ELL+Methods+-+Agenda+-+9.30.14

Targets:

 * I can describe the features of effective vocabulary instruction.
 * I can teach a word.

//2:10 - 2:30 - Welcome, LCM (Grace), and Announcements//
 * Notetaker: Hailey
 * LCM: Sarah


 * Announcements: (TENTATIVE)**
 * Tuesdays in the field, Thursdays in the classroom
 * 4 weeks at Garry for everyone.
 * Experiential, we will be teaching!
 * Aligned with ELP and CC standards
 * Curriculum library for real life
 * 4 weeks of small group split- up, between elementary, middle and high schools.

//2:30 - 2:40 - Review ("Unquiz")//




 * Round Robin: (New understanding or perspective gained this semester****)**


 * Importance of building a community to make everyone feel safe
 * The reality of the difficulty to teach academic language
 * The importance of understanding student backgrounds
 * The difficulty of transference between languages
 * The challenge of scaffolding and building supports
 * Cultural differences that accompany language differences
 * That speaking the language is critical
 * The elephant in the room - STANDARDS
 * Accounting for proficiency levels


 * Essential things for Language acquisition:**
 * Time (out of our control, also policy hates it)
 * Comprehensible input
 * Negotiated interaction

-**C**aring -**H**igh Expectations -**E**xplicit attention to language - (building and attending to english language development) -**M**ultiple pathways -**S**ocial support
 * C.H.E.M.S**


 * Teaching frameworks:**
 * G.L.A.D
 * S.I.O.P.

//2:40 - 2:55 - ELL Lesson Plan adaptations//

Can I/ Should I translate to my students' L1 language to help conceptual understanding? -Wellllll….. probably not. for single words, sure. For full text, its harder to make sure you have a legitimate source and translation

//2:55 - 3:55 - Vocabulary Teaching Demos//
 * [|Plan]
 * [|Presentation]

(This is a layout of Anny's Demo) __Container__
 * Teaching Demo:**
 * Starts by showing a bunch of different containers, asks whats in them, introduces name.
 * Gives example sentences and demonstrations of how to use the word in context:
 * "cards are in this container"
 * "this jar contains water"
 * "this box contains keys"
 * Asks students to share with each other what a container is - "A container holds something"
 * Difference between "container" and "contain"
 * Gives official definition - "to have or to hold something"
 * Examples in groups: (has students write down while sharing)
 * Library - contains books
 * Hospital -
 * Backpack -
 * Cookies - contain chocolate chips
 * Salad -
 * Segway to "containment"
 * Pictures of Ebola patients
 * Containment plan - uses motions, pictures, gestures to demonstrate context of "containment"
 * Asks students to summarize containment plan
 * medicine
 * hand washing
 * Burying the dead
 * Clothes
 * Communism containment plan
 * policy to stop spread of communism



-Started concrete ---> familiar abstract > unfamiliar abstract
 * Teaching timeout:**

-Real world connections -Annunciation, (slow, clear, precise, natural, simple) -Body movements and gestures -Involvement -Images and realia -Opportunities to ask questions


 * beware of false positives*




 * Housekeeping:**
 * Read this [|article] for Tuesday and be prepared to discuss your reaction to the authors' argument. Think about this question: "What is unique about teaching ELLs?"
 * For Thursday, prepare a 20 minute lesson teaching an abstract concept.