Spring+2013+(518)


 * Syllabus**

http://gonzagateach.wikispaces.com/518+Swap+Shop
 * Swap Shop Link** -

Wed 1/16- What engagement is and isn't Friday 1/18 - Engagement (cont); Key Assessment - (Student Teaching Seminar) (//Selecting a theme for curriculum planning; Holler If You Hear Me)//
 * Week 1 - Engagement**
 * //Holler//, foreword - p. 42

Mon 1/21 - (no class) Wed 1/23- What does it mean to be literate in the 21st century? What does reading comprehension involve? Interactive Model of Reading Fri 1/25 - Discipline-specific texts/Text-Based Instruction using Pre-During-Post Activities (finish Holler //If You Hear Me)//
 * Week 2 - Engaging Students with Texts**
 * //Holler, 43-134//
 * Swap Shop - Lucy, Kirk
 * Zwiers, chapters 1 and 2 - As you are reading, think about these questions: "Do you consider academic language to be a social justice issue? why or why not?" and "What role does academic language play in your students' work and achievement? How is AL development supported in your classroom? Is more attention needed?"
 * Swap Shop - Lauren, Abe
 * Zwiers, chapter 4 - As you read this, focus your attention on the section about your subject are (but read the entire chapter). Consider this question: "How is academic language in my subject area similar and different from AL in other subjects?" (In your journal, write a one-paragraph response based on your reading of this chapter)
 * Academic Language Module (due date window - 1/25 - 1/28)

Mon 1/28 - AL: Definitions and Significance; Writing Language/Literacy Objectives; What does //Holler//​ have to say about engagement, language, and literacy? Wed 1/30 - Supporting Struggling Readers Fri 2/1 - Writing to Learn, Writing to Show Learning //(Text-based Activity Plan)//
 * Week 3 - Academic Language****/Designing a Successful Writing Assignment**
 * Swap Shop - Caitlin
 * Zwiers, chapter 3
 * Do this in your GoogleDocs journal.
 * **Pre-reading** - Think of specific ways you have observed your students struggle with academic language. Describe the challenge with academic language and at least three possible hypotheses to explain why the problem might be happening.
 * **During-reading** - Read Zwiers chapter e with this AL challenge in mind. As you're reading, mark places in the text that could help you respond to the challenge you identified.
 * **Post-reading** - List three specific strategies you gleaned from chapter 3 that you could imagine being useful to address the AL challenge. For each strategy do these three things: a) Describe/show the strategy, (include the page number from Zwiers) b) Explain how you would use it in the particular classroom context you were thinking about, c) Explain your rationale for selecting this particular strategy
 * "Supporting Struggling Readers" Module
 * Swap Shop - Caleb, Tim
 * Zwiers, chapter 7
 * Writing Feedback Project at LC High
 * Zwiers, chapter 8

Mon 2/4 - AL Model Lesson/ Language Demands, Functions, Support Wed 2/6- Writing to Learn, Writing to Show Learning writing feedback Fri 2/8 - Who are English Language Learners? //(Writing Activity Plans)//
 * Week 4 - Academic Language**
 * Swap Shop - Sarah, Ashley
 * Zwiers, chapter 5
 * Swap Shop - Chris
 * Zwiers, chapter 9, 10
 * Swap Shop - Janey
 * ELL Module 1

Mon 2/11- ELC Experience Wed 2/13- Five Foundational Principles Fri 2/15- What are my legal, ethical, and professional responsibilities towards ELLs? //(Videotaped Lessons)//
 * Week 5 - Working with ELLs**
 * Swap Shop - Andrew, Marissa
 * Swap Shop - Kelly
 * ELL Module 2

Mon 2/18 - No class? President's Day? How can I adapt instruction to make it accessible to ELLs? -
 * Week 6 - Working with ELLs**

Wed 2/20 - Programs, Policies, Assessment Issues related to ELLs Fri 2/22 - Course Wrap Up (//ELL Adaptation & Key Assessment)//
 * Swap Shop - Drew