566+-+Agenda+-+6.11.13


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


 * Objectives: **
 * Intentionally and strategically design instruction that combines academic content learning, English language development, and literacy instruction.
 * **I can design an instructional activity based on the academic language "recipe" to teach an informational text while also building content understanding, language, and literacy skills. **
 * Select which words to teach when presenting a lesson and/or a text and have a repertoire of strategies to teach new vocabulary.
 * **I can select key academic language from an information text and design connected sentence frames. **
 * **I can teach these words and design practice opportunities incorporating sentence frames. **
 * Recognize the complex relationship between language proficiency, literacy development, and conceptual understanding and assess for each domain.
 * **I can design informal assessments to assess targeted language, literacy, and content objectives in my informational-text activity. **

__Today, we are working on blending:__ Language Literacy Content

=The Article:= __**-Different achievements for ELLs that come out of literature circles:**__ At the end of the article: What specific actions can you take to include parents and family into literature circles?
 * 9:05 - 9:25 - Readings discussion (Christine)**
 * Everybody brings something to the table
 * Builds classroom community as well as social skills
 * Learn with interact with each other appropriately...have to learn to work together
 * Literature circles can work, but you have to have engaging text and the tasks also have to be engaging. As a teacher, you also need to circulate and monitor.
 * __-Different ways of teaching the roles:__**
 * Teaching as a group. Having everybody preform a task and then present their task
 * Fish bowl: Teacher teaches a selected group. The "expert students" present to the rest of the class.
 * Any complications with that approach?
 * The students don't know how to speak in a way that ELLs will understand them (talk fast, use language the ELLs don't know...) Then, the ELLs tune out or lose interest (also goes for non ELL students).
 * With giving the students different roles, you have to be very clear about what they are supposed to do and go over it a couple of times before they go out on their own.
 * You can open up the extension projects so the parents can feel welcome to see how their children are doing
 * Send the book home so the parents can have their child read to them or they can read their literature book with their child

=Chapter 4:= Collaborative Teaching: Benefits and Draw Backs for teaching ELLs:
 * DRAW BACK: If you don't really take the time to collaborate with the other teacher...teach different materials or teach materials in a different way
 * BOTH: For an ELL, they get to understand how one person interacts with you and then you have another person they can trust and work with as well. Although, ELLs can make personal connections and don't always do well with both collaborators.
 * DRAW BACK: Time consuming...lots of things going on in a short amount of time...juggling ELL work with classroom work/lesson plans
 * How to remedy: Both teachers monitor the students and their progress, communicate, and make time to collaborate before school/after school
 * BENEFITS: Since you have two instructors, you have the ability to have smaller groups with more quality time
 * DRAW BACK: Classroom full of ELL students..don't get much interaction time with other students besides at recess and lunch


 * 9:25 - 10:00 - Working with an Informational Text**

**Going back to mini lesson on clone trees:**

 * Before starting a lesson, you should always draw on background knowledge or create background knowledge (roots, seeds, stem, leaf...)
 * Concept first (concept usually ties with key words)
 * Then, read about the topic and start having the students go through sentence frames and using the key terms
 * After getting background knowledge and reading, we wrote about it using as many key terms as possible

Language
 * OBJECTIVES: What will transfer?**
 * I can __describe__ how a clone tree is formed __using correct academic terms__
 * Language Elements: describe; using correct academic terms (will build their overall language proficiency)

Literacy :Reading or writing skills that can transfer over a whole context
 * Reading an informational text
 * Identify sequencing in an informational text
 * Comprehension of a text
 * __I can comprehend scientific process based on specific information in an academic text__
 * compare and contrast
 * sequencing
 * discerning unfamiliar vocabulary

Content
 * I can __describe how a clone tree is formed__ using correct academic terms
 * Content element: describe how a clone tree is formed


 * Three types of objectives and sources
 * Online CCSS (common core state standards) __for literacy__
 * type in common core in google
 * common core app
 * Online Washington State ELD Standards for __reading writing, listening, and speaking (language)__
 * Cirriculum Guides; Standards for content

How to assess for each one: referencing the clone lesson

 * Literacy
 * **Sentence Frames for reference or key words for sentence formation under each story board picture block**
 * //Sequence of events with pictures//
 * __Worksheet that also is a graphic organizer__
 * Language
 * **Present their story board to the whole class or in small groups (depends on the students)**
 * //Having a word bank and needing to use them in a sentence//
 * __Share with class__
 * Content
 * **Story Board that shows the process of the lesson/clone trees**
 * //Having a word bank and needing to use them in a sentence//
 * __Word bank of academic language__

More on sentence frames:

 * Use with those with limited language proficiency
 * In academic language, there are bricks (clone, photosynthesis, oxygen, evolution)
 * Words that carry huge conceptual weight.
 * You don't put them all together, you have to have some mortar words
 * Something to string those large words together)
 * Help put the terms together to make sense (however, consequently, is)
 * When we ask a student to speak in an academic language, that is something they may not be familiar with or they don't know how to construct the sentence in an academic style
 * Promote higher order thinking
 * "Based on x, I predict this character will ___."
 * What will happen next? - Sets up the thinking process...prediction that isn't random
 * Requires them to think "what am I basing my prediction on?"
 * A way of teaching evidence inference

Complications with Sentence Frames:

 * The structure can be rigid and they may not know how to break from that frame
 * If we overdue it, we could stifle the learning process because the sentence frames can be too constrictive
 * Some children could see them as annoying and could hinder them
 * If we make them too complicated, it becomes too confusing
 * You need to build sentence frames with multiple options

http://www.youtube.com/watch?v=sXyKzf-LGvc - Video Example
 * What makes a good pet?
 * A/An is a good pet because
 * __A/An__ __is not a good pet because__ _
 * Incorporate independent practice with the sentence frames
 * Giving reasons for their claims


 * [|Document] with a bunch of sentence frame examples


 * Academic Language Recipe **
 * **Start with a content objective that involves higher order thinking -** //[|CCSS.ELA-Literacy.RI.4.3]  Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. //
 * //SWBAT explain the process of forming a clone tree. //


 * **Identify key academic language and sentence frames**
 * //clone, produce, reproduce, form, stem//
 * //There are two ways for a tree to reproduce. One way is _. The other way is _. Clone trees are formed when ___.//

>> //Picture of trees in my backyard or go outside and look at trees.//
 * **Teach the concept starting with something familiar, visual, and hands-on - (Start with the familiar)**
 * Clone video clip- []


 * **Talk about the concept using academic language; teach unfamiliar language (Oral first, then written)**
 * //Discuss the process of forming clone trees. Use the sentence frames.//


 * **Engage in guided reading about the concept**
 * //Read "Clone Trees." While you're reading, underline information about how a clone tree forms.//


 * **Engage the students in a structured academic conversation.** (Example -[] Look at "verbal practice accurate")
 * Pose a question - //"How are clone trees formed?"//
 * Students brainstorm in pairs or small groups
 * Teacher models a response using an academic sentence frame
 * In pairs, students orally share their answers using the frame
 * Teacher calls on several students to share their answers using the frame
 * Students write two responses using the frame -- their own and another person's


 * 10:00 - 10:45 - Design (and if time) present "Memorial Day" lessons.**


 * 10:45 - 11:00 - Closure and Housekeeping**


 * Upcoming Assignments:**
 * Academic Text Plan (draft due on Thursday)
 * Be sure your activity plan functions as a recipe -- meaning it is detailed enough that someone else could follow it and produce the lesson you envisioned.
 * Be sure you are up-to-date on assignments, including narrative text plan.


 * Virtual Option:**
 * 1) Carefully read the notes on this page.
 * 2) Discuss the reading (Chapter 4 and Ernst Slavit article) on the discussion board above.
 * 3) Watch the "sentence frame" video example - http://www.youtube.com/watch?v=sXyKzf-LGvc - and peruse this [|document] with a bunch of sentence frame examples
 * 4) Using the Memorial text ("Flags and Poppies") that we worked with last Thursday, design an activity plan with the following components:
 * 5) Language, Literacy, and Content Objectives with an assessment for each objective
 * 6) One or two sentence frames
 * 7) A description of how the activity will go following the guidelins in the "academic language recipe" above
 * 8) Copy you activity plan to the discussion board on this page.