WELCOME TO DAY 4 - EDINA

Topic:  Academic Language/Disciplinary Literacy and the edTPA 

               

Essential Questions:

•              Why is there a significant need for disciplinary literacy instruction?
•        What are the language demands of your content area – and how can you apply this       knowledge   to your learning by creating literacy lesson plans (edTPA Handbook—there are several sections in the Handbook on this concept).
•         What are the requirements of the edTPA?
•        What does a quality edTPA lesson plan look like?

TASK 1: Group 1--Ian Gorton, Michael Gillis, Karin Logerquist, Molly Nelson

Task 1:  Jetton, T. L., & Shanahan, C (2012).  Adolescent Literacy in the academic disciplines. Ch. 1 & 2 pp. 1-68 (Essential Question A)

                                                                        

Pre-Posting -- Reviewing what you read on Learning from Text: Adolescent Literacy from the Past Decade & The Challenge of Reading Disciplinary, Chapters 1 & 2, think about the theoretical underpinnings for each chapter’s concepts AND think about how the role that written and oral texts need to play in the learning of your specific discipline.   (Disciplinary literacy is perhaps in many respects a reconceptualization of what it means to teach an academic subject.  Disciplines are organized ways of thinking about the world, and learning within a discipline involves more than becoming merely knowledgeable.   Learning must also encompass how scientists, mathematicians, historians, and others read, write, and think.  This is the difference between covering a subject and teaching a discipline.)

I strongly recommend having the readings read by Tuesday, November 12

Postings: Reading your reflections and interactions about the readings is the only direct way I have of assessing the quality of your understanding of — and engagement with — the assigned readings. See the expectations that follow for the more directed kinds of responses you would make according to the role you are assigned for this week.   

Roles:

There are 4 people in each conversation group. You only respond to those in your own group.

Day 4 (Second online meeting day)

Group	Initiators	Summarizers	Responders	Illuminators
1	Ian Gorton	Michael Gillis	Karin Logerquist	Molly Nelson
2	Laura Mayo	Nicholas Gaudette	Jesse Vavreck	Nancy Nair
3	Jonathan Reeves	Kaylee Wiens	Kris Latcham	Paul Garlock
4	Sean Johnson	Sara Stein	Erik Krueger	Michelle O’Connor

Initiators start the conversation. They must do the reading immediately and get their entries in during the first day or two so others have material to respond to. Grading will be based on the quality of questions, speculations, and thought-provoking prompts that will get people really considering the ideas presented in the content. You must include your own responses to the ideas as well. If another Initiator has already posted his/her ideas, the next Initiator to post must enter new ideas. In other words, don't repeat what's already posted.

Initiators posts are due: Wednesday, November 13 before 5:00 PM

Responders directly address and extend the ideas that the Initiators have thrown out for consideration as well as adding your own unique responses to the readings. It is not enough to say, "I agree", or "That was a nice idea." Responders need to enlarge the conversation, make connections to their own experiences, and draw from other material in the readings to expand on the conversation. Responders need to get their ideas in at least 48 hours before the due date so the Summarizers can do their work (below).

Responders and Illuminators posts are due:

Friday, November 15 before 5:00

Illuminators teach, guide, edify, and enlighten. They take their own and other people's ideas beyond surface statements to broader and deeper ground. They pull from other sources, such as pertinent internet sites, they have encountered to shed light on questions or confusions. They clarify. Illuminators add their contributions after the Initiators, before or after the Responders, and before the Summarizers (i.e., before the last day).

 Responders and Illuminators posts are due:

Friday, November 15 before 5:00

Summarizers pull together and consolidate all the key ideas from the group. They are the last to make their entries, probably best done in the evening of the deadline day. Every participant  (except fellow Summarizers) should be named, and the contributions of each acknowledged in the summary. Summarizers should be organized and concise. Capture the essence. (If there are any group members who have not submitted by 8:00 p.m. of the deadline day, you do not have to wait for them — just summarize those who have submitted up to that time.)

Summarizers posts are due:

Sunday, November 17 before 5:00.

Response Postings – EVERYONE should then add to at least one person in your small group member’s postings by questioning, commenting, or getting clarifications.  Work to deepen the thinking and building of evidence around the proposed relationships of those concepts.  The goal is to extend your own and your colleagues’ understanding of both the theoretical and practical implications of those concepts.  **Respond at least once to another member of your group with questions, clarifications, or other ideas. You will not likely be able to respond to the summarizer, as they will be summarizing all ideas and discussion at the end (Sunday).  The Summarizer will need to respond to at least one person during the week before you summarize.  This would be a good time to ask for clarification on ideas to help write the summary at the end.  Make your response postings before Sunday, November 17.
Respond to another member in our group.  This response is due: Sunday, November 17, 11:59 PM

TASK 1: Group 2--Laura Mayo, Nicholas Gaudette, Jesse Vavreck, Nancy Nair

Task 1:  Jetton, T. L., & Shanahan, C (2012).  Adolescent Literacy in the academic disciplines. Ch. 1 & 2 pp. 1-68 (Essential Question A)

                                                                        

Pre-Posting -- Reviewing what you read on Learning from Text: Adolescent Literacy from the Past Decade & The Challenge of Reading Disciplinary, Chapters 1 & 2, think about the theoretical underpinnings for each chapter’s concepts AND think about how the role that written and oral texts need to play in the learning of your specific discipline.   (Disciplinary literacy is perhaps in many respects a reconceptualization of what it means to teach an academic subject.  Disciplines are organized ways of thinking about the world, and learning within a discipline involves more than becoming merely knowledgeable.   Learning must also encompass how scientists, mathematicians, historians, and others read, write, and think.  This is the difference between covering a subject and teaching a discipline.)

I strongly recommend having the readings read by Tuesday, November 12

Postings: Reading your reflections and interactions about the readings is the only direct way I have of assessing the quality of your understanding of — and engagement with — the assigned readings. See the expectations that follow for the more directed kinds of responses you would make according to the role you are assigned for this week.   

Roles:

There are 4 people in each conversation group. You only respond to those in your own group.

Day 4 (Second online meeting day)

Group	Initiators	Summarizers	Responders	Illuminators
1	Ian Gorton	Michael Gillis	Karin Logerquist	Molly Nelson
2	Laura Mayo	Nicholas Gaudette	Jesse Vavreck	Nancy Nair
3	Jonathan Reeves	Kaylee Wiens	Kris Latcham	Paul Garlock
4	Sean Johnson	Sara Stein	Erik Krueger	Michelle O’Connor

Initiators start the conversation. They must do the reading immediately and get their entries in during the first day or two so others have material to respond to. Grading will be based on the quality of questions, speculations, and thought-provoking prompts that will get people really considering the ideas presented in the content. You must include your own responses to the ideas as well. If another Initiator has already posted his/her ideas, the next Initiator to post must enter new ideas. In other words, don't repeat what's already posted.

Initiators posts are due: Wednesday, November 13 before 5:00 PM

Responders directly address and extend the ideas that the Initiators have thrown out for consideration as well as adding your own unique responses to the readings. It is not enough to say, "I agree", or "That was a nice idea." Responders need to enlarge the conversation, make connections to their own experiences, and draw from other material in the readings to expand on the conversation. Responders need to get their ideas in at least 48 hours before the due date so the Summarizers can do their work (below).

Responders and Illuminators posts are due:

Friday, November 15 before 5:00

Illuminators teach, guide, edify, and enlighten. They take their own and other people's ideas beyond surface statements to broader and deeper ground. They pull from other sources, such as pertinent internet sites, they have encountered to shed light on questions or confusions. They clarify. Illuminators add their contributions after the Initiators, before or after the Responders, and before the Summarizers (i.e., before the last day).

 Responders and Illuminators posts are due:

Friday, November 15 before 5:00

Summarizers pull together and consolidate all the key ideas from the group. They are the last to make their entries, probably best done in the evening of the deadline day. Every participant  (except fellow Summarizers) should be named, and the contributions of each acknowledged in the summary. Summarizers should be organized and concise. Capture the essence. (If there are any group members who have not submitted by 8:00 p.m. of the deadline day, you do not have to wait for them — just summarize those who have submitted up to that time.)

Summarizers posts are due:

Sunday, November 17 before 5:00.

Response Postings – EVERYONE should then add to at least one person in your small group member’s postings by questioning, commenting, or getting clarifications.  Work to deepen the thinking and building of evidence around the proposed relationships of those concepts.  The goal is to extend your own and your colleagues’ understanding of both the theoretical and practical implications of those concepts.  **Respond at least once to another member of your group with questions, clarifications, or other ideas. You will not likely be able to respond to the summarizer, as they will be summarizing all ideas and discussion at the end (Sunday).  The Summarizer will need to respond to at least one person during the week before you summarize.  This would be a good time to ask for clarification on ideas to help write the summary at the end.  Make your response postings before Sunday, November 17.
Respond to another member in our group.  This response is due: Sunday, November 17, 11:59 PM

TASK 1: Group 3-- Jonathan Reeves, Kaylee Wiens, Kris Latcham, Paul Garlock

Task 1:  Jetton, T. L., & Shanahan, C (2012).  Adolescent Literacy in the academic disciplines. Ch. 1 & 2 pp. 1-68 (Essential Question A)

                                                                        

Pre-Posting -- Reviewing what you read on Learning from Text: Adolescent Literacy from the Past Decade & The Challenge of Reading Disciplinary, Chapters 1 & 2, think about the theoretical underpinnings for each chapter’s concepts AND think about how the role that written and oral texts need to play in the learning of your specific discipline.   (Disciplinary literacy is perhaps in many respects a reconceptualization of what it means to teach an academic subject.  Disciplines are organized ways of thinking about the world, and learning within a discipline involves more than becoming merely knowledgeable.   Learning must also encompass how scientists, mathematicians, historians, and others read, write, and think.  This is the difference between covering a subject and teaching a discipline.)

I strongly recommend having the readings read by Tuesday, November 12

Postings: Reading your reflections and interactions about the readings is the only direct way I have of assessing the quality of your understanding of — and engagement with — the assigned readings. See the expectations that follow for the more directed kinds of responses you would make according to the role you are assigned for this week.   

Roles:

There are 4 people in each conversation group. You only respond to those in your own group.

Day 4 (Second online meeting day)

Group	Initiators	Summarizers	Responders	Illuminators
1	Ian Gorton	Michael Gillis	Karin Logerquist	Molly Nelson
2	Laura Mayo	Nicholas Gaudette	Jesse Vavreck	Nancy Nair
3	Jonathan Reeves	Kaylee Wiens	Kris Latcham	Paul Garlock
4	Sean Johnson	Sara Stein	Erik Krueger	Michelle O’Connor

Initiators start the conversation. They must do the reading immediately and get their entries in during the first day or two so others have material to respond to. Grading will be based on the quality of questions, speculations, and thought-provoking prompts that will get people really considering the ideas presented in the content. You must include your own responses to the ideas as well. If another Initiator has already posted his/her ideas, the next Initiator to post must enter new ideas. In other words, don't repeat what's already posted.

Initiators posts are due: Wednesday, November 13 before 5:00 PM

Responders directly address and extend the ideas that the Initiators have thrown out for consideration as well as adding your own unique responses to the readings. It is not enough to say, "I agree", or "That was a nice idea." Responders need to enlarge the conversation, make connections to their own experiences, and draw from other material in the readings to expand on the conversation. Responders need to get their ideas in at least 48 hours before the due date so the Summarizers can do their work (below).

Responders and Illuminators posts are due:

Friday, November 15 before 5:00

Illuminators teach, guide, edify, and enlighten. They take their own and other people's ideas beyond surface statements to broader and deeper ground. They pull from other sources, such as pertinent internet sites, they have encountered to shed light on questions or confusions. They clarify. Illuminators add their contributions after the Initiators, before or after the Responders, and before the Summarizers (i.e., before the last day).

 Responders and Illuminators posts are due:

Friday, November 15 before 5:00

Summarizers pull together and consolidate all the key ideas from the group. They are the last to make their entries, probably best done in the evening of the deadline day. Every participant  (except fellow Summarizers) should be named, and the contributions of each acknowledged in the summary. Summarizers should be organized and concise. Capture the essence. (If there are any group members who have not submitted by 8:00 p.m. of the deadline day, you do not have to wait for them — just summarize those who have submitted up to that time.)

Summarizers posts are due:

Sunday, November 17 before 5:00.

Response Postings – EVERYONE should then add to at least one person in your small group member’s postings by questioning, commenting, or getting clarifications.  Work to deepen the thinking and building of evidence around the proposed relationships of those concepts.  The goal is to extend your own and your colleagues’ understanding of both the theoretical and practical implications of those concepts.  **Respond at least once to another member of your group with questions, clarifications, or other ideas. You will not likely be able to respond to the summarizer, as they will be summarizing all ideas and discussion at the end (Sunday).  The Summarizer will need to respond to at least one person during the week before you summarize.  This would be a good time to ask for clarification on ideas to help write the summary at the end.  Make your response postings before Sunday, November 17.
Respond to another member in our group.  This response is due: Sunday, November 17, 11:59 PM

TASK 1: Group 4--Sean Johnson, Sara Stein, Erik Krueger, Michelle O'Connor

Task 1:  Jetton, T. L., & Shanahan, C (2012).  Adolescent Literacy in the academic disciplines. Ch. 1 & 2 pp. 1-68 (Essential Question A)

                                                                        

Pre-Posting -- Reviewing what you read on Learning from Text: Adolescent Literacy from the Past Decade & The Challenge of Reading Disciplinary, Chapters 1 & 2, think about the theoretical underpinnings for each chapter’s concepts AND think about how the role that written and oral texts need to play in the learning of your specific discipline.   (Disciplinary literacy is perhaps in many respects a reconceptualization of what it means to teach an academic subject.  Disciplines are organized ways of thinking about the world, and learning within a discipline involves more than becoming merely knowledgeable.   Learning must also encompass how scientists, mathematicians, historians, and others read, write, and think.  This is the difference between covering a subject and teaching a discipline.)

I strongly recommend having the readings read by Tuesday, November 12

Postings: Reading your reflections and interactions about the readings is the only direct way I have of assessing the quality of your understanding of — and engagement with — the assigned readings. See the expectations that follow for the more directed kinds of responses you would make according to the role you are assigned for this week.   

Roles:

There are 4 people in each conversation group. You only respond to those in your own group.

Day 4 (Second online meeting day)

Group	Initiators	Summarizers	Responders	Illuminators
1	Ian Gorton	Michael Gillis	Karin Logerquist	Molly Nelson
2	Laura Mayo	Nicholas Gaudette	Jesse Vavreck	Nancy Nair
3	Jonathan Reeves	Kaylee Wiens	Kris Latcham	Paul Garlock
4	Sean Johnson	Sara Stein	Erik Krueger	Michelle O’Connor

Initiators start the conversation. They must do the reading immediately and get their entries in during the first day or two so others have material to respond to. Grading will be based on the quality of questions, speculations, and thought-provoking prompts that will get people really considering the ideas presented in the content. You must include your own responses to the ideas as well. If another Initiator has already posted his/her ideas, the next Initiator to post must enter new ideas. In other words, don't repeat what's already posted.

Initiators posts are due: Wednesday, November 13 before 5:00 PM

Responders directly address and extend the ideas that the Initiators have thrown out for consideration as well as adding your own unique responses to the readings. It is not enough to say, "I agree", or "That was a nice idea." Responders need to enlarge the conversation, make connections to their own experiences, and draw from other material in the readings to expand on the conversation. Responders need to get their ideas in at least 48 hours before the due date so the Summarizers can do their work (below).

Responders and Illuminators posts are due:

Friday, November 15 before 5:00

Illuminators teach, guide, edify, and enlighten. They take their own and other people's ideas beyond surface statements to broader and deeper ground. They pull from other sources, such as pertinent internet sites, they have encountered to shed light on questions or confusions. They clarify. Illuminators add their contributions after the Initiators, before or after the Responders, and before the Summarizers (i.e., before the last day).

 Responders and Illuminators posts are due:

Friday, November 15 before 5:00

Summarizers pull together and consolidate all the key ideas from the group. They are the last to make their entries, probably best done in the evening of the deadline day. Every participant  (except fellow Summarizers) should be named, and the contributions of each acknowledged in the summary. Summarizers should be organized and concise. Capture the essence. (If there are any group members who have not submitted by 8:00 p.m. of the deadline day, you do not have to wait for them — just summarize those who have submitted up to that time.)

Summarizers posts are due:

Sunday, November 17 before 5:00.

Response Postings – EVERYONE should then add to at least one person in your small group member’s postings by questioning, commenting, or getting clarifications.  Work to deepen the thinking and building of evidence around the proposed relationships of those concepts.  The goal is to extend your own and your colleagues’ understanding of both the theoretical and practical implications of those concepts.  **Respond at least once to another member of your group with questions, clarifications, or other ideas. You will not likely be able to respond to the summarizer, as they will be summarizing all ideas and discussion at the end (Sunday).  The Summarizer will need to respond to at least one person during the week before you summarize.  This would be a good time to ask for clarification on ideas to help write the summary at the end.  Make your response postings before Sunday, November 17.
Respond to another member in our group.  This response is due: Sunday, November 17, 11:59 PM

TASK 2: Group 1--Ian Gorton, Michael Gillis, Karin Logerquist, Molly Nelson

Task 2: What are the language demands of your content area? (Essential Question B)

Academic language, broadly defined, includes the language students need to meaningfully engage with academic content within the academic context. This should not be interpreted to suggest that separate word lists and/or definitions of content-related language should be developed for each academic subject. Rather, academic language includes the words, grammatical structures, and discourse markers needed in, for example, describing, sequencing, summarizing, and evaluating — these are language demands (skills, knowledge) that facilitate student access to and engagement with grade-level academic content. These academic language demands are different from cognitive demands (e.g., per Bloom’s taxonomy). Although there may not be just one accepted definition of academic language, there are a good number of resources available that address the issue of academic language and may be considered in the development of state ELP standards and assessments. For example: Aguirre-Munoz, Parks, Benner, Amabisca, & Boscardin, 2006; Bailey, 2007; Bailey, Butler, & Sato, 2007; Butler, Bailey, Stevens, Huang, & Lord, 2004; Chamot & O’Malley, 1994; Cummins, 1980; Cummins, 2005; Halliday, 1994; Sato, 2007; Scarcella & Zimmerman, 1998; Schleppegrell, 2001.

Pre-Posting –

Part A - Watch the video/PPT on Content Objectives and Language Objectives (See below).  Think about the work we have completed already (What does it mean to read?  Who are we as readers? Who are adolescent readers? What does research tell us about learning from texts) how does this build the foundation of rethinking how we plan for instruction in our content areas. 

Now. . . Think about what it means to be literate in your specific discipline (e.g., what does it mean to read, write, speak and listen within your discipline). 

Pre-Posting-

Part B - Conduct an internet search and see if you can find any sites/information on what it means to be literate in your specific discipline. 

Initial Posting – After viewing the ppt. on content objectives versus language objectives I invite each member within your small discussion group to share their specific discipline and what it means to be literate within that discipline (e.g., What does it mean to be mathematically literate?).  Think about the types of texts (oral and written) you need to read and comprehend.  Think about the tasks that you are asked to do within your discipline and how is language used to support and complete these tasks.   Post your interpretation of what it means to be literate within your discipline include any information you located in your web search (don’t forget to cite your sources or provide links for others to view). 

Fri. November  15, Initial posting

Response Postings – Everyone should respond at least once to each group member with a question, clarification, or addition to the thoughts on their specific information.  You might consider other information, questions you still have as a future teacher, etc.

Response Postings:

By Sunday, November 17: 11:59 PM. Response postings

TASK 2: Group 2--Laura Mayo, Nicholas Gaudette, Jesse Vavreck, Nancy Nair

Task 2: What are the language demands of your content area? (Essential Question B)

Academic language, broadly defined, includes the language students need to meaningfully engage with academic content within the academic context. This should not be interpreted to suggest that separate word lists and/or definitions of content-related language should be developed for each academic subject. Rather, academic language includes the words, grammatical structures, and discourse markers needed in, for example, describing, sequencing, summarizing, and evaluating — these are language demands (skills, knowledge) that facilitate student access to and engagement with grade-level academic content. These academic language demands are different from cognitive demands (e.g., per Bloom’s taxonomy). Although there may not be just one accepted definition of academic language, there are a good number of resources available that address the issue of academic language and may be considered in the development of state ELP standards and assessments. For example: Aguirre-Munoz, Parks, Benner, Amabisca, & Boscardin, 2006; Bailey, 2007; Bailey, Butler, & Sato, 2007; Butler, Bailey, Stevens, Huang, & Lord, 2004; Chamot & O’Malley, 1994; Cummins, 1980; Cummins, 2005; Halliday, 1994; Sato, 2007; Scarcella & Zimmerman, 1998; Schleppegrell, 2001.

Pre-Posting –

Part A - Watch the video/PPT on Content Objectives and Language Objectives (See below).  Think about the work we have completed already (What does it mean to read?  Who are we as readers? Who are adolescent readers? What does research tell us about learning from texts) how does this build the foundation of rethinking how we plan for instruction in our content areas. 

Now. . . Think about what it means to be literate in your specific discipline (e.g., what does it mean to read, write, speak and listen within your discipline). 

Pre-Posting-

Part B - Conduct an internet search and see if you can find any sites/information on what it means to be literate in your specific discipline. 

Initial Posting – After viewing the ppt. on content objectives versus language objectives I invite each member within your small discussion group to share their specific discipline and what it means to be literate within that discipline (e.g., What does it mean to be mathematically literate?).  Think about the types of texts (oral and written) you need to read and comprehend.  Think about the tasks that you are asked to do within your discipline and how is language used to support and complete these tasks.   Post your interpretation of what it means to be literate within your discipline include any information you located in your web search (don’t forget to cite your sources or provide links for others to view). 

Fri. November  15, Initial posting

Response Postings – Everyone should respond at least once to each group member with a question, clarification, or addition to the thoughts on their specific information.  You might consider other information, questions you still have as a future teacher, etc.

Response Postings:

By Sunday, November 17: 11:59 PM. Response postings