EDTE+566+-+Agenda+-+5.19.16

9:00 - 9:05 - Welcome
 * Notetaker: Jay user:Jayson44
 * It's a good thing you're here! []
 * For fun: [|How English sounds to non-English speakers].

9:05 - 9:30 - A bunch of housekeeping!
 * Wiki is updated; Blackboard is open (Jill and Jessica use 566 Blackboard page, not 494)
 * Syllabus questions (attendance)
 * Additional reading and reading groups
 * Planning Guide
 * Reading Roundup Scheduling

9:30 - 9:50 - Discuss Gibbons

- We need to remember that all the factors that relate to students who are not ELL apply to ELL's - Also, we need to picture our ELL's as highly capable, intellectual human beings - curriculum for ELL's tends to get dumbed down due to language barrier - low level language tasks is accessible, but it does not give ELL's the language needed to further develop their ability - need content rich tasks that push and challenge students and push their language abilities to develop
 * What does "intellectual quality" look like in your area? What barriers to full participation might ELLs experience?
 * pre-school: reading picture books that require some thought and comprehension
 * 3rd-4th: not just coloring, but creative artist experience based on analysis of art history and reflection, interpretation of art
 * elementary: allow students to speak from the richness of their personal experience, promote dialogue (not one correct answer)
 * high school: interdisciplinary connections; i.e. when teaching a history unit, include music, art, etc. from the time period
 * high school math: pick out specific part of a word problem, paraphrase, reflect on what you did and what the word problem meant and what you actually discovered. Emphasize conceptual understanding
 * productive struggle, peer support, engage in dialogue
 * 1) "Students engage with the key ideas and concepts of the discipline in ways that reflect how "experts" in the field think and reason."
 * 2) "Students transform what they have learned into a different form for use in a new context or for a different audience."
 * 3) "Students make links between concrete knowledge and abstract theoretical knowledge."
 * 4) "Students engage in substantive conversation."
 * 5) "Students make connections between the spoken and written language of the subject and other discipline-related ways of making meaning."
 * 6) "Students take a critical stance toward knowledge and information."
 * 7) "Students use metalanguage in the context of learning about other things."
 * What kind of language and literacy is required to participate in these practices?

9:50 - 10:10 - What does it mean to read?
 * [[file:crash course in reading 2.pptx]]

- there are two big ways we interpret a text: prior knowledge and decoding the text - strategies to teach students using a text: teach vocab words explicitly, give visuals, check for comprehension, how to decode, understanding their ability to read in L1 - key consideration for readers:
 * knowledge of the world
 * prior schooling
 * knowledge of texts
 * knowledge of languages
 * reading skill
 * language proficiency
 * vocabulary knowledge
 * decoding skills- phonics

10:10 - 10:20 - [|Basic Linguistics Vocabulary]

10:20 - 10:55 - [|L1/L2 Reading] 10:55 - 11:00 - Closure


 * Housekeeping:**
 * **For Tuesday 5/24**
 * Reading with Multiple Languages Articles (click on "Additional Readings")
 * Grabe - come prepared to teach one section of the articl**e**
 * 2.1.1-2.1.6 - Linguistic and Processing Differences: Brooke, Taylor, Both Jessicas
 * 2.2.1-2.2.5 - Individual and Experiential Differences: Katherine D., Zach, Trisha
 * 2.3.1-2.4 - Sociocultural and Institutional Differences: Jay, Kat P, Jill
 * Read one article of your choice
 * Gibbons, chapters 3 and 4 with reading guide (upload to Blackboard by class on Tuesday)
 * Watch two videos from "Teacher Portraits" (click on "Artifacts of Teaching")