518+Agendas+2.19.14

8:00 - 8:30 - Breakfast & Michie discussion
 * Beautiful work on AL commentary!


 * Objectives:**
 * SWBAT identify at least five instructional strategies for each component of CHEMS
 * SWBAT describe the logic behind the new ELP standards and where to find further information
 * SWBAT explain the differences between the five English proficiency levels and identify where to find further information
 * SWBAT describe feedback priorities when giving feedback on ELL writing

8:30 - 9:00 - Discuss reading (NWREL Report)
 * [|Application Chart]

9:00 - 10:00 - Proficiency Levels & ELP Standards (take a break as needed) [|ELP Proficiency Level Descriptors] [|ELP Standards]
 * What is the WELPA?
 * Descriptions of beginning, intermediate, advanced, and transitional proficiency levels
 * New ELP Standards

[|Key Shifts in ELP Standards]:
 * "From simplified texts and activities, often separate from content knowledge to complex texts and intellectually challenging activities with language integral to content learning
 * From language development focused on accuracy and grammatical correctness to language development focused on interaction, comprehension, and communication, with the provision of strategic scaffolding
 * From ELP standards as "junior" to, or as a precursor to, ELA/literacy standards to ELP standards working in coordination with diverse CCR standards and seen as a way to support ELL participation in a range of grade-appropriate content-area activities" (From ELP WA Proficiency Level Descriptors, p. 16-17)

Working with ELL texts

10:00 - 10:30 - Giving feedback to ELL writing
 * Focused feedback according to criteria
 * Descriptive and constructive
 * Compliment first
 * Have editing symbols
 * 1. Engage with the message and learning goals
 * 2. When giving feedback on errors -- look for patterns, emphasize errors that impede meaning, target errors directly linked to criteria
 * 3. Choose 2-3 errors -- teach them, practice
 * 4. Allow/required the student to revise

10:30 - 10:40 - ELL Layer to lesson plan

**ELL Adaptation** > 1. Choose one of your lesson plans to adapt for ELLs. At the top of the selected plan type “Adapted for ELLs” > >  2. Identify at least two English Learners; one at Level 1/2 and one at Level 3/4. If you don't know their exact proficiency levels, make your best guess. If you don’t have ELLs in your class, you can use an ELL student profile from [|this document]. > > >  3. Copy and paste the following prompts at the top of the plan. Answer the questions. > >  · What are possible strengths and resources ELLs might bring to this lesson? How will you find out? > · What aspects of your lesson could be difficult for English learners? Why? > · What aspects of your lesson are already ELL-friendly? Why? > · What adaptations could you make to your lesson to support ELLs’ language and content learning? Why? > >  4. Write adaptations within the body of your lesson plan. Use blue font for the lower level ELL and red for the upper level ELL. > >  5. Be sure your proposed adaptations are based on the Foundational Principles: caring, high expectations, social support, multiple pathways, and explicit attention to language. > 6. Include any additional materials you would use to support ELLs.

[|Sample ELL adaptation] -

10:40 - 10:50 - Course Evaluations

**Housekeeping:**

 * ELL layer to lesson plans due Fri 2/21 by 6 p.m.