566+Agenda+-+6.18.15

9:00 - 9:05- Welcome
 * Notetaker: Mona

9:05 - 10:05 - Finish teaching demos During-teaching activities Abby Megan Mary Linda Sarah 10:05 - 10:25 - Reading RoundUp- Mo Chapter 8- How to plan for a high-challenge support classroom Two main points:
 * KWL chart on Ebola. The students would watch a video (How to stop the next epidemic) on Ebola and fill the column (What I learned).
 * Class debrief after the video.
 * Feeback: pausing the video at points where a key idea is mentioned, give students beforehand (in writing) the three key points and make sure they understand them then ask them to point out when they identify a key point mentioned in the video
 * Pre-teaching activity
 * Going on a lion hunt video
 * Working on preposisitons (but for first grade use posistional)
 * In a writing activity have them use the prepositions they have learned.
 * Feedback: writing the posisitional words on the board, act out the posistional words for young ELL children.
 * Post activity
 * Uses graphic organizer that summarize the important parts of the text ( main character, what character wanted, problem in the text, etc)
 * Graphic organizer allows students to retell the information they learned in the correct order of events.
 * Feedback: good use of the graphic organizer, the ELL student could summarize the book.
 * Post Activity
 * Lesson focuses on asking and answering quesitons
 * Questions have to do with grasssland animals
 * Final activity is a written activity where students will draw a picture of the animal and then (depending on the English proficiency) write about the animal.
 * Feedback: will students be able to draw the animals, sentence frame could be useful, be prepared for the students that will not be albe to write ( they may have to orally explain).
 * During
 * Native Americans
 * Stop at mid point in the book and then have the students discuss with a partner what has happend so far in the story (discuss winter count).
 * Pairing students to discuss the topic and help each other.
 * Come back as a class and share the information you have come up with.
 * Feeback: will the students know what is a winter count? write down the question you want the students to answer so that they can connect oral language with written languge, make partnership meaningful.
 * Summarizing Strategy
 * There are x lines in a passage. Say, ok class let's choose the most important words from the passage.Have the students say the words out loud. Write the words on the board. Remove the text and have students just focus on the words. Then ask students to use to words on the board and write two to threee sentecnes then look back on the text and compare.
 * **Designed scaffolding**- planned before lesson, connected lessons, build on prior knowledge, organizational structures are neccessary, curriculum needs to be amplified (not simplified), plan for opportunities to talk about language
 * **Interactional**- "in the moment", not always planned for, student-teacher interaction, providing opportunities for scaffolding when needed, plan the assesment first and then go backwards, design activities that use the language that meet the learning targets, make a reflection once done in order to see where improvements need to be made.
 * Activity: Group into content areas. With your group construct an assessment you would use.

10:30 - 10:40 - Break

10:40 - 11:10 - Writing lesson plan - upload to Blackboard
 * [[file:WritingTask-ActivityGuide.docx]]
 * How much emphasis on editing/revising an assignment? -Informal tasks you will not tend to pay much attention on revising.
 * Keep in mind if your learners know that all these informal learnign tasks don't matter....their effort may decline.
 * Sometimes you may need to revise and other times not.

11:10 - 11:45 - Unquiz

11:45 - 12:00 - **Housekeeping**
 * Reading Workshop
 * Tuesday: Rachel & Lynda, Claire & Katie, Kayla & Josh
 * Thursday: Mona & Megan, Megan & Ande, Sarah & Mary
 * Curriculum Project Presentation - 10 minutes
 * "The team will formally present their learning segment to the class during the last week of the course.
 * During this presentation, the team will “show and tell” the project and explain
 * How it supports SLA
 * How it promotes biliteracy and multicultural understanding
 * How it actively engages learners in building language, literacy, and content knowledge"
 * Tuesday: upper elementary, high school
 * Thursday: lower elementary, middle school
 * By next Thursday, turn in your [|self-assessment] of the curriculum project. (Hard copy)