518+-+Agenda+-+2.1.16

Learning Goal

 * Explain an interactive model of reading and explain reasons students might struggle with reading
 * Explain how to scaffold a text using pre, during, and post activities

8:00 - 8:10 - Welcome and Agenda
 * Notetaker: user:meganbatty

8:10 - 8:20 - Discuss Zwiers, chapter 6 8:20 - 9:00- What it means to read
 * Think-Pair-Share
 * Pro: It keeps students accountable for being engaged and can lower the affective filters of being called on by asking them to prepare before I randomly call on people
 * Con: One student might take the lead while the other student just accepts what they say, sometimes tough to monitor accountability- could allow students to do the bare minimum and then just "chat"
 * Seminar strategy (pg. 154)
 * Pro: Student centered, reflective time
 * Con: It could be led by one or a few students and so not everyone is involved, takes a lot of work to make it powerful
 * Academic/ Discussion Cards (pg. 164)
 * Pro: Helpful as an entry task and the students love to work on puzzle
 * Con: Hard to assess their learning- not an end product to be graded
 * Pro/ Con (pg. 178)
 * Pro: Helps students to see both sides of an issue
 * Con: Might favor quick thinking rather than deep thinking
 * Process/ Product
 * Pro: Academic thinking and values the process
 * Con: No end product
 * What is a text?
 * Requires some level of interpretation where there is a surface level (superficial) and then deeper understanding
 * Comes in many forms (multimodal)- written, media, spoken, visual, audio, graphic, numerical but allows for some sort of engagement
 * Activity
 * Adding the image: Many of us changed our opinion when we had access to the pie chart
 * The graph was a decoy
 * recipe: apple
 * Clues for the recipe:
 * Measurements
 * -ame conjugation that led us to believe it was telling us a verb pattern
 * Some words were similar to English ingredients
 * How do humans interact and make meaning of text?
 * Prior knowledge<>Decoding the text (interactive reading model)
 * Words are just squiggles on a page, but our brains see these as decodable symbols
 * Power of vocabulary
 * Context alone does not guarantee an accurate representations
 * Need to know about 97% of the words to be able to guess something from context
 * Key Considerations
 * Knowledge of the word
 * Prior schooling (skills taught, whether you consider yourself to be a reader)
 * Knowledge of texts (formatting, word choice)
 * Knowledge of languages
 * Reading Skill
 * Language proficiency (learn to speak before we learn to read)
 * Vocabulary Knowledge
 * Decoding skills-phonics
 * Potential areas of struggle
 * Reads, but doesn't comprehend
 * Vocabulary
 * Struggles with every other word- dislike of reading (fluency)
 * Confidence
 * Technology has influenced our exposure to spelling
 * Text Activity:
 * Reasons for struggle:
 * Lacking background knowledge (exposure to academic vocabulary or the subject matter)
 * Background knowledge (tadpole to frog/ decoy duck)
 * Understanding the photos
 * Being overwhelmed by the structure of the text
 * List comes first
 * Leading questions
 * Not explicit links between the pictures and the text
 * Logic of introduction- no connections or relevance to themselves
 * Use of pronouns
 * Instructional supports
 * Giving students expectations
 * List of vocabulary/ background knowledge
 * Logic of the text for them to fill in as they read (guided notes)
 * Substitute your own pictures in the reading
 * Connections to misconceptions
 * After reading:
 * Interactive activity
 * Summarize together
 * Class list

9:00 - 9:10 - Break

9:10 - 10:10 - Pre-During-Post
 * Refer to packet

10:10 - 10:35 - Discuss Michie
 * [|Images]
 * "It's just the word," Nancy explained. "It's like a nickname or something. I've just never seen that word printed up in a book before. It's not that it's funny, it's just -- it's like an inside word, you know? Like a word nobody outside knows. You get me?" Nancy had described it perfectly. An "inside" word. The more we read, the clearer it became to me that every story in the book was filled with such elements, little details and nuances that only an insider - a Mexican American - would know. Inside words, inside phrases, inside sights and sounds - peeks into a world Nancy and the others knew well, but had never before seen within a book's pages." (63-64)

10:35 - 10:45 - Closure & Housekeeping
 * DUE 2/3: Zwiers, chapter 7 (Strategy: Conversation with the Author)
 * Pretend that Jeff Zwiers is going to visit our class to discuss chapter 7. What questions would you ask him? While you are reading (or afterwards), jot down 5 questions you have for the author.
 * DUE: 2/3 - Contribute to Professional Toolbox - Texts
 * Include a title, brief description, a link (if relevant), and any materials (such as templates) - Be sure to "sign" your post by adding three tildes ~ after the entry.
 * Though unlikely, it's possible that multiple people could edit the page at exactly the same time. If this happens, one user will override the others. To avoid the annoyance of losing something, create your entry first on a different document and then transfer it to the wiki. Try not to keep the page in edit mode too long
 * DUE 2/6: Text Activity
 * Provide evidence demonstrating your ability to effectively incorporate and scaffold texts to support content learning and literacy development.
 * Evidence options:
 * Design complete curriculum materials for a text-based lesson -- directions, handouts, etc. (Think of this as curriculum that could be used by other teachers.)
 * Design a new lesson plan that includes meaningful work with a written text [[file:text-based activityguide-revised.docx]]
 * Revise an existing plan to include a text or significantly improve the way you worked with the text originally. Submit the original plan and the "new and improved" plan with changes clearly indicated. Also, write a 1/2-1 page commentary explaining your rationale for the changes supported by professional knowledge. (Directly connect your changes to course content.)
 * Submit a teaching video (10-15 minutes) showing you teaching a text. Write a 1 page reflection analyzing the lesson, focusing specifically on pre-, during-, and post-reading strategies and evidence of student engagement, comprehension, and application of the text.
 * Grading Criteria:
 * Necessary components - Includes meaningful and engaging pre-, during-, and post- text support
 * Adequacy of evidence (i.e. curriculum includes all necessary materials, lesson plan is fully developed for an outside reader, lesson plan revisions are substantial and commentary is well thought out and sufficiently detailed and developed, teaching reflection demonstrates careful analysis and connection to professional knowledge)
 * Quality of evidence
 * DUE 2/8: edTPA Academic Language