566+-+Agenda+-+9.10.15


 * Today's Goals:**
 * Describe lower level and higher level processes of reading
 * Identify instructional implications extending from knowledge of how humans read

3:00 - 3:30 - Cultural Artifact Exhibits

3:30 - 3:50 - [|Crash Course in Basic Linguistics Vocabulary]
 * Glossary

3:50 - 4:40 - [|Interactive Reading Model]

4:40 - 4:50 - Break

4:50 - 5:30 - Ten Minute Discussion Groups Drawing on your reading, discuss these questions:
 * Do you agree with this quote? Why or why not?
 * "The act of reading is a miracle. Every new reader's brain possesses the extraordinary capacity to rearrange itself beyond its original abilities in order to understand written symbols."
 * Consider how reading has been taught throughout history. Discuss 2-3 specific approaches and then decide if/how they map onto what we know now about the cognitive processes of reading.
 * Do 21st century technologies require that we revise/expand our conception of reading? Why or why not?
 * Your own burning question and/or sharing from reading journal

5:30 - 6:00 - Planning for Shaw experience & Housekeeping
 * Volunteer forms (except Katie, Kailey, Madison, Lauren, Pamela, Maya)
 * Tuesday volunteers (sign up sheets)
 * We will be at Shaw on Thursday, 9/17 at 4106 N. Cook (watch for an email to tell you when and where to meet)
 * transportation
 * Ala - Sam, Jubarah, Madison; Kailey - Lauren, Danielle, Haley; Keisuke - Sitima, Sr. David, Maya, Pamela
 * Translating flyer


 * Housekeeping:**
 * **Watch for an email on Wednesday with more information about our first day at Shaw.**
 * **Reading & Reading Journal due 9/17**
 * **As you are reading, think about the relationship between L1 reading and L2 reading. How does this understanding prepare you to support ELLs' literacy development?**
 * **Grabe, chapters 6 and 7 (MTSL only)**
 * **Gunderson, chapter 2 (TE only)**
 * **Townsend, D. (2009). Building Academic Vocabulary in After‐School Settings: Games for Growth With Middle School English‐Language Learners. //Journal of Adolescent & Adult Literacy //, //53 //(3), 242-251. (accessible online through Foley; required for TE, optional for MTSL) **