566+Agenda+5.29.14

9:00 - 9:10 - Welcome and Review
 * Notetaker: user:jesica.calkinsJesica
 * Dialogue journal
 * //keep furthering discussion in your responses//
 * //look at Henry and Tim's discussion for an example//
 * //responder responsibilities://
 * //respond to questions writer has posed//
 * //bring in your own points from the article you read//
 * //connect the two articles and come up with more discussion points//
 * Key Considerations for Vocabulary Instruction
 * //CUPA Review//
 * //C: Context//
 * //U: Understanding//
 * //P: Practice//
 * //A: Assess//

9:10 - 10:50 - Teaching Demos
 * //Alexis//
 * // Student: Maluda L1: Amharic ELP: Moderate //
 * //Book: A Sweet Tale Words: dough, tail, tale//
 * //What we learned//
 * //great job at keeping ELL students and gen ed students engaged simultaneously//
 * //great use of the video to promote understanding//
 * //Anny's input//
 * //spend more time differentiation between tail and tale//
 * //board usage: tell/tail/tale...write it on the board!//
 * //very good at promoting understanding and giving context//
 * //keep language slow for ELL//
 * //Nicole//
 * //Student: Esther L1: French ELP: 2nd grade, pretty proficient//
 * //Book: The Selfish Giant Word: garden//
 * //What we learned//
 * //the part that had the most learning potential was when the children talked about their own dream garden because it was meaningful//
 * //suggestion: have students talk about their own experiences in a garden first, then watch the video//
 * //great job pointing things out to look for in the video//
 * //Anny's input//
 * //need to keep sentence frames simple//
 * //need to write sentence frame on the board//
 * //give/write a bank of words on the board (make it easier on the ELL)//
 * //great job explicitly bringing in other cultures//
 * //Bri//
 * //Student: John L1: Spanish ELP: ?//
 * //Book: Elephants Word: characteristics//
 * //What we learned//
 * //suggestion: make a list of characteristics we saw from the video//
 * //always model the structured sentences//
 * //great job patterning//
 * //Anny's input//
 * //great job making the lesson interesting and engaging to ELL as well as gen ed students//
 * //try to incorporate ELL by letting him be the teacher-letting him share a word in Spanish//
 * //Meg//
 * // Student: Daki L1: Swahili ELP: ? //
 * //Book: Little Miss Spider Word: spider//
 * //What we learned//
 * //try to make a better structured sentence form//
 * //great job with adding the movements to the definition//
 * //great job repeating vocal word as well as Swahili word//
 * //Anny's input//
 * //need to make the decision on the extent to which you want to work on a word//
 * //some words don't need a lot of explaining, ex mother//
 * //need to examine previous language skills//
 * //Tim//
 * //Student: ? L1: ? ELP: Intermediate//
 * //Book: American Republic Since 1810 Word: country//
 * //What we learned//
 * //definitions could have been helpful if used relationally//
 * //lesson was engaging and student focused//
 * //well scaffolded presentation//
 * //try adding a pair and share to include everyone//
 * //great job using pictures of the students to create ownership//
 * //Anny's input//
 * //it's the relationship between the terms that is important in this case, and it needs to be more explicit in your lesson//
 * //reinforce the concept you're trying to teach by introduce academic language//
 * //Becky//
 * //Student: Dui L1: ? ELP: pretty profecient//
 * //Book: 1600's history Word: settlers//
 * //What we learned//
 * //these things helped support learning the words: the video, describing the words together, differentiating between the store and the trading post, compare and contrast//
 * //sometimes switching orders helps in understanding, maybe try teaching on word before another to help comprehension//
 * //Anny's input//
 * //maybe not add the verb, noun, adjective component//
 * //try using a what this is/what this isn't model to help aid conceptual understanding//
 * //great job not talking down to the students//
 * //Mallory//
 * //Student: Alicia Grade: 1 L1: Spanish ELP: high proficiency//
 * //Book: Atlas Word: travel//
 * //What we learned//
 * //great use of context-personal experiences, images with kids, using the book//
 * //could add a sentence frame "I like to travel by___"//
 * //good use of student examples//
 * //good job at having a conversation with the student as opposed to talking at them//
 * ** Housekeeping: **
 * See upcoming assignments on course calendar on the agenda page.
 * Bring your chosen texts to class on Tuesday.
 * //ELP Standards Walk Through//
 * //Dialogue Journal #2//
 * //Chapter 4 Reading Assignment//
 * //HAVE THE BEST WEEKEND EVER!!!//