518+-+Agenda+-+11.30.16


 * Today's Goals:**
 * **I can describe CHEMS and possible applications to support ELLs.**

8:00 - 8:30 - Debrief > Strong individual component but not completely Not too much time spend before preparing Group 1: Mitchie, a class toolbox to be referenced in the future > Group 2: each person takes a week and then pulls out the important information and presents it to class. > Group 3: Breakfast, Structured Reflection around highlighting big ideas from class. > Group 4: Provided with various lesson plans that we will go through a revise Group 5: something tangible to help remember content from class Voted on the **TOOL BOX**
 * Notetaker: Max
 * **Final**
 * Principles of giving Feedback**
 * 1) **1.** **Ideas First**
 * 2) **2.** **Compliment and Critique**
 * 3) **3.** **Targeted Feedback**
 * 4) **4.** **Teach the Feedback**
 * 5) **5.** **Transparent Criteria and Process**
 * 6) **6.** **Revise and Resubmit (Notice when students make positive changes)**

> Focus on pattern > “Code Sheet” a legend for grading shorthand > Colored Grading > Peer editing > Require revisions connected to feedback > Staggering Deadlines > Rotating levels of feedback for particular students > Using multiple types of feedback > **What is your process?** > Find time to grade during school > Scan through them and get a sense of how the class is doing > Give feedback on many papers before giving grades to any of them > Blind Grading > **Introduction to ELL Support** > //Life in a Refugee// > -students feel overwhelmed by how far behind they are in school when they come > -Females will face vastly different issues in the camp as they do in the US > -a stance of conversation, meet with immigrant families to help optimally meet their child’s and their needs > -schools can be overwhelming in themselves so it will be especially scary for new immigrants > - > //Life in American Middle School// > > **__Foundational Principles for working with ELL’s__** > Yuki – She has a long history of education and so therefore will need very different supports than a student who has never had any formal education > **Connections** > **-**Get to know the students > -teacher intentionally doing so > -smile, learn language, say name **CORRECTLY** > **High Academic Expectations** > -Assume the child is capable and hold them to high reasonable expectations > -students shouldn’t just be learning language > -focus on strengths not gaps in knowledge > **Explicit Attention to Language** > **-**Address the vocab, syntax, and discourse > **Multiple Pathways** > -different ways of teaching, multiple access points > -Teach everything 3(or more) ways > **Social Support** > -gives students confidence and helps with engagement > -full functioning humans who need to be able to interact with their peers > -helps to continue to develop BICS language > -asking them to discuss proper ways to behave and make friends
 * __How do we manage the Practical Reality of Providing feedback?__**
 * Please email me when you submit your edTPA AL tasks.
 * Final "Exam" - What should we do?
 * Purpose: Synthesize learning around academic language, scaffolding texts and writing, ELL support
 * Utilize agenda notes
 * Utilize agenda notes

8:30 - 9:00 - Practical strategies for giving feedback to written work (continued from last class)

9:00 - 9:30 - Introduction to ELL Support
 * [|Life in a refugee camp]
 * How would you feel if you were the family that learned that you were going to move to the United States?
 * Opportunities and challenges that Ali is going to face
 * [|Life in an American middle school]
 * How does it feel?
 * Review CHEMS

9:30 - 9:40 - Break

9:40 - 10:20 - Lesson Adaptation

[|Crash Course in SLA] Proficiency level descriptors - How would you describe the progression of English language development across the spectrum? Vocabulary, Sentence, Discourse levels?

Compare your ideas to the ELP standards here: https://www.education.ne.gov/natlorigin/ELP%20Standards/ELP%20Standards_Proficiency%20Level%20Descriptors_Dec2013FINAL.pdf

https://www.teachingchannel.org/videos/gallery-walk-lesson-plan
 * Create a quick map of the lesson
 * What are possible strengths and resources ELLs might bring to this lesson? How will you find out?
 * What aspects of the lesson could be difficult for English learners? Why?
 * What aspects of the lesson are already ELL-friendly? Why?
 * What adaptations could be made to support ELLs’ language and content learning? Why?

10:20 - 10:50 - Discuss Mitchie


 * Housekeeping:**
 * For 12/7 - Everyone read:
 * [|Harper, C., & Jong, E. (2004). Misconceptions about teaching English‐language learners. //Journal of Adolescent & Adult Literacy//, //48//(2), 152-162.]


 * Read at least one of these articles:
 * [|ELLs, Academic Language, and Physical Education]
 * [|Supporting ELLs in Mathematics] (focus on 2, 3, 4
 * [|ELLs and Mathematics (This is long, but it's mostly examples)]
 * [|Visualizing Social Studies Literacy: Teaching Content and Skills to ELLs]
 * [|Helping ESOL Students Find their Voice in History]
 * [|Science for the English Language Learner]
 * [|Language Demands and Opportunities in Relation to Next Generation Science Standards for English Language Learners]
 * [|Realizing Opportunities for English Learners in the Common Core English Language Arts and Disciplinary Literacy Standards]
 * [|Creating Intentional Communities to Support English Learners in the English Classroom]


 * Watch at least one of these videos:
 * Supporting Language and Content Learning in Math []
 * Scaffolding Literacy Instruction for ELLs []
 * [|ESOL Issues and Strategies for Content Area Teachers P.E.]
 * [|Close Reading in Social Studies] -
 * [|Teaching Global Awareness] (Social Studies)
 * [|Biology Lesson for ELLs]
 * [|Spanish for Heritage Speakers] (The first 25 minutes gives you the gist -- watch it all if you have time.)


 * **Bring to a class a bullet point list of "take aways" from your reading and viewing.**


 * Field Seminar - Dec 9, 9-11