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

  • October 16: Designing a Literacy Lesson Plan & Explicit Teaching of Comprehension Strategies
Related Resources (optional)


October 18: Explicit Comprehension Instruction with Narrative Texts

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

October 25: Expository Text Structures and Planning for Instruction


October 30: Teaching Your Expository Text Lessons (Lesson #2)

November 1: Homework for next WEDNESDAY Nov. 6 (no class on Tuesday):

November 7: Modeling Questioning and Teaching Students How to Answer Questions
Related Resources

  • 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

November 8: Building a Line of Questioning to Foster Discussions
Related Resources
Classwork: Crafting Text-Talk Queries to Shape Text-Based Discussions

  • 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
OPTIONAL Resources for More Information

November 13: Discussion Webs and Literature Circles

November 15: Teaching Vocabulary for Comprehension
  • Class Slideshow:
  • Class Activity: Designing Explicit Vocabulary Instruction Around Tier 2 Words
  • 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.

      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 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


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

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


December 4: Fluency

December 6: Putting It All Together


(Developing Reading Fluency)

  • 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
    • 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
      • 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

  • Literature Response Journals
    • Class Slideshow:
    • 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


  • 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"