ELL+Methods+-+Agenda+-+10.9.14


 * I can identify supportive components of a mini-lesson to teach an abstract concept to ELLs
 * I can combine Common Core and ELP Standards to adapt a lesson for ELLs at different levels.

2:10 - 2:25 - Welcome and LCM (Hailey)
 * Notetaker: Jordan
 * LCM: Garred

2:25 - 3:00 - Teaching demos/workshop (Grace, Grace, Garred) Grace Powerpoint

3:00 - 3:15 - Discuss article

3:15 - 3:50 - Lesson Planning for Garry


 * Housekeeping:**
 * Explore the textbook (50 Strategies) and identify 5 new ideas for strategies that you could imagine working with our Garry students. Make a list of the strategy, the student, how, and why
 * Tuesday: Go to your assigned school. Watch for an email with details.
 * Station pre-planning handout - bring on Thursday

10-9-14 notes

LCM- Hailey Teaching an Abstract Concept—three demos Look for: What are the concrete transferrable strategies? __ Grace H __ Word: Segregate Transferrable Strategies **write whole sentences on board
 * Vietnamese language
 * tonal language
 * could lead to cautious speaking
 * pen example
 * separate is another word for segregate
 * the white pens are segregated from the black pens
 * say and write it down
 * standing whole room example
 * how did the segregated students feel?
 * sometimes people are segregated
 * race segregation: Plessey vs. Ferguson 1896
 * black and white segregation
 * separate but equal
 * modern concrete example
 * asked students how they feel
 * speaking, writing, reading, listening
 * experiential aspect
 * visual
 * say target word whenever possible
 * used student language

**more board work **when you begin to integrate history add pathways
 * need to see correct example on the board; if there is an opportunity to write something, write it
 * pictures, drawings
 * help them imagine it

__ Grace A __ Word: invasive species Transferrable Strategies __Start__** with word in a linguistic context __ Garred __ Look for: Is this comprehensible and what can be done to push it to the next level?
 * acting out invasive
 * how did that make you feel?
 * slide show of words
 * can you say…?
 * graphic organizer with definitions and characteristics
 * pictures of invasions
 * can a person invade?
 * An animal, a plant, a germ
 * what do all these things have in common?
 * must be living
 * unwelcome
 * fill in the blank with words
 * make your own sentence based off of the picture
 * vocab review of word species
 * acting it out conveyed meaning and tone of word
 * breaking it down into noun, verb, adjective
 * common IN
 * explicit attention to language; linguistic structures
 * power point
 * anticipate key sentences
 * critical thinking moments
 * ex: “can a chair invade?”
 * offering words to use is helpful to lower levels
 * ex: “did that make feel confused? Sad?”
 * ex: the weeds are invasive; the aliens invade the city
 * sixth amendment
 * focus on right to __impartial jury__
 * take out paper and write impartial jury on it

**-levl 1-picture of a criminal in court, talking about this persons rights **levl 5 is bored with above, but levl 1’s are happy
 * how many rights are in this text?
 * circle and write on board someway
 * jury-group of people
 * students are __a group of people__ that learn
 * need a happy medium
 * teachers are a group of people who teach
 * video- look for where, who, what
 * a jury is a group of people that ...students fill in

12 angry men--video is all white males; maybe something more recent pictures of juries to work up to video; compare to modern examples of jury **multiple definitions of jury **scale idea; examples of and then ask “is this fair?” ARTICLE opportunity and/or crucial to explain to whole class why we might spend time on certain terms for ELLs
 * impartial; fairness; neutral
 * has there ever been a time when someone said you had done something when you didn’t?
 * one thing you noticed or took away

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HMWK user:jordanashley016
 * Stations pre-planning handout
 * Identify ELP standards that go with CC standards
 * ideas for three stations
 * three 12min activities
 * one vocab
 * expectations for each level for each station
 * textbook strategies to use in class
 * 5 strategies that could work in class