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      <title>Week 10 Discussion by </title>
      <link>https://padlet.com/christiaharrison1/idu02y2is0q377jo</link>
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      <language>en-us</language>
      <pubDate>2021-11-06 02:49:41 UTC</pubDate>
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         <title>Discussion Questions </title>
         <author>christiaharrison1</author>
         <link>https://padlet.com/christiaharrison1/idu02y2is0q377jo/wish/1871127356</link>
         <description><![CDATA[<div>1.&nbsp; How do we teach students which settings to speak informally and formally?<br><br>2. Is there a clear definition for academic language? Article 1 is more test language, whereas article 2 is more centered towards ELL.<br><br><br></div>]]></description>
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         <pubDate>2021-11-06 03:01:13 UTC</pubDate>
         <guid>https://padlet.com/christiaharrison1/idu02y2is0q377jo/wish/1871127356</guid>
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      <item>
         <title>Quote 1</title>
         <author>christiaharrison1</author>
         <link>https://padlet.com/christiaharrison1/idu02y2is0q377jo/wish/1871129802</link>
         <description><![CDATA[<div>"<strong>Encourage students to read diverse texts:</strong> Reading and then thinking and talking about different genres is a robust sequence for learning academic language."<br>-Todd Finely<br><br>Finley, T. (2014, January 2). <em>8 strategies for teaching academic language</em>. Edutopia. Retrieved November 6, 2021, from https://www.edutopia.org/blog/8-strategies-teaching-academic-language-todd-finley.&nbsp;</div>]]></description>
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         <pubDate>2021-11-06 03:03:57 UTC</pubDate>
         <guid>https://padlet.com/christiaharrison1/idu02y2is0q377jo/wish/1871129802</guid>
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         <title>Quote 2</title>
         <author>christiaharrison1</author>
         <link>https://padlet.com/christiaharrison1/idu02y2is0q377jo/wish/1871152424</link>
         <description><![CDATA[<div>"In particular, focusing on connective (or “signal”) words and phrases in text can help students interpret relationships between ideas within and across sentences, clarify what they have already read, and provide clues to what they will read."<br><br>Friedberg, C., Mitchell, A., &amp; Brooke, E. (2021, September 22). <em>Understanding academic language and its connection to school success</em>. Lexia Learning. Retrieved November 6, 2021, from https://www.lexialearning.com/resources/white-papers/understanding-academic-language. &nbsp;</div><div>​</div><div><br><br></div>]]></description>
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         <pubDate>2021-11-06 03:31:52 UTC</pubDate>
         <guid>https://padlet.com/christiaharrison1/idu02y2is0q377jo/wish/1871152424</guid>
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      <item>
         <title>Talking Point Article 1</title>
         <author>christiaharrison1</author>
         <link>https://padlet.com/christiaharrison1/idu02y2is0q377jo/wish/1871155499</link>
         <description><![CDATA[<div>1. How would an educator explain the purpose of academic language when it's focused around a test? How can we incorporate these testing words to have value to our students?<br><br>2. This article shows how to implement differentiation and how it could positively impact vocabulary usage/knowledge.</div>]]></description>
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         <pubDate>2021-11-06 03:35:53 UTC</pubDate>
         <guid>https://padlet.com/christiaharrison1/idu02y2is0q377jo/wish/1871155499</guid>
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      <item>
         <title>Talking Points Article 2</title>
         <author>christiaharrison1</author>
         <link>https://padlet.com/christiaharrison1/idu02y2is0q377jo/wish/1871158803</link>
         <description><![CDATA[<div>1. With students having lack of exposure to academic language outside of school, how could parent involvement be increased?<br><br>2. Pre-teaching vocabulary and context clues will increase student's understanding of the passage they must read.</div>]]></description>
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         <pubDate>2021-11-06 03:40:29 UTC</pubDate>
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