Agendas+-+418+Spring+2015


 * Syllabus - [[file:EDTE418_disciplinespecificliteracy_Case_Spring2015.docx]] **


 * TPA Task Model**


 * Week 1 - What does it mean to be literate? **
 * **Jan 13**
 * **Jan 15**
 * // Holler, // intro and chapter 1


 * Week 2 - Academic Language **
 * **Jan 20**
 * Zwiers, chapters 1 and 2
 * For __each__ chapter, you need to do two things:
 * Create a **one**-slide summary of the key concepts of the chapter using only images - Be prepared to interpret your slides
 * Write down two questions for discussion


 * "Text Talk" Organizers (Provide a 1-page handout summarizing key points from the chapter and a list of practical applications; design a compelling 15-minute activity/discussion related to your assigned chapter.)
 * Chapter 1 - Julia, Megan
 * Chapter 2 - Andy, Kasey
 * 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.
 * **Jan 22**
 * // Holler, // chapter 2

>>>>
 * Week 3 - Academic Language **
 * **Jan 27**
 * From a lesson you've "recently" taught or observed, make a list of 10 vocabulary terms that could be worth teaching. Bring your list to class.
 * Read Zwiers, chapters 3 and 4
 * Write a CHIP summary for each chapter and post to Blackboard
 * From the chapter, briefly describe (1/2 page) and explain a concept that
 * challenged you
 * helped you
 * inspired you
 * perplexed you
 * (Text Talk Organizers - Provide a 1-page handout summarizing key points from the chapter and a list of practical applications; design a compelling 15-minute activity/discussion related to your assigned chapter.)
 * Chapter 3
 * Chapter 4 - Prezi outline for **Content-Area Variations of Academic Language**
 * [|Text Talk Chapter 4]
 * P.E. - read chapter 3, but instead of chapter 4, read these links:
 * __ [|Toolkit for Enhancing Academic Language in P.E.] __
 * [|__http://blog.usgames.com/an-intro-to-academic-language-in-pe/__]
 * [|__http://blog.usgames.com/featured/standards-outcomes-fun__]
 * __ [] __

>> 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.)
 * **Jan 29**
 * [[file:kinsella vocab routine.docx]]
 * Resources:
 * 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)

>>>> __Description:__ "As part of the commentary, choose one language function to analyze (history/social studies) language demands and identify a learning task where students use that language function. Identify both the language that students will be expected to use to engage in the learning task and your instructional supports for that language." >>>> a. **Language Function.** Identify **one** language function essential for students to learn the history/social studies content within your central focus. Listed below are some sample language functions. You may choose one of these or another more appropriate for your learning segment. >>>
 * Week 4 - Academic Language **
 * **Feb 3**
 * 1) Read the following sections from the EdTPA handbook
 * __Academic Language, Task 1:__
 * __Commentary Prompt:__
 * **Supporting (History/Social Studies) Development Through Language**
 * analyze, compare/contrast, construct, describe, evaluate, examine, identify, interpret, justify, locate
 * b. Identify a key learning task from your plans that provides students with opportunities to practice using the language function identified above. Identify the lesson in which the learning task occurs. (Give lesson day/number.)
 * c. **Additional Language Demands.** Given the language function and learning task identified above, describe the following associated language demands (written or oral) students need to understand and/or use:
 * ¡ Vocabulary and key phrases
 * ¡ **Plus** at least one of the following:
 * ¡ Syntax
 * ¡ Discourse
 * Consider the range of students’ understandings of the language function and other language demands—what do students already know, what are they struggling with, and/or what is new to them?
 * d. **Language Supports.** Refer to your lesson plans and instructional materials as needed in your response to the prompt.
 * ¡ Describe the instructional supports (during and/or prior to the learning task) that help students understand and successfully use the language function and additional language demands identified in prompts 4a–c.
 * __Academic Language, Task 3:__
 * Description: "Analyze evidence of students’ language use from (1) the video clips from the Instruction task, (2) an additional video clip of one or more students using language within the learning segment, AND/OR (3) the student work samples from the Assessment task."
 * __Commentary Prompt:__
 * "Explain and provide evidence for the extent to which your students were able to use or struggled to use language (selected function, vocabulary, and additional identified demands from Task 1) to develop content understandings."


 * 2. View the following resources:
 * https://www.youtube.com/watch?v=HcEqbeVNPqQ&list=PLrT_L5VnPkReCn1RobiUBcs-fIjzUTpgU&index=4 (Academic Language)
 * https://prezi.com/exsfunpopa2k/a-crash-course-in-academic-language/
 * 3. 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 Tuesday, 2/3)
 * **Feb 5**


 * Week 5 - Reading Process/Supporting Struggling Readers **
 * **Feb 10**
 * //Holler//, chapter 3
 * **Feb 12**
 * //Holler//, chapter 4


 * Week 6 - Text-Based Instruction **
 * **Feb 17**
 * Zwiers, chapter 7 - Text Talk - Stacia and Hailey
 * P.E. Alternative
 * http://reflectionsofmyteaching.blogspot.com/2012/12/literacy-in-pe.html
 * Ballinger, D. A., & Deeney, T. A. (2006). Physical educators as teachers of literacy. Journal of Physical Education, Recreation & Dance, 77(5), 18-23.
 * Richardson, M., Richardson, J., & Sacks, M. K. (2012). How Physical Education Teachers Can Help Encourage Students to Read. Education Digest: Essential Readings Condensed for Quick Review, 77(7), 60-62.
 * **Feb 19**


 * Week 7 - Text-Based Instruction **
 * **Feb 24**
 * //Holler//, chapter 5 - As you're reading, think about this question: "How can we gain insight into students' out-of-school lives and then connect that knowledge to learning/literacy experiences?"
 * Prepare a 10-minute pre-reading mini-lesson to set students up for success with a challenging text in your discipline. The mini lesson should accomplish the following: a) generate interest in the text, b) build/activate background knowledge and teach any necessary vocabulary, background information, or information about the text structure, c) establish a clear purpose for reading the text. You will demonstrate a 5-minute segment of the lesson.
 * [[file:pre-reading activity.docx]] Complete this template and upload to Blackboard.
 * **Feb 26**
 * Report the date for your first observed lesson.


 * Week 8 - Text-Based Instruction **
 * **Mar 3**
 * Text-Based Activity Guide - design a text-based lesson that could be used for one of your NC classes or a prior classroom (PE). Upload to Blackboard.
 * [[file:text-based activityguide-revised.docx]]
 * //Holler//, chapter 6 - As you're reading think about this question: "What role does media and media literacy play in the larger literacy curriculum?"
 * **Mar 5**
 * **Quiz on Text-Based Instruction and Academic Language**
 * Be prepared to show a complex understanding of academic language based on the concepts in Zwiers, chapter 2.
 * Explain the difference between syntax and discourse. Be able to complete a partially filled-out EdTPA AL template. [[file:AL planning template.docx]]
 * Explain criteria for selecting vocabulary based on [|this document by Kinsella]
 * Describe what is meant by top-down and bottom-up processes in reading. http://gonzagateach.wikispaces.com/418+Agenda+2.12.15
 * Recognize potential causes for why students may struggle with reading. http://gonzagateach.wikispaces.com/418+Agenda+2.17.15
 * Explain the purpose and examples of pre-, during-, and post- text activities. [[file:Pre-during-post.docx]]


 * Spring Break **


 * Week 9 - Writing to Learn/Learning to Write **
 * **Mar 17**
 * Guest Speaker on NC's Literacy Initiative
 * **Mar 19**
 * // Holler //, chapter 7 - What does it mean to take student writing seriously?

>> [|__Writing Fits in with P.E.__] >> [|__Sample writing tasks in P.E.__] >> [|__More sample assignments__] >> [|__Literacy and P.E.__]
 * Week 10 - **** Writing to Learn/Learning to Write **
 * **Mar 24**
 * Read Zwiers, chapter 8 -
 * As you are reading, identify three key concepts that matter to you. Create a **one**-slide summary of each key concept you selected using only images - Be prepared to interpret your slides
 * On the fourth slide, write down two-three questions for discussion
 * Upload your presentation to Blackboard (the filename should include your name)
 * P.E.'s reading: (do the same task above using the readings below) [[file:esu4sixtraitwriting/WritingPromptsforPhysicalEducation.doc|__Writing Prompts for Physical Education - esu4sixtraitwriting__]]
 * **Mar 26**
 * Informal writing task - "writing to learn"


 * Week 11 - **** Writing to Learn/Learning to Write **
 * **Mar 31**
 * //Holler//, chapter 8
 * **Apr 2**
 * Formal writing task due


 * Week 12 - Building Oral Academic Language Proficiency **
 * **Apr 7**
 * Zwiers, chapters 5-6
 * **Apr 9**
 * //Holler//, chapter 9-10


 * Week 13 - Supporting and Welcoming English Language Learners **
 * **Apr 14**
 * //Philosophical Chairs, Planning Template// [[file:philosophical chairs planning template.docx]]
 * **Apr 16**

>>>> Clancy, Mary E., and Barbara L. Hruska. "Developing language objectives for English language learners in physical education lessons." Journal of Physical Education, Recreation & Dance 76.4 (2005): 30-35. >>>> Bell, Nancy D., and David Lorenzi. "Facilitating second language acquisition in elementary and secondary physical education classes." Journal of Physical Education, Recreation & Dance 75.6 (2004): 46-51.
 * Week 14 - **** Supporting and Welcoming English Language Learners **
 * **Apr 21**
 * **Readings:**
 * **P.E. -**
 * Rohwer, John, and Bob Wandberg. "Improving health education for ELL students in the mainstream classroom." Journal of Health Education 36.3 (2005): 155-160.
 * **Math -**
 * http://ell.stanford.edu/sites/default/files/math_learnmore_files/2.Principles%20for%20Math%20Instruction%208-14-13.pdf
 * http://ell.stanford.edu/sites/default/files/math_learnmore_files/3.Guidelines%20for%20Math%20Instructional%20Materials%20Development%208-14-13%20copy.pdf
 * http://steinhardt.nyu.edu/scmsAdmin/uploads/004/738/NYU_PTE_Math_Module_For_ELLS_Oct_8_2009.pdf
 * **Social Studies -**
 * http://steinhardt.nyu.edu/scmsAdmin/uploads/004/740/NYU_PTE_SocialStudies_for_ELLS_Oct2009.pdf
 * http://teachinghistory.org/teaching-materials/ask-a-master-teacher/25522
 * http://www.cal.org/create/publications/briefs/effective-social-studies-instruction.html
 * **Spanish**
 * http://www.ugr.es/~portalin/articulos/PL_numero16/AIXA%20SAID-MOHAND.pdf
 * http://www.ncte.org/library/NCTEFiles/Resources/PolicyResearch/ELLResearchBrief.pdf
 * http://blogs.transparent.com/language-news/2014/12/22/10-daily-struggles-of-learning-a-third-language-and-beyond/
 * **Music**
 * http://publicschoolteachersodyssey.blogspot.com/2012/03/music-and-english-language-learners.html
 * http://musiced.nafme.org/interest-areas/general-music-education/english-language-learners-in-music-class/
 * http://drum.lib.umd.edu/bitstream/1903/2088/1/umi-umd-2056.pdf (read the abstract on the first two pages of the document and pages 293-318 - the actual page numbers, not the PDF numbers)
 * **Apr 23**
 * **ELC Visit**


 * Week 15 - **** Supporting and Welcoming English Language Learners **
 * **Apr 28**
 * **Apr 30**
 * //Holler//, afterward


 * Week 16 **
 * **Final - Thursday, May 7 - 3:30 - 5:30 p.m.**