EMC/LRLA: Exercise 2-
Directions Introduction In this exercise, you will identify one strength and two weaknesses in the oral language development of a student for whom English is a new language. You will describe two appropriate teaching strategies, other than teacher correction, for building upon an identified strength or for addressing an identified weakness in order to further the student’s oral language development. You will be asked to respond to two two-part prompts. Criteria for Scoring To satisfy the highest level of the scoring rubric, your responses must provide clear, consistent, and convincing evidence of the following: - an accurate identification of one strength and two weaknesses in a student’s oral language development; -tightly connected examples from the conversational transcript to support your identification; -an in-depth description of two appropriate teaching strategies, other than teacher correction, connected to the identified strength or weakness(es) in the student’s oral language development; and -an appropriate rationale for using these strategies. Stimulus Elena is an 8-year-old second-grade student. She has been in the United States for two years. This is her second year of formal education. Elena’s family speaks a little English but use their native language at home. Transcript of Conversation: T = Teacher S = Student “Birthday” T – Elena, next week is your birthday. How do you celebrate your birthday? S – Celebrate? T – What do you plan to do to celebrate this special day? S – Family happy. Hang big circle of flowers on door. I wear pretty long clothes, pretty color. Wear over dress. T – Do you mean an apron? S – No—long it goes here. (Points to her waist) T – Oh, around your waist! What will your family do? S – Big party! Grandmother, aunt, uncle, cousins all come. T – What will you do at the party? S – Mother, grandmother make for me all foods I like to eat. They make cabbage with meat inside potatoes inside. T – What will you do after you eat all of that good food? S – I sit on special chair—all pretty with colors and flowers—cousins lift chair up in air. T – It sounds like fun. Elena, how do you say “Happy Birthday” in Lithuanian? S – Sveikinu su gimtadieniu! T – I don’t think I can say that Elena!
Prompts 1. (a) Identify one strength and two weaknesses in this student’s oral language development. (b) Support your identification with specific examples from the transcript. 2. (a) Provide two appropriate and specific teaching strategies to further this student’s oral language development, other than teacher correction. Explain how the strategies are connected to the identified strength or weakness(es). (b) Provide a rationale for using each of these strategies.
Created by
Patrick Ledesma
, 2007
Prompts from
National Board for Professional Teaching Standards
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