#  1. Situating Our Work - R. Read Research 

 



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###    Objective  expand\_more  

 

Find interesting and useful information from reading a text, explain why or how the information will be useful in your practice, and state possible next steps for your learning.

 

 

 



###    WIDA/SIOP  expand\_more  

 

 **Task [WIDA](https://docs.google.com/document/d/1vCFURHISu2prkJu6lwZD6TBZaiAxGXjKab_R1d-8nqk/edit?usp=sharing)**: AR4

Sort    **Use of Academic Language** 

  **Descriptor** 

  **Level** 

  **Domain** 

    Argue 

  Developing a stance in favor of or against claims presented within content-related text

 

  5

 

  Reading

 

 



 **Task** [**SIOP**](https://docs.google.com/document/d/1UAepa0ch6y3a22lNWIbBwyAOc3G9Tota4GNDeQ_QiTk/edit?usp=sharing): 8

Sort    **SIOP Section** 

  **Descriptor** 

    Building Background

 

  [Links Explicitly Made Between Past Learning and New Concepts](http://www.readingrockets.org/article/building-background-knowledge)

 

 





 

 

 



 

 

 

 

##  Action Steps: 

 



 Step 1 Step 2 Step 3 

## Step 1

 

 

###  Read: Choose at least one article to read that interests you.

1. [Getting to Know Your ELLs: Six Steps for Success](https://www.colorincolorado.org/article/getting-know-your-ells-six-steps-success)
2. [8 Strategies for Building Relationships with ELLs in Any Learning Environment](https://www.colorincolorado.org/article/building-relationships-ells-distance-learning)
3. [Making Students and Families Feel Welcome](https://www.colorincolorado.org/immigration/guide/welcome)
4. [Newcomer focus on SLIFE](https://bit.ly/2Tz2sxM)
5. [Funds of Identity: A new concept based on the Funds of Knowledge approach](https://drive.google.com/file/d/1FI-jsJIpyNjU2x1YzecXW3ArC9SattaV/view)
6. [Newcomers to the U.S.: Developing historical thinking among Latino immigrant students in a central Texas high school](https://www.tandfonline.com/doi/abs/10.1080/15235882.2011.568831) \[Social studies focus; can be accessed through Hollis\]



 



 

 

 

## Step 2

 

 

###  **Be sure to link your work and documents in the [capstone](https://dimensions.gse.harvard.edu/capstone) project:**

Sort      ![Capstone table example](/sites/g/files/omnuum3971/files/styles/hwp_1_1__720x720_scale/public/dimensionsofdiversity/files/screen_shot_2021-08-12_at_11.26.00_am.png?itok=MdWrKzSY) 

 

 

 





 



 

 

 

## Step 3

 

 

###  Reflection: Answer the following questions about the reading *on a [Capstone](https://dimensions.gse.harvard.edu/capstone) slide*

 Takeaways: You can choose one or all questions, or parts from each question. (200-250 words)

1. What was your most significant take away from the assignment? What did you find interesting and useful?
2. How will you apply your learning to practice?
3. What did you find challenging in the readings/videos? Are there areas where you would push back or critique?
4. To learn more, what might your next steps be?



 



 

 

 

 

 

##  [American Culture and Identity](https://docs.google.com/document/d/14NYRl6gKSx6KSLzJp_Ghz8k9oz37ToduYSxyaoOC4qc/edit?usp=sharing)

 **Why this task?** Our top priority is getting to know our students, welcoming them into the classroom, and building strong relationships. This will be the foundation for the other work that happens in a class.

 **Points:** 5



 

Sort**Must Haves**1. Response completes the task.  
2. Accurately reflects WIDA Standards and the principles of SIOP.  
3. Demonstrates precision and accuracy appropriate to the demands of a graduate course (including correct citations, grammar, and mechanics).  
4. Demonstrates thoughtfulness and insights appropriate to the demands of a graduate course.  
5. Responds specifically and explicitly to an identified language demand taught in an inclusive setting.





Sort**Amazing*** Explain how learning from completing the task can be useful to you.  
* Promotes self and cultural awareness.  
* Describes possible next steps.  
* Relates to developing language skills in specific ways.  
* Share materials or examples that may be useful to others.