518+-+Agenda+-+10.5.16

Learning Goals:

 * I can effectively teach a word using the Kinsella routine.
 * I can design strategic AL support within a lesson.

8:00 - 8:10 - Welcome & Agenda
 * Notetaker user:sguadarrama23
 * language function, task, language demands, vocabulary, syntax, discourse, language supports
 * Language function - skill students will be able to accomplish through academic language, found in learning targets
 * Task - the portion of the lesson where kids are using the targeted academic language that will be the source of evidence for academic language use
 * language demands - linguistic tools Ss need to accomplish the task. What academic language is required to do this task? which then builds facility with the function
 * goal-->language function >Task--->Demands - what AL is needed to accomplish the task
 * Vocabulary - discipline specific, general academic words, or technical vocabulary rooted in this lesson
 * No more that 7 (often 2 or 3) vocabulary words in a lesson. Goal is to be targeted
 * Syntax - Grammar and mechanics, sentence construction
 * Discourse - paragraph level or larger, genre organization, how do insiders in your discipline communicate, ways of justifying a claim, how we organize or present language
 * language supports - when and how are you going to teach it using the vocabulary, syntax, and discourse

8:10 - 9:10 - Stations
 * 1) Workshop AL plans
 * 2) Discuss Michie/ Top Ten AL Strategies
 * 3) AL edTPA Model
 * Read the model [[file:AL TPA tasks model.pdf]]
 * Score the model using the AL rubrics (this is a social studies model) (Find the handbook on Blackboard)
 * Look up the AL task and rubrics in your content area. Compare the prompts and rubrics. What is the same? What is different?

9:10 - 9:40 - Vocab Demos (3)

9:40 - 9:50- Break

9:50 - 10:50 - Vocab Demos (10)
 * [[file:kinsella vocab routine_acceleration.docx]]


 * Housekeeping:**
 * **Week of October 12**, turn in edTPA AL for one lesson.
 * **Academic Language**
 * Commentary responses - Task 1, question 4; Task 3, question 3
 * Evidence - student work (scanned and uploaded to Blackboard "EdTPA Academic Language") or additional video (let me know if you are using video and we'll figure out where to upload it)
 * Self assessment on rubrics 4, 14.
 * **You will be scored on rubrics 4, 14.**
 * For October 12 - Read Michie, chapter 4
 * **Before you read:** This passage from //Holler// is a story about the power of a story. It shows how a book can touch students' lives and act as a transformative mirror of their own experiences, reminding them that they aren't alone in the world. As you read, consider the power of reading/writing particularly as it relates to students' cultures, lives, and heritage.
 * **Reading assignment** - 60-77 - As you read, pay attention to aspects of the story that relates to literacy. You will need to select a quote from the text to share with the class.
 * Next time, these people will be doing their 5min vocab lessons
 * Math - Stef, Max
 * Science - Christian
 * Social Studies - Kayla, Robert
 * English - Leah