418+Agenda+2.17.15


 * Targets:**
 * **I can explain an interactive model for reading comprehension.**
 * **I can define specific reasons why a student might struggle with reading.**

1:15 - 1:20 - Welcome & Agenda
 * Notetaker: Manny
 * NC - Schedule text-based lesson

1:20 - 1:45 - Finish interactive reading model, supporting struggling readers Whiteboard activity Create a visual representation for interactive reading model, visual representation
 * Top down, Bottom up
 * Model for interpreting text
 * # 1-6 partner up with your numbers to compare notes/visual


 * Questions about the model- “different people will use different model ( i.e. bottom up first then top up) “it isn’t a hierarchy or a step up model” “different people will function with one side first but it varies on the text”
 * As a teacher would you rather teach top down or bottom up? - It isn’t a linear scale, it’s a messy grouping of dots that communicate with each other. Individualize it to meet the needs of the students/text
 * A straight bottom up approach is during the early elementary years, as secondary teachers we will be operating more in the top down atmosphere.
 * Reading is a dialogue, students expect the text will talk to them, but interaction with the text is what needs to be done
 * Case Study
 * "For example, although Jamie was in sixth grade, his performance on the narrative and expository texts indicated that his instructional level was fourth grade. He read the fourth-grade science passage “A Comet” with 90% total accuracy. At this level, his reading was fluent; he answered 86% of the comprehension questions correctly and retold the story with many details. Jamie’s word recognition was at the fifth-grade level, as evidenced by his reading 90% of the words on the word list automatically; however, the fifth-grade passage “Worms: Parasites and Scavengers” was more difficult for him. He could not decode some of the words, and his accuracy dropped to 75%. He could not recall many of the facts during retelling, and his comprehension was 60%, which is considered transitional–instructional. When Jamie was administered the sixth-grade reading passage “Disease: Microbes and Antibodies,” he could not decode most of the words and struggled so much that little meaning was achieved. His reading accuracy was 40%, which was clearly frustration level. The Interest and Attitude Inventory was administered to identify students’ interests in order to provide tutors with directions for selecting reading materials. As revealed from this assessment, one of Jamie’s interests was playing basketball." (Ambe, 2007, p. 633)
 * Ambe, E. B. F. (2007). [|Inviting reluctant adolescent readers into the literacy club]: Some comprehension strategies to tutor individuals or small groups of reluctant readers. //Journal of Adolescent & Adult Literacy//,//50//(8), 632–639.
 * [|Supporting Struggling Readers Table]
 * Work with a partner deciding if Jamie’s experience has any of the topics from the supporting struggling readers table, identify three specific things you could as a teacher to support his learning
 * What people thought were a struggle
 * o Word decoding- 5
 * § Evidence- difficulty reading higher lvl words
 * o Vocabulary – Everyone
 * o Fluency- 5
 * § Evidence- tied with vocabulary, creates for choppy frustrated reading, 40% accuracy= struggling
 * o Comprehension- Most
 * o Background knowledge- 6
 * o Strategy for helping him succeed- help him create good background knowledge of the text, relate it to basketball, one-on-one help to go over words with him, read through it as a class/ go over words that are unknown

1:45 - 2:15- Text Talk (Hailey & Stacia) Zwiers Ch. 7
 * Oral Scaffolds for Academic Reading
 * Read Aloud
 * Comprehend Aloud
 * Improv read Aloud
 * Lyric summaries
 * Text discussion Activities
 * Anticipation Chat
 * Role-based discussion groups
 * Partner problem solving-for science or math
 * Figuring out the figurative
 * Activities for understanding text organization
 * Historical source analysis table
 * Brain folders
 * Reading activities that build academic grammar
 * Marking up long sentences
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Using hand motions

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Hailey with hands-on activity using Shakespeare play- the Twelfth knight, anticipation chat/ read aloud

2:15 - 2:30 - Text-Based Instruction Crash Course


 * Housekeeping:**
 * If you haven't already, email a challenging text from your discipline. (Before Thursday)
 * Select a text that might be used in your field placement. Fill out the AL EdTPA template to teach academic language used for this text. Upload to Blackboard.
 * [[file:AL planning template.docx]]