418+-+Agenda+-+3.15.16

Goal:

 * SWBAT describe the interactive model for reading
 * SWBAT describe the components and purposes for pre, during, and post-text scaffolding

1:15 - 1:20 - Welcome & Agenda
 * Notetaker:

1:20 - 1:40 - Text Talk (Zwiers, chapter 6) - Abby, Lauren

1:40 - 2:15 - Reading Notetaker: Ben Flanagan

2:15 - 2:30 - Discuss //Holler, 4-6//
 * Interactive Model[[file:crash course in reading 2.pptx]]
 * Prior knowledge/decoding the text interacts to create meaning
 * C-A-T
 * Mus Musculus: Something with muscles? Why do you think that? Is that in Latin? (we are drawing on prior knowledge). Spanish connection. Scientific. More muscles #MattRyan. Now we think it is a mouse. Pretty sure it doesn't mean spaghetti. Lauren dropped her paper. Prior knowledge from teacher! Why would the health majors know about mice? B/c Biology. Pretty sure its a mouse ... or tweety bird ... Julie knows Latin ... we are all very impressed. Probably not tweety bird (avion).
 * More than 90% of meaning from context clues
 * Brain processes: Accessing sounds/letters. Visual symbols. Connecting to background knowledge. Reading is an incredible cognitive task.
 * Conundrum: School says reading in every class ... science teacher ... read it but he didn't get it ... Annie: Difference between reading and actual comprehension! You can read something and not understand it at all! Abby: Sometimes reading doesn't stick. It takes WORK to comprehend a text. Julie: Focus on not messing up. Professor Case: Key considerations for readers (Knowledge of the world, prior schooling, knowledge of texts, knowledge of languages, reading skill, language proficiency, vocabulary knowledge, decoding skills-phonics)
 * Book hits you on the head?? Books often hit us on the head? Read pg. 1-12 and we will talk about it next time ....
 * Package texts! The difference is all about packaging! UPS = reading comprehension
 * Scaffold at 3 points: before, during, and after interaction with the text (not just books)
 * [|Science example]
 * [|Social studies example]
 * Pre-During-Post Menu [[file:Pre-during-post.docx]]
 * ACTIVITY!
 * Pre-Reading purposes: To build and draw upon schema
 * To generate interest in the text/video
 * To establish a purpose for reading
 * To prepare students with the necessary information
 * During: To support learners' comprehension
 * To help learners stay actively engaged in the task
 * To help learners actively interact
 * Create a foundation for extension activities
 * Post: To check students comprehension
 * To reinforce language and content knowledge gained from the text
 * To practice language skills gained or modeled in the text/video
 * To extend students' understanding about the text/video
 * To prepare students for the next installment of the text/video
 * MAKEAMERICAGREATAGAIN
 * Watch a video!
 * Science example (hyperlinked above)
 * Science current events ... STOKED on science
 * Middle school! Science tweet. Discuss key ideas (students take control of learning)
 * Pre-During-Post
 * Pre: Modeled the text ... Generated interest ... worksheet
 * During: Vocabulary terms ... Academic language ... brought to discussion of text
 * Post: The tweet ... How it related to the scientific message ... and then overall discussion
 * INTENTIONAL, PURPOSEFUL, CLEAR PACKAGING
 * Middles Schoolers reading for adults!

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 * Housekeeping:**
 * Thursday 3/17: Zwiers, chapter 7
 * Text-Talk Organizers: Annie, Katie, Alex
 * Due March 24: Academic Language edTPA Portions
 * Commentary responses - Task 1, question 4; Task 3, question 3
 * Evidence - student work (scanned and uploaded to Blackboard "EdTPA Academic Language") or additional video (uploaded to Blackboard on the edTPA Videos gallery on Blackboard)
 * You will be scored on rubrics 4, 14
 * Due March 22-29 Text Activity
 * Text-Based Activity Plan - Upload all materials to Blackboard
 * [[file:text-based activityguide-revised-418.docx]]