418+Agenda+-+1.26.16

Learning Goals

 * SWBAT define key terms used in the edTPA to describe academic language

1:15 - 1:20 - Welcome and agenda
 * Notetaker: MATTTTTTTTTTTTTT user:matt.ryan
 * Bring the co-observation form when you do the co-observation

1:20 - 1:40 - Text Talk, Zwiers, chapter 3 (Sarah and Julie)-cultivating language composition "Text Talk" components
 * 1 page handout focusing on **main ideas** and **useful strategies**
 * 5-minute mini-lecture
 * 10-minute interactive activity that a) demonstrates a suggested strategy, and/or b) reinforces key concepts, and/or c) extends learning from the chapter
 * Grading criteria - timing, preparation, engagement of student

Sarah and Julie Mini lesson: Key concepts- Processing input, Producing language, Negotiating meaning Strategies- Modeling Academic Language =sentence starters, speak slowly, emphasis on certain words Modeling with Think Alouds=Explaining our thought process as teachers Scaffolding both thinking and language=Use facial gestures and hand symbols to clarify difficult language. Don't overuse scaffolding- enabling.

Sherlock Holmes video- Holmes keeps correcting prisoner's grammar, sounded like prisoner knew academic language but was choosing not to use it because he began to correct himself- Playground language vs. language in the classroom. Sherlock coshapes the conversation-can be a way of correcting them without being condescending, but Sherlock seemed condescending. He wasn't supportive, understanding, and patient, as described in the book. Repetition is important, and using the corrections in a statement so students can understand context.

Why might a student be behind in regards to Academic Language?
 * 1) Disrupted upbringing-moving
 * 2) Family life different- example of speaking different language at home
 * 3) Poor testing
 * 4) Culture of the school
 * 5) Nature of the teaching-true rigor in the classroom?
 * 6) Opportunities to have high level discussion about academic content
 * 7) Many other factors

What does that mean for us?
 * Have to play catch-up but don't want to hold others in classroom back
 * Give everybody equal opportunity to participate- in safe way
 * Use strategies in Zwiers
 * Partnering before sharing out to class so that confidence of kids grows
 * Power of ideas- compelling ideas at heart of our classes

1:40 - 2:00 - 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 function-__ what thinking will students be accomplishing through academic language learning?- Usually a verb i.e: interpret, analyze, explain, evaluate, etc.
 * __Learning task-__ What is the specific activity in lesson where students will be using the language function? Source of evidence of student's language use. i.e: students participating in debate about a current event-evidence would be video because debate is oral
 * __Language demands -__ What do students need in order to accomplish the learning task?
 * Vocab: Different for different areas- identify content specific and general vocab needed. i.e: nutrition: content-specific- carbohydrates, protein, etc. general- recommended, suggested, words that apply in other areas
 * Syntax: Sentence level structures or grammar. i.e: This product contains _____
 * Discourse: Larger chunks of language, predictable patterns- most history essays = intro with a hook and thesis, body paragraphs with evidence, conclusion to wrap up
 * Language supports: teaching students about language necessary before, during, and after task.
 * Language assessment
 * Common trouble spots...__

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

media type="custom" key="28207001"

2:00 - 2:25 - Practice with SOAP
 * []
 * [|SOAP Notes]
 * [[file:AL planning template.docx]]aq

2:25 - 2:30 - Closure & Housekeeping > DUE on Thursday: Vocabulary Teaching Module (Upload to Blackboard) > DUE on Tuesday - Feb 2 > 418 L - Co-Observation Form - (complete this early in the field experience and turn in the signed copy) >
 * DUE: Zwiers, chapter 4
 * Text-Talk Organizers - Matt and Ben
 * P.E. Alternative Readings -
 * __ [|Toolkit for Enhancing Academic Language in P.E.] __
 * []
 * __ [] __
 * DUE: //Holler,// chapter 2