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    • "In our study, however, we found no support for the claims made in Put Reading First and translated into the No Child Left Behind Act. Our findings show that the children in the commercial phonics-based programs are not significantly better than children in literature-based programs in phonics use, in or out of textual content" (Arya, Martens, Wilson, Altwerger, Jin, Laster & Lang, 2005, p. 69).

Overview

This is the EDU 612 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 and embedded assignments; and 3.) the course syllabus.

Section 1

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Section 2 - Topical Calendar


January | February | March | April | May

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January
Screen Shot 2015-01-26 at 4.12.19 PM.png26 - Base Camp - Setup Your Learning for this course (all links will open in a new tab - close each tab when you are done with them)
  1. Overview
  2. Materials for the course
  3. Navigation of the Course
  4. Sharing Work
  5. Assessments
  6. Tips for Success

February
2 - Literature Circles : A Tool for Self-Determination in One Middle School Inclusive Classroom (Blum, Lipsett, & Yocom, 2002)
  • Due Date: February 9, 2015 by 16:30:00 (4:30 PM)


  • Overview

  • We are going to be reading Counting by 7s by Holly Goldberg Sloan and completing literacy work at the Lexile Measure associated with that book. If you do not understand Lexile levels, please watch this video:


  • The Lexile measure of Counting by 7s is: 770L. This works out to be in an age range of 10 - 14. Therefore, we will be following ELA Standards at grade five for this book. For tonight's class, we will be working on the following 5th Grade Common Core Learning Standards using the book Counting by 7s.
  • Reading: Foundational Skills

    • 1. Phonics and Word Recognition: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context
  • Reading: Informational Text

    • 1. Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
    • 2. Craft and Structure: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
  • Reading: Literature

    • 1. Key Ideas and Details: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
  • external image Counting-by-7s.jpg

  • 1.) Foundational Skills Mini Lessons

  • Fifth grade teachers who have an ELA block of 90 minutes provide their students with instruction that addresses: 1.) foundational skills; 2.) skills to increase comprehension and 3.) skills to improve writing. If you were in class tonight, we would have taken 5 - 10 minutes for each of these mini-lessons. Please read the notes under each link before starting each mini-lesson, these notes are colored red and yellow.

    • (a). Develop Word Identification Strategies - Use Morphological Recognition to learn the meaning of unfamiliar words -
      • Note: The link above will open in a new tab. When you are done with the task, close the tab. In this mini-lesson, the objective is to teach kids the meaning of the latin root. I would have had you organize your learning on paper in class. Please complete this task on paper or in your head - you do not have to bring me your work.

    • (b). Develop Vocabulary Strategies -
      • Note: The link above will open in a new tab. When you are done with the task, close the tab. In this mini-lesson, you will learn how to use the Frayer Model as a tool to help students learn a Word of the Day. For tonight's class, you will use this tool to help you understand the word Biorhythms. The Frayer Model is best used with a more knowledgeable other, a teacher (Vygotsky, 1978). It is not designed for students to use on their own because it should be used for difficult words that require a teacher. You do not have to bring me your work.

    • (c). Develop Fluency using Readers Theater
      • Notes: You can't do this on your own, so you will have to wait for this one next week.

  • 2.) Literature & Informational Skills Mini Lessons

  • The strategies below are used to increase comprehension
    • (a). Causal Maps - Causal Map -
      • Note: The link above will open in a new tab. When you are done with the task, close the tab. In this mini-lesson, the objective is to teach kids how to trace a cause-effect relationship by explicitly referring to the text. Students need to see how the action of one character can cause the actions of another character. They need to be able to refer explicitly to the text when describing this relationship and not rely on their memories. I would have had you organize your learning on paper in class. Please complete this task on paper or in your head - you do not have to bring me your work.

    • (b). Scaffolded Silent Reading - read chapter four silently in the Counting by 7s book using the Paragraph Shrinking strategy -
      • Notes: The link above will open in a new tab. When you are done with the task, close the tab. In this mini-lesson, the objective is to teach kids how to use a comprehension strategy to shrink the amount of text to read and think about. I would have had you practice this strategy in class using the first few pages of chapter four. Please try out the strategy when you read this weekend - you do not have to bring me your work.

  • 3.) Writing Mini Lessons

    • (a.) Writing Studies (Gallagher & Lee, 2008) -
      • Notes: Coming next week;

  • 4.) Read Research to support Literature Circles

    • Notes: We would have read sections of Literature Circles : A Tool for Self-Determination in One Middle School Inclusive Classroom (Blum, Lipsett, & Yocom, 2002) together in class using a Guided Reading approach. Here is the abstract:
    • Students in one multiage middle school inclusive classroom engaged in literature circles while reading various short stories and novels during the course of one school semester. The use of literature circles was meant to encourage students to improve their abilities to analyze literature selections as well as their self-determination in selecting literature to read and discussing their ideas. Students assessed their reading abilities before and after being introduced to literature circles. An analysis of variance between the means of pre- and postsurveys indicated that stu- dents with special needs believed literature circles helped them read, analyze, and discuss literature selections. The target group, students identified with special needs, showed a significant gain when their survey results were compared to the rest of the class. Procedures of the classroom study and emergent themes are described and interpreted in the context of an inclusive classroom.

    • Please read the article by yourself this week - we will integrate this into our class next week.
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  • 5.) Homework

    • (a). Counting by 7s, chapters 4 - 12
  • 9 - Developing Argument Writing through Evidence-Based Responses to Student-Generated Questions (Verlaan, Ortlieb, Verlaan, & Fink, 2014)


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  • 16 - President's Day Recess - No School

  • 23 - Cooperative Story Mapping (Mathes, Fuchs, & Fuchs, 1997)
    • A. Research to Support Cooperative Story Mapping
    • 1. Article -
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      • Use an organizing strategy to help you comprehend the article (not sure what an organizing strategy is? -
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        - )
        • p. 20 - 21
        • p. 22 - 24
        • p. 25 - 26
      • Use the giant whiteboards to organize important ideas you wish to share
      • Share ideas with classmates
      • Use Cooperative Story Map with Chapter 18

    • B. Learning Targets for ELA Unit Plans
    • 1. Reading - Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

    • 2. Writing - 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.

    • 3. Speaking & Listening - Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

    • 4. Language - Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

    • C. Understanding by Design - to get the template click here -
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March
2 - Metacognitive Reading Strategies to Learn Vocabulary
1.) Setup a Wikipage for the Unit & Lesson Plans
  1. Join the Literacy Wiki by clicking on this link: https://wikispaces.com/join/PXKJHF9
  2. Look at your Wikipage that you will use to host your plans - http://theliteracywiki.wikispaces.com/Setup+a+Wikipage+on+this+Wikispace

2.) Begin Building the Unit Plan Using Understanding by Design
1.) Use Common Core Anchor Standards - http://www.corestandards.org/ELA-Literacy/CCRA/R/ - to build
  1. Goals:
  2. Essential Questions:
  3. Student Understandings:
  4. Key Knowledge:
    1. Students will know....
  5. Key Skills
    1. Students will be able to...

3.) Build a Lesson Plan Using Understanding by Design
  1. Lesson # :
  2. Lesson Title:
  3. Subject/Topic Area:
  4. Materials:
  5. Essential Question(s):
  6. Student Understandings:
  7. Key Knowledge:
    1. Students will know....
  8. Key Skills
    1. Students will be able to...
  9. Check for Understanding:
  10. Student Product Example: (Provide an exemplar)
  11. Instructional Strategies to Support Universal Design Principles
    1. Multiple Means of Engagement :
    2. Multiple Means of Action and Expression :
    3. Multiple Means of Representation :
4.) Read Research to Support Vocabulary
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
  1. Guided Reading- The Romance and the Reality (Fountas, 2012)
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    1. p. 269
  2. Teaching word meanings by expanding schemata vs. dictionary work vs. reading in context (Eeds & Cockrum, 1985)
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    1. p. 492, para. 1, 4 & 5
    2. p. 496, para. 4
    3. p. 497, para. 1
  3. Reading Comprehension (Woolley, 2011)
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    1. p. 19, para. 2
    2. p. 23 - 24
    3. p. 25, para. 3

4.) Vocabulary Logs to boost the Metacognitive Strategy of Understanding Words

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  • 9 - Organizing Strategies for Teachers and Students - Literature Circles
1.) Read Research to Support Strategic Reading
  1. Reading Comprehension (Woolley, 2011)
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    1. p. 18 - Comprehension and the Active Learner & Comprehension and Organisation

  1. Literature circles, A tool for self-determination in one middle school inclusive classroom (Blum, Lipsett, & Yocom, 2002)
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    1. all 11 pages using a Reading Research Vee
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      to organize your thinking

  1. Writing for Comprehension (Wallace, Pearman, Hail, & Hurst, 2007)
    1. p. 51 - 53

2.) Strategically Read Counting by 7s in a Literature Circle
  1. Use Read, Respond, Revisit & Discuss

3.) Unit & Lesson Building
  1. Resources
    1. Help Writing Student Understandings
    2. Help Writing Checks for Understanding

  1. Unit & Lesson Plans


4.) New Book
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  • 16 - Lesson Plans

  • 23 - Spring Break - No School

  • 30 - Literature Circles



Screen Shot 2015-01-26 at 4.14.48 PM.pngApril 6, 13, 20 & 27
6 - Matthew Effects in Young Readers Reading Comprehension and Reading Experience Aid Vocabulary Development
Stanovich (1986) and Walberg & Tsai (1983) described the Matthew effect as a phenomenon that says that performance differences between good and poor readers may increase over time (as cited in Cain & Oakhill, 2011, p. 431).
1.) Matthew Effect: Read about the "Matthew Effect" and show that you have learned about this reading phenomenon by "Writing to Learn;" follow the steps below:
  • a.) You will write about this phenomena on the wikipage where you posted your lessons.
  • b.) You will post your writing ABOVE your lessons
  • c.) You will not delete your lessons
  • d.) - Click Here - to learn about the "Matthew Effect"

2.) Writing for Comprehension: Use a writing for comprehension strategy to show your comprehension of the story, I'll Be There
  • a. Read, Respond, Revisit & Discuss a Writing for Comprehension Strategy
    • (i.) Read a concept map about this strategy -here -
    • (ii.) We will use this strategy to discuss each chapter throughout the rest of the semester
    • (ii.) Use the strategy - on this wikipage -

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13 - Teaching Writers through a Unit of Study Approach (Morgan, 2012)
All work is due by 23:59:59 on April 20
1.) RAFT Writing Strategy to Increase Comprehension of the "Matthew Effect"
  • a.) In 2013 & 2014, Seneca and Tuscarora students in western New York dropped out of high school at an alarming rate.
  • b.) In 2013 & 2014, Seneca and Tuscarora 3rd - 8th grade students in western New York were largely non-proficient readers.
  • c.) Could these non-proficient readers be experiencing the "Matthew Effect?"
  • d.) What do you think? Click here to investigate!

2.) Writing for Comprehension: Use a writing for comprehension strategy to show your comprehension of the story, I'll Be There
  • a. Read, Respond, Revisit & Discuss a Writing for Comprehension Strategy
    • (i.) Use the R, R, R & D Writing for Comprehension Strategy for chapters 4 - 6
    • (ii.) The directions for the R,R,R & D component are slightly different - read them
    • (iii.) The rubric has changed slightly, please read the rubric carefully
    • (iv.) Click here to visit the wikipage

3.) Writing for Comprehension: Use a writing for comprehension strategy to show your comprehension of the story, I'll Be There
  • a. Read, Respond, Revisit & Discuss a Writing for Comprehension Strategy
    • (i.) In this section, we (you and I) will discuss the story
    • (ii.) We will discuss the story using the comment feature of wikispaces (- look at this tutorial to learn how to use the comment feature of wikispaces - )
    • (iii.) Procedure (read steps A - E before beginning or you will be confused):
      • (A.) Visit the I'll Be There Read, Respond, Revisit & Discuss Wikipage - Click here -
      • (B.) Go to chapter 1 and find your name
      • (C.) On the right side of the wiki is a little yellow tab that you need to click
      • (D.) Read my question to you and then respond to my question
      • (E.) Click post on the yellow tab
    • (iv.) Use a rubric to guide our discussion
      • (A.)
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      • (B.) Place the completed rubric in the Dropbox folder you shared with me

4.) Read "Teaching Writers through a Unit of Study Approach" (Morgan, 2012)
According to a national study done by Gilbert & Graham (2010),
  • a.) "... 65% of grade 4–6 elementary teachers reported that they received minimal to no preparation to teach writing through their college teacher education program." (p. 511)
  • b.) "...students [in their study] averaged just 25 minutes a day writing text at least paragraph length or longer" (p. 511)
  • c.) "The most common writing activities in grades 4 – 6 (those occurring weekly or several times a month in most classes) did not cover enough different writing tasks as they mostly involved using writing to learn (e.g., writing short answer responses, writing in response to material read, completing worksheets, writing in content areas, note taking, and writing to summarize)." (p. 512)
  • d.) The finding in Gilbert et al.'s study are not very important unless you and I do something about it. So, I would like you to read about a writing approach called "Teaching Writing Through a Unit of Study Approach." This is an article published in the Middle School English Language Arts journal, Voices in the Middle.[1]
  • e.) - Click here - to begin this task

5.) Using I'll Be There to Teach Writers how to use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events (a Unit of Study Approach) (CCSS.ELA-LITERACY.W.6.3.D)
  • a.) You will study some excerpts from Goldberg-Sloan's novel I'll Be There
  • b.) You will explain how she used phrasing.
  • c.) You will attempt to write something similar to her
  • d.) If you are ready to try... - click here -
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20 - 27 Drawing to support writing development in English language learners (Adoniou, 2013)
All work is due by 23:59:59 on May 4
external image peanuts-peanuts-9275294-1024-768.jpg1.) Drawing to support writing development in English language learners

2.) Writing for Comprehension: Use a writing for comprehension strategy to show your comprehension of the story, I'll Be There
  • a. Read, Respond, Revisit & Discuss a Writing for Comprehension Strategy
    • (i.) Use the R, R, R & D Writing for Comprehension Strategy for chapters 7 - 9
    • (ii.) The directions for the R,R,R & D component are slightly different - read them
    • (iii.) The rubric has changed slightly, please read the rubric carefully
    • (ii.) Link to this assignment is - here -

3.) Writing for Comprehension: Use a writing for comprehension strategy to show your comprehension of the story, I'll Be There
  • a. Read, Respond, Revisit & Discuss a Writing for Comprehension Strategy
    • (i.) In this section, you and a partner will discuss the story
    • (ii.) You and your partner will discuss the story using the comment feature of wikispaces (- look at this tutorial to learn how to use the comment feature of wikispaces - )
    • (iii.) Procedure (read steps A - E before beginning or you will be confused):
      • (A.) Visit the I'll Be There Read, Respond, Revisit & Discuss Wikipage - Click here -
      • (B.) Go to chapter 4 and find your partner's name - click here to see who your partner is -
      • (C.) Read their text and their question
      • (D.) Respond to their question by using the Wikispaces comment feature
      • (E.) Click post on the yellow tab
    • (iv.) Use a checklist (a different form of assessment) to guide your discussion
      • (A.)
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      • (B.) Place the completed checklist in the Dropbox folder you shared with me

external image Snoopy-Christmas-peanuts-452772_1280_960.jpg4.) RAFT Lesson Evaluation of Counting by 7s Lessons
In this section of the wikipage, you are going to revisit the Counting by 7s lessons and evaluate lessons written by your peers. I have found that many of you need to review what assessment criteria are and so there is no better way to do this than to evaluate another's work.
  • a. You are going to evaluate the lessons by pretending to be me (Role)
  • b. Read your classmates lessons and evaluate their lessons with a rubric (Audience & Format)
    • (i.) You must understand:
      • (A.) what a well-thought-out procedure is that shows how they planned to "check for understanding"
      • (B.) what a sample student product is and how it demonstrates understanding
      • (C.) use a concept map to help you with this section (this is where many of you are lacking knowledge)
    • (ii.) You can find the lessons - here -
  • c. You will only be assigned to evaluate one lesson from each person, so you will evaluate a total of 9 lessons
    • (i.) Stephanie & Chris will evaluate lesson #1 from everyone
    • (ii.) Whitney & Sara G. will evaluate lesson #2 from everyone
    • (iii.) Amanda & Lauren will evaluate lesson #3 from everyone
    • (iv.) Briana & Sara K. will evaluate lesson #4 from everyone
    • (v.) Jenna & Danielle will evaluate lesson #5 from everyone
  • d. Visit your dropbox folder
    • (i.) You will find your classmates lesson rubrics
    • (ii.) Score the rubric in the appropriate column (as me)
    • (iii.) Save the rubrics back to your dropbox folder
  • e. Evaluation Integrity
    • (i.) I expect you to score the rubrics with integrity.
    • (ii.) If they do not have evaluation criteria, you must mark them off for that
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  • 27 - Continue work from last week

May
  • 4 - Assessment: The Bridge between Teaching and Learning (Wiliam, 2013)

1.) Consider the Value of Grades Placed Upon us by Our Culture?
  • a.) Keep these questions in mind while viewing this short presentation?
    • (i.) Is what you are seeing familiar?
    • (ii.) What do these symbols tell us?
    • (iii.) What have the symbols done to you and/or for you?







2.) Assessment: You have to provide grades to students and parents; can you provide reading grades by making your own comprehension assessments?
  • a. Student Learning Outcomes
    • (i.) Develop comprehension questions for chapters 2 - 20 of the __I'll be There__ story
    • (ii.) Answer the comprehension questions
    • (iii.) Use a rubric to guide your question development
    • (iv.) Visit - this wikispace - to begin


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  • 11 - Time to Re-submit work

Section 3

  • Syllabus




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  1. ^ You have access to this journal because you are graduate student at Buffalo State. However, you can not read any articles unless you go through the E.H Butler Library web site.