566+Agenda+6.10.14

9:00 - 9:15 - Welcome and Announcements
 * Notetaker: user:jesica.calkins Jesica
 * Reading Workshop June 19th and 24th
 * Prepare a lesson for refugee children
 * Pairs:
 * 5&6 Alexis and Mallory
 * 7&8 Jes and Bri
 * 9&10 Becky and Nicole
 * 11&12 Henry and Catherine
 * We will have no supplies
 * Anny has markers and paper if you need it
 * Teaching time is 9:30-10:30, then we will debrief after
 * 2 ½ hour activities: 1 for each partner
 * What do we mean by "scaffolding" and "sheltering"
 * Scaffolding
 * Support to get students from point a to point b
 * all of the instructional supports you put in place to allow a child to do something that they can’t already do, with the goal being for them to eventually do it independently
 * supporting child until they can do it independently
 * Sheltering
 * Math specifically for ELLs
 * when you are teaching content and you are adapting it for ELLs
 * instruction that supports ELLs in a mainstream classroom
 * teaching academic content to ELLs and making necessary accommodation
 * sheltered instruction is scaffolded content for ELLs
 * historically meant as the pull out form of instruction


 * Objectives:**
 * **I can identify specific ways to scaffold writing tasks for ELLs**

9:15 - 10:25 - Teaching Demos Katherine Alexis Henry Meg Tim Nicole
 * something they did that supported learning
 * o involved his language/country
 * o brainstorming: stickies help everyone participate
 * something we learned/suggestions
 * o have whole class say agua
 * o have Cesar say agua to class
 * support ELLs learning
 * o predicting based on the cover illustration makes ELL not word-dependent
 * suggestions
 * o use other vocabulary words in Burmese-show writing on board
 * Anny’s input
 * o put thumb on your chin-excellent tactic to include ELL but watch out for cultural nuances in home language
 * § make sure to model an example
 * support ELLs learning
 * o draw, language, write-makes it equitable for all students
 * suggestions
 * o model the worksheet
 * Annys input
 * o Local landmarks are good and recognizable
 * o Glacial lake formation slide
 * § Drawing on the board & modulating language helps make information comprehensible
 * Support ELLs learning
 * o Showing how to change ocean to océano
 * Suggestions
 * o Have a sound clip of the L1 word if you don’t know how to say it
 * Annys input
 * o Kindergarteners are at high risk of losing their heritage
 * o Non linguistic cues are just as important as the language itself
 * Support ELLs learning
 * o Working with groups-peer dialogue
 * o Because the ELLs L1 literacy isn’t high, it was nice that you weren’t singling out the ELL and pointing out his weaknesses in L1 as well as L2
 * Suggestions
 * o Changing the wordle to a word splash so that the words are horizontal instead of vertical and horizontal
 * Annys input
 * o Break up the chunk of declaration paragraph to aid in comprehension
 * Support ELLs learning
 * o Hawaiian language on the board
 * o Adding movement is engaging and gives the opportunity to tell the story (which the ELL loves to do)
 * Suggestions
 * o Pattern examples
 * Annys input
 * o Doc cam so that everyone can see
 * o Specifically designed this lesson with ELL in mind
 * o When you’re using a translator (like google translate) be careful! There’s potential that the native language can confuse the ELL even more (or be an incorrect translation)

10:25 - 11:00 - ELL Writing Introduction > ***start with what they know and build on it** > ** Guidelines for designing an effective writing task **
 * Venn Diagram - differences between ELL and non-ELL writing
 * ELL
 * § L1/L2 differences (transfer issues)
 * § Ideas/vocab constraints
 * § Cultural aspects of instruction
 * § Targeted feedback
 * o Same
 * § Communication
 * § Prior knowledge
 * § Process
 * o NonELL
 * § Mechanics/style
 * Writing at different levels Journal - narrative - expository approach
 * o Beginning
 * § Labeling with visuals
 * § Graphic organizer
 * Key words/lists
 * § Sentences/sentence frames
 * § Mimic writing
 * § Oral language to print
 * o Intermediate
 * § Building on beginning level
 * § Increase vocab
 * § Increase amount
 * § Academic writing
 * § Sentence combining
 * o Advanced
 * § Building on intermediate level
 * § Critical thinking
 * § Abstract ideas
 * § Longer multiple sources
 * § Increasingly academic and informational
 * § Types of writing
 * ** o Example: photosyntheses-Level 2-4th grader
 * § Academic text: “describe the process of photosynthesis”
 * § Narrative:
 * § Journal: what do you know about in your world that you can write about “Tell me about your garden”
 * § Journal: what do you know about in your world that you can write about “Tell me about your garden”

Housekeeping:**
 * By Thursday, respond to the questions I posed in the feedback on your text-based activity guide. Copy the questions and respond to each one via email.
 * For Thursday, draft of writing activity guide - bring hard copy for peer reviewThursday we'll discuss giving feedback on writing and look at some ELL writing samples
 * Use a different text from the one(s) you used for prior activity guides -- if you previously used a narrative text, use an informational text and vice versa. Keep in mind the power of multicultural texts.
 * Use a different ELP level for your focal ELL -- if you previously worked with a higher level ELL, choose a lower level and vice versa
 * In the plan, be sure you specifically target your focal student. Don't forget about our goal to incorporate/celebrate ELLs' home languages and cultures.
 * June 17th - Guest speakers from Spokane Schools
 * June 19th & 24th - Reading Workshop (teach a lesson)
 * June 26th - New MIT Orientation - in lieu of class, take home activity/final - Case Study (due on June 29th)
 * June 26th - New MIT Orientation - in lieu of class, take home activity/final - Case Study (due on June 29th)

**Make-Up Task:**
 * 1) **Read the notes from the agenda above.**
 * 2) **Watch the following videos of classroom practice. For each video, write responses to the following prompts and upload your document to Blackboard under "make-up assignments."**
 * 3) Two specific connections to 566 course content (What are ways the video demonstrates concepts we've learned about in class?)
 * 4) A specific strategy you would like to try in your future classroom and why
 * 5) A question you would ask the teacher
 * https://www.teachingchannel.org/videos/multilingual-classroom-teaching
 * https://www.teachingchannel.org/videos/multi-language-classroom
 * https://www.teachingchannel.org/videos/dual-language-programs