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Tackling Text Think-Aloud
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Theory Into Practice Poster
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448 Conference 2015
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448 Conference 2015
EDC 448 CONTENT LITERACY CONFERENCE: THEORY INTO PRACTICE
April 28, 2015
Please give Dr. Coiro a print out of your draft proposal and copy of article by Tuesday, April 14, 2015.
abstracts from 2013
for some examples.
Please post your final abstract AND 1 page handout after your name below by
Monday, April 27 at 3PM.
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Here is an example of an abstract from a poster session I presented to show how you might incorporate voice into your own abstracts.
Emerging Patterns of Productive Collaborative Talk During Online Inquiry
Julie Coiro, Jill Castek, Lizabeth Guzniczak, and Diane Sekeres
Coiro et al PosterHandout.pdf
Identifying characteristics of productive collaboration and dialogue is an important expectation of the Common Core Standards. This poster shares findings from a study that sought to understand the forms and functions of productive talk used by three sets of Internet reading partners as they engaged in an online inquiry task. First, we will highlight illustrative examples of productive collaborative talk patterns among pairs of students in Grades 3, 5, and 7 to give you a better sense of how students effectively work together to build on each other's ideas during paired Internet reading activities. You can even use your cell phones to scan QR codes and view videos of these students while talking with others about what you see. Then, we will pair these findings with a teacher-friendly set of practical ideas for how to support collaborative dialogue among elementary and middle school learners during the Internet inquiry process. You can download instructional materials featured on our poster by visiting
Morphemes Morphing Vocabulary
EDC 448 Poster Project Dann.pdf
Vocabulary acquisition is key to teaching literacy. A recent study by Long and Rule at SUNY Oswego discusses the effectiveness of teaching vocabulary through morphemes paired with mnemonic devices. In the pilot study, they use two methods of teaching vocabulary. Each group of students is taught through the use of traditional vocabulary worksheets and through the use of morpheme word family object boxes. While only using a small population to complete this pilot study, the results determined manipulating the morphemes within a word family is as effective as teaching vocabulary using traditional methods and considerably more engaging. Using the SUNY study as a starting point for classroom application, my presentation will explore the following questions: What if instead of adding to a student's vocabulary, we could make a vocabulary multiply? How can this concept translate to greater classroom literacy? Learn how the concept works and how to use it within your classroom to engage visual and kinetic learners.
A not so "Universal Language": Incorporating ELL instruction in a Math Classroom
This presentation will discuss research-based strategies that teachers can include in their everyday lessons that will further address the gap that English language learners face in the classroom. These approaches offer supports for teachers in developing deeper understanding of expectation for all students, although specifically English language learners. Main ideas that will be expressed include the importance of background knowledge, increasing student language production, reading and written math problem discrepancies, academic vocabulary, and the use of technology. A large amount of this information is relevant to the practicums this semester and therefore can directly relate to what has been discussed in class.Additionally I hope that the majority of this information can be applied to future practicums and differing situations. These strategies will greatly benefit the English language learners in the classroom but they also may work well for students with disabilities and students without disabilities.
Improving Students' Relationships with Teachers to Provide Essential Supports for Learning
Presentation handout- Littmann.docx
Ever worry about how to balance both respect and inspiring relationships in the classroom? This is a worry that often plagues me and is a very relevant topic in education. This article, published by the American Psychological Association, strives to address many of these concerns and discusses how improved student- teacher relationships can provide essential supports for learning and a productive classroom environment. In doing so, this article references countless studies and even informs the reader on how they can make the necessary changes in their own classroom. It proves that although high academic scores do not directly correlate with positive student- teacher contact, positive contact can improve the classroom environment and cause students to be more willing to speak to their teacher if they are having any difficulties. These results are what often leads to brighter and happier students.
Reconnecting Proficiency, Literacy, and Culture from Theory to Practice
Conference Hand out - Larson.doc
Should we only teach grammar? The article Reconnecting Proficiency, Literacy, and Culture: From Theory to Practice by Warford & White focuses on how culture should have greater relevance in a foreign language education. While focused on the foreign language classroom, the information in the article should also be useful for teachers of any discipline in which culture is taught such as ELA or Social Studies. The article points to a disconnect between the ACTFL National Standards for foreign language education, and actual practice. It begins with the idea that culture is actually an integral part of language education rather than secondary practice to being competent in the language. The second part of the article focuses on putting the theory into practice. In this section the author suggests using authentic texts and teaching “cultural competence” and provides sample lessons. It suggests that culture should not only be presented in the mother tongue of learners, but also in the target language so that students also get language practice.
Do Your Homework!
This article reports on a study about using homework to reinforce what is taught in class. In my presentation, I will discuss the findings of this study that analyzed the math and science homework habits of more than seven thousand Spanish students to determine the frequency, time and effort dedicated to homework, as well as how often students needed help to complete their work. My presentation will mainly focus on the finding that how homework is done is a more important factor in academic performance than how much homework is completed. I will relate this research to content literacy by discussing how homework is done leads to better critical thinking skills, which thus leads to further content understanding.
Students Doing, Not Watching
Conference Handout -- Oaklund.docx
Conference Poster -- Oaklund.ppt
This semester, we have all had experience working with English Language Learners in our practicums. In my presentation, I will use PowerPoint to explain an article which will hopefully add a framework especially useful to those planning to teach ELLs but also applicable to any students. The main point of the article is the importance of using a broader concept of literacy in the classroom to help students learn critical thinking and obtain agency. The article goes on to give examples of two ELL classrooms, one of which is more teacher-centered and the other more student-centered. The authors argue that teaching and allowing students to develop identities and agency (i.e. in a student-centered class) will make them more literate than if they merely know how to read (meaning decoding texts) and write in one language. I will present what I think would be the benefits of students actively engaging and thinking with texts, including the ability to make connections and synthesize points of view, gain a deep understanding of ideas and more fully participate in a literate world.
Teaching Social Justice
As the world around us rapidly changes, creating a culture of social justice is crucial to maintaining a peaceful, equal, compassionate and fairly educated society. This poster will share the findings of several studies that demonstrate the importance of teaching social justice in classrooms, especially English Language Arts classrooms, and how teachers can incorporate these themes into their standard-based classes. The presentation will discuss the different pedagogical approaches to teaching social justice, and demonstrate the quantitative outcomes of teaching such themes in their classes. Finally, the presentation will incorporate this data into several demonstrations of some successful examples of social justice melded into ELA curriculum.
Hall_Teaching Social Justice Presentation Handout.pdf
POSTER #8: Reading Through Pictures
Content literacy extends beyond the simple decoding of written text. It involves the skills and outlooks scholars utilize to glean deeper understanding of sources within their discipline. It is how ideas are accurately passed from person to person across different languages, mediums, and often hundreds of years. This poster examines the use of the Three Level Guide strategy in the examination of historical visual sources to enhance student understanding of historical concepts not directly paralleled in written text. First, using Barbra Ormond’s article, I will discuss the use of visual texts as sources for historical education and the specific challenges that the interpretation of such texts presents to students. Then I will explain the concept of applying the Three Level Guide in visual text analysis and how such guides can be designed and implemented to develop and enhance student understanding. I will then discuss Ormond’s reported views of students on the effectiveness of Three Level Guides at enhancing their understanding of visual text.
Crocker Conference Handout.doc
POSTER #9: Effective Strategies for Teaching ESL Students
The growing number of English Language Learners, the majority of them native Spanish speakers, in the classroom makes the possibility of having an ESL student a reality for many teachers. How do we include them in the lessons and activities that are designed for native speakers of English? Are there ways in which non-native speakers can be educated along with their English speaking peers, with little modifications? Pre-service teachers observed authentic classrooms in urban districts and noted their findings of effective strategies, these findings were discussed with ESL students and teachers to document which strategies were most effective in helping non-native speakers. Some strategies include: visuals that are defined in both languages, identifying prefixes and suffixes and their similarities between languages, using mediated scaffolding and/or “flip books” with the assistance of support teachers, and translating notes to parents into their target language using translators or translating websites. If these simple strategies can be incorporated into all classrooms, ESL students will be more successful in their learning of English as well as the concepts presented in the English language.
Using Repetition to Make Ideas Stick
Having students identify what the big idea is during any unit always tends to have many students struggling. If students can't grasp the big idea, which should be clear and simple, it is going to be hard for them to later learn new information and make connections. This journal, written by Alicia Lykins, a sixth-grade math teacher, stresses the idea of using repetition as a way to allow students to remember both short-term and long-term. The poster will share how and why Alicia Lykins believes the use of repetition will make ideas stick and will also provide ways to implement it into your classroom to benefit your students' learning. Just because I will be in a math classroom doesn't mean stressing literacy and the importance of the "big idea" is not essential. My hopes is that from the author's advice and my advice of what it would look like in my classroom, you will be able to walk away with something useful as a teacher.
Differentiating Math Instruction Using Tiered Lessons
There are many types of learners that mathematical instructors will come across with a diverse group of individual needs. Differentiated instruction is the process of modifying instruction based on students’ needs and teachers from kindergarten through 12th grade have been using the technique. The teachers have to reach out to learners with special needs, diverse ways of learning and ESL learners. The question is how all these teachers can reach all of their students with all their diverse needs. This article goes into depth about the concept of differentiation and in depth about the concept of Tiered lessons. This article was made to help teachers find ways to teach differentiated learners.
Math Differentiation MGama.pdf
Developing Transliteracy Skills with Digital Literacy Practices
Technology is a major part of todays adolescents daily lives. Incorporating mobile and online social technology can enhance literacy discussion and encourage students to participate who might not normally say a word during class time. Different social media platforms like Twitter, Ning, and Edmodo all offer students the opportunity to join an ongoing discussion while adding links to educational sources. The article discusses how students need to still read print texts to develop their academic literacy skills, but simultaneously pairing this learning with social media platforms can help them be multi-literate across a variety of platforms.
Teaching Mathematics Through Multicultural Literature
The use of children’s literature can be extremely beneficial when teaching mathematics to students. Literature not only provides students to connect concepts and vocabulary to something relatable, but also introduces culturally relevant ideas. This allows students to think like the characters in the story, act the characters and connect what they’re doing in the classroom to the story. The illustrations act as a guide for the students and make learning a lot more fun. Multicultural literature enables students to understand math concepts in a universal nature. If we begin using literature in math classes at a young age, there is a positive change on bridging the learning gaps typically seen in elementary school. This article talks about the read aloud, “My Granny Went to the Market,” which was taught to a first grade class. This increaded students counting and addition skills and made a natural connection to numbers in the world. This article, if incorporated in the right ways, may fix those discrepancies seen from grade to grade.
THE GRAY AREA
One of the hardest aspects of education today is the teachers learning how to teach ESL (English as a Second Language) or ELL (English Language Learners) in the classroom. Their growing populations of enrollment in school presents a great challenge that is currently being addressed, but has a long way to go. This poster presentation focuses on how to work with ELL students and references how to address their needs without taking away from the native English speakers in the classroom. This will discuss the methods recognized as efficient to effectively teach these diverse students, the difficulties presented, and various accommodations and modifications that work to everyone's advantage.
Salvadore POSTER PAPER .pdf
TITLE: Not Just Funny Business: Using Political Cartoons in the Classroom and Developing Literacy while Making Connnections
Abstract: One of the greatest challenges for the Social Studies teacher is to demonstrate the importance of Social Studies to student’s everyday lives. Some subjects have seemingly direct applications to pupils, while others are frustratingly abstract. The introduction of Political Cartoons to the classroom ads color and emotion to a classroom experience many students often see in black and white. Political Cartoons allow students to explore current and historical events through a critical lens, and find humor in artist’s skillful use of images and language, such as simile, metaphor, hyperbole, double-meanings, and puns. Additionally, political cartoons are a good teaching tool for diverse classrooms with English Language Learns, or students with mismatched or matchup assets. One social studies teacher designed a 2-day exercise to teach students how to make connections between their prior knowledge and experiences and new knowledge or points of view depicted in political cartoons. The strategy was effective in engaging learners with humor, as well as developing their critical thinking skills and enabling new connections to classroom material.
Gallavan, Nancy P.1, email@example.com, Angela1 Webster-Smith, and Sheila S.2 Dean. "Connecting Content, Context, And Communication In A Sixth-Grade Social Studies Class Through Political Cartoons."
103.5 (2012): 188-191.
Education Full Text (H.W. Wilson)
. Web. 27 Apr. 2015.
Handout Ben McAndrew.docx
TITLE: Research Into Practice: Integrating Document Literacy into the Middle School Curriculum
Your name: Daniel Murray
In my presentation I will discuss a commonly overlooked area of middle-school literacy; document literacy. My poster and presentation will define document literacy and outline the levels of categorization and implementation of document literacy in middle-school classrooms. The preemptive focus of the presentation will be the importance of document literacy in middle-school classrooms especially considering the jarringly low performance in this area as highlighted by compiled data and statistics. While this area of literacy may seem rather insignificant and subsequently time consuming, my presentation will outline the importance of document literacy integration in middle-school classrooms as a neglected form of literacy due to the fact that many, if not all, students will come into contact with documents in the near or eventual future that will directly affect their academic, social and economic lives.
TITLE: Social Media as a Valuable Learning Tool
There is so much talk today of how to keep students engaged in the classroom when there is more distraction than ever outside of the classroom. This distraction is undoubtably due to the increase in technology, especially over the past 10-15 years. There is no doubt that these technological advances or technological interests, particularly in students, are not going to diminish any time soon. As teachers, this can be frustrating as attention spans are shortened and students are becoming far more interested in what their friends are doing via social media applications such as Facebook, instagram and twitter. The one redeeming thing about this situation or challenge that teachers are faced with is that it can actually be used to their advantage. In fact, These social media applications can be extremely useful because they teach students how to communicate their thoughts, feelings and ideas. Incorporating applications like Facebook, instagram and twitter into the lesson plan rather than forbidding them, may be the answer to holding the 21st century student's attention.
Using Substantive Knowledge to make Connections in History
One of the most challenging parts of teaching is successfully drafting a lesson that meets the needs of all learners. In order to do this, it is important to provide an approach to a lesson that meets the needs of different students of different literacy levels, while still being able to challenge the higher-level students. When constructing a historical argument by using text and in-class discussion of content, a necessary skill for a student to have under the Common Core Standards, it is important as a teacher to recognize the relationship between substantive knowledge and successive analysis for students in high school history classrooms. In Palek’s article, he clearly demonstrates a lesson designed with activities to support his research that meet the needs of all learners, while still being able to successfully analyze the students’ use of substantive knowledge to their second-level analysis skills. With a lesson plan designed to make texts accessible to the class as a whole, it is important to use frontloading strategies and modeling, along with activities for students to partake in to successfully be able to analyze their knowledge. In my presentation, I will show how I will go about the research process, and help students use substantive knowledge to help them answer other questions in history and make their knowledge applicable.
A Writing in Science Framework Designed to
Enhance Science Literacy
Science education reforms in Australia, Canada, England, New Zealand, and the United States promote a constructivist pedagogy of science leading to a contemporary view of science literacy. The reform documents provide somewhat fuzzy descriptions of critical philosophical, epistemological and pedagogical dimensions and underlying assumptions and relationships. An adequate conception of the desired science teaching and learning requires an interdisciplinary awareness of the nature of science literacy, the nature of science and scientific inquiry, the role of reasoning, and the role of epistemological beliefs. (Abd-El-Khalick, et al. 1998, Holliday, et al. 1994, Tyson, et al. 1997). However, there are contested viewpoints about what should be emphasized within and across each of these dimensions of learning science. This article attempts to clarify these dimensions, assumptions and relationships, to provide a practical framework for utilizing writing in science to enhance science literacy, and to present illustrative classroom examples.
This article outlines the importance of writing in Science classes to enhance science literacy along with the interdependent dimensions needed to accomplish this. Teachers need to introduce students to a wide array of activities that foster the need to understand the nature of science and scientific inquiry through the role of reasoning and application of scientific knowledge. This article argues that "Writing is a crucial problem-solving tool in the development of lifelong learning about science and in the participation in public debate on scientific issues," which is what defines a student who is 'science literate.' This article delves into different instructional strategies and assessments aided to help students connect the dimensions of literacy with science, which is necessary for achieving science literacy. The main argument this article identifies is the importance of writing in learning to enhance science literacy through classroom-based research on reasoning and student perceptions (epistemological beliefs) and strategies to accomplish this goal.
THINK ALOUD EDC 448 handout.docx
Think Aloud: Does It Really Work?
This article examines how effective think-aloud pair problem solving is in an agricultural and industrial technology education course, the hypothesis is that there isn’t a difference in success when a teacher uses or doesn’t use think-aloud pair problem solving, which is proven somewhat true in this case. Based on the statistics provided after the study, the think-aloud group did worse than the group who worked independently, posting a slightly higher “fail” rate, and a longer completion time. In the concluding paragraphs, this article states that further research needed to be completed in order to fully prove the hypothesis correct, and also provides various ways to improve the study. In my presentation, I will outline the practicality of the study, and whether or not this could hold true in any given content.
Reconnecting Proficiency, Literacy, and Culture from Theory to Practice
Conference Poster -- Oaklund.ppt
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