566+Agenda+-+6.12.14

9:00 - 9:05 - Welcome
 * Notetaker- Henry!

9:05 - 9:30 - Teaching Demos (Jesica and Becky and Bri)
 * Bri- John: Spanish, 3rd grade, level 2/3
 * What supported John's learning?
 * Connection to L1 (in Spanish - elephant, details, main idea)
 * Activating prior knowledge via the word wall
 * Pair and share ideas about elephants
 * Anny's comments
 * "Talk about it, read about it, write about it" is a good trajectory to go on to build knowledge and confidence for ELLs
 * Becky- Duy: Vietnamese, 6th grade, level 4/5
 * What supported Duy's learning?
 * Drawing into writing
 * Entire lesson was geared towards supporting his learning by bringing in immigrant experience
 * Anny's comments
 * Comprehension was vital to this lesson, and that is much better than having stuents do a simple task like underline five sentences
 * Be sure to "say it, post it, show it"
 * Jesica- Alicia: Spanish, 1st grade, level 4
 * What supported Alicia's learning?
 * Connection to L1 (in Spanish - ocean)
 * Activating prior knowledge via the word wall
 * Pair and share on food chains
 * Sound of the ocean is universal, regardless of what your L1 is
 * Extending learning to outside the classroom through the image of Plankton from Spongebob
 * Anny's comments
 * Jes worked from the general to the specific/from the concrete to the more abstract (ocean to plankton and krill)

9:30 - 9:45 - Finish discussing "journal - narrative - informational" writing approach Examples
 * "What do you like to eat?" - "Write a story about a special family meal" - "Should students receive one hour instead of 30 minutes for lunch? Support your argument."
 * "What is your favorite animal? Why?" - "Write a story about our field trip to the zoo." - "Describe the characteristics of mammals."
 * "What are the rules in your house?" - "Pretend you were asked to start a soccer club. What rules for the club would you have? Why?" - "Explain why the Constitution was a more effective system of government than the Articles of Confederation."


 * This strategy revolves around one theme. The teacher can then gather a number of expository and fictional texts on the subject to work with.
 * Once again, move from the concrete to the abstract.
 * This is just one strategy of many that __can__ work for an ELL; it is not the end all, be all.
 * How to work a text into this strategy:
 * Read a text that has content in it to give the students some background on the subject. Then, move on to writing an informational piece.

9:45 - 10:10 - Peer Review on Writing Task
 * Look for - a) appropriate scaffolding in ideas, organization, and language targeted for the focal student, b) alignment between the text, the ELP standard, the writing skill/strategy, and the task, c) clear criteria and structure of the task, d) sufficient detail for an outside reader, e) potential for high student engagement

10:10 - 10:45 - Principles for giving writing feedback
 * Guiding principles
 * Focused feedback according to criteria
 * Descriptive and constructive
 * Compliment first
 * Have editing symbols
 * 1. Engage with the message and learning goals
 * 2. When giving feedback on errors -- look for patterns, emphasize errors that impede meaning, target errors directly linked to criteria
 * 3. Choose 2-3 errors -- teach them, practice
 * 4. Allow/required the student to revise


 * **Student samples [[file:2014_06_12_10_14_49.pdf]]

10:45 - 11:00 - Housekeeping, planning for reading workshop
 * Questions for guest speakers
 * Shoot Anny an email in the next day or two with a few questions so that she can prepare the guests.
 * On Tuesday, we will talk about the reading workshop in more detail.


 * Housekeeping:**
 * Upcoming assignments on course calendar (reading and dialogue journal)
 * Upload final version of writing activity guide to Blackboard by Tuesday (6/17)
 * June 17th - Guest speakers from Spokane Schools
 * June 19th & 24th - Reading Workshop - meet at Lincoln Heights apartments playground, 29th and Fiske (prepare a 30 minute activity; let Anny know if you need supplies)
 * June 26th - New MIT Orientation - in lieu of class, take home activity/final - Case Study (due on June 29th)


 * Make-Up Task**
 * 1) Read the notes from today's class
 * 2) Read the two student writing samples (** above) - As you are reading, jot down your observations about the writer's performance in these three categories: 1) ideas/message communicated, 2) writing organization, 3) language (aspects of the text that are specific to ELLs -- in other words, language-based issues that a non-ELL might not experience). Explain the type of feedback you would give for each of these students. Upload your responses to "Blackboard" under "make-up"
 * 3) Complete tasks listed under "housekeeping"