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• Watch the video “Flowers are Red” and discuss how it reflects education nowadays (or not), and how/why education has changed over time.

• If you were to illustrate that song, how would you do it? What would it look like?

• One person from each group will report your thoughts.

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• Look at the image. What do you see? How do you “read” the text?

• What is the purpose of the visual?

• Whose viewpoint is / is not represented?

• Do you agree with the author’s point? Why (not)?

• How would you change the text to better illustrate your point of view?

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In groups, discuss the following:

• who your audience would be (students’ age/grade)

• how you would work with this material

•what specific goals you would target (e.g. to identify the author of internet content, or its absence)

Present your work to the class and share your notes here (notes or link to your work).

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In groups, discuss the following:

• who your audience would be (students’ age/grade)

• how you would work with this material

• what specific goals you would target (e.g. to identify the author of internet content, or its absence)

Present your work to the class and share your notes here (notes or link to your work).

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In groups, discuss the following:

• who your audience would be (students’ age/grade)

• how you would work with this material

• what specific goals you would target (e.g. to identify the author of internet content, or its absence)

Present your work to the class and share your notes here (notes or link to your work).

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Pairing fiction and non-fiction books is a great way to develop young learners' awareness of where to find "real" information and what it sounds like 

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In groups, choose the book(s) you'd work with.

Then, discuss the following:

• who your audience would be (students’ age/grade)

• how you would work with this material

• what specific goals you would target (e.g. to identify fictional elements like talking animals)

Present your work to the class and share your notes here (notes or the link to your work).

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In groups, discuss the meanings of the terms below.

Then, fill out the graphic organizer showing how these elements (terms) are connected.

BACKGROUND KNOWLEDGE
DECODING

WORD RECOGNITION
LANGUAGE COMPREHENSION

LANGUAGE STRUCTURE
LITERACY KNOWLEDGE

PHONOLOGICAL AWARENESS
SIGHT WORD RECOGNITION

VERBAL REASONING
VOCABULARY

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Group: Marina Ribeiro de Melo/ Larissa Rosa

• Reading and discuss the book with the class
• Show them a video about the history
• Separate the class in small groups to make an activity about the caterpillar.

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Assignment 1: multimodal, digital, critical literacy  

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Assignment 1: multimodal, digital, critical literacy  

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Group: Nicole Moraes, Thais Mayara, Susane Mendes.
Link: https://www.canva.com/design/DAFPiPFrKqM/qFx00aC0D0ksSVqWSMkPyw/view?utm_content=DAFPiPFrKqM&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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In groups, discuss how you would use this as main reading material.

Using the Handbook of Literacy Strategies, select 3 strategies that would work well with it and discuss how you would use them.

a. A pre-reading strategy

b. A while reading strategy

c. A post-reading strategy

Present your work to the class and share your notes here (notes or link to your work).

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In groups, discuss how you would use this as main reading material.

Using the Handbook of Literacy Strategies, select 3 strategies that would work well with it and discuss their use.

a. A pre-reading strategy

b. A while reading strategy

c. A post-reading strategy

Present your work to the class and share your notes here (notes or link to your work).

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In groups, discuss how you would use this as main reading material.

Using the Handbook of Literacy Strategies, select 3 strategies that would work well with it and discuss how you would use them.

a. A pre-reading strategy

b. A while reading strategy

c. A post-reading strategy

Present your work to the class and share your notes here (notes or link to your work).

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Discuss the questions in pairs or small groups.

1. Were you able to understand all of it? Why (not)?

2. What prior knowledge did you call on to make sense of the text?

3. Did you use context to guess unfamiliar words or just skip them?

4. Did you maintain sufficient speed reading to overcome the limitations of visual processing and short-term memory?

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Small group activity 4-The Kingdom of Kay Oss

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Small group activity 4-The Kingdom of Kay Oss

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Group: Suellen Lami, Augusta Boldrin
Daniela Gavioli da Silva
Priscilla Komatsu
Thinking about Reading

Discuss the questions in pairs or small groups.

1. Were you able to understand all of it? Why (not)?

Yes, we were. The first and last letters were correct.

2. What prior knowledge did you call on to make sense of the text?

We recalled high frequency words to recognize some letters.

3. Did you use context to guess unfamiliar words or just skip them?

Yes, we did. After decoding some words the reading became more fluid.

4. Did you maintain sufficient speed reading to overcome the limitations of visual processing and short-term memory?

At first, before decoding some letters we felt like our reading speed was a bit slow. When we figured out some of the coded letters we changed the pace of our reading to a faster one.

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https://docs.google.com/presentation/d/1RkqVYj11tZfDv5iCNPqpMew9SRThyt5RwFYqTkcAbTU/edit?usp=sharing
Bruno da Silva Lopes, Camila Pertuzzatti, Laura Nunes Figueiredo, Mariana Gurgel Pegorini e Manoeli Rodrigues Cervejera

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Read the passage and discuss the questions below in small groups.

1. Can you guess what is the text about? How well can you understand it? Why?

2. Do you think providing a title would have been enough to activate your background knowledge about the topic?

3. What else might have helped to activate your knowledge more fully?

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Look back at assignment 2 and assess whether the pre- and while reading strategies you selected assess and activate prior knowledge. What kind of prior knowledge do they involve?

a.Concepts or facts?

b.Vocabulary?

c.Language structure?

d.Verbal reasoning?

e.Literacy knowledge?

Choose a complementary strategy to address any element that may have been left out.

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In groups, discuss the differences between the two activities illustrated above, and WHY/HOW/WHEN/WITH WHOM you would or wouldn’t use them.

Did you do activities like the first or the second one in your math class as a child/teenager? Explain.

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In groups, select a text for main reading material. Discuss the  target vocabulary and conceptual development strategies that would work well with it. Consider the cognitive levels / stages of the learning cycle.

Include the following:

a. A literal level strategy (vocabulary/concept assessment)

b. An interpretive level strategy (relational knowledge)

c. An application level strategy (extended discourse and ownership)

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Watch the video and discuss in groups:

How is the writing experience in this video similar to or different from writing tasks used in school?

How do you use writing in your everyday life?

How do you use (not teach) writing in your classes?

How do you teach writing in your classes?

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Go back to your text for assignment 4. Discuss different ways you could incorporate writing to learn (informal writing) and writing to demonstrate learning (formal writing) in that lesson.
Don’t forget to consider the specifics of your audience (grade, goals, prior knowledge, language proficiency etc).

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Think back to your experiences in content area high school classes: algebra, history, biology, and art.

• How did you learn the content from these classes?

• How were the texts in each subject different from one another? Were ideas presented in sentences and paragraphs, or did texts include symbols, graphs, charts, videos, and/or applications?

• Did you use the same or different strategies to comprehend texts in different classes?

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Group: Ellen, Giovanna, Caroline, Beatriz, Leila (it was not posted before because we didn't know if it was necessary)

1. Were you able to understand all of it? Why (not)?

We were able to comprehend it well at first, but at the final paragraph our group could not comprehend it fully.

2. What prior knowledge did you call on to make sense of the text?
We recalled words used in fantasy stories to make up the initial vocabulary.

3. Did you use context to guess unfamiliar words or just skip them?

Yes, we did. We took into consideration high frequency vocabulary.

4. Did you maintain sufficient speed reading to overcome the limitations of visual processing and short-term memory?
Our reading was fast at first, but as the text got more mixed, our reading speed decreased. By decoding some words later on together we were able to increase our reading speed during the third, forth reading.