566+-+Agenda+-+6.6.13


 * 9:00 - 9:05 - Welcome**

Some of the students interviewed weren't parents but they could talk about their own school experiences. Here in America it is okay to give the wrong answer, but in other countries it is not and the student may be punished for being wrong. Classrooms in other countries may have chairs without tables, or tables without chairs. Think about communication with ELL's, how can you make yourself understood? Rambling is not helpful and not necessary to try to explain everything, keep it simple.
 * 9:05 - 9:15 - Debrief parent experience**

Cross-Linguistic Transfer: skills of the home language are used in learning English. Metalinguistic Awareness: Seeing the differences between the home language and English, such as how to pronounce words. "ion" sounds like "shun" not "i-on". Evaluating Literacy Levels of the ELL: Have the child draw and write a story in their language, not if they write a lot or if they just draw pictures. Use benchmark books. Find books in the child's language for them to read to you. The home language should support the learning of English, don't let English take over. Family members should do reading and writing activities with their children in their home language. Bilingual Books: Have ELL's write their own books in both languages. When using bilingual books, make sure that the language is written correctly. Use wordless books to tell stories orally. In the Classroom: Buy culturally books to help promote awareness of other cultures for all students. Don't just have books that have been translated into English, as those don't show culture, but some books, like Harry Potter, are popular worldwide. When displaying work by ELL's, make sure their work is just as good as the other students, to avoid discrimination of the ELL. Learning about the Student: See page 110 for ideas for teachers for things to do for working with ELL's.
 * 9:15 - 9:45 - Chapter 3 discussion (Tracey) and video discussion**


 * 9:45 - 10:00 - Narrative text-plan discussion**

We went outside and looked at trees and talked about their stems, roots and seeds. Anny wrote the words on a whiteboard. We talked about how two trees of the same type were not exactly the same. Back in the classroom we were introduced to the word "clone" and shown a video of clone boys to get an idea of what the word meant. We talked more about some other words that were in the article we read together. When reading the article we were looking for ways that the trees form and underlined them so that we could fill in the sentence frame about two ways that trees form: from a seed or from its roots.
 * 10:00 - 10:15 - Academic Language introduction**

(Example based on the text, "Clone Trees" from the booklet, "Extreme Trees" - Getting Ready for Grade 5 Summer Reading - http://textproject.org/students/summerreads/ ) >> //Picture of trees in my backyard or go outside and look at trees.//
 * 10:15 - 10:55 - A "Recipe" for Teaching Academic Language**
 * **Start with a content objective that involves higher order thinking -** //[|CCSS.ELA-Literacy.RI.4.3]  Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. //
 * //SWBAT explain the process of forming a clone tree. //
 * **Identify key academic language and sentence frames**
 * //clone, produce, reproduce, form, stem//
 * //There are two ways for a tree to reproduce. One way is _. The other way is _. Clone trees are formed when ___.//
 * **Teach the concept starting with something familiar, visual, and hands-on - (Start with the familiar)**
 * Clone video clip- http://www.youtube.com/watch?v=8uxp0tmoIXU
 * **Talk about the concept using academic language; teach unfamiliar language (Oral first, then written)**
 * //Discuss the process of forming clone trees. Use the sentence frames.//
 * **Engage in guided reading about the concept**
 * //Read "Clone Trees." While you're reading, underline information about how a clone tree forms.//
 * **Engage the students in a structured academic conversation.** (Example - http://www.sccoe.org/depts/ell/kinsella.asp Look at "verbal practice accurate")
 * Pose a question - //"How are clone trees formed?"//
 * Students brainstorm in pairs or small groups
 * Teacher models a response using an academic sentence frame
 * In pairs, students orally share their answers using the frame
 * Teacher calls on several students to share their answers using the frame
 * Students write two responses using the frame -- their own and another person's

Now, it's your turn to brainstorm an academic language activity.


 * Upcoming Assignments:**
 * Quiz #3 - Will be open from Friday at 9:00 -Monday at 9:00 a.m. A study guide will be posted here.
 * What are some ways you could work effectively with parents of ELLs?
 * What are some possible surprising ways culture could influence immigrant parents' or children's expectations for schooling?
 * What are some specific ways you could support an English learner's home language development and honor his/her home culture?
 * What is "academic language" and why is it necessary to intentionally teach it?
 * Module #3
 * Read chapter 4 and Ernst-Slavit article (Discussion leader - Christine)