418+Agenda+2.19.15


 * [[image:http://cdncache-a.akamaihd.net/items/it/img/arrow-10x10.png height="10"]] :**
 * **I can explain how to appropriately scaffold comprehension of a complex text.**

1:15 - 1:20 - Welcome
 * Notetaker: Megan

1:20 - 2:00 - Academic Text Simulation
 * Examine your own "tough text" - What support would you give students before, during, and after reading?
 * Read a "tough text" from another discipline
 * 15 minutes - take metacognitive notes every three minutes
 * What are you doing?
 * skimming
 * not reading
 * day-dreaming
 * What's going through your head?
 * What is this article even about? (confusion about topic)
 * no confirmation if hypothesis' are accurate
 * not enough background knowledge
 * stuck on vocabulary gaps
 * missing everything beneath the surface
 * unsure of what format it's in
 * How do you feel?
 * frustrated/overwhelmed
 * eventually giving up
 * freaking out about quiz
 * 7 minutes - What support did you need before, during, and after reading?
 * 10 minutes - compare notes with partner
 * What did we learn?
 * **THE SET UP FOR A DIFFICULT TEXT IS VITAL**
 * **WHAT DO STUDENTS NEED?**
 * **background knowledge**
 * **critical vocabulary**
 * **key ideas and concepts to look for**
 * **class discussion/student voice is key during difficult texts**
 * **providing the SO WHAT?! PURPOSE: why this text is important/connect to students life**
 * **providing the SO WHAT?! PURPOSE: why this text is important/connect to students life**

OATH: WE WILL NEVER EVER EVER EVER GIVE STUDENTS A DIFFICULT TEXT COLD


 * HOT TEXTS=UNDERSTANDABLE TEXTS=texts we LEARN from **

2:00 - 2:30 - Strategies for scaffolding texts using pre-, during-, post activities.
 * Menu of pre-during-post activities - [[file:Pre-during-post.docx]]
 * Model Lesson - [[file:pre-during-post model lesson.docx]]
 * Text-Based activity guide - [[file:text-based activityguide-revised.docx]]


 * Housekeeping:**
 * For Tuesday, 2/24
 * //Holler//, chapter 5 - As you're reading, think about this question: "How can we gain insight into students' out-of-school lives and then connect that knowledge to learning/literacy experiences?"
 * Prepare a 10-minute pre-reading mini-lesson to set students up for success with a challenging text in your discipline. The mini lesson should accomplish the following: a) generate [[image:http://cdncache-a.akamaihd.net/items/it/img/arrow-10x10.png height="10"]] in the text, b) build/activate background knowledge and teach any necessary vocabulary, background information, or information about the text structure, c) establish a clear purpose for reading the text. You will demonstrate a 5-minute segment of the lesson.
 * [[file:pre-reading activity.docx]] [[image:http://cdncache-a.akamaihd.net/items/it/img/arrow-10x10.png height="10"]] this template and upload to Blackboard.
 * For Thursday, 2/26
 * Report the date for your first observed lesson.
 * For Tuesday, 3/3
 * Text-Based Activity Guide - design a text-based lesson that could be used for one of your NC classes or a prior classroom (PE). Upload to Blackboard.
 * [[file:text-based activityguide-revised.docx]]