518+-+Agenda+-+10.19.16

Today's Goals:

 * Recognize the purpose and options for supporting texts with pre-, during-, and post- reading/writing/viewing activities.

8:00 - 8:20 - Welcome & Field Discussion
 * How are texts and AL supported in your classrooms?
 * Math- Max: Not seeing a lot of specific attention to academic literacy. Jess: Has warm up activities for each day. Not just always math in the class. Building in consistent review and recycle
 * Science- Chris: Mostly just worksheets and a little bit of vocab. Christian: Reading a scientific text where they read and annotated in order to get text based evidence for the purpose of writing a thesis statement.
 * Health- Kaya: Video to give them something to think about. Seeing the three different components: pre, during, post, but could be more powerful.
 * Spanish- Kayla: Watched commercial without sound to identify vocab words and answer questions about what they saw. Went back later with sound. Carolina: Learn vocab, learn motions with vocab. Practice listening to dictations.
 * Social Studies- Nancy: Never explicitly explains vocab words unless there are questions about it. Gives students opportunities to give their own definitions and then gives his own student friendly explanations. The students aren't really learning, just getting the answers. Katherine: Watched a video on interest groups. CT paused the video and made calculated observations or questions.
 * English- Robert: With a text, the kids get what out what you put into it. CT good with the purpose of the text and gives time for students to discuss the text with a partner. The reading is never by itself. It's important to be intentional with text selection. Think in terms of text sense. No reason that every student has to read the same text. Find articles with different levels and viewpoints to get a variety of articles that can be used by a variety of students. Brandy: Read the Declaration of Independence, but there was not really a pre-reading so the students were questioning why they were doing it.
 * Notetaker: Christian

8:20 - 9:20 - Demo Lesson
 * edTPA AL planning template
 * Concept building; language modeling; language use
 * Pre - during - post text activities
 * Asked us to think about why the man was trying to escape before watching the video
 * After watching half of the video, we stopped to discuss the perspectives of the people involved
 * Each person involved has a different perspective
 * Berlin was a symbol of the Cold War because it divided the east and west into the ideologies of both sides of the war.
 * Objectives: SWBAT explain the difference between eastern and western German perspectives in the war
 * Language Function- describe from multiple perspectives; differentiate perspectives; interpret
 * Language Task: Writing summaries; filling out table
 * Vocab- communist, Cold War, perspective, capitalist
 * Syntax- Sentence Frames, Discourse- Perspective framing, how do we describe multiple interpretations; perspectives from each character; being able to either have a conversation where students discuss perspectives academically and politely, or write a paragraph using academic language that signals the different viewpoints
 * Language Supports: Writing key words to remember; Define perspective in three different ways and giving language up on the board
 * Supporting syntax or discourse: Modeling; Providing students an example of perspective in a way that is relevant to the students; Inviting students to use the language from their own perspective

9:20 - 9:50 - Text Talk, Zwiers chapter 7
 * Stef & Jess [[file:zwiers7.pdf]]
 * Benefits of reading: Students can gain large amounts of academic language from reading
 * Oral Scaffolds
 * Read-Aloud
 * Comprehend-Aloud
 * Improv Read-Aloud
 * Lyric Summaries
 * Text-Discussion Activities
 * Anticipation Chats
 * Role-Based Discussion Groups
 * Partner Problem Solving
 * Figuring out Figuratives
 * Activities for Understanding Text Organization
 * Dissection of Textbook Thinking and Language
 * Historical Source Analysis Table
 * Brain Folders

9:50 - 10:00 - Break

10:00 - 10:30 - Workshop Text-Based Activity Plans
 * Describe your pre-, during-, and post- activities and the rationale behind each one
 * Ask for feedback from your colleague

10:30 - 10:50 - Discuss Michie, chapters 4-5


 * Housekeeping:**
 * edTPA tasks due by the end of October
 * Text-Based Lesson Plan - due Nov 2, upload to BB [[file:text-based activityguide-revised.docx]]
 * Try to double-dip with an observed lesson
 * For next class - 10/26 - Michie, chapter 6
 * Field Seminar - 10/28 - 9-11, location TBA
 * Remember to have an instructor review your lesson plan before you teach!