518+Agenda+2.15.12


 * 12:00 - 12:05 - Welcome and Good News**


 * - iphone is a great tool to record lessons, however, videos longer than 20 minutes will not transfer to a computer.**
 * (Aimee is headed to the apple store today and she will report back with results)**
 * - Jason has his shoes off (bad news)**


 * 12:05 - 12:15 - Professional Work Showcase**
 * [[file:writing assignment showcase.docx]]
 * It is ok to "steal" others ideas for lessons.
 * Throughout our career we will be adapting other teachers lessons, ideas, and concepts.
 * We must be careful with scaffolding. We must know the difference between telling the students what to write and scaffolding
 * This is not rigorous and does not trigger higher level thinking.
 * 12:15 - 1:00 - Assessment and Academic Language**
 * How **do you** assess academic language?
 * Vocabulary lists and making sure they have chances throughout the day to use these terms.
 * It is also tough to assess each student daily.
 * What do we assess on?
 * Example question: "Do you think we should have dropped the atomic bomb?"
 * Do you assess on what they said, or how they said it.
 * Is there certain words or terms you're looking for?
 * Are we possibly thinking too much about academic language? Are we over analyzing it?
 * CLICK ON LINK TO SEE GROUP NOTES
 * How **could you** assess academic language?
 * Constant monitor, repetition. (practical repetition)
 * Use in performance base assessment.
 * CLICK ON LINK TO SEE GROUP NOTES
 * How can you "seriously smudge the line"between assessment and instruction in regards to academic language?
 * Every day assessment, especially formative
 * Use of technology? Apps for tracking assessment...
 * Put key words on board and praise them for using them.
 * This can mean more than academic language as well
 * Immediate or timely feedback to the students.
 * CLICK ON LINK TO SEE GROUP NOTES
 * What overlaps do you see between assessing ELLs and assessing academic language in general?

BREAK ::::::::::::::::::::::: - Nick asked for a dollar for a soda - Josiah needs a new phone, his cricket flip phone is just sad. - Brittney thinks she is good with words with friends. - I said IM **NOT** good at words with friends!!!


 * 1:00 - 1:50 - Discerning Academic Language**

media type="youtube" key="SB_8G0wcYZY" height="187" width="336"


 * What words should we teach? (Assuming that Academic Language means more than just vocab words)
 * Words with different meanings
 * Words that are useful across all subject areas
 * Words that key to your subject area (fundamental terms)
 * Which is most important to you?


 * Chart on p. 46, charts in chapter 4, Table 9.1, p. 223-225
 * Awesome chart! Check it out!
 * Use for planning.
 * Extracting Academic Language from the Standards
 * []
 * "So I wanna teach academic language, but there is so much to teach..."
 * Find out based on curriculum what fundamental and what useful across all subjects
 * Use standards
 * Not every bit of academic language requires same amount of assessment
 * Be working on . . .**
 * Key Assessment
 * Module 5
 * Did you complete the survey??
 * Did you complete the survey??


 * Next class . . .**
 * I will be giving a demo lesson
 * It will help if you come to class knowing a piece of content you'll be teaching during student teaching . ..