448+Archives+2


 * EDC448 Course Readings and Handouts Continued**


 * Feb. 23: Identifying Readability Concerns **
 * **HOMEWORK TO COMPLETE BEFORE CLASS**
 * **Reading Guide #3** - Vocabulary and Readability (for readings #12 and #13) [[file:448 RG#3 Vocab & Readability.docx]]
 * #12. Stahl, S. A. (2003). Vocabulary and readability: How knowing word meaning affects comprehension. //Topics in Language Disorders, 23//(3), 241-247. [[file:Stahl 2003 Vocab and Readability.pdf]]


 * #13.Schwartz, R. M., & Raphael, T. E. (1985). Concept of definition: A key to improving students’ vocabulary. //The Reading Teacher, 39//(2), 198-205 . [[file:Schwartz & Raphael 1985.pdf]]
 * Skim APA 6th Edition Handout in preparation for Activity in class [[file:APA Handout.docx]]
 * Activity Sheet: Compute Fry Readability sheet handed out in class
 * **Optional Related Resources**
 * __Dale-Chall Word List__: 3,000 most frequently used words in the English language [[file:Dale-Chall Word List.pdf]]
 * __Coxhead's New Academic Word List__: 570 word families [[file:Coxhead 2000 Acad Word List.pdf]]


 * Feb. 29. Vocabulary Workshop **
 * **HOMEWORK TO COMPLETE BEFORE CLASS:**
 * #14. Simmons (2002). Visualizing Vocabulary. The Quarterly, Summer Issue. [[file:Simmons 2002 Visualizing Vocabulary.pdf]]
 * Diverse Text Assignment Due on Wiki
 * **Optional Related Resources**
 * Visualizing:
 * [|MAKE-BELIEFS COMICS] to integrate writing and visualizing across the content area
 * MATH: [|Visualizing Math Blogspot] and [|Thought-Provoking Mathematical Videos]
 * MATH: [|National Library of Virtual Manipulatives] or [|Visual Math Learning] or [|Seeing In Four Dimensions]
 * SCIENCE: [|King's Center for Visualization in Science] (many applets to explore) or [|Visualization Project in Science and Math] or [|Periodic Table of Videos]
 * HISTORY: [|Gapminder World] or [|Institute for Visualization of History]or [|CLIO Visualizing History]
 * ENGLISH: [|Merriam Webster Online Visual Dictionary] or [|Visual Thesaurus] or [|VisuWords Online Graphical Dictionary]
 * GLOBAL LANGUAGES: [|The Visual Dictionary] and [|Little Explorers Picture Dictionary] (select your language)
 * Frayer Model: Vocabulary Organizer (Examples in multiple content areas and a math lesson) [[file:Frayer Model Examples.pdf]]
 * [|Word Generation: Academic Language Development for Middle School Students] (Prototypes of Online Student Pages)
 * Language in Math Education: A Double Jeopardy for Second Language Learners [[file:ELL Language in Math Education.doc]]


 * March 1: Vocabulary Workshop**
 * **HOMEWORK TO COMPLETE BEFORE CLASS:** Post your Vocabulary Assignment you began in class to the [|Ning for Post #5]
 * Creating Vocabulary Videos - see Class Wiki Links
 * [|Conjugating Verbs in Spanish: Parody Video] - Dan found this video and wondered what other people thought?
 * Doodling in Math: Spirals, Fibonacci and Being A Plant - Amazing Youtube "extended vocab videos" - [|Part 1], [|Part 2], and [|Part 3]

>> [|Shades of Meaning Vocabulary Activity]
 * March 6. Vocabulary Workshop - Instructional Supports for English Language Learners**
 * **CHOOSE __ONE__ FOR HOMEWORK to complete before Class:**
 * **View & Respond**: Webcast: [|English Language Learner Instruction in Middle School and High School]and identify five key takeways and two wondering questions [[file:Key Takeaways ELL Webcast.docx]]
 * **Read & Respond:** Making Content Comprehensible For English Language Learners [[file:ELL.pdf]] and identify key takeways and reflect [[file:Key Takeaways ELL.docx]]
 * **IN-CLASS SLIDESHOW AND ACTIVITIES**
 * **SLIDESHOW**: Building Academic Language for ALL Learners, including ELLs [[file:448 ELL Academic Language.pptx]]
 * **ACTIVITIES**:
 * K[|ick Me: Making Vocabulary Interactive] (Word Analogies)
 * Semantic Gradients [[file:semantic_gradients.pdf]]
 * List-Group-Label [[file:List-Group-Label.docx]]
 * **Optional Related Resources to Explore**
 * Words as Tools: Nagy et al Reading Research Quarterly Literature Review [[file:Nagy et al 2012 RRQ Words as Academic Lang Tools.pdf]]
 * Fang, Z. (2008). Going Beyond the Fab Five: Helping Students Cope with the Unique Linguistic Challenges of Expository Reading in Intermediate Grades. //Journal of Adolescent & Adult Literacy, 51//(6), 476-487. [[file:Linguistic Challenges in Text Beyond Fab Five.pdf]]
 * Content-Area Variations of Academic Language (Chapter from Jeff Zwiers' Building Academic Language) [[file:Zwiers Academic Language Chapter.pdf]]
 * ** [|Eight Key Components of the SIOP Model] (Sheltered Instruction Observation Protocol) and [|Examples of content area curriculum] modified for English Language Learners
 * Video (see students in action): [|How to Improve Content Understanding Using Reading Strategies]
 * [|ESL Vocabulary Strategies: Tips for Reinforcing English Content Words]-
 * [|Tips for Teaching New Words for ESL Students]
 * [|Supporting ESL Students in Inclusive Classrooms]
 * [|Teaching Social Studies to ESL Students]
 * [|Teaching Strategies in Math for ESL Students]
 * List-Group-Label Vocabulary Activity [[file:List-Group-Label.pdf]]
 * Overlapping Vocabulary and Comprehension with Context Clues and Semantic Gradients [[file:Greenwood Vocab Meanings.pdf]]and

>> due Thursday, March 8
 * 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]]
 * **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 **
 * [|Question-Answer Relationships] (extend Beuhl's examples in a quick summary)
 * Use Google Docs template to create questioning forms around your text: [|see an example]
 * Reading profiles and effective questioning strategies (as described in our slide show) - Applegate, Benson Quinn, & Applegate (2006) Profiles in Comprehension. //The Reading Teacher, 60// (1), 48-57. [[file:Applegate 2006 Reading Profiles.pdf]]
 * Differentiating Instruction in a Foreign-Language Class (with RAFT ideas and many others) [[file:Differentiated Instruction ELL.pdf]]
 * Math QAR Questions with Charts and Graphs [[file:Math QAR Charts-Graphs.pdf]]
 * QAR in Math to Scaffold Visualizing Data [[file:mtms2012-READING-THEORY.pdf]]


 * March 22. Critical Reading On The Internet**
 * **Homework to Complete Before Class**
 * #19. Coiro, J. (2005). Making sense of online text. //Educational Leadership, 63,// 30-35. [[file:EdLeadership2005.pdf]]
 * #20. Abilock, D. (2012). How can students know whether the information they find online is True - or Not? Educational Leadership, 69(6), 70-74. [[file:Abilock 2012.pdf]]
 * Complete [|Blog Post #8] after reading Kajder's Chapter 4 and the two short articles (Coiro, 2005 and Abilock, 2012)
 * **C.R.A.P. Test (Currency, Reliability, Authority, Purpose/Point of View) -** [|two think-aloud videos] that applies this framework to think critically about multiple online websites
 * **Class Powerpoint Slideshow**: [[file:Day 14 Critical Thinking SP2011.ppt]]
 * ** OPTIONAL Resources: **
 * Coiro, J. (2009). Rethinking reading assessment in a digital age. Educational Leadership. [[file:Coiro EL2009.pdf]]
 * Coiro, J. & Fogleman, J. (2011). Using websites wisely. //Educational Leadership, 65,// 28-35. [[file:Coiro & Fogleman 2011 EL WebsitesWisely.pdf]]
 * Coiro, J. (2011). Talking About Reading as Thinking: Modeling the Hidden Complexities of Online Reading Comprehension. [[file:Coiro 2011 TIP Reading as Thinking.pdf]]Online companion at []
 * [|Human Bird Wings Video] - Is It Real?


 * March 27. Using Assessments to Guide Learning **
 * **Homework to Complete Before Class:**
 * **Reading Guide #4**: [[file:448 RG#4 Assess for Learning.doc]]
 * #21. Wood, K. D., Taylor, D. B., Drye, B., & Brigman, M. J. (2007). Assessing students’ understanding of informational text in intermediate- and middle-level classrooms. In J. R. Paratore & R. L. McCormack. (Eds). //Classroom literacy assessment: Making sense of what students know and do//. New York, NY: Guilford Press. [[file:Wood et al chapter.pdf]]
 * #22. Guskey, T. R. (2008). The rest of the story. //Educational Leadership, 65//, 28-35. [[file:Guskey 2008 Rest of the Story.pdf]]
 * **Homework to Complete AFTER Class**: [|Blog Post #9: Creating Assessments for Learning]


 * March 29. Rubrics for Learning- Be familiar with the following sets of Rhode Island documents that should inform your content area expectations **
 * #23A. **Common Core State Standards** (for Language Arts and all content area classes) [[file:Common Core ELA Standards.pdf]] (please skim and notice the major areas of expectations as well as grade level differences across each area; also note the standards that apply to literacy in your particular discipline)
 * Please skim Education Week's [|"Curriculum Definition Raises Read Flags" (March 2011)] to get a sense of the difference between standards and curriculum in the context of the recently adopted Common Core State Standards.
 * **#23B. Rhode Island Personal Literacy Plans -** [[file:Personal Literacy Guidelines Second Edition June 2005.pdf]](Please read pages 1-20) - if interested, you might also view [|documents online at the Rhode Island Education Website]


 * April 5 - Teaching Text Structures and Text Frames to Support Comprehension **
 * **Homework to Complete Before Class:**
 * **Buehl, Chapter 3: Guiding Comprehension Through Text Frames** (in your textbook)
 * **#25. Robb (2003). Informational text.** Chapter 10 in Teaching Reading in Social Studies, Science, and Math (pp. 284-303). New York, NY: Scholastic. [[file:Robb Informational Texts.pdf]] Please complete the activity on Pages 1-3 to identify the text structure for each of the five short passages and then draw a "picture" of how you might organize those ideas with visual boxes and arrows - bring this to class next Tuesday
 * **Using Graphic Organizers in Math**
 * [|Math Graphic Organizers Collection]
 * [|Types of Math Graphic Organizers for Students with Disabilities]
 * [|Universal Design of College Algebra]
 * Optional Related Resources (for exploring)
 * [|Inspiration website] (with descriptions, screenshots, and video demonstrations of Inspiration, Kidspiration, InspireData, and Webspiration)
 * [|Constructing Meaning By Noticing Text Structures on YouTube]
 * Writing to Learn: Math and Literacy - [|Not-So-Strange Bedfellows (Education Week article)]

>> Retrieved March 15, 2012 from http://www.nmc.org/publications/2010-horizon-report >> Retrieved August 28, 2010 from []
 * 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.**
 * #1: Technology: Now and In the Future: New Media Consortium (2011). **The 2011 Horizon Report.** Read Executive Summary pages 1-7 and feel free to scan for examples.
 * #2: Cox, S. (2008). Tutorial: Introduction to TPACK (Technological, Pedagogical, and Content Knowledge).
 * [|#3. Connected But Alone TED Video] by Sherry Turkle (20 minutes)
 * November, A. (2007). Banning student "containers". Technology and Learning. [[file:banning-student-containers.pdf]]


 * April 12 - ICT Fair - Exploring Ways to Integrate Technology To Deepen and Support Content Area Learning**
 * **Homework to Complete Before Class**
 * Read Sara Kajder's Chapter 3 and think about how these ideas apply to your own content area.
 * Harris & Hofer (2009). Instructional Planning Activity Types as Vehicles for Curriculum Based TPACK Development [[file:HarrisHofer-TPACKActivityTypes.pdf]]
 * Complete the Reflection Sheet Questions about Kajder's Chapter 3 and the Harris & Hofer article (download here) [[file:448 Reflection Scanned.pdf]]
 * OPTIONAL (more background about TPACK) Cox, S. (2008). Tutorial: Introduction to TPACK (Technological, Pedagogical, and Content Knowledge). Retrieved August 28, 2010 from []

Spring, 2011:
 * Connecting Ideas with New Technologies **
 * [|Having Our Say] - Middle school students have their say to let you know what they are looking for from teachers and school
 * [|I Like Big Binders:] High School Teacher Ben Solomon Remixes Rap to encourage students to keep a binder for his class
 * **Flipping the Classroom - Thinking of new pedagogies (PK) that take advantage of new technologies (TK) and make the best of use of face-to-face pedagogies (PK) that foster deep learning and application of new concepts.**
 * **FLIPPED CLASSROOMS** - [|Success story at Clintondale High Schoo] in Detroit, MIl and all of their lessons online
 * [|Youtube Video]: Note the idea of "co-teaching" in a partnership to relay the videos in a natural social context
 * [|Lectures are homework in some schools]...read more and watch the videos
 * [|A math teacher's experience] : Note the "know, understand, and be able to do" at the beginning, the modeling with written out steps for a "think-aloud", followed by guided practice with several examples.
 * [|A first-hand look inside a flipped classroom] - with an Open House
 * [|Flipping History Lessons or Flipping Chemistry Lessons]
 * [|Friday Institute's collection of resources] on flipping the classroom
 * [|Khan Academy] or Teacher Tube as a source of videos, or this [|set of 25 sources for instructional videos], or [|NeoK-12 videos], [|BBC History] or [|Science & Nature Videos], or [|National Geographic Videos,] or [|BrainPop videos]or [|Spanish Language Podcasts] or [|WatchKnowLearn.org] or ???
 * **[|Critique of Khan Academy] - What do you think?**
 * [|A follow-up critique] of Khan Academy and prizes for complaints! - **What do you think?**
 * [|EPIC 2020]: Higher Education Reform - **Is it possible and would it be a positive change?**
 * ** Will this "replace" classroom teachers or create a new role for face-to-face teachers? How can we take advantage of "online experts" and then follow-up with discussion and application in our classrooms? **
 * ** [|You Can't Study This]: Ben Solomon returns to explain what should be in your binders to help you study **
 * ** [|Sarah Chauncey's Extended Ideas] for Integrating New Technologies and Social Networking into Learning Environments **
 * Exploring Glogster** as one way of introducing/frontloading your lesson (or possibly even flipping the classroom!)
 * New Literacies Teacher Leader Institute (from the Friday Institute in North Carolina) for ideas
 * Sample of using Glogster to introduce your unit-based wiki (including a teacher video) - use as model for 448 assignments
 * [|Glogster EDU] and Cool Tools Session
 * [|Christmas 1914] (History Events)
 * [|Solving Quadratic Equations]
 * [|Nutrition and The Food Pyramid]
 * [|Chinese Food Vocabulary]
 * [|Black Death Global Epidemic] with [|Student Example]
 * [|Artemis Fowl Literature Series]
 * [|New York and Slavery: Teaching American History Grant](project portfolio)
 * [|Teacher Reflection: Using the Virtual History Museum in 8th Grade]
 * Your ideas??
 * [|Box of Tricks - Xtra Normal] (Text-to-movie animation tool)
 * Link to Xtra Normal to explore more or a short tutorial developed by Ian O'Byrne


 * April 17: Exploring Web 2.0 technologies**

**Homework to complete before coming to class:** __I**n 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!
 * Can't Get Kids to Read? Make It Social - [[file:Diigo Ferriter 2010.pdf]]
 * [|Using Glogster to Support Multimodal Literacy] - A ReadWriteThink Lesson
 * OPTIONAL: To explore many more free online technologies to support teaching and learning, click here.
 * **DIIGO:**
 * Link to [|Diigo] to explore more or view [|a short introductory video] to the Research tools of Diigo
 * Download a two page handout [[file:DIIGO Handout.doc]]
 * [|Using Diigo with Students in the Classroom] - lots of great ideas here
 * A [|short tutorial] developed by Heidi Everett-Cacopardo (see left menu on her site for examples of Diigo in Education) or a [|short tutorial] developed by Lisa Zawilinski (see a link to her own examples as well)
 * Diigo (for those who really want to understand how to use the tool) - Set of three tutorials
 * Links referred to in the article: [|Social Bookmarking and Annotating]
 * **GLOGSTER:**
 * [|Visual Literacy: Hooked on Glogster - Posters 2.0]
 * Link to [|Glogster] to explore more or a short tutorial developed by Julie Coiro
 * Download a two page handout [[file:Glogster Cool Tools Handout.doc]]
 * **VOICETHREAD**
 * [|Getting Started and Tutorial]
 * [|Video Introduction]
 * [|**SHOW ME App**](Free for your ipad) for teaching the "think-aloud" part of your lesson (as alternative to writing in your lesson plan)
 * [|Secondary Pre-Service Teachers Podcast Series] and[| their assignment directions]


 * Follow-up Reading and Reflection:**
 * Kajder - Chapter 7 - On the Horizon...
 * **The 2011 Horizon Report.** Read Executive Summary pages 1-7 and feel free to scan for examples.Retrieved March 15, 2012 from http://www.nmc.org/publications/2010-horizon-report [[file:2011 Horizon Report.pdf]]
 * Short reflection on Ning


 * Found Poems**
 * [|Intersections -- Poetry with Mathematics] an international menu of poems made rich by mathematical ingredients
 * [|Writing Funny Found Poems] and [|Student Challenge: Create a New York Times found poem]
 * [|For the serious poet]
 * Stephen Dunning and William Stafford's NCTE article: Found Poems and Headline Poems [[file:NCTEarticle.pdf]]


 * Lesson Plan Revisions**
 * [|8 Steps to a Perfect Lesson Plan] - especially [|closure] (what will you say to wrap up the lesson, remind students what they have learned, and help students organize the key ideas as "take-aways" to apply to homework or the next class) - for more ideas, see "40 Ways to Leave A Lesson" [[file:40_ways_to_leave_a_lesson.pdf]]


 * 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. [[file:Guthrie 2003 Motivation.pdf]]
 * 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 **
 * Beach, R. & Doerr-Stevens, C. Using social networks for online role-play. [[file:Rick Beach Social Networking.pdf]]
 * Additional Resources for those who are interested can be found at our wiki at http://edc448uri.wikispaces.com/BeachResources
 * Additional Reading #1. Rick Beach. IRA Roleplay Handout for related resources. [[file:IRAroleplayhandout.doc]]
 * Additional Reading #2. Rick Beach. Draft of chapter for a forthcoming book on literacy tools - Change Based Assessment [[file:Changebasedassessment.doc]]
 * [|Socratic Seminar: Supporting Claims and Counterclaims] (5 minute TeachingChannel.org video)

**To prepare for our interview with Dr. Sara Kajder:**


 * #15. Cox, S. (2008). Introduction to TPACK (Technological, Pedagogical, and Content Knowledge). Retrieved August 28, 2010 from []
 * #16. November, A. (2007). Banning student "containers". Technology & Learning. [[file:banning-student-containers.pdf]]
 * #17. New Medium Corsortium. (2010). The 2010 Horizon Report. Retrieved August 28, 2010 from http://www.nmc.org/publications/2010-horizon-report [[file:2010-Horizon-Report.pdf]] Read the Executive Summary carefully (pages 1-7) and skim the rest for key ideas and new concepts

Other resources that have come up during the semester **
 * [|A cartoon representation of the differences between Huxley's and Orwell's vision of dystopia]
 * [|The Dirksen Center's Editorial Cartoon Collection]
 * Henry, L. (2009). [|Building reading comprehension through think-alouds]. Retrieved from Read, Write, Think website November 15, 2009.