566+-+Agenda+-+6.14.12

9:00 - 9:05 - Welcome

9:05 - 9:20 - Chapter 4 Discussion - Christey

9:20 - 9:35 - Ernst-Slavit Discussion - Carolyn

9:40 - 10:10 - Introduction to Academic Language
 * What is it?
 * Why does it matter
 * http://www.factmonster.com/ipka/A0920919.html - Sample

10:10 - 10:50 - Ways to Teach AL
 * Selecting language to teach
 * Key vocabulary words - brick **and** mortar terms
 * Sentence frames
 * Grammatical Structures
 * Genres (types/categories of texts)
 * Instructional Approach
 * **T**each
 * **U**se
 * **P**ractice
 * **P**ost
 * **A**ssess
 * Possible Strategies
 * Highlighting AL use
 * "Translating" - AL to social language
 * Sentence Frames
 * Word Quilts
 * Word Walls
 * Personal Dictionaries

10:50 - 11:00 - Closure and Review of Upcoming Tasks


 * To Do:**
 * Friday Quiz (email later this afternoon)
 * Module 3 - technology
 * Work on curriculum project
 * Unit Standards and 3-5 key concepts due on Tuesday - post them on your curriculum unit main page
 * Academic Text plan due on Thursday
 * Start thinking about the larger unit plan (models on p. 66-67, 150-153 in text; template included in the project directions)
 * Read Chapter 6 - Discussion Leader? Brittney
 * **Come to class on Tuesday prepared to teach your narrative book plan to an ELL.**

Notes: Chapter 4 Discussion Journal Article discussion: Emst-Slavit Academic Language Definition of Academic Language Social language Academic Language Features in Text What are implications for teaching? Ways to teach Academic Language 2. Instructional approach 3. Possible strategies
 * We are part of a global economy, so we need to learn to interact with people from other cultures.
 * Celebrate cultures in the classroom- celebrate differences.
 * Explain to students about students' challenges rather than ignore the child.
 * Pre-plan before teaching a lesson: scaffolding, word list, build background knowledge.
 * Speaking comprehension can be used to build off of for literacy.
 * Build students reading ability through text set (scaffolding).
 * Create texts from what students say. Write words as students say to create a text of their own.
 * Collaboration-build lessons together so students can learn about the same things so they don't fall behind. Collaborate to use same objective and academic language.
 * Make a positive/safe classroom environment to encourage ELL students to be involved in the classroom.
 * Work in small groups to encourage students to participate.
 * Star of the week-every student has an opportunity to share about self and culture, learn about all students
 * Literature circles-model how to participate and all students are involved with different roles
 * Provide prompts-common language to use in literature circles and have them displayed as visual aides throughout the classroom
 * Provide choice for students-choose text and get to know students' interests
 * Read-out-louds- students have to act out parts of books
 * group students in pods, so students are forced to interact
 * city lesson- each groups is a different block in a city
 * 1-2 years for ELL students to pick up social language
 * 5-7 years for ELL students to pick up academic language
 * Teachers need to deliberately teach academic language to speed up the process
 * Language sets you apart as an expert-need to have academic language
 * Language has academic and social credibility to show one's intelligence
 * language of school
 * discipline specific
 * lower frequency vocabulary
 * precise/global/not slang/easily understood by experts/conventional
 * talk about abstract, higher-level thinking
 * oral, written, visual (majority of academic language is written)
 * language of power, privilege, influence
 * simple
 * conversation
 * grammatical-short sentences
 * about everyday things
 * technical language (bricks)/functional or general academic language to connect words (mortar)
 * topic/content
 * longer sentences with multiple clauses
 * passive voice/distant audience
 * complex grammar
 * genre (type of text)
 * critical phrases (mortar words used)
 * crucial words (bricks)
 * grammatical structure
 * 1) Select language to teach
 * key vocabulary words-brick and mortar terms
 * sentence frames
 * grammatical structures
 * genres (types/categories of text)
 * teach
 * use (write, say academic language)
 * practice
 * post (visual in classroom)
 * assess (check that students use academic language)
 * highlighting Academic Language use
 * translating Academic Language to social use
 * sentence frames
 * word quilts
 * words walls
 * personal dictionaries