Literacy+Agenda+-+10.6.16

English PLUS

3:30 - 3:45 - Snacks and unwind

3:45 - 4:10 - Activity 1
 * Beginner - Review unit 2 vocabulary; note sheet
 * Intermediate - Review unit 2 vocabulary; reading
 * Advanced - Review and vocab game

4:10 - 4:35 - Activity 2
 * Beginner - Writing
 * Intermediate - Writing
 * Advanced - Writing

4:35 - 4:40 - Closure

4:40 - 4:50 - Break

4:50 - 5:20 - Debrief English PLUS
 * General Debrief
 * Not a great love of reading; almost all kids didn't like writing
 * When Dyeeme read what he wrote, he said more than he had written. "A house is the most important invention"
 * Lots of prior knowledge about inventions
 * More fluent when talking - reluctant to read and write
 * Be aware of possible gap between oral and reading/writing
 * Talk is a vital tool for facilitating reading and writing; create texts from their oral language
 * Some reluctant to share what they read in front of their peers
 * The maturity and wisdom of kids!
 * Connections - power of relationships! Improvise for individuals
 * Look for opportunities to relate and empower the students


 * What did you observe about students' writing?
 * Some students transferred academic writing organization
 * Some students write how they talk
 * Thus, the need to teach academic organization
 * Writing is slower than talking -- so that becomes a real challenge
 * Some students can correct grammatical errors from their own writing when they read it aloud
 * Some students "get lost" in the writing process; helpful to talk and map out ideas first
 * Similarly, students can get lost in reading -- decoding vs. comprehending
 * Differences across proficiency from beginning to advanced
 * length
 * increasing complexity of ideas
 * increasing organizational complexity
 * sentence structure - increasing complexity and sophistication; sentence combination
 * nature of the errors
 * decisions around purpose and audience

5:20 - 6:00 - [|Problem of Practice]
 * Project Description
 * Generate a question
 * Cluster into groups

(Turn in Kucer, chapter 6 diagrams)


 * Housekeeping:**
 * **Due next class (10/13)**
 * Upload to Blackboard your problem of practice description and annotated bibliography with three sources
 * Read Kucer, chapter 7
 * How does this knowledge help you better support ELLs' reading comprehension?
 * Identify three passages that helped you and explain why. Be prepared to share this in class next week. (Don't need to submit this to BB.)


 * FYI: Here's a copy of your ideas from last class.**

If you notice the whole class is making the error, Consider the role of the teacher in the situation, whether passive or active Depends if it is a casual situation vs. a "teaching" situation Consider the frequency of the error Is it a part of the lesson's focus? ||  || Make it interesting Help them to see that literacy/language benefits them Make connections Celebrating effort over accuracy - literacy is a process ||  || What would most benefit the students? What do they need to know? (But it's easier to learn academic language in school than in "everyday life.") If they live here, it's ok and useful to learn this dialect. Schoo's policy may have its own ideas. Put personal spin. Fitting the context - if in school, learn academic language. ||  || Meaning and content first Depends on the context Related to skills/course being emphasized Eventually correct "minor" things - don't "let it slide" if students want to know how to speak correctly. Student-corrections - let them do it first. ||  || People want to be understood Be specific - ex: "crazy good" or "crazy bad"? Teach more precise language. What did you really mean when you said xyz? Who can we better say it? ||  || Academic - but not "snobby" AWL Dynamic process Syntax, structure Context - each alongside language ||  || When they are the purpose of the lesson During writing - holistic approach When it impedes understanding Relevant mistakes Knowing the student and tie correction preferences - dynamic ||  || Value of all languages - dialects Knowing purpose - casting vision Compare & contrast - why it matters Showing carelessness Connect it to what they like ||  ||
 * ||  || **How do we choose which English to teach?** ||   || **How do we choose which errors to correct?** ||   || **How do we cultivate value for carefully crafted language and encourage "linguistic discipline"?** ||   ||
 * 1.Megumi, Ali, Will, Mary, Sami, Kelley ||  || Depends on students' age and goals and the goals of the program. ||   || If it affects meaning or comprehension
 * 2. Alina, Grace, Moteeb, Shareefa, Heather ||  || The English that I speak, that I know, make this clear to students.
 * 2. Alina, Grace, Moteeb, Shareefa, Heather ||  || The English that I speak, that I know, make this clear to students.
 * 3. Sarah, Noelle, Carol, Hailey, Emtenan ||  || Presented with curriculum - can't choose?
 * 3. Sarah, Noelle, Carol, Hailey, Emtenan ||  || Presented with curriculum - can't choose?