Agendas+-+518+Spring+2016


 * Syllabus **

** Summary of EdTPA Assignments **

 * ** Academic Language **
 * Commentary responses - Task 1, question 4; Task 3, question 3
 * Evidence - student work (scanned and uploaded to Blackboard "EdTPA Academic Language") or additional video (uploaded to Blackboard on the edTPA Videos gallery on Blackboard)
 * **You will be scored on rubrics 4, 14**


 * Week 1 - Academic Language **
 * 1/13
 * DUE:
 * Zwiers, chapter 1 “Understanding how students use language”
 * Michie, “Introduction to the Second Introduction” and chapter 1, “Room to Learn”
 * Gallagher, “Being a reader in new times” (emailed)


 * Week 2 - Academic Language **
 * 1/18 - No class (MLK Day) - Complete vocabulary teaching module instead
 * 1/20
 * DUE:
 * Zwiers, chapter 2
 * Michie, chapter 2


 * Week 3 - Academic Language and Facilitating Academic Discussions **
 * 1/25
 * DUE:
 * Read Zwiers, chapter 3 (Strategy: "Top 5")
 * As you are reading, pick out your "top 5" instructional strategies that you could imagine using in your current classroom. Jot these down on a piece of paper or index card and bring it to class.
 * Read Zwiers, chapter 4 (Strategy: "What I know now. What I learned.")
 * Before reading, jot down answers to these questions:
 * What constitutes academic language specific to my subject area?
 * What types of text and genres are common in my subject area?
 * When have I observed students getting tripped up by the academic language of my subject?
 * How did I acquire academic language proficiency in my subject area?
 * After reading: Now that you have read this chapter, return to your answers to the questions above. What can you now add? (Add new information in a different color.)


 * Read the edTPA handbook directions and rubrics connected with the AL tasks
 * Task 1, question 4; Task 3, question 3; rubrics 4, 14
 * Come prepared to explain how you will practice these tasks. **Commentary responses and associated artifacts/evidence are due Feb 8.**
 * Options - a) add AL support to an upcoming lesson, collect and analyze evidence of students' AL use; b) add a layer of AL support to a lesson you've already taught and analyze evidence of students' AL use (you'll need some access to student work or a video)


 * Post one high quality instructional strategy to support academic language on our professional toolbox page.
 * Include a title, brief description, a link (if relevant), and any materials (such as templates) - Be sure to "sign" your post by adding three tildes ~ after the entry.
 * Though unlikely, it's possible that multiple people could edit the page at exactly the same time. If this happens, one user will override the others. To avoid the annoyance of losing something, create your entry first on a different document and then transfer it to the wiki. Try not to keep the page in edit mode too long.
 * 1/27
 * DUE:
 * Zwiers, chapter 5 (Strategy: Questions First)
 * As you are reading, think about these questions taken/adapted from the end of the chapter:
 * "What are the prompts and contexts that get experts in your discipline talking about interesting issues? How can you scaffold and simulate similar prompts?
 * How do/could you help students organize their thoughts as they listen during discussions?
 * What are key elements to consider in designing effective whole class academic discussions? What questions do you still have about leading effective discussions in class?
 * After reading, write down answers to these questions in bulleted list format. Bring your answers to class.
 * Michie, chapter 3 (Strategy: Connections)
 * Pre-reading - Think about the labels that were applied to kids in the middle/high school you attended. Did you have a label? If so, how did it affect you?
 * During reading - Read Mitchie, p. 43-59 - As you're reading, pay attention to the names, labels, and identities that come up in the stories. How does what we are called or what we call ourselves influence us?
 * After reading - Using the reading as examples, discuss the power of labels in a school context. (Note: the labels may originate at school or come with us from outside of school.)


 * Week 4 - Supporting Engagement with Academic Texts **
 * 2/1
 * DUE: Zwiers, chapter 6 (Strategy: Pros/Cons)
 * As you are reading, think about reasons why Zwier's suggested strategies could be highly effective in a classroom. Also, consider what critics could say about the strategies. On sticky notes, write down positive comments you can imagine teachers saying about three specific strategies (3 sticky notes) and place them next to the applicable passage in the book. Do the same thing with three critical comments.
 * DUE: Michie, chapters 4-5 (Strategy: [|Imaging a Theme])
 * Archive


 * 2/3
 * DUE: Zwiers, chapter 7 (Strategy: Conversation with the Author)
 * Pretend that Jeff Zwiers is going to visit our class to discuss chapter 7. What questions would you ask him? While you are reading (or afterwards), jot down 5 questions you have for the author.
 * DUE: Contribute to Professional Toolbox - Texts
 * Include a title, brief description, a link (if relevant), and any materials (such as templates) - Be sure to "sign" your post by adding three tildes ~ after the entry.
 * Though unlikely, it's possible that multiple people could edit the page at exactly the same time. If this happens, one user will override the others. To avoid the annoyance of losing something, create your entry first on a different document and then transfer it to the wiki. Try not to keep the page in edit mode too long.
 * Archive
 * 2/6 - **DUE: Text Activity**
 * Provide evidence demonstrating your ability to effectively incorporate and scaffold texts to support content learning and literacy development.
 * Evidence options:
 * Design complete curriculum materials for a text-based lesson -- directions, handouts, etc. (Think of this as curriculum that could be used by other teachers.)
 * Design a new lesson plan that includes meaningful work with a written text [[file:text-based activityguide-revised.docx]]
 * Revise an existing plan to include a text or significantly improve the way you worked with the text originally. Submit the original plan and the "new and improved" plan with changes clearly indicated. Also, write a 1/2-1 page commentary explaining your rationale for the changes supported by professional knowledge. (Directly connect your changes to course content.)
 * Submit a teaching video (10-15 minutes) showing you teaching a text. Write a 1 page reflection analyzing the lesson, focusing specifically on pre-, during-, and post-reading strategies and evidence of student engagement, comprehension, and application of the text.
 * Grading Criteria:
 * Necessary components - Includes meaningful and engaging pre-, during-, and post- text support
 * Adequacy of evidence (i.e. curriculum includes all necessary materials, lesson plan is fully developed for an outside reader, lesson plan revisions are substantial and commentary is well thought out and sufficiently detailed and developed, teaching reflection demonstrates careful analysis and connection to professional knowledge)
 * Quality of evidence


 * Week 5 - Supporting Academic Writing **

>> ===** Summary of EdTPA Assignments **===
 * 2/8
 * DUE: Zwiers, chapter 8
 * DUE: Michie, chapters 7-8 (feel free to read chapter 6 though it won't be assigned)
 * DUE: edTPA Tasks
 * **Academic Language**
 * Commentary responses - Task 1, question 4; Task 3, question 3
 * Evidence - student work (scanned and uploaded to Blackboard "EdTPA Academic Language") or additional video (uploaded to Blackboard on the edTPA Videos gallery on Blackboard)
 * **You will be scored on rubrics 4, 14**
 * Archive


 * 2/10
 * DUE: Zwiers, chapter 9-10
 * DUE: Contribute to Professional Toolbox - Writing
 * Archive
 * 2/13 - **DUE: Writing Activity**
 * Provide evidence demonstrating your ability to effectively use writing to support content learning and literacy development.
 * Evidence options:
 * Design complete curriculum materials for a writing task -- directions, handouts, rubric etc. (Think of this as curriculum that could be used by other teachers.) [[file:writingactivitytemplate.docx]]
 * Design a new lesson plan that includes writing to learn or writing to show understanding.
 * Revise an existing plan to incorporate writing or significantly improve the way you worked with writing originally. Submit the original plan and the "new and improved" plan with changes clearly indicated. Also, write a 1/2-1 page commentary explaining your rationale for the changes supported by professional knowledge. (Directly connect your changes to course content.)
 * Submit a teaching video (10-15 minutes) showing you teaching writing. Write a 1 page reflection analyzing the lesson, focusing specifically on how you supported writing.
 * Grading Criteria:
 * Necessary components - Includes meaningful and engaging pre-, during-, and post- writing scaffolding.
 * Adequacy of evidence (i.e. curriculum includes all necessary materials, lesson plan is fully developed for an outside reader, lesson plan revisions are substantial and commentary is well thought out and sufficiently detailed and developed, teaching reflection demonstrates careful analysis and connection to professional knowledge)
 * Quality of evidence


 * Week 6 - Supporting Academic Language Development of ELLs **
 * 2/15 - Holiday
 * ELL Module [[file:ELLModule-518 (1).docx]]
 * 2/17
 * Everyone read:
 * [|Harper, C., & Jong, E. (2004). Misconceptions about teaching English‐language learners. //Journal of Adolescent & Adult Literacy//, //48//(2), 152-162.]
 * Choose two:
 * [|Strategies to Teach and Engage ELLs in Mathematics Classrooms]
 * [|ELLs and Mathematics (This is long, but it's mostly examples)]
 * [|Visualizing Social Studies Literacy: Teaching Content and Skills to ELLs]
 * [|Helping ESOL Students Find their Voice in History]
 * [|Science for the English Language Learner]
 * [|Language Demands and Opportunities in Relation to Next Generation Science Standards for English Language Learners]
 * [|Realizing Opportunities for English Learners in the Common Core English Language Arts and Disciplinary Literacy Standards]
 * [|Creating Intentional Communities to Support English Learners in the English Classroom]
 * Archive


 * 2/26 - DUE: ELL Adaptation