EDTE+566+-+Agenda+-+6.13.17

=9:00 - 9:10 - Welcome & Agenda=
 * Notetaker: Joanna (YAY!)

=9:10 - 9:45 - Debrief Franklin and Shaw experiences=
 * **Franklin Reflection**:
 * Walk through different classrooms and tried to pick out ELLs / felt "wrong" because you are looking for students of different ethnicity or trying to listen for accent
 * Subset of MIT students worked with pull-out ELL students.
 * Christina is at Franklin 80%, and 20% at Hutton. Therefore, children at Hutton get limited services due to the smaller numbers and the budget of the school. Doesn't have money to pay a full time teacher.
 * SPP looking at clustering ELLs at schools.
 * Socioeconomic based. Neighborhood schools. Immigrant and Refugees live in certain areas of town and therefore attend certain schools.
 * (?) - How do you encourage students to take ownership of their work? ELLs find it more successful to mimic, because it takes so long for them to produce their own work and by that time the rest of the class is 10 steps ahead.
 * (?) - What can we do to support and cultivate a student from a multitude of cultures and experiences? (i.e. speak one language, born in another, refugee camp, etc.)
 * Make it know you care about their culture and past experiences
 * Help them share their story.
 * Modeling you are proud of who you are - hopefully it will encourage them to feel empowered about their culture.
 * Ask to learn phrases / have them show you on a map where you are from
 * Having an intentional classroom that focuses on culture (native born students don't really think about culture or even realize they have one) - multiple languages, cultures, experiences, etc.
 * Cross cultural intentionality - that way when you come across an opportunity to educate students about it, then it feels normal
 * Remember political climate - students/families may feel by sharing background personal information is putting them at risk.
 * Class activity - what is your family's story?
 * Connect with community / churches / local refugee services - you might not be able to connect with parents, but make contacts who can help you.
 * **Shaw Reflection**:
 * What exactly has led to the Marshallese population in Spokane?
 * US military helped liberate Marshall islands from the Japanese / Cold War / Nuclear testing that had devastating effects / intertwined relationships -> 80's agreement for compensation Marshallese can live and work here but no direct path to citizenships (not all gov. benefits) - Compact of Free Association etc.
 * Spokane is a refugee resettlement city because there are economic incentive, schools and communities supportive, etc. Hence the reason SPP has 80 languages represented.
 * Students say their L1 is one language but can't read and write.

=**9:45 - 10:05 - Gibbons, chapter 6 (Reading Roundup)**=
 * 3 Compelling Points: Genre, Scaffolding in Practice, Assessment**
 * **Genre** (p. 108-112)
 * Writing + SO MUCH MORE (extended to describe all the language events)
 * (Ex) Traveling abroad - navigating different methods of transportation (signs, getting tickets, etc.)
 * **Social Purpose**: tell a story, argument, etc.
 * **Organization**: the style
 * **Language Features**: purposes
 * Must reveal genre to ELLs - predictable patterns (i.e. picking up the phone, you say "hello", if you don't say "hello" you are weird, you have been socialized to do certain things. They are inherent to us, and must be explained to outsiders - Cultural brokering
 * We teach patterns, however they aren't formulaic (some variation within conversations
 * **Scaffolding Technique to Learn a Genre** (p.114-116)
 * **Stage 1 - Building the Field**: ( BUILD IDEAS/ CONTEXT ) talk about the text, what you want them to talk about, activating schema and introducing to new language
 * **Stage 2 - Modeling the Genre**: ( I DO ) introducing them to the thought process, show class a video before exploring text together (more accessible scope) - show students what they are working towards
 * **Stage 3 - Joint Construction**: ( WE DO ) highlights metalanguage used in writing, help model further but allows student to have an active role
 * **Stage 4 - Independent Writing**: ( YOU DO ) Their turn


 * **Assessment** (p. 122)
 * Framework on p. 122 more of a formative process, maybe to begin a conversation with students, help them evaluate their own writing


 * **Class Questions/Comments**
 * How do you quantify the framework? Can it be quantified? Should it be quantified?
 * Reality of schools - wanting to have numbers?
 * ELP standards will help you know what the target is.
 * Not looking at all seven categories every single day. Might focus in on one.


 * **Activity:**
 * Group work
 * Come up with a genre
 * Walk through the four steps
 * Assessments

=10:05 - 10:15 - Break=

=10:15 - 10:45 - Teaching Demo (Pre- During- Post Framing)=
 * [[file:crash course in reading 2.pptx]]

=10:45 - 11:30 - Stations=
 * Modified because Max's activity (genre analysis) similar to one station.
 * Marcy from Shaw said she wished she had more experience working with language - thinking behind station 'C'.

B. Pre-Reading (design a pre-reading activity for a selected text for beginning and an intermediate ELP proficiency levels)
>> >>> >>> 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.
 * Proficiency Level Descriptors are here; http://www.k12.wa.us/migrantbilingual/pubdocs/ELP/WAProficiencyLevelDescriptors.pdf
 * For each level, how will you __?
 * Capture interest
 * Build/teach necessary background knowledge
 * Establish a clear purpose for reading
 * Design your activities around this text taken from this site: http://www.breakingnewsenglish.com/1705/170526-flamingos-2.html
 * 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.

===C. Language Analysis (identify potential language lessons within a text) (Practice texts [|here] and [|here)]=== * Important to remember ESL texts are often poorly written in attempts to simplify. Example
 * Use this [|text]
 * What are the //linguistic features// in this text? (What do you notice about the vocabulary, grammar, organization, phonological features, etc. of the text that could promote a teachable moment for ELLs to explicitly build their English language proficiency?)
 * Morphemes
 * Numbers
 * Elevated language (got -> have become)
 * Acronyms
 * Comparison
 * Syntax
 * Vocab
 * Quotations / bracketed words
 * Capitalizations of certain words and note

11:30 - 12:00 - Share pre-reading ideas and language analysis = = =Midterm - Foundational Knowledge (critical big ideas and teaching ELLs)=
 * Can you make an responsible, reasonable, informed, and professional response to a student or situation?
 * Understand why someone cuold read something and not understand it
 * Student - read them a text and they understand / them to read but don't understanding
 * Struggling with bottom up skills - too busy decoding - what can you do to support this skill? (5ish ways to help cultivate these skills)
 * Connecting pictures and words
 * Letter sound (phonics)
 * Sight words
 * Morphemes
 * Maybe grammar specific
 * Reading to them as they follow along / choral reading
 * Transfer
 * Give description of languages - Lang. A and Lang B
 * Given speaker of Lang A - what things will transfer both ways it will aid and hinder
 * Ex. Spanish -> alphabet will facilitate (aid)
 * Ex. Mandrin -> tones will interfere (hinder)
 * Individual Variables
 * What are somethings that you want to learn about an EL that will aid your teaching?
 * Why might you want to know about previous schooling experience? Home language? etc.
 * Individual / Culture / etc.
 * One case study (1-2 paragraph / bulleted lists/ charts all acceptable format of response)
 * What things will inform your instruction?

=**Housekeeping:**=
 * **Foundational Knowledge Test** - on Thursday
 * Keep going with other course projects.
 * Add a scenario!