airchuck88_hiker.png
    • "Another way to increase reading comprehension is by incorporating writing and social interaction." (Wallace, Pearman, Hail, & Hurst, 2007, p. 51).

Overview

This is the EDU 513 course home page and it is divided into 3 sections. On this wikipage, you will find: 1.) course information; 2.) the topics of the course, links to lessons taught in class and embedded assignments; and 3.) the course syllabus.

Section 1

  • Screen Shot 2014-08-25 at 3.39.55 PM.png

Section 2 - Topical Calendar


August | September | October | November | December
Crest Logo Stacked_K.jpg



August, 2014

external image scream.gif

September, 2014
  • 3 - Assessing Fluency, Word Recognition Strategies
    1. Dilemmas in a General Theory of Planning
      1. Strategies used...
      2. Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

    2. District Hiring Team
      1. List of School Districts
      2. List of Literacy Specialist Candidates

    3. What is fluency?

    4. Listen to Children Read

  • 10 - Learning to read words: Theory, findings, and issues.
    DEMONSTRATING THE STROOP EFFECT
    DEMONSTRATING THE STROOP EFFECT
    1. District Hiring Team
      1. List of School Districts

    2. Dilemmas in a General Theory of Planning
      1. Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

    3. Share your research critiques about Melanie's paper
      1. Open your critique
      2. Copy the words
      3. Paste the critique into this discussion board - click here -
      4. Read the critiques of your fellow literacy specialists and identify patterns of thoughts

    4. Learning to read words: Theory, findings and issues.
      1. You will read the article on the iPads
      2. You will use the built-in dictionary to define words
      3. You will write visual prompts for each other based on the 6 different sections of the Ehri article
        1. Sight Word Reading
        2. Sight Word Learning
        3. Phases of Development
        4. Vocabulary Learning
        5. Memory of Orthographic Structure
        6. Relevance to Transparent Orthographies
      4. Visual prompts will be posted on real post-it notes
      5. You will answer the prompts on lined paper
      6. File Not Found
        File Not Found


  • 17 - Word Identification Strategies
    1. Word Study: Distinguish long from short vowel sounds in spoken single-syllable words - using a Word Sort

    2. Guided Reading -
      a. Read a single page from the Guided Reading: The Romance and the Reality article by (Fountas, 2012)
      b. Write 1 - 3 visual prompts at a different comprehension level for the page that you read
      c. Write your prompts on a sticky note and include all of the following:
    3. (1.) page number
      • (2.) paragraph number
  • Literacy Stations
    1. Constructing Knowledge from a Concept Map: Word Identification Strategies

    2. Dilemma of a general theory of planning: Assess how point of view or purpose shapes the content and style of a text; Read and comprehend complex literary and informational texts independently and proficiently. (Anchor Standards)

    3. R.A.F.T. Writing: District hiring team: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.(Anchor Standard)

    4. Comprehension Strategy Practice: 1.) Paragraph Shrinking; 2.) Constructing Causal Connections; & 3.) Visual Prompting: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (Anchor Standard)

  • 24 - Developing Phonemic & Phonological Awareness
    1. Word Study: Recognize and produce rhyming words - using web site "magnets"

    2. Guided Reading - Please read pages 69 - 74 of the article, "The Link Between Preschoolers’ Phonological Awareness and Mothers’ Book-Reading and Reminiscing Practices in Low-Income Families" (Leyva, Sparks, & Reese, 2012)
      File Not Found
      File Not Found

      a. Use a comprehension strategy called Read, Respond, Review and Discuss (Hurst, Fisk, & Wilson, 2006). In order to learn how to use that strategy, read the article below. The strategy can be found on p. 51
      File Not Found
      File Not Found

      b. Post your responses on this wikipage
    3. Literacy Stations
      1. Constructing Knowledge from a Concept Map: Phonemic and Phonological Awareness

      2. R.A.F.T. Writing: District hiring team: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.(Anchor Standard) - PLEASE DO NOT DO THIS UNTIL NEXT WEEK.

      3. Comprehension Strategy Practice: Writing 3 Levels of Comprehension Questions: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (Anchor Standard)

      4. Dilemma of a general theory of planning: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.. (Anchor Standard for Writing)
external image Halloween-Snoopy6.jpg

October, 2014
  • 1 - Emergent Literacy (Concepts in Print)
There are 3 tasks to complete this week. They are due on 10/8/2014 by 16:30 (4:30).
There is 1 task that from last week that is due (I posted it again under 10/1/2014)

    1. Word Study: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words - using Elkonin Sound Box Cards

    2. Write to Learn about (Sorcinelli & Elbow, 1997) Concepts about Print using a concept map - literacy specialists who work with young students must know if their students understand concepts about print.

    3. Guided Reading - I will provide you with a R, R, R & D chart to help you understand Clay's (1989) article Concepts about print in English and other languages

    4. RAFT Writing Strategy - District Hiring Team - I am going to do this myself! - so you don't need to think about it anymore

    5. Comprehension Strategy Practice: Writing 3 Levels of Comprehension Questions: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (Anchor Standard)

  • 8 - What is Reading Comprehension?
    1. Word Study: Recognize and produce rhyming words - by manipulating onsets like Dr. Seuss

    2. Write to Learn about (Sorcinelli & Elbow, 1997) Comprehension using a concept map - literacy specialists who work with young students must know how to teach their students strategies that will improve comprehension, they must know why some students struggle with comprehension and they must know how to assess comprehension.

    3. Anchor Standard Analysis and Implementation - Learn about the new ELA Common Core Anchor Standards while reading the Dilemmas in a General Theory of Planning (Rittel & Webber, 1973) - Draw evidence from literary or informational texts to support analysis, reflection, and research

    4. Online 1 question course survey - click here -

  • 15 - Grading Break - add all of your scores into your gradebook by next Wednesday

  • Screen Shot 2014-10-22 at 3.03.08 PM.png22 - Matthew Effects in Young Readers Reading Comprehension and Reading Experience Aid Vocabulary Development
    1. Word Study: Distinguish between similarly spelled words by identifying the sounds of the letters that differ. - using Read Write Think's Construct-a-Word Interactive

    2. Write to Learn about (Sorcinelli & Elbow, 1997) vocabulary using a concept map - literacy specialists who work with young students must know how to teach their students strategies that will improve their vocabulary, they must know why some students struggle with vocabulary acquisition and they must know how to assess vocabulary.

    3. Write to Learn about Comprehension - this task is a continuation of the Oct. 8 task where you read a section of Woolley's chapter about Reading Comprehension. Make sure you scroll down to the October 22nd section.

    4. Read Matthew Effects in Young Readers Reading Comprehension and Reading Experience Aid Vocabulary Development

    5. Anchor Standard Analysis and Implementation - Learn about the new ELA Common Core Anchor Standards while reading the Dilemmas in a General Theory of Planning (Rittel & Webber, 1973) - Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others .and gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism

  • It's the Great Pumpkin...
    It's the Great Pumpkin...
    29 - Vocabulary Acquisition
    1. Word Study: Know the spelling-sound correspondences for common consonant digraphs[1] - using Read Write Think's Alphabet Organizer Interactive
    2. Write to Learn about (Sorcinelli & Elbow, 1997) Matthew Effects in Young Readers - literacy specialists who work with young students must understand the Mathew Effect so they can diagnose it when they see it.

    3. Write to Learn about Comprehension - this task is a continuation of the Oct. 8 task where you read a section of Woolley's chapter about Reading Comprehension. Make sure you scroll down to the October 29th section.

    4. Literature Review - visit this wikipage to start the process of writing a literature review

external image turkey_clipart.jpgNovember, 2014
  • 5 - Making Words Matter: Vocabulary Study in the Content Areas
    1. Word Study: Decode regularly spelled two-syllable words with long vowels using phonics through spelling.

    2. Write to Learn about (Sorcinelli & Elbow, 1997) a vocabulary learning strategy, Collaborative Strategic Reading (CSR) for science using a reading comprehension strategy called - "Yes, No, and Maybe If..." - literacy specialists who work with students must know how to teach their students strategies that will improve their vocabulary acquisition in science areas.

    3. Write to Learn about (Sorcinelli et al., 1997) the Matthew Effects in Young Readers - literacy specialists who work with young students must understand the Mathew Effect so they can diagnose it when they see it.

    4. Write to Learn about Comprehension - this task is a continuation of the Oct. 8 task where you read a section of Woolley's chapter about Reading Comprehension. Make sure you scroll down to the November 5 section.

    5. Anchor Standard Analysis and Implementation - Learn about the new ELA Common Core Anchor Standards while reading the Dilemmas in a General Theory of Planning (Rittel & Webber, 1973) - by Writing narratives to develop a real or imagined experience or event using effective technique, well-chosen details and well-structured event sequences. and Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

    6. Literature Review - visit this wikipage and watch a video from Massey University about Literature Reviews

    7. Model digital age work and learning | Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society
      1. Demonstrate fluency in technology systems

  • 12 - Creating Writing Opportunities for Young Children
    1. Word Study: Determine the meaning of words and phrases as they are used in a text... using a science simulation.
      1. For this week, you will experience a Word Study designed to teach science vocabulary words using a science simulation
      2. Click here to get to this week's tasks

    2. Write to Learn about (Sorcinelli & Elbow, 1997) a writing strategy for younger students called Storytelling.

    3. Write to Learn about (Sorcinelli et al., 1997) the Matthew Effects in Young Readers - literacy specialists who work with young students must understand the Mathew Effect so they can diagnose it when they see it. This is a continuation of previous week's work.

    4. Write to Learn about Comprehension - this task is a continuation of the Oct. 8 task where you read a section of Woolley's chapter about Reading Comprehension. Make sure you scroll down to the November 12 section.

    5. Anchor Standard Analysis and Implementation - Learn about the new ELA Common Core Anchor Standards while reading the Dilemmas in a General Theory of Planning (Rittel & Webber, 1973) - by Draw evidence from literary or informational texts to support analysis, reflection, and research and Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

    6. Literature Review - coming soon
external image charlie+brown+thanksgiving2.jpg

December, 2014

Section 3

  • Syllabus




airchuck88_hiker.png
  1. ^ **A digraph is a complex sound relationship formed by 2 consonants (e.g. ch, sh, th) or 2 vowels (e.g. ai, ea, ee) that combine to make ONE sound