448handouts1

EDC448 Daily Assignments Spring 2015
From here, you can access an electronic version of your readings or activity sheets for our class assignments.


 * Day 1: (Thursday, Jan 22) Introductions **
 * **IN CLASS** || **FOR HOMEWORK** ||
 * **EDC448 World Cafe** - P ost your reflections on this [|Google Docs public page]

View responses from [|SP2013] and [|SP2014] - any changes? || * **Read** Tovani Chapter 1 (p. 1-9) Stupid Lady From Denver > > > >
 * **Read** Buehl B Chapter 1 (p. 3-11) Fostering Comprehension of Complex Text
 * **Read** Buehl A: Ch. 2 (p. 31-37) Personal Comprehension
 * **Complete Reading Response Journal** #1 following directions and **bring personal artifac**t to class [[file:RR#1 Stupid Lady.docx]] ||

** Day 2: (Thursday, Jan 29) SEMINAR How good readers think? **

 * **IN CLASS** (Powerpoint from Today)


 * GETTING TO KNOW YOU:** Share an artifact that represents you or something important in your life. Think of ways to build on the ideas of those who shared before you.

> > >
 * GETTING STARTED:** Share a short sentence/section from your reading that really makes you think and explain why. As you contribute to the conversation, think of ways to build on the ideas of those who shared before you. ||
 * **HOMEWORK (DUE FEB 3):**
 * **Complete Interest Inventory and bring to class next time**
 * **Read Buehl B Readings** (67,188) on Questioning (for those who do not have the text yet) - use to inform your notes about your choice reading below
 * **#1A or #1B. CHOOSE ONE:** either Ciardello (2003) OR Tovani (2000)
 * Ciardello, V. (2003). "To wander and wonder:" Pathways to literacy and inquiry through question finding. //Journal of Adolescent and Adult Literacy, 47//, 228-239 [[file:Ciardello 2003 Wander & Wonder.pdf]]
 * 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]]
 * **Complete Reader Reflection Prompt #2**
 * **BONUS**: Bring a small section of challenging text from your discipline to use in our discussions ||

Day 3: (Tuesday, Feb. 3) WORKSHOP How do good readers make sense of challenging text?

 * **IN CLASS** || **FOR HOMEWORK (DUE Feb 5)** ||
 * What role does questioning & wondering play in helping readers make sense of challenging text?


 * WORKSHOP A:** Slideshow Talking Points

(CLASS PADLET - []
 * Tovani's (2004) Wondering**

CLASS PADLET - []
 * Ciardello's (2003) Question-Finding**

Other ideas to explore later: Tony Wagner ([|VIDEOS]): [|Creating Innovators: The Making of Young People Who Will Change the World]


 * WORKSHOP B:** The Watchdog and the Thief (Practicing Close Reading and Wondering)

|| **TO PREPARE FOR SEMINAR:** >
 * **Read Beuhl A: Ch. 1** (p. 17-30) Disciplinary literacy [[file:Buehl A p17-30.pdf]]
 * **Read** Shanahan & Shanahan (2008) Teaching disciplinary literacy to adolescents: Rethinking content area literacy. [[file:ShanahanArticle061909.pdf]]
 * **Reader Response #3: Disciplinary Literacy - Complete Double-Entry Reading Response Journal** in preparation for the seminar next class (Download template - print out and be prepared to hand in)


 * TO PREPARE FOR TEACHING THINKING STRATEGIES (DUE BY FEB 10)**
 * **Complete** **Comprehension Strategy Self-Assessment Assignment**: If you'd prefer to type your comments/reflections into the chart, you can download a digital version of the assignment here [[file:Comp Self-assessment.docx]] ||

Day 4: (Thursday, Feb. 5) SEMINAR: Why do we need advanced literacy instruction?

 * **IN CLASS** || **FOR HOMEWORK (DUE FEB 10)** ||
 * Seminar: Why do we need advanced literacy instruction? Who should teach it?

 What **“good reader strategies”** do you routinely practice as a college student when you read challenging texts in your discipline? Give an example of how this helps you actively make sense of what you read. Which strategy could you use more regularly and how/why might that help? As you contribute to the conversation, think of ways to build on the ideas of those who shared before you.
 * GETTING STARTED:**

 Shanahan & Shanahan (2008) define disciplinary literacy as the ways that experts in a certain discipline create, disseminate, and evaluate knowledge. Use your journal notes and seminar questions (see file) to guide your discussion.
 * CONTINUING THE CONVERSATION:**

|| * **Complete** **Comprehension Strategy Self-Assessment Assignment** (see download from Feb. 3)


 * Preparing for Faculty Meeting on Trends in Adolescent Literacy**
 * Reports on Adolescent Literacy: click here to (a) view the video, (b) download your selected reading for the Jigsaw Activity, and (c) download a digital version of the advanced organizer you will prepare and copy as a handout for your group members.

||

Day 6: (Tuesday, Feb. 10) What Does the Research Say? Adolescent Literacy: Current Trends and Challenges
>
 * **CLASSWORK** || **HOMEWORK (Due Feb. 12)** ||
 * * Participate in Faculty Meeting Jigsaw Groups to Discuss Adolescent Literacy Reports || * READ Buehl A: Ch. 1 (p. 1-16) Identity (download here if you don't have the book yet)
 * READ Alliance for Education (2007) [[file:edc448uri/ELL Brief 2007.pdf|//Urgent but overlooked: The literacy crises among adolescent English language learners//]] [Issue Brief] and be prepared to discuss your reactions in class ||

SUMMARY OF 5 RECOMMENDED INSTRUCTIONAL PRACTICES OF ALL CONTENT AREA TEACHERS
 * **GROUP A**
 * no size fits all - use different teaching strategies
 * make content relevant and interesting
 * be well educated on how to teach literacy
 * continue literacy education throughout career
 * provide modeling
 * foster parental involvement
 * engage in shared reading and group work || **GROUP B**
 * encourage oral conversation/discussion
 * use students' personal interests
 * promote a variety of texts (comics, Internet, etc.)
 * never stop teaching HOW to read or teach new strategies
 * model individual strategies ||
 * **GROUP C**
 * coordinate vocabulary with content instruction
 * base curricular choices on process instead of strictly content
 * provide for students' needs
 * make sure professional development is targeted and problem specific || **GROUP D**
 * model what you are thinking
 * make sure teachers have access to tools and training necessary to teach literacy
 * foster student motivation and engagement
 * provide individualized instruction
 * provide explicit vocabulary instruction ||

** Day 7: (Feb. 12) Diverse Readers and Practicum Information **

 * **CLASSWORK** || **HOMEWORK (Due Feb. 17)** ||
 * Informational Meeting about expectations for EDC 332: Practicum

Dr. Jay Fogleman || * **Prepare for Seminar: Making Thinking Visible in the following ways:** >> >>> >>> ||
 * Read: Tovani Ch. 2 (Textbook): The “So What?” of Reading Comprehension
 * Read: Beuhl p. 210 Text Coding (Textbook) and watch this [|2 minute video] to see what this looks like in practice:
 * Apply Text Coding as you read: **Cognitive Apprenticeship: Making Thinking Visible**
 * Here's the Cognitive Apprenticeship article - Bring your marked up "coded" copy of this article to class with you to help you participate in our seminar
 * If you print it out, you can mark it up by hand.
 * If you read it digitally, you can mark it up with the annotation tools in Adobe Acrobat. [|Download here] (for free) and view the [|4-minute tutorial] to show you how to highlight, add text, or add "stickynote comments" (with the comment bubble). Bring your computer with you to our class seminar if you mark up your text digitally.
 * Here's a copy of the bookmark in case you'd like to use this with students you work with (highlight/underline idea in the text, add code and comment to the margin or on a sticky)

Day 8: (Feb. 17 - Tuesday) Making Disciplinary Thinking Visible

 * **CLASSWORK** || HOMEWORK ||
 * Seminar: Making Disciplinary Thinking Visible


 * GETTING STARTED:**
 * Share an idea that you coded as either **“I”** (inferencing) or **“!”** (something that particularly intrigued you) about the concept of cognitive apprenticeship.


 * CONTINUING THE CONVERSATION**


 * **Cognitive Apprenticeship** [content]
 * **Coding the Text with Thinking Notes** [process]

[|Teaching Student Annotation]

|| **Prepare for a seminar on Thursday about Developing Disciplinary Reading Identities**
 * Tackling the Text Assignment** (Download template below, and see Tackling the Text Think-Aloud Assignment Page for more information).
 * Please note: This is now due next Thursday, Feb. 26, but a rough draft with preliminary ideas is due in class next Tuesday, Feb. 24 to share in a small group workshop.


 * 1.** Jot down a few notes from your 2/12 reading about **Reading Identity** (Beuhl A, p. 1-16) (download Response Journal below)

2. **Read/view** the following about modeling and capturing how to think effectively: > >
 * Read: **Tovani Ch. 6**: Holding Thinking to Remember & Reuse (modeling ways to do a close reading of text)
 * View **Think-Aloud Videos** for examples in Science, History, and/or English Language Arts (Choose at least two)
 * Read: **Beuhl A** (p. 174-214: Questioning & Frontloading (Review Questioning the Author and Self-Questioning Taxonomy) and then read pages relevant to think-alouds in your discipline): History (188-192); Literary (192-198); Science (198-203); Math (203-208); Technical and Music (208-213).
 * Complete two column response journal for the readings and video viewings

3. Bring your notes about reading identity and your two column journal about thinking and be prepared to discuss issues how to develop your students identities as learners/thinkers in your discipline. ||

** Day 9 February 19 - Thursday: Developing Disciplinary Reading Identities **

 * **CLASSWORK - SEMINAR** || **HOMEWORK** ||
 * **Seminar:** Your Role in Developing Your Students' Disciplinary Reading Identities


 * Activity:** Disciplinary Challenges Worth Modeling || 1. **SKIM FOR THINK-ALOUD IDEAS: Lapp, Fisher, & Grant** (You can read this text: I’ll Show You How) for additional think-aloud ideas and format

2. **SKIM FOR ADDITIONAL IDEAS:** Coiro (2011). [|Talking about reading as thinking, Modeling the complexities of online reading comprehension]. [Another example of the two-column format for providing commentary and linking to metacognitive strategies) [[file:Coiro 2011 TIP Reading as Thinking.pdf]]

2. **Select/read a passage of challenging text** for your **"Tackling the Text Think-Aloud assignment"** and bring to class on Tuesday Feb. 24 with some thinking notes in the margins about locations/ideas in the text that are likely to make it challenging to understand. This will get you started on the actual think-aloud assignment that is due Thursday Feb. 26. We'll talk more in class about this next Tuesday to make sure things are clear. Download assignment here: ||

** Day 10 February 24 - Tuesday: Close Reading, Marking Up The Text, & Thinking-Aloud **
[|Teaching the Declaration of Independence:] History Lesson from the Teaching Channel (WHAT DO YOU NOTICE??)
 * **CLASSWORK - WORKSHOP** || **HOMEWORK** ||
 * **Thinking Aloud:**

Powerpoint Slides


 * Think Aloud Samples** (shared in class)


 * Share examples of think-alouds while marking up a text.**

OPTIONAL RESOURCES:
 * [|Making Meaning is More Than Making Sense] (Wormelli, 2010)
 * [|A tutorial for using Noteability to take notes] on your pdf document
 * If you think creating videos for school isn't cool, check this out: [|School is Cancelled Today]
 * [|Annotating Text: The Joy of Reading blogpost] || **1. READ:** Brown (2007): I'll Have Mine Annotated Please - Helping Students Make Connections with Texts.

Consider overlaps between ideas for modeling how to annotate text and thinking aloud as an expert in your discipline - to inform your completion of your think-aloud assignment (and your marking up of your text)

2. **FINISH:** **Tackling the Text Think-Aloud Script/Digital Video** for at least two locations in your text. Follow the directions and use resources available at the Tackling the Text Think-Aloud Assignment Page.

This is due next class (Thursday, Feb. 26) > ||
 * Be prepared to teach your think-aloud lesson with a small group of your peers.
 * Hand in hard copy of your lesson AND your marked up/annotated text
 * If you make a digital version, be sure to explain purpose, objectives, standards, and strategies at the beginning of your think-aloud
 * Preview scoring rubric for Think-Aloud Assignment to understand expectations:

DAY 11: (Feb. 26 WORKSHOP) Thinking Aloud About Challenging Texts

 * CLASSWORK || HOMEWORK ||
 * **Workshop:**
 * Practice modeling a mini-think-aloud lesson with your students
 * Practice reflecting on your own teaching practices and your peers’ practices
 * Reflect as a whole group on both the process and product of your think-alouds
 * [[file:Oral Present Rubric.pdf]]

Introduction to Common Core Standards and Text Complexity

Pass Out ELL Interview Task (Due by March 24) || **Prepare for Seminar on Text Complexity and Rigorous Text**s

1.LISTEN: **[|Text Complexity] CCSS Video** 2.READ:Beuhl A Textbook, Ch. 2 (p. 37-71) The Nature of Complex Texts (generally and in each discipline) 3. READ: > > > > READING GUIDE/DISCUSSION WEB to complete from readings: > > > OPTIONAL: A summary version of the key ideas - (Shanahan, Fisher, & Frey (2012). [|The Challenge of Challenging Text] ||
 * Ch. 1 Text Complexity is the New Black
 * Ch. 2 Quantitative Measures of Text Complexity

** Day 11: (March 3 WORKSHOP) Understanding Rigor in Reading: Text Complexity and Accessible Text **
What makes text hard? How does one determine the readability of text?
 * **CLASSWORK** || **HOMEWORK** ||
 * 1. **LARGE GROUP DISCUSSION** of Issues Surrounding Text Complexity:

Powerpoint Slideshow:


 * Readability:**
 * [|Juicy Studio Readability Calculator]
 * [|Fry Readability Scale]
 * [|Chall's List of 3,000 Simple Words]
 * [|Coxhead's Academic Word List]
 * [|Lexile Levels and Lexile Framework for Reading]

Diane Ravitch's blog post, titled [|Why Most Students Will Fail PARCC Test]

2. DISCUSSION: Small-group, then large group
 * Central Claim: Students should read challenging (complex) texts in their content area on a regular basis.** || 1. **READ:** Qualitative Measures of Text Complexity (Fisher & Frey, Chapter 3)


 * 2. READ: Beuhl A: Chapter 3** (Teaching to the Match: Bridging Academic Knowledge Gaps p. 72-92 especially chart on **page 86*** and your disciplinary section between p. 92-119)


 * 3. READ:** ** Tovani, Ch. 4: Real Rigor: Connecting Students with Accessible Text **

4. Complete **Discussion Web & Final Response** - PLEASE DOWNLOAD, TYPE, AND HAND IN NEXT CLASS

5. OPTIONAL SOURCE: [|Simplifying Text Complexity Video] ||

** QUALITATIVE MEASURES OF TEXT COMPLEXITY - ACCESSIBILITY VS. RIGOR **
> > >
 * **CLASSWORK** || **HOMEWORK** ||
 * * **Part 1 Workshop:**
 * [|Collaborative Work with Transformations]
 * Part of the Teaching Channel's Productive Struggle Series (in [|Math])
 * [|Modeling Mindsets and Agency]
 * What are 10 instructional techniques for supporting productive struggle before, during, and after reading?
 * **Slideshow**
 * **What makes a text complex?** Two annotated exemplars from CCSS (see p. 11-14).


 * **Part 2 Discussion**: Does accessible text have to sacrifice rigor? Why or why not? || READ: ** Beuhl A: Ch. 4 ** Frontloading Instruction to Activate and Build Academic Knowledge (Come prepared to apply this knowledge in class on March 10)


 * Complete ** Essay on Rigor and Accessibility (download directions here). Due March 12 - be sure to attach completed Discussion Web 1 and Discussion Web 2 handouts from homework on Feb. 26 and March 3

Preview **Diverse Text Set Assignment** (download file) and start thinking about your topic (The text set is due March 26) - Explore archives from previous semesters to see what has been covered). ||

** (March 12) Workshop on Getting Their Attention: Setting a Purpose and Backwards Design **
(Setting a Purpose and Backwards Design)
 * **CLASSWORK** || **HOMEWORK** ||
 * Class Slideshow

1. **Purpose is Everything! The House**

2. **BACKWARDS DESIGN:** Think about key concepts of backward design and how you will apply these in your lesson. COMPLETE this **backward design workshee**t and bring to your lesson plan meeting with Dr. Coiro.

3. **Your EDC448 Lesson Plan Assignment** (See more details here) || These readings/activities are designed to spark your thinking about how to get student's attention (or "hook them") at the beginning of your lesson. They can also offer ideas for frontloading, as you read about in Beuhl's chapter for homework last class.


 * READ: ** Tovani, Chapter 5 ** (Why Am I Reading This?) [[file:Tovani Ch 5.pdf]]
 * READ: **Beuhl (your textbook): Activating Prior Knowledge** (p. 45, 70, 82, 107, 162) - How to use anticipation guides, connect two, story impressions, and K-W-L PLUS activities
 * **EXPLORE and RR#8**: Interactive Websites in your content area to think more about how these websites might play a role in hooking students and/or activating their prior knowledge. Before class after Spring break on March 24, please post your comments and ideas in this [|Google Docs Table] in the cells corresponding to your discipline.

= = =**UPCOMING ASSIGNMENTS:**=
 * Be prepared to participate in a seminar on March 24 about your readings from Beuhl A, Ch. 4 (Frontloading); Buehl B (Activating Prior Knowledge activities) and your reactions to the Interactive Websites** ||
 * **DIVERSE TEXT SET:** DUE Thursday March 26: Explore archives from previous semesters to see what has been covered). [[file:Annotated Bibliography of a Diverse Text Set C.doc]]
 * ADDITIONAL IDEAS/BACKGROUND ON TEXT SET: Laura Robb Article [[file:Robb 2002 Multiple Texts.pdf]]
 * **ELL INTERVIEW TASK**: DUE Tuesday March 31 [[file:ELL Interview Reflection Discussion 415_1.doc]]
 * **UPDATED SYLLABUS**:
 * **DETAILS OF LESSON PLAN ASSIGNMENT** (DUE April 9)

** Tuesday March 24 Getting Their Attention **

 * (Frontloading Activities to Activate, Assess, and Build Pre-requisite Knowledge of Your Content) **


 * **CLASSWORK** || **HOMEWORK** ||
 * **Slideshow: [[file:Day 17 APA Format.pptx]]**


 * ACTIVITY 1:** Instructional Strategies for Supporting Comprehension


 * ACTIVITY 2:** APA Format for Citing Sources

> knowledge” of the content in your lesson?
 * SEMINAR.** Prior knowledge plays a large role in reading comprehension. Read [|more].
 * How will you determine how much knowledge your students bring to your lesson?
 * How will you explicitly activate that knowledge to help students connect it to new information?
 * What will you do if you realize students have little to no "assumed
 * What role can digital/interactive texts play in building or activating requisite knowledge? || 1. **Finish Diverse Text Set** and upload to the Wikispace using the link to your name

2. **Read 6 pages to prepare for Thursdays Workshop:** Buehl B: Concept/Definition Mapping (83-86); Student Friendly Explanations (206-209) ||

** Thursday March 26 Using Backward Design and Assessment Products to Guide Lesson Design **
Linking Backward Design To Lesson Plan Elements; (Standards, Objectives, Curriculum, and Rubrics)
 * **CLASSWORK** || **HOMEWORK** ||
 * Class Slideshow:



Discuss how to clarify assignment tasks (and rubrics) to improve the quality of student work

Additional Resources for Formative Assessments >
 * **[|Five Fantasic Formative Assessment Tools]**
 * **[|53 Ways to Check for Understanding]**
 * **[|Nice Visual Representing Differences between Formative and Summative Assessments]**
 * **[|Quick & Easy Formative Assessments]** || Complete the following to prepare for class seminar **
 * **Finish ELL Interview write up** (due March 31)
 * **VIEW:** Teaching Channel [|Video Playlist for Teaching Vocabulary] (5 Quick Ideas) (see wikispace for link)
 * **READ:** Teaching and Learning in English (Fisher, Rothenbery & Fry)
 * OPTIONAL: Lawrence, White, & Snow (2010) The words students need. Educational Leadership and the [|Word Generation Website] ||

** Tuesday March 31: Building Academic Vocabulary with Bricks and Mortar **

 * **CLASSWORK** || **HOMEWORK** ||
 * Building Academic Language Slides

Handouts for Tier 1, 2, and 3 words and Concept/Definition Map

Overview of the CCSS Initiatives for English Language Learners || **READ, EXPLORE, REACT** >
 * Prepare **backward design organizer** for your lesson plan meeting
 * Complete **concept definition map** for a key concept in your discipline that you don't understand very well (from a college homework assignment)
 * **EXPLORE:** [|Word Generation Website] and complete the two column journal for RR#9
 * [[file:RR#9 ELL & Vocab Ideas.docx]]
 * **EXTRA:** Notice the [|Download Center for Student Reproducibles] on MANY units ||

** Thursday April 2: Addressing the Needs of English Language Learners **

 * **CLASSWORK** || **HOMEWORK** ||
 * Seminar: Addressing the Needs of English Language Learners

Please work on your lesson plans - they are due next Thursday, April 9
 * [|Minorities Outnumber Whites in US Public Schools]
 * [|Extra Help to Address CCSS Language Expectations]
 * [|Word Generation Website]
 * Download Center for Student Reproducibles on MANY units: []
 * [|Building Vocabulary to Improve Reading](Catherine Snow's Strategic Education Research Partnership [SERP]
 * [|Advancing Academic Language for All] (Extra Resources especially for ELLs)
 * Catalyzing Comprehension through Discussion and Debate. [|http://ccdd.serpmedia.org/]
 * Understanding Language Project (Stanford University)
 * English Language Proficiency Development Framework (CCSS, 2012)
 * [|Spanish/English Cognates with Academic Language] (Literacy Beat Blog Post) || Enjoy Easter (if you celebrate).

To gain additional ideas about assessing learning, read: > ||
 * Tovani, Ch. 8: All These Sticky Notes
 * [[file:Tovani Ch. 8.pdf]]
 * Guskey (2008) The Rest of the Story

** Tuesday April 7 Linking Assessment and Standards to Evidence of Learning **
|| **FINISH YOUR LESSON PLAN ASSIGNMENT** Remember to include all pieces and attach the cover sheet checklist
 * **CLASSWORK** || **HOMEWORK** ||
 * Class Slideshow:

Text Readings that might spark some ideas:
 * Beuhl A: Ch. 6 (p. 216-240): Instructional Practices to help students rehearse, organize, and elaborate on content
 * Beuhl B (56, 87, 106, 118, 158, 221) - see your syllabus for labels of each activity ||

** Thursday April 9 Graphic Organizers **

 * **CLASSWORK** || **HOMEWORK** ||
 * **Class Slideshow:**

**Graphic Organizers in Math**

[|Other examples] of graphic organizers in math

Explain final assignment: Poster Presentation || Locate A Theory Into Practice Article in Your Discipline and Draft An Abstract (Due April 14)

1. [|Explore the library database]. Download the file for directions (p. 1), journal ideas (p. 2) and details for the typed proposal abstract (p. 3).

Bring to class your typed proposal abstract and hard copy of the article (for me to keep) so I can approve it before next steps.

2. Read this short blog post by Dr. Coiro about [|Teaching Adolescents How To Evaluate the Quality of Online Information]. Be prepared for a discussion and activity about evaluating online sources. ||

** Tuesday April 14 Evaluating Online Sources **

 * **CLASSWORK** || **HOMEWORK** ||
 * 1. Checks for Theory Into Practice article and abstract drafts

2. Dates for Teaching Lesson Plan

3. Critical Evaluation Findings
 * **Reading to Verify and Refute Online Information:** Imagine you are selecting websites for your students to use as part of their online research for their reports on strange animals. Apply the above questioning strategies to the websites below to verify or refute the accuracy of each author's claims. Be prepared to provide evidence for your decisions.
 * [|Rock Nest Monster]
 * [|The Elephant Art Gallery] (Related [|Video])
 * [|Armed and Dangerous Dolphins]
 * [|More more lesson ideas, activity examples, and a teacher's activity guide]

4. RESOURCE FOR YOU: Quicksheets for Activity Ideas and Active Verbs Aligned with elements of Bloom's Taxonomy

5. FOOD FOR THOUGHT: [|"Why the widespread belief in learning styles is not just wrong; it's also dangerous"](article and TED Talk) || 1. NO CLASS ON THURSDAY

2. Prepare for Lesson Plan (make any updates for revisions; prepare materials for your "student group" including think-aloud and student graphic organizers to support/engage them with your content)

3. Work on Theory Into Practice poster preparation (single page handout and visual) - see student example below for guidance: ||

One of the most challenging aspects/themes of literacy comprehension that we’ve continuously discussed in this course is differentiated instruction. In other words, what can we as teachers do to provide the right growing tools for students on different learning levels in our classrooms? There’s no such thing as a classroom where all students think, read, speak, write and learn at the same level. Making our lessons accessible for higher level learners is especially difficult with respect to this sort of diversity in learning. It isn't easy to prepare for these variances that we will encounter in our lesson plans. It is our job as teachers to be ready for these challenges through effective differentiated instruction. A vital element for secondary social studies teachers is to utilize teaching strategies that provide an enriching experience in US history classrooms that will engage intellectually gifted learners. Maintaining these aspects in our teaching becomes especially challenging in culturally diverse classrooms where the students may not have been born in the United States and the content may seem less easy to identify with. This presentation will explore models for delivering a framework for delivering a culturally responsive curriculum for diverse and gifted level students within the content area of US history.
 * Example of abstract from last year:**
 * POSTER #5 ** . **Engaging Young Intellectuals: Identifying With US History in a Diverse Classroom**

** Thursday April 16 NO CLASS - Work on Lesson Plan and Poster Session Project **
Groupings for Lesson Plan Demonstrations

** April 21, 2015: Lesson Plan Demonstrations Part 1 **
>> >> Then type your responses, print, staple your peer reviews to your reflection, and hand in a hard copy on Thursday. **If you made revisions to your lesson plan assignment, please attach your reflection to your revised lesson plan. Please be sure to include your __original lesson plan with my comments__ along with your revision.**
 * **Homework:[[image:http://edc448uri.wikispaces.com/i/c.gif]]**
 * Finish assignment revisions
 * Those who taught lessons today, your reflection is due on Thursday April 23. Download reflection template here:
 * Work on poster presentations and prepare/upload 1 page handout to the 2015 conference wikispace no later than Monday April 28. I will talk more about the handout in class on Thursday.

** April 23, 2015: Lesson Plan Demonstrations Part 2 **
>>
 * **Homework:**
 * Finish poster presentations and prepare/upload 1 page handout to the 2015 conference wikispace no later than **Monday April 28 at 3PM** so Dr. Coiro can prepare handouts of the conference schedule for class
 * Complete Post-Survey for the class (8 points added to reading reflection grade) by April 28 - use your assigned number (download file below to get your number)
 * Finish any requests for assignment revisions

** Using Assessments to Guide Learning (Part 2) **

 * **CLASSWORK** || **HOMEWORK** ||
 * Class Slideshow:

APA Formatting || DUE NO LATER THAN THURSDAY APRIL 17 (I would prefer Tuesday, April 15)

Select an article and write your proposal for the Theory Into Practice 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]. Download the file for directions (p. 1), journal ideas (p. 2) and details for the typed proposal abstract (p. 3). Bring to class your typed abstract and hard copy of the article (for me to keep) so I can approve it before next steps. > ** POSTER #5 **. **Engaging Young Intellectuals: Identifying With US History in a Diverse Classroom** > One of the most challenging aspects/themes of literacy comprehension that we’ve continuously discussed in this course is differentiated instruction. In other words, what can we as teachers do to provide the right growing tools for students on different learning levels in our classrooms? There’s no such thing as a classroom where all students think, read, speak, write and learn at the same level. Making our lessons accessible for higher level learners is especially difficult with respect to this sort of diversity in learning. It isn't easy to prepare for these variances that we will encounter in our lesson plans. It is our job as teachers to be ready for these challenges through effective differentiated instruction. A vital element for secondary social studies teachers is to utilize teaching strategies that provide an enriching experience in US history classrooms that will engage intellectually gifted learners. Maintaining these aspects in our teaching becomes especially challenging in culturally diverse classrooms where the students may not have been born in the United States and the content may seem less easy to identify with. This presentation will explore models for delivering a framework for delivering a culturally responsive curriculum for diverse and gifted level students within the content area of US history. ||
 * Example of Dr. Coiro's Poster Presentation at the International Reading Association (includes **poster** embedded with QR Codes and **handout**)
 * Example of abstract from last year:

** Designing Assignments to Foster Learning and Success **
>> >> >
 * What will Americans look like in 2050? (National Geographic Special Edition, 2014)
 * Overlaps between math, science, literacy, and language standards (CCSS math & literacy and NGSS) - Stanford University - Understanding Language, Literacy, & Learning in the Content Area
 * **I DO: Refining Argumentation Essay Tasks**
 * Controversy Around The Use of The Atomic Bomb and the Warwick Public Schools Rubric for Argumentation in History (click to download)
 * Scholastic Scope's Lesson: Write An Argument Essay and Student Checklist
 * Great example of a completed argumentation essay with suggested outline
 * Related Resources:
 * Select a Topic for An Argumentation Essay (video think-aloud) and the rest of the lesson sequence for writing an argumentation essay from Think-Zillion- Interesting Topic: Do you agree or disagree with the following statement? It is more important for students to study history and literature than it is for them to study science and mathematics.
 * Other content specific ELA video tutorials on writing argumentation essays that meet Common Core Standards
 * Argumentation Essays in Math: Investment Portfolios (Mr. Nockles' Argumentation Writing Guide)
 * Algebra 2 Midterm: Using Mathematical Texts to Answer Questions (complete with Notetaking Guides and think-aloud videos)
 * A Live Debate: Arguing for Foreign Language Instruction (Chronicle of Higher Education and The New York Times Room for Debate Discussion)
 * **WE DO**: Sun and the Solar System; Colonial America (Friedman, 2000: Writing and Evaluating Assessments in the Content Area)
 * **YOU DO:** Your own lesson plan assignments?
 * HOMEWORK:
 * Finish Theory Into Practice proposal if not turned in today (due no later than Thursday)
 * Work on assignment revisions (lesson plan, argumentation essays, diverse text sets)

** Exploring Student Generated Visual Representations of Key Concepts **

 * Women and Girls: Right to Education

Lawrence, White & Snow (2010) The Words Students Need. Educational Leadership. [|Read article online].
 * You might enjoy the embedded links to the Academic Word List, VisuWord Online Graphical Dictionary, and the Longman Dictionary of Contemporary English (for student friendly definitions).


 * Feedback from Argumentation Essays**
 * Explore [|RIDE materials] for teaching and assessing argumentation. Click on Literacy Educators and then Writing an Argument.
 * Argumentation Rubric [[file:Argumentation Rubric.pdf]]

OTHER PLANS TO FIT IN


 * COMMON CORE STANDARDS LESSON**
 * HOMEWORK || CLASSWORK ||
 * Common Core Documents and PARCC Task Prototypes
 * **View** [|Understanding the Common Core Standards] [Teaching Channel Video - 20 minutes] for an overview of the standards
 * **Read:** Common Core Standards Document (READ Introduction p. 1-8 and become familiar with standards for Literacy in History, Science, & Technical Subjects for Grades 6-12: [[file:CCSSI_ELA Standards.pdf]]
 * (a) 10 Anchor Standards for Reading (p. 35)
 * (b) Literature Gr. 6-12 (p. 36-38)
 * (c) Informational Text Gr. 6-12 (p. 39-40)
 * (d) Reading - History Gr. 6-12 (p. 61)
 * (e) Reading - Science/Tech Gr. 6-12 (p. 62)
 * (f) Writing Gr. 6-12 (p. 64-65)
 * (g) Speaking & Listening Gr. 6-12 (p. 49-50)
 * (h) Language Gr. 6-12 (p. 52-55)
 * **Read**: Across the Subjects, Reading on Agenda (Education Week, April 25, 2012) [5 pages][[file:CCSS 2012 Reading Across Subjects.pdf]]
 * **Review**: PARCC Assessment [|Item and Task Protoypes]
 * ELA: Grade 9, 10, 11 (on left menu)
 * [[file:CCSS Math Task 2 NA.docx]]
 * **OPTIONAL Skim:** [|Common Core State Standards in English Spark War Over Words]- The Washington Post (Dec. 2, 2012) to get a sense of the climate and conversations around the standards
 * Be prepared to discuss and apply these ideas in our class workshop next class. || **Discussion of Key Points**

1. Class Powerpoint

2. RIDE summary of Instructional Shifts in Reading and Math

3. PARCC Assessment [|Item and Task Protoypes] 4. Math Common Core [|Item Prototypes]


 * Language Arts/History Folks: See p. 61, Grades 11-12 for History Standards; p. 39 for Reading Info Texts, and p. 64 for Writing Standards
 * Math/Science Folks (for both sets of tasks: See p. 62 for Reading Standards and p. 64 for Writing Standards

4. Literacy Design Collaborative [|"template tasks" and sample modules]

> ||
 * CCSS: [|New York delays assessments] until 2022 while working toward meeting the standards and preparing teachers!
 * Participate in Workshop to Complete CCSS Alignment to CCSS Test Items while considering how to make your own thinking visible to complete these items. Here's the new Math Task (3 items):

** March 31 Building/Supporting Critical Thinking from Multiple Perspectives **
SLIDESHOW for Argumentation Format:
 * **CLASSWORK** || **HOMEWORK** ||
 * Workshop:

1. Scaffolding the Reading and Writing of Argumentation Texts 2. Linking Instruction in Academic Vocabulary and Questioning > Complete a two column journal with these readings (reflections, connections, interpretations, and questions). Consider one technique in each section that might be useful in supporting student's rehearsal, elaboration, and organization of content you plan to cover in your lesson plan assignment. Bring your journal sheet and your ideas to a workshop on Thursday. ||
 * Digital Scaffolding Tool
 * [[file:Day 15 Argumentation Accessiblity.pptx]]
 * Word Generation Website
 * Catalyzing Comprehension Through Discussion and Debate
 * Different Perspectives Activity || Read: Beuhl A, Ch. 6 Instructional Practices for Working Complex Texts
 * Rehearsing
 * Elaborating
 * Organizing