418+Agenda+2.12.15

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

1:20 - 1:45 - Finish presentation on cognitive processes of reading
 * No PE kids...
 * [[image:http://thepoliticalcarnival.net/wp-content/uploads/2013/11/crickets-its-quiet-too-quiet.jpg]]
 * o We could decode the Czech text pretty well but struggled to figure out what it meant
 * When we got soccer in our heads we didn’t change our mind and everything made sense
 * Making mistakes is OK, all part of the plan
 * Going to the website gives us a new context because of pictures and other giveaways
 * [|Version 1]
 * [|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**
||
 * Bottom Up
 * o Native language feeds into this as well (student could decodes in different languages)
 * o Kids master decoding skills in Kindergarten
 * § Not the heavy lifting of comprehension
 * [[image:http://images.clipartpanda.com/testosterone-clipart-SportsGuyLiftingWeight.gif width="223" height="225"]]
 * o Bring to the text what you already know
 * § Knowledge of the world
 * Previous knowledge
 * Alex (**snarfed**, gigantic or basketball) the sandwich (tasty, **quickly**, red) SAT’s all over again
 * [[image:https://scontent-sea.xx.fbcdn.net/hphotos-xfp1/t31.0-8/s960x960/335874_2502951382916_294523492_o.jpg width="113" height="149"]][[image:http://blogs.plos.org/obesitypanacea/files/2014/10/sandwich.jpg width="94" height="70"]]
 * In Spanish adjectives go after the noun so they could be confused because of their prior knowledge
 * o Together top down and bottom up makes meaning
 * Describe to me the interactive model of reading?
 * Brainstorm a list…what is the obstacle for the student who struggle to read
 * Language barrier
 * Entire middle section
 * Lack of motivation, not interested
 * Don’t always have to read at your reading level
 * Lack reading structure at home/opportunity
 * Middle section
 * Don’t have time to practice
 * Knowledge of text structure
 * Negative view of reading
 * Life experiences
 * Little context with American culture
 * Knowledge of the World
 * Academic vocabulary
 * Knowledge of words and word structure
 * Reading aloud
 * Pronunciation of the word
 * Intimidation
 * Worried about how other students will perceive them


 * Getting students interested in a topic is extremely important
 * Sports based text class at Megans high school improved literacy
 * Very few of our students will struggle from the bottom up part
 * The majority of the struggles will be in the top down and the middle part

Teaching Content is teaching Reading video (cool music)
 * Having interesting texts matters
 * Getting information from different angles and different sources with spark and interest in other students
 * Easier to figure out the main idea (Spanish Civil War)
 * Have background knowledge from a video
 * All about having kids swim in a sea of love and knowledge
 * o Vocab, interest, background knowledge. All of this fields reading
 * o “Reading strategies”
 * § That isn’t reading…limits expose we get to texts
 * Use as many different texts as possible
 * Textbooks…good or bad?
 * [[image:http://cdn2.hellogiggles.com/wp-content/uploads/2014/08/12/poet460.jpg width="278" height="169"]]
 * o Used to initially define terms but just give as background info
 * o Shouldn’t be foundation but they are good as an ending point
 * o Learn knowledge from specific texts then look at textbooks
 * o Giving students one background is sad

1:45 - 2:15 - Supporting Struggling Readers
 * 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)
 * 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.
 * [|Supporting Struggling Readers Table]

2:15 - 2:30 - Discuss //Holler//
 * Holler Chapter 4
 * Power of context
 * How interested students are when text relates to their lives
 * Students will work through a hard text if they love it
 * How much growing up contributes to our education (especially being read to as kids)
 * Reading aloud is always a good thing