EDC448 Course Readings and Handouts Continued

Feb. 23: Identifying Readability Concerns

    • #13.Schwartz, R. M., & Raphael, T. E. (1985). Concept of definition: A key to improving students’ vocabulary. The Reading Teacher, 39(2), 198-205.
    • Skim APA 6th Edition Handout in preparation for Activity in class
    • Activity Sheet: Compute Fry Readability sheet handed out in class
  • Optional Related Resources

Feb. 29. Vocabulary Workshop



March 1: Vocabulary Workshop



March 6. Vocabulary Workshop - Instructional Supports for English Language Learners


March 8: Examining Content Area Textbooks - Meet in the Curriculum Library** for today's class
  • Homework to Complete Before Class
    • Create concept definitions for TWO key words in your lesson plan text - complete one organizer for each word using the two-sided handout from class (download here) - [[file:Adapted Concept:Definition Map.pdf]]
      due Thursday, March 8
  • Class Activity: Join Your School's Textbook Adoption Committee and Share Your Results!
  • Optional Resources:
    • The Missing Link in School Reform: The Sociability Factor -- Carrie Leana finds data to suggest that students show greater gains in achievement when their teachers engage in frequent conversations with peers around the subject-area content and "when there [is] a feeling of trust or closeness among teachers." A school's social capital, she writes, is "a significant predictor of student achievement gains above and beyond teacher experience or ability in the classroom."


March 20. Critical Reading - QAR and RAFT Strategies

  • Homework to Complete Before Class
    • Read Buehl Activities listed in Syllabus and Consider as Different Ways to Approach Critical Reading through Questioning and Response: Different Perspectives for Reading (p. 73); Question-Answer Relationships [QAR] (p. 133); Questioning the Authors [QtA] (p. 137); Save the Last Word for Me (p. 151); and Self-Questioning Taxonomy (p. 157)
  • Optional Related Resources



March 22. Critical Reading On The Internet



March 27. Using Assessments to Guide Learning

March 29. Rubrics for Learning- Be familiar with the following sets of Rhode Island documents that should inform your content area expectations


April 5 - Teaching Text Structures and Text Frames to Support Comprehension

April 10 - Using the TPACK Model to Evaluate and Design Instruction with Technology
  • Homework to Complete Before Class: Consider the new technologies for learning on the horizon (as found in #1: The 2011 Horizon Report) and then consider the new and varied types of TPACK knowledge (#2: Cox, 2008) you will need to select useful technologies and use them to foster learning in your discipline. Finally, listen to Sherry Turkle's video about technology and consider the implications of her ideas for how educators think about technology integration in schools. Be prepared to discuss these ideas during class.



April 12 - ICT Fair - Exploring Ways to Integrate Technology To Deepen and Support Content Area Learning


Connecting Ideas with New Technologies
Spring, 2011:



April 17: Exploring Web 2.0 technologies

Homework to complete before coming to class: In addition to reading Chapters 5 (about Voicethread and podcasts for Reading and Writing Multimodal Texts) and Chapter 6 (about Flickr and PbWiki about participatory media and collaboration) in your textbook (Kajder, 2010), please read the following very short descriptions of two very different technology tools.
Come to class on Tuesday, April 17 prepared to explore either Diigo or Glogster in more depth and think about how you might use this tool in pedagogically sound ways (remember the TPACK principles?) to foster learning and engagement in your content area.You might see ideas for your lesson plan or if nothing else, you'll have a few examples of ideas to talk about when you interview for your first teaching position!

Follow-up Reading and Reflection:


Found Poems



Lesson Plan Revisions


Resources from Previous Semesters

Engaging Readers and Connecting Your Lessons to Their Lives
  • Guthrie, J. (2003). Motivating struggling readers in middle school through an engagement model of classroom practice. Reading & Writing Quarterly, 19, 59-85.
  • O'Brien, D. & Dillon, D. (2002). The role of motivation in engaged reading of adolescents. In Hinchman, K. A. & Sheridan-Thomas, H. K. (Editors). Best Practices in Adolescent Literacy Instruction. Guilford Press.(Outlines the six C's of motivation including: choice, challenge, control, collaboration, constructing meaning, and consequences)
  • Podcast: Six C's of Motivation

Dr. Richard Beach's virtual visit to our class Fall 2008 and Spring 2009


To prepare for our interview with Dr. Sara Kajder:


Other resources that have come up during the semester**