518+-+Agenda+-+12.7.16

Today's Goals:

 * I can identify sample syntax and discourse demands in my content area.
 * I can adapt lessons to make them more accessible and inclusive for ELLs.

8:00 - 8:30 - Field debrief >> - Heritage speakers, learning future tense in Spanish. One student is struggling with learning the new tense, because at home his family uses a different tense. As a teacher, it is important to realize that there are multiple ways to communicate and that not one way is //correct,// but finding the right approach to teach these learners to use the different tenses.
 * Notetaker: user:kknaggs1Kaya
 * Pre-write:
 * What was a defining moment in your field placement this semester that connects to literacy, academic language, or working with linguistically/culturally diverse learners?

-Sharing personal experience and cultural background with students. -Some teachers telling students that their way to speak is incorrect (different forms of Spanish). Student is not getting the opportunity to experience, learn and practice the language. Inspired to differentiate for students and create different approaches to language, so all students including heritage speakers

-Students entering the classroom with tremendous resources that are not honored in the curriculum. What do we do in this situation? > > Can students turn in multilingual text? > Response: Letting students know their response is correct, and recognizing this as a transition to learning English. > Response: Put forth the effort to learn the language and use resources (google), ask students what it means, put key vocabulary for each unit up in the classroom in multiple languages, __//trans-languaging//__ - letting students write in multiple languages to accomplish the learning targets. > 8:30 - 9:00 - Review syntax and discourse > Analogy: Vocabulary is like a pile of bricks, you cannot randomly put them together. Syntax and Discourse are what we use to put them together to create different structures. > - **Syntax**: __Sentence level structures and grammar.__ Demand examples: ax^2 +bx+c (standard form of a polynomial), HCl (chemical nomenclature), "I agree with a perspective because..." (sentence frame to support argumentation), subject verb agreement, parallel sentence structure, chronological markers (first, then, etc.), and sequencing instructional cues. > > -**Discourse**: > 1.) **Conventional ways of communicating.** (Imagine what sort of student language I would hear that would stand out as inappropriate) > Examples: __Starbucks__: Ordering your drink quickly and efficiently using correct terminology (tall, grande, venti, etc.), __High level Academic Debates:__ the conversation will occur a certain way (polite back and forth), Acknowledge and refute counter claims in an __academic argument__, __Citing Specific Resources (__MLA, APA, etc.__)__, and __Supporting/Refuting__ a hypothesis. > > 2.) **Predictable Text Organization:** > Examples: Certain texts are organized in a //specific// way and have //predictable// characteristics (lab reports, research fact sheets, stories, dictionaries, etc.) > > **Communicate expectations for students --- Instructional Supports** > - edTPA: Naming the discourse demands --> How we will teach it. >
 * Recognize that just as there are native English speakers, there are other native language speakers, that do not have the 'AL' background.
 * Adjust/expand the curriculum.
 * Play to students' strengths and provide different assignments that will challenge them.
 * Explain to students that there are different levels of language proficiency.
 * Take what students bring to the classroom and offer modifications that allow students to adapt their language to the specific context.
 * Use students' strengths as resources and recognize that as teachers we might not be the only 'expert' in the room.
 * Concerns: Enabling students to avoid learning the language
 * Concern: Teacher doesn't know student's native language.
 * Define syntax and discourse
 * Resources - http://gonzagateach.wikispaces.com/Academic+Language
 * Create a list of 10 possible syntax demands and 10 possible discourse demands in your content area

9:00 - 9:10 - Break

9:10 - 10:50 - Adapting Instructions to Support ELLs

1. [|Crash Course in SLA]

2. Proficiency level descriptors - How would you describe the progression of English language development across the spectrum? Vocabulary, Sentence, Discourse levels? Concrete and familiar --> Vocabulary expands to contain academic terminology, abstract, and unfamiliar ideas. Subject, Verb, --> More complex, able to add on clauses, more elaborate, different tense forms, etc. Starting out able to produce less language with fewer connections, and poorly constructed --> Can form connections and communicate them effectively/more complex.
 * Vocabulary:**
 * Sentence Level:**
 * Discourse Level:**

-So we can assess English development -Use the information to adapt teaching instruction -To adjust expectations and make them realistic.
 * Why does this trajectory matter?**

Compare your ideas to the ELP standards here: []

3. Discuss readings
 * Using your list of key ideas from the articles you read, answer these questions. Be as specific as possible!
 * What distinguishes support for ELLs from support for other students?
 * What features of your content area are likely to be challenging for ELLs? Why?
 * What are some specific instructional decisions you can make to help ELLs understand your content area and meaningfully participate in your class?
 * Share your ideas with your colleagues.

4. Adapting an existing lesson.

[]
 * Create a quick map of the lesson
 * What are possible strengths and resources ELLs might bring to this lesson? How will you find out?
 * What aspects of the lesson could be difficult for beginning English learners? Why?
 * What aspects of the lesson could be difficult for intermediate English learners? Why?
 * What aspects of the lesson are already ELL-friendly? Why?
 * What adaptations could be made to support beginning ELLs’ language and content learning? Why?
 * What adaptations could be made to support intermediate ELLs’ language and content learning? Why?

5. Follow the same process for your own lesson.


 * Housekeeping: **
 * **Last field seminar of the semester -** Dec 9 - This Friday! 9-11, room 148 RC -- Optional potluck breakfast/snack.
 * **ELL Adaptation -** Due December 15th - Upload to BB
 * Select a lesson plan you have already created and identify adaptations you could make for ELLs at beginning and intermediate levels. Respond to these questions at the top of the lesson plan:
 * What are possible strengths and resources ELLs might bring to this lesson? How will you find out?
 * What aspects of the lesson could be difficult for beginning English learners? Why?
 * What aspects of the lesson could be difficult for intermediate English learners? Why?
 * What aspects of the lesson are already ELL-friendly? Why?
 * What adaptations could be made to support beginning ELLs’ language and content learning? Why?
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">What adaptations could be made to support intermediate ELLs’ language and content learning? Why?
 * Be **very specific** in your responses. Instead of "add visuals," say, "When I describe the process of amending the Constitution, I will add a graphic organizer that visually depicts each step of the process. First, I will show the organizer without words and discuss it. Then, I will show a version of the organizer with written captions. Finally, I will have students describe the process to each other in pairs. My ELLs will have a hard copy of the organizer with key words written under each graphic to support their verbal description."
 * Each response should be about a paragraph.
 * **EdTPA AL task - GET IT DONE ASAP!**
 * **Final "Exam" -** December 13, 8-10 am
 * Bring laptops and the two textbooks (Zwiers and Michie).
 * Be prepared to share a //particular// story, idea, or passage from Michie that moved you or challenged your thinking.
 * Bring two strategies from Zwiers that you want to remember. (You can mark the page number.)