418+Assignment+Checklist

Current assignment will be in red >> Do you think teaching academic language is a social justice issue? Why or why not? >> Identify and explain three key concepts you gleaned from the chapters that you feel are applicable to your future teaching. What is the concept? Why does it matter to you? How could you apply it in your future classroom? > >> Due 3/30/13
 * Read //Holler If You Hear Me// and written a journal entry about the book
 * Two G-Prep Reflections - Due 2/2 and 2/12
 * 2/2 - From an email - "What did you learn about your student? In what ways is he/she engaging in literacy practices? (Reading, writing, communicating, finding/using/sharing information) What are some academic strengths you observed in your student?At this point, what is your hunch as to 1-2 areas to be targeted for strengthening your student's literacies?"
 * 2/12 -From an email - "In your learning log in the Gonzaga Prep section, write a report of what you learned from the reading assessment and the literacy practice interviews. In particular, you should cover the following categories: a) Results and discussion of the reading assessment including the scores, b) A summary of what you learned from the literacy practices interview, c) A summary of the literacy strengths of your student, d) a summary of areas to work on to strengthen your student's literacy, e) a list of possible texts and topics that seem most likely to engage your student"
 * Turned in observation notes from G-Prep, 1/31
 * Module 1 - http://gonzagateach.wikispaces.com/Supporting+Struggling+Readers+Module
 * Zwiers, chapters 1-2 - Due 2/19
 * Pre-Reading - Think about these questions and write brief answers in GoogleDocs learning log under "miscellaneous assignments"
 * What is the relationship between language and identity?
 * How do you use language to express who you are?
 * How does your language change when you are in class vs. out of class?
 * During-Reading - Read Zwiers, chapters 1 and 2. While you are reading, think about (and highlight) which concepts you could apply as a teacher of your subject area. Also, be thinking about a definition of academic language.
 * Post-Reading - Respond to these questions (short paragraph response for each question).
 * How would you define academic language?
 * ​Text-Based Lesson Plan - Due 3/9/13
 * Lesson plan for a full class period (designed for your field placement)
 * Needs to include work with some type of text and include pre-during-post activities. The text-based portion can be a larger or small part of the overall lesson.
 * Use "Key Assessment Template" - Do the best you can with the academic language section. We'll keep working on this.
 * Focus on engagement (PECS)
 * Model Lesson Plan -
 * [[file:model lesson plan.pdf]]
 * I'm happy to meet with you individually to discuss this!
 * TPA Videotaping Module - http://gonzagateach.wikispaces.com/TPA+Videotaping+Tips
 * Module 2 - Writing - http://gonzagateach.wikispaces.com/Module+2+-+Writing
 * Due 4/4 - 4/6
 * Revise text-based lesson plan; make your revisions evident (e.g. different color, italics). Do not erase my comments.
 * Writing lesson plan - deadline window (April 12-15)
 * ** Module 4 - Working with ELLs ** (due April 16th) - This module will go live tomorrow.
 * ** Videotaped lesson ** - due April 19 - Upload your video clips to Blackboard under "Key Assessment Videos" - Click on "add media." Be sure you save your video under your name. ** You will need to hand in your permission slips. **
 * ** Task 1, prompt 4 Commentary - Due 4/23 ** - Planning for AL language (commentary prompts are at the end of the Key Assessment template on GoogleDocs.
 * Final Journal - 4/25 - Possible Prompt (or choose your own) - "Reflect on what aspects of your subject area could be particularly difficult for ELLs and what aspects could be particularly supportive to ELLs."
 * Commentary Task 2 - Due 4/30
 * Commentary Task 3 - Due 5/2