{"content":{"sharePage":{"page":0,"digests":[{"id":"8819736","dateCreated":"1233569030","smartDate":"Feb 2, 2009","userCreated":{"username":"mbambi","url":"https:\/\/www.wikispaces.com\/user\/view\/mbambi","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/sas-eal.wikispaces.com\/share\/view\/8819736"},"dateDigested":1532286475,"startDate":null,"sharedType":"discussion","title":"Feb. 09 PD DAY - Puxi","description":"ESOL PD DAY<br \/>\n<br \/>\n<br \/>\n     Kevin Desmond gave a presentation on &quot;Great Expectations.&quot; and ESOL assessment.   First he gave a quick look at what he would cover and then he talked about elementary school report card.  He will talk about why we changed the format of the report card.  He will give a copy to the participants and ask them to highlight what they think is important.  He's worried that it might be too technical for them.  Gave a real example of the what kids are studying in their classes.  Some of the feedback on this was that the R.C. might be overwhelming. Might be a can of worms as it's pretty complicated so we suggest that Kevin do the highlighting and keep the conversation in his hands for this part of the presentation. Focus just on the continuum.<br \/>\n  Kevin then talked about BICS and CALP.  We see the Basic interpersonal communication Skills on the playground but the Cognitive academic language proficiency takes 6-7 years to develop.  Many of the teachers feel like they need to get the child's language  skills perfectly.  This knowledge will help the teachers chill about what is asked of them.  Kevin will try and use lots of examples to explain the continuum.  <br \/>\n  WIDA supplies literature and assessments that the govt requires of the school.  Our school has adopted its literature and tools.  <br \/>\n  WIDA Speaking Rubric<br \/>\n     Kevin has a video of a student and he will have the participants score the student's performance.  Is it technical language?  Are they complicated sentences?  Kevin will stop the video and point out skills and weaknesses.  Also point out where these skills fall on the continuum with specific language etc.  Kevin will talk about how his questions test and challenge the student to move up and down on the continuum. Very useful video and a great example of the what we do and what our students can do.  We also learned a lot about Thomas Edison.  Maybe 20 minutes for this part.<br \/>\n    Writing Section.  One of his students wrote a paper on breaking his thumb.  Participants will read and score this essay.<br \/>\n  Kevin will taught about a context-embedded lesson.  He will show a video that demonstrates this.  This lesson does some modeling for the ESOL students so the pressure is off of them.  The woman in the video mimics vocabulary and shows how the students will record information in class. Diagrams are used for visual learners.  Where do these skills fall on the report card skills?  <br \/>\n  Korean language is very different than English.  Keven has an informative list of the differences between the two languages.  The purpose is to show the kinds of mistakes the Korean students will make.  Don't get bogged down in these mistakes, focus on the more important cognitive skills.  Also he talked about some of the Visa changes within the Korean community.  He also mentioned some of the educational differences that the parents and their children face.  Finally, he will show the roster that he uses in his classes.  Teachers need to find out about the background of their students.  Great presentation - Keep it clean and simple for the participants!<br \/>\n<br \/>\nKathryn Dungan - Writers Workshop and ESOL<br \/>\n<br \/>\nKathryn is trying to teach teachers how to scaffold Mini lessons in a regular classroom.  She will focus on sheltering intruction, grouping, scaffolding, She has handouts on &quot;Sheltering Writers Workshop&quot; and &quot;Strategies for Sheltering Instruction for English-Language Learners.&quot;  Kathryn made a video from a regular mini-lesson. She had the teacher specifically follow the Writer's Workshop.   It's about 15 minutes long.<br \/>\nThe video focuses on poetry and how to develop it.  It was very interesting to see her teaching style and what techniques she uses.  Writing on the white board, poster paper, poetry books. Then we saw Kathryn teach small ESOL study groups the same lesson. She used a graphic organizer, word banks, mulit-sensory approach, actively involved.  The students were blindfolded and asked to describe certain objects for the senses of taste, sounds, smells, feels, and sight.  The students still used their language as Kathryn didn't edit what they said.  Very informative and useful. She also handed out a Co-Teaching Models Working Form.  She is worried that the video is too long at 24 minutes. We suggest that she stops at regular intervals during the video and explaining what's going on.  <br \/>\n<br \/>\nMarie Williams and &quot;Taking apart a text&quot;.  MindMap on the screen showing a &quot;Proficient Reader&quot;.  An exercise using a handout and the Mindmap while looking at examples of different types of text.  Showed us LOTS of cool teaching techniques and alternative KWL ideas from Larry Lewin's book.   Great mindmap that she should post online for all of us.  Her goal is to make a binder for each teacher so they can access it during their lesson planning.  Might be a good idea to have a part 2 to this presentation.  Teachers could bring a unit or lesson in and you show them how to integrate these ideas.","replyPages":[{"page":0,"digests":[],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}