518+-+Agenda+-+9.28.16

Learning Goals:

 * I can explain how the edTPA defines/describes components of AL.
 * I am prepared to design a vocab mini-lesson using the Kinsella routine.

8:00 - 8:15 - Welcome & Agenda
 * Notetaker: Robert
 * Michie, chapter 2 pair discussion
 * Front: Students using image & vernacular to represent themselves
 * Indirect: Not direct relationships between what's coming out of their mouths and their thinking...words extension of who were are but not always accurate
 * Advocate: Some students can't advocate for themselves...important and necessary role of a teacher...getting students out of certain environments...we MUST advocate for students that can't necessarily communicate for themselves...we know the goodness they possess!!
 * Power Dynamics: Be aware of words everyone, including yourself, is using...sometimes just gotta dig deeper and relax
 * Dynamic: So much going on in our classroom community/ larger school community/ context....we have to be aware of how we perceive students and how we could be wrong because they could be creating a false front for themselves...SUCH complex situations
 * Depth- be aware of what you see at the shallow level vs. what is deeper/ really going on in the students life
 * (Nice Logic Chain w/ our words here!!)

8:15 - 8:35 - Text Talk - Zwiers, chapter 5- Kayla & Brandy user:srtakaylamatthews -Questions (Different Types): -Display Questions (for example) -Themes of justification & clarification -Encouraging students to elaborate -Very important to MODEL to students how to have a quality discussion -Discussions can't be forced, must have a natural feel....best learning is never forced -Remind students it's okay to make mistakes -Make sure all students know their opinion matters...not always just 1 right answer...all perspectives have value -Active Listening Skills -Students should know and feel free to express themselves and share the content in their words instead of a script or just giving the words the "teacher wants to hear" -Being able to embrace silence and wait times

-Group work w/ those in our field (I.E. Social Studies discussed "Prediction Cafe") -Important to make the connection between academic conversation and academic writing

Good Job, Kayla & Brandy!!

8:35 - 8:55 - Text Talk, Zwiers, chapter 6- Leah & Nancy

-Students have to talk about something to gain deeper understanding...students can't be bystanders they must be active about academic topics -We must train our students: modeling & scaffolding -"Respect, Connect, Build, Support" -Conversation Scaffolds, Drama-Based Group Activities, Jigsaw Activities, Pair Activities

-Pair Activity: Comparing 2 articles w/ partner...

-Conversation rooted in 2 carefully chosen texts....reading these 2 texts doesn't lead to clear, obvious outcome, but rather a learning journey to arrive at a conclusion....learning often is about the journey not just the destination

Awesome, Leah & Nancy!!

8:55 - 9:05 - What was your "evidence" for reading? Implications for teaching?

-Write down BIG words...also add pages numbers so you can refer to them -Annotating (Underline, Star, Circle, Bracket, Write in Margins) -Color Coding -3 column notes & Mind mapping -Basic notes: what works for the student! -Notes on computer (outline) -Tabs and Posted Notes -Coming up w/ different methods so one can internalize knowledge -Re-reading -We don't want note taking to take away from the reading

Implications for our teaching: -Different learning styles (doesn't mean one is better than the other) -What if you can't write in the books.... -How to teach active reading??? (Modeling different strategies)

9:05 - 9:35- Pinning down academic language
 * https://www.youtube.com/watch?v=naQr0uTrH_s


 * Jack Sparrow: When I get the Pearl back, I'm gonna teach it to the whole crew, and we'll sing it all the time. (CHRIS)
 * Elizabeth: And you'll be positively the most fearsome pirates in the Spanish Main. (MAX)
 * Jack Sparrow:Not just the Spanish Main, love. The entire ocean. The entire wo'ld. Wherever we want to go, we'll go. That's what a ship is, you know. It's not just a keel and a hull and a deck and sails, that's what a ship needs but what a ship is... what the Black Pearl really is... is freedom. [|Link]

What academic language really is...

AL **IS**: -Language used in acadamia -Academic Language is FREEDOM because you can connect and navigate across different circles -ACCESS -Bridge to Intellectual Growth -Form of Capital -Tool for communicating -Second Language to a degree -Way to earn respect or impress people...but also can be a divider...divider and connecter -A way towards opportunity

AL **NEEDS** (what are the elements of AL) -Context -Purpose -Support -Respect (Know your audience) -Vocabulary -Formats/ Generes/ Structures/ Punctuation/ Grammar/ Shared Meaning -Ability to listen -Taught not caught (Facilitator)

-Picture of Ship (Lol :) )

-Vocabulary: Different types, Discipline Specific Interpret, Estimate, Generalize= General AL.......WORD LEVEL

-Syntax: How EdTPA is capturing sentence structure and grammar level...how we order and form sentences -Passive Construction -Providing sentence frames w/ academic transition words ...allowing students to try these out -Language that can show transitions (Although, Given that...) -SENTENCE LEVEL

-Discourse: Attending to larger chunks of communication (paragraph level expectations, genre level expectations...I.E. Lab report vs. Academic Article vs. Math Proof) -Larger forms of communication -Text structure and genre -Showing students how a persuasive essay is organized, or how to read a medical chart -Revealing social expectations for academic conversations (For example, rules for a debate...learning how to disagree with other people)...teaching appropriate language use -TEXT LEVEL

-What are academic language demands embedded in this text? -Label these demands in vocab, syntax, and text level

-Language Function -What skill/s are my students accomplishing through language? Often main verb in our learning objective -For example: "Students will be able to EVALUATE best evidence given in presidential debate." -EVALUATE -Or, "Students will be able to describe functions of bodily digestion." -Describing a process -WHAT THINKING ARE YOU ASKING OF YOUR STUDENTS??

-Example of Template


 * [|The Good Ship "Academic Language]"

9:35 - 9:45 - BREAK

9:45 - 10:15 - Practice with SOAP
 * []
 * [|SOAP Notes]
 * [[file:AL planning template revised.doc]]

-Medical Example -Disciple Specific words: midline, anterior -Other important vocab that can be significant in other fields: onset, present, distribution, experience (as a verb), location (student might not understand in this context) -WHCH WORDS WILL YOU INVEST IN?? -**Which language will help student achieve our learning objective??**

-In an English class, some science sentences may be seen as an incomplete sentence, but that's not the case in a science class 10:15 - 10:45 - Teaching vocabulary (vocabulary isn't the only part of AL, but it's a very important one!)
 * How do we choose which words to teach?
 * Based on the classroom materials you brought, select one word worth investing in. Design a mini-lesson using the Kinsella routine.
 * [[file:kinsella vocab routine.docx]]
 * Model [[file:kinsella vocab model.doc]]

10:45 - 10:50 - Closure


 * Housekeeping:**
 * Here's a slice of cake -- a model of what the AL portion of the edTPA might look like. [[file:AL TPA tasks model.pdf]]


 * For next class - 10/5
 * Complete the edTPA academic language planning template for the lesson materials you brought. [[file:AL planning template revised.doc]]
 * Model [[file:al planning template_model.pdf]]
 * Be prepared to teach one of the focal vocab words using the Kinsella routine .[[file:kinsella vocab routine.docx]]
 * Model [[file:kinsella vocab model.doc]]


 * Read Michie, chapter 3
 * 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.)


 * Live Text and field experience seminar - Friday, 9-11 - Watch for email with location.