418+Agenda+1.27.15


 * Priority Learning Outcome:**
 * I can purposefully select words to teach based on Kinsella's criteria.
 * I am prepared to write activity guides using Kinsella's vocabulary teaching routine.

1:15 - 1:20 - Welcome & Agenda
 * Notetaker: Stacia (Kasey on Thurs)
 * Fingerprints:
 * NC schedule:

1:20 - 1:40 - Text Talk, Chapter 4 (Liz and Audrey) **NOTES:** - Fluent in symbols and terms - Interpreting: give meaning to symbols or math words --> teachers can: relate math words to real life - Problem solving: analyze, apply previous knowledge --> teachers can: use brick terms, teach problem solving skills - Need to understand underlying message --> teachers can: scaffold, model good interpreting of text - Persuasion: students will gain deeper understanding of material --> teachers can: model language of persuasion - Cause and effect: I.d. motives, deep thinking at abstract level --> teachers can: ask Q's on deeper level - Goals are to teaching standing back from first impressions, questions events - Interpretation: extract clues and meaning from the past and past events --> teachers can: apply generalizations, 'what if' questions, and the purpose of history...Who? Where? Now what? - Cause and effect: infer from "because..." statements --> teachers can: use hand motions to infer that relation, give background knowledge - abstract concepts, procedural language, why/how things occur - scientific inquiry --> teachers can: explain terms, give examples, model good questions and scientific inquiry - Comparison: detailed observations --> teacher can: make class comfortable, encourage communication about subject with peers - Interpretation: data, observations, conclusions --> teacher can: treat students like experts, "think aloud", teach them how to BE like experts - Cause and effect: how to design experiment --> teacher can: rephrase scientific response, connect to the big idea, use hand motions
 * Math**
 * English**
 * History**
 * Science**

Interpretation is something all subjects deal with! Music, P.E., Spanish, what topics overlap with your subject?

1:40 - 2:00 - Vocabulary selection criteria 1. teach words first- prioritize what students need to know! 2. teach words they'll hear often 3. teach words that relate to the basic concept 4. teach words that are a challenge (syncopation) 5. make sure it's words they don't know- no easy words everyone knows
 * After doing music vocab activity:**

2:00 - 2:30 - Kinsella vocabulary teaching routine - http://pubs.cde.ca.gov/tcsii/prolearningtoolkit/kinsellatwotktime.aspx What we learned- APOTHEOSIS! - repeat a million times - copy the word down - give definition - give explanation-- definition in context
 * see it, say it, read it, write it, use it*

> __For Thursday__: Prepare two mini-lessons using the Kinsella vocab routine ( ** be prepared to demonstrate one ** ) - (Upload TWO completed charts (one for each word) in one file to Blackboard.) > __For Tuesday:__ >>>> __Description:__ "As part of the commentary, choose one language function to analyze (history/social studies) language demands and identify a learning task where students use that language function. Identify both the language that students will be expected to use to engage in the learning task and your instructional supports for that language." >>>> a. **Language Function.** Identify **one** language function essential for students to learn the history/social studies content within your central focus. Listed below are some sample language functions. You may choose one of these or another more appropriate for your learning segment. >>> >>>
 * Housekeeping:**
 * [[file:kinsella vocab routine.docx]]
 * Resources:
 * http://www.pgusd.org/english/kinsella/Kinsella_AcadDiscourse_Handout.pdf (p. 74-78 - scripted example of the protocol)
 * http://pubs.cde.ca.gov/tcsii/prolearningtoolkit/kinsellatwotktime.aspx - (classroom example at about 24:00)
 * 1) Read the following sections from the EdTPA handbook
 * __Academic Language, Task 1:__
 * __Commentary Prompt:__
 * **Supporting (History/Social Studies) Development Through Language**
 * analyze, compare/contrast, construct, describe, evaluate, examine, identify, interpret, justify, locate
 * b. Identify a key learning task from your plans that provides students with opportunities to practice using the language function identified above. Identify the lesson in which the learning task occurs. (Give lesson day/number.)
 * c. **Additional Language Demands.** Given the language function and learning task identified above, describe the following associated language demands (written or oral) students need to understand and/or use:
 * ¡ Vocabulary and key phrases
 * ¡ **Plus** at least one of the following:
 * ¡ Syntax
 * ¡ Discourse
 * Consider the range of students’ understandings of the language function and other language demands—what do students already know, what are they struggling with, and/or what is new to them?
 * d. ** Language Supports. ** Refer to your lesson plans and instructional materials as needed in your response to the prompt.
 * ¡ Describe the instructional supports (during and/or prior to the learning task) that help students understand and successfully use the language function and additional language demands identified in prompts 4a–c.
 * __Academic Language, Task 3:__
 * Description: "Analyze evidence of students’ language use from (1) the video clips from the Instruction task, (2) an additional video clip of one or more students using language within the learning segment, AND/OR (3) the student work samples from the Assessment task."
 * __Commentary Prompt:__
 * "Explain and provide evidence for the extent to which your students were able to use or struggled to use language (selected function, vocabulary, and additional identified demands from Task 1) to develop content understandings."
 * 2. View the following resources:
 * https://www.youtube.com/watch?v=HcEqbeVNPqQ&list=PLrT_L5VnPkReCn1RobiUBcs-fIjzUTpgU&index=4 (Academic Language)
 * https://prezi.com/exsfunpopa2k/a-crash-course-in-academic-language/
 * 3. Fill out the following template for a lesson you've already taught or a lesson you plan to teach. Here is a resource:http://gonzagateach.wikispaces.com/Academic+Language+Top+Ten+Strategies
 * [[file:AL planning template.docx]] (Bring a printed copy to class on Tuesday, 2/3)