Diversity and During Diversity and During Reading StrategiesReading Strategies

EDU 4245 Day 8EDU 4245 Day 8

PresentationsPresentations

11/13 11/13 Class SizeClass Size – Ashley, Joann, Lauren – Ashley, Joann, Lauren 11/20 11/20 InclusionInclusion – Kris, Amelia, Krista – Kris, Amelia, Krista 11/27 11/27 Emergency CertificationEmergency Certification – Tara, – Tara,

Caitlin, MikeCaitlin, Mike 12/4 12/4 TrackingTracking – Anthony, Sylvia, Kaitlyn – Anthony, Sylvia, Kaitlyn

Today’s ObjectivesToday’s Objectives

Analyze arguments related to classroom Analyze arguments related to classroom diversity.diversity.

Know key terms related to issues of Know key terms related to issues of diversity and struggling readers/writers.diversity and struggling readers/writers.

Apply knowledge of reading strategies and Apply knowledge of reading strategies and diverse learners to Danielle case.diverse learners to Danielle case.

Argument for PositionArgument for Position

Present 3 most compelling arguments for Present 3 most compelling arguments for your position.your position.

Refute at least 2 specific arguments the Refute at least 2 specific arguments the opposition made.opposition made.

After debate, write what you actually think. After debate, write what you actually think. Did these remain the same at all or Did these remain the same at all or change from how you thought before the change from how you thought before the beginning of class? Why?beginning of class? Why?

Do You Speak American?Do You Speak American?

http://www.pbs.org/speak/seatosea/americhttp://www.pbs.org/speak/seatosea/americanvarieties/chicano/quiz/anvarieties/chicano/quiz/

http://www.pbs.org/speak/seatosea/standahttp://www.pbs.org/speak/seatosea/standardamerican/#rdamerican/#

ConceptsConcepts

Social capitalSocial capital WorldviewWorldview ScaffoldingScaffolding Strategy instructionStrategy instruction MetacognitionMetacognition Code switchingCode switching Prior knowledgePrior knowledge Culturally responsive teaching Culturally responsive teaching

WorldviewWorldview

We come to class with a We come to class with a worldviewworldview. .

We tend to think this is universal. We tend to think this is universal. You don’t think about breathing You don’t think about breathing airair now do now do

you?you?

WorldviewWorldview

Includes aspects of language, values, Includes aspects of language, values, ways of relating, religious understandings ways of relating, religious understandings and customs, social and cultural capital, and customs, social and cultural capital, prior knowledge, assumptions. prior knowledge, assumptions.

Students come to school with social Students come to school with social capital, which may or may not be capital, which may or may not be consistent with the school’s values and consistent with the school’s values and ways of interacting.ways of interacting.

Culturally Responsive TeachingCulturally Responsive Teaching

““Developing strategies for learning about Developing strategies for learning about

students’ individual and cultural students’ individual and cultural

background knowledge and experiences background knowledge and experiences

and using this insight in [one’s] teaching” and using this insight in [one’s] teaching”

(Villegas and Lucas, 2002, p. 19).(Villegas and Lucas, 2002, p. 19).

TermsTerms Diversity ≠ Struggling reader/writerDiversity ≠ Struggling reader/writer Important to SCAFFOLD!!Important to SCAFFOLD!! Scaffold by capitalizing on studentScaffold by capitalizing on student

Prior knowledgePrior knowledge InterestsInterests Academic strengthsAcademic strengths

Also important to target areas of needAlso important to target areas of need Strategy instruction (“toolbox”)Strategy instruction (“toolbox”) MetacognitionMetacognition

Applying it to Danielle’s classApplying it to Danielle’s class

In Content area groups…In Content area groups… Use one of the readings you brought to Use one of the readings you brought to

class. Determine strategies you could class. Determine strategies you could incorporate to meet the needs of the incorporate to meet the needs of the students in her class.students in her class.

Think about strengths, areas of need, Think about strengths, areas of need, scaffolding, prior knowledge, etc.scaffolding, prior knowledge, etc.

Be prepared to justify your plan. Be prepared to justify your plan.

StrategiesStrategiesChapter 4 Chapter 4 Vocab Self-Collection Vocab Self-Collection

StrategyStrategy CD Word MapCD Word Map Vocab BuildingVocab Building

Chapter 3Chapter 3 QARQAR Reciprocal TeachingReciprocal Teaching Think AloudsThink Alouds Free WritingFree Writing ClusteringClustering

Questioning the AuthorQuestioning the Author Directed Reading-Directed Reading-

Thinking ActivitiesThinking Activities

Chapter 10Chapter 10 KWLKWL 4 Thought Organizer4 Thought Organizer Think-Pair-ShareThink-Pair-Share Discussion WebDiscussion Web Guided Reading Guided Reading

ProcedureProcedure Intra-ActIntra-Act

Your Challenge…Your Challenge…

Think about your reading sample. Think about your reading sample. Consider Consider Your goals for using this reading materialYour goals for using this reading material Ways to include Ways to include summativesummative and and formativeformative

assessmentsassessments Consider your Consider your students students andand purpose. purpose. Read Nelson Ch. 13. No V&V reading for Read Nelson Ch. 13. No V&V reading for

Tuesday.Tuesday.