518+-+Agenda+-+1.31.13

12:00 - 12:05 - Welcome

12:05 - 12:20 - Swap Shop, Caleb & Tim

12:20 - 1:10 - Supporting Struggling Readers
 * Jigsaw - Target the Problem
 * Case Study - Jamie

"For example, although Jamie was in sixth grade, his performance on the narrative and expository texts indicated that his instructional level was fourth grade. He read the fourth-grade science passage “A Comet” with 90% total accuracy. At this level, his reading was fluent; he answered 86% of the comprehension questions correctly and retold the story with many details. Jamie’s word recognition was at the fifth-grade level, as evidenced by his reading 90% of the words on the word list automatically; however, the fifth-grade passage “Worms: Parasites and Scavengers” was more difficult for him. He could not decode some of the words, and his accuracy dropped to 75%. He could not recall many of the facts during retelling, and his comprehension was 60%, which is considered transitional–instructional. When Jamie was administered the sixth-grade reading passage “Disease: Microbes and Antibodies,” he could not decode most of the words and struggled so much that little meaning was achieved. His reading accuracy was 40%, which was clearly frustration level. The Interest and Attitude Inventory was administered to identify students’ interests in order to provide tutors with directions for selecting reading materials. As revealed from this assessment, one of Jamie’s interests was playing basketball." (Ambe, 2007, p. 633)

Ambe, E. B. F. (2007). [|Inviting reluctant adolescent readers into the literacy club]: Some comprehension strategies to tutor individuals or small groups of reluctant readers. //Journal of Adolescent & Adult Literacy//, //50//(8), 632–639.

Evidence ||  || Assessment Ideas ||  || Individual Instructional Support ||  || Whole-class Instructional Support ||
 * **Potential Issues** ||  || Rule-In ||   || Rule-Out ||   || Evidence ||   || Insufficient
 * Phonological and Phonemic Awareness ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Word Decoding and Phonics ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Vocabulary ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Fluency ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Comprehension ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Background Knowledge ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Processing ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Memory ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Attention ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * English as a Second Language ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||

1:10 - 1:40 - Present Cases -Vocab, fluency, comprehension -Support pre-reading -Accuracy test with a text he is not familiar with, and across disciplines, to assess background knowledge -Focus on few general academic words so he is not overwhelmed with vocab memorization
 * Overall Needs:**

-Decoding issue: sight word vs. sounding out -Breaking reading into manageable chunks -Frequent comp. checks -Work one-on-one during homeroom -Scaffolding up -Pair with a strong reader during group work
 * English:**

-Develop questions parents can ask their child -Ask Jamie
 * Social Studies:**

-Case study about his interests and relate it to Math/Science -Sneakily teach him about antibodies using basketball -Playing word games to improve vocab.
 * Math/Science:**

1:40 -1:50 - Closure, Housekeeping


 * Housekeeping**
 * Friday - Meet at Lewis & Clark High School, main office a few minutes before noon - We'll be going to Mrs. Showalter's room
 * I'll email some directions you can look over beforehand
 * Due by Monday
 * Text-based lesson plan (Use lesson plan form in "Key Assessment" template)
 * Read Zwiers, chapters 8 and 5 for key concepts and strategies you might incorporate in your mini-unit. (This does not need to be a close read)
 * Swap Shop - Sarah