566+Agenda+-+6.2.15


 * Targets:**
 * **I can navigate the ELP standards to design and adapt instruction for ELLs.**
 * **I can describe the purpose of pre-during-post framing of texts and articulate specific ways to scaffold a text.**

9:00 - 9:05 - Welcome
 * Notetaker: Mo
 * Field Experience?

9:05 - 9:40 - Reading Roundups Ande: Ch. 3 -literacy in curriculum -not just about reading/writing -keeping focus in subject -AL difficult -field, tenor, mode -nominalization -nominal groups -activity Jordan: Video -complex texts -before CC, students reading at grade level, but no clear concept of what grade level was -CC focusing on which complex texts we should be reading -vocab -complex/rare vocab -teach strategies to be able to understand words on their own -activity: SBAC readings Claire: ELL Background -differences between refugee/immigrant -political, religious, social groups, ethnicity/race, nationality -in classroom, how can we help? -SLIFE
 * different spoken v. written
 * explicit in communication
 * area
 * relationship
 * presentation
 * breaking down concepts
 * verbs to nouns
 * more academic
 * clear, concise ideas
 * easier written, needs to be spoken too though
 * learn to read for critical ideas
 * focus precisely on big ideas
 * go from everyday familiar to concrete subject
 * using familiar language to explain before moving into abstract, specialized language
 * package info to be more detailed
 * penguin example
 * makes abstract, technical terms easier to understand
 * focus info to be precise
 * general concept rather than fluff
 * executive, judicial, legislative
 * ability to take abstract concept to something known and then building back to abstract
 * scaffolding needed
 * no instruction on how to scaffold
 * ELL struggle
 * primary means of support
 * content vocab vs. complex/rare vocab
 * teach to complex vocab
 * about 10% of text
 * proper nouns
 * picture words
 * compound words
 * morphological families
 * prioritize important words
 * teach strategies for reading a text
 * helping cope with trauma
 * academic adjustment support
 * establishing positive parent/teacher relationships
 * new to westernized schools
 * drop assumptions of students
 * collectivist vs. individualism
 * 2 yrs. behind
 * unfamiliar with academic tasks as well as content
 * MALP
 * 1) accept conditions students need
 * 2) combining familiar and new
 * 3) focusing on academic tasks that are new prior to content introduction

9:40 - 10:30 - Crash Course in ELP Standards CCSS -literacy -math -ELL version of literacy standards subdivided by English proficiency levels -think in both ELP level and ELP standards -chart fill in
 * Proficiency Levels
 * Correlating to Common Core

10:30 - 10:40 - Break

10:40 - 11:40 - Scaffolding a Text for ELLs
 * Issues to consider
 * [|Example]

Knowledge of the World Content Knowledge Gained from Prior Schooling Experiences Life Experiences || (Knowledge of Text Structure) Knowledge of Phrase and Sentence Structure Knowledge of Words and Word Structure Prior Literacy Experiences in Other Languages in English || from the Home Language and from English
 * ===**Top Down**===
 * Knowledge of How the English Language Works
 * Knowledge of How the English Language Works
 * Knowledge of Sounds, Letters, and Symbols
 * Knowledge of Sounds, Letters, and Symbols

**Bottom Up**
||
 * Pre; during; post framing
 * Introduction/Demonstration
 * Practice together

11:40 - 12:00 - Curriculum Project updates


 * Housekeeping:**
 * Scaffolding a text activity guide