518+Agenda+2.4.15


 * Target:**
 * **I can appropriately scaffold a difficult text.**

8:00 - 8:05 - Welcome & Agenda
 * Notetaker: Greguser:gmaechler
 * Guest expert - Feb 18, after class
 * What is the difference between teaching conceptual understanding of a word and teaching understanding of a concept?
 * [|Academic Word List]

8:05 - 8:30 - Finish discussion about reading comprehension

8:30 - 9:15 - Workshop text-based lesson plans
 * Why did you choose the text?
 * What do you anticipate to be challenging aspects of the this text with your students?
 * What specific areas would you like feedback on?
 * Talk through your process. Colleague listens and takes notes.
 * Colleague asks questions to clarify intentions and/or elicit revision ideas.
 * Discuss ideas to strengthen the plan and possible alternatives.

9:15 - 9:45 - EdTPA template

9:45 - 10:00 - Break

10:00 - 10:15 - Holler

10:15 - 10:50 - Pre-During-Post mini lessons

__Understanding a word vs. teaching a concept__
 * Housekeeping:**
 * Due Friday 2/7 - Field Assignment #2 and Post final versions of the text-based activity guide on Blackboard by Monday (2/9) In the "comments" section, briefly describe the revisions you made as a result of workshopping your guide.
 * EdTPA Planning Template (upload to Blackboard) [[file:AL planning template.docx]]
 * For Monday 2/9 -
 * Submit some portion of the EdTPA tasks - either AL or Task 2. by Monday (2/9)
 * Zwiers, chapter 8
 * Text Talk

-Concept of the word vs. concept itself -Beyond the meaning of the word itself -Greater understanding of concepts surrounding term/word and its context

-Context of word -Knowing a word/term does not necessarily equate to understanding of word/term in desired context -“slope” can be understood in basic terms (Ski hill?), but does not provide the concept of “rise over run” in a mathematical context

-Importance -Deepening content knowledge vs. building content specific literacy -Two often intertwine but also represent distinction between understanding a word vs. teaching a concept -Important for EDTPA to keep this in mind and understand the practical distinctions

-Practical Application -Why don’t more teachers explicitly address conceptual understanding of words/terminology? -Finding the “right words”; -Figuring out which words/terms are “high mileage” -“Academic Word Lists”

-Reading comprehension -Being careful and deliberate with implementing reading strategies -Support comprehension -Avoid ineffective strategies that place a premium on

__Holler__

-Structuring discussion -Author discusses how prior knowledge is required for impactful discussion with story about Mexican-American culture (p. 85). -Can draw on story in making considerations for creating discussion __Complex Text Strategies__

1) Pre-Reading -Situate the text -Essential background knowledge -Focus attention 2) Questioning 3) Multiple passes at the text 4) Paraphrasing