Part+1

PART 1: Factors That Influence Comprehension And Expectations for Meeting the Needs of Today's Readers
Class Slideshow: Activity: 5 Core Elements of Reading Instruction Class Padlet: [|What skills are required to be a good reader?] Padlet results (download pdf)
 * Sept. 7: Course Introduction **


 * HMWK DUE 9/12:** Read Cornett, Chapter 1 to find out: What factors influence reading comprehension?

Class Activity: Rand Comprehension Model Class Slides: (click to see photos of class charts with the details of each factor)
 * Sept. 12: What factors influence comprehension? **

1. Read Cornett, Chapter 2
 * HMWK DUE 9/14:**
 * Optional:** Noticing Good Teaching Journal #1

2. Post your 90-second [|Flipgrid reflection] in response to this question: Please share some of your personal reflections about reading comprehension instruction that were prompted by our Five Corners Activity in class and your reading of Cornett's Chapters 1 and 2. What are some of the biggest ideas that now make sense to you about (a) what comprehension includes and (b) how it should be taught. Explain reasons for your choices.[IMPT: Your response should be based on the Cornett Readings and our two first days of class activities rather than on your previous experiences outside of our class]. **Please note:** If the Flipgrid interface doesn't work in Firebox browser, try Google Chrome. You should also be able to use this on your cell phone.

3. Review the Reading Interview assignment and think about a young child to interview. This assignment is due October 6 and will be used as part of our group activity during class on Oct. 6


 * Sept. 14: Why teach reading comprehension as inquiry-based problem solving? **
 * Powerpoint Slides:**

For some reason, the slides were taking too long to downlaod, so here's a pdf of the slides as well. It's a REALLY big file, so it might take a while to download.

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 * Class Activity:**
 * Please download the digital version to type your final joint plan and individual reflection. You can type your draft for next Tuesday, Sept 19, in this file or just write it on the blue paper you got in class. The final typed version of your plan and your reflection is not due until next Thursday, Sept. 21)


 * HOMEWORK:**
 * **Talk with your group about your book launch plans; come prepared next class so EACH member gives your book launch to a separate group.**
 * **NOTE:** If you are reading an informational text for your book launch, you may consider the clusters of grade level topics in the [|Next Generation Science Standards for grades 3-5] to inform the "big ideas" your text might connect with. To use, click on the grade level topic hyperlinks, and then scan the middle column of "disciplinary core ideas" to help you generate "big ideas" in the form of a statement or question.
 * For narrative texts, you might consider the [|Common Core State Standards in Grades 2-3].
 * **Selections for Book Launch (these two selections have read-aloud versions for those who don't have the hard copy of the text)**
 * Happy Birthday Moon (by Frank Asch): [|Read-Aloud] or [|Animated Version]
 * Frederick (by Leo Leonni): [|Read-Aloud] (by adult & child) or [|Animated Version] or [|Spanish Version]
 * A Color of His Own: [|Read-Aloud]
 * Swimmy: [|Read-Aloud]
 * The Story of Ferdinand: [|Read-Aloud] or [|Video version]
 * Stand Tall Molly Lou Melon: [|Read-Aloud]


 * Sept. 19: How do we launch a book to engage students in big ideas and preparing to read? **
 * Class Activity:** Practice book launch with your partner; then conduct book launch in jigsaw groups

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 * Homework:**
 * 1) **Type up your joint book launch activity** (using digital version from Sept. 14) and then type up your individual reflection of the post-activity questions at the end. Print out and bring to class on Thursday. Bonus point if you can align with at least one relevant Science Standard or Common Core Standard (see links above)
 * 2) **Read Cornett Chapter 6 on Motivation**
 * OPTIONAL: complete Noticing Good Teaching (NGT) outline to help organize/summarize and creatively respond to the big ideas

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 * Sept. 21: Why does motivation matter? How do we create supportive learning contexts? **
 * Class Activity**:
 * Video Analysis of [|Creating Contexts for Learning](feel free to explore the later segments of the video after class for additional ideas about classroom routines and grouping options)
 * John Guthrie interview: [|Motivating Students to Read] and classroom snapshot of [|Concept Oriented Reading Instruction (CORI)]
 * [|How to create a holistic view of students? 360 Spreadsheets] (link to your student interview assignment)
 * Today's Powerpoint Slides:

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 * Homework:**
 * Read Coiro (2015) The magic of wondering: Building understanding through online inquiry
 * Read Coiro (2016) Let's get personal: Balancing talk with technology to truly personalize learning
 * **Complete Digital Resource Review (15 points) and optional screencast (5 points):** You may work individually or with a partner to complete this assignment. If you work with a partner, please provide a brief explanation of each of your individual contributions to your joint review.
 * **IMPORTANT:** Please come to class on Tuesday prepared to orally share a summary of the digital resource you reviewed in small jigsaw groups with your "Interview Committee." Bring a laptop or ipad if possible to display the resource so you can demonstrate what it looks like and how to use it.
 * **NOTE**:
 * Your student reading interview is due Thurs. October 5, so you might start thinking about finding a little person to help you out!
 * The 2nd Flipgrid video reflection will not be due until Oct. 3 (more about the prompt later)


 * Sept. 26: How can inquiry practices and digital texts/tools help differentiate instruction for all learners? **
 * Class Activity:**
 * Sharing your digital texts and tools in small groups
 * Reflecting on the value of inquiry practices and digital texts/tools

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 * Homework:**
 * Watch three videos and take notes to prepare for in-class discussion:
 * [|How to Create a Welcome Classroom Environment for English Language Learners] (Tips & video)
 * [|Asking and Answering Questions about Soil in Grade 2]
 * [|English Language Learners: Finding Their Voices in a Multilingual Classroom (Grade 4)]
 * Use these questions to guide your notetaking - print and bring to class to hand in
 * Craft Questions for Changhee Lee, a doctoral student from South Korea
 * OPTIONAL RESOURCE: [|Explore Colorin' Colorado Bilingual Site for educators and families of English language learners]

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 * Sept. 28: How can teaching practices tap into students’ diverse socio-cultural and linguistic backgrounds? **
 * Class Activity**:
 * Exploring the [|possibilities of Seesaw] in elementary school classrooms - [|starting small with Seesaw] in first grade can turn into something big!
 * Small group reaction to videos and written response/oral presentation in **[|Google Slides]** (hand in your individual homework notes and small group discussion notes at end of class) -
 * Interview with Changhee Lee
 * Homework:**
 * **Record your 2nd Flipgrid Video Reflection using this prompt:**
 * We've been talking about reading comprehension as an inquiry-based problem solving process. Today, I mentioned the goal of active comprehension is for learners to actively be involved in "owning the meaning making." What connections can you make between the tasks I assigned (e.g. your homework assignment to watch and respond to three videos and your experiences today to synthesize your notes into an oral presentation to the class) and what your textbook has described as ways to foster comprehension, motivation, and engagement? From your perspective, how effective were the experiences in getting you to "own the meaning making" across the three videos, and how might you apply these same ideas to foster active comprehension and engagement in your work with elementary school students?
 * Read Leslie Morrow's two page overview of the Common Core State Standards in English Language Arts
 * Refer to the printed version of the CCSS-ELA you were given in class (or view digital version here)
 * Download and complete the summary table and jot key ideas for relevant grade levels related to each area; focus especially on Reading Literature, Reading Information Texts, and Speaking & Listening - come to class with completed table and be prepared to discuss and analyze further


 * Oct. 3: Clarifying Book Launch Practices **


 * Slides from Class:**


 * Classwork:**
 * Feedback from Book Launch and Small [|Group Revision Activity]
 * Never underestimate the power of giving young children a voice and some choice
 * [|First Graders' Tutorial on Using Seesaw] (and [|many more uses of Seesaw on Pinterest])
 * [|Fourth Grader's Screencast on her Wonder Project] (inspired by Wonderopolis and a great teacher)
 * Pinterest Boards for [|Blendspace], [|Popplet]and [|Thinglink] (just for example)
 * CCSS Class Synthesis Activity
 * Academic Honesty: [|University Manual guidelines on plagiarism (your job and my job)]


 * Homework:**
 * Complete and hand in your Student Reading/Writing Interview and Reflection - Bring to class on Thursday
 * Add your findings about student characteristics to a row in the [|Google Docs file]

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