566+Agenda+-+5.23.13

Introduction to the Course
9:00 - 9:20 - Welcome and Introductions
 * Who will take notes?

9:20 - 9:50 - Introduction to the Course -Overview of Syllabus
 * Goals
 * This is more of a class based on professional development, rather than focusing on number of points.
 * We are trying to add an additional literacy, culture, that allows those students to function better in this world.
 * See syllabus for explanation of goals.
 * Major assignments
 * 4 major outcomes/standards/assessments
 * Fieldwork & scheduling
 * Shadowing an ELL teacher--observe, work with kids
 * Need to look at schedule and sign up for at least two separate days to shadow--ideally something the first week and something the second week but can go more than twice.
 * Try and go to both buildings
 * On Tuesday or Thursday attend one parent interview at the Adult Education Center
 * Policies
 * Time commitment
 * Very fast paced class, so very important to stay on time with assignments and due dates.
 * Important to always attend class, but there is a virtual option at the end of each agenda if you have to miss class.
 * Do not miss more than 2 class periods.
 * Technology
 * Wiki = Course home (textbook and course information - assignments and agenda)-- Important to remember that this is public!!
 * GoogleDocs = Your class binder
 * Blackboard = quizzes and grades-- 3 quizzes
 * Bring a device to class
 * Scheduling discussion leaders and notetakers
 * Everyone will take turns being discussion leaders based on the reading.
 * Each person will be asked to lead about a 15 min discussion; decide what to talk about, pose questions etc.

9:50 - 10:00 - Pre-Test (Complete and email or bring to next class.)



10:00 - 10:10 - Break

10:10 - 10:30 - Chapter 1 discussion
 * CHIP reflection of chapter 1 in small discussion groups
 * Large group discussion of important points and questions chosen by each group
 * Mistakes/errors are actually very integral and often predictable to the process
 * Somethings that seem really simple to an English speaking person are actually very complicated to learn
 * ie. placing an s on the end: "He goes to the store"
 * Some errors are developmental and some are transfer
 * look for unusual patterns
 * Formatting of sentence structure may be different and the learner may bring that into their new learning
 * L1: your first language (mother tongue)
 * L2: your second language
 * When is the optimal time to teach a second language to a child?
 * When a child is very young (around Kindergarten age), they are very programmed to learn, if they have the opportunity to pick up and participate in the language.
 * The older a person is, the harder it is to absorb a new language. However, the cognitive ability of a person is more developed and it is easier to understand format and structure of a new language.
 * Learning Disabilities are hard to detect with and English Language Learner

10:30 - 11:00 - [|Crash Course in Second Language Acquisition]
 * Comprehensible input, negotiated interaction, and time are 3 crucial pieces to language acquisition
 * Comprehensible input: ie. a 6 month old baby cannot yet speak a language, but is constantly swimming in it.
 * This is why the video of the man talking in a different language was so hard to understand--it was input but was not comprehensible because we could not make sense of it.
 * Negotiated interaction: have to have opportunities to interact and participate in order to obtain language acquisition.
 * **Will finish the rest of the crash course on Tuesday***
 * **How does this connect with your experience with the introductory module?**

** Upcoming Assignments to do before our next class: **

 * [|Sign up] for your field experiences. (Field Schedule is at the top of the main agenda page.)
 * Create and share your GoogleDocs Journal
 * Click on the link you will receive from me indicating that I have shared a document with you. You can find the document under "drive" at the top of your Gonzaga email.
 * Under "file" click on "make a copy"
 * Enter a new document name "Your first and last name_566_su13"
 * In the upper right hand corner, click on "share". Share the document with my Gonzaga gmail - annycase.gu@gmail.com (Note: only use this email for sharing documents. Otherwise, use my regular GU email - casea@gonzaga.edu)
 * Create a wikispaces account. Look for an invitation. Create a professional, but not entirely identifiable username (recognizable by us, but not the world).
 * Quiz #1 on Blackboard (Quiz opens on Friday 5/24 at 9:00 a.m. and closes Monday 5/27 at 9:00 a.m.) Study Guide will be available here before the quiz opens.
 * STUDY GUIDE for the QUIZ
 * When an English language learner enters your classroom, what information would you want to learn and how could you find out? (consider the six "important characteristics of ELLs" on p. 20.)
 * What is the role of time in learning a new language, especially academic English?
 * What does it mean to "assess for the best"?
 * In what ways are ELLs "resourceful learners"?
 * In what ways are second and native language literacy development the same? How are they different?
 * What was the biggest "ah-ha" or realization you experienced from the introductory module (working with Czech texts) that you can apply to your future teaching?
 * Actively read chapter 2 and chapter 6 - Be prepared to ask and answer questions about the text and to share your response to the chapters on Tuesday 5/28.
 * Module 1 - due Tuesday 5/28 by 9:00 a.m.


 * Virtual Option: **
 * 1) **Email your notes from the introductory module.**
 * 2) **Carefully read this page.**
 * 3) **Read the syllabus. Do the activities in red.**
 * 4) **Post to the discussion board. (Once you have joined the wiki, sign in at the top of the page, then click on the conversation bubbles at the top of the page next to the "edit" button.)**
 * 5) **Do the assignments under "upcoming assignments," including taking the quiz.**