518+Agenda+-+1.20.16


 * Learning Goals:**
 * **SWBAT craft explicit academic language support for an existing lesson following edTPA requirements**

8:00 - 8:10 - Welcome and Agenda
 * [|Hip-Hop Vocab: The Lexicon is in the Lyrics]
 * Notetaker: Sarah user:sarahnewman4
 * Syllabus - [[file:EDTE518_disciplinespecificliteracy_Case_Spring2016.docx]]

8:10 - 8:30 - Review of academic language used to describe academic language on the edTPA
 * **Academic language** describes complex ideas, higher order processes and is **more than vocabulary**
 * Language in use for learning
 * __Language function:__ what thinking/academic task will my students be accomplishing through language?- often the main verb in the objective or standard
 * Ex: describe, analyze, persuade
 * __Language task:__ what is the specific activity in the lesson where students will be using the language function above?- source of evidence of students' use/understanding of academic language....capture evidence of language use
 * __Language demands:__ what language do students need in order to accomplish the learning task above?- what language do I want to hear/see from my students?
 * Vocab: not too many, discipline specific, general AL, mortar terms (~2-7 terms)...if you only include the vocab, you'll get a 2 on the TPA :(
 * Syntax: sentence level- grammar, sentence frames
 * Discourse: beyond sentence level- genres, textual organization, styles, audience, argumentation
 * __Language supports:__ how will you teach and support students' language use before, during and after the learning task?
 * Academic language must be: taught, modeled, used and assessed
 * Ex: sentence frames, explicit vocab instruction, "brain blurt", organizational structures, modeling the appropriate language and then talk about it
 * __Language assessment__
 * __Common trouble spots...__
 * AL demands are invisible
 * Only identifies vocab
 * Specific vocab selection: want to choose high-mileage words...need to work with the more general academic language
 * Language supports aren't built into lesson outline: need to say it in the commentary as well as in the lesson plans and in the evidence
 * Insufficient practice opportunities: need scaffolds and not just the teacher talking
 * AL not used: needs to be assessed...found in the planning and assessment commentary portions of the edTPA

https://prezi.com/exsfunpopa2k/a-crash-course-in-academic-language/#

8:30 - 8:50 - Practice with SOAP
 * []
 * [|SOAP Notes]
 * [[file:AL planning template.docx]]
 * Syntax: passive voice, presentation of vitals/medications
 * Useful sentence frames: _ reveals. Name is ___ who presents with__ _.
 * Discourse: HPI, summary of medical history, one sentence summary of problem and differential diagnosis and clinical reasoning
 * AL that isn't the "bold faced" words but that make us sound like a doctor when writing the SOAP notes: presents, reveals, appears, associated, extends, resolves, secondary

8:50 - 9:20 - Add an AL layer to your existing lesson plan
 * http://gonzagateach.wikispaces.com/Academic+Language+Top+Ten+Strategies

9:20 - 9:30 - Break

9:30 - 10:30 - Academic Language Observation Select one of these videos to watch.
 * ELA - []
 * Science - []
 * Math - []
 * Social Studies - []

While watching take notes using the guidesheet below: https://docs.google.com/document/d/1yHZPlC2Xcl2gJqugCSiUGppfeBZI19lBS2pL5hEXlDU/edit?usp=sharing

10:30 - 10:50 - Discuss Zwiers, chapter 2 and Michie, chapter 2

10:40 - 10:50 - Housekeeping
 * Field observation
 * For Monday -
 * 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:
 * 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.)
 * Read the edTPA handbook directions and rubrics connected with the AL tasks
 * Task 1, question 4; Task 3, question 3; rubrics 4, 14
 * Come prepared to explain how you will practice these tasks. **Commentary responses and associated artifacts/evidence are due Feb 8.**
 * Options - a) add AL support to an upcoming lesson, collect and analyze evidence of students' AL use; b) add a layer of AL support to a lesson you've already taught and analyze evidence of students' AL use (you'll need some access to student work or a video)
 * Post one high quality instructional strategy to support academic language on our professional toolbox page.
 * 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.