221+Agenda+-+10.3.13

Whadya Think?
Post questions, comments, ideas to discuss based on your professional engagement research on Text-Based Instruction. (To post - 1) Sign in, 2) Click "edit ", 3) Type your entry, 4) Sign your post (three tildes ~), 5) Click "save

For me what seems to be the most important about text based instruction is that students understand why it is import they read the text  and comprehend it. In order for students to have this I think as a teacher you have to introduce the concept before you begin the reading. Throughout the text based instruction as a teacher you need to check in and make sure <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">students are grasping the importance of what is in the <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">text. I think that just assigning reading of a <span class="UDBP15 NSAZ78 JRGY87" style="-webkit-transition: all 1s ease-in; border-bottom-style: double; border-bottom-width: 3px; color: red; cursor: pointer; transition: all 1s ease-in;"><span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">text book to <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">students is rarely successful. If students need to <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">understand material from a <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">text it is <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">important to go through it with them to insure they grasp the <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">main concepts and are able to comprehend the <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">importance for their learning of what they are <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">reading. As <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">teachers we need to make sure our students are not simply reading a text which is so <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">easy to do but that they go deeper into interpreting the meaning of the text and how it <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">relates to the <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">class user:emilys932

I think the most important part of text-<span class="UDBP15 NSAZ78 JRGY87" style="-webkit-transition: all 1s ease-in; border-bottom-style: double; border-bottom-width: 3px; color: red; cursor: pointer; transition: all 1s ease-in;"><span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">based instruction exists in the <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">introduction phase of the process. For me <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">personally teachers always assign a first <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">reading in a <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">textbook without explaining or breaking down the formatting of the <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">book. I think it is so vital to relate the <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">text to <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">students ' <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">prior knowledge, explain to them why the <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">text is significant, and also break down and thoroughly <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">explain how the <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">textbook is designed and what format it presents <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">information in. This way <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">students are somewhat prepared and <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">feel comfortable when starting to <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;"><span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">read the <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">text book. When <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">students are assigned a <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">reading it is always <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">helpful to make sure there is active <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">engagement between the <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">student and the <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">text. This can be created by <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">questions, turning in notes, or even a short quiz on the <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">reading. Most of all though students must be assessed on if they actually comprehended the reading. Have a small <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">group discussion synthesizing what the students <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">read and also allow students to explain key <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">concepts in their own words in front of the <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">class. My big <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">question is will the transition to electronic <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">textbooks make students <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">feel that their online writing outside of <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">school is more relatable and relevant to their <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">writing in school? user:treuter2

I think that with text-<span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">based instruction it is crucial for <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">students to understand why they're reading the <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">text and to be engaged the whole time they're <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">reading. I know <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">personally those are the two things that I <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">struggle with most. If <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">teachers tell me to <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">read Chapter 5, I really need to know the main <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">ideas I'm trying to get from the reading. I think it's really <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">important that students are given guided notes or <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">questions to answer as the <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">read. It can be really difficult to pick and choose what is important when reading and how it applies to the <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">class as a whole. When students have something in <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">front of them to <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">guide their reading I think it can be very <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">helpful. Although as <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">technology in the class room continues to grow I think that things like the <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">video annotating website we used in class a couple <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">weeks ago will become more popular than reading <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">text book sand taking notes. user:mheckman12

I think that text-<span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">based instruction is very <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">important and can be extremely useful to help develop <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">students ' understanding of a certain concept. The most <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">important thing to make <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;"><span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">text -<span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">based instruction as effective as possible is to make sure you are guiding the <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">students throughout the whole exercise. If the <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">teacher just tells a <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">student to <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">read a <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">chapter, the students will not take it seriously and not be able to get a full <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">understanding of the <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">reading. Because of this, I too believe that introducing the <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">text is key. By asking students about their <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">prior knowledge of the <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">subject or giving them a brief overview of the <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">reading they will know what to <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">focus on in the reading and what they should be getting out of the it. I also think it's very <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">important to make sure <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">students are actively engaging in the <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">reading either by taking <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">notes, using a graphic organizer, or being asked to <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">relate the reading to a real life situation. Finally, as a <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">teacher, we must be able to lead a meaningful,engaging <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">discussion from the reading to make sure the <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">students understand everything they need to. By <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">giving them quizzes or having them <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">discuss as a group, we will be able to see what <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">students understand and what they need to work on. user:ckeever1

Text-<span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">based instruction. Many <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">students dread this, especially in social studies and science classes. I <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">personally hate having to <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">read assigned <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;"><span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">pages and chapters with no goal. When I was in AP Biology each <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">reading assignment had a packet where we answered <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">questions, found key <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">information , and had a <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">focus on what we were reading; having the <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">packet as a reading <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">guide made reading more enjoyable. In <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">class reading is also dreaded by many, mainly because <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">students don't talk in class. To make the <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">reading, whether in or out of class, a <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">teacher needs to make it <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">worth while for the students; and dangling a grade over their heads isn't the best way. I <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">personally would make the reading interactive by having an <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">introduction activity, followed by the reading done a few paragraphs at a <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">time , then reviewing and discussing the <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">subject. However, <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">text -<span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">based should not be used for everything and can easily be modernized. In my first period <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">Garry classroom the <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">teacher had the students researching online to find <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">information about the new subject, instead of just giving <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">page numbers in a predetermined <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">textbook. I can't wait to see how <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">teachers change over to the digital world. user:ElizabethB0

Ahhhh the wonderful text-based instruction. Being a potential history teacher, I can see the faces of boredom and hear the groans as I assign my students a chapter reading from the textbook. I will go home, live my life normally, and then stay awake all night hoping and praying the textbook is going to be read but knowing that a few souls will decide that they do not really need to read the chapter for, in all likelihood, their really smart teacher will tell them all about it next class :P. Tangent aside, I too am guilty of not reading my assigned reading because my entitled mindset told me I had better things to do. With this idea in mind, the two problems I always find in textbooks are born. One, how do I make this worth remembering and reading to my students? Two, how do I become less reliant on a textbook? To use the metaphor of "two problems with one stone", make the text an introductory aspect! The teacher can tell them that they expect the chapter to be read and it will be worth a billion points but students will not care. Instead, the teacher should say, quite openly, the text needs to be read because it will matter to your grade when it comes to discussions. The text as an introduction gives the students a basis of knowledge that they can build upon when the teacher imparts their "eternal sage wisdom" when it comes to later lessons throughout the chapter. It also allows students to see what they will be learning as well as giving them an opportunity to come with questions that could possibly facilitate a lesson that was never planned by the teacher but ends up being equally important to learning the subject. user:awestby11

Obviously, teaching in an English/Language Arts classroom will give me a lot of opportunities for using text-based instruction. Like a lot of people are touching on though, it is really tough for any reader to get through a text that they are not interested in. Even though I love reading, and I am even crazy enough to do it for fun outside of school, I struggle a lot with finding the motivation for reading assigned readings. One of the questions asked that I think is interesting is “what is the proper role of textbooks?”. I know that English is based primarily on literature and texts, but I believe that as a teacher it will be my job to show what’s behind the text and how you can really use it as a springboard for everything else. So the text-book, for any teacher, should really be a starting point; it should be the base (hence “text-//based// instruction”) of your lesson but should never compose the entirety of it. I think that it is also very important to teach to the type of literature students are faced with today. Students are living in a world FULL of literature and the information that comes with it, especially from the Internet. Part of teaching students how to be literate in today’s world should be seen in a completely different context than how we learned in school. In my exploration I saw some really good tools for helping bridge this gap between learning how to read in the classic sense and then learning how to apply this skills. On the multimodal texts link, there were awesome tools for creating other types of texts such as comics and animations.user:jarmour500

In my reading of “Content Area Reading” I was fascinated by the quote, “The U.S. Government clearly sees illiteracy not solely as the inability to read, but as the inability to learn from reading.” The web page also included some alarming statistics about illiteracy of U.S. citizens. I think that a common theme is not the fact that people do not have the ability to read, but that they do not know how to gain and use knowledge from reading. According to “Reading Between the Lines – and Everywhere Else” the vital literacy skills in the 21st century focus on “decision making, interpretation, and analysis.” From this article, I found that the key to teaching 21st century literacy is not in adapting to technology (though this is still important). As future teachers, we must make connections between classroom work and real-world situations. This way, students will see the importance of literacy because it is relatable to them. Learning how to read in this way will also greatly help them find success in the future. user:julia1286

<span style="font-family: Calibri,sans-serif; font-size: 12pt;">After acquiring more knowledge about text-based instruction I still believe it is highly effective; however, there are many variables an instructor must be willing to work with. The main concern is addressed very straightforwardly in the Content Area Literacy source with the US Government saying: “…illiteracy (is) not solely as the inability to read, but as the inability to learn from reading” (NIU). Here, the government hits the nail right on the head exposing the most profound challenge of text- based instruction. To use text instruction effectively, one must be able to first relate the reading to students prior knowledge or schema. Then, one must guide students to find the most important ideas or themes and generate meaning. The BIG 6 does an excellent job of outlining problem solving that can be applied to perfection when dealing with content reading. While they are different models or vehicles to get to the same goal of learning from reading, it is clear writing and clear communication is as important for students to learn as ever and successful reading highly relates to the importance of this. As someone who aspires to be a social studies teacher I plan to use many chapter readings and primary source documents. My hope is that students can pick out the major themes and build connections so we can learn together how such topics have formed our world today. With a committed group of students, and a committed teacher, text-based instruction is effective. user:rercoliRobert

=Agenda=

7:40 - 9:00 - Garry Middle School
 * Notetaker: Jackie
 * Photographer: Paul
 * Reviewer: Sam

9:00 - 9:50 - Debrief <span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;"><span class="UDBP15" style="border-bottom-color: transparent; border-bottom-style: double; border-bottom-width: 3px;">professional development session
 * In collaboration session, the teachers were modeling the pedagogy with each other that they would use with kids
 * Professional learning community - veteran teachers still learning
 * Content knowledge matters a lot
 * Recognizing instructional techniques

9:50 - 10:00 - Review by Julia - Core Pedagogical Skills
 * Scaffolding
 * Participation (perceived vs. actual)
 * Checking for understanding

10:00 - 10:30 - Discuss text-based instruction
 * __Text__ = anything you have to interpret and learn from
 * Other forms of "text" (pictures, graphs, etc.) can be really helpful (think science textbooks)
 * Text is a source of knowledge and understanding for //us//, and we are at the level to comprehend it but....
 * How do you get your students to be at this level?
 * "don't protect them from the struggle, but scaffold them through the struggle"
 * Learning to read >>> reading to learn
 * Problems with the idea of a textbook
 * For students - finding the drive to // actually // read the textbook
 * For teachers - not liking the textbook, the textbook is outdated, etc.


 * Text based instruction parts //always// needed:
 * Attend to text before, during, and after reading
 * __Pre__ - (SET UP FOR SUCCESS) - activating prior knowledge, introducing text structure, attend to key vocab, provide necessary background information, preview text, capturing interest, establish purpose for reading & focus attention
 * __During__ - check for understanding, guiding questions to focus attention, attend to trouble spots, keep students engaged & interacting w/ text
 * __Post__ - check for understanding, reflect, analyze, address any muddy spots, build on this learning (start project, do something)
 * This is powerful for hooking in students, giving them incentives for reading


 * Print off handout on text-based instruction page - it's helpful!***

10:30 - 10:40 - Discuss activity guides
 * Respond to my comments within a week


 * To Do:**
 * Text-based activity guide due Oct 10
 * Everyone finds their standards under the "Language Arts" area
 * Scheduled date for observed lesson due Oct 10
 * Respond to my comments within a week
 * Text-based Teaching Demo
 * 1) Alex
 * 2) Emily
 * 3) Paul