566+Agenda+5.27.14

Key Objective:

 * I can explain criteria to consider when selecting vocabulary words to explicitly teach
 * I can explain the CUPA framework to guide vocabulary instruction

9:00 - 9:10 - Welcome & Review
 * Notetaker: Nicole
 * Un-Quiz
 * What is . . . ?
 * comprehensible input
 * negotiated interaction
 * What do we mean by . . . ?
 * language proficiency develops at an uneven rate and varies according to types of language
 * background knowledge can sometimes play a bigger role than language proficiency
 * culture as products, practices, perspectives

9:10 - 9:30 - Reading Discussion
 * What does SHL, EHL, NHL stand for? (p. 89)
 * How do you support L1 literacy when you don't know the language, don't have resources, and/or parents don't want it?
 * How do you support L1 literacy and culture when you have multiple languages and cultures represented in your classroom?

9:30 - 10:00 - Funds of Knowledge (We ran out of time for this.) >
 * What cultural, linguistic, academic resources does this child bring to your classroom?
 * What home, family, and personal assets does this child bring?
 * Student Profiles - http://gonzagateach.wikispaces.com/566+Agendas+2014

10:00 - 10:05 - Break

10:05 - 10:50 - Learning a Word
 * [|Overview presentation]
 * [|Video demo]
 * [|Anny's Demo]
 * CUPA
 * Select words from your text(s) that merit explicit instruction
 * Explain activity guides

10:50 - 11:00 - Closure


 * Housekeeping:**
 * For Thursday - Activity guide: Teaching a Word; be prepared to give a 5-minute demonstration


 * Make Up Task:**
 * 1) Read the agenda, notes, and view the links within the agenda.
 * 2) Write answers to the "un-quiz" questions near the beginning of the agenda and upload to Blackboard.
 * 3) Using the model (link on the "teaching a word" activity guide template), complete the "Teaching a Word" activity guide template and upload to Blackboard under "Activity Guides." You may use a student you already know as the focal student or select a student from the student profiles listed on the main 566 agenda page. For ELP score (English Language Proficiency), simply indicate beginning, intermediate, or advanced.

__**Class NOTES:**__ Teaching a Word (Nicole)


 * **__//Review//__**
 * Un-Quiz: Teacher looks at the results of a quiz but does not score it.
 * __**What is . . .**__
 * __Comprehensible input:__ language is chunked, lots of repetition, visual cues. Makes SLA more meaningful and stick.
 * If meaning is comprehensible it is like putting gas into a car
 * If the input is not comprehensible it is like putting water into your car (you can't use it)
 * Emersion needs to allow students to make meaning
 * __Negotiated interaction:__ Providing the ELL student and English speaker an opportunity to use language through social interaction.
 * Imagine learning to ride a bike by watching other people ride bikes.
 * You have to actually to ride a bike (or speak, write, practice language use) in order to learn how to do it
 * Opportunities for meaningful interaction
 * __**What do we mean by . . . ?**__
 * __Language proficiency develops at an uneven rate and varies according to types of language__
 * Similarities between languages will help acquire language more quickly.
 * Language development is not linear
 * Someone may develop literacy skills faster than oral skills. Lots of factors that affect language acquisition
 * __Background knowledge can sometimes play a bigger role than language proficiency__
 * Native language literacy has a big impact on English language literacy
 * ELL students use their own culture to bootstrap their English language learning
 * Prior schooling affects it as well
 * __Culture as products, practices, perspectives__
 * Culture is hard to define
 * Students are not blank slates and have a huge body of knowledge they bring to the classroom
 * Focus on students assets not what they lack
 * Example of:
 * __product:__ A piñata
 * __practice:__ Would be used at a party
 * __perspective:__Social family interactions, etc
 * Research says if you study something, take a break, and then revisit (in a self-testing format) you are much more likely to retain the information
 * __**Reading Discussion**__
 * __What does SHL, EHL, NHL stand for? (p. 89):__
 * Specific to the book:
 * __SHL:__ Some home language literacy
 * __EHL:__ Expected home literacy
 * An example would be student would be able to read some literacy at home in their native home language
 * __NHL:__ No home language literacy
 * __How do you support L1 literacy when you don't know the language, don't have resources, and/or parents don't want it?__
 * Page 110 has many resources to support students
 * Let the children create their own texts
 * Get some literate adults to help the students correct the books
 * It is more important that the texts are produced and not necessarily as important that it is correct
 * This does not have to be all on the teacher, connect with other people in the community, as well as other resources.
 * Do compare and contrast (classroom library have bilingual books)
 * Feel free to ask school librarian and even public library
 * Focus on your own attitude towards the language acquisition
 * Encourage parents to read, and if they are not literate help them find resources (even story telling can promote literacy)
 * Be an advocate, speak positively about the native language, and encourage parents to do whatever they can.
 * Even most BASIC language instruction
 * __How do you support L1 literacy and culture when you have multiple languages and cultures represented in your classroom?__
 * Highlight one culture of language on a certain day of the week, once a week (for instance every Friday)
 * Student interaction, recognizing even the informal activities: How does this play out in your family or home?
 * Newsletter idea: In the students native language (using Google translate.... Got to be careful though because it does make some mistakes
 * Approach it collectively
 * It is also important to recognize what kind of culture you as a teacher create: do you have different languages on the wall, pictures and many ways to experience the world
 * Resources: places to get these things for your classroom... See link on wiki links for children's literature resources
 * Ask librarians to find books
 * Children don't expect everything we do as teachers to be perfect in the classroom... Little things are big things
 * **__How to choose which vocabulary to teach?__**
 * **__How to teach a word__**
 * Giving a list of vocabulary and testing a word is not effective
 * Another LESS effective strategy is giving a word to have student draw, write and try to define
 * LESS IS MORE
 * Rule of thumb: 4-6 words at a time
 * Focus on high-frequecy words: common (not always known), important (for example cricket, because it is important in the story), builds academic language
 * CONNECT. Connect, Connect
 * To other words- teach vocabulary IN CONTEXT
 * To learner's experience, prior knowledge, and L1
 * To synonyms, antonyms, and collocations (evaporate collocation would be water evaporates at 100 degrees, ex: evaporate into thin air, evaporated milk)
 * Collocation: ways the word is used commonly
 * Multiple Representations
 * Visuals (images, symbols, graphic organizers)
 * L1 equivalents
 * All kinds fo definitions that are student friendly, multiple
 * REVIEW and RECYCLE
 * It takes multiple encounters to remember a word
 * However, if you have an super emotional interaction you will remember the word clearly
 * __**Window shopping:**__ noticing a word, writing down a definition
 * Student does not own it, just brief and move on
 * __**Trying something on:**__ vocabulary exercise; practicing a word in a highly contrived (structured) context
 * A worksheet, still haven't really learned it
 * __**Purchasing and wearing a new item of clothing:**__ incorporating a new word into your regular communication; repeated, self-initiated use of the word
 * A LOT of effort is required to really know and own a word
 * 2nd grade video:
 * Student friendly definition, lots of repetition, various examples, prior knowledge, context from story etc
 * **__Being able to explain CUPA framework to guide vocabulary instruction__**
 * __C:__ Context: Within the story and real world examples
 * __U:__ Understanding: Building understanding first, multiple examples
 * __P:__ Practice: Opportunities to use the word
 * Structured: A guided response from the story (the Wolff in the story concentrated when...)
 * Sentence frames
 * ___ helps me to concentrate (say the whole sentence)__
 * __Guided practice__
 * __Open-ended: pair and share__
 * A__: Assess (use and comprehension)