03 Aug Write a 175- to 350-word analysis on the ELA teacher interview
Refer to the following questions to help guide you during your interview:
What is the teacher’s name, grade level, and ELA class taught?
What reading and writing skills or strategies does the ELA teacher think students most need in content-area instruction?
What kind of language support does the ELA teacher provide for students?
How does the teacher integrate cultural, social, and global perspectives into their ELA lessons?
Part 2: Content Area Teacher Interview
Interview a secondary level (6th to 12th grade) teacher of a different content area (social studies, science, math, or other).
Note: Interviewing a content area teacher will give you the opportunity to learn how a content area teacher emphasizes reading and writing in the classroom. Both interviews should provide valuable, yet different, views on content area literacy at the secondary level.
Write a 175- to 350-word analysis on the content area teacher interview.
Refer to the following questions to help guide you during your interviews:
What is the teacher’s name, grade level, and content area?
How does the content area teacher integrate reading and writing into content lessons?
What specific reading and writing skills do the content area teacher focus on with his or her students? Why?
How does the content-area teacher support his or her students’ language development, such as the use of language functions, academic vocabulary, discourse, and syntax?
How does the content area teacher integrate cultural, social, and global perspectives into their lessons?
Part 3: Classroom Observation
Conduct a classroom observation of a content area lesson at the secondary level, focusing on the integration of reading and writing into content instruction.
Refer to the following questions to help guide you as to what kinds of things to observe and to help write your analysis:
How did the teacher engage or motivate students with an introduction to the lesson?
Were the objectives clearly stated at the beginning of the lesson? If so, how?
Did the teacher introduce and teach content-specific vocabulary words during the lesson? What strategy or approach was used?
Was any language support provided for the whole class or for specific groups of students? If so, describe them.
How was reading integrated into the lesson?
What types of texts were used during the lesson? Were they authentic texts? Was any support provided for ELL students or students reading below their reading level? If so, explain.
Was writing integrated into the lesson? If so, how?
Was any technology used during the lesson? If so, did it enhance or detract from the lesson?
What learning tasks were used to engage students in learning the content?
Did the teacher use an inquiry-based approach (student-led) or a teacher-led approach to the lesson? Do you think it was effective? Why or why not?
Did the teacher use interdisciplinary connections to help students analyze ideas from diverse perspectives and promote their learning of the content standards? If so, explain.
Did you see evidence of attention to local and global issues during the lesson? If so, describe how the teacher integrated this into the lesson.
Considering the lesson in its entirety, what would you do differently?
What was your greatest “takeaway” from the lesson?
How will you apply what you learned from observation in future design activities so that they better meet the needs of learners?
Write a 175- to 350-word analysis of your classroom observation.
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