ELL+Methods+-+Agenda+-+10.23.14

2:10 - 2:25 - Welcome and LCM (Grace)
 * Notetaker: Grace
 * LCM: Mikaela

2:25 - 2:35 - Discuss the rest of the semester

2:35 - 3:55 - Adapting Instruction for ELLs at different proficiency levels
 * [|Link to our lesson plan]
 * The text - [[file:desert texts+garry+10.21.docx]]


 * Housekeeping:**
 * **For Thursday:**
 * 1. Complete the "before reading" tasks on the reading guide below.
 * [[file:ELLNon-ELLCollaboration.docx]]
 * 2. Skim the following articles. Take notes on the reading guide.
 * 3. Answer the "after reading" prompt - Bring your reading guide to class.
 * http://www.colorincolorado.org/article/13346/ (example of the common stance)
 * http://www.cal.org/caela/tools/program_development/elltoolkit/Part2-41Interaction&Communication.pdf (some specific activities)
 * [](p. 122-133) (A study that complicates things)
 * [[file:case_language barrier.pdf]] (Another study that complicates things)

October 23rd Notes: Grace Hayden
LCM: Grace A. – Somali Language: -Rich oral tradition -Somali=official language -Hello=”Is it peace?” -Use proverbs (that contain a religious meaning), which are hard to translate
 * Mostly in Minneapolis, St Paul, Washington DC, Columbus Ohio, NYC, Seattle, etc.
 * French controlled northernmost region (now Djibouti), British controlled northern Somalia (British Somaliland), Italians controlled southern Somalia (Italian Somaliland), Ethiopia controlled the inland region (Ogaden), and Kenya controlled northern border (Northern Frontier District NFD).
 * Strong clan identities (be careful when pairing Somali students)
 * Most of them are Sunni Muslim (fast during Ramadan—9th month of Muslim calendar year)
 * No longer using textbook, will be using other readings and use textbook as a resource

__Portfolio (flexible deadlines, menu with rubrics, collection of artifacts)__ -Show how you would adapt an activity of lesson plan for two ELP levels -Write an evaluation of a program model

__Final__ (10:30-12:30)- Not a formal exam, but something meaningful

__Garry Lesson__

-Exit Task: Most students just described the picture on the exit task. Exit Task was rushed, and many didn’t answer the last question, which was opinion based.

-Last Question: Do you think it is a good idea for humans to explore such a dangerous environment? Why or why not? (Requiring an inference) -Would be better to be clear that it is opinion: Would you want to explore? In your opinion…?

-**Text** **Standard:** Based on my understanding of a text, I can describe how a desert environment affects people’s lives.

-CCSS ELA RH 6-8.1: Cite textual evidence to support ** analysis **of primary and secondary sources.

-ELP 1 (Level2-Mohammed): Use an ** emerging set of strategies **(a strategy is not asking my teacher “should I write this down”, we need to provide tools for them to grapple with academic tasks so they can be independent academic learners) to: identify the ** main topic ** in ** oral communications and simple written texts ** retell ** a few key details **. [Changing text and task- intro to text, pictures, maps, to give context/activate schema. Use an adapted text, highlight difficult words/have a word bank. Use questions focused on main topic and a few details.]

-ELP 1 (Level 3-Tran): Use a ** developing set of strategies ** to: determine the ** central idea or theme ** in ** simple oral presentations ** or written text, and explain how the theme is supported by ** specific details and summarize ** part of the text. [Use an adapted text. Use questions that ask them to summarize parts of simple text.]

-ELP 1 (Level 4-Kirill): Use an ** increasing range of strategies ** to: determine ** two or more central ideas or themes ** in ** oral presentations or written text **, explain how the central ideas/themes are supported by ** specific textual details, and summarize **a simple text. [Close to original task. Share out loud what they learned. Redefine central ideas/themes.]

*The goal is not to over-simplify every text. ELLs still need to interact with complex texts. Try to simplify text, but still maintain complexity of ideas!

-**Vocab** **Standard**: -CCSS ELA RH 6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to history/social studies. [Can you tell what a word means within the text? The kids are determining the meaning]

-ELP 8 (Level 2): Using context, visual aids, reference materials, and knowledge of **morphology (word groups, suffixes, parts of the word with a pattern)** in their native language:determine the meaning of frequently occurring words, phrases, and expressions in texts about familiar topics, experiences, or events. [Link to prior knowledge. Change to more relatable vocabulary (nomads, temperature/climate). Model the sentence strips and simplify the sentences]
 * ”-tion” at the end of a word makes something a noun

-ELP 8 (Level 3): Using context, visual aids, reference materials, and a developing knowledge of **English morphology** (e.g. affixes and root words): determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions in texts about familiar topics, experiences, or events.

-ELP 8 (Level 4): Using context, reference materials, and an **increasing** knowledge of **English morphology**: determine the meaning of general academic and content-specific words and phrases, and a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events.

-**Conversation Standard**:

-ELP 2 (Level 4): All of Level 2 and 3, plus Paraphrasing [Before discussion, give each person enough time to write down his or her specific idea. Create sentence frames. Pre lesson on how a discussion should go. Prepare specific questions for the ELL students. “Why would you bring that?” Try to increase ELL participation and confidence.]