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EDUC 563 Sept. 24 th

EDUC 563 Sept. 24 th. Terms to Know. Funds of Knowledge: The experiences and information children bring to school; not necessarily academic knowledge Reading Identities: Students’ understandings of their capabilities when asked to read Comprehension Strategies:

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EDUC 563 Sept. 24 th

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  1. EDUC 563Sept. 24th

  2. Terms to Know • Funds of Knowledge: • The experiences and information children bring to school; not necessarily academic knowledge • Reading Identities: • Students’ understandings of their capabilities when asked to read • Comprehension Strategies: • Tools students can use to better comprehend a text (predictions, rereading, asking questions)

  3. Students’ Reading Abilities and Identities as Readers

  4. Findings: High-Performing Readers • Students who identified as high-performing readers, regardless of their reading abilities, engaged in the following actions: (a) used comprehension strategies to clarify/deepen their knowledge of content (b) used strategies to support their interpretations of text (c) selected strategies based on what they believed would best address their comprehension problem

  5. Findings: Average and Low-Performing Readers • Students who identified as average or low-performing readers, regardless of their reading abilities, engaged in the following actions: (a) separated their talk about strategies from their talk about text (b) did not use strategies to support their interpretations of text (c) used strategies that were their favorites regardless of their comprehension problem

  6. Example of an HPR Group • [a] Diane: Ok. Look right here. • [b] Michael: Starting with the second sentence? • [c] Diane: Yeah. The second sentence in paragraph five has it. Reread it. • [d] Michael: Man, that’s what I just said. • [e] Diane: They were a highly developed society but, but… • [f] Michael: But the volcano killed all their island. • [g] Thomas: It says that “more than half the island sank into the ocean.” You gotta look at it again. • [h] Michael: The volcano blew everything up. It exploded and then it sank. • [i] Diane: Ohhhh. I get it. • [j] Thomas: That’s what volcanoes do. You have to think what you know about them. Volcanoes they like tear everything up. So like first it blew up, and then the island sank. • [k] Michael: It wouldn’t have sank if the volcano didn’t blow up.

  7. Example of an APR Group • [a] Karen: He [Columbus] wanted to sail west because the world is round. • [b] Jay: That’s not why though. He had to reach the Indies. • [c] Karen: I got all the other people trying to reach the Indies went East, and he went West. • [d] Terry: Why? • [e] Karen: Because he believed the world was round. • [f] Terry: Really. • [g] Jay: It has nothing to do with it…He was trying to find a shorter way. • [h] Karen: Well that’s not what the story said. I promise. • [i] Terry: He can’t go East because if he went East , it would be like oh land, how do you sail a boat on land? • [j] Jay: If he went East it’d be the same thing as everybody else. He wanted to go the other way to see if he could get there. It had nothing to do with the world being round. • [k] Cathy: Well he was trying to find a short cut, but he was trying to find it because the world was round. So you all are both right. • [L] Jay: Now, no, because no, no. It wasn’t because the world was round. It was because – • [m] Randy: He already knew the world was round so why – • [n] Jay: The world was round had nothing to do with it. He didn’t go over there because the world was round…It had nothing to do with the world being round… • [o] Karen: Yes it does. • [p] Jay: No it doesn’t. No it doesn’t.

  8. Example of an LPR Group • [a] Natalie: Today in my reading I used making and checking predictions. • [b] Mary: I didn’t use making and checking predictions, but I did use my prior knowledge when I read. • [c] Natalie: What about you Emma? • [d] Emma: Well I used um making and checking predictions, and I used asking and answering questions. • [e] Natalie: What about you Patrick? • [f] Patrick: I used my prior knowledge when I read and asking and answering questions and uh that’s it. • [g] Natalie: Ok. Let’s talk about the story.

  9. Engaging All Students • Most students think reading in school is boring • Texts/curriculum appear to be disconnected from their lives • Students may not understand purpose for reading

  10. Engaging All Students • Establish clear goals for reading • Be purposeful and explicit in teaching skills/strategies • Provide choice in texts • Make real world connections • Support collaboration

  11. Engaging with Pop Culture Texts • Students read a wide range of non-academic texts • Their experiences give them significant knowledge about reading • Pop culture texts can be used to engage students with academic texts

  12. Exploring Race, Identity, and Social Class • Okay, so now you know that I'm a cartoonist. And I think I'm pretty good at it, too. But no matter how good I am, my cartoons will never take the place of food or money. I wish I could draw a peanut butter and jelly sandwich, or a fist full of twenty dollar bills, and perform some magic trick and make it real. But I can't do that. Nobody can do that, not even the hungriest magician in the world. • I wish I were magical, but I am really just a poor-ass reservation kid living with his poor-ass family on the poor-ass Spokane Indian Reservation. (2.1-2.2)

  13. What Do You Know About Zombies? 1.What do you know about zombies? 2. Do zombies have feelings? 3. Can zombies control their actions? 4. What is your evidence base?

  14. What Do We Know About Zombies? Question Ideas • What do we know about zombies? • Do they have feelings? • Can they control their actions? • What is our evidence?

  15. Learning from Zombies • How did this video challenge your understandings about zombies? • What was something new you learned about zombies? • Is it safe to assume all (or most) zombies act the way the main character did? • What do you think the author wants to communicate with you about zombies?

  16. Zombies ‘r Relevant • The zombie text provides a common framework to engage students in real world issues. • Not all students will be interested in zombies, but all students can learn from them.

  17. Evaluating Texts Part-Time Indian Zombie Song Can a person fit into two groups? Would you hide or promote a romance with a zombie? Does the author of the Zombie Song think zombies and humans can co-exist? Why or why not? • Can a person fit into two groups? • If you were Junior, would you hide or promote your Indian identity at Reardon? • Do you think Alexie feels that people can exist equally in two groups? Why or why not?

  18. What You Can Do Right Now • Talk to your students about their interests • Find out what your students read, listen to, and watch at home • Start making connections between academic texts/content and pop culture texts/content

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