518+Agenda+2.5.14

8:00 - 8:15 - Welcome and Swap Shop (Leah) >>
 * Congrats to Leah!
 * To register now at a regular paying student rate (TI+ year-long membership). []
 * Pre-during-post resources -


 * Objectives:**
 * SWBAT explain potential issues that could explain why a student struggles with reading and offer possible, reasonable responses.
 * SWBAT describe characteristics of an effective writing task.

8:15 - 8:45 - Discuss Michie

8:45 - 9:15 - Struggling reader case study

> > 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.
 * Case Study"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)


 * [|Supporting Struggling Readers Table]

9:15 - 9:35 - Discuss writing chapter

9:35 - 9:45 - Break

9:45 - 10:45 - Creating a Writing Task

Additional resources - http://gonzagateach.wikispaces.com/Writing+Assignments

Fri 2/7 by 6 p.m.
 * Housekeeping:**
 * Lesson Plan B (text) plan due

Mon 2/10 - ELLs
 * Michie, chapters 5-6
 * Lesson Plan C (writing task) due
 * Select AL evidence and write Task 3 AL commentary - can also be turned in on 2/12
 * Swap Shop (2)
 * Shannon
 * Kathy