EDTE+566+-+Agenda+-+5.24.16


 * Learning Goals:**
 * **Be able to identify key factors that influence an ELL's ability to comprehend a text**
 * **Be able to identify several important questions a teacher might ask to design effective support for ELL reading**
 * **Be able to explain what the ELP standards are and why they are useful**

9:00 - 9:05 - Welcome & Agenda
 * Notetaker: Cat [[file:notes may 24 .doc]]

9:05 - 9:15 - Quick Review
 * Interactive model of reading
 * This matters because in order to support reading comprehension, we need to understand how it works!

9:15 - 9:45 - Reading in L1/L2 ([|Grabe article jigsaw])
 * Transfer Issues - [|L1/L2 Reading]
 * 2.1.1-2.1.6 - Linguistic and Processing Differences: Brooke, Taylor, Both Jessicas
 * 2.2.1-2.2.5 - Individual and Experiential Differences: Katherine D., Zach, Trisha
 * 2.3.1-2.4 - Sociocultural and Institutional Differences: Jay, Kat P, Jill

9:45 - 10:00 - Triple Goal - Integrating language, literacy, and content so the English Learner (and all students) progress in all three areas
 * What is the relationship between _?
 * language proficiency and content learning
 * language proficiency and literacy development
 * literacy skill and content learning
 * In partners, design a graphic to represent these critical relationships

10:00 - 10:30 - Reading Roundups
 * Chapter 3 (Brooke)
 * Chapter 4 (Taylor) [[file:Reading RoundUp.pptx]]

10:30 - 11:00 - [|Crash Course in ELP Standards]


 * Housekeeping:**
 * **For Thursday:**
 * READ - Gibbons, Chapter 5 - Building Bridges to Text: Supporting Academic Reading (RR)Katherine
 * Wilhelm, 2013 - The Question of Vocabulary (RR) - Jessica J
 * Reading guide on Blackboard
 * Explore ELP Standards online: http://www.k12.wa.us/migrantbilingual/pubdocs/ELP/WA-ELP-Standards-K12.pdf
 * Bring your laptops to class
 * **Ongoing**
 * Additional readings/videos and reading groups (template has been added)
 * Professional toolbox
 * Next week, we're at Garry Middle School