Lara Ervin San Jose State University February 3, 8, 2011

Language Histories Capital, Registers and Background Disconnects Reading like a ball and reading like a racecar (Decoding and Comprehension) Research and discuss: “Invisible Criteria”

Content Share and appreciate Language Histories Describe the roles linguistic capital and register play in learning. Compare and contrast decoding and comprehension. Examine “invisible criteria.” Language Present a book that shaped the student as a reader. Explain how language and register can be a form of capital to a partner. Complete a Venn diagram of decoding and comprehension. Research and discuss the demographic differences between students and teachers at a given school. Write a personal reflection about what you expect students to know when entering a class you want to teach.

Speaker: 2 minute limit Speak clearly Use “teacher voice” Listener: Listen for patterns/trends Take notes if you wish We will discuss the process of growing a reader at the end of the presentations.

With a partner, answer the following: What are BICS and CALP? What does Capital do for you? Why are we learning ________? Discuss as a class

What does Register mean? How do you use Register in your daily life? How would an understanding of Register help students? How could you tell a student understands Register?

Did You Know? 2.0

Get into MIXED content groups of 4. Reintroduce yourself and your content area. Discuss what it means to be literate with the group. Sharing: Group Roles: Summarizer (Finds commonality) Moderator (ensures fairness) Clarifier (Asks questions) Presenter (Shares out) Each member of the group will share one sentence about literacy. The “summarizer” will listen for common themes and ideas. They will summarize the conversation.

“Reading Like a Bouncing Ball” Can sound out words Can sound fluent “Slick BICS” “Reading like a Train” Summarizes Knows facts they read Can connect ideas to prior knowledge

DecodingComprehension

This paper discusses findings from a recent longitudinal study that examined how 35 beginning teachers used information and communications technologies (ICT) in the first 3 years of their teaching. The research, set in Australia, adopted a mixed method approach to help understand the role that ICT played in the evolving pedagogical identities of the teachers involved. The study found that beginning teachers articulated pedagogical beliefs that aimed to engage their students in active meaning making. It also found that these teachers were competent in the use of a basic suite of ICT software. However, pedagogical beliefs that resonate with contemporary learning theory and demonstrated ICT competence did not necessarily guarantee that practices would synergize technological, pedagogical and knowledge. The relationships between teachers’ beliefs and their technological and pedagogical knowledge are discussed within the context of three different school settings.

Teachers and Students have different experiences Check out the demographic data of a school… Go to: Select “School” and find the name of the school you want. Compare teacher and student demographics…. What “invisible criteria” could occur at this school?

Take a few minutes and reflect on how “invisible criteria” could play a role in your teaching. Feel free to reflect on Capital and Register as well. Turn in your reflection to Lara.

Content Share and appreciate Language Histories Describe the roles linguistic capital and register play in learning. Compare and contrast decoding and comprehension. Examine “invisible criteria.” Language Present a book that shaped the student as a reader. Explain how language and register can be a form of capital to a partner. Complete a Venn diagram of decoding and comprehension. Research and discuss the demographic differences between students and teachers at a given school. Write a personal reflection about what you expect students to know when entering a class you want to teach.