518+Agenda+-+1.21.15


 * Learning Targets:**
 * **I can articulate a complex and useful definition for academic language**
 * **I can purposefully select academic vocabulary to intentionally teach**
 * **I am ready to plan and teach explicit vocabulary lessons using the Kinsella Approach**

8:00 - 8:15 - Welcome & Agenda >> //[|Elizabeth] //: And you'll be positively the most fearsome pirates in the Spanish Main. >> //[|Jack Sparrow] //: Not just the Spanish Main, love. The entire ocean. The entire wo'ld. Wherever we want to go, we'll go. That's what a ship is, you know. It's not just a keel and a hull and a deck and sails, that's what a ship needs but what a ship is... what the Black Pearl really is... is freedom. [|Link]
 * Notetaker - Jordan
 * Do you want a Task 2 help session? (Monday at 11?)
 * []
 * //[|Jack Sparrow] //: When I get the Pearl back, I'm gonna teach it to the whole crew, and we'll sing it all the time.
 * //[|Jack Sparrow] //: When I get the Pearl back, I'm gonna teach it to the whole crew, and we'll sing it all the time.

8:15 - 8:45 - Big Ideas from Zwiers 1-3 North Star (aspiration) Big Idea (2) Classroom Applications (3)

8:45 - 9:15 - Text Talk (chapter 4)

9:15 - 9:45 - Academic Language definition
 * Features
 * What is it?
 * EdTPA definitions (look at AL planning template)

9:45 - 10:00 - Break

10:00 - 11:00 - Kinsella approach to teaching vocabulary http://pubs.cde.ca.gov/tcsii/prolearningtoolkit/kinsellatwotaction.aspx (handouts) http://pubs.cde.ca.gov/tcsii/prolearningtoolkit/kinsellatwotktime.aspx (video - 5:00 - 23:00)
 * When you visualize vocabulary instruction, what do you see?
 * Selecting a word
 * Explicit instruction routine
 * Practice (from your list)


 * Housekeeping:**
 * **Field Assignment - due Friday** (upload to Blackboard)
 * It has come to my attention that your field placement classrooms are in the middle of end-of-semester activities/final exams. If it doesn't work, here are some video examples you could analyze instead:
 * ELA - https://www.teachingchannel.org/videos/how-lesson-plans-fail
 * Science - https://www.teachingchannel.org/videos/teaching-environmental-science
 * Math - https://www.teachingchannel.org/videos/averaging-continuous-data
 * Social Studies - https://www.teachingchannel.org/videos/inquiry-based-teaching-powerful-ideas
 * **For Monday:**
 * Prepare two mini-lessons using the Kinsella vocab routine (**be prepared to demonstrate one**) - (Upload TWO completed charts (one for each word) in one file to Blackboard.)
 * [[file:kinsella vocab routine.docx]]
 * http://www.pgusd.org/english/kinsella/Kinsella_AcadDiscourse_Handout.pdf (p. 74-78 - scripted example of the protocol)
 * http://pubs.cde.ca.gov/tcsii/prolearningtoolkit/kinsellatwotktime.aspx - (classroom example at about 24:00)
 * Reading
 * //Holler//, chapter 3
 * Zwiers, chapter 5 - We need two volunteers to do the "text talk"!
 * **To keep on your radar**
 * Task 2 videotape as soon as possible . . . . (Get the taping done and I'll explain on Monday how/where to upload it)

Monday after class at 11:00—Task 2 help session in lounge
 * 1/21/15 Notes**
 * Be prepared and read over Task 2 before meeting

Videoed lesson: Are students problem solving, higher order thinking, reading, writing…? …Supported by Central Focus?

What is academic language? -“The building blocks to literacy and rich communication” -“Window to community of practice where ideas are exchanged” -“Freedom of thought and expression” -“Fluency in communication” -“Full concrete and abstract understanding”

Ch.1 NS-understand and use home language and culture to build academic language BI-academic language skills are defined by student’s social life and home life -directly teach academic language skills A-build relationship, learn about student’s life

Ch.2 NS-need to understand academic language in order to build student proficiency BI-to describe complexity, higher-order thinking, abstraction A-students have different views of language in classroom

Ch.3 NS-how we acquire academic language BI-students need to come to their own meaning -thinking about language and how to use it A-modeling, connecting

Academic Language Planning Template Syntax: sentence level, conventions to string words together Discourse: conversation, presentation, or text. Large chunk of language.

-more nonfiction -wide, fluent reading -need explicit, scaffolded instruction -high leverage words- words that can go across fields and in their lives -word knowledge -opportunities for students to use new words -receptive word knowledge-words we recognize, and partial knowledge words -expressive words-words we can use comfortably and correctly in syntax and grammar
 * Kinsella Videos**

-Asking “Does anyone know what  means?” -asking students to guess versus analyze; say analyze instead of guess -asking students to look up words in a dictionary and put into an original sentence -independent activities that do not teach words i.e. crosswords, word finds, etc…
 * DOES NOT WORK**

HMWK -list of 10 Words -a few words worth teaching -choose two words -use template on wiki that will guide you -plan teaching a word

“I do it, we do it, you do it”