566+Agenda+-+6.9.15


 * Targets:**
 * **I can scaffold a text for English Learners.**

9:00 - 9:10 - Welcome and Field Discussion
 * Notetaker: Josh

9:10 - 9:45 - Reading Roundups

9:45 - 10:30 - Teaching Demo
 * [[file:NarrativeTextActivityGuide_model.docx]]; [|Presentation]
 * Look fors
 * Pre-, during-, post-
 * Recursive reading purposes
 * ELP adaptations
 * Language, literacy, and content objectives

10:30 - 10:40 - Break

10:40 - 12:00 - Work on one of the text guides
 * Curriculum Project online format
 * Goal: Submit for review one of the text guides by the end of the class or by Wednesday at noon so I can give you feedback. Upload to Blackboard under "scaffolding a text activity guide"

Housekeeping:

Notes - 6/9/2015
 * Round up #1
 * Building a bridge for students to understand the text is vital.
 * allows students to make meaning of the text.
 * models strategies that students can use to decode text.
 * Ways to teach reading
 * each approach is a piece of the puzzle
 * bottom up
 * phonics based, sentences used controlled grammar and vocabulary, repetitive.
 * makes reading an abstract process
 * Top down
 * reading for meaning
 * recognizing type of text based on past experiences
 * based on making predictions
 * semantic knowledge
 * syntactic knowledge
 * graphophonic knowledge
 * limited with ELLs because you don't know what prior knowledge that they have.
 * Interactive
 * top down and bottom up combined
 * use predictive and decoding skills. readers should also interact with the text.
 * "schema"
 * Roles that a good reader would have.
 * code breakers
 * linguistic awareness
 * text-participant
 * use experiences to connect
 * Text-user
 * use text to participate in class discussion
 * Text-analysis
 * think critically about the text.
 * Reading activities
 * Before
 * builds background knowledge
 * supports overall meaning of the text
 * using L1 allows them to comprehend even better
 * allows them to make predictions
 * During
 * make unconscious process that fluent readers have, easier.
 * pause and predict
 * allows them to think about what has happened and what they think will happen next.
 * gives them useful strategies to use while they are reading.
 * Think outside of the box in regards to the text
 * After
 * allows for critical responses and allows you to determine how much the students understood what they need to practice.
 * Round up #2
 * matching books with readers and keeping them engaged
 * have to pick books from many languages because there will probably be many languages in your class
 * start off with pictures books
 * kids want to look at pictures
 * find them engaging
 * pulling stuff from a child's culture is extremely important
 * great for class discussion and makes the child feel comfortable
 * poetry
 * catches their attention and sticks in their brain for a while after the lesson.
 * gives them strategies for predicting sounds and words
 * can create class participation
 * gives the students a sense of ownership when they create their own poem
 * how accessible is your genre?
 * great way to learn a lot about people
 * SO important to have a compelling text
 * we read because we care about the text.
 * poetry can be difficult because it is extremely metaphorical, and has very descriptive and figurative language
 * what do you do if there is nothing inherently compelling about the text you have to teach
 * Still keep the same standard you have to teach, but adapt it to something that your class will enjoy.
 * Curriculum project description
 * Make sure it supports bi-literacy
 * helping students to learn English but not allowing them to lose their home language.
 * Use their home language to bridge the gap
 * Learning activities have to be engaging!
 * Have enough detail that any outside teacher could implement it
 * Don't just say to "introduce" the topic, describe how you would introduce it.
 * think of it as a recipe, how much of each ingredient do you need?
 * Pre-reading activities
 * how will you build/activate prior knowledge, create interest, and establish a reason for engaging with this text.
 * Pre-teaching
 * During reading activities
 * what will students do with engaging with the text?
 * how will you support thoughtful interaction with the text while reading/viewing/listening?
 * Post-Reading/Viewing/listening
 * How will you provide opportunities to gauge the students level of understanding?
 * maybe put names under each of the levels to remind the teacher.