Literacy+-+Agenda+-+10.20.16

[|English PLUS plan]
3:30 - 4:50 - English PLUS

4:50 - 5:50 - Debrief and Text-Based Instruction


 * [[file:crash course in reading 2.pptx]]

__Beginning__
 * Relatable text
 * In the word split text, some students didn't attach the morphemes
 * One student struggled to split the text until the teacher read it aloud
 * Needed more to do (dictation is always an option)

__Intermediate__
 * Able to connect in conversation and then they were more willing to work
 * Some kids weren't interested in basketball and others were - even took the article home!
 * Good to give some ownership in the topic
 * Jober - work with the text; some investment in the text.
 * The topic provided a conduit to connect.
 * Kids brought up simile and metaphor again!

5:50 - 6:05 - Gibbons in-class writing > > Which of the “intellectual practices” do you want to try out in English PLUS? Why?
 * [] (Chapter 2)
 * [] (Chapter 1)
 * What does “intellectual quality” mean for you as you consider your future teaching context with ELLs?

6:05 - 6:30 - Problems of Practice Discussion Groups (Anny meet with some individuals)
 * Each individual shares his/her problem of practice and two interesting findings so far
 * Discuss connections and possible interventions that could be


 * Marshallese/Islander Specific **

Heather - How can I honor the oral traditions of Pacific Island cultures, while equipping my students with the skills to succeed in an American literacy classroom?

Megumi - “What instruction is effective way for Marshallese ELL’s students to be able to adapt academic reading comprehension and writing skills.”

Natalee - The problem of practice that I chose to look at is how to create literacy instruction that includes aspects of oral traditions Noelle - Problem of Practice: How to promote the importance of written language while still promoting oral language & culture?

Hailey - For my problem of practice, I want to investigate alternative educational approaches to teaching Marshallese and Pacific islander students that create space for incorporating cultural practices and values into the classroom.


 * Instruction for Specific Levels **

Grace - What are some useful strategies to help improve comprehension in low level ELLs?

Ilynn - How does the use of the Academic Language affect the understanding of the beginning English Learners?

Claren - For students that seem to be “stuck” at the intermediate level, how can we motivate them to continue working hard in the hopes of eventually being phased out of the ELD classroom?

Kelley - For my problem of practice, I would like to focus on how to get our advanced and intermediate English PLUS students to the next level (advanced/transitional).

Sami - Question: What is the best way to teach beginning English Language Learners?

Sarah - My problem of practice is how to assess the needs of students with interrupted formal education (SLIFE)and determine an instruction method to best need those needs.

Shareefah - What are teaching methods that can assist teachers to manage the class and to direct the education effectively?


 * Literacy **

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: small;">Mary - I would like to examine reading fluency, and readers' theater in particular, as a way to increase the reading fluency of our students.

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: small;">Moteeb - Can seeking accuracy negatively affect advanced students’ reading comprehension?

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: small;">Emtenan - I am interested in the importance of teaching critical literacy in the classroom.

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: small;">Carol - whether or not certain incorrect constructions of written language are common in L2 learners. If the answer to this question is yes, what follows then is an investigation of pedagogical methods for addressing the errors in sentence construction and providing students with the tools for academic success.

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: small;">Kristi - how I can expand on Mary’s use of academic language in her writing by using Mary’s interest in reading fiction.

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: small;">Ali - Supporting Arabic speakers


 * Housekeeping:**
 * **Oct 27** - Final Annotated Bibliography and proposed response to your problem of practice (Upload to BB)
 * Proposed response - Identify 3 possible interventions that could be doable in English PLUS. Describe them in detail and provide a research-based rationale.
 * **Oct 27** - Gibbons, chapters 3-4 (Upload to BB)
 * [[file:Gibbons3-4_rdg guide.docx]]
 * **Professional Toolbox** (Directions on main page of wiki)
 * Individual or group?