418+-+Agenda+-+4.21.16

1:15 - 1:20 - Welcome & Agenda
 * Notetaker: Ben Flanagan

1:20 - 1:25 - CHEMS and SLA
 * Do these concepts roll off your tongue?

7 Students: Iraq Marshall Islands Myanmar

Connections: Teacher Responsibilities High Expectations Explicit Attention to Language Multiple Pathways: To learn and show learning Social Support

Comprehensible Input Output Negotiated Interaction Time

Things that are helpful: Explicit instruction about language (teaching alone isn’t enough) Corrective feedback (not every mistake … patterns of mistakes) Safe Environment

Going to be challenging … not very much English

Reading/Writing task

1:25 - 1:45 - A process for adapting instruction for ELLs Sample Lesson: Pick a language and a country

Been in US schools for 1 year ... pretend you are from (Rome, Croatia, Malawi, Russia, Gaelic?) [] Now how are you feeling? Not too good .... Task Analysis - What are the. . . ? > Skills/Task Demands: Computers, gizmos, story problem process, use a formula, break down a text
 * Language Demands: Symbols (j, delta, g), physics vocab, dence scientific syntax
 * Content Demands: Ability to do math (algebra), physics concepts (gravity), abstract -> force, energy
 * Literacy Demands: Read a text (online), reading story problems, analyze graphs on a computer, write (compare/analysis)

Can't just give the words force, gravity, mass to Abby from Croatia or Alex from Winterfell

You can't access 100% of the lesson. You can still learn and participate. Identify the ESSENTIAL.

What is the essential language, content, literacy, and skills embedded in this task? F=Ma (symbols), basic gravity, what is a force

Based on CHEMS, how can I:
 * Connect individually with the ELL? Differentiated activity, connect after intro
 * Embed high expectations with high support? In depth (give the student an opportunity to really engage)
 * Explicitly teach/support language demands?
 * Add pathways for learning and showing learning?
 * Provide peer-support?

Teaching an abstract concept - Pretend we are 1s and 2s What is this? Bowl What is in the bowl? Nothing The bowl does not contain something. Now the bowl contains keys. The bowl now doesn't contain keys. Now contains tissue. Now contains phone. The cup contains water. The box contains business cards? Nah... just cards The bowl, the box, and the glass are containers. The room is a container? It contains us? What does the government establish contain? Idk...

Ebola. That changed quickly. Ebola Containment Plan.

-Started concrete ---> familiar abstract > unfamiliar abstract Started from the concrete now we here (abstract). Started from the concrete. Then started from the familiar abstract now we here (unfamiliar abstract ... Communism). 1:45 - 2:30 - Work on literacy activities for Sac >
 * [|Plan]
 * [|Presentation]
 * 7th/8th grade - Level 2/3 - ELP Standards are here: http://www.k12.wa.us/migrantbilingual/pubdocs/Grades6-8ELPStandardsELACorrespondences.pdf
 * [|Planning template]
 * COPY this before typing directly in it.

TUESDAY: Meet at Sacajawea Middle School - 401 E 33rd Ave, Spokane, WA 99203