EDTE+566+-+6.22.17

9:00 - 9:10 - Welcome & Agenda Remember you can review the notes on the Wiki if you need to. They are there for you. HouseKeeping:
 * Notetaker: Britta
 * If you are doing a hard copy of your reading guide or video log and you can't bring them to class, talk to Anny.
 * Reading group, tool box, video log, Gibbons guide are all due by the end of the day Tuesday.

Your Tool Boxes (are any of these in box form?) TWO aspects of your tool box should be in your text set

How we are finishing the semester: One person talked about what we mean by content, language, literacy objective, another person talks about why we use these objectives. Why isn't it enough to teach only one objective? Our job is not just to give them language, they are intellectual capable who have cognitive needs outside of language If we set up the text in a way that is interesting, purposeful, and supportive, students are more likely to respond to the text. The problem is the instruction, you can't pick your kids, or your text, but you can "package" the text to better help the text. Instructional Considerations Pre reading, during reading, post reading (If you don't establish a purpose for a text, students focus becomes lost) Anny is demonstrating this with the book //More Than Anything Else// for a history class unit of Civil Rights in an eighth grade intermediate sheltered classroom. Instructional Considerations within the context of text Getchyer learning goals (Brainstorm these things before the lesson Pre-reading example (Think of ways you can apply structure to your grade level and topic) During-Reading Post-Reading You can't do this level of framing for every text, but you can shorten it to do some, plan a conversation, activity, talk about the book at the end at a minimum. It scales up and scales down. YOU CAN DO IT! Questions: Prep time - curriculum development as a multi year process, using truly great texts that are worth investing in Teaspoons "It's a profession of second chances" Teaching isn't painting, unless you are teaching painting If you have questions, your classmates can be a huge resource, and Anny, but also your classmates. For the MIT newbies, many of our questions will be answered when we start the program, breathe!
 * Two readings for Tuesday (good, short, and important)
 * Informal reading roundup for those
 * It's fine if you weren't able to do a reading roundup, breathe, relax
 * Tests will be given back on Tuesday (they are looking good, I am sure we will all get an A++)
 * Designing writing tasks and Assessment possibilities on Tuesday
 * Thursday, we will have most of the text set completed and the tool box
 * Use two ideas from the tool box are to be used in the text set
 * Showcase a little bit from the text set
 * Five minute demo
 * Hold that thought until we know about the text set project
 * Content Objective: developing understanding of appropriate grade level content
 * Language Objective: developing understanding the language and structure of to understand the grade level content.
 * Working toward the larger goal of teaching them English. English you need for grade level content - Anny
 * Specific to ELLs
 * English language development - unique to ELLs, where you are teaching them language specific to them. (Good teaching plus)
 * Literacy Objective: developing understanding of transferable reading/writing and other literacy skills
 * Which makes them better thinkers, more literate, and better at speaking English
 * They are connected, you need the others to be able to use just one, "it just makes sense"
 * ELLs are not just taking a language class, they are taking language in bio, in math, in every other topic
 * Restaurants take a carrot and slice them and douse them in oil and parsley and make them wonderful and delicious like you never thought carrots could be!
 * That is what we need to do for our students and their carrot-texts
 * We are teaching particular students
 * What assets to they bring
 * What might challenge them
 * What can we learn from the text
 * Pre reading
 * capture interest
 * scaffold
 * establish a purpose for reading
 * During reading
 * check for understanding - check points, talk to your students
 * support the reading purpose
 * facilitate interaction w/ text
 * Post reading
 * check for understanding
 * Connect to purpose
 * Extend learning (this should be familiar
 * content
 * language
 * literacy
 * Culturally and historically situated - those who don't know American history will not know the specifics of the culture of history of this text
 * Figurative language - "I have a hunger for... (learning)"
 * Relatable story - it focuses on Booker's desire to learn, similar to many of the ELLs, it also focuses on dreams, so even though the context may not be relatable, there are relatable aspects
 * Language - expressing desires, vocab, question formations
 * Literacy - figurative language, predicting, claims and evidence
 * Content - US History and the African American experience w/ slavery and emancipation, themes of opportunity
 * Anny has wanted to go to Siberia, shows a map, shows Russia, and pictures
 * Then explains Siberia and her connection to it (she read a book)
 * "More than anything else" she wants to go to Siberia
 * Asks students a question "What do you want to do more than anything else?"
 * Guys, she's relating the lesson to the students
 * Using part of the question in the answer
 * Choral speaking
 * Anny points out the title of the book and how it relates to us
 * That Booker is similar to us, that he "wants more than anything else"
 * brainstorming/predicting - what do you think Booker wants more than anything else
 * Walkthrough of the text
 * who, where, what, why, when
 * Assessing the predictions as a group
 * looking at the character before the text, thinking of how he was in the text, relating it to the students
 * Teacher Timeout** - why do we explain the character before the text?
 * Building interest
 * Adding content
 * Relating it to students
 * ELLs likely don't have the historical context (and non-ELLs)
 * Investing a lot in pre-reading - you get a lot of bang for your buck
 * If you spend a whole class on pre-reading is not likely to diminish excitement, you can dig deeper, gain comprehension, anticipation
 * Anny likes theme based units because you can set up one text which can be the set up for another
 * "I'm teaching for learning, not for following a schedule"
 * Anny models the text for the class, reading out loud
 * Taking breaks to ask questions (check for understanding)
 * Doesn't tell students what Booker wants more than anything else
 * Would give example of rock salt to students (relating context/content)
 * Weaving objective of figurative language to students, inserting annotations
 * Booker wants to read!
 * Look at our predictions/questions and see what we got right
 * Discuss in small groups questions about the text
 * Wrap up lesson
 * Activity where students do a timeline
 * Pull out examples of figurative language
 * Mini lesson about expressing desires in the context of the students
 * Presentation

BREAK

Anny passed out Plan Model and Text Set Project handout

Typical lesson plan - there isn't one? choose one that is practical and works for you, but the handout is pretty darn close

- You don't need objectives for all four texts, you need two sets that are likely to be very connected and specific to your lesson - You can have an informal assessment, and we will talk about it more on Tuesday - Have an assessment for each text, check for understanding after each lesson, then a culminating assessment. Ask "how will I know" - One writing activity for students for at least one of your texts - Purposely using students L1, or attending to students L1 in this lesson - Two ideas for your tool box - Two adaptations for the other students - Show that you can plan for not just one type of student - For the lesson plan you should be able to say "this is the student I had in mind for..." Twice you should be able to say "This is how I will adapt this for..." - If your plan is blatantly boring, it wont fly. DON'T BE BORING - High challenge, high support - Anny is aware of our situations, new MITers will not be assumed they can do what the old MITers can. -- New MITers, use the template

Questions She is looking for 2 lang, 2 literacy, 2 content objectives that can be distributed across the plan Doing a plan for the 4 texts

Tuesday, bring one plan as good as you can get it, two plans conceptualized, Thursday, a 5 minute teaching demo that you are excited about with one of your texts Monday July 3rd by 8 am, have everything turned in

Tool Box - on Tuesday, do a small show and tell of tool box.

Reading Roundup Ch 8 Panferov
 * Design scaffolding and interactional scaffolding
 * curriculum is amplified, not simplified
 * How home environment might affect learning
 * Getting to know families
 * Children often surpass their parents level of English proficiency

9:10 - 10:00 - Pre-, During-, Post- Demonstration

Pre-during-post activity menu - [[file:Pre-during-post.docx]]
10:00 - 10:15 - Explain [|"text set" project]
 * [[file:TextSetProject-566Su17.docx]] **DOWNLOAD THIS**

10:15 - 10:25 - Break

10:25 - 11:20 - Work on text set project
 * Workshop objectives
 * Start pre-during-post activities

11:20 - 11:50 - Reading Roundups

11:50 - 12:00 - Closure


 * Housekeeping:**
 * Complete last reading group and post report on BB.
 * **Tuesday** - bring solid draft of one lesson plan from your text set to workshop; bring professional toolbox for show and tell
 * Tuesday by the end of the day, ** upload ** toolbox, Gibbons reading guide, and video logs to BB. ** (or turn in hard copy) **
 * Goldenberg, 2013 - Unlocking the Research on ELLs (RR)
 * Westerland, 2015 - ELL Myths from the Trenches (RR)
 * **Tuesday -** We'll focus on writing and assessment; return tests
 * **Thursday -** teaching demonstrations