Literacy+-+9.29.16

English PLUS

 * 3:30 - 3:45 - Sign in, snacks, chat and relax**
 * Sit at the table to sign in kids - Hailey, Heather, Kelley
 * Help kids find nametags - Sami, Grace, Will
 * Distribute snacks (check off list, be sure each student gets __one__ of each item; put snacks away as soon as everyone has been served) - Mary, Sarah
 * Sit and chat with kids. (Tables will be numbered.)
 * Table 1 - Claren, Moteeb
 * Table 2 - Carol, Ilynn
 * Table 3 - Ali, Alina
 * Table 4 - Noelle, Shareefah
 * Table 5 - Kristi, Megumi, Emtenan


 * 3:45 - 3:47 - One minute warning**
 * Using gestures and your example, silently encourage kids to quiet down and focus when they see the Gecko sign
 * Supervise kids putting away play dough and other materials and putting it in the middle of the table.
 * Ask one student to return the supplies to the basket.


 * 3:47 - 4:10 - Outside Activity -**
 * Group A - Carol - Tembo, Gabe; Sarah - Noe; Noelle - Penny; Sami - Neema
 * Group B - Heather - Alyas; Grace - Kobaje, Johari; Alina - Anna, Anton


 * Group C - Emtenan - Ammena; Shareefah - Ryan; Claren - Mary, Maddy; Hailey - Jeremiah, Jober
 * Group D - Moteeb - Daniel, Les; Ilynn - Ronisha, Maulina;

>> Group E - Ali - Farooq, Nafea; Will - Albious, Abraham; Kristi- Perla; Megumi - Daliat, Islam
 * Group D - Kelley - Sione, Yakobo; Mary - Ayni

Game #1 - Word Salad
 * Find a space away from other groups. Sit in a circle. Quickly review the vocab words: invent, benefit, estimate, individual, approach.
 * Together, make up a gesture/sign to represent each word. Briefly practice until everyone knows each sign.
 * Give one word strip to each person. Explain that they should not tell anyone else their word.
 * Practice 1 - Teacher pulls out one of the words from the teacher bag and says it aloud. Whoever has that word has to make the sign and trade places with someone else. Do this a couple times. You have to stand up and make the sign before you can move. If someone catches you not making the sign, you're out for the round.
 * Practice 2 - This time after the teacher says the word he/she tries to sneak into one of the places vacated when the person with the chosen word moves. The person leftover chooses the word.
 * Begin playing. If the "dictionary" card is drawn, everyone has to trade places.

Game #2 - Simon Says
 * Everyone stands up facing the teacher.
 * The teacher says a word and does the sign. If he/she does the correct sign, everyone should immediately repeat the sign. Sometimes, the teacher will say a word and purposefully do the incorrect sign. If a student repeats the incorrect sign, he/she sits down. Continue until there's only a couple people left.
 * Invite a student to volunteer to be the leader.
 * The success of this game depends on moving quickly and trying to trick the players.

Game #3 - If the other two games fall flat, you can do beanbag juggling. :)


 * 4:10 - 4:35 - Inside Activity - Reading (Group A & B in Room 148; Group C and D in Room 152; Group E in Room 142)**
 * Reading and Writing Assessment
 * Emtenan - Ameena (2)
 * Moteeb - Daniel, Les (2)
 * Ilynn - Ronisha, Maulina (2)
 * Ali - Farooq, Nafea (Messi) (2)
 * Carol - Tembo, Gabe (1)
 * Claren - Mary, Maddy (2)
 * Will - Albious, Abraham (2)
 * Mary - Ayni (2)
 * Shareefah - Ryan (2)
 * Sarah - Noe (1)
 * Grace - Kobaje, Johari (1)
 * Kristi - Perla (2)
 * Heather - Alyas (1)
 * Megumi - Daliat, Islam (2)
 * Kelley - Sione, Yakobo (2)
 * Sami - Neema (1)
 * Alina - Anna, Anton (1)
 * Hailey - Jeremiah, Jober (2)
 * Noelle - Penny (1)


 * Reading Task (10 minutes) - Read the article and process ahead of time!
 * [|Level 1 Text and Instructional Process]
 * [|Level 2 Text and Instructional Process]


 * Writing Task (10 minutes)
 * Prompt: What is the most important invention? Why?
 * Briefly (about 2 minutes) discuss the question. Try to elicit the student's ideas without providing too many of your own.
 * Instruct the student to write for 7 minutes. Tell him/her that you will be answering the question also. Set a timer on your phone. (As you are writing, you may also take a few notes on what you observe as your student is writing.)
 * Collect the paper and ask the student if you can read it. Positively affirm the student's writing by sharing a couple ideas you really liked and make a few specific complements on his/her writing.


 * 4:35 - 4:40 - Closure**
 * Collect nametag and folder from your students with their reading and writing tasks inside.
 * Sign Viking Buck tickets; tell each student something you noticed that showed positive participation and/or effort; remind them to bring their permission slips to Miss Ray tomorrow if they didn't turn it in today!
 * Go outside to be sure kids get safely on the bus: Carol, Moteeb, Claren

=Class=

4:40 - 4:50 - Break

4:50 - 5:15 - Debrief English PLUS
 * Questions/Issues about literacy
 * "I read it, but I don't get it." (x2) - questioning, front loading some key vocabulary, chunk the text, incorporating regular comprehension checks, teach and model comprehension strategies, ability to decode can mask L2 literacy, motivation matters, "validity" of comprehension checks?; the need for multiple streams of evidence
 * Build a community of readers - students share ideas, strategies
 * Fluency - explicitly attend to inflection and proper expression; practice oral reading and different linguistic symbols to signal intonation
 * The ability to self-monitor comprehension -- do you know what you know and can you communicate that? -- teach possible questions to ask yourself while reading; teach language for asking; teacher can initiate questions; teach annotation
 * People are motivated to read texts they care about - the power of ideas; choose compelling texts.

What time is lunch?

5:15 - 5:45 - Language Variation
 * https://www.washingtonpost.com/news/wonk/wp/2016/02/09/whats-up-with-donald-trumps-voice/
 * [|Slides]

5:45 - 6:15 - Vocabulary Teaching; Metalinguistic Conversations >> 2. Provide a brief definition and show example sentences. Rephrase the example sentences by substituting the definition for the targeted vocabulary. >> 3. Show the word associated with an image. Invite students to repeat the word in context. Quickly explain why the image is associated with the word. >> 4. Show pictures with sentences with the vocabulary word missing. Invite the students to supply the missing word. >>
 * Introducing Vocabulary at the lower levels -
 * 1. Introduce the word by saying it and inviting students to say it several times.
 * 5. Show pictures without any text. Invite students to supply the word and explain why.
 * Encouraging Metalinguistic Conversations
 * Notice an opportunity to build metalinguistic awareness.
 * Ask a question providing options.
 * When student responds, ask "why" or "can you give me another example"?
 * Provide examples using known, basic vocabulary.
 * Conduct three "tests."
 * Return to the original question and ask students what the correct choice is. Why?
 * Rephrase their response using metalinguistic language and post the new "rule."

>
 * Housekeeping:**
 * **Quiz 1 Window -** Oct 1- Oct 5. Study Guide here:http://gonzagateach.wikispaces.com/Literacy+Study+Guides
 * For Oct 6 - Read Kucer, chapter 6
 * **Before you read:** Take 10-15 minutes to create a diagram/chart expressing your understanding of how reading comprehension happens. What cognitive processes are involved?
 * **While you are reading:** Pay attention to new ideas or additional nuances to expand your initial diagram/chart.
 * **After reading:** In a new color, revise and/or add to your diagram to reflect your new understanding.
 * Bring a hard copy of your diagram to class.