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EDC 448: Literacy Practices for Content Subjects
Dr. Julie Coiro, University of Rhode Island Email:
Office Hours: Tues 10:00-12:15 or by appointment
EDC 312/512 Psychology of Learning, PSY equivalent or graduate standing
can be downloaded here:
EDC 448 Coiro Final Syllabus Spring 2015.doc
online weighted average calculator
to calculate your own grade - see the example pictured below (calculate the percentage of points you earned in each category by dividing your points by total possible points (e.g., 40/50 Attendance = 80%; then enter in category weight (.15); it calculates contribution); Add the five categories, then select Step 3: Calculate and your grade will appear in the Total Box = 86.35% = B)
This course is designed to help teachers further develop methods for teaching in their content area fields. Topics emphasize the development of specialized vocabulary, textbook reading techniques, and other study skills needed to read math, science, social studies, business, and other content area materials. 3 credits.
Course readings, activities, and requirements are designed to help you gain the knowledge and skills necessary to achieve aspects of each of the Rhode Island Professional Teaching Standards (RIPTS, April 2008). Where applicable, coursework also provides teachers with the skills to demonstrate competence in Standards 1, 2, 3, 4, and 5 of the International Reading Association’s Standards for Reading Professionals (SRP), Standards 1, 2, 4, 5, and 6 from the National Educational Technology Standards (NETS), Standards 5, 6, and 7 of the Rhode Island Middle School Level Competencies, and Themes 1-6 from the URI Graduate Themes
EDC 448 Course Goals:
At the conclusion of EDC448, teachers or teacher candidates will be able to:
Actively and professionally participate in classroom seminars while individually and collaboratively
reflecting on your beliefs, development, and learning experiences
as readers and disciplinary teachers. (RIPTS 1, 2, 3, 4, 6, 10, 11; IRA 1, 4, 5; GT 1, 2, 6; NETS 1,5).
Recognize and apply
current research-based principles
of content area literacy instruction for middle and secondary school students. (RIPTS 2, 5, 8; IRA 1 and 5; GT 1, 4; NETS 3).
Demonstrate an understanding of key
and their relationship to content area learning and instruction. (RIPTS 2, 3, 5, 8; IRA 1 and 2; GT 1, 6)
Demonstrate knowledge of how
(e.g., motivation, engagement, and identity) and
influence content area learning and literacy instruction. (RIPTS 2, 3, 4, 6; IRA 2, 3, 4; GT 1, 6).
Demonstrate knowledge of current theory and best practice for applying
research-based reading comprehension strategies
that facilitate higher level thinking, discussion, and writing as part of content area learning. (RIPTS 2, 3, 4; IRA 2, 3, 4; GT 1, 6).
with other teachers in similar and different disciplines to develop appropriate text sets and an instructional strategy bank for supporting content and language development for all learners (including English language learners) in your content area. (RIPTS 2, 3, 4, 7, 10, 11; IRA 2, 3, 4, 5).
Plan and implement an integrated, standards-based content area reading lesson plan that
addresses unique learning differences
among students and how to adapt content area instruction accordingly. (RIPTS 2, 3, 4; IRA 2, 3, 4; GT 2, 5, 6; NETS 3)
Engage in a range of literacy activities that
use the Internet and other technologies
to foster inquiry, engagement, and content area learning among adolescents. (RIPTS 1, 2, 5, 6, 8; IRA 2, 4; GT 1, 5, 6; NETS 1, 2, 3, 4, 5)
professionalism and ethical standards
in teaching and learning and an awareness of professional resources and organizations that support and inspire content area teachers. (RIPTS 10,11; IRA 5; GT 2, 6; NETS 6)
Reflect, synthesize, and make connections
to learning across multiple texts and perspectives while switching between the “ three hats” of a student, a content-area teacher, and a reflective practitioner. (RIPTS 2, 10, 5,11; IRA 1, 2, 4, 5; GT 1, 4, 6)
EDC448 COURSE CONNECTIONS TO STANDARDS
EDC 448 provides learning opportunities to help teachers achieve the following
Rhode Island Professional Teaching Standards (RIPTS, April 2008):
RIPT Standard #1 The teacher will create learning experiences using a broad base of general knowledge that reflects an understanding of the nature of the world in which we live.
RIPT Standard #2 The teacher will create learning experiences that reflect an understanding of central concepts, structures, and tools of inquiry of the disciplines they teach.
RIPT Standard #3 The teacher will create instructional opportunities that reflect an understanding of how children learn and develop.
RIPT Standard #4 The teacher will create instructional opportunities that reflect a respect for the diversity of learners and an understanding if how students differ in the approaches to learning.
RIPT Standard #5 The teacher will create instructional opportunities that encourage students' development of critical thinking, problem-solving, and performance skills.
RIPT Standard #6 The teacher will create a learning environment that encourages appropriate standards of behavior, positive social interaction, active engagement in learning, and self-motivation.
RIPT Standard #7 The teacher will foster collaborative relationships with colleagues and familiar to support student’s learning.
RIPT Standard #8 The teacher will use effective communication as the vehicle through which students explore, conjecture, discuss, and investigate ideas.
RIPT Standard #9 The teacher will use a variety of formal and informal assessment strategies to support the continuous development of the learner.
RIPT Standard #10 The teacher will reflect on their practice and assume responsibility for their own professional development by actively seeking opportunities to learn and grow as professionals.
RIPT Standard #11 The teacher will maintain professional standards guided by legal and ethical principles.
In addition, candidates seeking middle level endorsement are deepening understanding of the following
MIDDLE LEVEL COMPETENCIES
ML Competency #5. Facilitate student learning within and across the disciplines through the integration of curriculum.
ML Competency #6. Utilize organizational and grouping strategies to provide for the needs of middle level students
ML Competency #7. Use a variety of instructional and assessment strategies which accommodate the diverse needs and strengths of all students and which are responsive to gender, language, and cultural differences.
In addition, URI graduate students who take this course will deepen understanding of dimensions related to each of the six graduate themes (GT):
Develop deeper understanding of content (depth and breadth).
Assume a greater leadership role in the educational community and become agents of educational change.
Actively participate in a variety of diverse learning communities with commitment to all students.
Develop scholarly research skills and contribute to new knowledge through scholarly research and interpretation.
Engage in professional development.
Adapt and expand instructional/leadership repertoire and model reflective practice
EDC 448 provides learning opportunities to help teachers achieve the following
Educational Technology Standards for Teachers (ISTE, 2008)
NETS 1. Facilitate and Inspire Student Learning and Creativity: Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
NETS 2. Design and Develop Digital-Age Learning Experiences and Assessments: Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S.
Doug Beuhl's Reading Room Columns
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