518+Agenda+1.27.14

8:00 - 8:15 - Welcome, Introduction, and Swap Shop notes: Educreation app for tablets- record audio and video which students can access later
 * Charlie

academic language: Is it defining vocab? Is it talking about the content? Is it a writing class related to the content? Does academic language help struggling readers? Is it teaching listening skills? Is it explainging the structure of an academic language? CH 5 notes: Shannon: CH 6 notes: Kathy CH 7 notes: Leah Using TPA academic language:
 * It's about the bowl.
 * words can have different meanings- "observe" can have different definitions in History and Science
 * Simply defining academic language doesn't really work
 * Content can be a platform for learning the academic language
 * conceptual understanding marries the right wording
 * Writing has its own academic language, its own way of doing things
 * Academic language is one of the biggest gaps for struggling students
 * listening academically, are they just thinking about lunch?
 * expositional, persuasive, lab reports-all have different academic language
 * a pattern of academic language
 * Disscussion can be a good method of using academic language
 * allows students to explore different arguments
 * use it to "nudge" students' thoughts
 * Respond with "oh I never thought about that"
 * It is rare that people understand language if all they've done is read books.
 * classroom discourse-student answers, then teacher confirms or denies--question your questioning!
 * "Convince me."
 * SWABAT
 * Groups: peer talk, comfort level
 * groups: emphasis on social talk, hard to monitor
 * Reading is good
 * read aloud
 * where you pause, the grammar, spoken aloud
 * comprehend aloud
 * lyrics about mitosis
 * Language Function-purpose or goal; a direction for the language; what thinking/academic task will my students be accomplishing through language? Often the main verb in the objective or standard. SWBAT compare and contrast mitosis and something...."compare and contrast" are the language function.
 * Key Learning Task (Learning Task)-What is the activity, or the moment in the lesson, when students are going to be using the language function? SWBAT evaluate the efftiveness of the New Deal. Language function is evaluating. What part of the lesson will you use to show evidence of evaluation. Perhaps a small debate when students will academic language. Source of evidence of students' use/understanding of academic language.
 * Additional Language Demands: What language do students need in order to accomplish the learning task above? What language do I want to hear/see from my students? In the above debate about the New Deal, what would you want to hear students say?
 * Key Vocabulary-not too many (2-7); discipline specific, general academic language, mortar terms
 * syntax or discourse- predictable patterns of language use; sentence level (grammar and sentence frames); Beyond sentence level (genres, styles, audience, argument, )

Objectives:

 * 1) I can define academic language.
 * 2) I can identify common features of AL in my subject area.
 * 3) I am beginning to develop a repertoire of possible ways to support AL development.
 * 4) I can explain the meaning of "language function," "language demand," and "language supports"

8:15 - 8:30 - Definition of Academic Language http://gonzagateach.wikispaces.com/Academic+Language 8:30 - 9:30 - Zwiers discussion and presentation
 * [[file:AL definitions.pptx]]
 * Chap 5 Presenter: Shannon
 * Chap 6 Presenter: Kathy
 * Chap 7 Presenter: Leah
 * Chap 8 Presenter: Matt

9:30 - 9:40 - Break

9:40 - 10:40 - Identifying Language Demands and Objectives

1. Prepare a list of common features of academic language in your subject area. Include these headings: 2. Choose one of the videos below. While you are watching it pay attention to the academic language used. Make a chart with these headings:
 * Specialized vocabulary
 * Common genres (types of texts -- e.g. essays, descriptions, lab reports, rules, research papers, etc.)
 * Common visual texts (e.g. maps, charts, graphs, etc.)
 * = Specialized Vocabulary ||= General Academic Vocabulary ||= Academic Tasks Requiring Language ||= Academic Genres ||= Ways the teacher does/does not support Academic Language ||
 * Fill in the chart with observations from the video. (Note: most of these videos also have a transcript available.)
 * Fill in the chart with observations from the video. (Note: most of these videos also have a transcript available.)


 * Video Options**
 * Math -** https://www.teachingchannel.org/videos/teaching-subtracting-integers
 * Science -** https://www.teachingchannel.org/videos/ninth-grade-biology-lesson?fd=1
 * ELA -** https://www.teachingchannel.org/videos/brainstorm-persuasive-speeches?fd=1
 * Social Studies -** https://www.teachingchannel.org/videos/teaching-economics-with-debating

3. Language Functions, Demands, Supports http://prezi.com/exsfunpopa2k/a-crash-course-in-academic-language/

4. Practice

Academic Language: What academic language will you teach, support, and provide opportunities for students to use?
 * Lesson Plan **
 * Language Function – What thinking/academic task will my students be accomplishing through language? (e.g. analyze, explain, describe, evaluate, etc. This verb will probably be found in a learning target.)


 * Key Learning Task – What is the specific activity in the lesson where students will be using the language function above?


 * Additional Language Demands – What language do students need in order to accomplish the learning task above?
 * o Key vocabulary words (no more than 7)
 * o Plus at least one of the following: syntax (grammar & mechanics) and/or discourse (text and/or sentence structure)


 * Language Supports – How will you teach and support students’ language use before, during, and after the learning task? (Note: These supports must show up in the lesson outline!)

For Wed:
 * Housekeeping:**
 * Zwiers, chapter 9-10
 * Swap Shop
 * Kari

Friday 1/31 by 6 p.m.
 * Lesson Plan A due
 * AL Task 1 commentary