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English 2H students have been focused on using rhetorical devices in preparation for AP Language class by reading Animal Farm and Macbeth.  Students wrote their first rhetorical analysis, participated in a peer-reflection/review, and then finally met one-on-one with an AP student to review their writing with the rubric.

English 1P students have been participating in CFAs with reflection pieces that include speaking and writing that is directly tied into the standards.

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English: Students are utilizing the language of the TDQs  (text dependent questions) and incorporating it into their answers to help create their own academic language stems so they can take this skill to other classes. 

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English: Students are utilizing the language of the TDQs  (text dependent questions) and incorporating it into their answers to help create their own academic language stems so they can take this skill to other classes. 

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Students use language stems during speaking opportunities so they can utilize this language in their writing.

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In history, we have focused on writing and speaking academically. When the students are provided with sentence frames they are more willing to speak and write academically. Socrative has been a great platform for giving immediate feedback to students when using the CER (claim, evidence, reasoning) format of writing. For speaking, it is valuable to have EL's pair up with a peer and get support forming/phrasing their responses before sharing. I see room for growth when it comes to providing with knowledge on finding reliable sources. When I provide the sources/links, their speaking and writing is better. When left to do it on their own, only a few find really good evidence.

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History courses have focused on writing and speaking in a structured way... For difficult text, we teach citing evidence, explaining what evidence means, and saying why it is important. We also teach the importance of debating important decisions in history and building on each other's ideas in a Four Corners or Socratic Seminar activity.

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1)Implementation of the CUBES poster in all of the classrooms.
2) CFA's  discourse during the grading process and reflection on their learning through written responses.
3) Some teachers are starting to use FlipGrid in their lessons to promote discourse
4)  Students work in collaborative groups
5) Department wants to explore using the RACER model to do more writing.
6) 3-column problem solving strategy modeled after the 3-column notes from AVID
7)Language function in math posters are in all the math classrooms now too.

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In AVID classes, we have been focusing on academic language development that transfers cross - curricularly.  Reinforcing the idea that students identify high frequency words and sentence frames, and use those strategies/skills in all of their classes.
In addition, students are expected to speak audibly and use collegiate/academic language in tutorial, self-reg assignments, and AVID curriculum. They use these skills when they collaborate, and when they address the whole class.

The AVID Site Team will further this initiative by taking the same Literacy strand (which is newly developed by AVID Center). We will use this shared experience as the catalyst toward our work during 2019-2020, to further assist teachers and students in meeting A-G rates and lowering D/F rates school-wide.

Teacher Demo Days focused on WICOR/academic discourse/CFA. Thus building the AVID culture across the school.

WASC referenced the influence of WICOR as an important influence on our collaborative teaching styles, and on our improvement in A-G data.

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In science, we have focused on written literacy and collaborated on a database of prompt words and a systematic way to annotate free response questions.

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We have focused on academic vocabulary and building our abilities to speak collaboratively in academic discourse

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World Language has focused on the speaking component this year. We have been collaborating to make sure that we all have similar speaking assessments. We listened to sample speaking examples from students in all levels. We wanted to make sure that we all agreed on how to score the presentational speaking assessment of our students. 

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World Language has focused on the speaking component this year. We have been collaborating to make sure that we all have similar speaking assessments. We listened to sample speaking examples from students in all levels. We wanted to make sure that we all agreed on how to score the presentational speaking assessment of our students. 

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ELA Grade 9 worked on refining CFA best practices throughout the year and created a structured tool for student self-reflection and assessment in regards to written responses, and we have developed a method for assessing CCSS skills in anticipation of benchmark assessments. Used in tandem, these CFAs will improve students' academic writing, reading comprehension, and test-taking skills in the 2019-2020 school year.

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I can write