566+Agenda+-+6.11.15


 * Targets:**
 * **I can describe unique features of ELL writing**
 * **I can explain key components for scaffolding a writing assignment for ELLs**

9:00 - 9:30 - Welcome & [|Unquiz]
 * Notetaker: Katie
 * [|Inspirational Video]

9:30 - 9:45 - Reading Roundup Effective writers: understand the purpose, how to structure the writing, difference between speaking/writing __**Genre**__ -Social purpose -organization -Language features ELLs need to be explicitly aware of how these three things function within a specific genre. 1. Building the Field 2. Modeling the Genre [i.e showing sample texts] 3. Joint Construction 4. Independent writing
 * __Teaching and Learning Cycle__**

9:45 - 10:30 - Writing 10:30 - 10:40 - Break
 * Venn Diagram -- ELL and Non-ELL writing: similarities and differences between ELL and non-ELL writing. **ELL:** concerned with making grammatical mistakes, tenses/articles/pronouns misused, cultural influences, not as fluid. **Non-ELL**: fluid, variety of vocab, more voice, concise. **Shared:** main idea, structure, phonetic spelling, etc.
 * Quotes about writing: pass and paraphrase
 * Writing samples at different English proficiency levels - characterize on sticky notes
 * http://www.learnalberta.ca/content/eslapb/writing_samples.html **-->** great tool to use to compare differences between ELP levels and gain exposure to student work. Take-away: oftentimes there is a huge leap between level 1 and level 2 [at all grades]. As you progress to levels 3/4/5 cohesion and structure of writing improves. Differences between upper levels become less obvious.

10:40 - 11:40 - Instructional Strategies to Support ELL Writing
 * In order to write, ELLs need . ..
 * to understand and care about the topic **(something to say)** generating that idea can be the hardest part. help your student //brainstorm//.
 * learn about it, talk about it, encounter multiple representations
 * the vocabulary to communicate their ideas **(the words to say it)** english proficiency level largely effects vocabulary. give them the words or give them the resources to find those words. Your non-ELL student wont need as much help with this step.
 * content and general vocabulary; word banks; vocabulary instruction; vocabulary resources; models
 * the linguistic structures to build sentences, paragraphs, and texts **(the building blocks of a text)** __linguistic functions!__
 * sentence frames; mini grammar lessons; organizational frames (i.e. the parts of a paragraph)
 * language functions and forms - http://www.ode.state.or.us/teachlearn/standards/elp/files/langfunc.pdf
 * **Where would these mini-lessons happen?**
 * Group work time- take certain students aside to focus on specific things.
 * Possibly let ELD specialist know what to work on.
 * Peer help.
 * Mini lesson to the entire class [definitely could benefit native speakers as well].
 * an understanding of patterns and expectations for a particular type of writing **(the reader's expectations)** what is the //assessment criteria//? who is my //audience//?
 * models; clear criteria; demystifying genres
 * //More Than Anything Else// - demo and collaborative planning for different levels (see ELP standards)

11:40 - 12:00 - Curriculum Projects


 * Housekeeping:**
 * **Tuesday: Be prepared to give a five-minute teaching demo (from your curriculum project) demonstrating a pre-, during-, or post text activity.**
 * **Start uploading your project to the wiki (a page will be created once your group completes the project description below)**
 * **By Friday, fill in the description for your project on your respective page:**
 * High School - http://gonzagateach.wikispaces.com/High+School+Curriculum+for+ELLs
 * Middle School - http://gonzagateach.wikispaces.com/Middle+School+Curriculum+for+ELLs
 * Upper Elementary - http://gonzagateach.wikispaces.com/Upper+Elementary+Curriculum+for+ELLs
 * Lower Elementary - http://gonzagateach.wikispaces.com/Lower+Elementary+Curriculum+for+ELLs