566+Agenda+-+6.16.15


 * Target:**
 * **I can provide supportive, targeted feedback on ELL writing**
 * **I can scaffold a text for ELLs**

9:00 - 9:05 - Welcome
 * Notetaker: Claire
 * Return unquizzes

9:05 - 9:40 - Reading Round-Ups


 * Josh:** Chapter Seven
 * Meaning Focused Vs. Form Focused
 * Meaning: focused on what the child is trying to say (extends the conversation)
 * Form: how the language is being produced
 * Factors that help student learn
 * Comprehensible input (Visuals)
 * Comprehensible output (learners use of language)
 * Going beyond their comfort zone
 * Negotiation of meaning
 * Models of appropriate language
 * Extending teacher student exchanges
 * Give students time to think (enough for lowest preforming student)
 * Recasting student language
 * Make reasoning explicit
 * Activities (group work oriented)
 * ACTIVITY: Create a cartoon that showcases the worst case scenario of Form Focused approach and correction cartoon to make it better**


 * Mary:** Narrative Writing & ELL; Long Term ELL's Writing Narratives
 * Work on writing by starting narratives- gateway to other types of writing
 * Students are motivated to write about themselves (Personally connected tot heir writing)
 * Writer's workshop, one skill at a time
 * Kids want to feel valued in their writing and be authors!
 * Narratives: Students get to hear their own voice and express themselves
 * YOU have endless knowledge about YOURSELF- easy information for ELLs to pull from
 * ACTIVITY: Write about a life event using the Cubing model**

9:40 - 10:10 - Giving Feedback on ELL Writing
 * Guiding Principles
 * Attend to **message** first. Honor what the writer is trying to communicate. "I hear you and care about your ideas."
 * Focus on **patterns** of errors and those which create the biggest obstacle to communication.
 * Three **specific areas** **of feedback**
 * Specific praise
 * Specific areas for improving the language (1-3 items)
 * Specific areas for improving the content/organization (1-3 items)
 * **Teach the feedback**
 * What patterns warrant a mini lesson?
 * Allow/require the writer to **revise and resubmit**


 * LOOKING AT ELL WRITING:**
 * Read without a pen looking for meaning
 * Make comments that affirm student's writing ( Sightseeing, details are great etc.)
 * Read again looking for patterns
 * Patterns: Here/There, Plurals (Hairs, blacks, white), Use of Comparison adjectives, Fragments
 * In Depth: Here/there
 * Sometimes we need specific references
 * Sentence Frames?
 * Expand with details
 * What can the writing tell us about what the writer knows about English?
 * Focused commentary on Here/There:
 * "Where? What place are you talking about?"
 * "Let's mix this up so the reader knows what place your talking about!"
 * One-on-one writing conference
 * Pushing for a better text:
 * Different ways to cluster comparisons & elaborate on those comparisons

10:10 - 10:30 - Teaching Demos (3)

10:30 - 10:50 - Break and curriculum project group meeting
 * Discuss how your unit fits together as a whole and sequence the components
 * Discuss uploading and deadlines -- don't wait till the last minute (last day of class) to complete things!
 * Model of the wiki page
 * Language objectives

10:50 - 12:00 - Teaching Demos (6)


 * Pre-Activity:** Megan
 * High School
 * Reading- about the immune systems & cells (challenging text)
 * Content-- Word association picture (solider>immune system (fighter in the body))
 * What happens after the fight?
 * Weak, depressed, tired, relieved to be finished, worn down= typical fighter
 * Immune Cells- They get stronger after the fight!
 * Airport- ID example, --> (IC) they can remember the virus and flag them
 * Semantic web for "Immune" & share with partner & then share with the large class
 * Resistant + Protected = Immunity (New word)
 * **PROS:** //Relatable examples, wrote and underlined multiple forms & visuals,//
 * **Constructive Feedback:** //Highlighting what "Immune" means and check for understanding, connections to sickness in the body (pictures of cells)//
 * During-Activity:** Andi
 * African Grassland Animals- 1st grade
 * Paper and draw your favorite animal we have learned about
 * Why is it your favorite & share as a class
 * Sentence Frame: "My favorite African grassland animal is ________"
 * Write word bank of student shared animals & why they were selected
 * End Project: Piece of paper, write sentences with the frame and then independent sentence + picture
 * **PROS:** //Modeled sentence structure, class participation as the word bank, visuals//
 * **Constructive Feedback:** //Make sure to find where to effectively place this assessment, Maybe integrate the first language of ELL?,//
 * Post-Activity:** Mona
 * High School Level
 * Informational text on Ebola for Text
 * Write headings and leave space, highlight words and write 3-5 things they learned in each section
 * Each heading open to the class and have students share their findings as well as new words
 * Emphasize questions on language and vocab brought by students
 * Have students write their own quiz (10 questions per group)
 * **PROS:** //Creating your own quiz make them think differently, puts learning in their own hands, highlighting headings helps them becoming critical readers//
 * **Constructive Feedback:** //Scaffold how to make a quiz, more modeling of quiz making, could be potential help for creating a quiz for you!//


 * Pre-Reading:** Mo
 * High School Social Studies Class
 * Semantic Web- Talking about epidemics--> Black Death
 * What do we know? ___, ___, ___, (added onto board)
 * Claire is obviously not good at this.
 * "You guys have tons of knowledge!"
 * Narrative
 * To tell a story
 * Personal
 * Must have experience
 * Informational texts
 * To inform
 * Facts
 * No experience required
 * Text will include both Narrative and Informational Texts
 * **PROS:** //Very student centered classroom, helpful board-work, pushing students to give more responses and really share understanding//
 * **Constructive Feedback:** //Making sure that responses to ELLs extend the conversation, allow students to express knowledge in other ways besides speaking, making the word for the semantic web more broad potentially? (Black Death-> Epidemic)//
 * Housekeeping:**
 * **Bring laptops on Thursday and one of your texts (each person needs their own text)**
 * **Start uploading curriculum project to the wiki!**
 * **For next week's reading workshop, prepare a 30 minute activity in partners**
 * Tuesday group:
 * Thursday group: