418+Agenda+-+2.10.15


 * Targets:**
 * **I can describe an interactive model for reading comprehension.**

1:15 - 1:20 - Welcome & Agenda
 * Notetaker: Alex
 * NC update?

1:20 - 1:40- Quiz

Emily Vocab Teaching Demo
 * Word of the Day is Tangent**-
 * Strengths
 * Made students use the words
 * Visual examples--good for visual learners
 * Learned the word before the math (learning the expressive knowledge of the word)
 * Things to Work on/Reminders
 * Give opportunities to say the word more, especially in any awkward silences that may occur (repetition leads to better understanding
 * Sentence frames at the beginning can help students understand how to say the word

1:40 - 2:00 - Discuss //Holler//, Chapter 3
 * Anny's experience with a "dumb class"
 * The students think success is risky so it is better to appear unsuccessful to look cool
 * Aim for small wins in order to gradually change the "dumb" culture
 * If we teach kids that they are dumb, it is hard to have an expectation of kids to be successful and ask questions in order to gain knowledge


 * The Enigma of the Embarrassed Kids
 * Can't embarrass the kid anymore but at the same time, as a teacher, we have to stop any further attacks
 * Every kid should feel safe and supported when in the fiefdom that is our classroom


 * Teachers that teach "that class"
 * They certainly know the situation that they are getting into and sometimes act like the situation is better
 * Do not acknowledge the kids as "dumb". I repeat. NEVER. THINK. THAT. STUDENTS. ARE. DUMB.


 * The problem of "Oh, I see that you are on your phone so don't come to class if that is all that you will do"
 * How do we get in this situation as teachers?
 * Teacher feels disrespected
 * Teacher can't fight the kids/already fought the kids and surrenders to the kids due to lack of hope
 * Culture of the class
 * Classic "Teacher does everything right but somehow everything goes wrong"
 * Maxed out on attempts to get through to the student but the student does not want to connect
 * Reality Smack to the Head....It's a tough and stressful job that leads to various levels and degrees of fatigue
 * Optimism!!!!!!
 * We WILL have those moments that are best effort will simply be not good enough
 * Don't ever give up--gradually keep progressing and be the teacher that wants to change the culture rather than the one who is content to keep it around
 * If you have created a culture of respect and belief in your students, the students will more than likely forgive your mistake
 * Now, some wise words from your fellow classmates
 * Treat Them Personally but Do Not Take It Personally -Hailey Tye
 * Swim in a Pool of Love with Your Students -Matt Elmore
 * Now that is some poetic gold right there folks


 * How to support struggling readers
 * Don't ever let them think that they are a failure
 * You may not be able to prevent it but never buy into it
 * Continually encourage and surround them with love
 * Sometimes, with a very good relationship, you can call out their facade (and then call Paul to get him to teach the word using Kinsella Vocab Strategy)

2:00 - 2:30 - Cognitive components of reading comprehension

Yet there is one question still remaining...........
 * The Case of the Perplexing Czech Text
 * Andy and Megan tried and they were not perfect....but it was a perfect attempt!!!!
 * They read (or attempted to read) the text but they did not understand what they were reading
 * In order to begin to try to read, they used prior knowledge of English phonetics to decode and attempt to pronounce the text

WHAT IS THE IDENTITY OF THE MYSTERIOUS TEXT????? COULD IT BE AN ARTICLE ON A FUTBALL MATCH????? OR IS IT A COMPLICATED FACE-LIFT PROCEDURE ????? IT MIGHT EVEN BE A CAR ARTICLE BASED ON THE PLOT TWIST!!!!!

All I know is that I will definitely have to be in class on Thursday in order to see the final outcome


 * [|Version 1]
 * -decoding text
 * -Common error is that we take what we have learned from reading a certain text and impose it on another form of text.
 * [|Version 2]
 * []

Knowledge of the World Content Knowledge Gained from Prior Schooling Experiences Life Experiences || (Knowledge of Text Structure) Knowledge of Phrase and Sentence Structure Knowledge of Words and Word Structure Prior Literacy Experiences in Other Languages in English || from the Home Language and from English
 * ===**Top Down**===
 * Knowledge of How the English Language Works
 * Knowledge of How the English Language Works
 * Knowledge of Sounds, Letters, and Symbols
 * Knowledge of Sounds, Letters, and Symbols

**Bottom Up**
||
 * Housekeeping:**
 * Thursday - //Holler, chapter 4//