ELL+Methods+-+agenda+-+11.20.14


 * Target**
 * I can describe specific ways to communicate with parents of ELLs and draw on home/family/cultural assets.

2:10 - 2:35 - Giving feedback to ELLs (continued)

2:35 - 3:00 - Discuss readings on parent/family engagement
 * https://docs.google.com/presentation/d/1sxBRqkCKmihFfE1DPFzsK6j5Xry_u5SoLzunaoP40gc/edit?usp=sharing

3:00 - 3:50 - Case studies
 * https://education.uw.edu/sites/default/files/research/projects/epsc/EquitableCollaborationReport_0.pdf


 * Housekeeping:**
 * School visits are probably completed (you should have had three visits)
 * Keep working on portfolio
 * On Tuesday, work day for portfolio

Notes:

Notes on November 20th

__Corrective Feedback:__ (Errors are our friends! <3) -When do you give it? Impedes communication: The mistake they are making is preventing them from being understood (“My mom, he went to the store” “He died” misuse of pronouns) (Unable to conjugate verbs to the past tense “I go to party Friday” but they meant they went to the party)

Socially Stigmatizing: Mis-saying truck so it sounds like the “f word”. You need to correct right away so they do not get in trouble in the future or be extremely embarrassed. (Using “gay” to mean happy) (“oh yeah” means “no” in Rwanda)

Directly Connected to Curriculum: (talking about time, and being unable to pronounce the “L” in clock) Focusing on plurals (“I want 100 apple” is understandable, but since plurals is the goal of the lesson, it should be corrected”

Developmentally Appropriate: We aren’t going to correct everything a quiet ELL student make because our goal is to get them to talk. Corrections for an adult would be different than for a child. Corrections for a Level 5 would be very different from corrections for a Level 2.

__Written Work:__ Most ELLs want written work corrected, but having it covered in red ink is overwhelming. -Different Time Element -More opportunities to revise

__Process for giving feedback__: Transfer issues (a mistake because of their native language), good balance between what they can do and can’t do (celebrate and correct), correct patterns (mistakes that show up over and over), appropriate expectations for correction (can I expect them to fix this?), Will it be noticed?, know the individual and their struggles, and be aware of what you have taught and the goal of the writing (Focused feedback). 1-Attend to the message!! Pay attention to what the student is trying to say! Hear them (Write: “Good point!”, Ask for detail, etc.) 2- Teach and revise (Maybe revise multiple times. Do not necessary have to get every writing to be perfectly polished)

__“Describe an event that changed your life?” Student Writing Sample__ -Be specific when attending to message (“You would make an awesome teacher” “we are so glad you are learning with us”) -Work on Punctuation/Run on sentences (Give hints at how to break up “and” “because” “but”) ad Tense (show that they did it correctly about 8 times, and could probably fix the other 4 times)

__Parent Engagement and Culture in the Classroom__ How can you engage parents and children in cultural activities?

What if there are many languages, not one prominent language?

What can a classroom teacher do? -Make it open and show that it is not a scary place, you should feel free to ask questions (Welcoming atmosphere) -A culture a month (Celebrate that culture) -A Culture version of a Science Fair (curriculum) -Bring current events into the classroom, from other places -Be an advocate to make it school-wide -Home visits to new ELL students (Embraced in California, but less in Spokane) -Housing problems, what they value, heating problems, and how well it is cleaned or organized. (Gives you a better understanding of where the child is coming from) -Have a time for ELL parents before a “meet the teacher” night to give them the chance to feel comfortable before all these other parents come. It could also build a community among ELL parents. -Approach the families; instead of making them come to you (they might be working 3 jobs, or lack transportation) They may be unable to volunteer in the classroom, not because they are lazy but because they are working to give their children the opportunity to get a good education.

__Case Studies__

Kent School District’s PASA (Parent Academy for Student Achievement): Kent School District (KSD) is very diverse. The program’s goal to for parents to take a more active role in their children’s education; they did this by connecting parents and teachers and making families more comfortable. This program was adapted from a program in California. Top languages: English, Russian/Ukraine, Somali, and Spanish had specific classes. There were gaps with the African American families because the focus was language and not culture. This allowed parents to feel more comfortable and their children started doing better as well. The principal was integral in getting this going and making the families feel welcomed.

Federal Way: Intentional with the types of programs created. Created a biannual parent events, and hired people to bridge the gap between students’ parents and teachers. Provided a comfortable environment for the families, gave an opportunity for families to come and talk to a lesion when convenient (informal opportunities). Helped parents become leaders; “parent voice” was strengthened. Workshops were for them to talk and share, not to be “fixed”.

White Center Promise: Focused on redefining what “family engagement” meant in the community. Started from the bottom and went up. Started with housing, transportation, and health, because these things are closely connected to education. They took a 2-generation approach to change. Brought issues to the forefront that might be uncomfortable; created conversations among parents. Parents and kids can teach each other. What is it like for you? When have you felt discriminated against? Share your stories.

Themes of Case Studies: -Identifying **who** can bridge the gap between families and school board -Parents positioned as leaders, in a nontraditional sense (assume they know something valuable and you will be listened to) -The immigrant communities are tiny and well connected, if you get the trust of one family, the rest will open up -Recognizing the language barrier and addressing it in some way -Creativity/Innovation: What will work for my community? -Will be a long process/Need to develop trust