Day+1

**Green Hope High School ** **A content-area literacy course that is useful to Math, Science, Social Studies, English, and all other areas. Topics include, reading for real, how smart readers think, why textbooks are not enough, reading strategies across the curriculum, how to build a community of literate readers, inquiry units, and recommendations from literacy research. Practical classroom activities will be presented and tested that show how our students can read and succeed across the curriculum. **
 * Subjects Matter-Teacher's Guide to Content-Area Literacy/ ****Media PLT - Team Meeting Agenda **

**(content) ** ||  **HOW ** **(process) ** ||  **WHO **  ||  **TIME ** ||
 * **WHAT **
 * Welcome  || General Updates
 * Share format for our meetings and assign homework
 * Meeting Dates: Signed chapters to lead discussion

Chapter 5 explains 24 strategies to use - each person will be assigned two strategies to explain and give an example of how you did or would use it with students.

Strategy assignments

o Shannon B.: Think-Alouds, Brainstorming, and Clustering

o Kevin: KWL, Anticipation Guide, and Reading Aloud

o Beth: Dramatic Role Play, Probable Passage, and Post-it Response Note

o Kathi: Coding Text, Bookmarks, and Double-entry Journals

o Diane: Sketching my way through the text, It says/I say, and Say Something

o Katherine: Exit slips & Admit slips, Mapping, and Written Conversation

o Nicole: Save the last word for me, RAFT, and Extended Projects

o Shannon O.: Word meaning graphic organizer, Vocabulary Tree, and List-Group-Label

The dates and chapter assignments are:

April 23- Chapters 1 & 2

April 30- Chapters 3 & 4

May 7 - Chapter 5

May 14- Chapters 6, 7, 8, & 9

May 21 Chapters 10, 11, 12, & 13 (on your own!) || <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Jan Leads   ||  <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">2:45-2:50 || <span style="font-family: Cambria,serif;">Groups: <span style="font-family: Verdana,sans-serif; font-size: 13.5pt;">Kevin and Shannon B. <span style="font-family: Verdana,sans-serif; font-size: 13.5pt;">Kathi and Shannon O. <span style="font-family: Verdana,sans-serif; font-size: 13.5pt;">Beth and Katherine <span style="font-family: Verdana,sans-serif; font-size: 13.5pt;">Diane and Nicole
 * <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Collaborative Lesson Study  || ** In groups of two, teachers will discuss the following: **
 * **<span style="font-family: Calibri,sans-serif;">Chapter 1 overview: **<span style="font-family: Calibri,sans-serif;"> The table is set for the purposes of the text. Most notably Daniels and Zemelman distinguish here the ideas of reading with a purpose and growing knowledge as opposed to plowing through material to take an exam and move on to the next unit. They set out the goals of the text with specificity, including the process of successful content area reading by defining the WHAT and HOW of a good content area reading diet.
 * <span style="font-family: Calibri,sans-serif;">React to: “Of course, between our long-term dreams and the immediate realities, thing can intrude…And quite possibly state standards, mandate curricula, departmental exams and tests, tests, tests, are undermining our own ability to teach with passion and personality.” Pp9-10
 * <span style="font-family: Calibri,sans-serif;">Discuss: Reflect on the two different versions of reading within the chapter. Have you ever developed the “Fast Food” type of unit or lesson? If so, share some of the nuts and bolts of your process or experience. Or, has the “Read for Friday” episode been a frustrating re-occurrence for you? What strategies have you come up with to deal with student apathy toward reading within your class?
 * **<span style="font-family: Calibri,sans-serif;">Chapter 2 overview: **<span style="font-family: Calibri,sans-serif;"> Daniels and Zemelman focus on the reading process as active, building and constructive. They are quick to remind us that we are great readers, even when we are not highly conscious of that fact (p.21). Finally, they reflect on what this knowledge of reading as building and conscious reflection will mean for our teaching.
 * <span style="font-family: Calibri,sans-serif;">React to: “The same happens to students at times: approaching any given reading, they may actually have some good prior knowledge to build on, a usable schema, to attach information to, **but they don’t activate it**-with the result that they do not understand or remember the material.” (p.26)
 * <span style="font-family: Calibri,sans-serif;">Discuss: What thinking strategies on p.24 do you regularly employ in your classroom? How do you teach and model these ideas for readers. Finally, how do you help kids build and activate schema?
 * **<span style="font-family: Calibri,sans-serif;">Each group will report results at **[|**http://tinyurl.com/d957tmr**]

Group “report out” and discussion based on partner work || <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Jan & Bonnie Leads   ||  <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">2:50-3:15 <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">3:15-3:30 || ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Best Practices  || <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Booktalks: Featured books for Content-Area Reading
 * <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Fast Food Nation by Eric Schlosser
 * <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Material World by Peter Menzel
 * <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Maus by Art Siegelman || <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Jan & Bonnie Leads   ||  <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">3:30-3:35
 * <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Closure  || **<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">At next meeting **<span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> – read the next two chapters and prepare to lead your chosen chapter. ||  <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Jan Leads   ||  <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">3:35-3:45   ||