518+Agenda+2.8.12

How can I help my students grapple with oral academic language?

 * 12:00 - 12:10 - Welcome, good news** -- and a pep talk http://www.youtube.com/watch?v=YqlQS5CCmwI
 * Jeremy becomes the sacrificial lamb and takes notes
 * Cheese Movie
 * 12:10 - 12:20 - Assignment Showcase**
 * Great example of a discussion group
 * http://gonzagateach.wikispaces.com/message/view/518+Module+3+Sp+2012/49872330
 * Writing Task - Brett
 * Brett made a nice writing task based on middle east curriculum and a picture. Simple and effective.
 * 12:20 - 1:00 - Adapting instruction for ELLs (continuation from Friday)**


 * **ELL Student Profiles**
 * [[file:ELL Student Profiles 1.docx]]
 * [[file:ELL adaptations matrix.docx]]
 * **Sample Lessons**
 * http://www.learner.org/resources/series126.html?pop=yes&pid=1415 - Chemical Reactions
 * http://www.learner.org/resources/series166.html# - Competing Ideologies
 * **Ask:**
 * What (linguistic, academic, cultural, knowledge, social, etc.) resources does the ELL bring to the lesson?
 * What aspects of the lesson are conducive to the Five Foundational Principles?
 * Caring (Caring enough to learn about, notice, and engage ELLs; respect and interest in student's home language and culture)
 * Multiple Pathways (a. Multiple ways to make the lesson comprehensible, b. Multiple ways for students to learn and show learning, c. scaffolding)
 * Explicit Attention to Language (a. Recognizing the language demand in a lesson, b. Explicitly teaching key language)
 * High Expectations (for behavior and achievement; individualized goals - rigorous and appropriate)
 * Social Support (teacher-student relationships and facilitating student-student relationships and collaboration)
 * What aspects of the lesson are likely to be difficult for the ELL?
 * What could the teacher do to make the lesson more accessible?
 * **You Try It**
 * ELA - http://www.learner.org/resources/series169.html# (Dramatic Tableaux - 2:30 - 6:45)
 * Science- http://www.learner.org/resources/series126.html# (Exploring Mars - 2:35 - 6:45)
 * Social Studies - http://www.learner.org/resources/series166.html# (23. Public Opinion and the Vietnam War - 3:15 - 7:00)
 * Watched Vietnam social studies video
 * For Vasi - slower, popsicle sticks, small groups good, summaries and word walls.
 * Lee - utilize his background, small groups good, more wait time, intentional grouping.
 * Iris - remember she has a strong background and is determined, peer support needed, slow speech or tape record, handouts in Spanish
 * Oleg - tell him about content (discussions good), maybe a little reading heavy, have someone verbally summarize the content for him.
 * Tomee - add her experiences, may need to explain some cultural aspects (American life), small group work was good.

Anny adds that visuals are very helpful. Remember that this is a very culturally loaded lesson. Difficult for an immigrant.Maybe you could watch a movie that reflects the culture of the 60's (or whatever time period you use).


 * 1:00 - 1:50 - Oral Academic Language - Provocative Ideas from Zwiers**
 * Are questions overused in school? (p. 110)
 * Should students aim to please the teacher in their responses? (p. 111-112)
 * How can we teach students to be good listeners? (p. 118-121)
 * How could we use the chart on page 119 to teach ELLs and other students the language of academic discussions?


 * You can't expect Jeremy to listen to Anna
 * Teach the class to listen, don't just expect it
 * Interesting, engaging teachers promote good listeners
 * Don't shut them down (no making the disapproval face)
 * Train them by having them summarize what others say. Maybe some sort of conch shell (Lord of the Flies)
 * Attention spans are getting shorter and shorter. You need serious skill to make them listeners.
 * Think about what they are saying instead of what you will say
 * Non-verbal cues. Teach them.
 * Don't try and do everything at once. Focus. Think about Matt Miller's presentation and simplicity.
 * Wait time on both sides of the conversation. Embrace the silence.

Anny asks, "What does listening have to do with academic language development?"
 * Listening is how we learn
 * Not just for academic language
 * Creates context for words

Remember that we're going back to the ELC on Monday! (10:30 - 12:30)
 * For Next Class -** No additional assignment; Keep working on module 4 (Mitchie, get caught up, work on final project)