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Work Session Expectations:

Work Session Expectations:. Sign in & sit next to content peer for collaboration One person speaks at a time, others listen Phones muted and unattended during the session Fold paper as directed – Print first and last name & Content area

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Work Session Expectations:

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  1. Work Session Expectations: • Sign in & sit next to content peer for collaboration • One person speaks at a time, others listen • Phones muted and unattended during the session • Fold paper as directed – Print first and last name & Content area on both sides • Have your EdTPA Assessment Handbook accessible

  2. Kids: a barrel of laughs Share Something crazy

  3. Instructional Flow 1. Central Focus and Key Understandings 2. Academic Language • Task 1A-Context for Learning and Task 1B-Lesson Plans 4. Q & A: Assurance of Understanding

  4. edTPAAssessment HandbookMaking Good ChoicesAcademic Language SupportsTEAM RubricRubric Level ProgressionsAndra Helton – andra.helton@mtsu.eduoffice: 615-494-8778 cell: 615-542-1290 Resources for Task One: Planning

  5. Central focus(Key understandings and skills you want students to develop within the learning segment) Begin with the end in Mind Include: Key learning tasks to scaffold learning from simple to complex

  6. - Alignment Across the Learning Segment is Key!

  7. What is the Academic Language of my Discipline? “The set of words, grammar, and organizational strategies used to describe complex ideas, higher-order thinking processes, and abstract concepts” Zwiers

  8. The Academic Language Fit:Intentionally embed the language demands in each day’s lesson plan with language supports to ensure understanding and use of the language by students

  9. Peer Review of Academic Language Demands (10 minutes) 1. Open the Academic Language Support for your Content Area. Read the definitions for * Language Function * Vocabulary • Discourse * Syntax 2. Ask your partner to restate the definition in his/her own words for each language demand. 3. Review the examples of each demand. Highlight or underline each and save it. 4. Identify the support for each demand. Brainstorm an additional supports for each demand.

  10. Language Demands and Supports EdTPA Handbook : Planning Commentary Question 4a, 4b, 4c, 4d

  11. Task 1A: Context for Learning Review Exemplar Samples Use N/A When a Response Does Not Apply Include as Much Information as Possible to Describe the Learning Environment For Many of You: One of Your Focus Students Will One Listed Here With a Specific Learning Need Remove the Examples Provided on the Template

  12. 1. Review Specifications for Task 1B2. Use EdTPA Lesson Plan Template3. Consider whole class, small groups & individual needs4. Provide supports for challenge and weakness5. Focus: student engagement and student communication of thinking and understandings6. Use TEAM rubric as guide Task 1B: Lesson Plans

  13. Take 15 minutes to review the examples of quality work and discuss them with your content area partners. Review Examples of Quality Lesson Plans,

  14. What questions do you have to guide understanding and support for completing your Task 1A-Context for Learning and Task 1B-Lesson Plans? Assurance of Understanding

  15. What Next? Submit Task 1A and 1B on LiveText Draft- Saturday (9:00 pm) Final-Desktop Folder Tuesday (9:00 pm) 2. Begin creating informal and formal assessments, and choose instructional materials that align with your central focus. 3. Bring completed drafts of Tasks 1A and 1B to Seminar Two. We are Family!

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