418+-+Agenda+-+3.7.17

Today's Goals:

 * I can effectively scaffold a text with purposeful and engaging pre- activities.
 * I can identify specific knowledge and strategies to help me support "struggling reader"

1:50 - 2:00 - Welcome & Agenda
 * Notetaker - Brandon
 * Questions from my information email
 * She will have her email available over Spring Break

2:00 - 2:20 - Pre-reading demos (from last class)


 * Adrianna and Drew Pre-reading demonstration
 * We examined their ID cards and compared and contrasted our observations of their cards (they are from different states).
 * Brandon and Griff Pre-reading demonstration
 * We reflected on prior experience of physical activity to spark our interest for the text we were preparing to read.

2:20 - 3:00
 * Supporting Struggling Readers**
 * Think about a student you've worked with who appears to struggle with reading.
 * Write a one-paragraph introduction to the student: What do you know about him/her? What are her strengths and interests? What types of learning tasks does he/she seem to engage best with? What evidence suggests to you that this student struggles with reading? What have you and/or your CT tried to support this student? In what ways does the profile of this student align or not align to the two articles you read about struggling readers? (We were given a handout).
 * Share your profile with a partner. Choose one student to focus on in your research.
 * Peruse the following resources. As you are reading, pay attention to information that helps you better understand and support your focal student.
 * 1) []
 * 2) []
 * 3) [] (Read "Implications for Practice" section, p. 12-14 (actual page numbers, not PDF numbers); if you're interested in the research, peruse that section as well)
 * 4) [] (Skim and slow down at points of particular interest)
 * Based on your reading, identify the following:
 * Three new professional conceptual understandings that help you better serve this student
 * Three specific strategies you would like to try with this student. (Briefly describe each strategy and your rationale for choosing it.)


 * Shared with the class some instructional reading strategies or new conceptual understandings such as;
 * It's never too late to intervene with a student's reading ability
 * Scaffolding homework - giving students a task for when they read so they aren't just reading something without an end goal
 * Reading aloud or peer explanation
 * Being able to hear the text in a student's head to improve comprehension - how to get students to do that (reading aloud)
 * Students that struggle don't often read for pleasure because they aren't confident in their reading ability

(If time -Teaching Content is Teaching Reading - https://www.youtube.com/watch?v=RiP-ijdxqEc)

I have already provided you with a high quality model in class a couple weeks ago. I suggest you review that and the rubrics before beginning. Those of you in 418L should consider aligning this task with your first full-period lesson. Those of you not in 418L will need to figure out an alternative. Consult with me if you have questions. > For those of you in 418L, please review the requirements for teaching your first full-period, observed lessons. A digital version of the 418L requirements and forms was already provided, but as a reminder, you can access it here: http://gonzagateach.wikispaces.com/Agendas+-+418+Spring+2017 >
 * Housekeeping:**
 * for Thursday - We will discuss //Holler// chapter 5-6. Bring your books and laptops to class! (Also, we will be using your swap shop resources.)
 * Due Friday - Text-Based activity guide - [[file:Text-based Activity Guide-418.docx]]
 * From yesterday's email: Don't forget that the academic language edTPA assignment is due on April 6. To review, you are required to:
 * 1) Plan a lesson to include specific attention to academic language. Before teaching, answer the Task 1, question 4 commentary question.
 * 2) Teach the lesson including specific supports for vocabulary and syntax and/or discourse. Collect student work.
 * 3) Analyze student work to determine students' academic language use directly connected to the academic language demands identified in Task 1, question 4.
 * 4) Write a response to Task 3, question 3 commentary prompt.
 * 5) Self-evaluate your work using rubrics 4 and 14. Revise as needed.
 * 6) Upload your written commentary responses and student work samples to Blackboard.
 * 1) You need to have the lesson plan approved by me, your supervisor, or your CT prior to teaching. If someone besides me reviews it, that person needs to send me an email confirming their approval before you teach.
 * 2) For this first lesson, you need to do the complete planning template and,
 * 3) Include an academic language component.