ClassNotesp2


 * EDC423 Class Notes Page 2 (go back to Page 1)**


 * ** October 16: Designing a Literacy Lesson Plan & Explicit Teaching of Comprehension Strategies **
 * ** Classwork/Homework ** || ** Related Resources (optional) ** ||
 * **Classwork:**
 * Powerpoint Slide Show [[file:Day 12 Lesson Plan Description FA2012.ppt]]
 * [|Interactive Read Aloud Non-Fiction] (Video) Thinking aloud about asking questions and getting ready to read
 * Rick's Reading Workshop (and other videos about guided reading)

**Homework:** >> ||
 * Complete Book Activity 3 Readings and Story Grammar Chart on Your Cinderella Book (see your handout)
 * Bearse, C. I. (1992). The fairy tale connection in children's stories: Cinderella meets Sleeping Beauty. The Reading Teacher, 45, 688-695. [[file:Bearse 1992 Cinderella.pdf]]
 * Explore two digital extensions of Cinderella Units
 * Knox, P. (2001). Cinderella Around the World: A Telecollaborative Internet Project. Retrieved January 20, 2008 from []
 * A Cinderella webquest at [] || * Cathy Collins Block Think-Aloud Article - Block & Israel (2004) The ABC's of performing highly effective think-alouds. The Reading Teacher, 58, 154-166 [[file:Block&Israel 2004.pdf]]
 * Chapter by Jan Richardson about Differentiating Strategy Instruction with literal, interpretive, and evaluative levels of thinking for each strategy
 * Part 1 [[file:Guided Rdg Strategies Part 1.pdf]]
 * Part 2 [[file:Guided Rdg Strategies Part 2.pdf]]
 * Part 3


 * October 18: Explicit Comprehension Instruction with Narrative Texts **


 * **Class Slideshow** [[file:Day 13 Narrative Texts Bearse Ideas.ppt]]
 * **Activity**: Can You Prove It? Elements of Fairytales
 * **Homework**:
 * Finish Book Activity 3 After Class Reflection [[file:Book Activity 3 Fairy Tales.doc]]
 * Finish Book Activity 4: Five Minute Strategy Script [[file:Book Activity 4 with example.pdf]]
 * Watch 7 minutes of video to prepare for thinking about Close Reading (Common Core Standards)
 * Close Reading Video: Doug Fisher (CCSS) - What is Close Reading [|Part 1 (3 mins)] and What Does It Close Reading Look Like in a Classroom? [|Part 2 (4 mins)]


 * October 23: Close Reading of Narrative Texts and Explicit Comprehension Instruction with Expository Texts **
 * **Class Activity**: Close Reading of Narrative Text
 * **Class Activity:** Modeling Comprehension of Expository Texts (with //Caves// text)
 * **Homework**: Book Activity 5: Read Part 2 of //Caves// (pages 10-13...see download), think about the challenges with vocabulary, text structures, and text features and complete Part 2 of the planning guide using either Volcanic Caves (p. 10-11) or Ice Caves (p. 12-13) as modeled in Part 1
 * Caves [[file:Caves Pages 4-15.pdf]]
 * Book Activity 5: Caves Planning Guide [[file:Planning Guide for Caves 2012.doc]]


 * October 25: Expository Text Structures and Planning for Instruction **

>> >> Part 2 is Coral Reef Creatures (pages 12-17) >> >> Part 3 (skim to inform your "Big Ideas" for the whole text) pages 26-30) || * **Homework**: Prepare to teach your Coral Reefs section (and your two pages in particular) next class - read/skim the following short articles/websites to inform your preparation of explicit teaching and possible student activities for your expository text lesson >>> >>> [|Expository Text Structures and Graphic Organizers] (Lewis and Clark)
 * **CLASSWORK** || **HOMEWORK** ||
 * * **Class Activity:** Expository Text Structures (Olympics Text) [[file:The Olympics Text Structures.doc]]
 * **Class Activity**: Challenges and Planning Guide for //Coral Reefs//
 * One teacher in each group of three will focus on one 2-page spread of the 6-page section, but all three parts of your lesson should build on each other)
 * Part 1 is Coral Reefs and Polyps (pages 4-9) [[file:Coral Reefs & Polyps Part1.pdf]]
 * **BOOK ACTIVITY 6: Coral Reefs Planning Guide [[file:BA6 Coral Reefs Planning Guide Directions.docx]]**
 * **REQUIRED READINGS:**
 * **Kleitzen & Dreher (2004): Teaching Comprehension Strategies Using Informational Text [[file:Kletzien & Dreher 2004.pdf]]**
 * **Dymock (2005): Teaching Expository Text Structure Awareness** (review of most common expository text structures)
 * **OPTIONAL READINGS:**
 * Ideas for creating **graphic organizer templates** for your lesson:
 * Ideas for defining/discussing purpose of specific **non-fiction text features** for students: [[file:Nonfiction Text Features.pdf]] ||


 * October 30: Teaching Your Expository Text Lessons (Lesson #2) **
 * Class Activity: Small Group Lessons on Part 1: //Coral Reefs and Polyps// and Part 2: //Coral Reef Creatures//
 * Class Activity: Small Group Reflections
 * Homework: Lesson Reflection [[file:423 Lesson Reflection Checklist 2.docx]]


 * November 1: Homework for next WEDNESDAY Nov. 6 (no class on Tuesday): **
 * Complete Coral Reefs Lesson Reflection [[file:423 Lesson Reflection Checklist 2.docx]]
 * Read Cornett Ch. 7 (p. 186-194 only) on Questioning and Complete the Noticing Good Teaching Reflection #4 [[file:NGT#4 Questioning.docx]]
 * Begin reading Hollis Woods (p. 1-54) and complete the summary chart for those chapters - handed out in class or download summary chart here > [[file:Hollis Woods Summary Notes.docx]]

**November 7: Modeling Questioning and Teaching Students How to Answer Questions**
 * ** Classwork/Homework ** || ** Related Resources ** ||
 * ** Classwork: **
 * Class Slideshow: [[file:Day 17 Questioning FA2012.pdf]]
 * Class Activity: Identify story elements of Hollis Woods and generate QAR questions


 * Homework **
 * Read Cornett (Ch. 7 p. 195-215 Discussions)
 * Continue reading Hollis Woods (p. 55-109) and filling out summary sheet
 * Generate four QAR questions (like in class) from Chapter 11 in Hollis Woods (p. 101-109) || ** OPTIONAL Resources for More Information **
 * [|Video of Reciprocal Teaching](Question > Clarify > Summarize > Predict)
 * [|Extended Lesson Ideas About Reciprocal Teaching]: Explicit modeling of each strategy before putting together
 * Myers, P. (2005). The Princess Storyteller, Clara Clarifier, Quincy Questioner, and the Wizard: Reciprocal teaching adapted for kindergarten students. [[file:Myers 2005 Reciprocal Teaching in Kindergarten.pdf]] ||


 * November 8: Building a Line of Questioning to Foster Discussions **
 * ** Classwork/Homework ** || ** Related Resources ** ||
 * ** Classwork: Crafting Text-Talk Queries to Shape Text-Based Discussions **
 * Class Slideshow: [[file:Day 18 Queries Hollis Woods FA2011 Students.ppt]]
 * Class Handout with Questioning Activities: [[file:QAR & Text-Talk Discussions.pdf]]

**Homework**:
 * Finish Hollis Woods (p. 110-166) and summary chart
 * **Book Activity 7:** Discussion Web (download handouts)
 * **Book Activity 8:** Literature Circle Discussions (download the role sheets and complete ONLY the one that goes with your role for topics in/across Chapters 11-16) - bring to class completed for your part of the literature circle activity on Tues. Nov. 13 [[file:Lit Circle Role Sheets.doc]] || ** OPTIONAL Resources for More Information **


 * ** Question Answer Relationships - Extra Resources to Explore **
 * [|Guided Comprehension: Self-Questioning Using Question-Answer Relationships]: (ReadWriteThink lesson plan for Grades 3-5 includes ideas for moving from whole group modeling to guided practice to independent application) [[file:QAR Ruby Bridges.pdf]]
 * [|Applying Question-Answer Relationships to Pictures] (ReadWriteThink lesson plan for Grades 3-5 includes ideas for applying QAR to David Weiner's [|//Tuesday//, a wordless picture book].) [[file:Picture QAR.pdf]]
 * Summary of Three Instructional Routines for Questioning (QAR, Reciprocal Teaching, QtA) [[file:Questioning Routines Summary.pdf]]
 * ** Discussion Webs - Extra Resources to Explore **
 * Alvermann, D. (1991). The discussion web: A graphic aid for learning across the curriculum. The Reading Teacher, 45(2), 92-99 [[file:Alvermann 1991 Discussion Webs.pdf]]
 * [|Instructional Steps for Designing Discussion Webs]
 * [|Developing Inferential Comprehension through Directed Learning & Thinking Activities and Discussion Webs] (ReadWriteThink lesson plan for Grades 3-5 includes questioning ideas and activities before, during, and after reading in addition to a framework for helping students discuss whether they agree or disagree with a particular point before coming to consensus) ||

**November 13: Discussion Webs and Literature Circles**
 * **Classwork: Literature Circle Activity**
 * Assessing literature circle performance: [|rubric example] and [|other examples]
 * [|Literature Circles Resource Center] - lots of ideas and examples!
 * **Classwork: Review Lesson Plan Assignment**
 * Literacy Lesson Plan Assignment and Points Sheet [[file:EDC423 LESSON PLAN ASSIGNMENT.doc]]
 * Lesson Plan Template (Type your lesson into this template) [[file:EDC423 LESSON PLAN TEMPLATE EMPTY1.doc]]
 * Lesson Plan Example from previous semester (Note: The criteria for this semester has changed slightly, so this is an "example" but should not be scripted exactly like this) [[file:423 Lesson Plan Maniac Magee.pdf]]
 * Lesson Plan Resources (Refer to readings under heading for October 16 Explicit Strategy Instruction)
 * **Homework:**
 * SKIM Chapter 8 Cornett about Vocabulary Instruction (p. 222-257)
 * READ Beck & McKeown Chapter 2: Choosing Words To Teach (from Bringing Words to Life) [[file:Bringing Words to Life Ch 2.pdf]] to learn about Tier 1, Tier 2, and Tier 3 words.

>> >> **Complete Lesson Plan Thinking Sheet (for feedback during next class)** - there will be support during class next Tuesday for those of you that have working drafts and have questions - use your time wisely and get started!
 * November 15: Teaching Vocabulary for Comprehension **
 * **Class Slideshow: [[file:Day 22 Text Talk Vocab.pptx]]**
 * **Class Activity:** Designing Explicit Vocabulary Instruction Around Tier 2 Words [[file:TextTalkLessonPlanTemplate.doc]]
 * **Homework:**
 * Locate two Tier 2 words in each chapter of Hollis Woods, beginning with Chapter 14 (p. 138) and ending with the Fourteenth Picture (p. 166). Bring this list of words with you to class next week.


 * November 20: Teaching Vocabulary and Lesson Plan Support **
 * **Class Activity:** Developing Activities for Explicitly Teaching and Building the Meaning of Target Words
 * **Class Activity**: Lesson Plan Support
 * **Homework: Study for Study for Quiz #2** (on Nov. 27 Tuesday)
 * Planning lessons: differences between educational standards and learning objectives; important parts of a reading lesson
 * Explicit Instruction for Comprehending Narrative Texts: Narrative text structures, genres of fiction and key characteristics (e.g., fairy tales, realistic fiction)
 * Explicit Instruction for Comprehending Expository Texts: Types of expository text structures, applications for graphic organizers
 * Instructional Routines for Modeling Reading Comprehension Strategies (Think-Alouds and gradual release)
 * Close Reading and The Common Core Standards
 * Instructional Routines for Teaching Question Asking and Answering (QAR and Reciprocal Teaching)
 * Instructional Routines for Building Discussion and Comprehension (Text Talk-Queries, Discussion Webs, Literature Circles)
 * Reviewing NGT reflections will be helpful (for Discussion)
 * Building Vocabulary: Tiered levels, student friendly definitions, and reinforcement activities
 * Skimming this IES Reading Comprehension Guide would be a great way to review in a different way for conceptual understanding of the big ideas in the course [[file:IES Reading Comprehension Guide.pdf]]


 * November 22: HAPPY THANKSGIVING! NO CLASS **


 * November 27: Quiz #2 and Follow-Up Vocabulary Activity **


 * November 29: NO CLASS (Use time to work on lesson plan) **


 * Homework: **
 * Read Cornett Chapter 8 (p. 257-267) on Fluency: Freeing the Mind for Comprehension
 * Read Vasinda & McLeod (2011) Extending Readers Theatre: A Powerful and Purposeful Match With Podcasting [[file:Vasinda & McLeod 2011 ReadersTheatre & Podcasting.pdf]]
 * Finish Lesson Plan (due December 4)


 * December 4: Fluency **
 * **Classwork: Powerpoint Slides [[file:Day 22 Fluency & Podcasting.pptx]]**
 * [|Poetry for Fluency] (Read, Write, Think Lesson)
 * [|Reading Idol! Bringing Reader's Theatre Center Stage in Your Classroom] (Read, Write, Think Lesson)
 * [|Reader's Theatre Scripts] (Told by Aaron Shepard)
 * [|Help, Hillary, Help!]
 * [|Which Shoes Do You Choose?]
 * [|Casey At the Bat]
 * [|Read by James Earl Jones] (with music)
 * Audacity Audio Editor and Recorder - download [|here]
 * Online Audio Converter (if necessary) - [|Media.io]
 * Podcasting for Fluency (other ideas from Dr. Coiro's Workshop)
 * **Homework:**
 * Noticing Good Teaching #5: Final Reflection (2 pages) [[file:NGT#5 Final Reflection.doc]]


 * December 6: Putting It All Together **

ACTIVITIES/READINGS FROM PREVIOUS SEMESTERS

(Developing Reading Fluency)
 * Cornett, Ch. 8 (pages 257-267) Word Fluency: Freeing the Mind for Comprehension
 * Vasinda & McLeod (2011) Reader's Theatre and Podcasting [[file:Vasinda & McLeod 2011 ReadersTheatre & Podcasting.pdf]]


 * ** Explicit Comprehension Instruction with Expository Texts **
 * **Class Activity 1**: Practice Modeling Think-Aloud Instruction (use your Book Activity 4 script)
 * **Class Activity 2**: Fiction, Non-Fiction, and Fantasy [[file:Fantasy.docx]]
 * **Homework**:
 * Revisit Ch. 5 (pages 144-149) to review Cornett's ideas about Technology-Based Texts
 * ** Abilock, D. [|A think-aloud model for reading online.] **
 * Read [|Internet Workshop: Making Time for Literacy] (Leu, 2002) to learn more about Internet Workshop
 * Read Making Sense of Online Text (Coiro, 2005) to learn more about online reading strategies [[file:CoiroEdLeadership2005.pdf]]
 * Brainstorm __at least three questions__ you have about one ore more of the following topics (extended from Magic Treehouse: Vacation Under the Volcanoes) (1) Ancient city of Pompeii, (2) Volcanoes, (3) Ancient Roman Life, and/or (4) Mythology - bring your questions to class in preparation for our Internet Workshop


 * ** Explicit Comprehension Instruction with Web-Based Texts **
 * **Class Activity**: Internet Workshop Handout [[file:423 Day 14 Internet Workshop Activity.doc]]
 * **Homework**:
 * Brief reflection on Internet Workshop - due by Sunday 10/30 ([|click here] to post on our discussion board)
 * Cornett Ch. 7 (p. 186-194 only) on Questioning and Noticing Good Teaching Reflection 4 [[file:NGT#4 Questioning.docx]]
 * Begin reading Hollis Woods (p. 1-54) and complete the summary chart for those chapters - download summary chart here > [[file:Hollis Woods Summary Notes.docx]]
 * OPTIONAL: ELL Text Ch. 4 (p. 75-121) Student Centered Instruction, Unit & Lesson Scope & Sequence


 * **VOCABULARY**
 * **Topics for Quiz #2:**
 * **Homework (due Tues. Nov. 15):**
 * Read Beck & McKeown **Chapter 2: Choosing Words To Teach** (from Bringing Words to Life) [[file:Bringing Words to Life Ch 2.pdf]] to learn about Tier 1, Tier 2, and Tier 3 words.
 * Begin **Running Out of Time** - Read Chapters 1-8 and select five Tier 2 words from the text - bring to class for Tuesday.
 * **Homework:**
 * Read **Hancock** (1993) Exploring and Extending Personal Response Through Literature Journals [[file:Hancock 1993 Lit Response Journals.pdf]]
 * **Book Activity 7**: Complete a literature response journal for Ch. 9-16 Running Out of Time [[file:BOOK ACTIVITY 7 FA2011.docx]]


 * ** Literature Response Journals **
 * **Class Slideshow**: [[file:Day 20 Assessment & Response.ppt]]
 * **Homework**
 * **Finish your lesson plan.**
 * __For links to standards__, click on the links under October 4 lesson (Page 1 of Class Wiki)
 * For ideas on __differentiating your instruction and scaffolding your tasks__: Review the Guided Reading Strategy activities in the extra readings under October 13.
 * For ideas about __response activities__ and how to measure them, revisit the notes and handouts from class today and skim Chapter 9 (Diverse Response Options) in your textbook for additional response ideas.
 * **Prepare for next class:** Read through the slides and handouts and examples to get a sense of the different "techniques" you can use to help students really KNOW your three target words. Choose a word and come to class with some initial ideas/techniques that will engage students with using your target word in appropriate ways.


 * ** Building Comprehension with Explicit Vocabulary Instruction **
 * **Class Activity**: Developing Activities for Explicitly Teaching and Building the Meaning of Target Words
 * **Homework**:
 * Finish reading Running Out of Time
 * Complete Step 1 of our [|Class Webquest] (found at the Process link) which includes reading a short article, exploring three sample webquests, and thinking about possible topics for your activity.
 * OPTIONAL: Read Owens, Hester, & Teale (2002) about digital inquiry and young children [[file:Owens Teale 2002.pdf]]


 * ** HAPPY THANKSGIVING! **


 * ** Teaching Diverse Response Options **
 * Webquest: [|Diversifying Responses to Literature with Online Reading Tasks]
 * Online resources to explore with possible links to Running Out of Time
 * [|Free Webquest Authoring Tool: SWAT]
 * Other college pre-service teacher's Webquest activities
 * [|University of Wisconsin Whitewater]
 * National Webquest Winners (examples)
 * [|Primary: Hey, What's In the Ocean?]
 * [|Primary: To Dam or Not To Dam?]


 * ** Quiz #3 and Designing Diverse Response Options **
 * Quiz Topics:
 * Beck & McKeown's perspective of Vocabulary Instruction (3 tiers, effective and ineffective practices for building vocabulary, and examples of activities to build specific words)
 * Hancock's Response Journals (your reading, types of responses, types of prompts to elicit specific responses)
 * Realistic Fiction
 * Chapters 9 and 10 in your textbook: Diverse response options and purposeful instructional routines that foster a comprehensive literacy curriculum)
 * Class Activity: Work with a partner to create your "mini-webquest activity"
 * Homework: Finish your webquest activity and post to Google Docs (Step 6 on your webquest) - prepare for your presentation on Monday to share you ideas with the "curriculum hiring committee"


 * **Sharing Diverse Response Options**
 * Share Final Mini-Webquest Ideas
 * Homework: NGT Reflection #5 - please print and type your responses [[file:NGT#5 Final Reflection.doc]] - hand in a hard copy in Thursday's class