566+-+Agenda+-+6.18.13


 * 9:00 - 9:05 - Welcome**

Objectives:
 * I can describe and design strategies for teaching writing at different English proficiency levels
 * I can connect writing tasks to texts


 * 9:05 - 9:25 - Chapter 5 discussion**

writing/lang. strategies for **beginning** level ELLs: mimic writing,but meaningful, e.g.; students copy writing on letters to parents what if parents are not literate?

writing/lang. strategies for ** intermediate ** ELLs: family-oriented approach; storytelling using pictures they choose; use graphic organizers and sentence frames; author's chair to share writing w/ others; dialogue journals - compelling, but time-consuming for teacher;

writing/lang. strategies for ** advanced ** ELLs: editing and using 6+1 traits; focus on all traits, not just convention mistakes.


 * 9:25 - 10:25 - Writing tasks for different proficiency levels **

myriad descriptions of language levels rubric for proficiency

__Definitions__
 * Preproduction - "silent period", developing receptive lang, words have meaning!
 * Speech emergence - use words and short phrases,
 * Early production - increasing fluency, uses sentences, experiments more, thus more errors
 * Intermediate - appear to be fluent, plateau, at risk for not moving on
 * Advanced - communicate effectively in social and academic settings, but still needs academic language support

__Tasks__
 * Preproduction - labeling, mimic writing, visuals, mentor text, sentence frames
 * Speech Emergence - scaffolding of lang, LEA start w/ shared experiences, lists, begin to edit, writing with visuals and graphic organizers
 * Early production - expression, fluency, conventions, more complex texts, writing with visuals and graphic organizers, additional genres
 * Intermediate - conventions, academic lang, fluency depends on context, higher order thinking, writer's workshop, power word list, writer's notebook.
 * Advanced - academic language, more difficult texts

Sample tasks with "Seven Sisters"


 * 10:25 - 10:55 - Designing an Effective Writing Assignment**
 * Generate Ideas
 * Learn/use necessary language
 * Supported process to engage in the writing process (plan, draft, revise)
 * Clear criteria for success


 * 10:55 - 11:00 - Closure**


 * Upcoming Tasks**
 * **Writing Task **
 * A draft is due on Thursday
 * Next class (Thursday) - Bring your three plans: narrative text, academic text, and writing task. Also, bring the accompanying books. We will be organizing and practicing for our workshop next week.


 * Virtual Option**
 * Read the notes from the agenda page.
 * Post to the discussion board above a one-page summary of chapter 5 in which you attend to the concepts you found most compelling and useful. Focus particularly on specific strategies for beginning, intermediate, and advanced levels of proficiency
 * Download the two documents on this page. Attempt to match the proficiency definitions with the correct label. From the powerpoint of writing samples, guess which proficiency level each writing sample represents. Post your responses on GoogleDocs under "misc assignments."