566+-+Agenda+-+6.20.13


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


 * Objectives:**
 * I can explain how to design an effective writing task.
 * I can describe key principles for giving feedback to ELL writing.
 * I feel prepared to teach my part of the summer literacy workshop.


 * 9:05 - 9:25 - Designing a writing task**
 * Generate Ideas--need to help them generate something specific. Before we worry about the other aspects, make sure they have something to say.
 * Brainstorming, conversations, question prompts to explore themes, surveying each other etc. can help to generate ideas.
 * Learn/use necessary language-- Somehow need to support the necessary language
 * Wordbank, sentence frames, models, dictionaries, using some words in their home languages
 * Supported process to engage in the writing process (plan, draft, revise)--may not know what sources are, how to write a research paper, how to organize the paper. Need to have a process/path to do it.
 * Clear criteria for success--need to know what the criteria for success is. Do not want the students to spend effort on one thing, if you are looking for something else.
 * Focus on the above ideas when creating the writing task
 * So much of the success in a writing task has to do with how it is designed and how you scaffold it
 * Edit the task, the text--you could use any number of texts or writing tasks with ELLs. As a teacher you have to edit the way that you use that text or task when working with ELLs. There is a big scope, just depends on how you scaffold it.

Collaboratively design a writing task for "Seven Sisters"
 * Finish reading the "Seven Sisters" and design a writing task
 * Using the writing circles: Journal, Narrative, Expository writing
 * Brainstorm about "Seven Sisters" using intermediate level: appear fluent, have growing vocabulary but struggle with academic writing, conventions etc.
 * Some ideas from the class:
 * Journal: write about brothers and sisters, write about own talents, make a list of special talents
 * Narrative: write a story about special talents, write about a superhero talent,
 * Expository: biographical piece writing about someone else who also has that talent, the value of having different talents
 * Task: writing about someone else who also has the same talent as you
 * Need to support this task using the above ideas (generate ideas, learn/use necessary language etc) for a 5th grader, intermediate language learner
 * Important to remember that a lot of the work of the teacher comes before the actual text!
 * Class ideas: All of the students will benefit from these ideas, not just the ELLs.
 * **First Group:**
 * First we need to "narrow the world," have short summaries to show the students examples of people who have special talents and check the school library for resource
 * Use a chart to compare them to their friend using a venn-diagram and then create a venn diagram to compare themselves to the person they have chosen-- covering three aspects
 * Go through each step of the essay using the Hamburger model so they can see a good example of how to write
 * Use a rubric so they know what the criteria is--maybe give a rubric for each task, making it very specific what is expected.
 * **Second Group:**
 * Provide lists for students, check the library for resources, internet research set up properly (provide the students with appropriate lists of websites to use and show them how to use some of the language tools), interview those at home or at school to generate ideas
 * Bio-cube--6 panels that create a biography, sets up the structure of the writing process
 * Would have examples of what different levels of a bio-cube looks like so the students can reference different levels at all times.
 * **Third Group:**
 * First students pick their talent, show them internet sites that help them, don't want to discourage their ideas
 * Focus on some academic terms to use
 * Model for the whole class, a think aloud modeling with the whole class would be very beneficial for the complex work that they are going to be doing.
 * Give the students a checklist that they can have with them at their desk at all times so they can see what the criteria is


 * 9:25 - 10:00 - Principles for giving feedback on writing**
 * What does the writer know?
 * What does the writer do well?
 * How can I help the writer deepen his/her content understanding?
 * What are 1-2 specific things the writer can work on to improve his/her English
 * Revise and re-write should almost always occur for ELLs.
 * Not going to correct everything to the same degree and give the same level of feedback to every type of writing.
 * "I do like sports" example:
 * It is easier to say aloud and try to decode then it is to read
 * This example shows that the student really answered the question and discussed their own experiences. They showed understanding of the question and tried really hard to answer this.
 * Could have the student read aloud
 * Try to correct the things that he repeats, looking for patterns and then prioritize what is important
 * Encouraging them to use the question to help him spell words correctly. Have him reference the words, maybe circle the helpful words.
 * Would be helpful to type exactly what he said, but correctly, and have him use it as reading practice. Then have him copy the correct version so that he can compare it to his original paper. Then use that as a tool for him to see the differences and the errors that he made.
 * "It is Friday" example: (She is probably at an Advanced level)
 * Have her write down all of the things that she did well, and have her pick what she wants to work on from this text
 * She knows herself and her experience very well, uses vocabulary very well, she made many correct grammatical conventions well.
 * Have her compare this writing to her older work, would not want to focus on errors but would not be honorable to not help her with her errors.
 * She is really expressing emotion, could give her a text that really talks about immigrants and emotions that they experience and could then have her journal about this with her response.
 * Work on her with comma usage, sentence endings

Traditional areas for feedback: Practice giving feedback on a writing sample.
 * Content
 * Organization
 * Grammar/Mechanics
 * Style
 * 10:00 - 11:00 - Prepare for next week!**
 * Older - Katie, Sari, Christine, Mandy, Allison, Stephanie
 * Group 1 - Sari, Christine, Group 2 - Mandy, Stephanie, Group 2 - Allison, Katie
 * Group 1 - Sari, Christine, Mandy, Group 2 - Stephanie, Allison
 * Younger - Alex, Julie, Tracey, Alon, Rebecca,
 * Group 1 - Alon & Tracey, Group 2 - Rebecca, Julie, Alex


 * Upcoming Tasks:**
 * Where to meet next week - 9:00 - 3001 E 5th Street (across from "Jacob's Well")
 * As usual, quiz #5 will be available Fri-Mon.
 * Study Guide
 * Be able to describe the benefits of writing to support language and literacy development of ELLs
 * Be able to identify appropriate writing activities for different proficiency levels
 * Be able to explain possible ways to connect texts with writing tasks
 * Be able to describe key components of designing a well-scaffolded writing task
 * Be able to discern how to give supportive feedback on ELL writing
 * Finalize your three activities for your unit plan.