Agendas+-+518+Spring+2015

"A Formative Assessment System for Writing Improvement": [|//English Journal//] [|, September 2013] "Summer Reflection: Remodeling Your Approach to Assessment": [|NCTEonAir recording, June 3, 2015] "Taking the Reins of Writing Assessment": [|Literacy & NCTE blog, February 17, 2015] ||
 * Ideas for sp 2016 - **
 * **See also**


 * Syllabus **
 * [[file:EDTE518_disciplinespecificliteracy_Case_Spring2015.docx]]

**[|Task 2 Commentary Model]**

 * Summary of EdTPA Assignments**
 * **Task 2**
 * video (2 clips according to EdTPA specifications) - uploaded to Blackboard under "Task 2 Videos"
 * Responses to Task 2 commentary questions (see model above) - use the template provided on the TPA Blackboard site
 * **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 (uploaded to Blackboard on the Task 2 video media gallery)
 * **You will be scored on rubrics 4, 6-10, 14**


 * Week 1 - Academic Language **
 * 1/14
 * Zwiers, chapter 1


 * Week 2 - Academic Language **
 * 1/19 - Holiday
 * AL module (Upload to Blackboard)
 * Zwiers, chapters 2-3 (Read and annotate.)
 * EdTPA Task 1 supporting materials
 * Watch
 * https://www.youtube.com/watch?v=CKa7u_D9RfI (Task 2)
 * https://www.youtube.com/watch?v=HcEqbeVNPqQ&list=PLrT_L5VnPkReCn1RobiUBcs-fIjzUTpgU&index=4 (Academic Language)
 * Fill out the following template for a lesson you've already taught or a lesson you plan to teach. Here is a resource:http://gonzagateach.wikispaces.com/Academic+Language+Top+Ten+Strategies
 * [[file:AL planning template.docx]] (Bring a printed copy to class on 1/21)
 * 1/21
 * //Holler//, introduction xxi-xxix and chapter 1
 * Instructional Strategy = Anticipation Guide
 * __Before__ you read, answer the following questions using your best judgment. (There isn't necessarily a "right" answer. Just think about it.)
 * True/False - Truly committed, hard-working teachers who work in tough, urban schools are heroes.
 * True/False - "Tough love" displayed as high standards for behavior and strict enforcement of rules is the best approach towards classroom management, especially in a difficult urban setting.
 * True/False - Street-smart kids will only respect a teacher who is also street-smart.
 * True/False - It's difficult for kids to care about school is they are struggling for survival at home and in their neighborhoods.
 * True/False - Kids who don't grow up in a rich educational environment are less likely to have the cognitive and linguistic tools to comprehend and apply complex concepts.
 * Read the introductions xxi-xxix and chapter 1. __While__ you read, look for insights and connections to the five statements in the anticipation guide. Also, put a sticky note next to passages that strike you as particularly important, interesting, or perplexing.
 * __After__ reading - Be prepared to share insights you had in relation to the anticipation guide and/or personal responses to the chapter.
 * Zwiers, chapter 4
 * Text Talk Organizers (Provide a 1-page handout summarizing key points from the chapter and a list of practical applications; design a **compelling** __30-minute__ activity/discussion related to your assigned chapter.)
 * Alec
 * Paul
 * "Teaching a Word"
 * Come to class with a list of 10 possible words you could teach connected with a specific lesson you have taught, will teach, or have observed
 * 1/23
 * Field Assignment #1 - Choose __one__ of the following options. Upload your assignment to Blackboard.
 * A. During one class period, observe and take notes on the following questions. Afterwards, write a summary (~500-600 words) of your observations.
 * What academic language is embedded in teacher talk, the texts used in the lesson, and the assignments/learning activities?
 * Which students seem to be most proficient using/comprehending the AL in this lesson? What is your evidence? What do you think contributes to the students' success?
 * Which students seem to be least proficient using/comprehending the AL in this lesson? What is your evidence? What do you think contributes to the students' struggles? What would help these students?
 * If you were teaching this lesson, what opportunities would you have to support academic language? How would you do it?
 * B. Collect writing samples of 5 students. (The samples will need to be long enough -- probably a minimum of two paragraphs.) Make copies of the writing samples so you can annotate them.
 * Read through each of the writing samples and highlight them according to the following guidelines. Use different colors or symbols for each item.
 * content-specific academic vocabulary
 * general academic vocabulary
 * places where academic vocabulary wasn't used, but would have improved the meaning/precision/thinking of the text
 * organizational features that represent an academic genre
 * Write a summary (~500-600 words) of what you learned. Discuss your findings, differences and similarities between students, and instructional implications for targeted academic language support. To what extent does this writing task represent authentic engagement in the discipline? Is it "doing school" or "doing the discipline"? In general, what did you learn?
 * Alternative assignment: It has come to my attention that some of your field placement classrooms are in the middle of end-of-semester activities/final exams. If it doesn't work to do the field assignment based on your classroom, 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


 * Week 3 - Facilitating Academic Discussions **
 * 1/26
 * 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"!
 * Text Talk Organizers
 * 1/28
 * Philosophical Chairs supported by Sentence Frames
 * https://www.teachingchannel.org/videos/reading-like-a-historian-taking-positions
 * http://www.lake.k12.fl.us/Page/33302
 * http://www.uvm.edu/~asnider/IDAS_2011_CD/Teachers/Materials%20for%20Debate%20Classes/PhilosophicalChairs.pdf
 * http://www.avidweekly.org/assets/pdf/AW-Philosophical%20Chairs%20Template%20new.pdf
 * Zwiers, chapter 6
 * Text Talk Organizers
 * Mona
 * Jordan
 * 1/30
 * (Field Assignment #2 - Postponed due to Finals Week in the schools.)
 * Philosophical Chairs Activity Guide
 * [[file:philosophical chairs planning template.docx]]
 * Philosophical Chairs Activity Guide
 * [[file:philosophical chairs planning template.docx]]


 * Week 4 - Supporting Engagement with Academic Texts **
 * 2/2
 * //Holler//, chapter 4
 * Pre-During-Post Text Framing
 * Zwiers, chapter 7
 * Text Talk Organizers
 * Alicia
 * Abbie
 * Task 2 commentary
 * 2/4
 * Holler, chapter 5
 * pre-during-post activity guide
 * [[file:text-based activityguide-revised.docx]]
 * 2/6
 * EdTPA Academic Language Template Practice
 * [[file:AL planning template.docx]]
 * Field Assignment #2
 * Teach a word using the Kinsella Vocabulary Routine. Upload the following to Blackboard: a) your planning template and b) a reflection that addresses the following three questions (short paragraph responses):
 * 1) In general, how effective was the mini-lesson? What evidence do you have of student learning?
 * 2) What would you do differently next time? What aspect of the routine could you refine?
 * 3) What opportunities will/could you have to review/recycle this word?


 * Week 5 - Supporting Academic Writing **
 * 2/9
 * Submit one portion of EdTPA assignments (either from Task 1 or AL tasks)
 * Zwiers, chapter 8
 * Text Talk -
 * 2/11
 * Holler, chapter 7 and 8 - As you are reading, think about this question: "What does it mean to take students' writing seriously?"
 * Writing Activity Template [[file:writingactivitytemplate.docx]] - Upload template and accompanying materials to Blackboard in one file.
 * 2/13
 * Field Assignment #3- CANCELLED
 * Conduct an activity that involves one of the following strategies: a) philosophical chairs, b) pre-during-post text framing, or c) writing.
 * Upload the following to Blackboard: a) your planning template and b) a reflection that addresses the following three questions (short paragraph responses):
 * 1) In general, how effective was the mini-lesson? What evidence do you have of student learning?
 * 2) What would you do differently next time? What aspect of the routine could you refine?
 * 3) What are/could be next steps to deepen student learning/literacy/academic language?


 * Week 6 - Supporting Academic Language Proficiency: Integration & Assessment **
 * 2/16 - Holiday
 * Zwiers, chapter 9
 * EdTPA "academic language" task
 * 2/18
 * Holler afterword
 * 2/20