EDTE+566+-+Agenda+-+6.15.17

9:00 - 9:10 - Welcome & Housekeeping
 * Reading groups, video logs, etc. for Tuesday (post reading group report on BB)
 * Keep working on toolbox
 * Assign someone to do the Reading Roundup for Gibbons, chapter 7.

9:10 - 10:10 - Foundational Knowledge Assessment

10:10 - noon - After you complete the test, begin compiling your text set. **Upload your two student profiles to BB and bring your text set (four texts) to class on Tuesday.**  >>>> Leveled Texts and Articles >>>> Current Events
 * **Create/write two EL student profiles**. (You might base them roughly on students you know or students you met during our school visits.) These profiles are fictional, but should be realistic. One student should come from a strong educational and literacy background and the other student should come from a background of limited prior schooling and L1 literacy. The two students can have the same or different first languages. They should be the age of the students you envision teaching next year. Each profile should be one paragraph and include some information about the student's background (family, country of origin, L1, prior schooling, how long in U.S., etc.) and individual characteristics (i.e. personality, interests, special circumstances, ELP level etc.) Here is a model:
 * //Oleg came to the US from Moldova when he was 13 years old. He speaks Russian at home. He had formal schooling, though he missed one week of school every month from the time he started school to work in the village pasture. His optimistic nature supported his desire to socially acclimate to his new “home”. Despite his Kobe Bryant dreams, he quickly discovered that he would much rather talk to people than try to read and write. He quickly picked up on social language—learning pat phrases, copying sarcasm, and evening learning how to “joke”. He learns best by hearing, and often asked “tell me the story” of the cell, or migration in Northern Africa. He wants to be told how to do a Math problem, or told how to accomplish a task. (Time in U.S. – 2 years; 10th grade; barely ELP Level 3) //
 * With your two student profiles in mind, you will **gather a set of four texts that are united by a particular theme/topic**. You can either start with the theme/topic (i.e. discrimination, holidays, elephants, quadratic equation, cooperation, etc.) or start with a text you really like and identify a theme based on that text. Requirements for the texts:
 * Can be books, articles, etc in hard copy or available online. (You need to have access to the entire text. So, for instance, if you are using a children's book, you need to own or borrow that book for this project.)
 * The texts shouldn't be too long. (Rule of thumb: Can we work through the text in one hour of class time?)
 * Two of the texts should be informational (non-fiction) and two should be narrative (a fictional or non-fictional story). Note: math teachers are allowed to use all informational texts.
 * One text should have a strong multicultural and/or multilingual element (In other words, it should represent a culture other than western, American culture.)
 * The texts should be high interest and reasonably well-written.
 * Here are some possible sources of texts as a starting place -- though you are free to get texts from any source.
 * Children's Literature Resources
 * Children's literature links especially conducive to ELLs - includes multilingual texts, read alouds, and book collections