Syllabus



418 L Materials

Co-Observation Directions
Co-Observation Form

Lesson Observation Schedule
  • By February 19th, record the day you have scheduled to teach your first observed lesson. This will involve an academic language component. (If you are unable to get this on the calendar by Feb 19, you need to email me with an explanation.)
  • Reminder: These are the required experiences with your supervisor:
    • Co-observation - Turn in the signed form to me.
    • Lesson #1 - Academic Language component (Target deadline - Mar 17) - Turn in lesson plan and reflection to me on Blackboard.
    • Lesson #2 - Text or Writing component (Target deadline - Apr 14) - Turn in lesson plan and reflection to me on Blackboard.


Misc 418 Materials

Reading Log -
Text Talk Rubric

edTPA Academic Language Assignment

  • Commentary responses - Task 1, question 4; Task 3, question 3 (Note: these numbers might be slightly different for your content area. If these prompts don't deal directly with AL, look at the question before and after.)
  • Evidence - student work (scanned and uploaded to Blackboard "EdTPA Academic Language") or additional video (uploaded to Blackboard on the edTPA Videos gallery on Blackboard)
  • You will be scored on rubrics 4, 14
  • Target Deadline: March 22. If this doesn't work for you, you can negotiate a different deadline as long as you communicate with me well in advance.

If you complete the AL planning template, it will help set you up for success.(Not required)



Week 1 - What does it mean to be literate?
T – Jan 12
Th – Jan 14
  • Holler, intro and chapter 1

Week 2 - Academic Language
T – Jan 19
  • DUE: Zwiers, chapter 1
    • 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.

Th – Jan 21
  • DUE: Zwiers, chapter 2
    • Text-Talk Model by Anny (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 the assigned chapter)
  • DUE: 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.

Week 3 - Academic Language
T- Jan 26
  • DUE: Zwiers, chapter 3
    • Text-Talk Organizers -Julie & Sarah
Th – Jan 28

Week 4 - Academic Language
T- Feb 2

  • DUE: Zwiers, chapter 4 (Strategy: "What I know now. What I learned.")
  • Before reading, jot down answers to these questions:
    • What constitutes academic language specific to my subject area?
    • What types of text and genres are common in my subject area?
    • When have I observed students getting tripped up by the academic language of my subject?
    • How did I acquire academic language proficiency in my subject area?

  • After reading: Now that you have read this chapter, return to your answers to the questions above. What can you now add? (Add new information in a different color.)
  • DUE: Holler, 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.
Th – Feb 4

Week 5 - Academic Language
T- Feb 9
  • Zwiers, chapter 5
    • Text-Talk Organizers
Th – Feb 11

  • DUE: edTPA Academic Language planning template for a lesson of your choice - Upload to Blackboard

Quiz window - 2/11-2/15

Week 6 - Reading to Learn
T – Feb 16

Th – Feb 18 (supporting struggling readers)
  • DUE: Holler, chapter 3

Week 7 - Reading to Learn
T – Feb 23
  • DUE: Midterm Assessment
Th – Feb 25
  • Anny at conference - watch Rain in a Dry Land

Week 8 - Reading to Learn
T – Mar 1 - Introduction to Cognitive Processes of Reading
  • Workshop - Observation 1 - Lesson Plans
Th – Mar 3
  • edTPA models
  • Introduction to cognitive processes of reading

Week 9 (GU Spring Break)
No classes

Week 10 - Reading to Learn
T – Mar 15
DUE: Zwiers, chapter 6

  • Text-Talk Organizers: Abby, Lauren
  • pg 186, summarize paragraphs, reading requires identification of the meaning of text, chunk through long sentences to pull out meaning, we tend to emphasize the middle clause which is probably the most important, teach SS to make own examples to connect their ideas, recognize authors purpose.
  • Read-aloud, comprehend-aloud, lyric summaries, Role-based discussions groups
  • Histogram: graphs are text because it is communicating information that have to be interpreted. It requires packaging.
  • Pick a text to structure.

  • DUE: Holler, chapters 4-6
  • Notes: SS who don't feel like Academic Language is their mother tongue: Text has the ability to resonate with the book "House on Mango Street"
  • Passages from Book that stuck out to us and discussed them. Groups to whole class discussion.
  • Identity "Mexican-American", Power of stereotypes & assumptions, Multi-cultural & Bi-racial identity, Identity is performed & contextual, Language, Being an American in another country it is a negative thing, glorified America, Categorization.
  • What do we do as teachers: Safe space to talk, create an environment that allows room for complication, create a class culture, "You can't hate someone if you know their story," political discourse- create an alternative discourse, talk & have conversation.
Th – Mar 17
  • DUE: Zwiers, chapter 7
    • Text-Talk Organizers: Annie, Katie, Alex


Week 11 - Reading to Learn
T- Mar 22

Writing to Learn
Th – Mar 24
DUE: Academic Language edTPA Portions
  • 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 edTPA Videos gallery on Blackboard)
  • You will be scored on rubrics 4, 14

Week 12 - Writing to Learn
T – Mar 29
  • DUE: Holler, chapter 7
  • DUE: Zwiers, chapter 8
    • Text-Talk Organizers:
Th – Mar 31
  • DUE: Observed Lesson #2
  • DUE: Holler, chapter 8

Quiz window - 4/7-4/10
  • Quiz Study Guide

Week 13 - Writing to Learn
T – Apr 5

Supporting ELLs
Th – Apr 7

Week 14 - Supporting ELLs
T – Apr 12
  • DUE: ELL Scavenger Hunt
Th – Apr 14 (ELC experience, Schoenberg 201)

Week 15 - Supporting ELLs
T – Apr 19 -
Th – Apr 21-

Week 16 - Course Synthesis
M- Apr 25 - DUE: ELL Literacy Activity
T – Apr 26
  • Field Trip to Sacajawea Middle School
Th – Apr 28
  • Debrief middle school ELL experience
  • Finish ELL crash course

**Week 17**
Th – May 5 – 3:30 - 5:30 – Final exam session
  • We will be revisiting some guiding questions from the course and discuss a blog by Greg Michie.
  • DUE: Holler, chapters 9-10
    • o Come to class with 2 discussion questions and a passage you want to share.
    • DUE: Zwiers, chapter 9-10
      • o As you are reading, think about this question: “What does it mean in your discipline to “seriously smudge the line between assessment and instruction” as it relates to academic language development and content learning?”
      • o Come to class with 2 genuine discussion questions from chapters 9-10.