518+Agenda+2.3.12

**How can I adapt my instruction to make it accessible to ELLs? How can I design instruction to simultaneously build language and content learning for the ELLs in my classes?**
12:00 - 12:10 - **Welcome, announcements, good news**

12:10 - 12:45 - **Discuss ELL Writing Samples**
 * Where do you start with feedback?
 * Identify the big concepts
 * Good content understanding
 * Putting the feedback in easy to grasp language
 * Conventions, "stop one sentence and start another" vs run on sentences
 * How to make it clear without marking up the entire paper - simplicity
 * Rubric standpoint
 * details, textual evidence, descriptive language
 * If the paper is dificult to understand you can easily assume the student doesnt understand
 * Not always the case EX: Sol-Yi
 * Call for a meeting - one on one with the student
 * Student can explain it to the teacher what a particular sentence or paragraph means
 * Sentence structure of different languages
 * What are the student expectations? Working or Studying
 * Using a symbol guide - signaling spelling/writing errors
 * Students need to make sense of your feedback
 * Look at content first and target a couple language things
 * What happens when the student might not understand the context - but it looks like they do
 * copy strategies
 * language is correct - but they don't seem to get it
 * **EX**: Student in Johns class re writing question about Thomas Jefferson, but said he didn't know what some of the words mean that he was using in his answer.
 * The student did the assignment, but really didn't get the context
 * Try using multiple assessment pieces
 * Have a one on one conference with the student to have them explain
 * Be open about what is going on, commend them for figuring out the survival skills and tell them you know they can do better
 * What are the long term consequences
 * Help them see the big picture
 * Rewarding the task or the effort

12:45 - 1:45 - **Instructional Strategies to Support ELLs** EXAMPLE -
 * Iris:
 * Student Resources
 * Has a science background
 * motivated student
 * Could recognize some scientific words
 * observant
 * Conducive Aspects
 * Teacher modeled most activities
 * multiple pathways
 * peer support
 * observations on the board - posted text
 * hands-on lab
 * Difficult Aspects
 * lots of academic language
 * the need to define terms
 * too many steps
 * will need to write a lab report
 * could feel embarrassed if they do not understand
 * Helpful Adaptations
 * Too much talking without reinforcement - with graphs and words
 * Show the steps
 * Do the lab all __TOGETHER__
 * refine the modeling to be more clear
 * allow the student to write some of the words in spanish to get the context
 * Bring in item that could be associated with certain language
 * Sentence frames "We noticed ________ "
 * Use scientific language - even for the native speakers
 * can give the procedure ahead of time


 * **Sample Lesson Plans**(Key Assessment)
 * If you don't work with ELLs, just explain how you would support them in the "differentiation" column - Your video doesn't have to show you using ELL strategies if you're not working with any -- but you do need to demonstrate your professional knowledge in your written plans and commentary
 * Remember that the final video will consist of two clips, less than 10 minutes each. You don't have to videotape two full lessons - it's your choice how much you tape.
 * For the key assessment, you will submit your video on a flashdrive and your written work electronically (whatever format you prefer: googledocs or email a Word doc).
 * Talk to me if you are having problems figuring out how to make the assignment fit with your placement context. There is plenty of room for latitude.
 * **ELL Student Profiles**
 * [[file:ELL Student Profiles 1.docx]]
 * [[file:ELL adaptations matrix.docx]]
 * **Sample Lessons**
 * http://www.learner.org/resources/series126.html?pop=yes&pid=1415 - Chemical Reactions
 * http://www.learner.org/resources/series166.html# - Competing Ideologies
 * **Ask:**
 * What (linguistic, academic, cultural, knowledge, social, etc.) resources does the ELL bring to the lesson?
 * What aspects of the lesson are conducive to the Five Foundational Principles?
 * Caring (Caring enough to learn about, notice, and engage ELLs; respect and interest in student's home language and culture)
 * Multiple Pathways (a. Multiple ways to make the lesson comprehensible, b. Multiple ways for students to learn and show learning, c. scaffolding)
 * Explicit Attention to Language (a. Recognizing the language demand in a lesson, b. Explicitly teaching key language)
 * High Expectations (for behavior and achievement; individualized goals - rigorous and appropriate)
 * Social Support (teacher-student relationships and facilitating student-student relationships and collaboration)
 * What aspects of the lesson are likely to be difficult for the ELL?
 * What could the teacher do to make the lesson more accessible?
 * **You Try It**
 * ELA - http://www.learner.org/resources/series169.html# (Dramatic Tableaux - 2:30 - 6:45)
 * Science- http://www.learner.org/resources/series126.html# (Exploring Mars - 2:35 - 6:45)
 * Social Studies - http://www.learner.org/resources/series166.html# (23. Public Opinion and the Vietnam War - 3:15 - 7:00)

1:45 - 1:50 - **Close** For next class:
 * Module 3
 * Work on final project
 * [[file:Lesson Design Plan_Secondary.docx]]
 * [[file:EDTE 518 Key Assessment_1-30-12.docx]]
 * Monday - We will meet in the lobby at the English Language Center (Schoenberg Center) from 10:30 - 12:30
 * We will also be meeting at the ELC next Monday - 2/13 - 10:30 - 12:30 (These meetings replace our regular class time.)
 * Campus Map - [[file:GU_Campus_Map_2011-2012.pdf]]