ELL+Methods+Agenda+-+11.11.14


 * Target:**
 * **I can describe key principles and practices for providing explicit attention to language.**

2:10 - 2:20 - Welcome, [|planning for Garry]
 * Notetaker: Sarah
 * Work group meetings:

2:20 - 3:00 - Grammar teaching (cont)
 * [|Presentation]
 * Grammar spots taught us:
 * lots of grammar that we don’t even know about, a lot to explain
 * just because we’re native speakers does not necessarily mean that we can teach the grammatical structure - have to figure this out by practicing, teaching it, hang out in adult ESL classes (in non-creepy ways)
 * get hands on ELL grammar textbooks, presents ideas that are easier for English Learners to grasp
 * have to learn about the STRUCTURE of english language in order to teach it
 * teaching language structure requires us to “do our homework” on it and learn it; similar to brushing up on curriculum
 * don’t necessarily have to have super big words and labels assigned while teaching - don’t use too much metalanguage (see what I did there?)
 * don’t intimidate learners with abstract concepts - have it appropriate to age and proficiency of students
 * errors that we see in our students are often just replications of patterns they use in their first language
 * I ate food. VS Food ate me.
 * Subject-Verb-Completer vs Completer-Verb-Subject
 * Different patterns in different languages
 * every language is built around patterned structures
 * we use correct grammar without thinking, but that is //hard// for learners of a new language to realize/recognize
 * we can teach learners how to look for, recognize, and apply patterns
 * EXAMPLE OF PATTERNS
 * What did you do yesterday?
 * I went to dinner.
 * I went to class.
 * I had dinner.
 * I did homework.
 * I studied religion.
 * I walked to class.
 * I talked to my roommates.
 * I called my mom.
 * You did all of these things in the past
 * Do you notice any patterns with the verbs?
 * Sometimes verbs don’t follow the patterns, but other times there ARE patterns for past tense (verb + -ed).
 * By going through this process together, you are teaching your student tricks about the language
 * Template for Grammar teaching-
 * Examples
 * the very best examples come from student language because they already know it to a certain degree
 * will use words they know because the language comes from them
 * any language around them will help them
 * know your students - it will make it easier to connect with them
 * Invite students to find and describe patterns
 * Name the pattern
 * helps everyone be on the same page
 * pin down exactly what the pattern is in common language
 * direct student to pattern you’re looking for (sentences have multiple patterns)
 * have them make a guess and look for evidence
 * we’re //basically// detectives, and I support that
 * Guided practice
 * scaffold this!
 * Independent practice
 * different patterns add layers of difficulty, especially with negation
 * practice exercise
 * don’t vs. doesn’t
 * plural vs. singular
 * conjugations of tenses
 * don’t/doesn’t + base form of the verb
 * there are patterns within patterns within patterns - SO MANY PATTERNS
 * once they understand how patterns work, adding negation becomes easier
 * this template for working with language is pretty universal
 * PUT IT IN YOUR TOOLBOX HOMIES

3:00 - 3:50 - Error Correction ^these should also be in the toolbox...toolbox is life guys
 * Discuss reading
 * Key principles
 * corrective feedback can do more harm than good in some cases
 * grammar straightens itself out for young children and their native language
 * give students time to correct themselves, don’t steamroll them
 * let students notice //and// solve their misapplication of structure
 * don’t simply recast their mistake, let the learner notice and fix it otherwise correction is not helpful
 * also depends on the purpose of the activity itself
 * if the point of the activity is for them to learn the grammar, you should probably throw them a lifeline if you see them struggling
 * valuable to involve learners in //how// they are corrected (during or after?)
 * gives students a choice, not aiming to embarrass them but to aid them in their learning
 * aim to support language learning strategies
 * LOTS of different ways to correct students
 * transference can help or hinder second language learners and their errors
 * just because I can say the rule does not mean I can internalize it
 * Some grammatical structures are WAY more important than others
 * can’t get upset when we teach rules for grammar and then students don’t use the rules
 * sometimes we teach things and students are not at a state to developmentally internalize it - it’s not always going to stick
 * errors are inevitable, purposeful, and friendly
 * some kids will get stressed by errors, but mistakes are good
 * some kids will get stressed by errors, but mistakes are good
 * CELEBRATE errors! they are FINE
 * less is more in terms of correcting grammar
 * if you correct everything, it will overwhelm the students
 * When to correct?
 * Significantly impeded communication
 * socially stigmatizing
 * directly connected to current curriculum
 * developmentally appropriate
 * will correct different things with different learners

Error Correction Practices
 * Provide positive and negative feedback
 * Be selective (less is more)
 * Teach/discuss the pattern
 * Build capacity in the learner
 * Ask for clarification and explanation
 * When possible, let the learner make the corrections
 * TEACH the pattern
 * Practice and review the pattern
 * Set goals, accomplish them, and celebrate success
 * ELL’s are used to being told what they’ve been doing wrong OR vague praise

3:50 - 3:55 - Closure

[|November is a grind, but December always comes]

>> [] - A collection of resources to help teachers work with culturally and linguistically diverse parents, including some materials in Spanish >> [] - ELL parents discuss their involvement in school (in Spanish with English subtitles) >> [] - Examples of school/parent partnerships in migrant communities
 * Housekeeping:**
 * **Thursday at Schools**
 * **Tuesday - Learning Centers at Garry (Monday at noon deadline)**
 * **Reading for next Thursday 11/20**
 * **Parent & Family Engagement**
 * [] - "Lessons Learned from Immigrant Parents"
 * [|A World Unknown: Immigrant Parent Experiences with the School System] - Interviews with immigrant parents explaining their experience with the Canadian school system.
 * [|Beacon Hill] - Portrays how a culturally diverse Seattle school has created strong parent/community involvement