LCRT 5020: Workshop in 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!

Tonight’s Agenda

PBA Workshop

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

PBA Workshop: Group in 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)?

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?

On your own

Read comments & questions on

this near-final paper.

Confer with partner to clarify any

comments & questions.

Jot down “next steps” for fine-

tuning & finalizing the paper.

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!!

A Historical Overview: Turbill’s Article

WHAT DOES IT

MEAN TO BE LITERATE?

A Historical Overview: Turbill’s Article

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?

A Historical Overview:

Turbill’s Article

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?

A Historical Overview: Turbill’s Article

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.

Present Tense

2015: AGE OF__________________ ?

-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?

Synthesis & Integration of Literacy Learning & Teaching

Synthesis & Integration of 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?

Discuss & be ready 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!

And, take time to complete the

course evaluation

with feedback for the LLCRT faculty group!

Thank you!

TAKE a BREAK

Choice Articles

Choice Article Groupings

"Exploring Wordless 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

Choice Articles

Why did 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?

Choice Articles:

Do you have a favorite?

Take out the TEXT 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.

Share your texts for read

aloud! Recommendations?

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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

Determining reading supports for

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?