1. 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!
2. 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
3. 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)?
4. 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?
5. 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.
6. 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!!
8. 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?
9. 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?
10. 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.
11. 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?
13. 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?
14. 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!
15. And, take time to
complete the
course evaluation
with feedback for the
LLCRT faculty group!
Thank you!
TAKE a BREAK
17. 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
18. 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?
20. 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.
22. 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
23. 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?
Notas del editor
GIVE STUDENTS 1 MINUTE TO BRAINSTORM…….
THEN ASK, WHAT DID IT MEAN TO BE ‘LITERATE’ IN THE 1950S????? IN THE 1900s????? TURN & TALK
THEN ASK, WHO WAS ENCOURAGED & SUPPORTED TO BECOME LITERATE???? TURN & TALK
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?
