566+Agenda+-+5.21.15


 * Today's Objectives:**
 * **I can make a case for providing intellectually rich curriculum and instruction for ELLs.**
 * **I can explain key considerations for selecting and teaching vocabulary.**

9:00 - 9:10 - Welcome and Agenda
 * Notetaker:Abbie
 * Vocabulary:
 * Strategy Menu:

9:10 - 9:40 - ELL Reflection
 * When you envision an English Learner in your classroom, what do you see? Write down the first 10-15 descriptors that come to mind.
 * What factors influence ELLs' participation and achievement at school?

media type="custom" key="27568726"

9:40 - 10:10 - Reading Roundup (Abbie and Kala)

10:10 - 10:45 - Mini workshops of foundational knowledge
 * [|Scaffolding]
 * [|Common Core]
 * Second Language Acquisition

10:45 - 10:55 - Break

10:55 - 11:45 - Teaching a Word
 * https://www.youtube.com/watch?v=JhVVGZ8yy9g - Affordances and Limitations?
 * https://www.youtube.com/watch?v=KF7wpZslNRE - Affordances and Limitations?
 * https://www.youtube.com/watch?v=sX77sqTEAfo - Affordances and Limitations?
 * https://www.youtube.com/watch?v=_Fcfvsc_gUU - Affordances and Limitations?
 * [[file:teaching vocab flowchart2.docx]]
 * [|Teaching a Word - Model] Teaching a Word - Activity Guide

11:45 - 12:00 - Housekeeping
 * Field placement
 * Community Field Trip
 * Reading Roundup Sign Ups
 * Is everyone here on Tuesday to set up curriculum project teams?

Notes: i. This is counter to the literature that sees the gaps instead of the things that they have. ii. What is the problem with this framing? iii. We need to reject the discouraging and frustrating stance that is the norm. i. Social ii. Family/Culture iii. Prior Schooling iv. Language v. Classroom Context vi. Out – of – School vii. Individual characteristics viii. Teacher Preparation ix. Program Model x. In the end, only one of these factors has to do with learning language, only some of the do you have control over, others you do not. i. Prior Schooling ii. L1 iii. L1 Literacy iv. Parent’s education – if your parents are highly literate, it is more likely that the kids are going to have an advantage. v. English proficiency level i. Intellectual work and practices ii. The whole goal is to foster and initiating higher order thinking i. Comprehensible Input ii. Negotiated Interaction and Feedback iii. Output iv. Time
 * Homework:**
 * **Reading for Tuesday -** Note: this reading contains a fair amount of SLA academic language; come to class with questions, including vocabulary
 * Prepare a 5-minute vocabulary teaching demo for Tuesday - Complete the activity guide and upload it to Blackboard. [[file:TeachingaWord-ActivityGuide.docx]]
 * For now, make up a student or gear your activity guide towards a prior student you've worked with.
 * Remember CUPA: Context, Understanding, Practice, Assessment
 * Assessment criteria for teaching demo:
 * Selected vocabulary warrants explicit instruction
 * Vocabulary is contextualized
 * Teacher checks for understanding
 * Activity is engaging and interactive
 * You may select a text from which you derive the vocabulary or you may use this texts:
 * http://textproject.org/classroom-materials/students/fyi-for-kids/taking-out-the-trashby-the-ton
 * 1) 1. Create a dictionary of words from the discipline. It may also be helpful to use the strategy form to keep track of the different ideas from the class.
 * 2) 2. Thursday field trip! – Meet here at 9, field trip from 10 – 11. Going into the homes of a few Marshallese families, places where immigrants and refugees are hanging out, and a couple of community agencies where they serve immigrant and refugee families.
 * 3) 3. Envisioning an ELL student in your classroom:
 * 4) a. Examples: Honest, participation in classroom, confused, hopeful, challenge, practical knowledge, lively, proud, love sports, impatient with mastery, interested in your life.
 * 5) b. In general, it seems that this class views ELL students as an asset.
 * 1) 1. Doesn’t acknowledge the diversity that they bring, doesn’t show where we have moved, and basically shows it as being hard and serious.
 * 1) c. Things that effect achievement and participation
 * 1) d. What are the top three factors influencing literacy? (These are the top five J )
 * 1) 4. Reading Roundups
 * 2) a. High challenge, high support
 * 3) b. Intellectual quality
 * 4) c. Chapter 2
 * 1) 1. Reflect the experts
 * 2) 2. Transform
 * 3) 3. Link concrete and abstract theoretical knowledge
 * 4) 4. Engage in substantive conversation
 * 5) 5. Connect speech and writing with other discipline – related ways of making meaning
 * 6) 6. Take a critical stance
 * 7) 7. Use metalanguage
 * 1) 1. We remember the things that engages us intellectually
 * 2) 5. Scaffolding, SLA, Common Core Standards
 * 3) a. SLA
 * 1) 1. I = 1, a little higher than what they already know
 * 2) 2. How much are they comprehending? Is this meaningful?
 * 3) 3. Immersion alone is a fallacy
 * 1) 1. Give and take
 * 2) 2. Interact in the target language until we can make meaning.
 * 3) a. Have to have opportunities to interact
 * 1) 1. Getting the opportunity to use it.
 * 1) 1. We are hard wired to learn language, just not to learn it instantly
 * 2) 2. We do not have people in high school when they are 25, but there is not enough time for a student to learn English.
 * 3) 3. Basically, you will not have enough time.
 * 4) a. 1 – 3 years to get conversation fluency, 5 – 12 years (7) to get to a point where you have enough academic language.