1. Come in and be sure to sign in
Week 2
Come in and be sure to sign in

2. Topics for the week Wiki Meaningful and Constructive Literacy
Overview of literacy assessment options
Authentic, contextualized assessment measures
Observations, Anecdotal Records, Interviews, Interest Inventories
2 min. 8:02

3. Wiki
This is our course shell and you need to be checking it and your on a regular basis.
Where to find information
Editing a page
Commenting
Notifications
5 min 12:40

4. Knowing Literacy- Jigsaw
Using the Key Concepts Organizer that you filled out for your 3 chapters we will do the follow:
Meet with the others who read the same chapters
Discuss the 5 key concepts that you each came up with
Get into groups of 4; one of each number in a group
Jigsaw each of your sections so that each member of the group has an understanding of each section
40 min: jigsaw 1:20
15 min: large group discussion 1:35

5. The Analytic Teaching Cycle (Gipe, 2006)
Assess/Analyze
Hypothesize
Teach
5 min. (1:40
Discuss teaching as a circular (and reciprocal): Information gathering, analyzing, producing/constructing, gathering, etc… The goal is not only for you to be reflective, and analyze your own teaching and your students’ literacy development, but for your students to do the same.

6. What is Assessment?
What is the difference between assessing FOR learning and OF learning?
What “counts” as assessment?
5 min 1:45

7. Types of Assessment Observations Anecdotal records Interviews
Interest Inventories
Standards
Benchmarks
Running Records
Miscue Analysis
Writing sample
Checklists
10-15min (2:55)
What are they? Purpose?

8. For Thursday Readings: KL ch 25; Codeswitching article
Please fill out and bring the graphic organizer with you to class on Thursday
We will go over assignment guidelines; I will post them to the wiki

9. Today… Please come in and sign in-
Reading with Linguistically diverse students
Assignment Guidelines

10. How do humans learn language?
Language development begins in the womb
Hearing mother’s voice
Intonations, the “sounds” of language
Repetition of words and sounds
Messages are important; mistakes are not
Meaning is the heart of language
Creates a risk-free environment for children to experiment with language
Language and identity are inseparable
2 min
Possibly add example

11. Language Acquisition as Social
Family language and literacy practices vary greatly and therefore each child’s literacy enculturation is unique.
Language is used for and within specific social practices
Knowing that literacy acquisition is social, how do we engage students in meaningful, authentic activities and connect with families?
5 min

12. Funds of Knowledge
Information, Strategies, tools and technologies used to accomplish daily life
Characteristics of people in an activity; they become a part of a child’s history
Knowledge is obtained rather than imposed by adults
Defining literacy based on political or institutional discourses limits access of learning to children
5 min :47

13. Codeswitching Who Defines the Standard“
It is axiomatic that if Black people were in power in this country, Black English would be the prestige idiom. This is a point which cannot be stressed too often, for frequently we find even Black students themselves with a negative image of they speech. They too have been brainwashed about the ‘inherent and Absolute rightness’ of white, middle-class dialect” (Smitherman, 2000, pp ).
Because historically people with means (i.e. rich people,white people, and people from the north) have been in power, their ways of speaking have become the “standard” on which all other forms are judged.
5 min :52

14. Codeswitching discussion
Using the discussion organizer that you completed while reading, please discuss the reading in your small groups
Be sure to discuss the nine questions on your discussion notes form
We will come back as a large group to touch on your small group discussions
15 min small groups
20 min lg. groups 1:27

15. Possessive Patterns Informal English Taylor cat is black.
The boy coat is torn.
A giraffe neck is long.
Did you see the teacher pen?
Pattern: owner + owned
Formal English
Taylor’s cat is black
The boy’s coat is torn.
A giraffe’s neck is long.
Did you see the teacher’s pen?
Pattern: owner (+apostrophe-s) +
owned
2 minutes 2:52
Analyze and contrast the languages: What are the patterns of grammar, and how does that grammar relate to usage (pragmatics)?

16. Instructional implications
Engage in role play to lower the affective filter
Position, your students as linguists
Unless the focus of your lesson is on an aspect of Standard English grammar, do not comment on students’ language form.
Teach grammatical differences in formal and informal mini-lessons
Use Contrastive Analysis
Analyze grammar for patterns
Contrast; not correction
Teach children and signal to them when they need to “flip the switch,” or codeswitch
2 min 10:02

17. Assignment Guidelines
What to expect….
Due Dates
Choosing partners for microteaching

18. For next time
KL: Ch 21-22
Running Records and Retelling section in PKT
Possibility of adding time to next week for inquiry groups, or adding a class on Friday since we lost time last week. Maybe 30 min. so they have time to meet in their inquiry groups.