4. Pages 3-4 contain brief descriptions of how each color is likely to interact at home, at school, and with friends.

B) - This was attached to your e-mail. Read this entire packet THOROUGHLY. EXCELLENT charts that indicate how to relate to, motivate, appreciate each color; Pages 3-6 compare how each color sees itself to how others may see each color. Very useful for thinking about why people might sometimes misunderstand you, as well as how you might accidentally misunderstand others reframing lists; symptoms of a bad day; and team member role cards. (See also Page 2 of this handout:  )

C) - Very well-designed handouts that highlight what each of the 4 colors brings to a collaborative situation, along with questions each color is likely to ask about the task at hand. Super helpful for you as members of different professional committees, and helpful for students as they engage in group work.

D) - You'll have to download and open this Word doc to read it. Page 1 contains a list of typical behaviors each color exhibits when having a bad day.

E)

F) - Formatting is ugly, but info. is useful

G) - Understanding your interviewer can help you know which strategies will help you communicate best

**OPTIONAL: Just For Fun True Colors Materials**


 * [[image:BlueWordSearch.JPG link="https://truecolorsintl.com/resources/"]]- This PDF document contains wordsearches for all 4 colors ||

- Can you identify which color is most likely to own each of these bumper stickers?


 * Additional True Colors Resources **

- Golds will find this PowerPoint presentation useful. It provides detailed, step-by-step instructions for the quiz, along with a more comprehensive approach to explaining it


 * [[file:Elements of Effective Instruction-BYU.doc]]
 * [|Dr. Montgomery's True Colors Materials]
 * Additional info. on True Colors: []

=1-17-17=


 * 1) Read Beeman, Ch. 2. **


 * 2) Complete: [|Technology Survey]. **

(For your future reference: [|True Colors Quiz - Print Version] OR [|True Colors Quiz - Online version (does not give numerical scores)]
 * 3) Complete: True Colors Quiz ** (distributed in class).


 * 4) Complete the Course Photo Video Permission Form (distributed in class). **


 * 5) Register for the Utah Foreign Language Association (UFLA) Conference. [[file:2017 Registration Form STUDENT VOLUNTEER.pdf]]**


 * OPTIONAL: **


 * 5) You may wish to join these Facebook groups: **

[|ACTFL Innovates] group on Facebook

[|BYU Undergrads] group on Facebook.

[|Deep Approach to Language Learning] group on Facebook.

[|FLTEACH Group on Facebook]

[|Friends of AATSP] Utah group on Facebook

[|Utah Coalition for Educational Technology (UCET)] group on Facebook


 * 6) You may wish to participate in this Twitter group (#flteach) or in these [|Twitter] chats: **


 * 1) langchat
 * 2) utedchat


 * 7) You may wish to register to participate in these professional world language and technology conferences: **


 * [[image:languagelinks2006/PBLSymposuim.png link="http://nflrc.hawaii.edu/events/view/95/"]] ||
 * Jan. 11-12, 2017 - Project-based Language Learning Free Online Symposium ||


 * [[image:languagelinks2006/FundamentalsOfPBLLOnlineInstitute.JPG link="http://nflrc.hawaii.edu/events/view/96/"]] ||
 * Jan. 25-Feb. 22, 2017 ||


 * [[image:languagelinks2006/PBLLInterculturalityLogo.png link="http://nflrc.hawaii.edu/events/view/97/"]] ||
 * August 2-9, 2017 at the University of Manoa in Honolulu, HI ||

February 16-19, 2017 at the Hyatt Regency Monterey in Monterey, CA
 * [|California Language Teachers Association Conference (CLTA)] **

February 19, 2017 at Utah Valley University in Provo, UT
 * <span class="wiki_link_ext" style="background-color: #ffffff;">[|Utah Foreign Language Association Conference (UFLA)] **

March 2-4, 2017 in Oklahoma City, OK
 * <span class="wiki_link_ext" style="background-color: #ffffff;">[|Southwest Conference on Language Teaching (SWCOLT)] **

March 8-10, 2017 in Capetown, South Africa
 * [|Open Education Global Conference] **

March 16-17, 2017 at the University of Utah in Salt Lake City, UT
 * [|Utah Coalition for Educational Technology Conference (UCET)] **

2018 at TBA
 * 7th International Conference on Language Immersion Education **

Summer 2017 at the Joseph F. Smith Building, BYU Campus, Provo, UT
 * BYU Annual Summer Workshop for Spanish Teachers **

July 6-9, 2017 at the Hilton Chicago Hotel in Chicago, IL
 * [|American Association of Teachers of Spanish & Portuguese Conference (AATSP)] **


 * [|Summer institutes offered by Language Resource Centers in the U.S.] ** (Many are grant-funded)

November 17-19, 2017 at the Music City Center in Nashville, TN
 * [|American Council on the Teaching of Foreign Languages Conference (ACTFL)] **


 * More Professional Development Opportunities **

=1-12-17=


 * 1) Read Beeman & Urow, Ch. 1 **


 * 2) Choose a wiki user name. **

a) Choose a wiki user name. b) The name you choose will be publicly visible. c) Your posts will be associated with the name. d) So choose something professional. e) E-mail your selection to me.


 * 3) Join the LanguageLinks2006 Wiki. **

a) Sign into Wikispaces with your username and password. b) Go to: **http://languagelinks2006.wikispaces.com/** c) Click // Join // in the upper, right-hand corner d) Type "TELL 435" in the box e) Click submit


 * 4) Complete: [|Course Information Survey]. **


 * 5) Read the course syllabus and come with any questions you may have. **

=1-10-17=

First Day of Class - No Homework