418+Agenda+-+2.16.16


 * Learning Goals:**
 * **Begin to consider what it means to "read" and the ways we frame those who "struggle" with reading**

1:15 - 1:25 - Welcome and Agenda >>> http://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve?language=en
 * Notetaker: Lauren Uhl :D
 * 1) Housekeeping
 * 2) Text talk: Morgan and Taylor
 * 3) Strategies for struggling learners
 * 4) Growth mindset vs. fixed mindset- Carol Dweck TED Talk
 * 1) "The Power of Not Yet"
 * 2) Up for the challenge vs. giving up
 * 3) Giving up: they would probably cheat next time,
 * 4) Keeping the growth mindset is a lifestyle
 * 5) Back to Academic Language
 * 6) How can you honor and incorporate outside experiences kids bring to your subject and at the same time, move them forward in their development of academic language?
 * 7) 12-15 min to look at class profile and brainstorm as to how you would answer this question
 * 8) P.E
 * 9) Food Faire!
 * 10) Learning cross-cultural sport lingo
 * 11) Health Class: learning about cultural foods
 * 12) Math
 * 13) VERY difficult!
 * 14) Vocabulary charts
 * 15) Real life application problems
 * 16) Culturally responsive mathematics
 * 17) English
 * 18) Students pick poems from their culture
 * 19) Multicultural poetry
 * 20) History
 * 21) Finding a well-known historical figure you are related to
 * 22) Discourse: relating to autobiography and biography


 * Housekeeping - Our AL Assessment

1:25 - 1:45 - Text Talk (Morgan and Taylor)

1:45 - 2:10 - Part 1 of AL assessment (see housekeeping below) //**Explain how you could incorporate and honor students' out-of-school lives, language, and experience while also building their AL proficiency.**//
 * 10th grade class demographics:
 * 12 males (7 on free and reduced lunch)
 * 5 White (3 U.S. born, 2 born in Ukraine - came to U.S. in early elementary grades)
 * parents of Ukrainian student #1 - father is an engineer working as a janitor, and mother is a teacher working as a teacher's assistant
 * parents of Ukrainian student #2 - divorced, mother was a secretary - currently works as a medical assistant
 * parents of U.S. born males
 * divorced - lives with Mom who is a cashier at Walmart
 * father is a doctor; mother is a stay-at-home mom
 * father is a mechanic; mother is a secretary
 * 3 Marshallese (1 born in U.S., 1 arrived from the islands last year, 1 has been here since 5th grade)
 * 1 lives with his aunt who stays home with the children; uncle works in a warehouse
 * 1 lives with mom (housekeeper at a hotel) and dad (gas station attendant)
 * 1 lives with adult brother and several cousins - brother is a student at SFCC
 * 1 Muslim student from Iraq - arrived 2 years ago
 * father is a chemist - has a part-time job assembling cabinets in a cabinet manufacturing factory; mother is a cook at a small cafe
 * 1 Christian Burundian who spent most of his childhood in a refugee camp in Tanzania - arrived 6 months ago
 * father works on an assembly line; mother stays home with five younger siblings
 * 1 African American
 * father is an insurance salesman; mother is a nurse
 * 1 Mexican American
 * father teaches 6th grade; mother is going to school to become a dental hygienist
 * 14 females (8 on free and reduced lunch)
 * 7 White (1 U.S. born of Bosnian parents, 6 U.S. born)
 * Bosnian parents - divorced - lives with dad who works for the DOL, and step-mom who is a nurse
 * Parents of U.S. born
 * father and mother are attorneys
 * divorced - lives with mom who is a nurse
 * divorced - lives with mom (receptionist) and step-dad (bus driver)
 * father is English professor at GU; mother is a classical musician
 * divorced - lives with dad who is a doctor
 * mother is a daycare provider; father is a welder
 * 1 African American
 * father is an attorney; mother is an elementary teacher
 * 2 Marshallese (1 arrived last week from Hawaii where she had lived for three years; 1 arrived from the islands two weeks ago but had attended a highly regarded private school in Majuro)
 * 1 lives with grandparents (retired)
 * 1 lives with mom who stays home with the other kids and dad who is looking for work
 * 2 Nepali (1 has been in the U.S. for six years; 1 has been here for 18 months, both are Hindu)
 * father was an engineer, now works as a construction laborer; mother stays home with younger siblings
 * father works at a factory; mother works as a housekeeper
 * 1 exchange student from Beijing, China - has been in since September
 * parents in China are both professors; host parents - dentist and hair stylist
 * 1 Muslim Somali - has been in U.S. for 2 years
 * father sorts fruit for a produce distributor; mother is at home with younger children

2:10 - 2:30 - What it means to read

>>>> https://www.youtube.com/watch?v=-NMzKYWRBJg >> >> >>
 * Housekeeping:**
 * **For Thursday 2/18**
 * Prepare for the 3-min teaching demo (the application part of our AL assessment). Be sure you have a clear understanding of these three high-leverage strategies:
 * Teaching a Word (Vocabulary)
 * [|Marzano's Six Step Process]
 * Video examples -[] and
 * [|Tip Sheet]
 * Sentence Frames (Syntax)
 * [] (Focus on the section on language frames)
 * [] (Focus on pages 11-12)
 * Video examples - [|https://www.youtube.com/watch?v=q4hEWX4kRIg][] (starting at 5:54)
 * [|Tip Sheet]
 * Mentor Texts/Think Aloud (Discourse)
 * []
 * [] (Focus on pages 7-17)
 * Review "think aloud" description in Zwiers, p. 52-54
 * Video example - []; []
 * [|Tip Sheet]
 * **Our AL Assessment**
 * Part 1 - Ethical/Social Justice/Identity aspects of AL - Given a description of students in a class, explain how you could incorporate and honor students' out-of-school lives, language, and experience while also building their AL proficiency. Brainstorm in content area groups on Tuesday (today) - take notes and share. Individual, written response will be part of the written assessment (part 3).
 * Part 2 - Application - given a vocab word and a text, be prepared to teach a 3-minute mini-lesson demonstrating your ability to use Marzano's vocab, sentence frame, or a think aloud with a mentor text - This will happen in class on THURSDAY, 2/18
 * Part 3 - Written assessment of professional knowledge - This will happen online in lieu of class on Tuesday, 2/23.
 * Define the AL terms (written on the ship image) and provide examples for each term from within your content area.
 * Complete the edTPA AL planning template for a lesson (either for a lesson you have seen or will teach in your field placement or a lesson provided) incorporating some of the high-leverage instructional strategies we've learned about.
 * **[|Lesson Observation Schedule]**
 * By February 19th, record the day you have scheduled to teach your first observed lesson. This will involve an academic language component. (If you are unable to get this on the calendar by Feb 19, you need to email me with an explanation.)