566+-+Agenda+-+10.8.15

3:00 - 3:20 - [|Social Context of Literacy]

3:20 - 3:35 - Prepare for English PLUS > > > >> >> >> 3:35 - 3:45 - Set up; greet students 3:45 - 3:55 - Finish quizzes; retake as needed 3:55 - 4:15 - Activity (Pamela and Sam) 4:15 - 4:30 - One-on-one reading (bread text)
 *  Review quizzes
 *  Repeated Reading Process
 *  Choose a focal student. When you are not teaching, take notes on the following questions:
 *  What did you observe about the student’s English proficiency?
 *  What did you observe about the student’s reading/writing skills?
 *  What sorts of learner strategies or instructional strategies seem to help?

Reading Partners: Vanessa and Sitima Kailey and Sam Kaylee and Sr. David Madison and Pamela Raquel and Keisuke Lauren and Ala Danielle and Maya Marcy and Sarah Haylie and Jubarah Melissa and Katie

__Repeated Reading__ 1. Pre-reading (show picture of bread) Discuss - Do you eat bread? How long does the bread stay good? Show picture of moldy bread. Do you want to eat this? Why? Let's read this paragraph to find out about a new invention to stop bread from going bad. 2. Invite the student to follow along as you read the text aloud and track it with your finger. <span style="background-color: #ffffff; font-family: Georgia; font-size: 13.3333px; vertical-align: baseline;">3. Discuss the paragraph. What is this story about? How do the inventors stop the bread from going bad? What questions do you have? What parts do you not understand? <span style="background-color: #ffffff; font-family: Georgia; font-size: 13.3333px; vertical-align: baseline;">4. Read again. This time, the student tracks the text while the teacher reads aloud. <span style="background-color: #ffffff; font-family: Georgia; font-size: 13.3333px; vertical-align: baseline;">5. Discuss. Can you tell me about this paragraph? What questions do you have? <span style="background-color: #ffffff; font-family: Georgia; font-size: 13.3333px; vertical-align: baseline;">6. Read again. This time, the student reads aloud and tracks the text. <span style="background-color: #ffffff; font-family: Georgia; font-size: 13.3333px; vertical-align: baseline;">7. If time, using the word bank, invite the student to write two sentences about the paragraph.

<span style="background-color: #ffffff; font-family: Georgia; font-size: 13.3333px; vertical-align: baseline;">4:30 - 4:45 - Unstable Bridge; instant challenge > > > > >
 * <span style="background-color: #ffffff; font-family: Georgia; font-size: 13.3333px; vertical-align: baseline;"> What did you create?
 * <span style="background-color: #ffffff; font-family: Georgia; font-size: 13.3333px; vertical-align: baseline;"> What was your individual responsibility?
 * <span style="background-color: #ffffff; font-family: Georgia; font-size: 13.3333px; vertical-align: baseline;"> What do you think was the most significant piece of the bridge?
 * <span style="background-color: #ffffff; font-family: Georgia; font-size: 13.3333px; vertical-align: baseline;"> What response did you get about the bridge from the other students and teachers?
 * <span style="background-color: #ffffff; font-family: Georgia; font-size: 13.3333px; vertical-align: baseline;"> Do bridges have an economic benefit? How?

4:45 - 5:10 - Debrief (What social and individual variables did you observe? Evidence of student learning?)

5:10 - 5:40 - Reading synthesis presentations (Keisuke & Sitima; Kailey & Lauren)

5:40 - 5:55 - Reading Strategy demo (materials on the wiki)


 * Housekeeping **
 * Tuesday volunteers are covered. Let me know if you want to come, but no one else is needed.
 * Midterm quiz study guide will be posted on Friday or Saturday (I'll send an email letting you know)
 * Let me know asap if you need help finding classrooms to observe. I can point you to teachers.
 * Turn in journals if this was your week - (Next week 10/15 - Sitima, Maya, Keisuke, Lauren, Melissa, Raquel, Madison)
 * We are trying to start an adult program. Stay tuned.
 * Next week: 15 minute lesson - Vanessa, Kaylee; Reading Synthesis - Sr. David, Ala, Jubarah; Danielle, Sarah, Katie
 * Are you working on your toolbox?