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5020 week 15 pba wkshp culminating reflection prep
- 1. LCRT 5020: Workshopin Literacy & Language Teaching (May 11th) Welcome! You made it to May 11th! -- Sign in & get a name tag. -- Look for your name on the tables & sit with that group for our first interaction. -- We have lots to discuss, finalize & celebrate tonight!
- 2. Tonight’s Agenda PBAWorkshop Turbill Article: Four Ages of Reading (historical view) Synthesis & Integration of Literacy Learning & Teaching: WHAT HAVE YOU LEARNED? Your PBA: Workshop Your goals Your practice? QARs? Reciprocal Teaching? Comprehension? Others? Using Miscue Analysis on a regular basis Choice article Share book or supplemental text to use as a ‘read aloud” IMPORTANT DATES DUE: SUBMIT FINAL PBA to CANVAS on Wed. May 13th 11pm Upload PBA to LiveText by May 14th NOTE: Semester grade will not be posted until PBA is uploaded to LiveText!! DUE: Submit Final Synthesis of Learning Paper to Canvas by May 14, 11pm
- 3. PBA Workshop: Groupin Pairs! NOTE: Group in pairs to get the most benefit from Workshop! As you read your partner’s draft, write questions & comments about content on “post-it” notes & stick these to the margins. IS THE OBJECTIVE CLEAR? What is the major content concept students need to learn? What is the academic language structure students need to learn in order to comprehend the content? (Go beyond just teaching vocabulary) IS RATIONALE CLEARLY STATED? What is students’ grade level, academic level, language backgrounds, cultural backgrounds, etc? What professional literature justifies the rationale (4 minimum)?
- 4. PBA Workshop (Continued) MATERIALS? Do the texts used provide an authentic reading experience (not just decodable text or worksheets? Is there an option for student choice? Explain WHY these materials. INSTRUCTION? What links to Cambourne’s Conditions and/or GRR and/or Effective Practice and/or Reading Process do you explain? Did you explain & justify the instructional method you used? TASKS? Are the reading & writing tasks authentic (not busy work) and age appropriate for students? Did you explain and justify the tasks you used? ASSESSMENT? How will you know if students learned? How will you provide feedback to students? How will you record progress or needs? REFLECTION? What went well? Why? Proposed changes? Why?
- 5. On your own Readcomments & questions on this near-final paper. Confer with partner to clarify any comments & questions. Jot down “next steps” for fine- tuning & finalizing the paper.
- 6. Reminder Performance-based Assessment DUE:SUBMIT FINAL PBA to CANVAS on Wed. May 13th 11pm Upload FINAL PBA to LiveText by May 14th NOTE: Semester grade will not be posted until PBA is uploaded to LiveText!!
- 7. A Historical Overview: Turbill’sArticle WHAT DOES IT MEAN TO BE LITERATE?
- 8. A Historical Overview: Turbill’sArticle Isn’t it interesting that Turbill’s article was published 13 years ago (2002) and today the news continues to report that there is a crisis regarding students’ literacy abilities in the U.S.? WHY MIGHT THIS BE?
- 9. A Historical Overview: Turbill’sArticle 1950s-1970s: AGE OF READING & DECODING -SOCIETY? -FOCUS OF LITERACY AT THIS TIME? 1970s: AGE OF READING AS MEANING MAKING -SOCIETY? -FOCUS OF LITERACY AT THIS TIME? 1980s: AGE OF READING & WRITING CONNECTIONS -SOCIETY? -FOCUS OF LITERACY AT THIS TIME? 1990s: AGE OF READING FOR SOCIAL PURPOSES -SOCIETY? -FOCUS OF LITERACY AT THIS TIME?
- 10. A Historical Overview: Turbill’sArticle WHAT ARE THE FOUNDATIONAL HISTORICAL PERSPECTIVES GROUNDING YOUR BELIEFS & PRACTICES? Explain why reading specialists need to understand the influences of methods & approaches used historically in the U.S.? Share what insights you have gained about the history of reading instruction.
- 11. Present Tense 2015: AGEOF__________________ ? -SOCIETY? -FOCUS OF LITERACY AT THIS TIME? -WHAT DO WE EXPECT OF LITERATE CITIZENS? WHAT DO THEY NEED TO BE ABLE TO DO WITH READING, WRITING, SPELLING, LANGUAGE? WHAT KIND OF THINKING DO THEY NEED TO BE ABLE TO DO? WHAT TECHNOLOGY PROFICIENCY DO WE EXPECT?
- 12. Synthesis & Integrationof Literacy Learning & Teaching
- 13. Synthesis & Integrationof Literacy Learning & Teaching: Discuss in groups WHAT HAVE YOU LEARNED? Your goals and your practice? DISCUSS Your goals and your practice? What did you focus on? What is changed? What is the same? What are you contemplating? WHAT INSIGHTS HAVE YOU GAINED? QARs? Reciprocal Teaching? Comprehension? Other strategies? FURTHER REFLECTIONS ON MISCUE ANALYSIS The Retell: Further insights about Matthew’s retell? Using Miscue Analysis on a regular basis All? Parts? Thoughts? Ideas? Adaptations?
- 14. Discuss & beready to share out What do you believe about literacy learning & teaching? How do your understandings of literacy learning & teaching apply to your classroom practice? What anecdotal evidence of your teaching practices provide examples of how you have applied what you have learned? What are 1 to 2 quotes from the readings that align with and/or support your understandings? Share these with those in your group!
- 15. And, take timeto complete the course evaluation with feedback for the LLCRT faculty group! Thank you! TAKE a BREAK
- 16.
- 17. Choice Article Groupings "ExploringWordless Picture Books" Christina Dima SHANNON BRANDI “Interactive Read-Alouds for English Learners in Elementary Grades” Katie Trina "Reading comprehension and autism in the primary general education classroom." Courtney Steele Michelle V. START Comprehending: Students and Teachers Actively Reading Text Melanie Julia Mariesa Chelsea How Can Book Reading Close the Word Gap? Kara Shanna "Motivating Readers: Helping Students Set & Attain Personal Reading Goals” Michelle Alden Lindsey
- 18. Choice Articles Whydid you select this article as a choice reading? What does the topic reveal about the needs within the context where you work? Or about your interests? To what extent might this article be relevant for your team mates or colleagues? If you were to use this article to launch a professional discussion, what are 2 discussion questions you would ask to support group interactions with this article?
- 19. Choice Articles: Do youhave a favorite?
- 20. Take out theTEXT you brought to share in a read-aloud! Bring quality literature to share in a “read aloud.” Why read aloud to your students? Connect books to learner's own life experiences; Connect the books learners are reading to other literature they have read; Connect what learners are reading to universal concepts; Provide learners with a demonstration of phrased, fluent reading. Learners can listen & access a higher language level than they can read; It makes complex ideas more accessible; It exposes learners to vocabulary and language patterns that are not part of their everyday speech. It introduces learners to books they would not normally read. It allows Tr to set a purpose & engage readers in content & book to support the learner’s future independent reading.
- 21. Share your textsfor read aloud! Recommendations? bbbbb m
- 22. Concluding Comments Sincere “THANK YOU”for an enriching semester! I have learned a lot – I hope you have as well! IMPORTANT DATES DUE: SUBMIT FINAL PBA to CANVAS on Wed. May 13th 11pm Upload PBA to LiveText by May 14th NOTE: Semester grade will not be posted until PBA is uploaded to LiveText!! DUE: Submit Final Synthesis of Learning Paper to Canvas by MONDAY, MAY 18TH!!!!!! EXTENDED DUE DATE
- 23. Determining reading supportsfor an individual learner Remember the CRUCIAL QUESTIONS: WHAT IS THE CONTEXT? HOW MUCH TIME IS ALLOTTED TO SUPPORT THIS LEARNER’S READING? WHAT IS THE PURPOSE AND ANTICIPATED OUTCOME? (Reading for decoding sounds, letters, words? Reading for enjoyment & learning? Other?) WHO IS THE INDIVIDUAL LEARNER? WHAT ARE HER STRENGTHS? WHAT ARE HER CHALLENGES? HOW DO YOU KNOW? WHAT SUPPORTS & STRATEGIES WILL SUPPORT THIS LEARNER TOWARD THE OUTCOME OR GOAL?
Editor's Notes
- #8 GIVE STUDENTS 1 MINUTE TO BRAINSTORM……. THEN ASK, WHAT DID IT MEAN TO BE ‘LITERATE’ IN THE 1950S????? IN THE 1900s????? TURN & TALK THEN ASK, WHO WAS ENCOURAGED & SUPPORTED TO BECOME LITERATE???? TURN & TALK
- #12 Isn’t it interesting that Turbill’s article was published 13 years ago (2002) and today the news continues to report that there is a crisis regarding students’ literacy abilities in the U.S.? WHY MIGHT THIS BE?
- #21 Partner & ROTATE!