Session 10 - Teaching Culturally and Linguistically Diverse Students

Learning Outcomes:

CLO 5252.1 Identify and implement the California History - Social Studies (CA HSS) State Framework, College, Career, Civic Live Framework (C3) Common Core Social Studies (CCSS) (TPE 1b, 8, 9, 12 & 13).

CLO 5252.2 Plan and write lessons and activities for all learners to maximize their ability to meet and/or exceed the CCSS (TPE 1b, 2, 4, 5, 6c, 7, 8, 9, 11, 12 & 13).

CLO 5252.3 Demonstrate an understanding of oral, written, and visual literacy and the ability to promote and instruct on oral, written, and visual literacy in the teaching of social studies and history (TPE 1b, 2, 4, 5, 7, 10).

CLO 5252.4 Demonstrate competence in creating unit plans and instructional programs in Common Core English/Language Arts and Social Studies content areas (TPE 1b, 2, 3, 4, 5, 6c, 7, 9, 10, 11).

CLO 5252.5 Create and implement lessons, assignments, assessments, and other learning tools that provide challenging educational experiences and opportunities for all learners (TPE 1b, 2, 3, 4, 5, 6c, 7, 8, 9, 10, 11, 12 & 13).

CLO 5252.6 Provide grade-level learning experiences that create the necessary groundwork for student learning success in subsequent courses (TPE 1b, 4, 5, 6c, 7, 8, 9, 10).

CLO 5252.7 Explore and to research effective, current research-based methods and curricula that promote optimal learning environments for students (TPE 1b, 2, 4, 5, 6c, 7, 8, 9, 10, 11, 12 & 13).

Essential Questions:

• What are the best approaches to teaching students who struggle with English?
• Is there a different approach for students whose first language is English but still struggle with English?
• What if my school does not officially identify English Learners? Am I still responsible?

Agenda:

• Collaborating with Families

• Evaluate multicultural/bilingual perspectives in special education (see webinar)

• Culturally responsive/linguistically responsive pedagogy

• Review of the IEP Process

• Using Assessment Data and Student Information to drive instruction (ELPAC Blueprints (pdf). ELPAC Test)

• What is SDAIE ? And what itisn’t.

• Graphic Organizers (see various graphic organizers)

Assignments:

• Read & Discuss:

Vaughn, Bos, Schumm, Ch. 4: Teaching Culturally and Linguistically Diverse Students

Vacca, Vacca, Mraz, Chapters 6 and 8

• Design a graphic organizer for your students to use in your unit plan

• UDL Video Due in EdThena - Identify lesson plan, which must have the reflection. - post in Edthena

• Consider assessments for your Novel Unit Plan.

In preparation for your novel unit plan, review the common core standards for reading literature and informational texts. Select one lesson plan from the internet that youfeel addresses a standard appropriately. This lesson plan should complement and be able to be integrated into your novel unit plan. For the lesson, complete the evaluationsheet. Be sure to cite your source and bring your evaluation to class for discussion. Some version of this plan may become one of your lessons in your novel unit plan.

Next Steps:

Due next week - SDAIE Video & Reflection - due in EdThena

Coming up - Veteran Teacher Observation

Be amazing in your classroom!