MinneSLIFE MinneTESOL Preconference Begin with Wonder Wall. Kristi: Who are SLIFE?

Characteristics of learning/community Sarah: Key Points: I.) What is MALP? (Sarah) a.) Definition and basic explanation b.) Origins and researchers

II.) What are the features of MALP? (Sarah) The Nitty-Gritty III.) Science lesson (MALP) explicit: Standard needed to meet what lesson I started with how it was modified to meet MALP considerations (see planning guide) a.) examine each part of the lesson

b.) Explicitly connect lesson activities to MALP Structure IV.) MALPIFYING Time--can work in groups or alone :) Science, Social Studies, Adult, etc. V.) reflection and debriefing time

mmm Thoughts: Cultural considerations Identifying SLIFE (or will this be part of the placement process in our MinneSLIFE session?) Remember to cite/credit de Capua/Marshall. Use their materials as long as we give them credit. Participation throughout: model active learning

KHH thoughts: -I think we should begin with a brief discussion of who SLIFE are and how they are identified.

-Its also important to note that SLIFE are the highest of high-risk for dropping out (DeCapua, Smathers & Tang 2009). -With the sample science lesson, I think it would be good to model how to move a typical high school science lesson to a MALP lesson and be very explicit about what needed to be modified. Handout: MALP checklist Give a page of text in Karen make 30 copies (Martha can do at school) Chart paper and post it's

Sarah: Background of MALP Kristi: who are SLIFE, what makes them special. who are SLIFE, how are they identified, and how are their needs different from mainstream students Martha:

Characteristics of literacy and learning in oral based cultures, how and why this is important and affects students' transition to literacy in USA. Here was the lesson/goal Here are the mods to make it MALP-y.

2:30

Wonder wall and picture (Where are you in the world?) + intros (Kristi) Name/SLIFE connection/where what are SLIFE students? (Kristi) What is MALP (Sarah)

2:40 3:00.

3:15. Origins of MALP (Sarah) 3:30. Presentation of Science Lesson (Martha)

3:45 Break (15 minutes?) 4:00 Work time MALPify your lesson

4:45 Share out lessons (all) 4:55 Reflection/Evaluation (all)

To Dos before Friday: Create handout packet--color code? (blank MALP checklist, sample MALP checklist, MALP instructional model page, bibliography, Contact information page for presenters and MinneSLIFE, Karen parent identification letter) POWERPOINT LINK: http://bit.ly/mtms2013 It IS Case Sensitive. Add visuals to powerpoint Bring in butcher block paper (Sarah) Bring post-its, (Sarah) markers (Martha) nametags (Kristi)