566+-+Agenda+-+6.7.12

9:00 - 9:05 - Welcome

9:05 - 9:20 - Meet with collaboration groups to discuss curriculum project
 * How do you plan to collaborate?
 * Everyone contributes to __one__ project. Individual reflections.
 * Some sections of the project are done collaboratively; others are individually created. Individual reflections.
 * Project is individually created, but group members provide feedback.
 * Choose a target age/grade range.
 * Choose a topic/theme.
 * Make a plan to approach the text set.

9:20 - 9:40 - Chapter 3 discussion - Rachel Notes:

How can you explain to a parent why it is beneficial to their child to be bilingual?
 * Makes it easier for the L1 to L2 transfer
 * If the student is strong in their home language they will have lots of skills for language
 * It will create more job opportunities for them in the future
 * It is a part of their identity

Home activities to help develop/promote biliteracy
 * Singing songs
 * Reading stories in L1 or L2
 * Child try to teach the parent
 * Focus on oral language using picture books and let child tell the story, then could have child try to record it in writing.

How can you keep the student motivated in literacy, especially when they are having a hard time.
 * Making is meaningful and relevant to the student
 * Investigate community and family
 * Topics are interesting to them
 * Let them see their own progress
 * Include their culture
 * Teacher should model and be involved in their culture

How would you incorporate biliteracy in the classroom?
 * Culture unit
 * Star of the week: share about themselves, their culture and home life
 * Share common words in their language (builds confidence)
 * Ask students in class if they know words in any different language
 * Both, paring/grouping with common culture (L1 speakers) or grouping with native L2 speakers in class
 * Inform students why they don't speak English fluently
 * Multilingual word wall (all kids learning language (academic language)
 * Working to help other kids understand (they are not stupid or weird)
 * Give a lesson in another language(How does that make you feel? Are you dumb? Do you now know science?)

If a student is not literate in either language and you want them to be biliterate where do you start?
 * Focus on home language even if it is only oral. Learning that first since they are familar with that.
 * Compare terms, this is an apple.....what is it in your language?
 * Label terms in both languages.
 * Is there a translator, family literacy program that can get you books or come in and read with the child. (Resources:translators online/iPad, Skype)
 * BE CREATIVE
 * Promote their home language. You job is not to teach them their read and write in their home language but to respect, promote, and encourage the language. Help them make connections between L1 and L2.
 * Best you can do is get books or label, do it
 * Important part of their identity and we are adding something not replacing it.
 * DO SOMETHING......
 * If the student is strong in L1 then focus on transferring L2
 * If student has no literacy and you have few resources just be able to do something and just do the best that you can. Encourage home language.
 * If student doesn't know how to read in L1 but it is a language closely aligned/related to English, (like Spanish or French) focus on the L1 literacy first to make L2 easier.

9:40 - 10:10 - Vocabulary teaching ideas
 * [|How to teach a word - prezi]

10:10 - 11:00 - Model Lesson - Guided Reading
 * [[file:sapo y sepa.pptx]]

Notes:
 * Putting the ELL students together, they can pool resources but make sure the time they are grouped together is balanced and you are not segregating them from the rest of the class.
 * connect, draw on whatever resources you can, resourcefulness
 * when kids can share a language to figure things out it can be very, very helpful
 * The first text handed out looked like a poem. It was not presented in context and it was not comprehensible.
 * The second text was a book. It has larger font, pictures, a genera, was in context. Before it was read we received a vocabulary lesson. When it was read to us there was a lot of expression and body language. It was comprehensible to us.


 * Comprehensible: It was comprehensible because the teacher used examples and non examples in her vocabulary lesson. She pretaught words. Gestures were used throughout. The teacher interacted and spoke with us throughout. There were pictures in the book and the teacher also drew pictures on the board. We had a background knowledge or schema set (Frog and Toad).
 * Some students used online translator, talked to each other, and looked around at what others were doing. (Resourcefulness)
 * Interaction: The teacher interacted with students through out, speaking with us. There was interaction with the text, with other L1 speakers (the more interaction the better). The teacher continually stopped and paused to relate words to pictured making meaning, helping us to understand.
 * Negotiated Output: Used yes/no questions, can understand a lot more than can say, not enough language to negotiate output (Can't say much without the words to say it). If there is low context, then there is low support. Need a lot of help.

__**Planning**__
 * chose familar topic
 * background knowledege
 * present in context
 * consider L1/L2 transfer (is it Spanish to English or Kirundi to English?)
 * __Pre-reading__**
 * front loading vocabulary and key concepts
 * __During__**
 * gestures/act outs
 * interact/questions
 * __Post__**
 * modeling task
 * ask questions (comprehension)
 * scaffold, building on earlier language and extend it
 * __Throughout__**
 * gestures/act out
 * make meaningful and relevant
 * use pictures
 * yes/no questions
 * context
 * build vocabulary


 * To Do:**
 * Friday Quiz - look for an email later this afternoon
 * Module 2 - Due Monday
 * Read chapter 4 (for Tuesday) - Discussion leader? - Christey
 * Read Ernst-Slavit article (for Tuesday) - Discussion leader? - Carolyn
 * Work on narrative text plan - use a book from your text set (due Tuesday)
 * Work on text set (due Thursday)
 * Remember that there's a one week window on deadlines. But you don't want to get too far behind because assignments will stack up!