566+Agenda+-+6.4.15


 * Targets: **
 * **I can navigate the ELP standards to design and adapt instruction for ELLs.**
 * **I can describe the purpose of pre-during-post framing of texts and articulate specific ways to scaffold a text.**

9:00 - 9:15 - Welcome & Unquiz
 * Notetaker: Megan F
 * Reading Workshop: https://docs.google.com/presentation/d/119U65pJdFWJmiJNJUyToa05M9DfPlBzgLb7d__RHrmM/edit?usp=sharing
 * Unquiz: https://docs.google.com/document/d/1OPHrUF66xtGu9nXLl1xPTu5FK0Px8UyrxVyKrHkiMgQ/edit?usp=sharing


 * Notes:**
 * The last week of class we will be going to work with ELL students
 * Apartment complex by Trader Joe's on the South HIll- refugee and immigrant families

9:15 - 10:00 - Reading Roundups
 * Hiebert: 40:15
 * Notes:**
 * On the main page there is a link "Tech Tools for Academic Language"
 * Scroll down to Tech Tools after clicking the link
 * Take an academic word and you describe it with the 100 most common academic terms
 * Site designed for English learners: study guide for the academic word list
 * Video Reading Roundup:
 * Text complexity and ELLs
 * Vocabulary and Concepts
 * Access to appropriate and worthy texts
 * Students might be familiar with the concept but they don't know the word
 * Thing to look for: not only looking at the 10% difficult words, but also need to think about pronunciation, multi-syllabic words
 * 4 areas in general instruction to take note of
 * Names- there will be a lot of this in standardized tests that are made up of journal and magazine articles
 * Put the words in sentences that might help give meaning to the word
 * Morphological families
 * Printable concepts
 * Way to bring concrete ideas to words that are abstract
 * Taking the main words from the text that would create meaning and print out a picture, definition and phonological information
 * Prolific groups of words
 * Motion or movement words
 * Ex) pushing and pulling
 * Semantic web to help students learn the connection and other words that are involved
 * Give the students an overview of the challenging vocabulary
 * Set a purpose for reading the text: could be a question
 * Read the text
 * Turn to the purpose question
 * Give evidence from the text
 * Pick one to three more words and creating a semantic web
 * Chapter 4 Reading Roundup
 * 5 key principles
 * Using vocabulary in real life situations
 * Janus learning
 * Prior experience and what are the curriculum goals in the lesson
 * Use both in order to get the most out of the lesson
 * Thinking of movement towards heavy content
 * Complex text is the end point not the beginning point
 * Model appropriate responses with academic language
 * Repeat what is said using academic language
 * Create a metalanguage
 * Makes the language visual for the students
 * Understanding key points and breaking it down more easily
 * Communicative activities- Primary focus is on the language
 * Form-focused activity- actual use of language
 * not within isolated situations
 * Learn about language in the context of using language
 * Example lesson
 * Barrier crossword
 * Example of negotiated interaction
 * Gives kids permission to talk

10:00 - 10:50 - Scaffolding a Text for ELLs
 * Issues to consider
 * [|Example]


 * Notes:**
 * The original text had no pictures or scaffolding
 * We all assumed it was a movie for twenty minutes
 * With pictures we see that it is a recipe
 * Able to pick up some vocabulary now we know the schema
 * Need to provide background knowledge- NEVER give a cold text
 * In the table below
 * This is how our brain reads
 * Top Down: everything the reader brings to the text
 * Help them confirm or reject hypotheses about meaning
 * Ex) Knowing English is SVC will help you to know certain things about the text
 * Bottom Up: what the text says to you
 * What the words actually say
 * Decoding letters
 * Using both these techniques is how we make meaning: interaction between the two
 * Implications for scaffolding:
 * Prior knowledge is HUGE

Knowledge of the World Content Knowledge Gained from Prior Schooling Experiences Life Experiences || (Knowledge of Text Structure) Knowledge of Phrase and Sentence Structure Knowledge of Words and Word Structure Prior Literacy Experiences in Other Languages in English || from the Home Language and from English
 * Having an idea of what the text is about before entering into reading the text
 * Decoding knowledge
 * Example with the pepper and how phonics changes the word
 * Purpose/ background of the text
 * Framework (see packet)
 * Pre
 * Arguably the most important piece but often the part that is given the least attention
 * During
 * Supporting them while they read the text
 * Post
 * Checking for understanding
 * Build on the understanding
 * ===**Top Down**===
 * Knowledge of How the English Language Works
 * Knowledge of How the English Language Works
 * Knowledge of Sounds, Letters, and Symbols
 * Knowledge of Sounds, Letters, and Symbols

**Bottom Up**
||
 * Pre; during; post framing [[file:Pre-during-post.docx]]
 * Introduction/Demonstration
 * Practice together


 * https://vimeo.com/47315992 - Kindergarten Example
 * https://vimeo.com/99825098 - Seventh Grade Example


 * Notes **
 * Butterfly example:
 * Pre: Looked at the butterflies and the changes that occur during their metamorphosis
 * Can map the academic language onto their experience with butterflies
 * Post: After they had read the text about butterflies
 * Small group discussion
 * Share in front of the class
 * The teacher constantly asking them why and what is this for?
 * Helping them build academic terms while using everyday language as well
 * Building student understanding/ checking for understanding and their language
 * Summarizing and re-stating what they said
 * Helps to create comprehensible input when you say things over and over and in different ways
 * Help the students to deconstruct complex sentences
 * Broke down the text into smaller sentences- smaller chunks
 * The students wrote their own sentences and they compare them to the text
 * They wrote simple sentences in their own language but they are about the metamorphosis
 * Re-enact the process
 * Expressing their understanding in non-linguistic ways
 * Invested a lot of time in the text
 * Get more literacy than just about butterflies
 * Can't do this for every text
 * Middle School Classroom:
 * Considerations
 * Compelling topics
 * Text that students can care about
 * Increasingly complex texts as they gather more knowledge
 * Scaffolding strategies
 * Learning targets
 * Text coding- look for connections
 * Reviewed the book to learn about the article
 * Be honest about the challenges of the text
 * Outline the things close readers do
 * Reading in sections- stop and check for understanding
 * Use annotations and note catchers
 * Discussing their ideas with their table mates- summarizing
 * Taking evidence that will support their writing
 * Using strategies to interpret and identify key vocabulary
 * What is the "gist" of text sections
 * Track their thinking as they are reading
 * Post reading:
 * Writing a comparison poem

10:50 - 11:00 - Break

11:00 - 11:40 - Practice: Scaffolding a Text activity guide
 * [[file:ScaffoldingaTextActivityGuide.docx]]

11:40 - 12:00 - Collaboration around Curriculum Unit


 * Housekeeping:**
 * Optional videos demonstrating teachers scaffolding a text:
 * http://web.stanford.edu/dept/gse/cgi-bin/clad/elr006/ - secondary
 * http://www.learner.org/workshops/readingk2/session2/wtv2.html - elementary