M5A1 Language Domains

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Pima Community College *

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287

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English

Date

Oct 30, 2023

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pdf

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M5A1 Language Domains Template Name: Please respond to the following prompts in a short answer format, with citations throughout. Part I Overview 1 List the two videos you watched. Reading Workshop in Kindergarten and Evidence-Based Academic Discussion: Getting Started. 2 Briefly summarize the two videos you watched. Reading Workshop is about using first letter sound awareness plus a picture in a book to decode new words (context clues), during whole class, partner, and independent reading using finger pointers, reading “super powers,” and conferring with the teacher (assessment). Evidence -Based Academic Discussion is about an environmental research project where the students are divided into six groups and their goal is a persuasive argument, using partner review, graphic organizer, talking stuffed animal, assessment of students’ discussion points, and a student summary of the discussion. 3 List the grade level of the video you chose to analyze for this rest of this assignment. Grade 4 Part II Student Empowerment 4 Define student agency. “Student having an active role in their learning through voice, and often a choice, in the process” (Reese n.d. ,para 1). 5 In what ways did the teacher in your selected video foster student agency? Ms. Horwitz fostered student agency by having the students go to the library to research their discussion topic, followed by having the students pair-review and fill in a graphic organizer. These steps fostered student agency by allowing the student to decide what they researched (within a certain topic) and how they presented it. Further, students were able to ask questions during group discussion by raising their hands and the talking stuffed animal was passed around to enable further discussion of a point or to change the topic. 6 Define equity of voice. “Equity protects all students’ right to be heard... that every single person’s voice in the class matters and is worthy of being heard” (Davenport 2021, para 7). It is not the same as equality of voice, which is allowing students to speak for the same amount of time. 7 In what ways did the teacher ensure equity of voice? Ms. Horowitz used a talking stuffed animal that was passed around, where only one student was able to speak at once so all could be heard. Ms. Horowitz encouraged the animal to be passed to

a person who hadn’t spoken yet who raised their hand. At the end, Ms. Horowitz had the students who hadn’t volunteered to speak get a chance to add their points to the discussion. Part III Language Domains 8 In what ways did the teacher provide opportunities for ELs to practice reading? Groups of students were assigned specific topics under the umbrella of the environment and tasked to research this topic at the library. 9 In what ways did the teacher provide opportunities for ELs to practice writing? Aside from notes taken at the library, students used a graphic organizer to prepare their persuasive argument. 10 In what ways did the teacher provide opportunities for ELs to practice listening? By having a pair-review of the research the student garnered and through whole class discussion using the talking stuffed animals, so one student spoke at a time. 11 In what ways did the teacher provide opportunities for ELs to practice speaking? Students did a pair-review of the researched material, taking turns to share what each learned in preparation for the group discussion. Students took turns during the group discussion to present their material and question presented ma terials. At the end, students who hadn’t taken a turn were given the opportunity to present. Part IV Effective Instruction 12 Define explicit instruction. “Concepts are clearly explained and skills are clearly modeled, without vagueness or ambiguity” (Pima Community College n.d., Important Terms). “Explicit (direct) instruction is systematic, direct, engaging, and success oriented-and has been shown to promote achievement for all students” (Arizona Department of Education n.d., Key Principles of Structured Literacy). 13 In what ways did the teacher utilize explicit instruction? At the beginning of the discussion, Ms. Horowitz went over the general topic, reminding the students of the research they had done at the library the day prior. Ms. Horowitz instructed students to use their graphic organizers to prepare their discussion points. Ms. Horowitz modeled one-student-speaking-at-a-time by using the talking stuffed animal when she spoke, as well. 141 Define systematic instruction. “A carefully planned sequence for instruction” (Pima Community College n.d., Important Terms). 15 Define scaffolds.

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