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EDC448 Additional Readings
From here, you can access an electronic version of your readings or activity sheets for our class assignments.

Please print out and complete before our 2nd class.
 * Day 1: EDC 448 Student Information Sheet/Interest Inventory **


 * Day 2: Research Based Reading Comprehension Instruction**
 * **Homework Readings and Reading Guide: due Thursday Jan 26**
 * #1. Robb, L. (1993). //Rethinking content area reading//. Chapter 1 in Teaching reading in social studies, science, and math (pp. 9-30). New York, NY: Scholastic. [[file:Robb.pdf]]
 * Kajder Chapter 2 (scanned in until everyone gets the book from the bookstore) [[file:Kajder Ch2.pdf]]
 * Frontline Video at [] (View the Chapter 2 video from 7:25-12:35 - once the video has loaded, you can scroll to 7:25 on the timing indicator at the bottom of the screen)
 * Reading Guide #1 (download from here)
 * Optional further reading:
 * [|A New Essential Curriculum for A New Time] (Heidi Hayes Jacobs) - Chapter 1 of her book Curriculum 21: Essential Education for a Changing World
 * [|College Readiness: Learning Collaboratively] (Ben Johnson, Edutopia) - How do you prepare your students to learn collaboratively?

If you'd prefer to type your comments/reflections into the chart, you can download a digital version of the assignment here
 * Comprehension Strategy Self-Assessment Assignment**: (this will be explained on Thursday) Due Tuesday Jan 31


 * Day 3: Asking Questions**
 * ** Homework Readings: **
 * #2. Tovani, C. (2000). //What do you wonder?// In C. Tovani. I read it, but I don’t get it: Comprehension strategies for adolescent readers. Portland, ME: Stenhouse [[file:Tovani Wondering.pdf]]
 * #3. Adler, C. R. (2004). //Seven strategies to teach students text comprehension.// From Adolescent Literacy Website. [[file:Adler 2004.pdf]]
 * Buehl Readings (52, 157) on Questioning (for those who do not have the text yet) [[file:Buehl Readings Day 2.pdf]]
 * **OPTIONAL Related Readings:**
 * [|Jim Burke's podcasts] that describe how big questions engage and motivate students who have grown up digitally
 * Ciardello (2003). "To wander and wonder": Pathways to literacy and inquiry through question-findings. Journal of Adolescent and Adult Literacy. 47(3), 228-239. [[file:Ciardello 2003 Wander & Wonder.pdf]]
 * [|Using the SQ3R Strategy to Read a Textbook](Ed Leadership video from Middle School History Class)
 * Online Questioning Tools for Students (you might use for "coding challenging text" you find on the Internet)
 * [|Awesome Highlighter]
 * [|Image Detective]
 * **Class Activity:**
 * Talking About Online Reading As Thinking: http://sites.google.com/site/tiponlinethinkaloudlessons/
 * Two think-aloud lessons from Coiro (2011) Theory Into Practice article [[file:448 Think-Aloud TIP Article.docx]]
 * Whole Theory Into Practice article (if interested) [[file:Coiro 2011 TIP Reading as Thinking.pdf]]
 * **Tackling the Text Assignment Directions:**
 * //Tackling the Text Directions and Template// for your think-aloud lesson [[file:Tackling the Text Template 2011.doc]]
 * ** Click here to review the Rhode Island or national standards in your curriculum area for your Tackling the Text assignment
 * Download the newly adopted Core Curriculum Standards (2010) to review reading and writing standards related to your discipline (Reading standards for literature or informational texts; Speaking and Listening Standards; Reading standards for literacy in history/social studies, science, and technical subjects) [[file:ELA_common_core_standards.pdf]]


 * DAY 4: Metacognitive Conversations**
 * #4. Lapp, D., Fisher, D., & Grant, M. (2008). “You can read this text – I’’ll show you how”: Interactive comprehension instruction. //Journal of Adolescent Literacy, 51//(5), 372-383. [[file:Lapp Fisher & Grant Thinkaloud.pdf]]
 * #4A. Abillock, D. [|A Think-Aloud Model to Reading Online.](a short demonstration video)
 * Additional readings/examples for those who are interested...
 * [|Text Graffiti (video): Previewing Challenging Topics] (Watch this 5 minute Teaching Channel.org video to get a sense of how this 8th grade teacher adapts "Tackling the Text" type assignments to involve students in engaging with and marking up the text
 * [|Analyzing Literature Critically Using the SIFT Method](Watch this 5 minute Teaching Channel.org video to get a sense of how this 8th grade teacher scaffolds students in applying active reading strategies to analyze poetry beyond the plot to examine symbolism, imagery, figurate language, and tone/theme.
 * Teachers reflections about Asking Students to point out Clicks and Clunks while reading challenging texts
 * [|Think-aloud in Calculus: Definite Integral with Substitution] (from Khan Academy video collection - note how he uses the idea of using your intuition before just "plug and chug" and how he provides an alternative way to solve as well)
 * //Scribing with Tablet PC's// as a great adaptation of think-alouds in math classes (Harless, 2011) [[file:MT2011-Scribing_Technology_Pads.pdf]][Even without the technology aspect, note the power of reflection, problem solving, and class discussion as aspects of effective instruction]
 * [|Using Interactive Whiteboards] for Thinking-Aloud with text
 * Asking Good Questions and Fostering Peer Discussions promotes calculus achievement [[file:Miller et al Good Questions and Calculus.pdf]]
 * [|ShowMe Application]: Learn and teach anything including [|grammar], [|math], [|languages], [|history], [|chemistry], or [|geography]
 * #5. Block, C.C. & Israel, S. E. (2004). The ABCs of performing highly effective think-alouds. //The Reading Teacher, 58//(4), 154-167.[[file:Block&Israel 2005.pdf]]


 * DAY 5: Structuring a Content-Area Reading/Thinking Lesson **


 * Homework to read before class: **
 * Doug Beuhl's Chapter 2: Frontloading [[file:Beuhl Ch. 2.pdf]]
 * #6. [|Extended Text Discussions] for Blog Post #2 Assignment
 * #6A. (YouTube Video) [|Using Interactive Whiteboards to Model Reading Comprehension Strategies] (e.g., "Talking to the Text")
 * #6B. (Videos) [|Reading Apprenticeship in Action]: select either the Chemistry Class or the U.S. History class to observe how two high school teachers embed Reading Apprenticeship practices into their teaching.


 * DAY 5: Diverse Text Assignment (Related Reading) **
 * #7. Robb, L. (2002). Multiple texts: Multiple opportunities for teaching and learning. //Voices from the Middle, 9//(4), 28-32. [[file:Robb 2002 Multiple Texts.pdf]]


 * DAY 6: Reading Reports on Adolescent Literacy **
 * #8. Reports on Adolescent Literacy: click here to view the selected readings for the Jigsaw Activity
 * If you are interested, here is Dr. Coiro's summary of the six reports [[file:Research Principles Summary Handout.doc]]


 * DAY 7: Feb 14. Getting Their Attention with Anticipation Guides and Picture Books in Your Content Area **
 * **HOMEWORK READINGS TO COMPLETE BEFORE CLASS:**
 * #9. Billman, L. (2002). Aren't these books for little kids? //Educational Leadership,// 48-51. [[file:Billman Picture Books.pdf]]
 * #9A (FOR MATH TEACHERS) Smyth, T. S. & Waid, B. (2010). Integrating literature in math: A novel idea. Mathematics Teacher. 104(2). 113-119. [[file:Integrating Literature in Math_MTsept2010.pdf]] Worksheet example from article: [[file:Int Lit worksheets.doc]]
 * ** OPTIONAL RELATED READINGS: **
 * Coiro, J. (2002) Electronic Anticipation Guides []
 * Hibling (2003) A Picture's Worth A Thousand Words: Using Visual Images to Improve Comprehension for Middle School Struggling Readers. Reading Teacher, 56, 8. [[file:Hibling 2003 Picture Worth Thousand Words Visualizing.pdf]]
 * Albright, L. (2002). Bringing Ice Maiden to Life: Engaging Adolescents Through Learning in Picture Read-Alouds in Content Areas. Journal of Adolescent & Adult Literacy, 45(5), 418-428. [[file:Albright 2002 picture books.pdf]]
 * Dreher, S. (2003). Reading Aloud in A High School English Classroom. The English Journal, 93(1), 50-53. [[file:Dreher 2003 Read Aloud English.pdf]]
 * Connor, J (2003). "The textbooks never said anything!" Adolescents respond to The Middle Passage/White Ships, Black Cargo. Journal of Adolescent & Adult Literacy, 240-246. [[file:JAAL Picture Books.pdf]]
 * **HOMEWORK: Voicethread Assignment** for "Blog Post #3" []
 * If you are interested, some completed Voicethread examples:
 * Example 1: [|Language Arts with Preschoolers: Getting a Haircut] (Gr. K-2 potential) -- VoiceThread
 * Example 2: [|Math: Multiplying and Dividing Fractions in Word Problems] (Grade 4) -- VoiceThread
 * Example 3: [|Science Lab Experiment] (High School) -- VoiceThread
 * VoiceThread Education Wiki - Explore the left menu to view LOTS of examples at each grade level.
 * Slideshow on [|Using Voicethreads for Interactive Projects]
 * [|Using Voicethread as a tool for Language Learning]

>> 2. Use the wikispace to take notes on how you might use these resources to ACTIVATE, ASSESS, or BUILD students prerequisite knowledge about a specific topic.
 * DAY 8: Feb 16. Getting Their Attention Part 2: Picture Books and Interactive Websites**
 * **Homework To Complete Before Class:**
 * Read Doug Beuhl's Chapter 4 (7 pages): Consolidating Understanding with Fact Pyramids (the hierarchy of knowledge)
 * Read #11. Wood, K. D., Lapp, D., Flood, J., & Taylor, D. B. (2008). //Extended anticipation guide: Guiding readers through text: Strategy guides for new times//. Newark, DE: International Reading Association. [[file:Wood Ext Antic Guide.pdf]]
 * Explore Interactive Websites and post your reflections on the wiki by selecting the "click here" link after each content area heading 1. Explore **at least TWO websites** in your content area. Try to explore websites that are different than the other people in your content area group.
 * **Class Activity:** Explore content area picture books and websites and reflect on the Getting Their Attention Google Docs
 * **OPTIONAL RESOURCES**
 * David Coleman's Literacy Discussion of Common Core State Standards: listen to controversial ideas in this [|video]
 * Unleashing Technology to Individualize Learning - [|Series of videos] from Education Week


 * DAY 9: Feb 21 Building and Connecting Prior Knowledge with Extended Anticipation Guides**
 * **Homework to Complete Before Class**
 * #10.Graseck, S. (2009). Teaching with controversy. Educational Leadership, 67, 45-49. [[file:Graseck 2009.pdf]]
 * Draft extended anticipation guide statements for YOUR guide and YOUR PARTNER's guide and locate a relevant website for each guide. Bring to class and be prepared to work with your partner to select the best statements. You can use the Ning to copy/paste the website addresses if it's easier to share with your partner this way - that's up to you.
 * **Class Activity**: Work with your partner to select the best statements for both of your anticipation guides and then incorporate websites to extend your guide.
 * ** OPTIONAL RESOURCES (Other ideas for thinking about your Extended Anticipation Guide): **
 * **Electronic Anticipation Guide Example**: [|My Side of the Mountain] (created by Dr. Coiro)
 * [|Accessing Background Knowledge in the ELL Classroom]: 5 Tips from Adlit.org
 * [|Silent Tea Party: Pre-Reading/Anticipating for Challenging Texts] (Watch this 5 minute TeachingChannel.org video to see how this 10th grade ELA teacher scaffolds readers to anticipate, analyze, and think deeply about the main character they will read about in Catcher in the Rye)
 * **Math and Foreign Language teachers** especially might use ideas from a similar Reaction Review Guide (just one page) to engage students in responding and reacting to statements after reading and/or learning about new concepts. [[file:reactionreview.pdf]]
 * **Math teachers** might also use these for your lesson plans (as shown in class from the Math teacher on the video)
 * Know, Not Need, What problem, Strategy for solving math problems [[file:K-N-W-S Math.pdf]]
 * Anticipation Guide in Math [[file:Ant Guide Math.pdf]]
 * Examples of completed anticipation guides from previous semesters
 * Other resources for reading in mathematics and advanced organizers that foster learning
 * [|Reading and Writing Mathematics Middle School Portal]from Ohio State University
 * [|Strategies to Improve Problem Solving] (K-N-W-S and SQRQCQ are especially useful for helping students understand the steps in problem solving; Three-level guide is a good choice for focusing on important facts or approaches; Word problem roulette lends itself nicely to collaboration; and Process log and RAFT)

**See Page 2 of handouts**