ELL+Methods+-+Agenda+-+9.18.14

Today's Targets:

 * I can identify language demands, scaffolds, and support necessary to adapt a lesson for ELLs

2:10 - 2:20 - Welcome and LCM (Hailey)
 * Notetaker: Devon
 * LCM: Jordan

2:20 - 2:40 - Finish video (classroom example of high expectations)
 * [|ttps://www.teachingchannel.org/videos/multi-language-classroom] - Example

2:40 - 3:00 - Language demands, scaffolds, support
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3:00 - 3:50 - Adapting your lesson for ELLs
 * [|Template]
 * [|ELL Student Profiles]

3:50 - 3:55 - Closure
 * For Tuesday, finish your ELL adaptation plan; bring it to class on Tuesday

Notes from class: Important take aways from 4th grade example video: -explicit attention to language -channel kids interests into your lessons -encouraging students to make connections to course materials -teaching for meaning/ checking for understanding -modeling -multiple pathways- different language paths to access materials -teachable moments -promoting conversation -validating -ownership of classroom/ learning/ behavior -embrace the ambiguity -culture if community/ learning and responsibility -bug picture view of language and literacy -HIGH EXPECTATIONS using scaffolds and support

Motivation formula: right balance of challenge and support

Language demands, scaffolds and support: question: what is the difference between scaffolding and a support? conclusion: scaffolding is making very specific instructional and teaching decisions that help students get from "can't do" to "independence" while support is an accommodation/opportunity that targets individual needs. Examples of support would be extra time, help outside class etc.