#  4. Discussion, Speaking, Listening - A. Analyze Work 

 



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###    Objective  expand\_more  

 

Interview a student who is learning English.

 

 

 



###    WIDA/SIOP  expand\_more  

 

 **Task [WIDA](https://docs.google.com/document/d/1vCFURHISu2prkJu6lwZD6TBZaiAxGXjKab_R1d-8nqk/edit?usp=sharing)**: RS1

Sort    **Use of Academic Language** 

  **Descriptor** 

  **Level** 

  **Domain** 

    Recount

 

  Stating main ideas or points of classroom conversations 

  2

 

  Speaking

 

 



 **Task** [**SIOP**](https://docs.google.com/document/d/1UAepa0ch6y3a22lNWIbBwyAOc3G9Tota4GNDeQ_QiTk/edit?usp=sharing): 15

Sort    **SIOP Section** 

  **Descriptor** 

    Strategies

 

  A Variety of[ Questions](http://rightquestion.org/high-school-science) or Tasks that Promote[ Higher Order Thinking Skills](https://www.edutopia.org/blog/webbs-depth-knowledge-increase-rigor-gerald-aungst)

 

 





 

 

 



 

 

 

 

##  Action Steps: 

 



 Step 1 Step 2 Step 3 Step 4 

## Step 1

 

 

###  Get Ready to Interview!

- Select a focal student to interview.
- Write a brief academic profile for your student from your own memory, experiences, and knowledge. Be sure to address the student’s strengths in addition to their needs. (200-250 words)
- Consider reading through [tips for conducting an interview.](https://docs.google.com/document/d/1U9RBiQQgGs31nr039_nXnvn2sBPbKiz5uD_dwPEO29c/edit?usp=sharing)



 



 

 

 

## Step 2

 

 

###  Conduct the Interview!

- Use or modify the student [interview protocol and/or the possible interview questions](https://docs.google.com/document/d/195_oSxcBtnS6IXxux9olwfUXcZcce2KVTkMwZR_hafc/edit?usp=sharing). Be sure to link the protocol you end up using within the Capstone Project.
- Optional: Explore another source of data (e.g., student work, attendance records, prior achievement data, IEP data, perspectives from another of the student’s teachers)
- Optional: Observe your focal student in another context (e.g., in another class; in a small group, at lunch, in the hallways, etc.) and record your observation notes.



 



 

 

 

## Step 3

 

 

###  **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 4

 

 

###  **Summary of your learning Part 1:**

 Write a short summary (200-250 words) and/or create a visual artifact of your learning from this interview, such as a Venn diagram of yourself and the student, a map of the student’s comments, or build or draw a representation.

###  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. What was most challenging in the task? How did you overcome that challenge?
3. How will you apply your learning to practice?
4. To learn more, what might your next steps be?
5. How would you improve on your current product in the future?



 



 

 

 

 

 

##  [Interview an ELL](https://docs.google.com/document/d/1NrJ0v6a3xMPvVrld7ohvAq3WeCDy42pEEX0BRu1-F0g/edit?usp=sharing)

 **Why this task?** Use this opportunity to discuss what is important to your student and learn from their strengths and challenges.

 **Points:** 15



 

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.