418+-+Agenda+-+2.21.17

Today's Goals:

 * Explain the top down/bottom up model for comprehending a text
 * Explain the purpose of scaffolding texts using pre- during-, and post- framing

1:50 - 2:00 - Welcome & Agenda
 * Notetaker: user:mhayes1997
 * 418L - Turn in field logs

2:00 - 2:20 - Text Talk (Zwiers, 6; Sam, Drew, Elly)
 * Academic Listening and Speaking in Small groups and pairs
 * Group Work
 * Advantages: low-stress opportunity to engage and practice language, new perspectives, develop skills
 * Challenges: behavior problems, noise, no guaranteed success, time commitment
 * Creating academic groups
 * Seminar
 * Discussion circle, book club
 * Deliberation
 * Discuss reasoning to come to a conclusion with each other
 * Working in groups
 * Motto: Respect, connect, build, and support
 * 4 types of group activities
 * Conversation scaffolds
 * Upgrade a conversation
 * Drama Group Activities
 * Role plays
 * Expert Panel
 * Jigsaw Group Activities
 * Pair Activities
 * Text Talk Activity:
 * Riddles and working in groups by asking questions.

2:20 - 3:05 - To-Down/Bottom-Up Comprehension
 * [[file:crash course in reading 2.pptx]]
 * Read aloud unfamiliar text.
 * We read texts based off of our English vocabulary and prior knowledge on how to pronounce words.
 * We can infer what genre of writing something is based on the discourse we are familiar with.
 * We inferred it might have been a recipe because of the descries that was similar to what we previously knew
 * We cannot fully comprehend the text because we don't know the vocabulary or syntax.
 * **How does the human mind make meaning from scribbles?**
 * We take things we already know and apply it
 * Sound/symbol relationship
 * We use prior literacy skills (same process for reading anything)
 * Interactive reading model
 * Prior knowledge---> decoding the text
 * Knowledge of the world
 * Prior schooling
 * Knowledge of texts
 * Knowledge of languages
 * Reading Skill
 * Language proficiency
 * Vocabulary knowledge
 * Decoding skills-phonics
 * context clues help us to make meaning
 * Weakness of context clues: not specific
 * What teachers need to do to help students be specific with texts:
 * Give students background knowledge
 * This will help increase level of engagement
 * Vocabulary
 * Visuals
 * Multi-model texts- not just words on a page
 * [[file:Pre-during-post.docx]]
 * [[file:pre-during-post model lesson.docx]]
 * [[file:andraka lesson.pptx]]


 * Housekeeping:**
 * **//Holler//, chapter 4 - Due Thursday 2/23**
 * **Before you read:** This passage from //Holler// is a story about the power of a story. It shows how a book can touch students' lives and act as a transformative mirror of their own experiences, reminding them that they aren't alone in the world. As you read, consider the power of reading/writing particularly as it relates to students' cultures, lives, and heritage.
 * **Reading assignment** - Chapter 4. As you read, pay attention to aspects of the story that relates to literacy. **Come to class with a discussion question and a passage to share.**