418+-+Agenda+-+1.26.17

Today's Goals:

 * Become familiar with the course syllabus and expectations
 * Develop a robust definition of academic language

1:50 - 1:55 - Welcome
 * Notetaker: Emmaleeuser:emmaleem


 * 418L PEOPLE: GET PROOF THAT YOU'VE GOTTEN THE MUMPS VACCINE!!**

1:55 - 2:10 - Course Syllabus
 * Major assignments (more explanation under Course Resources)
 * Designing Activity Guides
 * Lesson Plans for:
 * Reading & Writing w/Academic Language
 * Final Curriculum Project
 * Creating literacy enhanced curriculum
 * Develop w/ a team
 * Will be placed on the Wiki as public material


 * Preparation expectations
 * Read because you're serious about your profession
 * There won't be huge accountability assignments (maybe a 1Q quiz every now and then), so be accountable for your own professional growth!


 * edTPA and field requirements
 * If not in 418L (PE People), try to get connected to a classroom to teach at least 1 lesson to at least 5 kids
 * Quizes
 * One prompt from test 1, and one from test 3
 * Text Talk (more explanation under Course Resources)
 * Accompany Zwiers
 * Teams of 3 (Assigned by Anny)
 * 15 minute lessons covering one chapter each
 * 1 Page handout that is a summary of the key concepts focusing on useful strategies (post on Wiki)
 * 5 min mini-review of chapter
 * 10 min activity that will either demonstrate an activity, reinforces key concepts, or extends learning from the chapter
 * Graded on Timing, Preparation, and Engagement
 * Swap Shop (more explanation under Course Resources)
 * Find a resource///strategy// that is new and exciting to you
 * Post it on the Wiki
 * Will be like a toolbox for everyone to use!


 * Questions

2:10 - 2:45 - Building a robust definition of academic language
 * Continue discussion from text experience on Tuesday
 * What made the text difficult?
 * Lack of context
 * Had to make assumptions
 * Figurative language
 * New (unfamiliar) genre
 * Vocab
 * Why am I reading this? What am I supposed to get out of it?
 * Time Pressure
 * Length
 * Organization (or lack thereof?)
 * What helped you understand the reading?
 * Prior knowledge !
 * Pictures/Visuals
 * Re-reading
 * Graphs
 * What did you do to cope with the text?
 * Re-reading
 * Draw on prior knowledge
 * Resigned yourself to not understanding (just keep swimming)
 * Skip over material
 * Took a lot of breaks (pretending to read)
 * If it was 45 min instead of 7 min what would you do?
 * Go back to previous chapters
 * Looked at pictures
 * Ask for help
 * Talk, leave, fidget, sleep, cause trouble
 * What would have helped you?
 * Vocab support
 * Ask "just in time" questions
 * Pre-reading
 * Background knowledge/Context/Purpose/Focus Questions
 * Interest
 * Skill building
 * Appropriate text
 * A way to organize thinking
 * How does this experience apply to your work as a teacher?
 * Being aware of what prior knowledge you're assuming your students have
 * Ask what prior language and text literacy they have
 * Understanding they don't all have the same background
 * Actually teach language they don't know
 * Own the responsibility to be the bridge between the student and the text (This is your job !!)
 * Use an outsider's perspective (maybe even literally ask a peer to review your material)
 * Being aware of the use of your text
 * Show integrity for your discipline
 * Allow your students to explain their thinking and speak in their own language
 * Be open to alternative way of explaining a concept (allowing for free response on a multiple choice question)
 * Visuals paired with oral explanation
 * Step by step instruction
 * PE Example: Teaching how to hit a tennis ball forehand starting by throwing a tennis ball underhand
 * [|What Starbucks has to do with academic language . . .]
 * Syntax
 * There is an order in which you should order your drink
 * Size, Hot/Iced, Milk, etc.
 * Discourse
 * There are certain behaviors that are expected & appropriate at Starbucks
 * It's okay to bring in a laptop, but not so much a birthday cake
 * Using manners, i.e. "___________, please"
 * Vocabulary
 * There are words that are used specifically at Starbucks
 * "Cinnamon Dolce" instead of "cinnamon stuff"
 * Analyzing academic texts for vocabulary, syntax, and discourse

2:45 - 3:05 - Discuss //Holler//, intro and chapter 1 --TUESDAY


 * Housekeeping:**
 * For Tuesday, Jan 31 - Read Zwiers, chapter 2 - Create a visual summary for each chapter - Create a one-slide summary of the key concepts of each chapter using only images - Write your interpretation of the visual representation in the "notes" section at the bottom of the slide. Upload slides to Blackboard. **SAVE the presentation with this filename: Lastname_Zwiers2** Note: "Text Talk" leaders are exempt from this assignment