1.  As you find you locate your PLC and find your binders, please read the current event article regarding ALD and college entrance.

2.  Please revisit the DLT rubric ◦ Pay close attention to side 2 ◦ This is the focus of the video presentation

3.  Please revisit the DLT rubric prior to observing the lesson, specifically the second side which focuses on the evidence piece of the DLT. As we learn together how to use the DLT as an instructional and learning tool, use the questions listed below to help frame your focus while watching the video.  What strategie(s) are being used to present the learning target to students?  What strategies are being used to hold students accountable for knowing what they will be learning and doing during the day’s lesson?  What else are you noticing about how the learning target is being scaffolded for students?  Thank you to Ms. Recinos, Mr. Frank, and their students!

4.  Following the video clips, please take some time to share with a partner your written responses to the video guiding questions  Following the video clips, please take some time to personally reflect on how you use DLTs in the classroom

5. District Wide Academic Support Team October 2011 Peggy Ratner – Math Lisa Burgess – ELA/ELD Lonny Wood – Social Science

6.  By the end of today’s presentation, I will be able to distinguish between content vocabulary (bricks) and functional language (mortar) as evidenced by creating and sharing content-specific academic language sentence frames.

8. INFORMAL LANGUAGEACADEMIC LANGUAGE repetition of words variety of words, more sophisticated vocabulary sentences start “and” or “but” sentences start with transition words, such as “however”, “moreover”, and “in addition” use of slang such as “dude”, “whatever”, and “like” replaces slang with accurate descriptors appropriate for use in casual, social settings appropriate for use in all academic and workplace settings can vary greatly by ethnicity, region, gender, age common language register for all

9.  the language used in the classroom and workplace.  the language of a wide range of text.  the language of assessments.  the language of academic success.  the language of power.

10. UCSD student 19 yrs. old; sophomore appeals ouster over English requirement:  Academic Background ◦ 3.2 GPA: earned an A plus in physics and a B plus in vector calculus. ◦ Scored a perfect 800 on the math portion of the SAT and passed UC’s foreign language requirement because he is fluent in his parents’ native Polish ◦ took two writing classes during his freshman year, earning a B in one and a C in the other ◦ failed to meet the English proficiency requirement freshman year ◦ got A’s and B’s in high school English

11.  Academic Language Requirement ◦ required to pass a writing course within their first three quarters at UC ◦ The requirement can be met by obtaining a sufficient score on the appropriate ACT or SAT exams or in AP English in high school.  Consequence ◦ regardless of letter grades, students are required to pass a final essay exam in each class to meet the writing requirement. “It’s all or nothing,” said Kubal, who said he got nervous before both exit exams ◦ a letter acknowledges Kubal’s strength in math and science, but stresses that the writing requirement will not be waived and that Kubal is dismissed

12.  Rationale ◦ “Admission is based on the student’s work in high school,” ….. “This is an education requirement, it’s about analytical thinking necessary to be successful at the University of California ◦ The need for students to have the ability to use English “correctly, clearly, and pertinently on all the lines upon which … thought is exercised”

13.  By the end of today’s presentation, I will be able to distinguish between content vocabulary (bricks) and functional language (mortar) as evidenced by creating and sharing content-specific academic language sentence frames.

14.  “Bricks” are content-specific vocabulary pertinent to the topic / content being taught in class  What are we talking or reading about? o Vocabulary specific to the topic (bricks)

15. excerpted from S. Dutro and K. Kinsella content words held together by functional language

16.  Of what use is Academic Language acquisition? Does it vary by content?  What are the language domains and how are they applied across the curriculum?  How does the language register of the classroom change by content?  Think-Pair-Share format: ◦ With a partner, discuss one question-30 sec. switch

17. Academic Language Development Toolkit  Use to accurately gauge ALD focus Academic Language Discussion Posters  Use to generate and practice academic discourse

18.  PLCs will use the Academic Language Function Toolkit to identify the sentence frames you feel are most pertinent to your content area  Using the “Content Specific Sentence Frames” graphic organizer, create possible completed sentences that students might use

19.  Sentence Frame: ◦ In conclusion, ___ have ___ and ___; however, ___ are not always ___.  Completed Sentence (math): ◦ In conclusion, fractions have numerators and denominators; however, the numerators are not always smaller than the denominators.

20.  Exit Slip  Friday’s PLC activity