Week 8

1. Week 8 • What role does technology play?

2. Exercise #1 1. Grw 11. dlghtfl 2. Knw 12. Hnd 3. Nd 13. crd 4. Ws 14. rmn 5. Whn 15. ths 6. Ld 16. btwn 7. Grdn 17. hncfrth 8. Flwr 18. mst 9. t 19. knw 10. Spps 20. Tw Taken from: Wilde, S. (2000). Miscue Analysis Made Easy: Building on Student Strengths. Portsmouth, NH: Heinemann

3. Exercise #2 ll chldrn, xcpt n, grw p. thy sn knw tht thy wll grw p, nd th wy Wndy knw ws ths. N dy whn sh ws tw yrs ld sh ws plyng n a grdn, nd sh plckd nthr flwr nd rn wth t t thr mthr. I spps sh mst hv lkd rthr dlghtfl, fr Mrs. Drlng pt hr hnd t hr hrt nd crd, “h, why cn’t y rmn lk ths vr!” ths ws ll tht pssd btwn thm n th sbjct, bt hncfrth, Wndy knw th th, sh mst grw p. y lwys knw ftr y r tw. Tw s th begnnng f th nd.

4. Turn and Talk • What do the previous exercises say about what happens in your “Reader Mind” as you read? • What do they say about comprehension instruction • Make a connection- What can you do to make sure your comprehension instruction gets to the Heart of Reading?

5. Comprehension • The process by which we read and get meaning from text • It is the heart of reading • It happens while we read and as a result of reading • Different types of texts require different comprehending strategies (Common Core stress reading of Informational Texts) • We also need to teach students how to think critically about texts. (Question, respond, challenge, connect)

6. What Readers Do • Activate Prior Knowledge –Reader bring personality, present mood, and memories, to a text. Each person’s experience of a text almost as unique. What readers bring to a text affects their ability to comprehend the author’s words. • Make Connections –Experience and background knowledge help us make connections. These connections help us construct a deeper understanding of the text.-Text to Self-Text to Text-Text to World • Predict –Prior experience and background knowledge to form opinions as to what we think will happen in text.

7. What Readers Do • Question–Good readers assess what they already know and decide what they need to learn from a text. • Visualize– Readers create pictures in their minds as they read text. This is based on our prior experiences and background knowledge. • Determine What is Important – Using prior knowledge and determining a purpose for reading helps readers to separate unimportant information from key points.

8. What Readers Do • Infer– Reading between the lines to determine a character’s motivation and personality, to discover themes, and to identify the main points in informational texts. • Synthesize – This involves determining the main idea of a passage or chapter and choosing points that relate to that idea. • Monitor Comprehension – Being aware of and pinpointing confusing passages and vocabulary that cause meaning to break down and being able to tackle them on the spot.

9. Reading is Thinking Metacognition- "big thinking." You are thinking about thinking. During this process you are examining your brain's processing. Metacognitive Strategies- help students to "think about their thinking" before, during, and after they read. Teachers work to guide students to become more strategic thinkers by helping them understand the way they are processing information.

10. Comprehension • Meaning-making • A primary goal of literacy practices • Comprehension is difficult to measure because people understand texts differently • Focus less on “if” a student comprehended a text and more on “how” she comprehended it. • Focus on efforts to build students’ metacognitive awareness—their awareness of the strategies they use to think about texts

11. Teaching Comprehension • Reading should make sense! • If it doesn’t, you need to stop and ask why • Teach students to monitor their own reading • Noticing when things aren’t quite right • Reading the “world,” not just the word • Teach strategies for constructing meaning • Be wary of teaching comprehension strategies in lock-step or uniform ways • Flexibility • Intentionality

12. Explicit and Strategic Instruction Explicit Instruction • Demonstration (modeling) • Guided Practice • Independent Practice Strategic Instruction • Explains what to do • Shows how to do it • Explains when to use the strategy and when it might be useful (When and Why we’re doing it)

13. How do Explicit and Strategic Instruction and your instruction? • Get into your groups, • Consider where in your instructional plan might you see these two types of instruction? • How do these pieces connect to UDL design priniciples?

14. Web 2.0 • Participatory Culture & the Power of the Network • Collaboration • Creation • Connection

15. Literacy and Literacy Instruction are changing • The use of Web 2.0 tools affects both the learning and teaching environment. • Literacy instruction is no longer limited to paper and pencil, basals, and books.  Today's student in accustomed to being a producer of text, not just a passive consumer. • Students have to "shut down" to come to school • Web 2.0 tools provide authentic literacy learning experiences for students • Students can have a world-wide audience • Students can collaborate with students from anywhere in the world • Web 2.0 tools are designed to be easy to use, produce, edit, create, and share

16. Diigowww.diigo.com Audioboohttp://audioboo.fm/ Glogsterwww.glogster.com Ningwww.ning.com Animotowww.animoto.com Dipityhttp://www.dipity.com/ Voicethreadwww.voicethread.com Mindomohttp://www.mindomo.com/ Mind 42 www.mind42.com Yodiowww.yodio.com XtraNormalwww.xtranormal.com Some tools to explore

17. Some more spaces… • Google Docs • Our course wiki for links: Tech tools • http://teachweb2.wikispaces.com/ • http://webtools4u2use.wikispaces.com/Audio+%26+Podcasting • http://k12onlineconference.org/

18. For Wednesday • Read Ch. 8, BLL • Read Ch. 3, RTL write out 5 discussion questions • Come with ideas for your lesson for your group; assessment/instruction planning will begin Wednesday