Seating for August 24-a.m.

1. Seating for August 24-a.m. Gather in Section 4 homework jigsaw groups: Tracy Wendy Kirk Jessica Jordan Chris David Joceline Joanne Ashley Carla Rich Cristina Amy Roxanne Cari

2. August 24, 2013Somali Bantu Community OrganizationLinguicism Name tags Geneva Gay DVD (36 min) with structured notes, whole group discussion Developmental Model (ISC), pair share what to question or add Somali Bantu brochure review. Generate questions to ask guests. Translator protocol. Homework debriefing

3. Session Objectives • Understand that alignment of family, school, and community spheres of influence enhances student learning and that discontinuity in these spheres of influence interferes with learning. • Leadership and Collaboration: The teacher demonstrates leadership by taking responsibility for student learning and by collaborating with learners, families, colleagues, other school professionals, and community members to ensure learner growth and development, learning, and well-being. [InTASC Standard #10] • Candidates know, understand, and use the major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct learning environments that support ESOL and bilingual students' cultural identities, language and literacy development, and content area achievement.[TESOL #2] • Candidates demonstrate knowledge of the history of ESL teaching. Candidates keep current with new instructional techniques, research results, advances in the ESL field, and public policy issues. Candidates use such information to reflect upon and improve their instructional practices. Candidates provide support and advocate for ESOL and bilingual students and their families and work collaboratively to improve the learning environment. [TESOL #5]

4. Somali Bantu Guests • Developmental Model (ISC), pair share what to question or add. We are on a journey with our students to develop ethnorelative views. • Somali Bantu brochure review. • Guests may be Muslim or Christian • Generate questions to ask guests. Ask them to speak from their own experience, not to represent all Somali peoples. • Protocol: Speaking via interpreter

5. Homework Debriefing • Talking Storytext rendering • Homework discussion • Try a new role

6. Lessons LearnedA Case Study • Bridging the Divide: Culturally Diverse Families in Our SchoolsSomali Bantu Community Organization of Oregon Move into content area/related groups for collaborative answers to questions. JocelineCari Tracy Kirk Amy Jordan David Ashley Carla Jessica Wendy Chris Joanne Cristina Roxanne Rich

7. Liguicism: American DialectsThe Real Ebonics Debate, Lisa Delpit “Glorifying Standard English as a superior mode of expression is intellectually limiting.” (The Skin That We Speak: language and culture in the classroom) Break away. Stretch, go outside if you wish, find a place to read this article alone. This is SSR, or “sustained silent reading” time. Bring back one or two reflections about how you might honor language diversity (not just AAVE) in your classroom. Return in 20 minutes.

8. Liguicism: English Learners in American Classrooms JIGSAW TEXT READING: These books are on loan from the Bilingual Teacher Program. Please do NOT mark in them. Leave them in your folder at the end of class. Thanks! THESE ARE Q & A TOPICS, NOT PAGE NUMBERS Divide and conquer: • Form group of 5. Assign a number to each group member: 1,2 3,4,5 • THESE ARE Q & A TOPICS, NOT PAGE NUMBERS • #1 reads topics 1 through 19 • #2 reads topics 20 through 39 • #3 reads topics 40 through 59 • #4 reads topics 60 through 80 • #5 reads topics 81 through 101 ,

9. Exit • Submit draft objectives and agenda (see participant handout) for tk20 assignment (printed) _5% • Handout for participants (not a photocopy of slides) (2-4 pages) • The handout should include key points from your presentation. (your objectives and how you meet them) • May include a note-taking section. • You must include an annotated bibliography of at least 10 readings, resources, websites, or videos you drew most heavily in the presentation. At least eight must be readings from class. • Use APA format • Include a brief summary of the article, website or video (1-2 sentences) • Briefly explain why this resource would be of interest or value to participants

10. In your folder • Reading response • Autoethnography paper • Bridging the Divide group work

11. Books mentioned today • Alfie Kohn: Re the positive discipline system. Book: Beyond Discipline: from compliance to community • Linda Christensen: My Dirty Little Secret” why I don’t grade papers. Rethinking our Classrooms, Vol. 1. (http://www.rethinkingschools.org/index.shtml) • Howard Gardner on multiple intelligences. Cool graphic representations at: http://images.search.yahoo.com/search/images?_adv_prop=image&fr=moz35&va=howard+gardner%27s+multiple+intelligences • The Skin That We Speak, Lisa Delpit • I Read It, but I Don’t Get It! CrisTovani (re: “fake” reading)

12. Laws Re: Immigration Status and ELLs • Lau v Nicols (1974) U.S. Supreme Court decision. K-12 schools must provide language assistance to ELLs. "Sink or swim" policy is a civil rights violation. • Plyler v. Doe (1982) U.S. Supreme Court decision. K-12 schools may not discriminate against undocumented immigrant children; they have the same right to a free public education as U.S. citizens and permanent residents. • After grade 12, Dream Act.... • In Oregon, Deferred Action applicants must prove they arrived in the United States before turning 16, are aged 30 or younger, have been living here for at least five years, and are in school, graduated from high school or served in the military. They also cannot have been convicted of certain crimes. Then, they can qualify for in-state tuition.