Skip to main content
Get your Wikispaces Classroom now:
the easiest way to manage your class.
Pages and Files
Daily Schedule A
Daily Schedule B
Tackling Text Think-Aloud
Diverse Text Set Assignment
Lesson Plan Task
Lesson Plan Support
Theory Into Practice Poster
CCSS Content Standards
Critically Evaluating Online Information
Digital Reading Scaffolds
English Language Learners
Foreign Language Teachers
Extended Antic. Guide
Found Poem Texts
Getting Their Attention
Textbook Analysis Summaries
Videos of Instruction
448 Conference 2015
Articles for Conference Proposals
Dr. Beach Resources
Ipads in Classrooms
Multimedia Project Tools
Web 2.0 Tools
Diverse Text Sets
448 Archives 1
448 Archives 2
448 Slides 2012
448 Conference 2013
448 Conference 2014
Taiwan 2008 Visit
EDC448 Course Readings and Handouts Continued
March 21: LECTURE/DISCUSSION - Building Academic Vocabulary with Bricks and Mortar
1. Review APA format for citing sources - see more at
Purdue Online Writing Lab (OWL)
2. Turn and Talk: Key Takeaways and Reactions to Your Readings
3. Modeling Responses to Synthesis Task Across Three Readings
Slides from Class
ELL Academic Language Slides.pdf
1. Complete Diverse Text Assignment -
Download assignment and template here
Hand in hard copy and upload a copy to the wikispace by clicking on your name and following the directions.
2. Read Schwartz & Raphael (1985): Concept of Definition: A key to improving students' vocabulary.
Schwartz & Raphael 1985.pdf
3. Read Buehl's Vocabulary Activities for additional ideas (66, 70, 175, 183, 186)
4. Complete one page reading guide to guide your thinking about these two readings.
Schwartz & Buehl Vocab RGuide.docx
March 26: Discussion/Workshop: Three Tiers of Vocabulary: The Levels of Knowing a Word
1. Selecting Words to Teach: Tier 2 and Tier 3 words in your content area
(see slideshow and handouts)
2. Workshop: Analyzing a Challenging Text In Your Content Area
1. Finish completing the two activities in your handout.
a. Complete the chart with examples of teaching and engaging readers with a Tier 2 concept from your text.
b. Complete the Concept/Definition map using a Tier 3 concept from your text.
Read: Beck, McKeown, & Kucan (2004) Chapter 2:
Direct and Rich Vocabulary Instruction
McKeown Direct & Rich vocab_Instruction.pdf
Explore Vocabulary Video Examples
to see how teachers are actively engaging students with building their own vocabulary!
: Select the grade level and then explore videos for 3-4 words to get a sense of these activities.
and Brainypicks: Do you know the meaning of
Winners from 2010
Film Festival Winners 2012
March 28: WORKSHOP: Vocabulary Video Activities
1. Writing learning objectives for your lesson plan assignment.
2. Make your vocabulary video with a partner; publish on the wikispace via
Dr. Coiro's Teacher Tube
1. Read Buehl activities for Critical Reading (73, 133, 137, 151) and consider how these ideas might be useful for prompting critical thinking for your lesson plan assignments. (e.g., Different perspectives for reading, Question-Answer Relationships (QAR), Questioning the Author (QtA), Save the Last Word for Me). Come to class prepared to apply your understanding of these ideas to develop a series of activities around a set of common texts.
2. Begin work on your lesson plan in preparation for your lesson plan meeting next week; please come prepared with your Backwards Design Objectives Handout filled in and any questions you have. For all the lesson plan details,
Backwards Design Outline.doc
Lesson Plan Slides.ppt
April 2: WORKSHOP: Critical Reading and Questioning Strategies
Critical Thinking Slides SP2013.ppt
1. Review SERP Vocabulary Unit Example to illustrate how to weave explicit vocabulary instruction and engaging activities into content area instruction - connect to last week's ideas about effective vocabulary instruction
Should Students Be Paid To Do Well in School?
Sample Unit SERP Acad Vocab.pdf
Advancing Academic Language
Catalyzing Comprehension through Discussion & Debate
2. Design activities/student responses for one of four
Questioning the Author
Save The Last Word for Me
Using Assessments to Guide Learning
1. Read Tovani, Ch. 8: All These Sticky Notes
2. Read Guskey (2008). The Rest of the Story. Educational Leadership
Guskey 2008 Rest of the Story.pdf
Download and complete the following:
a. Two-column journal entry for the Tovani & Guskey chapter
b. Apply your insights from the Guskey article to consider how you might corrective activities and enrichment activities to address student needs
Double Entry & Application Formative Assessment.docx
APRIL 4 > APRIL 9: Using Assessments to Guide Learning
1. Discuss differences between educational standard and learning objective.
2. Examine the quality of holistic and analytic rubrics.
1. Continue work on your lesson plans and prepare to present a draft to a colleague in our next class.
APRIL 11: Supporting Lesson Plan Development
1. Discuss how to clarify assignment tasks (and rubrics) to improve the
quality of student work.
2. Review the Content Area Literacy Conference Assignment - if your library card has been scanned at the library, you should be able to access the online journal database from anywhere (including your home) to search the journals.
Explore the library database
Teaching Content Area Literacy Conference Task.doc
3. Meet with partner to exchange reflections on your lesson plan
1. Finish your lesson plan. Remember to include the self-reflection cover sheet that indicates you have completed everything and lets me know what questions you have.
APRIL 16: SEMINAR: Reflecting on the Semester
1. Update on Common Core Standards
2. Update Next Generation Science Standards
3. EDC448 Course Survey & Reflection
4. Seminar: Reflection of the Semester
1. Read Inspiration White Paper: How digital tools prepare students for the 21st Century
Digital Tools 21st Century.pdf
the varied uses of Inspiration
as a Thinking and Learning Tool before class.
OPTIONAL: Download the Inspiration software for free to use for 30 days and explore the
lesson ideas and templates at the
Inspired Learning Community
3. Prepare your Theory Into Practice Conference Proposal
(Email Dr. Coiro with your title, abstract, and copy of article) by class time on Thursday.)
APRIL 18: WORKSHOP: Using Graphic Organizers to Support Thinking and Learning
1. Activity: Constructing a Graphic Organizer with Inspiration
The Right to Education Project
The Human Rights Warrior
Human Rights Education Associates
1. Prepare for Teaching Your Lesson
APRIL 23: Lesson Plan Groups
TEACH GROUP A: Marissa, Laura, and Jay (extra students are Mackenzie and Lenny)
TEACH GROUP B: Nicole, Mark, and Eric (extra students are Ryan and Amanda)
TEACH GROUP C: Stephanie and Andrew (extra students are Deborah and John)
APRIL 25: Lesson Plan Groups
TEACH GROUP A: Mackenzie and Lenny (extra students are Marissa, Laura, and Jay)
TEACH GROUP B: Ryan and Amanda (extra students are Nicole, Mark, and Eric)
TEACH GROUP C: Deborah and John (extra students are Stephanie and Andrew)
APRIL 30: Theory Into Practice Conference
help on how to format text
Turn off "Getting Started"