2. Quote of the Day "Once you learn to read, you will be forever free." — Frederick Douglass "Once you learn to read, you will be forever free." — Frederick Douglass Do Now: Quickly read the case to which you DID NOT respond to this week.

3. Week Seven Reading Comprehension/Lesson Planning Workshop March 2, 2009

4. Objectives We will be able to :  Identify reading comprehension strategies  Identify reading comprehension instructional strategies  Identify components of a reading comprehension strategy lesson  Evaluate and discuss language arts lesson plans We will be able to :  Identify reading comprehension strategies  Identify reading comprehension instructional strategies  Identify components of a reading comprehension strategy lesson  Evaluate and discuss language arts lesson plans

5. Agenda  Agenda Overview (3 min)  Housekeeping (15 min)  Mid-semester Notebook description and due date change  Coming Attractions  Differentiation continued (20 min)  What Do You Think?/Kristen’s Case  Lesson Plan Peer Review (25 min)  Comprehension Overview and Jigsaw (42 min)  Graphic Organizers  Break (10 min)  Teaching Comprehension Strategies (20 min)  Modeling a lesson and a debrief  Investigating Comprehension Instructional Strategies (25 min)  Evaluations  Agenda Overview (3 min)  Housekeeping (15 min)  Mid-semester Notebook description and due date change  Coming Attractions  Differentiation continued (20 min)  What Do You Think?/Kristen’s Case  Lesson Plan Peer Review (25 min)  Comprehension Overview and Jigsaw (42 min)  Graphic Organizers  Break (10 min)  Teaching Comprehension Strategies (20 min)  Modeling a lesson and a debrief  Investigating Comprehension Instructional Strategies (25 min)  Evaluations

6.  Mid-Semester Notebook entry  Due date: Friday, March 20, 5pm **Change from schedule **  Detailed assignment description in “Assignments” folder on Angel  Purpose:  To assess your learning and contributions thus far in the course  To check ourselves against our goals in the course Announcements

7.  Mid-Semester Notebook entry  Details:  2-3 double spaced typed pages  Look through your noteblogs to:  Monitor your growth and learning  Assess your contributions to your own growth and the growth of others  Cite specific examples from entries and your responses to your colleagues  Submit the 2-3 page reflection AND the completed rubric to the Angel dropbox by 5pm on March 20th Announcements

8.  New Literacies Project  Exploration Plans  Upcoming workshops Reminders:  Where I’m From poem - due 3/23 (see Assignments folder on Angel)  Get book club books :  Feathers: Lindsay P., Paula, Mandy, Katie K., Tim  Out of the Dust:Ally W., Lauren, Shannon, Melissa, Lisa  The Watsons Go to Birmingham: Rachel W., Andrea, Alison B., Tiffany  Number the Stars:Liz, Julie, Gina, Rachael A., Sara  Scorpions: Brandon, Katalin, Janie, Lyndsay B.  The Breadwinner:Kati H., Colleen C., Kelley, Jessica, Colleen G. Announcements

9. Coming Attractions: Week 8 - Reading Comprehension Continued  Everyone reads :  Tompkins, Chapter 8, Facilitating Comprehension: Text Factors  Gibbons, Chapter 5, Reading in a Second Language  On ANGEL: Appleate, et. al. (2006), Profiles in Reading Comprehension  Book Club Readings:  Number the Stars - to p. 49  Out of the Dust - to p. 69  Watsons - to p. 74  Feathers - to p. 38  Scorpions - Chapters 1-5  The Breadwinner - Chapters 1-4  Due Friday, 3/6, 5pm  A draft of your discussion lesson plan on Angel  Due Friday, 3/20  Mid-semester Notebook Entry - see assignment description on Angel  No blog due the week after spring break  Everyone reads :  Tompkins, Chapter 8, Facilitating Comprehension: Text Factors  Gibbons, Chapter 5, Reading in a Second Language  On ANGEL: Appleate, et. al. (2006), Profiles in Reading Comprehension  Book Club Readings:  Number the Stars - to p. 49  Out of the Dust - to p. 69  Watsons - to p. 74  Feathers - to p. 38  Scorpions - Chapters 1-5  The Breadwinner - Chapters 1-4  Due Friday, 3/6, 5pm  A draft of your discussion lesson plan on Angel  Due Friday, 3/20  Mid-semester Notebook Entry - see assignment description on Angel  No blog due the week after spring break

10. Agenda  Agenda Overview (3 min)  Housekeeping (15 min)  Mid-semester Notebook description and due date change  Coming Attractions  Differentiation continued (20 min)  What Do You Think?/Kristen’s Case  Lesson Plan Peer Review (25 min)  Comprehension Overview and Jigsaw (42 min)  Graphic Organizers  Break (10 min)  Teaching Comprehension Strategies (20 min)  Modeling a lesson and a debrief  Investigating Comprehension Instructional Strategies (25 min)  Evaluations  Agenda Overview (3 min)  Housekeeping (15 min)  Mid-semester Notebook description and due date change  Coming Attractions  Differentiation continued (20 min)  What Do You Think?/Kristen’s Case  Lesson Plan Peer Review (25 min)  Comprehension Overview and Jigsaw (42 min)  Graphic Organizers  Break (10 min)  Teaching Comprehension Strategies (20 min)  Modeling a lesson and a debrief  Investigating Comprehension Instructional Strategies (25 min)  Evaluations

11. What do you think?/Kristen’s Case  In pairs, you will discuss your responses to the case studies  Take five minutes to quick write a response to your colleague as you would a blog. Be sure to both support AND challenge their thinking  Take another five minutes to discuss your learning - what are you taking away from this activity? Pairs: Melissa & Rachael A. Katalin & Brandon Kelley & Sara Tim & Lindsay P. Alison & Shannon Paula & Mandy Alli W. & Lauren Andrea & Lyndsay B. Collen C. & Rachel W. Janie & Lisa Katie K. & Gina Tiffany & Julie Colleen G. & Jessica Kati H. & Liz  In pairs, you will discuss your responses to the case studies  Take five minutes to quick write a response to your colleague as you would a blog. Be sure to both support AND challenge their thinking  Take another five minutes to discuss your learning - what are you taking away from this activity? Pairs: Melissa & Rachael A. Katalin & Brandon Kelley & Sara Tim & Lindsay P. Alison & Shannon Paula & Mandy Alli W. & Lauren Andrea & Lyndsay B. Collen C. & Rachel W. Janie & Lisa Katie K. & Gina Tiffany & Julie Colleen G. & Jessica Kati H. & Liz

12. What do you think?/Kristen’s Case  Aha!  Duh!  Huh?  Aha!  Duh!  Huh?

13. Agenda  Agenda Overview (3 min)  Housekeeping (15 min)  Mid-semester Notebook description and due date change  Coming Attractions  Differentiation continued (20 min)  What Do You Think?/Kristen’s Case  Lesson Plan Peer Review (25 min)  Comprehension Overview and Jigsaw (42 min)  Graphic Organizers  Break (10 min)  Teaching Comprehension Strategies (20 min)  Modeling a lesson and a debrief  Investigating Comprehension Instructional Strategies (25 min)  Evaluations  Agenda Overview (3 min)  Housekeeping (15 min)  Mid-semester Notebook description and due date change  Coming Attractions  Differentiation continued (20 min)  What Do You Think?/Kristen’s Case  Lesson Plan Peer Review (25 min)  Comprehension Overview and Jigsaw (42 min)  Graphic Organizers  Break (10 min)  Teaching Comprehension Strategies (20 min)  Modeling a lesson and a debrief  Investigating Comprehension Instructional Strategies (25 min)  Evaluations

14. Peer Review of Lesson Plan  Use Peer Review sheet to review and respond to lesson plan  Discuss your feedback with your partner  What questions do you have?  Make revisions based on peer review  SAVE this peer review sheet to hand in when this project is due! Groups:  Melissa, Kelley, Allison, Alli W.  Shannon, Lauren, Sara  Gina, Rachel, Rachael A.  Colleen C., Katie, Colleen G., Kati H.  Tiffany, Janie, Jessica, Liz  Andrea, Paula, Julie, Lisa  Tim, Katalin, Lindsay P., Mandy  Brandon & Lyndsay B.  Use Peer Review sheet to review and respond to lesson plan  Discuss your feedback with your partner  What questions do you have?  Make revisions based on peer review  SAVE this peer review sheet to hand in when this project is due! Groups:  Melissa, Kelley, Allison, Alli W.  Shannon, Lauren, Sara  Gina, Rachel, Rachael A.  Colleen C., Katie, Colleen G., Kati H.  Tiffany, Janie, Jessica, Liz  Andrea, Paula, Julie, Lisa  Tim, Katalin, Lindsay P., Mandy  Brandon & Lyndsay B.

15. Agenda  Agenda Overview (3 min)  Housekeeping (15 min)  Mid-semester Notebook description and due date change  Coming Attractions  Differentiation continued (20 min)  What Do You Think?/Kristen’s Case  Lesson Plan Peer Review (25 min)  Comprehension Overview and Jigsaw (42 min)  Graphic Organizers  Break (10 min)  Teaching Comprehension Strategies (20 min)  Modeling a lesson and a debrief  Investigating Comprehension Instructional Strategies (25 min)  Evaluations  Agenda Overview (3 min)  Housekeeping (15 min)  Mid-semester Notebook description and due date change  Coming Attractions  Differentiation continued (20 min)  What Do You Think?/Kristen’s Case  Lesson Plan Peer Review (25 min)  Comprehension Overview and Jigsaw (42 min)  Graphic Organizers  Break (10 min)  Teaching Comprehension Strategies (20 min)  Modeling a lesson and a debrief  Investigating Comprehension Instructional Strategies (25 min)  Evaluations

16. Literacy Framework

17. Comprehension Interactions Sociocultural Context Text ReaderActivity Sociocultural Context Text ReaderActivity

18. Comprehension: Graphic Organizer

19. Comprehension Jigsaw  “Expert” groups  Meet for 5 minutes in your “expert” groups to discuss key points  Meet in “Jigsaw” groups  1. Rachael A., Lyndsay B., Kati H., Liz  2. Andrea, Alison B., Julie, Katie K.  3. Katalin, Melissa, Lisa, Tiffany  4. Rachel W., Colleen G., Mandy, Shannon  5. Colleen C., Alli W., Lindsay P., Tim  6. Jessica, Paula, Lauren, Sara  7. Janie, Gina, Kelley, Brandon  Create a graphic organizer (refer to p. 478 in Tompkins) to consolidate the big ideas from all three readings  Some graphic organizer websites:  http://www.eduplace.com/graphicorganizer/ http://www.eduplace.com/graphicorganizer/  http://www.teach-nology.com/web_tools/graphic_org/ http://www.teach-nology.com/web_tools/graphic_org/  http://www.graphic.org/concept.html http://www.graphic.org/concept.html  http://eduscapes.com/tap/topic73.htm http://eduscapes.com/tap/topic73.htm  “Expert” groups  Meet for 5 minutes in your “expert” groups to discuss key points  Meet in “Jigsaw” groups  1. Rachael A., Lyndsay B., Kati H., Liz  2. Andrea, Alison B., Julie, Katie K.  3. Katalin, Melissa, Lisa, Tiffany  4. Rachel W., Colleen G., Mandy, Shannon  5. Colleen C., Alli W., Lindsay P., Tim  6. Jessica, Paula, Lauren, Sara  7. Janie, Gina, Kelley, Brandon  Create a graphic organizer (refer to p. 478 in Tompkins) to consolidate the big ideas from all three readings  Some graphic organizer websites:  http://www.eduplace.com/graphicorganizer/ http://www.eduplace.com/graphicorganizer/  http://www.teach-nology.com/web_tools/graphic_org/ http://www.teach-nology.com/web_tools/graphic_org/  http://www.graphic.org/concept.html http://www.graphic.org/concept.html  http://eduscapes.com/tap/topic73.htm http://eduscapes.com/tap/topic73.htm

20. Comprehension Jigsaw Cake Walk:  Take some time to view each other’s posters  What do you notice?  What are you taking away? Cake Walk:  Take some time to view each other’s posters  What do you notice?  What are you taking away?

21. BREAK  Return at: 10:41

22. Agenda  Agenda Overview (3 min)  Housekeeping (15 min)  Mid-semester Notebook description and due date change  Coming Attractions  Differentiation continued (20 min)  What Do You Think?/Kristen’s Case  Lesson Plan Peer Review (25 min)  Comprehension Overview and Jigsaw (42 min)  Graphic Organizers  Break (10 min)  Teaching Comprehension Strategies (20 min)  Modeling a lesson and a debrief  Investigating Comprehension Instructional Strategies (25 min)  Evaluations  Agenda Overview (3 min)  Housekeeping (15 min)  Mid-semester Notebook description and due date change  Coming Attractions  Differentiation continued (20 min)  What Do You Think?/Kristen’s Case  Lesson Plan Peer Review (25 min)  Comprehension Overview and Jigsaw (42 min)  Graphic Organizers  Break (10 min)  Teaching Comprehension Strategies (20 min)  Modeling a lesson and a debrief  Investigating Comprehension Instructional Strategies (25 min)  Evaluations

23. Comprehension Lesson - The Wine Shop  As you take part in the lesson, think about :  What comprehension strategy is being taught?  How is it being taught? What specific instruction is being provided?  What activity could I follow this discussion with to see if students have an understanding of the comprehension strategy?  What could I improve?  As you take part in the lesson, think about :  What comprehension strategy is being taught?  How is it being taught? What specific instruction is being provided?  What activity could I follow this discussion with to see if students have an understanding of the comprehension strategy?  What could I improve?

24. A large cask of wine had been dropped and broken, in the street. The accident had happened in getting it out of a cart; the cask had tumbled out with a run, the hoops had burst, and it lay on the stones just outside the door of the wine-shop, shattered like a walnut-shell. The Wine Shop - Chapter 5

25. All the people within reach had suspended their business, or their idleness, to run to the spot and drink the wine. The rough, irregular stones of the street, pointing every way, and designed, one might have thought, expressly to lame all living creatures that approached them, had dammed it into little pools; these were surrounded, each by its own jostling group or crowd, according to its size. Some men kneeled down, made scoops of their two hands joined, and sipped, or tried to help women, who bent over their shoulders, to sip, before the wine had all run out between their fingers. Others, men and women, dipped in the puddles with little mugs of mutilated earthenware, or even with handkerchiefs from women's heads, which were squeezed dry into infants' mouths; others made small mud-embankments, to stem the wine as it ran; others, directed by lookers-on up at high windows, darted here and there, to cut off little streams of wine that started away in new directions; others devoted themselves to the sodden and lee- dyed pieces of the cask, licking, and even champing the moister wine- rotted fragments with eager relish.

26. There was no drainage to carry off the wine, and not only did it all get taken up, but so much mud got taken up along with it, that there might have been a scavenger in the street, if anybody acquainted with it could have believed in such a miraculous presence.

27. Comprehension Lesson - Debrief  A: Activate Prior Knowledge  B: Build background knowledge  C: Concentrate on vocabulary  D: Describe the strategy  E: Explain how it helps Gradually release the responsibility:  M: Model the strategy  P: Prompt students to use the strategy  G: Give practice time  A: Activate Prior Knowledge  B: Build background knowledge  C: Concentrate on vocabulary  D: Describe the strategy  E: Explain how it helps Gradually release the responsibility:  M: Model the strategy  P: Prompt students to use the strategy  G: Give practice time

28. Comprehension Lesson - Debrief  Objective: Students will be able to describe and apply the visualization comprehension strategy  Before reading:  Activate prior knowledge, Build background knowledge, Concentrate on vocabulary, Describe the strategy, Explain how it’s useful  During reading:  Model the strategy and prompt students to use the strategy  Choose specific places to stop and ask questions or prompt strategy use  After reading:  Either:  Have students continue reading a text and use the strategy, or  Develop an activity that will allow the students to show you that they have an understanding of the strategy  What could I have done?  Objective: Students will be able to describe and apply the visualization comprehension strategy  Before reading:  Activate prior knowledge, Build background knowledge, Concentrate on vocabulary, Describe the strategy, Explain how it’s useful  During reading:  Model the strategy and prompt students to use the strategy  Choose specific places to stop and ask questions or prompt strategy use  After reading:  Either:  Have students continue reading a text and use the strategy, or  Develop an activity that will allow the students to show you that they have an understanding of the strategy  What could I have done?

29. Agenda  Agenda Overview (3 min)  Housekeeping (15 min)  Mid-semester Notebook description and due date change  Coming Attractions  Differentiation continued (20 min)  What Do You Think?/Kristen’s Case  Lesson Plan Peer Review (25 min)  Comprehension Overview and Jigsaw (42 min)  Graphic Organizers  Break (10 min)  Teaching Comprehension Strategies (20 min)  Modeling a lesson and a debrief  Investigating Comprehension Instructional Strategies (25 min)  Evaluations  Agenda Overview (3 min)  Housekeeping (15 min)  Mid-semester Notebook description and due date change  Coming Attractions  Differentiation continued (20 min)  What Do You Think?/Kristen’s Case  Lesson Plan Peer Review (25 min)  Comprehension Overview and Jigsaw (42 min)  Graphic Organizers  Break (10 min)  Teaching Comprehension Strategies (20 min)  Modeling a lesson and a debrief  Investigating Comprehension Instructional Strategies (25 min)  Evaluations

30. Evaluations  Please take your time to fill out the course evaluation  Honest and constructive feedback is always appreciated  The written comments help the most!  Please take your time to fill out the course evaluation  Honest and constructive feedback is always appreciated  The written comments help the most!