518+Agenda+-+1.13.16

Guiding Questions:
 * 1) What does it mean to be literate in 2016? In what ways does school reflect, support, or detract from this definition?
 * 2) In what ways do language and literacy function to mark, include, and exclude people? Is "academic language" a social justice issue?

Notetaker: Raquel

8:00 - 8:30 - Welcome and Introduction to the Course
 * Your help designing syllabus

>> More often than not, academic language can be a "code" that those on the inside are not aware they are talking. >> As teachers, it is our job to recognize the code and decode it for our students.
 * Overarching Themes**
 * 1) Inviting students to participate in a disciplinary community
 * 2) For each subject, consider how we can have the awareness of how our fields construct literacy, and how it is that we invite our students into that "club."
 * 1) Supporting //general// literacy development in my content
 * 2) Using reading and writing as learning tools
 * 3) We will be adding ELL at the end (see below)
 * Topics **
 * Academic Language (including prep for edTPA AL tasks)
 * Designing text-based instruction; CCSS aligned activities
 * Designing writing-to-learn instructional modules
 * Crash course in supporting ELLs


 * Informal Survey **
 * What do you read?
 * Fiction/nonfiction
 * Online/offline
 * Mandated/voluntary
 * What do you write?
 * Fiction/nonfiction
 * Online/offline
 * Mandated/voluntary

8:30 - 9:15 - Discussion Groups
 * What do our readings have to say about the guiding questions?
 * What does it mean to be literate in 2016? In what ways does school reflect, support, or detract from this definition?
 * Group 2: What it means to be literate in 2016: a combination between Mrs.Oakley and Marcus. A synthesis of these two modes is what it means to be literate in 2016.
 * In 2016, multimodal landscapes represent the future, which allows many individuals to have access to vast amounts of language. Studies have shown we as a culture have shifted to shorter conversations, texts, etc.
 * Group 3: "Although culture, and indeed those who produce them, creates a space for those to be readers, creates a space for those to be non-readers" (Gallagher, may not be exact). How does the difference of 5/6 years change that? **Think critically as readers about the articles being read.**
 * In what ways do language and literacy function to mark, include, and exclude people? Is "academic language" a social justice issue?
 * Group 1: Academic language as a social justice issue. If the content is in the work, but not written as "correct," the dilemma arises as to whether or not the quality of the answer is determined. If the student comes from a different background, judging the quality of that answer based on language, there is a possible disservice to the students. By both not judging and judging the quality of that answer, we determine the student's potential membership to a different class system. The teacher has the responsibility to wrestle with the tension between a student's vernacular and academic language.

9:15 - 9:25 - Break

9:25 - 10:25 - Introduction to Academic Language

A. What do we mean by "academic language"? [] > //[|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] > Q: What academic language really is... access membership agency to have voice identity (way of being) legitimacy boundary breaking EdTPA: Goal: Building AL proficiency This course will challenge the ways that we think about academic language supports B. Elements of AL
 *  //[|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.

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 * How the EdTPA uses language:**
 * Academic language involves vocabulary, but all different categories of words
 * Categories of Academic Vocabulary
 * Explicit and implicit, or content/technical vocab "bricks"
 * General AL language-->mortar
 * Words that mark academic language: Synthesize, analyze, interpret, annotate, summarize, etc, or words that describe thinking processes
 * symbols and graphics that are unique to a discipline
 * general words used in specific ways
 * genre signaling words
 * Syntax: Taught by (1) sentence frames or (2) grammar
 * Predictable patters, usually on a sentence level
 * grammar, structures
 * Discourse: usually teaching or thinking about text organization (like a persuasive essay, narrative, etc) or teaching students appropriate communication or audience issues
 * predictable patterns of speech, organization (can be textual or spoken) used to communicate in archer chunks of language
 * EdTPA expected to teach syntax **or** discourse, but not both
 * Example: SWBAT analyze pros/cons of a controversial political issue.
 * ANALYZE would be the language function
 * What words do they need, or language demands:
 * Vocabulary: Assert, claim, despite, on the other hand, based on, as well as content specific words
 * Within this, what is the task or context within which the students will be doing this...a debate, a paper? Within the EdTPA, that task would be the evidence of academic language
 * Logic chain: Target-->function (verb in objective)-->task (specific context for using academic language)--> demands (language needed for the above), or vocab and syntax or discourse--> support (instructional scaffolds) --> assessment
 * Example of discourse in math: predictable pattern of a story problem
 * Example of syntax: a math formula

SOAP Notes Example
 * http://www.fammed.wisc.edu/sites/default/files/webfm-uploads/documents/med-student/pcc/pds-example-soap-note-acute-problem.pdf
 * [|SOAP Notes]



10:25 - 10:50 - Housekeeping
 * Collaboratively designing the syllabus
 * Major assignments
 * edTPA AL sections
 * Demonstrate ability to scaffold texts and writing and support AL development; some foundational understanding of supporting ELLs
 * Past assignments - text-based plan, writing plan, ELL adaptation
 * Reading assignments - collective agreement
 * Demonstrate professional knowledge related to key course topics
 * Repertoire of discipline-specific instructional strategies - a few that you can enact


 * Monday's class substitution - online module related to vocabulary teaching. Upload your work to Blackboard by Monday at midnight.**

>
 * For Wednesday:**
 * Reading:
 * Zwiers, chapter 2 (Strategy: Visual Summary)
 * Create a one-slide summary of the key concepts of the chapter using only images - Write your interpretation of the visual representation in the "notes" section at the bottom of the slide. Also, write down two questions for discussion on a second slide. Upload slides to Blackboard.**SAVE the presentation with this filename: Lastname_Zwiers1**
 * Michie, chapter 2 (Strategy: Questioning the Author)
 * As you read chapter 2, think about the relationship between language and identity and how we judge people based on language. Also, while you are reading, identify one or two paragraphs that especially intrigued you. What question(s) would you ask the author about this passage? Why? Write your question(s) on a sticky note and place it next to the passage.
 * Bring a copy of a lesson plan you taught last semester. We will use this to layer on possible academic language support.