518+Agenda+1.28.15


 * Objectives:**
 * **I can teach a word using the Kinsella routine**
 * **I can identify strategies for facilitating academic conversations**

8:00 - 8:10 - Welcome & Agenda
 * Notetaker: Abbie
 * Sample Task 2 commentary on the main calendar page
 * Text Talk for Monday: Alicia & Abbie

8:10 - 8:40 - Finish vocabulary teaching demos

8:40 - 9:00 - EdTPA AL practice

9:00 - 9:30 - Text Talk, Zwiers chapter 6 (Mona & Jordan)

9:30 - 9:45 - Break

9:45 - 10:50 - Facilitating academic discussions/ELL
 * 1) Questioning
 * 2) Structuring Participation
 * 3) Academic Language Support
 * 4) Encouraging Rigor of Thinking


 * Housekeeping: (see calendar page for more details)**
 * Friday - Philosophical Chairs activity guide
 * Monday - Zwiers, 7; Holler, 4
 * Task 2!

Notes:

- Support, support, support Use this pattern for each prompt - Unpack prompt - Brainstorm moments from the video - Claim - EdTPA AL Mona: (Phenotype) Stay engaged with the context. Did activities that helped students to remember. Make sure that students understand the context of all words in the demo. TJ: (Photosynthesis) Conceptual vs. Understanding the basic concept of the word. Be reasonable about what you can do with the word, create a working knowledge of the word. Make sure that you create sentence frames that fit with the disciplines way of using the word. Alicia: (Anaphora) Very clear and simple, great sentence frame. MLK uses ______________ in his speech with the repetition of the words _________________. Used the target word in an authentic literary context. Use the term over and over again, almost unnaturally Kevin: (Precedent) Easier definition please! – Maybe a bit shorter Less on the history Shorter sentence frames? Big takeaways: You are teaching the word, avoid the bunny trails Anticipate the words that may be difficult for students, but you can’t always anticipate so don’t feel bad! Ensure that you have a strategy to avoid losing words. Field Assignment – try teaching a word in the classroom, so create that opportunity to do it with your kids.
 * EDTPA:**
 * o Make a claim from the video and write an argument.
 * o What is the argument?
 * o Make a list
 * o Evidence
 * § Interpretation and analysis and tying back to the argument
 * o Piece in Task 1 and in Task 3
 * Teaching a word**

Benefits: Starter cards provide needed language – give cards to ELL’s/IEP students, encouraged, but don’t need to stick with them. Structure starting point to establish norms – discussion can be artificial, ensure that restating the point is part of the discussion.
 * Group Discussion Text Talk**

Enhances ELL participation and use of academic language Opportunities to engage quieter students Organized chaos – make sure that there is a central point, structure the debate that there is sides, but not that there is one that is right or wrong. Disadvantages: 30% of students have language/IEPs 1st time using discussion cards No front loading of vocab words Did class work with article together Few students dominate Starter cards are “dumb” argumentative with no flow of ideas Management problems Changes to discussion Change the topic, to few views of stem cells, maybe wolf conservation Small group discussion – dominate students in a single group, ELL students/IEPs in different groups Give them time to prepare their sides Debate rules – restating claims, etc. Create a main goal Read through article as a class Class discussions are naturally strange and unnatural – can’t assume kids know how to speak to each other intelligently or politely. Teaching how to talk about ideas is a critical need for students. How are you using their discussions for students? Philosophical Chairs – AVID strategy Can use it productively and unproductively High leverage practice that is useful for students