566+Agenda+-+5.26.15


 * Targets:**
 * **I can explain and demonstrate key considerations for selecting and teaching vocabulary.**
 * **I can explain key differences between the ELP proficiency levels.**

9:00 - 9:15 - Welcome and Unquiz
 * Notetaker: Megan Finnerty
 * Field experience updates?
 * Goal: 3 Hours
 * Don't put pressure on teachers!!
 * Log on agenda
 * Field Log (upload to Blackboard at the end of the course) [[file:field log.docx]]

9:15 - 9:45 - Reading Roundups

Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge. (on Blackboard) - challenge piece! - Greg

Orthography- Written system, how one writes and spells


 * Orthographic system=alphabet
 * Orthographic Depth Hypothesis- Shallow orthographic system, each letter represents the sound (GRACIAS)
 * The letter and the sound are reliable- easy to read
 * English has a deeper orthographic system
 * Language Threshold Hypothesis- there is a critical mass of English that one needs to know before they read productively.
 * You have to know a certain amount of English vocabulary
 * A level 1 English learner will not be able to productively read a Biology text.
 * Pass through it- once you have a proficient level of English...your mind can focus on the text rather than focus on the language
 * The learner processes the texts in a way that is similar to an English proficient individual
 * Discourse- patterns of textual organization, as well as expectations of communication ie. a lab report vs a persuasive essay vs conversation at McDonalds

Haneda, M. (2006). Becoming literate in a second language: Connecting home, community, and school literacy practices. Theory into Practice, 45(4), 337-345. (on Blackboard) - Megan F
 * Critical Literacy- an outgrowth of critical theory (field that is committed to social justice finding inequities)
 * Who does this text include and who does it leave out...advocacy
 * People are more likely to read stories they are able to relate to.
 * Four sets of resources for becoming critically literate:
 * 1. Asking whose interest a particular text serves
 * 2. Examining multiple and conflicting texts
 * 3. Examining the historical and cultural contexts of particular texts
 * 4. Investigating how readers are positioned by the ideologies of texts
 * Personal literacy practices-
 * Language Broker- helping parents deal with English documents for family's accounts
 * Keeping a diary
 * Conversing online/using social media in English
 * Teachers are cultural workers and cultural advocates
 * We must embrace their potential and encourage their capability of literacy

9:45 - 10:00 - Further questions/discussion from the reading
 * What are your "take home" points?

10:00 - 10:45 - Vocabulary Teaching Demos
 * 1) Four volunteers for the whole class (45 min)


 * Abbie- 7th Grade History**
 * Democracy- repeated and defined
 * Used a student-friendly definition as example: picking a snack, individuals decide.
 * Tapping into students prior knowledge and Used it in a sentence.
 * Built context: started with a vote
 * 1. Context for a word can be an experience
 * 2. Thought about words in terms of a web. Democracy, government, citizen, vote
 * Practice- repetition
 * Assessment- North Korea example
 * We learned: The United States is a democracy? Yes. United States is ruled by the people.
 * Feedback- Prepare sentences either as a document or written on the board
 * How the word can be used in other ways ie. Democratic
 * Students' backgrounds will alter the way they understand the word
 * Modifications: slow down our speech
 * Greg- Beginning Level Grammar**
 * Preparation- separated by syllable, written out definition, student involvement
 * Used preparation in a different from, "prepare to make dinner" "it was prepared yesterday"
 * Fill in the blanks as an example. 3 things one prepares for everyday- exit slips
 * Context- using a shared experience and sentence examples (student friendly)- best way to convey meaning of the word
 * Practice Opportunities- exit slips and conversation
 * Feedback- write and talk, share with the class.
 * Prompt: write down one way you are preparing for the upcoming test, tell your neighbor and then present.


 * Rachel- 1st Grader**
 * Selfishness and kindness- repetition, used personal examples (not sharing candy)
 * //If You Plant a Seed.//
 * Reads a book with the class to represent, teach the two words and meanings
 * How the bunny was selfish and how the mouse was kind
 * Draw pictures of students being selfish and students being kind
 * Context- book...character traits of the month
 * Understanding- ask students for examples
 * Practice- had the students figure out the meaning of the word
 * Assessments- the pictures drawn at the end of the lesson
 * Feedback- write down additional examples. Just use selfish and kind.
 * Conversation to build word awareness (-ness)
 * Concept vs word- build the concept but expected to use the word


 * Katie- 3rd Grade **
 * Recycle-first showed symbol then repeated the word in different tones
 * Simplified definition and of recycle vs trash examples
 * Context- asked if the students recognized the symbol
 * Understanding- Comparing/contrasting it to trash
 * Practice- Sorting the items
 * Assessment- Word sort
 * Feedback- use images to velcro under the word or use items to throw away/recycle, apply the words in the a sentence.
 * For ELL Students- they must know trash to understand sorting of recycle.
 * Make transparent- show a visual of what a recycled item would become
 * Alternative definitions and images "to use again"
 * Transition for speaking to writing


 * 1) Discuss key ideas from the vocabulary teaching handout

10:45 - 10:55- Break

10:55 - 11:30 - Finish in three groups (30 min)
 * Discuss in terms of C.U.P.A. - context, understanding, practice, assessment

11:30 - 11:50 - ELP Proficiency Levels

11:50 - 12:00 - Housekeeping
 * Field Trip on Thursday
 * Sign up for Reading Roundups


 * Housekeeping:**
 * Reading assignments on the calendar; remember to complete your six independent reading activities!
 * On Thursday, we will assign curriculum project groups