EDTE+566+-+6.20.17

9:00 - 9:10 - Welcome & Agenda

 * ====Notetaker: Rachel (Hi!)====
 * ====If you haven't uploaded your video log and Gibbons reading guide for feedback, you need to check in with me asap.====
 * ====Reading Roundup====


 * ====Main focus is going to be on scaffolding reading techniques.====
 * ====Also, today is World Refugee Day. NBR and other media sources have pieces related to it.====
 * Both adults and children effected by life as a refugee. A way to become aware of their experiences.

9:10 - 9:30 - Gibbons (Reading Roundup)

 * ====Gibbons Chapter 7====
 * ====Why small groups, then whole classroom discussion? Can help promote a safe environment for them to talk in, and to reflect on other student's answers. Also allows them to engage in the discussion much more than with a whole class discussion. Allows development of vocabulary and L2 by listening to other classmates, too.====
 * ====A smaller level interaction, the peer is more likely to do the work to help L2 comprehension for the ELL.====
 * ====Gives students responsibility to do the work in a small group, also teaches and reinforces listening.====
 * ====Gives them a time and space to practice English, and sets up a beginning activity, and can also be used throughout the class period.====
 * ====Helps counter the risk of higher anxiety in class, and can help build confidence.====
 * ====Allows the entire class to talk, but just one or two.====
 * ====One of the five critical strategies to engage L2s and and also work with non-ELLs. Without small groups, they lack a place to build relationships with other classmates.====
 * ====May talk about other things, but can still be beneficial for ELLs in terms of social context.====


 * ====Concept====
 * Wait time. Giving time to process content in another language. It is hard to do, due to awkward silence, but it is worth it.
 * Giving yourself something to do (hand motions), to wait it out.
 * 7 seconds is usually good, if it's a harder concept try having students write it out, which also allows more time to think as well
 * Having focus more on the meaning, and not on the form used by the student.
 * If you focus more on correctness, the student will shut down and not lean
 * Establishing bond with not only students, but also with teacher-to-student. *A human act to care enough to figure out what you're saying
 * Teacher is a facilitator, not just a strict lecturer. It matters with ELL because it provides materials and opportunities to use L1 and extending vocabulary development.
 * Mixing level groups, and allows sharing of skills.
 * Need input and output along with interaction to learn any language.
 * A strictly lecture based class may build comprehension skills, but won't help with comprehension.
 * Jigsaw groups not only gives students time to interact with peers, and allows you as a teacher to pair them in specific ways that promotes socialization and also interactive learning.
 * All of this works well with Non-ELLs as well.
 * Have confidence that doing this with ELLs also benefits non ELLs.
 * Even good teachers need to know why they are doing specific activities for ELLs, and it's about implementing your toolbox in a way that helps ELLs.
 * ====Strategy/Question====
 * The IRF discourse pattern
 * Having them explain what they mean, functions like a quiz that invites more understanding.
 * How does recasting look in reality?
 * Recasting is taking in what a student says, then repeating it to them but in different words.
 * It is also common in lower grades, and also with parents with younger children.
 * Recasting challenge is that it doesn't often change production alone. In multiple ways, it's a lower level strategy.
 * Because children aren't using it. They may not even notice it at first.
 * If recasting is isolated moments, it is less likely for student to have uptake.
 * If you do use recasting, then use it to drive in instructions, or taking a break to reflect on it more with the student(s).
 * May not have effect unless you make a big deal with it.
 * Picture-Sentence matching, where one student has a picture, and the other the sentence and it allows the student to work on descriptions.
 * Can help students focus on abstract ideas.
 * Can surface academic language.
 * Always think how you can modify for grade content.
 * In a multi-day jigsaw activity, what should you do when a student is absent?
 * Having moments where students can collaborate and also reflect on notes.
 * But, how can you handle the lack on contribution on the part of the assignment the student had?
 * Can have other students reading in that specific assignment, and still allows contribution with the class.
 * And even though you have the jigsaw discussion, you'll still have a large group discussion, and they'll still get the content, even if it is not at a greater depth.
 * Also, give them a tool to keep track of notes and also time to ask questions.
 * Having them show evidence to their answers.
 * Has them open their minds and show what they're thinking.
 * this requires a real commitment, but it teaches kids to perform on a deeper level. Promotes critical thinking and deeper understanding.
 * Also requires patiences, modeling, and time.
 * But, it is a worthy investment.
 * Why would it be helpful for ELLs to having a teacher that is invested who encourages/requires deeper thinking?
 * Pushing them beyond just giving the answer they think they should give. Remember, ELLs are good at mimicking, and this pushes them to go beyond that.
 * Giving them the big idea, and building a bigger image/ having greater knowledge.
 * Helps them see that they can also go deeper in their L2, and not just in their L1.
 * Levels the playing field, helps ELLs see that everyone is practicing and learning English.
 * Helping wth retaining/ internalizing the information.
 * Think of a square vs. a cube.
 * With SPED, ELLs, etc, we are tempted to simplify, and it creates a one-dimensional learning plane, and it takes away from the student.
 * When you think of the lesson as multi-dimensional, you have multiple ways to engage and work with the content.
 * This helps to not limit their ability to engage and learn.
 * When you invite kids to go deeper, you'll naturally make the lesson multi-dimensional, and helps kids engage and learn.
 * Also, immediate relevance helps the student connect more to the content. Connect it to them and to society. If you can turn it over, look at it as having multiple pathways, then you can engage the student more.


 * ====Think of instruction on three levels.====
 * Content Learning
 * Content objective (learning goal), is what the kids need to understand by the end of the class.
 * Will have to blend language goal with content goal with ELLs.
 * Literacy objective as well. Sometimes will be same for everyone in the class, other times specifically for ELLs and some other students.
 * for example, reading strategy is visualization, that is something that all the students can practice and learn from.
 * Content, language, and literacy dimension is a constant, and as a teacher you should develop/work on these collectively.
 * Using sources to build development for ELLs within the lesson, and these build-ups, while small, do build up with time.
 * These "teaspoons" add up to something, and are actually good teaching.
 * Always do something little, and you'll get somewhere opposed to doing nothing.


 * ====With any lessons planning, you have three goals.====
 * Language
 * Literacy
 * Content
 * Then, you need to identify
 * Objective
 * Instruction
 * learning activities
 * Assessment
 * So, you need your goal(s), instruction(s), learning activities, and ways to assess. It is an issue of alignment, and it acts as a cycle that builds in to itself.

>>> >>> Another researcher said the flamingo is unique because it can stand still for a long time on one leg. It is very difficult for a human to stay still, even for an hour. The researcher said most of us don't know that we're moving all the time. Even when we stand still, our muscles always work to keep us straight so we don't fall over. The position of the bones in a flamingo means the birds do not need to use so many muscles to keep still. They can save energy. The researchers say that saving energy could be the reason why other birds also stand on one leg.
 * ====**Language Objective**====
 * ====How will this lesson intentionally build students' English language proficiency? (language learning strategies, vocabulary, grammar, tasks and functions, etc.)====
 * This is hard for teaching, what should you pick? But, think of building a wall without mortar. You need all of these to properly build your student up.
 * ====Potential sources of language objectives:**Literacy Objective**====
 * ELP Standards - http://ell.stanford.edu/sites/default/files/At%20A%20Glance-ELP%20Standards_2-18-2014.pdf
 * ESL Textbooks/Curriculum
 * [|WIDA Standards]
 * WIDA is helpful as well, and can be used alongside ELP, too.
 * Your own assessment of students' oral or written language and/or analysis of linguistic features of a text.
 * ====How will this lesson build students' literacy skills? (Reading and/or writing strategies and skills)====
 * ====Potential sources of literacy objectives:**Content Objectives**====
 * ELP Standards
 * Common Core Standards
 * Lists of reading and writing strategies
 * http://smusd.org/cms/lib3/CA01000805/Centricity/Domain/1134/7%20Habits%20of%20Highly%20Effective%20Readers.pdf
 * https://www.cde.state.co.us/sites/default/files/documents/coloradoliteracy/clf/downloads/understanding_the_relationship_between_reading_comprehension_skills_and_strategies.pdf
 * http://www.readwritethink.org/professional-development/strategy-guides/implementing-writing-process-30386.html
 * ====How will this lesson develop students' understanding of grade level content? (Same for ELLs and non-ELLs, but with ELLs also thinks of language development).====
 * Content area standards
 * Important concepts from the text
 * Content textbooks
 * ====**Writing an objective:**====
 * Common ways to vocalize goals within your lesson:
 * **SWBAT** - Students will be able to . ..
 * **I can . . .**
 * ====**Let's practice:**====
 * Text taken from this site: []
 * Scientists think they have found how flamingos stand on one leg. We all love the image of these beautiful birds doing this. The reason why the birds do this has always puzzled scientists. Researchers in the USA say they have found this secret of the natural world. A professor says a flamingo can stand on one leg for many hours because of its skeleton. The flamingo's hips and leg bones are in a special position that gives the bird great balance. The professor said the flamingo's bones help it to stand on one leg. Flamingos do not have to use their muscles a lot to do this.
 * Text taken from this site: []
 * Scientists think they have found how flamingos stand on one leg. We all love the image of these beautiful birds doing this. The reason why the birds do this has always puzzled scientists. Researchers in the USA say they have found this secret of the natural world. A professor says a flamingo can stand on one leg for many hours because of its skeleton. The flamingo's hips and leg bones are in a special position that gives the bird great balance. The professor said the flamingo's bones help it to stand on one leg. Flamingos do not have to use their muscles a lot to do this.
 * So, take this in to context with a 12 year boy (6th grade) who has high oral; lower reading with a level 3 ELP. Reluctant reader.
 * content objective?
 * focus on research? How do scientist discover things?
 * unit on birds?
 * anatomy/energy on birds
 * Content goal? Students will be able to describe how birds use and save energy
 * (Be careful with fuzzy words, like "understand", because it does not make a clear assessment goal)
 * Then, you can go to ELP standards and use as a way to assess and also make goals for the student.
 * With ELP standards for level 3 in 6th grade, we can expect Samuel being able to make a diagram, or being able to construct a five paragraph essay on the topic. However, this is the task itself/lesson activity.
 * Need to assert a goal.
 * What is the literacy objective?
 * Being able to describe facts on the literacy topic, or
 * Being able to pull out facts.
 * __**Remember, claims and supporting facts equals literacy objective**__.
 * SWBAT... identify the claim, and support facts from the informational text. This becomes literacy objective.
 * Then, language objective.
 * What are linguistic structure of the text? Or look at Samuel, and see what he is comfortable with to set up an objective for him.
 * Whatever your language objective is, it should directly contribute to the literacy objective.
 * EX:, the students will be able to explain key terms. (vocabulary focus.)
 * EX: Students will be able to engage in conversation of topic in small group discussion (negotiating)
 * EX: Identifying three scientific words.
 * EX: "Based on scientists's research, ...." (Claim and evidence).
 * presenting information with definitions
 * They could either write two questions on the whole topic, who/what/where/when/why? The question structure
 * Summarizing text in one sentence
 * Sentencing framing, focus on specific things, "I can describe a claim".
 * "Scientists say/state/predict/assert/suggest/ theorize"
 * This becomes a teaspoon lesson, what else can the scientist do besides "say"
 * Look at text structure as well, EX: what are names of those who study science?
 * Features of a non-fiction text.
 * the "ist" ending. What does it mean to have this ending?
 * With language and literacy objectives, we are building general literacy and language development, and we need
 * [|The Boat Ride]
 * Miquel, 7 years old. From Mexico. L1 Spanish. friendly, but shy, hesitant speaker. Does speak and understand English. Beginning reader. struggles with decoding, and acts os translator for parents when needed. ELP level 2.
 * Language and literacy often overlap, but should be considered separated. literacy is always language, but language is not always literacy.
 * So, examples for objectives:
 * with language,Recount personal experiences in their lives with fear and bravery.
 * With literacy, Sequencing story events and writing it out. ELLs and Non-ELLS can do this equally.
 * language objectives are usually the "teaspoon lesson" for ELLs.
 * with language, how Miguel will be able to use new letter to sound blends.
 * Remember ELLs will have specific needs outside of the lesson.
 * Pictures supporting text as literacy.
 * with language, descriptive words you wouldn't otherwise teach.
 * Identifying verbs (language) and retelling the story with key events (transferrable literacy skills)
 * With literacy, analyzing and finding meaning/moral of the text
 * With language, coming up with statement with processing and making meaning from the text. and then producing/making statement out loud.
 * With Miguel, he could also read it out loud to get oral language on paper.
 * With language, focus on the word hero so he can define it and place it within the text.
 * [|Math (p. 15)]
 * Content objective:
 * Analyzing proportional problems and relate it to real world
 * literacy objective is to focus, describe, and understand symbolic language (math symbols) and focus on key vocabulary
 * Language object is to write explanation of what a proportion is,
 * EX: How do you know it is a proportion?
 * content, being able to read and understand tables, and also read and describe proportions
 * literacy, identify key concepts of the text.
 * language is to describe key vocabulary
 * literacy is to describe key mathematical language. (something all the kids will need).
 * with literacy, reading comprehension and what is the main idea/ read and understand the word problem.
 * What is the question within this question?
 * learn language to find what to look for and use later.
 * You try it with one of your texts from your text set?

10:40 - 11:40 - Work on text set project

 * 1) ====Choose one text and one of your focal students====
 * 2) ====Identify a plausible language, literacy, and content objective (consult the ELP standards)====
 * 3) ====Design a pre-, during-, and post- activity that aligns with the objectives and ELP standards.====
 * 4) ====How would you modify this activity for your second focal student?====

**For Thursday:**

 * ====Based on one of your student profiles and one text, come up with a plausible language, literacy, and content objective. Bring those and the texts to class (and laptops)====
 * ====Gibbons, chapter 8 - Planning for High-Challenge, High-Support Classrooms **(RR) - Mckenzie**====
 * ====Panferov, 2010 - Increasing Parent Involvement in Our Schools **(RR)** - Susan ====