418+-+Agenda+-+4.12.16

Learning Goal:

 * Explain the relationship between CHEMS and SLA.
 * Articulate key goals for ELL adaptation

This Saturday from 9am-4pm go to the soccer field and bring a donation for an organization working to stop human trafficking in Spokane! It's a 7v7 soccer tournament fundraiser. Cool stuff.

Anny found an emu.



1:15 - 1:20 - Welcome & Agenda
 * Notetaker: Katie Kenkel

1:20 - 1:35 - Quick Review of CHEMS
 * Non-linguistic representation of CHEMS
 * [[file:foundational principles_ells_revised.pptx]]

- Feeling safe and accepted is essential to a student feeling comfortable enough to be vulnerable by trying to speak in a different language

Potential stumbling blocks: - History: being careful of teaching in a "White-centric" way - ELA: being careful to simplify the LANGUAGE, not the CONTENT - P.E.: every student is able to participate in the p.e. activities: a universal language (woo!) - Music: samesies. Music is an universal language and all students can participate in the music, even if they don't understand the text (we do it all the time) - Math: Don't make it about the language, make it about the skill --> you need the language to do the skill Teaching students how to engage with the text book
 * Being aware of the differences in cultures
 * Try teaching a class about the cold war when you have students from Russia in your class (puts you in a different perspective)
 * Alex learned about the Mexican/American war from multiple perspectives
 * Texts from different countries to show the different perspectives
 * In Vietnam, the Vietnam War is called the American War
 * Speaking a different language doesn't make you half as smart... ELL students still have intellectual needs that must be fulfilled.
 * What do students know in terms of math vs. what do students know in terms of language?
 * Is this is a: language issue? Content issue? Literacy issue?
 * Pin down assessment according to targets and what issue a student may be having
 * It is important for ELL students to be able to use the textbook- it is their resource
 * Teaching them how to find the glossary, how it is organized, etc.

1:35 - 1:55 - Video Example
 * http://web.stanford.edu/dept/gse/cgi-bin/clad/elr009/

1:55 - 2:10 - Crash Course in SLA
 * [[file:A Brief Look at Second Language Acquisition History2 (2).pptx]]
 * The goal is to simultaneously build language and content learning through scaffolding the language, the task, and the content.
 * Meeting ELLs where they're at.

5 minute PhD

Essential elements:
 * 1. Comprehensible Input (language that means something to me)
 * "The best way to learn a language is by immersion" - why doesn't a student become fluent by being put in an English class then?
 * It's not comprehensible.
 * 2. Output and negotiated interaction
 * 3. Time
 * There is no escaping time

Very helpful elements:
 * 1) Instruction
 * 2) Corrective Feedback
 * 3) Safe environment

2:10 - 2:30 - Language Proficiency Levels >
 * ELP Standards - ELL Version of Common Core - http://www.k12.wa.us/migrantbilingual/eld.aspx
 * What are the key differences between levels?


 * Housekeeping:**
 * **Meet at Schonberg in the lobby on Thursday**
 * Bring 5 interview questions to ask an ESL student about education, schools in their countries, etc.