448handouts2


 * EDC448 Course Readings and Handouts Continued**


 * March 21: LECTURE/DISCUSSION - Building Academic Vocabulary with Bricks and Mortar**
 * **CLASSWORK** || **HOMEWORK** ||
 * 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 || 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.

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. ||

(see slideshow and handouts)
 * March 26: Discussion/Workshop: Three Tiers of Vocabulary: The Levels of Knowing a Word**
 * **CLASSWORK** || **HOMEWORK** ||
 * 1. Selecting Words to Teach: Tier 2 and Tier 3 words in your content area

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.

2. **Read: Beck, McKeown, & Kucan (2004) Chapter 2:** Direct and Rich Vocabulary Instruction

3. **Explore Vocabulary Video Examples** to see how teachers are actively engaging students with building their own vocabulary! a. [|VocabAhead Videos]: Select the grade level and then explore videos for 3-4 words to get a sense of these activities. b. [|Got Brainy] Brainyflicks and Brainypicks: Do you know the meaning of [|semaphore,][|loquacious], and [|ubiquitous?] c. [|VocabVideos]: [|Winners from 2010] and [|Film Festival Winners 2012] ||


 * March 28: WORKSHOP: Vocabulary Video Activities**
 * **CLASSWORK** || **HOMEWORK** ||
 * 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, click here.

||
 * April 2: WORKSHOP: Critical Reading and Questioning Strategies**
 * **CLASSWORK** || **HOMEWORK** ||
 * Class slideshow [[file:Critical Thinking Slides SP2013.ppt]]
 * Class slideshow [[file: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: Discussion Frames:

Related links:
 * [|Advancing Academic Language]
 * [|Catalyzing Comprehension through Discussion & Debate]

2. Design activities/student responses for one of four questioning activities: a. Different Perspectives b. Question-Answer Relationships c. Questioning the Author d. 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

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 ||

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 4 > APRIL 9: Using Assessments to Guide Learning**
 * CLASSWORK || HOMEWORK ||
 * 1. Discuss differences between educational standard and learning objective.

quality of student work.
 * APRIL 11: Supporting Lesson Plan Development**
 * CLASSWORK || HOMEWORK ||
 * 1. Discuss how to clarify assignment tasks (and rubrics) to improve the

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].

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. ||

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
 * APRIL 16: SEMINAR: Reflecting on the Semester**
 * **CLASSWORK** || **HOMEWORK** ||
 * 1. Update on Common Core Standards

2. Explore [|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**
 * **CLASSWORK** || **HOMEWORK** ||
 * 1. Activity: Constructing a Graphic Organizer with Inspiration

Companion Text: [|The Right to Education Project] Other resources:
 * [|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**


 * [|Text Complexity] CCSS Video**