EDTE+566+-+Agenda+-+5.26.16


 * Learning Goals:**
 * **Be able to explain what the ELP standards are and why they are useful**
 * **Be able to describe the purposes for pre-, during-, and post- scaffolding of a text**

9:00 - 9:05 - Welcome & Agenda
 * Notetaker: Brooke (see notes below) user:brookeybc
 * Schedule the remaining Reading Roundups

9:05 - 9:20 - Unquiz (Quick review)
 * Do you agree or disagree with these statements? Why?
 * “Some of my students read very well in their L1. Therefore, I don’t need to spend much time teaching them to read in English.”
 * “I encourage my students to only read in English at home. Their L1 only gets in the way.”


 * A new student joins your class. She speaks very little English (level 1). She attended a private school in Bolivia before coming to the United States. Her father is an engineer and her mother is a doctor. As her teacher, what questions do you have as you consider how to support her in learning to read in English?


 * A new student joins your class. She speaks very little English (level 1). She was born in a refugee camp in Tanzania and her formal schooling was sporadic. Her father was a teacher and her mother took care of the five other children. As her teacher, what questions do you have as you consider how to support her in learning to read in English?

9:20 - 9:50 - [|ELP Standards and Proficiency Levels]

9:50 - 10:20 - Reading Roundup
 * Gibbons, chapter 5 (Katherine)
 * Wilhelm (Jessica J)

10:20 - 10:50 - Pre-During-Post Scaffolding
 * [[file:Pre-during-post.docx]]
 * [[file:crash course in reading 2.pptx]]

10:50 - 11:00 - Housekeeping
 * Next week, we will be meeting at Garry Middle School, 725 E Joseph, 99208 - Meet in the main office at 8:50 am. Bring something to write on and a pen/pencil. Dress like a teacher.
 * Before class on Tuesday 5/31 - Lesson Plan Review - On the "[|Artifacts of Teaching]" document, choose either the high school or elementary lesson plans. Read through the plans and review any associated materials. As you are reading, pay attention to the following items: a) explicit attention to language, b) pre-, during-, post- scaffolding, and c) multiple pathways to learn and show learning. Take notes under these three headings. Upload this document to Blackboard.
 * [[file:LessonPlanAnalysis.docx]]
 * By 5/29 - Post reading group discussion report on the Discussion Board on Blackboard.
 * By 5/29 - You should have five items in your professional toolbox and five videos on your video log.

Class Notes 5/26/16 user:brookeybc

UnQuiz class responses (share as a group) ELP Standards Example: Express an opinion about a **familiar topic** Reading Roundups Pre-During-Post.docx Lesson Planning for Gary Sample/Example Lesson // Making predictions, accessing their prior knowledge, building interest //
 * Silent period? Trauma? Culture?
 * Asking questions is important!
 * There’s a large number of language demands for each standard
 * Large depth of understanding
 * Adapted various ELP levels (helping them work their way to the standard) depending on what level of ELL they are.
 * ELPA 21 (assesses academic language proficiency & inline with ELP standards)
 * Smart adaptations
 * ** Level 1 ** = Basic, simple, limited, familiar
 * ** Level 2 ** = Repetition, familiar, increased fluency
 * ** Level 3 ** = Specific, development, academic, increased vocab
 * ** Level 4 ** = Increasing complex, relating events
 * ** Level 5 ** = Precise, sophisticated, vivid, wide variety
 * Ways that language develops/the continuum
 * // Familiar to academic //
 * // Short & repetitive to fluency //
 * // Simple to sophistication //
 * // General to precision //
 * // Dependent/lots of support to independent //
 * // Brief/limited to length //
 * Postponed
 * Really tangible ideas for scaffolding text
 * Scaffolding/packaging a text (not a book from the sky)
 * Background knowledge
 * Instructional considerations
 * What assets do my students bring to this text?
 * Ask this first! Starting from a place of capacity and potential.
 * What are possible connection points?
 * What elements of the text could be challenging?
 * What learning objectives could emerge from this text? What’s the purpose for this?
 * // Language – What vocab can I teach? //
 * // Literacy - //
 * // Content – What grade level content can I teach? //
 * ** Pre-Reading ** (what you do before having the kids read the text)
 * Capture interest
 * Build/activate background knowledge
 * Establish a purpose for reading (why are we reading this? Why is it important? While we’re reading this, think about how you would feel? While your reading this, mark down words you don’t know.
 * Really show the goal before you read
 * ** During-Reading **
 * Check for understanding (while they’re working with the text)
 * Support the reading purpose (reasons WHY)
 * ** During-Reading **
 * Check for understanding (while they’re working with the text)
 * Support the reading purpose (reasons WHY)
 * What do we know so far? What kind of description language did they use?
 * Facilitate interaction with the text
 * ** Post Reading **
 * Checking for understanding
 * Connect to purpose
 * Extend learning
 * // Content //
 * // Language //
 * // Literacy //
 * // Literacy //
 * More Than Anything Else by Marie Bradby
 * Unit on Civil Rights (8th Grade, Level 4 ELLs)
 * ** Instructional Considerations **
 * Culturally and historically situated
 * Background Knowledge (intentionally teach that)
 * Figurative Language (anticipate this & explain)
 * Hunger
 * Song on paper
 * Relatable Story
 * Desire to know
 * ** Learning Goals ** (brainstorming options)
 * // Language – expressing desires, social studies vocabulary, & question formation //
 * // Literacy – figurative expressions, predicating, claims & evidence //
 * // Content – African-American experience //
 * 5 W’s Walk Through (after showing them just the pictures)
 * Who do you this this story is about? Who else?
 * When do you think that was?
 * Where do you think this story is taken place? Why do you think that?
 * What do you think this story is about?
 * Why?
 * ** Predict ** – What do you think Booker T. Washington wanted more than anything else? **See if you can answer this question as we read.** This gives them a purpose to read.
 * ** During Reading **
 * Check for understanding (what’s going to happen next?)
 * Support
 * Post Reading
 * Turn the book into a movie
 * Would this make a good movie? Why or why not? How could this story inspire people?
 * You have been asked to advertise the movie? Create a trailer. Design a poster. Select actors/actresses and prepare an interview with the star.
 * How could these projects support content, language, and literacy?
 * Creating a language rich environment where they have to communicate. Giving them options allows them to interact with the text in a way that fits their ELL standard (for example the poster doesn’t need to be 100% dependent on language, an ELL can accomplish with a rich language experience that isn’t 100% dependent on language).
 * Technological literacy