566+-+Agenda+-+6.4.13

Notetaker: Sari

9:00 - 9:05 - Welcome

Today's Objectives

 * **I can support ELLs' literacy by using wordless stories**
 * **I can describe key concepts of effective vocabulary instruction and effectively teach a new word.**
 * **I can explain how and why to support and honor students' home language and culture**

9:05 - 9:20 - Lingering Questions and Highlights
 * Observation Reflections
 * Quizzes
 * Modules

Latest Module: Working with immigrant families
 * Assumptions: school policy, school busses, communication between parent/teacher/administrators is not a norm in some cultures (teacher knows best in that culture instead of the other way around), in some cultures parents are not invited into the school building, YOU CAN'T ASSUME ANYTHING!!
 * Translating newsletters and parent communications: How effective are things like Google Translate? It's getting better all the time, but it's definitely not perfect. It's a good starting place, but you would always want to consult with a native speaker. How available are translators within a school system to help you with this kind of thing? They try to have someone for every language. They are usually spread pretty thin. Some districts have a contract with a company that will translate in many languages for you, but these companies can be expensive. If you can figure out the leaders of "immigrant communities" who have taken it upon themselves to help with this problem, they can be a great resource. You will have to be proactive. You might not be able to translate everything, maybe just the most important stuff. Legally, you will be required to have a translator for a parent-teacher conference and this will be provided for you.
 * TONIGHT (or Thursday): Interview with immigrant parents! Yay!

Observations of Amy
 * Used a dictionary, but in a useful way that didn't leave the students to figure it out on their own. Encouraged another literacy skill at the same time.
 * There are many many different ways to teach a word: there are certain elements you have to have, but there is still a lot of variation that you can work with to fit the needs of your learners.

9:20 - 10:00 - Practice working with wordless books and teaching new vocabulary Talk about it Read it Write about it
 * Using a Picture Book**


 * Teaching a Word**
 * Present the word in context
 * Establish Meaning\
 * Work with word
 * Connect, connect, connect
 * Practice understanding the word
 * Practice using the word

Pick a book. Make a mini-plan using student profiles of Eduardo and Terina as your students. How would you teach this book?

Anny's Demo: Wordless story Vocab What could have been done better? Have these children seen snow or sledding? Maybe show them a video, get them engaged. Bring in some shaved ice, have them feel it (similar to snow). If it is winter, go play in the snow. Cultural aspect of bears: real picture/video of bears Only have really worked with one word: sled. Need to recognize that because we didn't really use the other words. Kids will only "own" sled. What about the native English speakers? They will probably be pretty bored.
 * 1) Went through the cover
 * 2) Went through the story, page by page (reading)
 * 3) Wrote about it at the end, go back and read the text that the children wrote.
 * 1) First piece of important vocab: sled. Presented it in context (pointed to the picture)
 * 2) Established meaning (have you gone sledding? going through the pictures)
 * 3) Talked about it, connected
 * 4) Understand sled (is this a bike? is this a car? when do you use this?)
 * 5) Use sled (during retelling of the story and writing the story)

Pick a book. Make a mini-plan using student profiles of Eduardo and Terina as your students. How would you teach this book?

Questions, comments: Immediate translations in bilingual texts, try to let the students figure it out Non-fictions texts have a lot of information, just take it a step at a time Let the kids figure out what the wordless story is if the story arc isn't exactly clear Use bilingual text with English speakers--give them some awareness about speaking another language Compound words (raincoat, lighthouse, we know what rain and coat are, we know what light and house is) The girl_________ the wave (the English learners can put in simpler answers, the English speakers can put in more complicated answers

10:00 - 10:20 - Discussion of chapter 3 (led by Tracey) Thursday

10:20 - 10:45 - Cultivating Biliteracy
 * http://www.learner.org/workshops/readingk2/session2/wtv2.html (start at minute 22)
 * http://www.learner.org/workshops/teachreading35/session6/sec2p2.html - (minute 6:30 - 12:00)

10:45 - 11:00 - Housekeeping and Closure
 * Unit plans
 * Parent interviews (ESL class tomorrow night)


 * Upcoming Assignments:**
 * Watch the videos under "cultivating biliteracy" above -Be prepared to discuss what you observed on Thursday.
 * Unit Overview - June 4th
 * Narrative Text Plan - Draft sometime this week