518+Agenda+2.2.15


 * Goals:**
 * Identify appropriate tools to scaffold a complex, academic text

8:00 - 8:10 - Welcome & Agenda
 * Notetaker: Mona
 * Return EdTPA practice templates- key language demand (ex.looking for evidence that they can use to analyze AL). Language support (where students present their analysis of the learning task). Make sure learning task is not too general. Language demands ( think carefully about vocabulary that will be used plus syntax or discourse), Syntax- sentence structure (typically grammar) or sentence frame. Discourse- implies larger chunks of communication (paragraphs, pages, conversation,etc.).Language support-describe where in the lesson where you will help support the students in accomplishing the learning task (what am I going to do to support the language demands?)

8:10 - 8:30 //Holler,// chapter 4 discussion 8:30 - 8:45 - Share your "Philosophical Chairs" concept
 * 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, what did you observe about the power of reading/writing particularly as it relates to students' cultures, lives, and heritage. Select particular moments/passages to share with the class.
 * - The book mentions many stories that impacted student lives.How can that be incorporated in a math class?

8:45 - 9:15 - Text Talk, Chapter 7 (Alicia & Abbie) -Scaffold, read and annotate article, write main idea of article, draw idea of article, create idea of article (using play-doh). 9:15 - 9:45 - Cognitive components of reading comprehension
 * [|Version 1]
 * -decoding text
 * -Common error is that we take what we have learned from reading a certain text and impose it on another form of text.
 * [|Version 2]
 * https://www.youtube.com/watch?v=RiP-ijdxqEc

Knowledge of the World Content Knowledge Gained from Prior Schooling Experiences Life Experiences || (Knowledge of Text Structure) Knowledge of Phrase and Sentence Structure Knowledge of Words and Word Structure Prior Literacy Experiences in Other Languages in English || from the Home Language and from English
 * ===**Top Down**===
 * Knowledge of How the English Language Works
 * Knowledge of How the English Language Works
 * Knowledge of Sounds, Letters, and Symbols
 * Knowledge of Sounds, Letters, and Symbols

**Bottom Up**
||

9:45 - 10:00 - Break

10:00 - 10:50 - Reading comprehension experience (Levinas)

"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) > > Evidence ||  || Assessment > Ideas ||   || Individual > Instructional > Support ||   || Whole-class > Instructional > Support || > || Phonological and Phonemic Awareness || || || || || || || || || || || || || || || > || Word Decoding and Phonics || || || || || || || || || || || || || || || > || Vocabulary || || || || || || || || || || || || || || || > || Fluency || || || || || || || || || || || || || || || > || Comprehension || || || || || || || || || || || || || || || > || Background Knowledge || || || || || || || || || || || || || || || > || Processing || || || || || || || || || || || || || || || > || Memory || || || || || || || || || || || || || || || > || Attention || || || || || || || || || || || || || || || > || English as a Second Language || || || || || || || || || || || || || || || > *** WEDNESDAY: Read Holler Chapter 4. Do a draft of the text-based activity guide.
 * 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.
 * **Potential Issues** ||  || Rule-In ||   || Rule-Out ||   || Evidence ||   || Insufficient