• Chapter 4, “Being on the Hot Seat: Grammar Questions From ELLs” (pp. 263–286)

In this chapter, the author consolidates the grammar information from the book into answers to common student questions. As you read, think about your students and which questions they have asked or might ask.

Gibbons, P. (2001). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.

• Chapter 2, “Classroom Talk: Creating Contexts for Language Learning” (pp. 14–39)
   
• Chapter 4, “Writing in a Second Language Across the Curriculum: an Integrated Approach” (pp. 70–74)
   
• “Glossary of Teaching Activities” (pp. 141–152)

Each of these sections provides ideas for designing and assessing oral and written classroom activities. Use this information, along with this week’s handout on collecting oral and written language samples, as you complete this week’s Assessment.
 

Optional Readings

Andrei, E. (2012, June). Writing strategy: Dialogue journals. Retrieved on from  http://newsmanager.commpartners.com/tesolc/issues/2012-06-01/2.html

Asking students to write to you in a “dialogue journal” is one way to help them develop fluency in their writing. Even though the point of this kind of journal is to allow students to express themselves freely without worrying about grammar, the journal entries can provide an informative snapshot of learner language. This article contains several prompts. As you read, consider if you can use any of the prompts to elicit a writing sample from your students for this week’s Assessment.