518+-+Agenda+-+9.7.16

=Learning Goals:=
 * Begin to articulate a robust definition of academic language.
 * Begin to identify specific ways academic language is used in various discipline.
 * Explore ways language and literacy function to mark, include, and exclude people.

8:00 - 8:30 - Welcome and agenda
 * Notetaker: user:srtakaylamatthews
 * Brief overview of the class

8:30- 9:40 - Lessons learned from the first week of school; review 512 field assessments; 505/506 L
 * 4 groups- sharing experiences from field experience- what kind of culture is being organized, any examples of meaningful learning?
 * How to negotiate role of being a student teacher in the classroom- open communication with your CT, being professional and discretionary about what you write in your field notebook
 * How to motivate students to look beyond finding the "right" answer- making them see the importance of skills they're learning
 * How to make every lesson meaningful
 * How does tracking influence students?

9:50-10:10 - 15-Minute Write
 * 1) Why would you choose to connect classroom learning experiences to your students' diverse backgrounds, ways of thinking about the world, and ways of using language? Include at least two specific references from Zwiers, chapter 1.
 * 2) What are three features of academic language in your discipline? Include at least two specific references from Zwiers, chapter 2.

10:15 - 10:45 - How do language and literacy function to mark, include, and exclude people? (discussion in partners)
 * https://www.youtube.com/watch?v=KPMqCBR3URQ - Sherlock Holmes
 * https://www.youtube.com/watch?v=HAZMIC_OwTw - HUD
 * https://www.youtube.com/watch?v=X_KKLkmIrDk - Ebonics
 * https://www.youtube.com/watch?v=a-pfcP3qg5A - Broken English

-Assumptions have a history- deeper social implications -depending on your community different types of language have different amounts of capital

9:40 - 10:00 - Continue

10:00 - 10:15 - What is academic language? media type="custom" key="28699294"

10:15 - 10:30 - Zwiers, chapter 2 - "Text Talk" model
 * [|Handout]
 * "Text Talk" components
 * 1 page handout focusing on **main ideas** and **useful strategies -** Bring a copy for all members of the class and upload to the wiki.
 * 5-minute mini-lecture (__**REVIEW key concepts)**__
 * 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

10:30 - Closure/move to computer lab for LiveText training


 * Housekeeping: **
 * <span style="background-color: #ffffff; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px;">No class on Wednesday, 9/15 - If possible, go to your placements Tues, Wed, Thurs. See what happens three days in a row and pay attention to academic language.
 * <span style="background-color: #ffffff; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px;">Ideas for your field notebook:
 * <span style="background-color: #ffffff; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px;">What academic language is required to fully access the course content?
 * <span style="background-color: #ffffff; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px;">How is academic language supported in the instruction?
 * <span style="background-color: #ffffff; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px;">In oral and written language, what do you notice about how your students' use (or non use) of academic language? How does their use of academic language shape your perception of what they know?
 * <span style="background-color: #ffffff; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px;">What opportunities do you notice to intentionally support academic language development?
 * <span style="background-color: #ffffff; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px;">In lieu of class: Complete this vocabulary teaching module **Upload to Blackboard by Friday, 9/16**
 * <span style="background-color: #ffffff; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px;">Due, Wednesday - 9/21-
 * <span style="background-color: #ffffff; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px;">Read Zwiers, chapters 3-4 - Create a visual summary for each chapter - Create a one-slide summary of the key concepts of each chapter using only images(2 slides total) - Write your interpretation of the visual representation in the "notes" section at the bottom of the slide. Also, write down two questions for discussion on a third slide. Upload slides to Blackboard.**SAVE the presentation with this filename: Lastname_Zwiers3-4**
 * <span style="background-color: #ffffff; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px;">Text Talk, chapter 3
 * <span style="background-color: #ffffff; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px;">Text Talk, chapter 4
 * <span style="background-color: #ffffff; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px;">Read Michie, introductions and chapter 1
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px;">Find a challenging, complex, important/engaging text within your discipline. The text should be 10-15 pages and designed for experts in the field. Bring a copy of the text or a link to class.
 * Schedule Co-Observation with supervisor - (window - 9/14 - 10/4); Co-Observation form is on Live Text
 * Read the syllabus (on 518 main page) and write down any questions to discuss next time we meet. (If questions are urgent, feel free to email me.)