Supporting English Language Learners in the Classroom: Action Research from the GTN Project
This module examines instructional strategies that support development of reading, wrinting, listening, and speaking skills for English language learners. The strategies are based on both academic research and action research projects performed as part of the Governor’s Teacher Network. Participants will use data to identify the needs of their own ELL students and complete a matrix for implementation, monitoring, and evaluation of an instructional plan based on new learning.
1.0 CEU (literacy)
Alignment to North Carolina standards
- North Carolina Professional Teaching Standards
- 3. Teachers know the content they teach.
- a. Teachers align their instruction with the North Carolina Standard Course of Study.
- b. Teachers know the content appropriate to their teaching specialty.
- c. Teachers recognize the interconnectedness of content areas/disciplines.
- d. Teachers make instruction relevent to students.
- 4. Teachers facilitate learning for their students.
- a. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.
- b. Teachers plan instruction appropriate for their students.
- c. Teachers use a variety of instructional methods.
- e. Teachers help students develop critical-thinking and problem-solving skills.
- f. Teachers help students work in teams and develop leadership qualities.
- g. Teachers communicate effectively.
Participants will create the following in completing this module, and
central office staff may, at their discretion, request these work products before granting CEUs.
- Reflection journal
- UDL Checklist
- SIOP form
- Instructional Strategies Matrix
- Instructional Plan