518+-+Agenda+-+1.25.12

// **What does reading comprehension involve? How can I help my students make meaning from oral, written, and visual texts? How can I design an effective reading assignment in my subject area?** //

12:00 - 12:15 - Homework Highlights
 * Jeremy's insight about rigorous engagement: "Confusing" is not "rigorous"


 * Jason's example of connecting **specific** **elements** of pedagogical concepts to **specific examples** from a teaching segment:

"The activity clearly featured active engagement. The students went from treating the concept of a bill as useless information to something that they could get excited about. Mentally and physically, the were devoted to the exercise. The court case also necessitated intellectual engagement by requiring that the students not simply cite what they wanted, but why they deserve it, all while doing so in a format that modeled the debate that surrounds normal passage of a governmental bill (well, close at least). The connection aspect was perhaps the key aspect to the activity’s success -- the discussion of pop and snacks was relevant to their lives, to their background knowledge. Michie could have harped all class about significant bills that have been passed and why they are important, but unless it connects to the lives of the students listening, it wastes everyone in that classroom’s time. Finally, the rigorous aspect. While the students certainly had a great deal of fun during the activity, you can’t discredit it as unrigorous. Debates require a great deal of strategical thinking including knowing what your argument will be, what your opponent’s will be, and how to best it. The students all demonstrated this line of reasoning, which made for an entertaining yet rigorous exercise."


 * Themes I observed from student responses to the question: "What makes you feel personally interested in learning? What gives you the desire to work hard?"
 * **Influence of parents and family** - "come from motivated family," "scared of parents if they get bad grades," "my mom motivates me by enforcing that I get good grades," "my parents are really strict and if I don't get good grades I'm grounded," "my dad likes to learn a lot and so do I, so I feel it has just been passed on"
 * **Feels relevant -** "has meaning and relevance to my own life, overall importance," "something that applies to my life today - not boring old history," "use examples that I can relate to," "applies to my life"
 * **Extrinsic forces** - "I want to play sports and I have to get C's," "grades matter to me," "I want to learn and get good grades so I can play sports," "I usually get $10 if I do good in school"
 * Question: How much of this is actually a case of individual character, effort, or internal motivation?

12:10 - 1:00 - Based on your reading, discuss in groups: (Take a quick break if needed during group work time)
 * In your answers, pull specific ideas from the readings.**
 * "How would you describe the process of reading?"
 * Group 1
 * 2parts: Decoding + Comprehension/making meaning
 * making connections with prior knowledge to make meaning
 * visualization to make meaning
 * Group 2
 * 4 main parts to the decoding process
 * word recognition and vocabulary necessary for fluency


 * "What are characteristics of good readers?"
 * Group 3
 * Group 4


 * "How can I help a struggling reader in my subject area?" (Include potential reasons readers struggle)
 * Group 5
 * Group 6

1:00 - 1:40 - Pre-During-Post Activities with Texts (Note: texts can be written, oral, or visual)

ww.csmonitor.com/USA/Military/2012/0125/SEAL-Team-6-rescue-in-Somalia-frees-two-from-pirates-lair-video - Activities based on this text.
 * Somali Pirate Article**

- assess and establish foundational knowledge: What/Where is Somalia, modern piracy, SEALs, etc. - generate interest with discussion or activity such as "what if you were kidnapped in a foreign country?" - how to read an online article: organization/headings, ignoring other ads and links, etc. - establish purpose of reading article: what are the students going to do with the knowledge? for example: "After we read this article, you will discuss in your groups whether or not you believe this is an appropriate use of government."
 * Pre-reading:

- how will students interact with the text? - graphic organizer - read aloud and have students write questions - role play or act out while reading - discussion - debate - synthesis: create a picture, play, dialog, graphic novel, - writing assignment: what happened after kidnapping, but before the rescue?
 * During reading:
 * Post reading - assess, reinforce, and apply:

1:40 - 1:50
 * Housekeeping**
 * Please put the most recent module/work on top of GoogleDoc
 * Commenting on GoogleDoc
 * Grades
 * ELC on Friday? Watch for an email
 * Module 2 (discuss Seed Plan work); discussion groups

Think about it: What do you imagine when you hear the term "ELL"? What is your experience working with ELLs? As you read, mark the text in ways that help you read actively. Pay particular attention to ideas that either support or challenge your pre-conceived notions and prior knowledge about ELLs. Jot down questions. Make a list (in your journal) of questions you have about ELLs or working with ELLs.
 * To Do for Next Class:**
 * Pre-Reading**
 * During- Reading**
 * Faltis, chapters 1, 3
 * Samway & McKeon, chapters 1, 2, 6, 10
 * After Reading**

(Remember that module 2 is due on Monday by noon)