566+Agenda+-+11.5.15

3:00 - 3:30 - Reading Synthesis - (Maya and Haylie)

3:30 - 3:40 - Transition to English PLUS

3:40 - 4:45 - English PLUS


 * Note: Please pay special attention to the observation tasks. Take notes on a notecard or in your notebooks and be prepared to share your observations during our debriefing time. If you are in an observing role, please avoid unnecessary side conversations in order to maintain the focus of the Shaw students. **


 * 3:40 - 3:55 - Review game (Keisuke and Sitima)

“We play this game at the back go the classroom. Students will get decided into a few groups. One student from each group will stand in front of the whiteboard without looking at the board. Other group members stand with looking at the board. Then, a teacher will write a word on the board, and students who can see the board will tell the definition of the word to students who are standing by the board. This is a competition between these groups.”


 * Shaw Student || GU Teacher ||
 * Group 1 || Vanessa ||
 * Group 2 || Katie ||
 * Group 3 || Ala ||
 * Group 4 || Sam ||


 * Observers: ** Spread out along the sidelines. (Be silent observers.) What do you notice about the student definitions? Are they repeating the “official” definitions? Giving examples? Creating their own definitions? Giving other types of clues? Who participates? Who doesn’t? Why?

On Tuesday, students began writing a letter to students at Kailey’s former high school in Colorado. She will be sending the letters this weekend and the high school students will send written responses to our Shaw students. ** Observers: ** Spend five minutes observing a beginning, intermediate, and advanced student. Jot down what you notice in terms of how the learner interacts with the writing task.
 * 3:55 - 4:10 - Finish letter writing - one-on-one work (Kailey)
 * Shaw Student ||  Level  ||  GU Teacher  ||   ||  Shaw Student  ||  Level  ||  GU Teacher  ||
 * Samjana ||  Beg  ||  Sr. David  ||^   ||  Anty  ||  Beg  ||  Marcy  ||
 * Zing ||  Int  ||  Sarah  ||^   ||  Ling  ||  Int  ||  Madison  ||
 * Nada ||  Beg  ||  Lauren  ||^   ||  Rabin  ||  Int  ||  Maya  ||
 * Ryan ||  Adv  ||  Danielle  ||^   ||  Farooq  ||  Int  ||  Keisuke  ||
 * Patricia ||  Adv  ||  Kaylee  ||^   ||  Jasiel  ||  Beg  ||  Pamela  ||
 * Gloria ||  Adv  ||  Raquel  ||^   ||  Yasir  ||  Int  ||  Sitima  ||
 * Tollina ||  Adv  ||  Melissa  ||^   ||   ||   ||   ||

** Observers: ** (everyone) – Pay attention to the process for introducing the words. Remember that the purpose of the introduction activity is exactly that – to familiarize the learners with the words and teach them a basic understanding of the meaning. This activity not designed to build deep understanding. The comes later with multiple exposures to the word in multiple contexts and intentional work to build language needed to use the word in original communication.
 * 4:10 - 4:25 - Introduce week 7 words (Anny)
 * 1) 1. Introduce the word by saying it and inviting students to say it several times.
 * 2) 2. Provide a brief definition and show example sentences. Rephrase the example sentences by substituting the definition for the targeted vocabulary.
 * 3) 3. Show the word associated with an image. Invite students to repeat the word in context. Quickly explain why the image is associated with the word.
 * 4) 4. Show pictures with sentences with the vocabulary word missing. Invite the students to supply the missing word.
 * 5) 5. Show pictures without any text. Invite students to supply the word and explain why.


 * 4:25 - 4:45 - "Wheel of Fortune" Vocab Activity (Sarah and Katie)

“We will divide students up into a few groups depending on how many are there. Students need to stay towards the front of the classroom and GU students can evenly disperse themselves so a few are with each group. We will begin by explaining the game and modeling how it is going to work. Using this week’s vocabulary (analysis, evidence, occur, section, source), we will have a virtual spinner on the board that has certain actions the students will have to perform depending on what it lands on. Each group of students will get a reference sheet with the new vocabulary and should have the worksheet they complete in class before the activity. They will be able to use these throughout the game, but we may throw in a twist depending on the level they are at. So, each group will have a student that is "up" and will be the one to perform the action (define it, draw it, etc. ) but we want them to work together as a team for support. This will make it a competition between groups but also vary who speaks and participates. The GU students are responsible for monitoring the group they are working with and encouraging them without giving them the answer!”


 * Shaw Student || GU Teacher ||
 * Group 1 || Haylie ||
 * Group 2 || Madison ||
 * Group 3 || Maya ||
 * Group 4 || Jubarah ||


 * Observers: ** Spread out along the sidelines. (Be silent observers.) Pay attention to the teaching strategies. How do the teachers explain/model the task and prepare students for participation? How do they make the task accessible to students of varying English proficiency levels? How do they assess students’ contributions? What do you notice about the options given on the spinner? What different skills/thinking does each option require?

4:45 - 4:55 - Break

4:55 - 5:55 - Pre-During-Post Framing


 * 4:55 - 5:10 - Debrief English PLUS
 * 5:10 - 5:30 - Pre-During-Post Framing (sample plan)
 * 5:30 - 6:00 - What ELL writers need - [|presentation]