566+Agenda+-+5.19.15

9:00 - 9:30 - Welcome and Introductions
 * Notetaker: Jordan
 * [[file:foreign quotes.docx]]

9:30 - 9:45 - Introduction to the class
 * Goals of the class
 * Field Experience - minimum 3 hours + reflection
 * Curriculum Project and reading workshop (more info TBA)
 * Logistics: Wiki, reading, late work and attendance
 * Sign up for reading roundups

9:45 - 9:50 - Break

9:50 - 10:20 - Hindi Lesson - https://startalk.umd.edu/teacher-development/videos/2009/Edison-Hindi

10:20 - 11:00 - Multilingual classroom - https://www.teachingchannel.org/videos/multilingual-classroom-teaching

Factors influencing ELL participation & achievement at school
 * Student profiles

Questions we have?


 * Housekeeping:**
 * Reading - chapter 1 and 2

5/19/15 NOTES

gonzagateach.wikispaces.com

-only need to sign in to edit wiki

introduction activity—find the match

Burning Questions:

What is the transitional learning phase for new refugees or immigrants? How long will it take for students to be proficient in academic English?

How can we get placement hours during the summer?

If we want to teach abroad what are the ways we can do this?

How do we appropriately correct a student’s vernacular English in order to achieve academic language in the classroom?

How can we help these ELLs if we have no knowledge of their culture or language?

SYLLABUS: Relationships between L1(your first language) and L2 (language you are currently learning) Features of academic and social language

“Adding English not subtracting their first language.”

ELD- English Language Development

Language, content, and literacy!!

Common Core and ELP (corresponding standards for ELLs)

Field Experiences: -3 hours in a school


 * Keep up with readings!
 * Attendance is required!
 * Nothing turned in more than one week late! –only one time to do this!
 * Email if not attending class/missing class

Hindi Video:

How do feel? What strategies do you see the educator using?

-Visuals and prior knowledge -Modeling/pointing/referring to visuals -Pictures/visuals around the classroom—culturally appropriate -Using student’s names -Restating student answers/ repeating and extending student language -Graphic organizers -L1 support -Realia---bring in the stuff you are talking about -Shorts bits of information—modified speech -Intentional grouping -Visuals and posted text that goes with it---need to see the word written -“Undercover assistance” (Claire 2015) -Comprehension checks -Classroom environment