566+Agenda+-+5.30.13

//9:00 - 9:10 - Welcome and Good News//

Notetaker: Tracey Holman Julie talked about her experience visiting the school.


 * Objectives:**
 * **I can support ELLs' literacy by using wordless stories**
 * **I can describe key concepts of effective vocabulary instruction**
 * **I can explain how to support and honor students' home language and culture**

//9:10 - 9:45 - Wordless Picture Books//
 * A kindergarten example - http://www.learner.org/workshops/readingk2/session2/wtv2.html - 16:00 - 22:00

What strategies promote and support English language learning? Watch how the teacher interacts with the students. She goes through the pictures and book first, not reading it but asking questions about what is happening. The teacher does this to create meaning first for the students and oral language first. The teacher also gave the students a chance to try and figure out the word instead of just telling them the answer. Through negotiated interaction they have to figure it out to help them more efficiently learn it. The teacher was also always positive and encouraging by giving them tools to do it themselves. She also recognized a transfer issue when the student wanted to translate the word from Spanish instead of thinking it was a "mistake." After going through the pictures, then the children each got their own book and started into reading.
 * Share your Storybird stories using this process:
 * Create a short story using images. [Tech options: [|haiku deck] (tablets) or [|storybird] (tablets or computers)]
 * Show & tell the story to the students using expression, gestures, pointing to communicate the meaning
 * Show and tell the story again. This time, specifically teach a few key words. (Write the words)
 * Show the story again. Invite the children to re-tell the story.
 * Show and tell the story again. This time, show and read the text.
 * Work with vocabulary and decoding as appropriate.
 * Help the children create their own story using the same or similar pictures. Write down the text.

Meaning first, talk about it first, words first, then go into reading, then writing. Tell > read > write. Language learning is scary, so it makes a big difference when ELLs have an enthusiastic and warm teacher to make them feel safe. If you try to learn under too much stress or anxiety, language learning shuts down. Sari shared her story about Spot the leopard! Split into groups of three to share our stories with each other.

//9:45 - 10:30 - Vocabulary - "How to teach a word"// > Select vocabulary from your wordless story. Which vocabulary would you explicitly teach? How? Why? > Vocab teaching demos
 * Key Concepts for vocabulary instruction - http://prezi.com/n-n0lqby-ygg/how-to-teach-a-word/?auth_key=55d7fd4421b8db41fab7f6d4cfe63250a4e1ba6d

The most common ways we teach a word in schools are the least effective for learning. We look it up in the dictionary, write it down, and use it in a sentence. Often the definition just makes things even muddier for language learners because they don't know the words in the definition. Some words you don't really define (ex. clock). There are better ways then defining sometimes (ex. pointing to a clock and labeling it instead of using the dictionary definition). Definitions in general are less helpful at the beginning learning stages. Using a word in a sentence becomes more useful but still challenging (does not necessarily help understand, remember, or show).

1) Less is more- Long lists of vocabulary do not work. Consider both social and academic importance when selecting which words to teach. (ex. "Yuck" is important for children socially, but not as important academically.) 2) Connect- Words in isolation are not going to stick. Collocations= the ways we tend to use a word (ex. "waiting for"... so when teach waiting, also teach waiting for) 3) Multiple representations- With little children you will get a lot further with multiple representations (voice inflection, picture, write the word, show) than with definitions. When you do use definitions have multiple, student-friendly definitions for a better global definition and understanding and account for different experiences 4) Review and Recycle- in order to truly "own" a word, you have to use and encounter it many times. (One of the only situations where you will learn a word the first time is if you learn it in a situation of intense emotion -- usually, it requires multiple meaningful encounters.)

Useful strategies (see the Prezi):
 * Comprehension practice
 * TPR: total physical response (using your body physically), showing you understand by doing something bodily
 * Listening tasks: listening comprehension check
 * Questioning: "How many clocks are in your house?"
 * Sorting tasks: "Which of these are vegetables?"
 * Personal dictionaries: students keeping a record of writing down words

// 10:30 - 11:00 - Honoring and Supporting Students' L1 and Cultural Backgrounds- //** Did not get to 5/30 ** http://www.learner.org/workshops/teachreading35/session6/sec2p2.html (6:00 - 15:00) http://www.learner.org/workshops/readingk2/session2/wtv2.html (22:00 - end)
 * Video Examples
 * What cultural assumptions are embedded in your wordless stories?

__Due Tuesday__
 * Upcoming Assignments: **
 * **Observations:** When you do your school observations, meet Amy Ayers (the ELD teacher) in the main office. While you are observing, take notes under any of the following categories - literacy and language development, how ELLs interact with other students and the teacher, ELLs' engagement in the learning tasks, instructional strategies, anything that captures your interest! Within 48 hours of your observation, write a one-page reflection in your GoogleDocs journal under "misc assignments." Your reflection should include the date of your observation, a brief description of the learning context and your role while there, and a description of what you learned (how it connects to 566 content and what lingering questions you walked away with).
 * **Quiz #2**- Will be open from Friday at 9:00 -Monday at 9:00 a.m. A study guide will be posted here.
 * Describe the fundamental components of second language acquisition (comprehensible input, negotiated interaction, time). What can a teacher do to create a learning environment that supports language learning?
 * Explain the variety of types of language proficiency and why learners can be at different levels in different areas. (e.g. reading, writing, listening, speaking, academic, and social language)
 * What is the difference between top-down and bottom-up reading processes?
 * Why is it advantageous for a child to learn to read in his/her native language first before learning to read in English?
 * What is the cycle of classroom assessment?
 * What are some options for classroom assessment of ELLs' literacy? (202-205)
 * Know the basic principles of working with wordless picture books.
 * Know the key principles for vocabulary instruction (from the prezi)
 * Review the study guide from Quiz #1 as there will be two review questions on Quiz #2.
 * **Reading - -** Chapter 3 (discussion leader, Tracey)
 * **Module #2** - Working with families
 * **Unit Cover Sheet --** See link on course calendar


 * Virtual Option: **
 * 1) Carefully read the notes on the agenda page.
 * 2) Closely watch the video under the section "Wordless Picture Books." Notice how the teacher works with the text.
 * 3) Practice reading your wordless story that you created on Storybird. If at all possible, practice with an audience. Follow the instructional steps outlined in the agenda. In the discussion board at the top of this page, reflect on your experience. What was easier, harder, and/or more complicated than you expected? What questions do you have?
 * 4) Study the "how to teach a word" prezi. Identify three words from your Storybird story that you could imagine teaching explicitly. Practice teaching those words as if you were working with beginning ELLs.