Agenda-Span+678-F17

//This page contains agendas from Dr. Montgomery's Fall 2017 Span 678: Teaching Reading & Writing Course.//toc

= = = = = = = = = = = = =Oct. 17: Oracy= = = = ** Today's Topic: Foundations of Biliteracy Development: Oral Language ** = = =

= = = = 1) Students will define //oracy// and //pre-reading//. = =  2) Students will experience a variety of different types of pre-reading activities that build oral language. = = 3) Students will apply principles of oral language development to improve learners' reading skills in Spanish. = =
 * Today's Objectives: **

= = = = 1) What do we mean by "oracy" and "pre-reading?" = =  2) How can teachers use principles of oral language development to improve learners' reading comprehension? = =
 * Today's Guiding Questions: **

= = = =
 * Today's Can Dos: **

= = 1) I can define oracy and pre-reading. = =  2) I can create interactive activities that develop oral language to improve learners' reading comprehension. = =

= = = =
 * Today's Tools: N/A **

= =
 * Housekeeping: **Roll

= = = =
 * ACTIVITY 1: **Literacy Link

= = = = = =
 * ACTIVITY 2: Ways to Read a Text **
 * Hear Say (The Little Red Hen)
 * Manipulatives (Listen to the Desert/Oye al desierto)
 * Drawing (The Invisible Girl/La niña invisible)

= = = =
 * ACTIVITY 3: Activating Prior Knowledge **

= = = =
 * ACTIVITY 4: Building Prior Knowledge **

= = = =
 * ACTIVITY 5: Creating Schema **

= = = =
 * ACTIVITY 6: Developing Interactive Activities **

= = **ACTIVITY 7: Engaging Learners with Meaning** = =

=Oct. 12: No Class=

Dept. of Spanish & Portuguese Rank and Status Retreat = =

=Oct. 10 : Bottom-up Teaching Demos=


 * Today's Topic: Developing Literacy with Bottom-up Strategies **


 * Today's Objectives: **

1) Students will develop learning activities that emphasize bottom-up reading strategies. 2) Students will contextualize bottom-up learning activities in culture or academic content (or both).


 * Today's Can Dos: **

1) I can integrate a bottom-up reading strategy into a learning activity. 2) I can contextualize a bottom-up learning activity in culture or academic content.


 * Today's Guiding Questions: **

1) Which bottom-up reading strategies do you think would be most useful to learners of Spanish? 2) How can culture and/or academic content be used to make bottom-up strategy work meaningful to learners?


 * Today's Tools: ** N/A


 * Housekeeping: ** Roll


 * ACTIVITY 1: Graphic Organizer Presentations (Continued) **


 * ACTIVITY 2: T **** eaching Demonstrations **

Prepare a meaningful learning activity that demonstrates a bottom-up teaching strategy.

a) Select a bottom-up teaching strategy you want to try. b) Prepare a meaningful learning activity that incorporates that strategy. c) Develop any necessary materials. d) You will "teach" the activity to the class. e) You will have 5 minutes. = = =** ACTIVITY 3: Grab-a-Word Review of Beeman & Urow, Ch. 1 **=


 * ACTIVITY 4: Pre-/During/Post-Reading Inside/Outside Circles **


 * ACTIVITY 5: Project Time **

=Oct. 5: Bottom-up Approaches=


 * Today's Topic: Developing Literacy with Bottom-up Strategies (Dr. Ellen Knell) **


 * Today's Objectives: **

1) Students will explain the difference between phonological awareness and phonics. 2) Students will explain the role that top down approaches (such as whole language) and bottom-up approaches (including phonics and other forms of word study) play in a balanced approach to biliteracy development. 3) Students will explain the purposes of pre-, during, and post-reading activities in biliteracy development.


 * Today's Can Dos: **

1) I can give examples of the differences between phonological awareness and phonics. 2) I can outline a balanced biliteracy lesson that incorporates top down approaches (such as whole language) and bottom-up approaches (including phonics and other forms of word study). 3) I can identify the purposes of different pre-, during, and post-reading activities.


 * Today's Guiding Questions: **

1) How is phonological awareness different from phonics? 2) What role do top-down and bottom-up approaches play in a balanced approach to literacy development? 3) What are the purposes of pre-, during, and post-reading activities in biliteracy development?


 * Today's Tools: **


 * Housekeeping: **


 * ACTIVITY 1: ****Literacy Link: Dustin**


 * ACTIVITY 2: Reading Review: Infographic Presentations**


 * ACTIVITY 3:** [[file:302 Top Down Bottom Up Ellen Knell.ppt]]


 * **Top Down Approaches:** **Whole Language**


 * Head to the text (head is the top, text is the bottom)
 * Provides a rich literacy environment
 * Predictable texts with lots of sight words.
 * The boy got on the bus. The girl got on the bus. The dog got on the bus.
 * Problems:
 * Kids find the book boring.
 * Kids may memorize the book.
 * Predictable texts may mean children don't learn to actually decode the words.


 * **Phonological Processing:**
 * **Phonological Awareness:** Refers to an individual's awareness or sensitivity to the sound structure (or phonological structure) of a spoken word. It includes the ability to recognize and manipulate sounds in language.
 * **Students who have difficulty with reading usually have difficulties with phonological awareness**
 * It is especially critical to teach phonological awareness in 2nd and 3rd grade
 * There are three major types of phonological awareness:
 * Syllabic Awareness (sis/ter)
 * Onset-Rime Awareness (m/an) (c/an) (f/an) or (st/uck) (l/uck) - (Train cars that show how the initial sound connects or "crashes into" the remainder of the word to form a word)
 * Phonemic Awareness - Separate out the sounds or separate phonemes (f/i/sh) (m/a/n) and blend them (Tapping the wrist or arm as children sound out symbols)
 * **Phonics:** Refers to linking the sound and the written letter (d = /d/ sound, sh = /sh/ sound
 * Boat = (Rules) two vowels together, the first says it's alphabet name and the second is silent
 * Approximately 25% of students will learn to read without much intervention
 * The majority of the class will do fine if phonological awareness is explicitly taught
 * 10-20% really struggle and need a lot of early practice with phonological awareness
 * 1-2 children will need significant intervention
 * Second language learners need opportunities for bottom-up processing for far longer than first language learners (approximately up until 6th grade)
 * It is important to make sure that practice with phonological awareness doesn't feel babyish to older learners (spelling lists are one way to address this)
 * Decoding
 * Needs to be automatic
 * The ability to decode nonsense words is one of the most significant predictors of word identification and reading comprehension in English for Chinese-speaking students (meaning instead of just memorizing the words as they would a character, they learn the language patterns)


 * Balanced approach
 * Need texts that combine phonics and predictable reading and sight words
 * Start with the top-down approach
 * Instruction:
 * **Top down:** Background knowledge, context, prior knowledge, visualization, rich literacy environment
 * **Bottom-up** (sequenced, structured phonics and phonological awareness instruction)
 * Need sequenced, structured phonics (not just randomly tossed in)
 * There isn't a lot of time, so teachers have to be purposeful and thoughtful about the sequence and structuring


 * Language Transparency
 * Transparent (shallow) or opaque (deep) orthography


 * Cummins model of Language Interdependence
 * If surface features are similar, positive metalinguistic transfer is more likely
 * Negative transfer


 * In UT DLI, pinyin is not taught until 3rd grade to force children to focus on characters (otherwise, children just ignore them)
 * In Chinese:
 * Semantic radicals (meaning in common)
 * Phonetic radicals (sound in common)
 * Train "orthographic" awareness (the ability to distinguish between characters)
 * Can have an entire sentence made from "ma" in different tones (Mrs. Ma Ma scolded her horse.) - The radicals have nothing to do with the meaning, they have to do with the sound
 * Only 25-30% of words or characters regularly follow the cues in Chinese (i.e., there is a lot of irregularity), but we need to help students notice the patterns that DO exist.
 * Need to do a lot of handwriting practice
 * Teach using big strokes
 * They need lots of handwriting practice because it helps children remember the orthographic shape
 * Research supports that this is very important for Chinese students
 * Need meaningful writing practice - start with oral language first, then they learn strokes and names of the strokes, then write a few of the characters in sentences, then they read the sentences to the other students
 * All about meaning
 * All about oral
 * All about reading
 * NOT just mindless copying of characters
 * You must integrate bottom-up and top-down
 * Needs to be multisensory
 * Phonological awareness is important in Chinese, but not as important as it is in French and Spanish
 * Letter formation needs to be taught in L1 and in L2 in French and Spanish, but it is not as important as it is in Chinese
 * Dealing with irregularities
 * Outlaw words (put them in "jail") or "crazy" words (for adult ESL learners)
 * One of the reasons that English is so crazy is because the oral language changed as various cultures mixed (French, German, etc.), but the spelling remained the same
 * Sequence of Learning for English
 * Initial sound
 * Final sound
 * Middle sound


 * ACTIVITY 4: Pre-reading, During Reading, & Post-reading Inside/Outside Circles **






 * ACTIVITY 4: Ways to Read a Text (Interactive Examples) **


 * ACTIVITY 5: Pre-reading Activities **


 * ACTIVITY 6: During Reading Activities **


 * ACTIVITY 7: Post-reading Activities **


 * ACTIVITY 8: ****Homework**

=Oct. 3: Balanced Literacy=


 * Today's Topic: Developing Initial Literacy Through a Balanced Literacy Approach: Top Down v. Bottom Up Strategies **


 * Today's Objectives: **

1) Students will define // balanced literacy. // 2) Students will explain essential characteristics of a balanced literacy program that supports biliteracy development. 3) Students will describe the purpose of pre-, during, and post-reading activities.


 * Today's Guiding Questions: **

1) What is "balanced literacy?" 2) How can DLI teachers craft a classroom environment that supports biliteracy development? 3) Why are attention to environmental print, a foundation of oral language, culturally authentic materials, the reading process, bottom-up and top-down activities, metalinguistic awareness, academic language development, and contrastive analysis such essential elements of a classroom that seeks to develop biliteracy?


 * Today's Can Dos: **

1) I can define // balanced literacy. // 2) I can describe a classroom environment that supports biliteracy development. 3) I can explain the role of pre-, during, and post-reading activities in a balanced literacy program.


 * Today's Tools: [[image:languagelinks2006/GoogleImages.JPG caption="GoogleImages.JPG" link="https://www.google.com/imghp?hl=en&ei=IzOKWNeqJY2wjwON3LHgCw&ved=0EKouCAIoAQ"]] **


 * Housekeeping: **


 * Roll


 * ACTIVITY 1: ****Literacy Link:** **Florencia**


 * ACTIVITY 2: What do we mean by //balanced literacy//? **

1) Google "balanced literacy" 2) Google "guided reading" 3) Turn to a partner and discuss the difference between the two definitions. 4) Skim this blog post: [|Why Balanced Literacy is More Than Guided Reading] 5) After you finish each paragraph, turn to your partner and say something.


 * ACTIVITY 3: Balanced Literacy: A Bottom-Up Approach (Image Search) **

1) Do an image search for "balanced literacy"

2) Select the 5 most helpful, open in new tabs, then discuss with a partner.
 * What does each image teach you that you didn't know before?
 * What does each image leave out that is included in other images?
 * What conflicts or misunderstandings do you notice in how the term //balanced literacy// is used in each image?

3) What does balanced literacy have to do with...?:
 * [|Autonomous Learning] & the [|Zone of Proximal Development] (Vygotsky, 1978)
 * [|Cooking]
 * [|Curriculum Development]
 * [|Lesson Planning]
 * [|Reading Comprehension]
 * [|Skill Development]
 * [|Text & Purpose]
 * [|Whole Language v. Phonics]

4) What do the following terms, frequently used in discussions of bottom-up approaches to literacy, mean?

Language Awareness
 * Sound/Symbol Correspondence
 * Phonological v. Phonemic Awareness
 * Phonics/Decoding
 * Contrastive Analysis & Bridging


 * ACTIVITY 4: ** ** [|Balanced Literacy: A Top-Down Approach] **


 * Read this [|definition of a balanced approach to literacy].
 * View this [|image].
 * Skim this blog post on [|Why use a balanced literacy approach]?
 * Would it have helped you if you had started with this definition and image, and then did the previous activity?
 * [|Birch's Balanced Literacy Cheat Sheet]


 * ACTIVITY 5: Pre-, During, & Post-Reading **


 * ACTIVITY 6: Literacy Resources **


 * Chinese
 * French
 * Portuguese
 * Spanish


 * ACTIVITY 7: ****Homework**

=Sept. 28: Assessment & Literacy Mini-course=

No class - Attend the assessment mini-course with Dr. Ray Clifford.

=Sept. 26: Assessment & Literacy Mini-course=

No class - Attend the assessment mini-course with Dr. Ray Clifford.

=Sept. 21: Diversity=


 * Today's Topic: Capitalizing on the Diverse Cultural, Linguistic, & Academic Experiences of DLI Students & Teachers **


 * Today's Objectives: **

1) Students will identify and explain the instructional implications of students' and teachers' linguistic, cultural, and academic backgrounds. 2) Students will reflect on the ways in which their personal strengths & challenges, linguistic and cultural background, and personality may influence their ability to meet students' needs. 3) Students will begin to establish a personal learning network/professional learning community to support lifelong professional learning and development.


 * Today's Guiding Questions: **

1) How do variations in students' linguistic, cultural, and academic backgrounds and personalities influence students' academic needs in a Spanish classroom? 2) How do teachers' backgrounds, personalities, and professional skill sets influence their ability to meet students' needs? 3) How can teachers establish a personal learning network and professional learning communities that support lifelong professional learning and growth?


 * Today's Can Dos: **

1) I can explain the instructional implications of common variations among students in Spanish classrooms. 2) I can analyze and describe how my personal background, personality, and professional skill set may influence my ability to meet students' needs. 3) I can identify the human resources I need to purposefully cultivate as part of my own personal learning network in order to support my continued professional learning and growth.


 * Today's Tools: **




 * Housekeeping: **

Roll


 * ACTIVITY 1: ****Literacy Link:** ** Yvette **


 * ACTIVITY 2: ** ** Hashtag your nametag **


 * ACTIVITY 3: Crafting a Student Profile Practice Activity (Student Case Study Jigsaws) **


 * ACTIVITY 4: Identifying the Instructional Implications of Variations in Students' Linguistic, Cultural, and Academic Backgrounds (Valdés) **


 * ACTIVITY 5: Sociolinguistic Premises Partner Word Sort **


 * ACTIVITY 6: Review of Self-Reflection Survey Results (p. 45) **


 * Strengths & Challenges
 * Course Information Survey Results


 * ACTIVITY 7: Establishing a Professional Learning Community: Reader's Theater **


 * ACTIVITY 8: Instructional Implications of Student & Teacher Profiles **


 * ACTIVITY 9: Complicating the Issue - The True Colors of Personality **


 * ACTIVITY 10:** **I****dentifying a Meaningful** **Purpose & a Powerful Product Using a PBLL Perspective: [PBLL Handouts]**


 * WHAT: Survey: theory, research, principles, strategies for teaching reading & writing effectively in a diverse array of contexts
 * WHY: Service: Capacitate you to be mentors and leaders in the field (let your light so shine) to solve problems of the field and support those who are struggling
 * WHERE: business, church, education, entertainment, government, home and family, NGOs
 * WHO: international business people; ward auxilaries/stake employment & welfare/missionary service; Pre-K or children with developmental delays; elementary FLES or dual language immersion or elementary in a Spanish-speaking country; university literature/linguistics courses for undergrads or advanced degrees; diplomatic, law enforcement, or military personnel; service professions; NGOs - microloans, peace corps, etc.
 * PRODUCT: ???


 * ACTIVITY 11:** **Homework**

=Sept. 19: Foundations in Teaching for Biliteracy=


 * Today's Topic: Foundations in Teaching for Biliteracy**


 * Today's Objectives: **

1) Students will define and explain biliteracy. 2) Students will distinguish between a monolingual and a multilingual perspective on biliteracy. 3) Students will explain the implications of contrastive analysis/bridging. 4) Students will explain the programmatic and instructional implications of sociolinguistic premises about teaching for biliteracy.


 * Today's Guiding Questions: **

1) What is biliteracy and why is biliteracy development a critical perspective for Spanish teachers? 2) How does the biliteracy instruction of Spanish teachers who have a monolingual perspective differ from that of Spanish teachers who apply a multilingual perspective to their work with students? 3) What are some of the instructional implications for Spanish classes of the three sociolinguistic premises of teaching for biliteracy? 4) How might teachers use the three sociolinguistic premises of teaching for biliteracy to adapt school policies and instructional practices so that they better support biliteracy development?


 * Today's **** Can Dos: **

1) I can define and explain biliteracy. 2) I can distinguish whether teachers' beliefs about student language abilities, programmatic structures, and instructional practices are grounded in a monolingual or a multilingual perspective on biliteracy. 3) I can list, describe, and explain the programmatic and instructional implications of the three sociolinguistic premises for teaching for biliteracy. 4) I can explain how to adapt typical school policies and instructional practices so that they better support biliteracy development in a Spanish classroom.


 * Housekeeping: **


 * Roll
 * **Debrief of Homework:** // [|Rise to Your Call] //


 * Activity 1: Literacy Link**


 * ACTIVITY 2: ** ** Defining Biliteracy **


 * Translanguaging - RZ example
 * How would teachers with a monolingual perspective interpret this?
 * How would teachers with a multilingual perspective interpret this?
 * Components of Biliteracy
 * McDonald's Example (Frank Smith)
 * Sound-Symbol-Meaning Correspondence
 * Application of Multilingual Perspective to Initial Literacy Instruction
 * The Case of Spanish
 * The Case of Chinese
 * The Case of Culture (French)


 * ACTIVITY 2: Monolingual v. Multilingual Perspectives Paired Sorting Activity **


 * ACTIVITY 3: Debrief of Sorting Activity **


 * ACTIVITY 4: The Three Sociolinguistic Premises for Teaching for Biliteracy Discussion Worksheet **


 * ACTIVITY 5: Round Robin Review of Answers to PBLL Packet **


 * ACTIVITY 6:** **Homework**

=Sept. 14: Technology, Transliteracy, & 21st Century Skills=


 * Today's Topic: Technology, Transliteracy, & 21st Century Skills**


 * Today's Objectives:**

1) Students will explain the relationship between technology, transliteracy, and 21st century skills. 2) Students will experience the affordances and constraints of multimodal learning activities for cognitive processing, literacy development, and language production. 3) Students will experiment with project-based language learning as a tool for facilitating the development of transliteracy development.


 * Today's Guiding Questions:**

1) How are technology, transliteracy, and 21st century skills related? 2) How do multimodal learning activities support the development of 21st century skills, cognitive processing, literacy development, and language production? 3) How can project-based language learning serve as an organizing framework that leverages the affordances of storytelling, transliteracy, and 21st century skills for biliteracy development?


 * Today's Tools:** iTunes


 * Housekeeping:**


 * **Roll**
 * **Seating**


 * Activity 1: Literacy Link**


 * Activity 2:** **The Danger of a Single Story: The Need for Multiliteracies, Including Visual Literacy (German Activity from Bethany)**


 * Activity 3: Technology, Transliteracy, & 21st Century Skills--A Lifelong Pursuit**




 * Activity 4: //[|Write Your Story on My Heart]//**

1) Listen to the song. 2) Notice literacy-related words. 3) Write down the literacy-related words you hear. 4) Share your list with a partner. 5) What did you discover?


 * Activity 5: //[|Unwritten]//: Whose story will you help to write?**

1) Listen to the song. 2) Notice literacy-related words. 3) Write down the literacy-related words you hear. 4) Share your list with a partner. 5) What did you discover?


 * Activity 6: Finding an Authentic Audience - Faith & Scholarship**

[|D&C 109:7] And as all have not faith, seek ye diligently and teach one another words of wisdom; yea, seek ye out of the best [|abooks]  words of wisdom, seek learning even by study and also by faith;

Part A:

1) Pick a partner. 2) Draw a Venn diagram. 3) Each partner picks one of the songs. 4) Unwritten reads their list of words aloud. 5) Decide where to write the words.
 * In the middle: Words that appear on both lists.
 * Unwritten: Words that appear only on that list.
 * Write Your Story: Words that appear only on that list.

Part B: Which gospel principles appear in both songs?


 * Activity 7:** **I****dentifying a Meaningful** **Purpose Using a PBLL Perspective: [PBLL Handouts]**


 * Debrief:** // [|Rise to Your Call] //


 * WHAT: Survey: theory, research, principles, strategies for teaching reading & writing effectively in a diverse array of contexts
 * WHY: Service: Capacitate you to be mentors and leaders in the field (let your light so shine) to solve problems of the field and support those who are struggling
 * WHERE: business, church, education, entertainment, government, home and family, NGOs
 * WHO: international business people; ward auxilaries/stake employment & welfare/missionary service; Pre-K or children with developmental delays; elementary FLES or dual language immersion or elementary in a Spanish-speaking country; university literature/linguistics courses for undergrads or advanced degrees; diplomatic, law enforcement, or military personnel; service professions; NGOs - microloans, peace corps, etc.
 * PRODUCT: ???
 * HOW: Structure of the Course
 * Literacy Link
 * Project-based Learning (Advocacy, Materials Development, PD?)
 * Constructivist Approach (Fosters autonomous learning through agency and action in a supported, collaborative context--counseling together)
 * Wiki v. Learning Suite
 * Course Syllabus & Schedule
 * Topics


 * Activity 8: Assessing Authentic Needs & Self-care**
 * Relationship between research, giftedness, perfectionism, and the Plan of Salvation
 * Role of faith and the gospel in learning v. research and study
 * Role of mistakes in learning v. one right answer and perfectionism
 * Role of process in learning v. one and done
 * Role of agency in learning (Elder Bednar) - Your personal questions
 * Role of interactivity in learning (Edification)
 * Role of expertise in learning v. imposter syndrome
 * Research on creativity, innovation, and productivity
 * Metamagical temas (variations; interdisciplinarity)
 * Csikszentmihalyi
 * Protected
 * Down time
 * Artistic
 * Deep Work
 * Multitasking
 * Down time: Not working after I leave BYU
 * E-mail: Turning it off
 * Process: Line upon line


 * Activity 9: Developing a Powerful Product**


 * Activity 10:** **Homework**

=Sept. 12: The Danger of a Single Story=


 * Today's Topic: The Danger of a Single Story**


 * Today's Objectives:**

1) Explain the historical, social, and cultural factors that have shaped the influence of narrative on the "human conversation." 2) Identify and explain the ways in which stories, metaphors, and parables affect cognition, learning, and memory. 3) Consider the possible consequences of limiting literacy learning to a single story, approach, or interpretation.


 * Today's Guiding Questions:**

1) Why is storytelling such a powerful tool for teaching and learning? 2) How do stories, metaphors, and parables affect cognition, learning, and memory? 3) Why is it important to engage learners with stories from multiple perspectives, using multiple representations, and multiple modalities?


 * Today's Tools:** TED Talks


 * Housekeeping:**


 * **Roll**
 * **Seating**


 * Activity 1:** [|What Storytelling Does to Our Brains]


 * Activity 2: [|The Danger of a Single Story]**


 * Activity 3: Sharing Our Own Stories of Stereotyping**


 * Activity 4: Giraffes Can't Dance: Metaphorical Implications for Literacy Development**


 * Activity 5:** **Homework**

=Sept. 7: The Role of Narrative in Literacy Development=


 * Today's Topic: The Role of Narrative in Literacy Development**


 * Today's Objectives:**

1) Students will explain why narrative is a powerful organizing framework for designing compelling learning experiences. 2) Students will identify the ways in which teaching can be considered a form of storytelling. 3) Students will articulate the lessons they have learned from children's literature, and explore its potential for supporting adult learning.


 * Today's Guiding Questions:**

1) Why is narrative such a powerful framework for designing and organizing learning? 2) In what ways is teaching a form of storytelling? 3) What have you learned from children's literature and how can it continue to support your learning as an adult?


 * Today's Tools: N/A**


 * Housekeeping:**


 * **Roll**
 * **Seating**


 * Activity 1:** Literacy Link (Bethany)

1) Skim Curtain & Pesola, Ch. 6, pp. 158-161: Narrative as a Design Principle

2) Theorist: Kieran Egan

3) Practice: Teaching as Storytelling

4) Perspective: "Literacy grants power i//n any civilization." Ken Freed//


 * Activity 2: Everything I Needed to Know I Learned from a Children's Book**


 * Show book
 * Think: What have you learned from children's books?


 * Activity 3: The Role of Children's Books in Literacy Development and Learning**


 * Activity 4: The Power of Narrative for Adults**


 * Activity 5:** **Homework**

=Sept. 5: Defining Literacy=


 * Today's Topic: Defining Literacy**


 * Today's Objectives:**

1) Students will explore the multifaceted nature of literacy. 2) Students will define literacy and illiteracy. 3) Students will explore the relationship between literacy, personal identity, and eternity.


 * Today's Guiding Questions:**

1) What's the difference between teaching reading & writing and developing literacy? 2) What do we mean by literacy? Illiteracy? 3) How does literacy development in a spiritual context change the content and the opportunities the course affords you?


 * Today's Tools:** Wikispaces


 * Housekeeping:**


 * **Roll**
 * **Seating**


 * Activity 1: Introductions**


 * Who am I?
 * Who are you?
 * Why are you here?
 * How does this class connect to your professional goals?


 * Activity 2: Content of the Course**


 * What do you think the course will be about?
 * What do you hope this class will be about?


 * Activity 3: Purposes of the Course**


 * What's the difference between teaching reading & writing and developing literacy?
 * How does focusing on literacy development change the content and the opportunities the course affords you?


 * Activity 4: Defining Literacy**


 * Write your own personal definition of the word //literacy//.
 * Your definitions should change dramatically by the end of the course.


 * Activity 5: Portrait of a(n) Il/literate Person**


 * Trace silhouettes
 * What does a(n) il/literate person think, say, do, behave?
 * What might be some of the dangers of focusing this course exclusively on reading and writing (as opposed to broader conceptions of literacy)?


 * Activity 6: Share Personal Definitions of Literacy**


 * Activity 7: Class Discussion**


 * Importance of personal and professional networking
 * How are literacy and identity related?
 * What was the most interesting idea that emerged from your small group discussion?


 * Activity 8: Round Robin Popcorn Activity**


 * What are your favorite children's books and why?


 * Activity 9: Children's Book Explorations**

1) Choose a stack of books. 2) Skim each book in the stack. 3) Ask yourself: What does this book illustrate about literacy? 4) Get a new stack and repeat the process. 5) You have 10 minutes.


 * Activity 10: Closure**


 * Literacy is personal, political, and powerful.


 * Literacy is directly connected to spirituality.


 * You do not know what the Lord is preparing you to do.


 * Activity 11: Homework**

1) Bring a typed list of your personal questions about literacy and/or areas of interest. 2) Ponder what you'd like to do for a final class project. 3) Read the talk: //[|Rise to Your Call]//