And a demonstration of Jigsaw Cooperative Group structures.

WARNING: DO NOT TRY TO TAKE NOTES ON THE SLIDES—JUST LISTEN. You will have the information you need on a note-taking form when you leave class today.

CARD Q: Write down one thing you remember from our readings or discussions so far about English Language Learners.

Jigsaw Cooperative Groups: Team learning and teaching, individual assessment, team awards.

Note: Cooperative groups are a recommended teaching style to use with ELL students.

The goal is to learn to begin to recognize, understand, and plan for ELL (English as a Second Language Students)

By the end of today’s class you should have a solid basic understanding of how to tell the stage of an ELL student’s language development.

Each member of your “home” group will become an “expert” about one aspect of English Language Learning by meeting with other “experts.”

You take notes on the sheet I give you while in your expert groups

Experts will return to their home group to teach each other what they learned.

Form groups of five. This group is your home group.

Now number off so each member has a number of 1, 2, 3, 4 or 5—remember your numbers within your group.

When I say “go” move to the table with your number.

1. Silent stage 2. Early production stage 3. Speech emergence stage 4. Intermediate language proficiency stage 5. Advanced fluency stage

Go to expert groups All groups watch short video: Take good

notes, but especially focus on notes for your expert group topic.

Make sure all members of your expert group take notes on the note-taking sheet from the handout at your table—you will have to teach this content to your home group. (You have 5 minutes to take notes on your expert topic.)

Return to home groups Go around the circle with all experts sharing

what they know from expert groups. All members take notes, filling in the rest of

the note-taking sheet If your group is done sooner than other

groups, discuss the higher order thinking question on the back of your note-taking sheets

FINISH THIS PART BY

Group test: Discussion activity worth 5 additional

points—all in your group share the credit for this part

Work efficiently!!! Your group must finish its work by the last 20 minutes of class!!

Pretend you are teaching in the grade/content area for which you are currently preparing. One day you get a new student who has moved to your school from another school district. This student is a Latino student, who has been receiving ESL services in her previous school, but you do not know for sure the extent of her language skills. She is able to converse socially in English with relatively complex sentences so that she can easily get her needs met in English, but she struggles with written work and reading. She can answer most questions in class comfortably, but it takes her more time to “think through” these questions than it does the other students You notice that she sometimes “talks herself through” problems in Spanish before answering in English. She is about at grade level in Math and Science with a little extra teacher help, but performs lower than many students in other academic areas.

Individual test: You will earn individual scores on this test,

but we will not go over it until later when it is graded

No notes!

Expert group learning: end by 11: 20 Home group teaching: end by 11:50 Home group team problem 11:50-12:00 Individual test 12:00-12:15

Expert group learning: end by 12:50 Home group teaching: end by 1:20 Home group team problem 1:20-1:30 Individual test 1:30-1:45