• Look at the content objectives presented on page 4. What are other language objectives that could be used with these content objectives?
• Why should we be aware of the stages of language acquisition? What are the implications of the stages for mainstream instruction? Look closely at the “Stages of Language Acquisition” by Krashen and Terrell on page 12. Can you align these to the terms the WIDA uses for our language learners?
• 0-6 months is a long time for a silent period. What do you think students are doing while in this stage of language acquisition?
• How well do you understand the difference between conversational English and Academic English? Can you think of an analogy to explain the difference?
• What questions do you have about setting language objectives? What changes might you make in your practice related to setting language objectives? What support might you need to make these changes?
• Would language and content goals be appropriate for non-ELL students? Why or why not?
• How will the Word-MES influence the way you provide feedback to your students? Are there additional ways to provide focused feedback? What role, if any, does handwriting and vocabulary usage play in feedback?
• Is it possible for students to put forth much effort and still not achieve? Is it possible for students to achieve much without exerting much effort? How will this influence the students’ affective filter?
• Think about what you have taught / will teach. How have you used cooperative learning? How can you incorporate components of cooperative learning (positive interdependence, face-to-face interaction, individual accountability/ personal responsibility, interpersonal and small group skills, and group processing) into your topic? Are there some topics/units that lend themselves more readily to cooperative learning? Why?
• Is it possible for a student’s culture to impact cooperative learning? How?
