518+-+Agenda+-+8.30.17

=Learning Goals:=
 * Begin to articulate a robust definition of academic language.
 * Begin to identify specific ways academic language is used in various discipline.
 * Explore ways language and literacy function to mark, include, and exclude people.


 * Begin**: **15-Minute Write**


 * 1) Why would you choose to connect classroom learning experiences to your students' diverse backgrounds, ways of thinking about the world, and ways of using language? Include at least two specific references from Zwiers, chapter 1.
 * 2) What are three features of academic language in your discipline? How is academic language different from other kinds of genres (e.g., "street" talk, playground talk, cafeteria talk, gym talk, home talk) Include at least two specific references from Zwiers, chapter 2.

Zwiers, Chapters 1, 2 SB Heath: What No Bedtime Story Means [|What no bedtime story means]
 * Readings**


 * Besty and Mo: Beginning Discussions--Looking at facets of written (and spoken) language**

Task was ambiguous because we aren't sure if we have the skill set. We all know how to analyze a text, but it was a much more simple text and was more difficult of us. Not having any context forces us to think about text more in depth and come up with our own assumptions.

Author: Male or Female? Age? ESL or Native? Assignment or Home? Characteristics of the text IT WAS MARY!!!!!!!
 * Murphy thinks a boy because there are no I statements and the brother was the hero
 * Landon thinks girl because no boy takes a bath
 * Maria says girl because hand writing
 * Joanna thinks native speaker In elementary because of "one upon a time", writing, and use of pass tense
 * Stephen thinks lower elementary because there was contextualization between farm animals and non farm animals
 * Rachel compared to earlier examples of ELL writing who had a different background and vocabulary
 * Kailee: Believes anywhere from first to third grade
 * Nearly all of the class thinks Native
 * Kailee thinks there would be more semantic or language problems for this content level would come from an ELL, but she thinks this is more early elementary student because the "errors" are more spelling and punctuation
 * Aspen thinks early elementary and not ELL because the author successfully used plurals
 * Landon says Japanese because the theme (walking alone in nature), the bath, and the plural
 * We think more assignment because she had to stay on the lines
 * Assignment may have been to tell a story
 * Introduces characters, has a conflict, and a resolution
 * Likely written in pencil because there are not very many scratch outs
 * SVC, verb tense, and point of view was consistent
 * Sequential And sense of time
 * formulaic speech

So many things about our culture are embedded in our writing. We need to be recognized as authors in an individual manner rather than just communal

Second Text: Student is an English Language learner. Male from Saudi Arabia He is a mechanic Religious references, going to a mosque Referenceing Starbucks and doing homework there. Shows that the student enjoys being with family and friends, big part of his culture. -May have been spelled phonetically, people pronounce it differently -in Arabic vowels are denoted differently, there are so many vowels in the word because so there are many ways for him to try and spell it -he uses a lot of periods, but not a lot of other punctuation -in Arabic it is common to connect sentences with "and"
 * Background:**
 * Culture:**
 * Because:**
 * -6** different ways it was spelled
 * Punctuation**

-some of the words on the left hand side are capitalized, maybe because English is read left to right (different than Arabic) and he may feel it is necessary to capitalize each line. - "frie niaes" = very nice -first line- "my religion is Islam"

Housekeeping Note Taker for 8/30 Text Talk for September 11


 * Assignments for September 6 and September 13**
 * Looking at language in your field**

If time

Text Talk" Handouts from Zwiers
Chapter 2 - [|Handout] - [|Anny1]

Chapter 6 - Handout and PowerPoint


 * [|Details]
 * [[file:gonzagateach/518 Ch6 Text Talk.docx|Download]]
 * 112 KB
 * [|Details]
 * [[file:gonzagateach/518 Ch6 Text Talk.pptx|Download]]
 * 2 MB




 * Supplemental**

[|Word Wheels]

- How do language and literacy function to mark, include, and exclude people? (discussion in partners)
 * [] - Sherlock Holmes
 * [] - HUD
 * [] - Ebonics
 * [] - Broken English