518+-+Agenda+-+1.27.16


 * Learning Goal:**
 * **Apply three high-leverage academic language strategies**
 * **Analyze a text for academic language**

8:00 - 8:10 - Welcome and Agenda
 * Notetaker: user:mattcrichlow

8:10 - 8:45 - Reading Discussions
 * Read Zwiers, chapter 3 (Strategy: "Top 5")
 * As you are reading, pick out your "top 5" instructional strategies that you could imagine using in your current classroom. Jot these down on a piece of paper or index card and bring it to class.
 * Read Zwiers, chapter 4 (Strategy: "What I know now. What I learned.")
 * Before reading, jot down answers to these questions:After reading: Now that you have read this chapter, return to your answers to the questions above. What can you now add? (Add new information in a different color.)
 * What constitutes academic language specific to my subject area?
 * What types of text and genres are common in my subject area?
 * When have I observed students getting tripped up by the academic language of my subject?
 * How did I acquire academic language proficiency in my subject area?
 * After reading: Now that you have read this chapter, return to your answers to the questions above. What can you now add? (Add new information in a different color.)
 * Zwiers, chapter 5 (Strategy: Questions First)
 * As you are reading, think about these questions taken/adapted from the end of the chapter:
 * "What are the prompts and contexts that get experts in your discipline talking about interesting issues? How can you scaffold and simulate similar prompts?
 * How do/could you help students organize their thoughts as they listen during discussions?
 * What are key elements to consider in designing effective whole class academic discussions? What questions do you still have about leading effective discussions in class?
 * After reading, write down answers to these questions in bulleted list format. Bring your answers to class.

Class Discussion:
 * How do you keep a dry subject interesting while doing direct instruction?
 * Teach with the most compelling text possible, direct instruction can be very powerful when the students feel connected to it--**power of ideas**
 * Passion and energy goes a long way
 * Reject the premise that material has to be boring


 * Michie, chapter 3 (Strategy: Connections)
 * Pre-reading - Think about the labels that were applied to kids in the middle/high school you attended. Did you have a label? If so, how did it affect you?
 * During reading - Read Mitchie, p. 43-59 - As you're reading, pay attention to the names, labels, and identities that come up in the stories. How does what we are called or what we call ourselves influence us?
 * After reading - Using the reading as examples, discuss the power of labels in a school context. (Note: the labels may originate at school or come with us from outside of school.)

8:45 - 9:15 - Text analysis for academic language
 * [|Math]
 * [|Social Studies]
 * [|Science]
 * [|English]

-Vocab (content specific and general academic) -Syntax (sentence frame), grammatical construction -Discourse features

Balance- general/content specific...nouns,verbs, adjective, adverbs Usefulness Readiness Importance
 * BURI!**

9:15 - 9:25 - Break

9:25 - 9:50 - Teaching a Word
 * [|Marzano's Six Step Process]
 * [|Tip Sheet]

9:50 - 10:15 - Sentence Frames
 * http://fisherandfrey.com/uploads/posts/Academic_Lang_NASSP.pdf (Focus on the section on language frames)
 * http://teacher.scholastic.com/products/teach-english-language-learners/pdf/Kinsella_ELD_CCSS_4-19-12Handout.pdf (Focus on pages 11-12)
 * [|Tip Sheet]

10:15 - 10:40 - Mentor Texts
 * http://www.ascd.org/publications/educational-leadership/apr14/vol71/num07/Making-the-Most-of-Mentor-Texts.aspx
 * http://www.ilclassroomsinaction.org/uploads/2/6/0/8/26089560/6-12_wrtng_instr_with_mentor_texts-_henke_kim.pdf (Focus on pages 7-17)
 * [|Tip Sheet]

10:40 - 10:50 - Housekeeping
 * Reading Log
 * Updated calendar
 * Upcoming assignments
 * 2/1
 * DUE: Zwiers, chapter 6 (Strategy: Pros/Cons)
 * As you are reading, think about reasons why Zwier's suggested strategies could be highly effective in a classroom. Also, consider what critics could say about the strategies. On sticky notes, write down positive comments you can imagine teachers saying about three specific strategies (3 sticky notes) and place them next to the applicable passage in the book. Do the same thing with three critical comments.
 * DUE: Michie, chapters 4-5 (Strategy: [|Imaging a Theme])


 * 2/3
 * DUE: Zwiers, chapter 7 (Strategy: Conversation with the Author)
 * Pretend that Jeff Zwiers is going to visit our class to discuss chapter 7. What questions would you ask him? While you are reading (or afterwards), jot down 5 questions you have for the author.
 * DUE: Contribute to Professional Toolbox - Texts
 * Include a title, brief description, a link (if relevant), and any materials (such as templates) - Be sure to "sign" your post by adding three tildes ~ after the entry.
 * Though unlikely, it's possible that multiple people could edit the page at exactly the same time. If this happens, one user will override the others. To avoid the annoyance of losing something, create your entry first on a different document and then transfer it to the wiki. Try not to keep the page in edit mode too long.