418+Agenda+-+4.28.15

Target:

 * I can adapt instruction for English Language Learners using the Five Foundational Principles

1:15 - 1:20 - Welcome
 * Notetaker: Matt
 * Final Exam Info
 * Given a text, design the following instructional supports:
 * Academic Language
 * Pre-, during-, post text activities
 * a writing task
 * a structured academic discussion
 * ELL adaptations

1:20 - 1:30 - Discuss ELC Experience & Review CHEMS

1:30 - 2:30 - ELL Adaptation activity https://www.teachingchannel.org/videos/scaffolding-as-lab-prep
 * What resources does this ELL bring to the lesson?
 * What aspects of the lesson could create obstacles for learning?
 * What aspects of the lesson support learning for ELLs?
 * Using CHEMS, what adaptations could you make?


 * Housekeeping:**
 * **//Holler, afterward//**

Notes: 4/28/15

OK it is hotter than sin outside today.. I swear I was out there for 20 minutes and I am already sunburned Somehow Anny is still alive, despite choosing to wear an all black outfit on the hottest day of the year...

Review:
 * C**aring- teacher/student relationships
 * H**igh expectations- learning and behavior
 * E**xplicit attention to language
 * M**ultiple pathways- different ways to teach the content- spoken, written, visual, model, peer support
 * S**ocial Supports- creating a classroom culture where the ELL students are apart of the community, learning with their peers, grouping

Next we talked about how we saw these ideas in the ELL class we visited last Thursday

I really enjoy our classroom discussions, but its hard to do so when Kasey's out here eating carrots like shes bugs bunny...

We watched a science lesson, looking for: 1. resources/assets the ELL learner from our profile brings to the classroom 2. aspects from lesson that can create obstacles for your student 3. what aspects of the lesson support learning



He has created an environment where it is acceptable to make mistakes || Highlight the students expertise in a given area || Wanted them to fill out every part of the table and wanted them to fill it out correctly (greater than symbol) He mentioned that he isn't lowering the content level, just teaching it at a pace they can work at || Meet them halfway, take what they know and meet them at that level Good paring- ELL students with higher level students || Talk to a partner Write down information || Directed notes for students who aren't the strongest in oral presentations- it is tough to do this alone if you are ELL || Knew which students were struggling || Put in groups based off ability and who would be best with who Seating chart Put students together that have similar language can help, but it depends on their level and how you can integrate the different lessons ||
 * || Already Present || Add ||
 * C || He knows his students really well and is very in tune to what each of them need
 * H || He expected the students to be able to fill out 8 of the rows correctly
 * E || In the notes there was a vocab list and they had two full days to discuss and practice using the language needed for the actual lesson, requiring justification for the language || Adding translated notes/vocab list so she can still understand what the words mean- a support ||
 * M || Different ways to figure out what type of rock it was- hands on activities
 * S || Peer oriented- turn and talk with a partner