Chapter 10 – Comprehension Exercises and Activities
Chapter 10 – Comprehension Exercises and Activities
Chapter One
How Languages are Learned and Acquired
-I- Answer the following questions based on the chapter.
1. Define “language.”
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2. Define “language learning.”
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3. Differentiate between language learning and language acquisition.
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4. What are some pedagogical implications for psycholinguistic theories and practices?
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5. What are some pedagogical implications for socio-cultural theories and practices?
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-II- Reflecting on What You’ve Read
1. How do you ensure that your lessons are both interactive and content-based?
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2. Given that you will undoubtedly have multi-level proficient students in your classes, how will you design instructional strategies that provide comprehensible input, namely i+ 1?
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3. What kinds of print material will you make available to your students in your classroom? What will guide your selection?
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4. How will you use resources from your students’ L1 to help them learn English?
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-III- Graphic Organizer
Use the graphic organizer below to illustrate similarities and differences between Socio-cultural and Psycholinguistic Theories and Practices
[pic]
-IV- Application Activities
Write an activity for second language learners which incorporates each of the five attributes of interaction:
Meaningful Interaction --
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Authentic Interaction –
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Relevant Interaction –
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Reflection and Action –
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Feedback –
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-V- K-W-L-A
Use the K-W-L-A activity to summarize what you’ve learned.
1. This is what I now know about how languages are learned and acquired…….
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. This is what I wanted to know about how languages are learned and acquired…..
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. This is what I learned about how languages are learned and acquired….
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. This is how I’ll apply what I learned about how languages are learned and acquired…
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Chapter Two
Methods and Approaches in Language Teaching
-I- Answer the following questions based on the chapter.
1. List and define the Behaviorist methods.
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2. List and define the Rationalist methods.
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3. List and define the Functional approaches.
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4. List and define the Humanistic approaches.
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5. Describe one interactive activity each for a beginner, intermediate, and advanced ESL class for #s 1-4.
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-II- Reflecting on what you’ve read
Review your foreign/second language experience as you described it on p.__ (Reflect/Respond/Act).
1. Are there methods or approaches that you would probably not use? Why?
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2. How did your experience as a foreign/second language learner influence your preference for a method or approach?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
-III- Graphic Organizer for Methods and Approaches
Fill in the four graphic organizers below using what you’ve learned from this chapter
Behaviorists Methods
| |Grammar |Direct Method |ALM |
| |Translation | | |
|Characteristics | | | |
|Interactive | | | |
|Content-Based | | | |
|Application | | | |
|Interactive | | | |
|Content-Based | | | |
|Activity | | | |
|ESL Standards | | | |
|Learning Styles | | | |
|Multiple | | | |
|Intelligences | | | |
Rationalists and Mentalists Methods
| |Cognitive Anti-Method |Cognitive Code Method |
|Characteristics | | |
|Interactive | | |
|Content-Based Application | | |
|Interactive | | |
|Content-Based Activity | | |
|ESL Standards | | |
|Learning Styles | | |
|Multiple Intelligences | | |
Functionalists Approaches
| |CALLA |CLT |TPR |TPRS |Natural Approach |
|Characteristics | | | | | |
|Interactive | | | | | |
|Content-Based | | | | | |
|Application | | | | | |
|Interactive | | | | | |
|Content-Based | | | | | |
|Activity | | | | | |
|ESL Standards | | | | | |
|Learning Styles | | | | | |
|Multiple | | | | | |
|Intelligences | | | | | |
Humanists Approaches and Methods
| |CLL |Silent Way |Suggestopedia |Rassias Method |
|Characteristics | | | | |
|Interactive Content-Based | | | | |
|Application | | | | |
|Interactive Content-Based Activity | | | | |
|ESL Standards | | | | |
|Learning Styles | | | | |
|Multiple Intelligences | | | | |
-IV- Application Activities
1. Select an ESL textbook that you may use/are using. What methods or approaches would work best?
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. Observe ESL classes or view videotapes and describe the methods and approaches used by the teacher(s). Describe what worked best and with whom.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
-V- K-W-L-A
Use the K-W-L-A activity below to summarize what you’ve learned in this chapter
1. This is what I now know about methods and approaches to teaching second languages…..
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. This is what I wanted to know about methods and approaches to teaching second languages…..
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. This is what I learned about methods and approaches to teaching second languages….
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. This is how I’ll apply what I learned about methods and approaches to teaching second languages……
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Chapter 3
Planning for the Standards Based Classroom
I. Answer the following questions based on the chapter.
1. List three types of planning.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. Define FLES, FLEX, and immersion education.
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3. What is meant by reflection in the planning process?
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4. Explain the concept of differentiated instruction.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________5. Explain how the time of day influences your planning?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
II. Reflecting on what you’ve read.
1. How does prior knowledge influence planning in an interactive standards-based classroom?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. What are some of the criteria you would use to analyze and select a textbook for a content-based beginning level ESL class?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. When planning, how can or should standards be a part of the process? To what degree should they direct your planning?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. How does cultural awareness play a role in planning?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________5. Why is it important to meet with classroom teachers and or other team members on a regular basis, regarding planning?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
III. Graphic Organizer
Building a thematic or unit plan. Use the following organizer to develop a one-week unit plan. You may base the plan on either a thematic subject or on a required standard.
| |Monday |Tuesday |Wednesday |Thursday |Friday |
| | | | | | |
|Objective | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
|Resources Needed | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
IV. Application Activities
One of the many challenges that new teachers face is planning appropriately based on curriculum requirements as well as student need. Teachers need to integrate content in a way that assists the students academically as well as with second language acquisition. The following is a class scenario with which you can practice planning lessons that suit the needs of the dynamics of the group. Note that the group is not homogeneous, reflecting real life situations.
The class has been set up to indicate each student’s age, gender, home language, L2 level, and learning style. Use this information during pre-planning, when choosing materials, and for developing both lesson plan structure and assessment models.
Elementary Level
Class A
Grade 5
Students M/F Home Language Level Learning Style
Hyung M Korean Beg Auditory
Byung M Korean Beg+ Kinesthetic
Claudia F Spanish Int Visual
Samantha F Spanish Beg Auditory
Rosalva F Spanish Beg- Visual
Hasan M Urdu Int Spec Need
Henry M Spanish Beg Kinesthetic
1. Situation 1: The 5th grade team comes to you and informs you that the class is beginning a unit on the 3 branches of the U.S. government. How will your planning reflect the needs of the students in this class assuming it is a pull out situation? Pull out indicates that the ESOL teacher works independently with students in a separate location than mainstream students. Write a sample lesson for this student group using the following questions as a guide.
a. What do you want your students to know?
b. What do you want your students to be able to do?
c. Can you measure it? (How)
d. How will you differentiate instruction to meet the needs of all your learners?
2. Situation 2: Prepare a reading lesson where the skill taught is identifying the main idea. Choose a book you think would be appropriate for this group and explain how you would differentiate instruction for students in your class.
3. Situation 3: Prepare a writing prompt and describe a writing lesson you would plan that encourages students to share attitudes and information that reflect their culture.
4. Plan a lesson that would introduce and prepare students for one of the following: reading and comprehending calendars, bus and train schedules; filling out job applications, or developing banking skills.
V. K-W-L-A
Use the K-W-L-A activity below to summarize what you’ve learned in this chapter.
1. This is what I now know about planning for a standards-based classroom… ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. This is what I wanted to know about planning for a standards-based classroom… ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. This is what I learned about planning for a standards-based classroom… ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. This is how I’ll apply what I learned about planning for a standards-based classroom…
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Chapter 4
Creating Interactive and Content-based Assessment
Answer the following questions based on the chapter.
1. What is assessment? How does it differ from evaluation?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. Describe three ways assessment can be used.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. Define alternative assessment and describe one example.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. What is a standardized test?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5. How does an analytic rubric differ from a holistic rubric?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Reflecting on what you’ve read.
1. What assessment tools could you use to determine a student’s ability to comprehend text read aloud and the content-based vocabulary within the text? How would the information gained enable you to meet the student’s needs?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. Understanding that ESL and FL classes consist of many different kinds of learners, is it best to only assess students in a way that is comfortable for his or her learning style? Why or why not?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. Describe how the use of portfolios enhances the students’ abilities to self-assess their work.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Graphic Organizer
[pic]
I. Application Activities
1. When creating or choosing a writing assessment tool for use with a diverse group of students, what criteria should you use to determine the best instrument for gathering information? Write four criteria or essential ideas to consider.
2. Using the ESL standards for writing, create a holistic rubric to be used as an assessment tool in a diverse ESL class. Keep the objectives or goals for your students clear, so the rubric can also be used as a self-assessment tool for the students.
II. K-W-L-A
Use the K-W-L-A activity below to summarize what you’ve learned in this chapter
1. This is what I now know about interactive and content-based assessment...
2. This is what I wanted to know about interactive and content-based assessment...
3. This is what I learned about interactive and content-based assessment...
4. This is how I’ll apply what I learned about interactive and content-based assessment…
Chapter 5
Interactive Listening and Reading
-I- Answer the following questions based on the chapter.
1. What does listening mean in the context of second language learning?
2. Define literacy? How is it different from reading?
3. What is the purpose of the ESL standards?
4. List the differences between foreign and second language learning.
5. List types of media used in teaching how to interpret oral communication.
6. List and define reading skills and strategies.
II. Reflecting on what you’ve read.
1. How would you use reception strategies in an ESL classroom?
2. How would you integrate listening and reading skills into content area learning in the classroom?
3. What is the value of social interaction in the negotiation of meaning in the context of a reading classroom?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. Why is cultural validity an important aspect of literacy?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
-III- Graphic Organizer for Interactive Listening and Reading
Complete the following table with definitions of reading skills.
|Reading skill |Definition |
|Intensive reading | |
| | |
| | |
| | |
|Extensive reading | |
| | |
| | |
| | |
|Skimming | |
| | |
| | |
| | |
|Scanning | |
| | |
| | |
| | |
| | |
plete the following VENN diagram comparing and contrasting listening and reading comprehension.
[pic]
IV. Application Activities
1. Observe 2 ESL classes or view videotapes and describe how the teacher integrates listening and reading skills in their classroom. Describe what worked best. Compare and contrast the teaching methods implemented in each class.
2. Select a content area objective. Then create a brief text-based activity that will enable students to develop knowledge or skills associated with that objective. (i.e. science – The earth revolves around the sun and rotates on its axis.) Be sure that the activity you choose will allow you to assess the students’ reading comprehension and strategies.
V. K-W-L-A
Use the K-W-L-A activity below to summarize what you’ve learned in this chapter.
1. This is what I now know about interactive listening and reading.
2. This is what I wanted to know about interactive listening and reading.
3. This is what I learned about interactive listening and reading.
4. This is how I’ll apply what I learned about interactive listening and reading.
Chapter 6
Foregrounding Oral Communication
I. Answer the following questions based on the chapter.
1. What are some characteristics of good learners in terms of oral communication?
_______________________________________________________________________________________________________________________________________________________________________________________________________________
2. Define acquisition.
_______________________________________________________________________________________________________________________________________________________________________________________________________________
3. In what ways can a FLES program improve overall student learning and academic skill development?
_______________________________________________________________________________________________________________________________________________________________________________________________________________
4. Explain strategic competence.
_______________________________________________________________________________________________________________________________________________________________________________________________________________
5. Define the difference between interference and fossilization.
_______________________________________________________________________________________________________________________________________________________________________________________________________________
6. What is subtractive bilingualism and how is it detrimental to second language learners?
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7. Explain the processability theory.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
II. Reflecting on what you’ve read.
1. In language development, why does oral development usually come after listening comprehension?
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. Explain the value of cultural norms to the bilingual child.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. Why is it essential to involve or include early or emerging bilinguals in consistent, sustained oral language practice?
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. What instructional strategies or learning activities could you use to help a student express personal views and values interactively?
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
III. Graphic Organizer
The following organizer can be used as a concept map. Choose an idea from the chapter (i.e. dialogic communication, critical language awareness, strategic competence) and write it at the top in the oval as your concept. Then, complete the map by defining specific goals, objectives, and activities to work on this concept with students.
[pic]
IV. Application Activities
1. Write a role play scenario for middle school ESL or FL students. Clearly define the setting and the linguistic or conversational goals or requirements for the students.
2. Observe a mixed language level or ESL class and write a brief analysis of how gender, ethnicity, and race play a role I the students’ participation or oral communication.
3. Observe and assess a group of ESL or FL learners in a communicative situation based on the interview scale in Chapter 6.
V. K-W-L-A
Use the K-W-L-A activity below to summarize what you’ve learned in this chapter.
1. This is what I now know about foregrounding oral communication.
2. This is what I wanted to know about foregrounding oral communication.
3. This is what I learned about foregrounding oral communication.
______
4. This is how I’ll apply what I learned about foregrounding oral communication.
Chapter 7
A Focus on Written Language Communication
I. Answer these questions based on the chapter.
1. Define interactive writing.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. List some important skills students need to develop for written communication.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. How does cultural perspective affect writing development?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. What is the difference between the psycholinguistic and sociocultural perspectives on writing for second language learners?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
II. Reflecting on what you’ve read.
1. Why is writing the last component of language communication to develop in most second language learners?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. How does the sense of audience help a second language learner improve writing skills?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. Why is written communication development a different process for older second language learners as contrasted with elementary learners?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
III. Graphic Organizer
The following organizer can be used as a planning tool for writer’s workshop. Define a genre and the information you want students to understand about that genre. Next list some actual examples used in real life of this style of writing, and, finally, describe a possible activity to develop student writing in this area.
| | | | |
|GENRE | | | |
| | | | |
| | | | |
|CHARACTERISTICS: | | | |
|What students should know | | | |
| | | | |
| | | | |
| | | | |
|REAL LIFE EXAMPLES | | | |
| | | | |
| | | | |
|POSSIBLE ACTIVITY | | | |
| | | | |
| | | | |
| | | | |
IV. Application Activities
1. Write an interactive writing lesson for an ESL class to teach the skill of paragraph development. Be sure to use topics and ideas relevant to your students.
2. Observe a writer’s workshop activity or lesson in a standard classroom. Take notes on what you see and describe it. Then explain how you would adjust or scaffold that lesson to use in an ESL environment and meet the writing needs of ESL students.
V. K-W-L-A
Use the K-W-L-A activity below to summarize what you’ve learned in this chapter
1. This is what I now know about written language communication…
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. This is what I wanted to know about written language communication…
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. This is what I learned about written language communication…
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. This is how I’ll apply what I learned about written language communication…
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Chapter 8
Approaches to Working with Diverse Learners
-I-Answer these questions based on the chapter.
1. How does the increase in diversity among students in the U.S. contrast with the current changes in the demographics of teachers? Why is this an issue for the educational system?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. What constitutes a diverse learner?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. As a teacher, what are some essential things you need to learn about your students? How will this knowledge affect their education?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. Explain the importance of training special educators on the subject of ESL.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5. What factors contribute to the inequality of education across districts and around the nation?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
6. Define the term learner-centered instruction.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
7. How can instruction be made culturally relevant? What are some challenges to this process?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
-II- Reflecting on what you’ve read
1. Briefly describe how you learn. What is your learning style? How do you know this? What types of learning activities are most comfortable for you? What activities are more difficult?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. What are some approaches you can use to identify a gifted second language learner whose English proficiency is limited?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. Federal Legislation describes a “least restrictive environment” for special needs students. Other than the physical ability to move comfortably in the classroom, how else could this term be applied to diverse learners?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. What aspects of classroom dynamics in a diverse population seem most challenging to you? Of these which might have a major impact on your students if not appropriately developed? Where might you find helpful resources on this subject?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5. Consider your own education and other school experiences you have had. Describe a practice in the school that needs to be adjusted to accommodate diverse learners. What can be done to change the situation? What community alliances might help any adjustments succeed?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
III. Graphic Organizer –
1.) MI Theory - Practical Usage Organizer
Using the two organizers below, choose two of the eight intelligences and complete the diagram with ideas for activities that apply to that intelligence for each area of learning.
[pic]
[pic]
2) Using the T-chart below, list the attributes you might find in a student with language disorders and those you might find in a student with language differences. What do you notice?
| | |
|Language Disorders |Language Differences |
| | |
| | |
| | |
| | |
| | |
| | |
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| | |
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-IV- Application Activities
CLiDES-
Culturally and Linguistically Diverse Exceptional Students
Complete these activities to further your understanding.
1. Based on Gardner’s Theory of Multiple Intelligences, create a learner-centered activity that includes all students in a diverse class. Your plan should incorporate several different ways for students to learn the information while working on the same topic. Use the chart of multiple intelligences and the outline below as a guide.
_________________________________________________________
Topic:
Intended Audience:
Activity Description –
Complete the following activity and question.
1. Joanna is a second language learner in third grade. She speaks both Spanish and English at home and is receiving ESL assistance and native language support in school. However, she seems unable to succeed in completing most individual tasks in the classroom. Each task takes her an inordinate amount of time. Her responses to questions often seem inappropriate to the topic. She seems to depend heavily on peer assistance.
As Joanna’s teacher, you are responsible for identifying that a problem exists and communicating this to a student study committee. In addition you need to explain strategies you will use to accommodate some of her needs in the classroom. Using the information about CLiDES in the chapter, write a brief letter to the student study committee expressing your student’s learning issues and what you have implemented to address her needs.
-V- K-W-L-A
Use the K-W-L-A activity to summarize what you’ve learned in this chapter your.
1. This is what I now know about approaches to working with diverse learners…
________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. This is what I wanted to know about approaches to working with diverse learners…_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. This is what I learned about approaches to working with diverse learners… ________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. This is how I’ll apply what I learned about approaches to working with diverse learners
________________________________________________________________________________________________________________________________________________________________________________________________________________________
Chapter 9
Integrating Technology in an Interactive Classroom
I. Answer the following questions based on the chapter.
1. Other than computers, what are some technology resources that can be used in a classroom?
________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. Describe how constructivist theories apply to language learning and
technology.
________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. What is transformative pedagogy?
________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. How can you decide if information within a technological resource is authentic text?
________________________________________________________________________________________________________________________________________________________________________________________________________________________
5. Explain the use of games in a technology rich classroom. What functions do they serve?
________________________________________________________________________________________________________________________________________________________________________________________________________________________
6. What is a webquest?
________________________________________________________________________________________________________________________________________________________________________________________________________________________
II. Reflecting on What You’ve Read
1. How do you think technology will affect/has affected your role as a
teacher of foreign/second language? How do you see this role as differing
from the teacher’s role when you were a language student? What are the pros
and cons of technology’s effect on the teacher’s role/ and on the student?
________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. With which technology described in this chapter are you most
familiar/comfortable? How would you incorporate it in your foreign/second language classroom? Which teaching method(s) or approach(es) would you use with this
technology?
_______________________________________________________________________________________________________________________________________________________________________________________________________________
3. With which technology described in this chapter are you most unfamiliar?
How would you go about improving your knowledge of this technology?
How could you employ it in your classroom?
_______________________________________________________________________________________________________________________________________________________________________________________________________________
4. Choose one method each from the Behaviorist and Rationalist methods
and one approach each from the Functional and Humanistic approaches discussed
in Chapter 2. Select a technology that could be employed for each method or
approach and describe how it might be used in support of that method/approach.
_______________________________________________________________________________________________________________________________________________________________________________________________________________
III. Graphic Organizers
1. Using a Venn Diagram, choose three technologies you might use in your
classroom and depict which method(s)/approach(es) could be applied in the
overlapping segments.
2. Create a graphic organizer to depict how you could use technology for
alternative assessment versus how you could use it for more traditional
testing.
IV. Application Activities
1. Describe how you could make use of e-mail in your foreign/second
language classroom. What type of teacher planning and preparation would be necessary before you employed this technology? What language skills would you hope your students would develop through this technology? How would you measure progress?
2. Browse through at least three of the on-line resources listed in this
chapter. Describe one or two ideas you found for using technology in the
classroom and how you would implement them.
3. Think about and describe what types of technology learning stations
you might employ in your classroom. Select both traditional and newer
technologies. For each learning station describe which learning styles it
would best apply to and which method/approach it would be used for.
Describe various methods of selecting the groups to work at your
technology stations. What would be your rationale for each grouping and what
would be the pros/cons for each?
4. Search the Internet and select one authentic text each that you could
use for a beginning, intermediate and advanced level. How would you need to
adapt the texts you found for use by the language learners?
V. K-W-L-A
Use the K-W-L-A activity below to summarize what you’ve learned in this chapter
1. This is what I now know about planning for a standards-based classroom… ________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. This is what I wanted to know about planning for a standards-based classroom… ________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. This is what I learned about planning for a standards-based classroom… ________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. This is how I’ll apply what I learned about planning for a standards-based classroom…
________________________________________________________________________________________________________________________________________________________________________________________________________________________
-----------------------
Subject, Theme, or Standard
[pic]
Reading
.
.
SPEAKING
READING
WRITING
LISTENING
LISTENING
READING
WRITING
SPEAKING
................
................
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