566+Agenda+6.5.14

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

9:05 - 9:35 - Discuss Reading
 * Individually write down 2-3 questions/issues/comments that have arisen from your readings (3 minutes)
 * In groups of three, discuss your ideas - select one issue to bring forward to the whole group (10 minutes)
 * Whole group discussion (15 minutes)

9:35 - 10:30 - Peer Review "Scaffolding a Text" Activity Guides
 * Groups of three
 * Becky, Nicole, Tim, Henry
 * Jesica, Katherine, Brianne
 * Alexis, Meg, Mallory
 * Peer Review Process
 * When it's your turn (each person gets 12-15 minutes):
 * Briefly describe your focal student and your activity plan
 * Identify 2-3 specific areas for feedback
 * __Each__ person in your group shares his/her ideas (something they admire about your plan and 1-2 suggestions)
 * Jot down ideas you want to incorporate in your revisions
 * Final version of your activity guide should be uploaded to Blackboard by Monday with a brief explanation of how you revised according to peer feedback

10:30 - 11:00 - Video Analysis
 * https://www.teachingchannel.org/videos/multilingual-classroom-teaching - The Multilingual Classroom
 * Watch and discuss -- How does the teacher support English learners? What characteristics of this classroom culture make it conducive to language learning?


 * Housekeeping:**
 * See new dialogue journal partner assignments on the Wiki; other assignments on course calendar\
 * Final version of your activity guide should be uploaded to Blackboard by Monday with a brief explanation of how you revised according to peer feedback
 * We have confirmed a place and children for our reading workshop on June 19th and 24th, so you will have an opportunity to teach a lesson to real kids!

NOTES-- Nicole Lewandowski---

Becky: What is an effective way to use guided writing? Answer: Depending on the grade level it changes. Jessica: What is the graphic organizer? Answer: A simple tool to organize thoughts, ideas etc.

Group 1: What is a good example of sheltered instruction?
 * Katherine: Sheltered instruction is teaching ELL students in a specific classroom
 * Tim: Is an accommodation in and of itself
 * Behavioral Intervention: Trying not to get ELL students placed in this environment

Group 2: Collaboration is key between reading specialists and classroom teachers
 * Important to set time to meet with specialists
 * Work together to provide a successful learning environment for students
 * Accommodations look different depending on the districts and their regulations. It is important to get to know the district

Group 3: Logistics of finding the time to collaboration with the ELL and reading specialist teachers
 * Some parents very involved and others not

Are we aligning the EARLers/Common Core State Standards to the ELL state standards? Check for understanding