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Webinar 1 LIST 4373


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Webinar 1 for LIST 4373

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Webinar 1 LIST 4373

  1. 1. LIST 4373 WEBINAR 1 Monday, February 8 (6:00-7:15 pm) and a repeat webinar is on Tuesday, February 9 (2:00-3:15 pm) OR RECORDEDSESSION *Learning in real-time! This class has many synchronous [real-time] learning opportunities. Recordings will be available of all webinars. [Please login 10-15 minutes early] Join Link: bb_bb60/launchSession/guest?uid=363e00dd-509d-4469- 95bb-7c82ff0be762 Chat window 1. All: *Type a greeting in the chat window to your classmates!  2. Optional: If you arrive (login) early, we will be doing informal chat in the chat window about your favorite authors and books to use to teach reading and writing (children’s books and/orYoung Adult authors). We will also be chatting about your own favorite books and authors. “What have you been reading lately?” All private chat is visible to the professor! Please leave audio/talk button off the entire webinar. Thanks!  Dr. Semingson in Dallas
  2. 2. Early- bird word search If you arrive early, use the digital “pen” or highlighter to do the word search!
  3. 3. Before the webinar begins… Please type in the chat window… (1-3+ sentences) • Please type a greeting to classmates! • Let us know about your favorite children’s authors…. • Type your answer but don’t hit enter until the webinar officially begins!  • *All private chat is visible to the professor.
  4. 4. You can save the chat window at the end of the webinar 1. Top left corner 2. FileSaveChat 3. Name the file 1. Save on your computer
  5. 5. Tech Support for Webinars (24/7) ▪ Tech support (24/7) for the webinars ▪ If you are having trouble logging in to the sessions ▪ 1 (877) 382-2293 ▪ (Blackboard Collaborate)
  6. 6. Webinar Goals and Objectives Students in LIST 4373 will…. • Gain confidence with webinar tools. • Discuss key concepts and ideas in the chat window. • Define and discuss balanced literacy • Examine ways to teach digital literacy • Construct a definition of what emergent literacy is • Enjoy learning about literacy   [affective goal] • TIP: Use emotions in the chat window, if you wish! 
  7. 7. Getting Started-Agenda of Webinar 1 • Orientation to Blackboard Collaborate • Introductions • Overview of Course Readings/Professor Notes • Overview of Course Assignments • Other items! • General advice and encouragement! • Overview of Session 1 Content (“big ideas”) • Q/A
  8. 8. Questions?
  9. 9. Content •Intro to Balanced Literacy •Key terms to know about balanced literacy •*Read Professor Notes and links before the webinars for preparation for discussion of content during the webinars.
  10. 10. POLL: Balanced Literacy Statement: I have heard about the term “Balanced Literacy” If yes, tell what that was like in the chat window. Green check (yes) Red X (no)
  11. 11. Session 1 Content—Balanced Literacy and the Big Five •Guiding Question—prior knowledge •What do you know about elementary literacy instruction and balanced literacy? Type this into the chat window.
  12. 12. Big Five: definitions and examples • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension
  13. 13. Balanced Literacy : To, With, By Source: Austin ISD website (Curriculum)
  14. 14. Balanced Literacy *I will send the balanced literacy framework • Read Aloud • Shared Reading • Guided Reading • Partner Reading • Independent Reading • Word Study/phonics • Literature Circles/Book Club
  15. 15. Writing in a Balanced Literacy Framework • Modeled writing • Shared writing • Guided writing • Independent writing • Writing notebooks • Writing workshop (focus on compositions) • Grammar/spelling/conventions/standardized English • *Role of digital writing
  16. 16. TRENDS WITH TECHNOLOGY AND WRITING • digital writing • digital storytelling • Web 2.0 and writing: blogs, wiki (collaborative); Google docs (in the cloud; collaborative • Mobile devices • multi-modal writing; where are we heading?
  17. 17. Focus on digital literacies/new literacies • Move from print to digital literacies • What have you seen of this? How will this shape our instruction in the classroom? • Examples of multi-modal literacy practices… • iPads and other mobile devices • Students creating media (read/write versus read-only) • Expectations for 21st century learning (Google this term!)
  18. 18. Pre-writing and mobile tools Popplet • Dr. S’s sample for personal narrative brainstorm
  19. 19. Pre-writing and mobile tools: tablet as white board • Screencasting with images and audio narration; create video and share with peers and teacher • Screenchomp & • Simple Heart Map • Thoughts? • Other mobile tools • for brainstorming?
  20. 20. Examples of a broader view of literacy/digital literacies • Edmodo/social networking • Digital storytelling • Mobile tools/apps • What else?
  21. 21. Difference between… • Phonological awareness • Phonemic awareness • Phonics? • For further explanation view and bookmark: • • Techniques for developing phonological awareness •
  22. 22. Lesson Steps Activities Materials Introduction  connect today’s lesson to previous lessons  give a purpose for today’s lesson “Students, you remember that we have been studying the sounds of the alphabet letters. Today we will learn how to blend the letter sounds together to read words. Learning to blend letter sounds together is the first big step in learning to read most of the words you’ll see.” Explicit Teacher Explanation and Demonstration 1. Write the word mat on the whiteboard. 2. Point to each letter and make its sound. 3. Blend the three sounds together slowly, then pronounce the word. Sweep your hand below the letters as you blend the sounds slowly, then tap below the word as you pronounce it. 4. Repeat this blending process with several other short-a CVC words until you feel that the students are ready to move on. whiteboard markers eraser Interactive Guided Practice 1. Write the word sad on the teacher’s whiteboard and have the students write the word sad on their individual whiteboards. 2. Using the teacher whiteboard as an example, lead the students in blending and pronouncing the word sad in unison on their whiteboards. 3. Repeat the blending process with the students on several more short-a CVC words. Provide guidance as needed. student whiteboards markers eraser Monitored Independent Practice 1. Write the word fat on the teacher’s whiteboard. Have the students copy the word onto their whiteboards. 2. Say to the students, “When I say think, you look at the letters on your whiteboard and figure out the word in your head. When I say word, you tell me the word.” 3. Repeat this process with more short-a CVC words until you feel that the students are beginning to understand the blending process well. 4. Have the students read a short-a decodable text for additional practice. Student whiteboards markers eraser
  23. 23. Examples of pre/post assessment • Spelling test (dictation) 5-10 words representative of the pattern/rule. • Phonics screener: Quick Phonics Screener • Word list with examples of 10-15 words representative of the phonics pattern/rule. • Flashcards • Don’t include “informal observations” (although these are indeed a valuable informal measure!) as your assessment. It needs to be able to be systematically documented. See Chall and Popp for ideas (E- Reserve reading).
  24. 24. Review of basic phonics terms Source:
  25. 25. Mobile Apps Where else can you find mobile apps related to word study and phonics? • PBS Mobile Apps
  26. 26. Building your own background knowledge Useful (OPTIONAL) Videos from FCRR for teachers: • 1) Word building and blending: ayer.html?src=598.flv • 2) Move it closer say it faster: ayer.html?src=599.flv • 3) Sorting Words ayer.html?src=600.flv
  27. 27. INTERACTIVE POLL: • I HAVE HAD A CHANCE TO ask comprehension questionsTO STUDENTS. • Put a green check mark if yes • Put an X if no • If you have done a read-aloud, please type what you know in the chat window!! GREEN CHECK (YES) RED X (NO)
  28. 28. Looking ahead to the guided reading lesson plan • Examples of types of books that can be used….. • You can use Julius, the Baby of the World by Kevin Henkes (first half or second half) • Quick overview of “Initial Thoughts on Lesson Plan (Week 5 assignment)
  29. 29. Before-during-after format • Before -preview the text; set purpose; preview vocabulary; motivate • During -guide comprehension • After -assess comprehension and vocabulary; revisit text to support discussion and dialogue • What are other key ideas about guided reading? (Fountas & Pinnell chapter)
  30. 30. Lesson Plan Formats for Guided Reading • There are a variety of lesson planning formats. Use the one provided by your school/district. Detail and specificity is always better than less detail, especially when getting observed.
  31. 31. More advice • Be prepared for each lesson but don’t over-prepare. You have a lot of instruction to plan for each day. The more you can incorporate routines and meaningful conversation, the better your groups will run. • When getting observed, have a printed and/or digital copy of your lesson plan made available to your observer and also all materials that students receive (e.g., handouts, a copy of the book).
  32. 32. Austin ISD Examples Source: Austin ISD Language Arts page
  33. 33. Big Ideas about Strategic Reading • Explicit instruction • Comprehending vs comprehension (active process vs. assessing) • Need to help students activate their schema.
  34. 34. Thinking aloud • Use prompts or statements • Demonstration by Dr. Semingson of thinking-aloud. • I will send you an example of think aloud prompts through the webinar. • Accountable Talk (L. Resnick and colleagues)
  35. 35. • Use an anchor chart for your teaching focus. Explicitly teach the what, why, when, and how of your teaching focus. Students should know what it is they are learning and why it is important. This is the case for all of your teaching all day long, in fact.
  36. 36. Matching text with the reader • Be prepared for each group with a text matched at the students’ reading level. • Leveling charts
  37. 37. Chunking the Text for Scaffolding and Monitoring of Comprehension • “Chunk” the texts at strategic stopping points to discuss what’s happening, ask open-ended comprehension questions to check for understanding and to set a purpose and revisit the teaching focus often. ‘ • You can’t state the learning objective too often to students. • Refer often to the anchor chart (visual cue) and make sure it is visibly displayed to students. • Model the type of comprehension conversation you would like them to have.
  38. 38. Introduction • In your introduction that gets students into the book, hook the students’ interest, engage them in talk about their prior knowledge or predictions and make explicit the text structure (how the text is organized). Always talk about text structure and genre of the text prior to reading. This is for ALL text. • Always set a purpose for reading. “Let’s read to find out….”
  39. 39. Vocabulary needs to be visual and kept on charts, lists, handouts, etc. What are other ways to use visual scaffolding with vocabulary?
  40. 40. Planning Sheet- GRLP • Teaching focus (comprehension that aligns with Figure 19) • Pick one: main idea/get the gist, connecting (pick one: T- S, T-T, T-W), drawing conclusions (making inferences), self-monitoring, predicting/confirming (can do a t-chart), questioning /wondering (good for non-fiction); Find this in Figure 19
  41. 41. Figure 19/TEKS/State Standards for Comprehension Strategy Instruction • Please preview Figure 19 and read through how the comprehension strategies are vertically aligned across the elementary grade levels. • Download the document here and read the entire thing. • 1.pdf • You are responsible for teaching these comprehension strategies. You will pick one of these strategies for your guided reading plan. • They can be used for content-area reading!
  42. 42. Figure 19
  43. 43. Anchor Chart:Avisual This “looks like” a small poster you create These are on Pinterest, etc. but please make your own anchor chart for this course! • You will be creating a comprehension anchor chart • -main idea (get the gist) • Connecting (Text-Text, Text-Self, Text-World)-pick one only • Drawing conclusion/inferencing • Self-monitoring • Visualizing • Other strategies from Figure 19 • TASK: Find a comprehension anchor chart online and share the link in the chat window (Pinterest, Google Images, teacher blogs, etc.). Discuss what you find.
  44. 44. Comprehension and posing questions— demonstration and practice • Literal • Inferential • Applied •*Let’s practice writing each type of question. • Write one of each type of question using any children’s book as an example.
  45. 45. Examples using The Hundred Dresses Literal Questions: • Who are the main characters? • Who wrote the book? • Where does the story take place? • Literal Questions (can easily be answered by locating and retrieving directly from the text with little to no interpretation)
  46. 46. Inferential Questions • Inferential Questions • What kind of person is Wanda? What are words to describe Wanda and why? • Is Wanda lying when she says she has a hundred dresses? Why or why not? Use text evidence to support your answer. • Is anyone a bully in this book? How so? What makes someone a bully in the story? Is Maddie a bully? What in the text tells you that? • Why does Maddie not speak up even though she struggles with the bullying of Wanda? • Why does Maddie constantly envision defending Wanda? What does this mean about Maddie? Why doesn’t she say anything? • How are Maddie and Wanda alike? How are they different? • What do you think happened to Wanda? Why do you think so? Inferential Questions (involves making inferences or drawing conclusions based on the reader’s prior knowledge and schema)
  47. 47. Applied (“real-world”) questions Applied Questions • Who is your favorite character and why? Who is your least favorite character and why? Are you reminded of another book, movie, or real-life scenario from this book? • Why do you think the author wrote this book? Do you think it would make a difference to a child after reading this book in their behavior, either about bullying or standing up to bullies? • Did you like the book? Why or why not? • Would this book appeal to boys, as well? Why or why not? Applied Questions (“real world” questions that involve application to an invented scenario, interpretation of the text, inclusion of the reader’s judgment, opinion, and personal response)
  48. 48. Optional to-do • This is optional: • Start a Pinterest page or a bookmarking site (e.g., Diigo). • Start collecting items that relate to: 1. Guided Reading 2. Comprehension 3. Phonics/Word Study 4. Vocabulary 5. Anchor charts for reading instruction 6. Anchor charts for writing instruction
  49. 49. Goals/Looking ahead/Reflecting: Respond to one of these prompts in the chat window • What is a goal you have for the class and managing your own learning in an online course? • What were your thoughts on the webinar?
  50. 50. Q/A
  51. 51. Reward yourself! To-do lists work! (checklists) Break the task down into a lot of little things to do! Then cross them off as you complete them. Set a timer to work/write. Reward yourself! Type in chat window. What are your rewards to yourself for working hard? Dr. S’s: coffee and scone!
  52. 52. Friendly Reminders….stay on top of things!!  • Submit your post-webinar reflection to Blackboard by the due date! you are learning with others!  • Please email me if you need anything. I will reply quickly. You can also set up BBIM to IM me most days. • I can also do 1-on-1 videoconferences at your convenience (by appointment) if you have individual questions. I am more than happy to set up an appointment to meet by videoconference!
  53. 53. Encouragement • Keep going! • Reward yourself • Finish assignments early. • Resources on Blackboard! • Contact Dr. S if needed!