418+Agenda+1.13.15


 * Guiding Questions:**
 * **What does it mean to be literate in 2015? What is my role in supporting literacy as a content teacher?**

1:15 - 1:35 - Introductions
 * What do you read? body language & facial expressions; email; text; sports columns & blogs online; mystery novels; inspirational quote books; non-fiction, WW II books; newspapers; sports & political articles; national geographic; fiction (mystery & romance); sports; assigned reading from school; Sports Illustrated; adventure books; biography; buzzfeed; The Onion; classic literature; Spanish literature; music; multilingual lyrics; cinema; subtitles; movies
 * What do you write? email, text, to-do lists, blogs, slam poetry, diversity monologue; letters; articles for public; homemade cards; reminder notes; lists; academic papers; tweets; postcards; reflections; professional emails; journaling; creative writing/stories; quotes; classnotes; lesson plans

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?

2:00 - 2:30 - What does it mean to be literate in 2015? - https://www.youtube.com/watch?v=pQHX-SjgQvQ
 * http://www.npr.org/blogs/alltechconsidered/2015/01/12/376717870/bored-and-brilliant-a-challenge-to-disconnect-from-your-phone
 * http://www.washingtonpost.com/local/serious-reading-takes-a-hit-from-online-scanning-and-skimming-researchers-say/2014/04/06/088028d2-b5d2-11e3-b899-20667de76985_story.html
 * https://www.youtube.com/watch?v=xO_oEGHWSMU & https://www.youtube.com/watch?v=0YNeyBANrTI
 * http://nces.ed.gov/nationsreportcard/subject/publications/main2013/pdf/2014087.pdf
 * http://blogs.edweek.org/edweek/learning_deeply/2015/01/why_doing_school_undermines_learning.html


 * Housekeeping:**
 * For Thursday, 1/15:
 * //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, 1/20:
 * Find a challenging, complex, important/engaging text for your partner. The text should be 10-15 pages and designed for experts in the field. Bring a copy of the text or a link to class on Tuesday, 1/20
 * Read Zwiers, chapters 1-2; upload the two slides and four questions to Blackboard
 * For __each__ chapter, you need to do two things:
 * Create a **one**-slide summary of the key concepts of the chapter using only images - Be prepared to interpret your slides
 * Write down two questions for discussion
 * Write down two questions for discussion