418+Agenda+-+1.12.16


 * Guiding Questions:**
 * **What does it mean to be literate in 2016? What is my role in supporting literacy as a content teacher?**
 * When we say discipline specific literacy, we are talking about how we incorporate literacy into our own subject.
 * Your students will be reading and writing, but they will be doing this differently across the board (s/o PE)!
 * Pressure to incorporate reading and writing in your field BUT there comes a point when kids just need to ball - no need to do “metaphorical crazy backflips” to make PE a reading/writing focused class. Look for the REASONABLE opportunities to apply reading/writing
 * What do people within this discipline do to engage with reading and writing? //Invite students in// and //acknowledge// the literacy in the subject - within every discipline there is insider slang (a code - that we understand but our students don’t
 * Use language and literacy as a tool for reading! Help them build their general literacy proficiency - support them across all subjects
 * How are my students using reading and writing to learn

The Big Idea:
 * 1) Entering into a disciplinary community (how Historians talk, write, and what they read)
 * 2) Supporting //general// literacy development in my content (Alex is teaching spanish, but he can still build their general ability to write)
 * 3) Using reading and writing as learning tools (maybe you have your kids write something that doesn’t actually reflect what historians would write - it’s a different genre. Have them create tweets from the standpoint of a historical figure or something, historians don’t tweet BUT you’re using writing to better understand historical characters)

The Big Question What does it mean to be literate in my discipline? How do I teach my kids literacy even if I’m not an English teacher?

Literacy is a barrier – the way we teach language //is// a Social Justice issue. People are constantly evaluated by their ability to speak, read, and write (think about how we associate a British accent with smart people and people who speak with a southern drawl as dumb).

LANGUAGE AND LITERACY ARE FASCINATING PEEPS.

So in this class we’ll be focusing on Academic Language (#pedagogy) and ELL students

1:15 - 1:35 - Introductions - Let’s cross pollinate yo #nocliques We are engaged with reading and writing even when we don’t have a teacher making us write/read - it has to do with how we live our lives. We read and write in a multitude of ways and it becomes part of our identity in important, formative ways. //Can you imagine what it would be like if you couldn’t read or write?//
 * What do you read?
 * Basically we all read a lot in every day life even if we don’t like to read books (a lot of variety)
 * and we CAN read which is important to note, we can all identify with being a reader which is NOT something all our kids can say
 * What do you write?
 * tremendous amount of writing for formal and informal purposes (GO US)

1:35 - 2:00 - Course Intro
 * Main themes: academic language, discipline-specific literacy, using texts and writing to support content area learning, supporting struggling readers/writers, supporting English Language Learners
 * What questions do you have? What do you want to know? What do you want to be able to do?
 * Wiki
 * Textbooks
 * Attendance and participation
 * Field component - fingerprints?
 * Syllabus next class

2:00 - 2:30 - What does it mean to be literate in 2016? - []
 * Technology has changed everything, so really, ‘what does it mean to be literate in 2016’ is an important question to ask.
 * what counts as a text is different for every person
 * []
 * []
 * [] & []
 * []
 * []

**Housekeeping:**
 * For Thursday, 1/14:
 * //Holler// reading
 * **Instructional Strategy**- Anticipation Guide
 * Before you read, answer the following questions using your best judgment. (There isn't necessarily a "right" answer. Just think about it.)
 * True/False - Truly committed, hard-working teachers who work in tough, urban schools are heroes.
 * True/False - "Tough love" displayed as high standards for behavior and strict enforcement of rules is the best approach towards classroom management, especially in a difficult urban setting.
 * True/False - Street-smart kids will only respect a teacher who is also street-smart.
 * True/False - It's difficult for kids to care about school is they are struggling for survival at home and in their neighborhoods.
 * True/False - Kids who don't grow up in a rich educational environment are less likely to have the cognitive and linguistic tools to comprehend and apply complex concepts.
 * **Reading assignment** - Read the introductions xxi-xxix and chapter 1. As you read, look for insights and connections to the five statements in the anticipation guide. Also, put a sticky note next to passages that strike you as particularly important, interesting, or perplexing.
 * **Discussion** - Be prepared to share insights you had in relation to the anticipation guide and/or personal responses to the chapter.
 * For Tuesday, 1/19:
 * DUE: Zwiers, chapter 1
 * Create a one-slide summary of the key concepts of the chapter using only images - Write your interpretation of the visual representation in the "notes" section at the bottom of the slide. Also, write down two questions for discussion on a second slide. Upload slides to Blackboard.**SAVE the presentation with this filename: Lastname_Zwiers1**