884.612 Teaching Reading and Writing in the Content Areas To Secondary ESL Students

Johns Hopkins UniversitySpring, 2010InstructorSusan Zimmerman-Orozco

DO NOW!• T/F CHILDREN LEARN SECOND LANGUAGES QUICKLY AND

EASILY.

• T/F THE YOUNGER THE CHILD, THE BETTER HE/SHE CAN

ACQUIRE AN L2

• T/F THE MORE TIME STUDENTS SPEND IN A SECOND

LANGUAGE CONTEXT, THE QUICKER THEY LEARN THE

LANGUAGE.

• T/F CHILDREN HAVE ACQUIRED AN L2 ONCE THEY CAN

SPEAK IT.

• T/F ALL CHILDREN LEARN AN L2 IN THE SAME WAY.

AgendaJanuary 27, 2010

•“Do Now”•Orientation•Getting to know you•Course overview and syllabus review

•Housekeeping•Whole group discussion and closing•Next Class

What so hard about reading and writing?

•You are all native speakers or fluent speakers of English.

•Read the following selection and write your answers to the following questions about it:

What is this article about?What is the implication of the procedures this

article describes for patient care?

•What do you need to answer these questions better?

The Course Outline•The WIKI!

•Technology Requirements

•The syllabus

Collegial Interview

•Count off by 1’s. Write your number on the clock.

•Interview your “clock buddy” (TBA)▫Something unique about me▫What I hope to get out of this class

•In 1 minute introduce your partner.

CLOSING - Quick Write *

Who am I as a reader/writer?•Personal stance towards it—how does this

impact how I teach/don’t teach it?•What were the different kinds of writing

you did today during class? What were the purposes of each of them?

• (e.g., contact information, prior knowledge, sign-in sheet, collegial interview notes, ground rules)

*(pp. 64-65 in Stephens & Brown