418+Agenda+-+3.17.15


 * Today's Goals**
 * **Become familiar with NC's whole school literacy initiative and brainstorm ways I can support it in the field**

1:15 - 1:20 - Welcome
 * Notetaker: Liz

Manny wasn't wearing green.


1:20 - 2:00 - Carole Baumgartner, guest speaker
 * Mini-Bio of herself
 * What matters to us: She did Literacy Intervention at North Central. The BRAVE strategies.
 * Currently the ESD 101 Regional School Improvement Coordinator
 * Link to ESD 101 website: []
 * Work with first year teacher grant program Presentation!

>>> >>>> >> But not this kind of Brave >>
 * BRAVE Strategies
 * Why?
 * Common Core State Standards ask us to reconsider
 * How and what we teach
 * 7 Capacities
 * 1) Demonstrate independence
 * 2) build strong content knowledge
 * 3) respond to varying demands of audience, task, purpose, and discipline
 * 4) comprehend as well as critique
 * 5) value evidence
 * 6) use technology and digital media strategically and capably
 * 7) come to understand perspectives and cultures
 * Teaching content (what you do)
 * Teachers must become students of the standards
 * students are active, reflective critical thinkers, not passive recipients of content.
 * Three primary shifts in ELA and Literacy Instruction
 * Building knowledge through content-rich non-fiction
 * Why? helps build and practice academic language
 * THIS IS NOT GETTING RID OF FICTION, just using more non-fiction
 * Reading, writing, and speaking grounded in evidence from literacy and informational text
 * Regular practice with complex text and its academic language
 * What does this mean for secondary content area teachers?
 * they must learn to integrate discipline-centered literacy instruction
 * goal: teachers become skilled at teaching literacy
 * Di Tri Berrese (ITS AN ACTIVITY, this is a lot easier than Czec one we did with Anny.)
 * Read the selection as a group, translate from Gibberish to English
 * Be conscience of the strategies use use to complete the translation
 * the most accurate translation will win extra credit
 * least accurate team gets homework center with the literary interventionists
 * RESULTS:
 * Andy translated the first paragraph: the bears don't have a mortgage and forgot to lock the door when they went to the beach.
 * Matt translated the second paragraph: Goldilocks causes trouble, so she went inside and slept in the beds.
 * Haley translated the third paragraph: the bears came back and there was no food. What are they going to do?
 * Why we could translate:
 * Background knowledge of the story
 * Background knowledge of other languages like Spanish
 * BRAVE
 * B: Background knowledge
 * R: Read for a purpose
 * A: Annotate
 * V: Vocabulary
 * E: Extend your thinking
 * Read - Think - Talk - Write


 * Now she's off to Yakima to work with them

"Teaching readers how to hold thinking allows them to participate in many ways, regardless of their skill level." - Cris Tovani

2:00 - 2:30 - Field experience discussion
 * How are texts and writing tasks being used in the field?
 * How is academic language being taught and supported?
 * What are you doing to support NC's literacy initiative? What could you do?


 * Housekeeping:**
 * For Thursday, 3/19
 * Holler, chapter 7- As you are reading, think about this question: "What does it mean to take students' writing seriously?"
 * Bring charged laptops
 * **For Tuesday, 3/24 - by NOON**
 * Read Zwiers, chapter 8 - (P.E. - see special reading assignment on agenda page)
 * As you are reading, identify three key concepts that matter to you. Create a **one**-slide summary of each key concept you selected using only images - Be prepared to interpret your slides
 * Write down two questions for discussion