518+-+Agenda+10.12.16

Learning Goals:

 * I can describe how to scaffold a text using pre-during-post activities.

(Michie?)

8:00 - 8:10 - Welcome & Agenda
 * Notetaker: Brandy

8:10 - 9:00 - Vocab Demos - Christian
 * Kayla - "Scaffolding"**
 * A technique to help guide learning
 * Asks class "how might one scaffold learning the way builders scaffold buildings?"
 * Student responses:
 * If builders build buildings, learners must learn learning
 * Teachers introduce, explain, model ideas
 * Multiple access points for learners
 * Kayla gives two definitions, in the noun and verb form
 * Gives student-friendly examples of the word
 * Gives time for students to discuss the different scaffolding strategies she utilizes as a teacher with sentence frames provided
 * Feedback:
 * Positives: very explicit about the ways one word is used in familiar and disciplinary settings; the examples were very familiar and student friendly
 * Possible changes: When teaching vocabulary, we have to have it posted visually;
 * Three parts of AL Vocabulary Instruction (in Kayla's Demo):
 * 1. Concept Building - she asked us to provide examples of scaffolding in her class and she gave us examples
 * 2. Language Modeling - she used the word "scaffolding" many times, and gave us sentence frames to use in our discussion
 * 3. Language Use - occurred in our discussions
 * In AL lessons, we often focus on Concept Building and Language Modeling and assess them on Language Use, but they haven't had enough practice in language use before we assess them on it


 * Christian - "Component"**
 * Explains to us why it's important to be able to understand this word
 * "one of the parts of something"
 * Gives us a sentence with the word, then repeats the sentence, replacing the vocal word with the student friendly definition
 * "A hard drive is a component of a computer; a hard drive is a part of a computer."
 * Gives us guided practice "_ is a component of the human diet that can be found in beef, chicken, and eggs."
 * Gives us independent practice with sentence frames, asks for share-outs
 * Feedback:
 * Concept Building - word used in multiple contexts; visuals provided, examples; used a new word in familiar contexts
 * Language Modeling - when he used the sentences; when he gave us sentence frames to use in discussion
 * Language Use - using the synonyms;
 * Possible changes: get students to produce language using the targeted vocab: use sentence frames where students have to fill in the word "component/s" and the names of the components;


 * Robert - "Appearance"**
 * Starts by asking students if they've seen or know how to say the word (points to it, doesn't say it)
 * "The way someone or something looks" "What you see" "A person's looks"
 * Has students turn to elbow partners and come up with their own definitions
 * Gives us a visual of people and asks us to describe the appearance of their dress; then we partner up and describe each other's appearance
 * Feedback:
 * This is a very difficult, abstract term
 * It's a verb "appear" within a noun
 * For ELD students, the definition "a way something looks" is challenging because, for them, "looks" is a verb "I look"
 * Take homes: when giving an example, always think about how it could be misconstrued (especially for non-native English speakers); use a variety of examples so they can have a broader understanding of the word; consider starting with the verb "appear" and build the concept, then transition to appearance; sometimes language use is not our goal, but comprehension is


 * Stef - "Expression"**
 * "a group of numbers, variables, and operators that show the value of something"
 * pointed to the visual to explain/review numbers, variables, and operators
 * tells us that mx+b is an expression, but y=mx+b is not
 * has us discuss with partners why we think this is
 * has us share out using the provided sentence frame; "I think that y=mx+b is not an ___ because it has an__ __ "
 * gives us time to talk in partners to come up with an expression for the following example
 * using the variables k = kittens and cats; p = puppies and dogs, come up with an expression (models k+p)
 * has us share out using as sentence frame
 * has us individually come up with an expression using t as time
 * Feedback:
 * there are tons of "vocab" words built into math instruction, and if you don't understand these, other instruction may be lost on you
 * try to explain in non-math terms first - possibly give them expressions like "cool" "lit." Then explain that there are ways to create expressions using numbers instead of words
 * give several very simple examples: "this expression represents _"
 * then have two charts with expressions and equations, ask students the difference between an expression and an equation based on these
 * very good concept building!


 * Max - "Congruent"**
 * "two figures that have the same shape and size"
 * has us discuss in pairs in what we think the difference between equal and similar are, because they seem to mean the same thing
 * gives us visual examples of congruent shapes
 * has us try to draw our own congruent shapes
 * Feedback:
 * have students share out their thoughts on the difference between equal and congruent before giving them the definition
 * did a good job of taking out of the overly-technical math context in the beginning to teach its meaning
 * good visuals! (especially the turtles)
 * try to do a little more concept building before asking us to use in in math context - move the turtles earlier because it's a non-math visual that is easily approachable, then use the triangle visuals, and then some more visual examples, and then the congruent vs. equal slide and having them draw their own congruent shapes

Good job, everyone! :)


 * Take-Aways from Vocab Demos:**
 * The word can be misconstrued if you only present them in one context.
 * It is important to focus solely on the language before adding the context in. The time spent focusing on the language will pay off tenfold.
 * You can almost never be too simple and straightforward - be clear but don't oversimplify. "simplexity"
 * Clarity between language modeling and language building - students need to engage in language use for the edTPA.
 * AL is the skeleton of the field you're in; the concept and the language building is the muscles, and the language use is the full body with the epidermis. You can't walk around without the skeleton!
 * Use a diverse range of visuals.
 * It's often good to use your vocab outside of the mathematical context.
 * Don't give easy outs when trying to explain something.
 * There are comprehension goals and usage goals; they can be blended and separate. They're both good but they're different.
 * Everything must be intentional - your words, your pictures, your examples
 * It's important to teach meanings of words across disciplines. Give students the idea that the word is applied across various fields of life!

9:00 - 9:50 - AL Teaching Demo

9:50 - 10:00 - Break

10:00 - 10:45 - Introduction to Text-Based Instruction
 * Pre-During-Post [[file:Pre-during-post.docx]] [[file:pre-during-post model lesson.docx]]
 * http://gonzagateach.wikispaces.com/Teaching+with+Texts


 * Designing an Effective Comprehension Activity**:
 * **Pre-Reading** (or viewing or listening)
 * anytime you encounter a text, you bring to it all kinds of background knowledge
 * activate the appropriate networks to allow them to make connections that are going to support their comprehension and interpretation of the text
 * 4 goals:
 * Build and draw on prior knowledge
 * generate interest
 * establish a clear purpose - "why am I reading this?"
 * prepare students with necessary tools to effectively engage with the text: vocab, familiarity with text structure (ex - graphs), content or cultural understanding needed to make sense of the text
 * strategies for pre-reading
 * anticipation guide: set of statements that may be true of false, ask the kids to decide if they're true or false before reading. After reading, they adjust their answers
 * surveys
 * visuals
 * provocative questions
 * vocab instruction
 * example texts
 * **During Reading** (or viewing or listening)
 * we still need to support comprehension as we engage with the text
 * ideas from the class: chunking, drawing, annotating, sticky notes, graphic organizers
 * 3 goals:
 * support comprehension
 * keep kids actively engaged
 * promote interaction between students and with text
 * lay groundwork for what is happening afterwards (text-based projects, papers, etc.)
 * **Post-Reading**
 * 4 goals:
 * assess comprehension
 * reinforcing language and content learning
 * applying new knowledge
 * extending students' understanding of the text
 * How do we do this?
 * critical response; review games; quiz; teach your neighbor; debate


 * Housekeeping:**
 * AL edTPA
 * Zwiers, chapter 7 - Text Talk leaders - Stef and Jess
 * Michie, chapter 5
 * Design a text-based activity guide using activity guide template. Upload to BB. [[file:text-based activityguide-revised.docx]]