Westmont College
Content Area Literacy -- Secondary
Fall 2011
Course Information:
Course Number: ED 171
Course Title:
Content Area Literacy -- Secondary
Credits:
4 credits
Schedule:
Tuesdays and Thursday, 10:00-11:50
Location:
VL106
Textbooks:
 Content Area Reading: Teaching and Learning in an age of Multiple Literacies, M.
McLaughlin (2010). Pearson
 Chapters 10-12 from Lemov, Doug (2010). Teach Like a Champion. Jossey-Bass.
(required text for ED 110)
 CA. State Content Standards and Common Core Standards
Self-selected Literacy book in your content area. Possible recommendations:





English:
o Appleman, D (2009, 2nd ed). Critical Encounters in High School English: Teaching Literary Theory
to Adolescents, Language and Literacy Series, Teachers College Press.
o Atwell, N. (1998, 2nd ed). In the Middle: Writing, reading, and learning with adolescents.
Heineman.
o Burke, J. (2007, 3rd ed). The English Teacher's Companion: A Complete Guide to Classroom,
Curriculum, and the Profession. Heinemann.
o Gallagher, K. (2006). Teaching Adolescent Writers. Stenhouse.
o Tovani, C. (2000). I Read It, But I Don’t Get It: Comprehension strategies for adolescent readers.
Stenhouse.
Math: Hancewicx, Heuer, Metsisto, Tuttle, and Kenney (2005). Literacy Strategies for Improving
Mathematics Instruction.
Science: Chamberlain, Crane (2009). Reading, Writing, and Inquiry in the Science Classroom, Grades
6-12: Strategies to improve content learning. Corwin.
Social Studies: Teacher Curriculum Institute Staff (2005). History Alive: Engaging all learners in the
Diverse Classroom. Teachers’ Curriculum Institute.
-- Irvin, J (1995). Enhancing Social Studies Through Literacy Strategies. National Council for the Social
Studies.
Art: Tucker, A (2001). Visual Literacy: Writing about Art. McGraw-Hill.
Professor: Dr. Jane Wilson
Office:
Office hours:
Phone:
E-mail:
Porter Center Room 2A
T/Th – 1:00-3:00
(805) 565-6171
jawilson@westmont.edu
The worth of a book is to be measured by
what you can carry away from it.
~James Bryce
Course Description:
ED 171 examines literacy as it applies to the study and acquisition of subject matter content. This course provides candidates
with the knowledge, skills, and instructional strategies needed to assess, plan, and teach content-based literacy skills to a full
range of students in diverse secondary classrooms. Fieldwork placement (15 hours) in a local Junior or Senior High school is
required (this is combined with an additional 15 hour placement for ED 121).
Questions to ponder:
 How can I establish a responsive, literate community of learners?
 Why are reading and writing skills important if I’m not teaching English?
 What is the connection between literacy and learning in a subject area?
 What do I do if one of my students can’t read the material?
 How do I help my students become stronger readers, writers, listeners, and speakers?
Department of Education Mission Statement:
Westmont’s Department of Education provides a supportive collegial community in which to acquire a rigorous, practical, and professional preparation for K12 teaching. Building on teacher-candidates’ liberal arts education, our program is designed to develop exemplary instructional skills, habits of reflection, and
moral and cultural sensitivities that promote lifelong learning of diverse students.
Course Goals , Objectives, and Outcomes:
Teaching Performance Expectations (TPEs)
This course contributes to multiple Teaching Performance Expectations, but is especially designed to help candidates preparing to teach in
the state of California develop knowledge and skills pertinent to the education of students with special needs, primarily in the context of the
regular classroom. Each objective lists the TPEs which is addresses:
TPE 1 – Specific Pedagogical Skills for Subject Matter Instruction
TPE 2 – Monitoring Student Learning During Instruction
TPE 3 – Interpretation and Use of Assessments
TPE 4 – Making Content Accessible
TPE 5 – Student Engagement
TPE 6 -- Developmentally Appropriate Teaching Practices
TPE 7 – Teaching English Learners
TPE 8 – Learning about Students
TPE 9 – Instructional Planning
TPE 10 – Instructional Time
TPE 11 – Social Environment
TPE 12 – Professional, Legal, and Ethical Obligations
TPE 13 – Professional Growth
What this course promises you:
In this course you will have the opportunity to develop strategies in how to effectively engage your students in reading and responding to text in
your particular content area.
By the end of this course, students who fulfill all course “opportunities for growth” will grow in abilities to
 demonstrate knowledge of components of effective instructional delivery in reading (Orientation, Presentation, Structured
practice, and Guided practice) (TPE 2, 3, 9, 10).
 utilize content-based literacy strategies (reading, writing, speaking, and listening) to facilitate learning of subject matter for the full
range of learners in the classroom (TPE 1, 6, 7, 9).
 identify California Content Standards for their subject that require literacy strategies and approaches (TPE 1).
 be aware of and understand research-based instruction approaches that build fluency, comprehension, and background
knowledge, develop academic language, develop study and research skills, and teach writing in the discipline (TPE 4, 5, 9).
 use assessments (diagnostic, formative and summative) for individualized content-based reading instruction in order to monitor
student progress and demonstrate the linkage between assessment and instruction (TPE 2, 3).
 provide systematic and explicit differentiated instruction in the content area to meet the needs of the full range of learners in
the classroom (e.g., struggling readers, students with special needs, English learners and speakers of non-standard English, and
advanced learners for (TPE 6, 7, 8):
o vocabulary development of general academic language
o vocabulary development of specific academic content language
o teach and learn with texts
 textbooks, trade books, electronic texts, narratives
Main Course Objectives (aligned to IDEA evaluation):
 Gain knowledge in the methods of literacy to promote learning in the secondary content classroom (21)
 Learning how to apply course material in the context of teaching students to read and write to learn content (23)
 Developing specific skills and competencies needed by professional educators (24)
 Developing creative capacities as you develop lessons in your content area (26)
Support Services:
Westmont offers a variety of services to support you as a learner such as Writer’s Corner and Counseling Services. Please let me know of
any concerns or struggles that you are facing which may impact your performance in the course.
STUDENTS WITH SPECIAL NEEDS: Students who have been diagnosed with a disability (learning, physical or psychological) are strongly
encouraged to contact the Disability Services office as early as possible to discuss appropriate accommodations for this course. Formal
accommodations will only be granted for students whose disabilities have been verified by the Disability Services office. These
accommodations may be necessary to ensure your full participation and the successful completion of this course. Please contact Sheri
Nobel, director of Academic Advising and Disability Services (x6159, snoble@westmont.edu) as soon as possible.
LIBRARIAN – Robin Lang
Class Guidelines
Professionalism in the Education Courses:
As a future educator, you need to develop a professional attitude towards all aspects of teaching, including your teacher education courses.
Your mindset, therefore, should shift from a “student” to a “professional.” Here are some examples of how you will want to demonstrate
professionalism:
 Show up on time to each class just as you will when you have a job.*
 Come well prepared each day just as you will when you teach.**
 Whenever you deliver a lesson in class, wear appropriate attire just as you will when you work in a school. This includes not
chewing gum.
 Look for ways to contribute just as you will when you are a part of a school staff.
 Use electronics appropriately just as you will as a teacher who models for their students (e.g., not using cell phones in class and
only using laptops when needed for the course).
 Be a person of academic integrity just as you will expect of your future students. See Westmont’s Plagiarism Policy
(http://www.westmont.edu/_academics/pages/provost/curriculum/plagiarism/).
*I hope you don’t miss any class, but I offer 2 “grace” absences though you are still responsible for any assignment due that day or any
material discussed and/or distributed in class. If absent, you can submit your work via a fellow student, email, or to the education office.
If you know you will not be attending class, for whatever reason, call/email me ahead of time as you would contact a principal when missing a
day of school.
**Please submit all work on time. By submitting work on time, you and your colleagues are best prepared to fully participate in the class. By
faithfully sticking to deadlines, you are also preparing yourself for the rigors of having lessons ready every day when you teach. Late work
will be accepted; however, it will receive a one full grade reduction and no more than 2 assignments can be submitted late.
Hopes for connecting:
I truly look forward to getting to know each one of you. I would enjoy getting together for coffee, lunch, or a walk. You are welcome to take
advantage of the “Take Your Prof to Lunch” passes that the Office of Campus Life makes available. A meaningful relationship with you would
bring joy to my life.
Opportunities for Growth
(also known as “Requirements”):
No matter what content you plan to teach, your students will need to read and respond to text both orally and in writing. In this course, you will
develop knowledge and skills to equip you to help students effectively interact with a variety of texts. In order for this to be an outstanding course
for yourself and for your peers, you are expected to come to each class having completed the readings and all “opportunities for growth.” Please
come to class with energy to listen and actively participate in all class discussions and activities.
1.
Content Standards Analysis (Due Sept. 8)
In order for you to see the relationship between the standards and literacy, you will read and highlight all standards (CA. Content
Standards as well as Common Core Standards) in your content area that would include students’ need to read, write, listen or speak.
You will write a brief (1-2 page) analysis of the importance of literacy development for your content area. Written analysis and
highlighted standards are due Sept. 8.
2.
In-class strategies presentations (Due weekly)
In order to build your repertoire of teaching strategies to help your students develop literacy skills, you will share two teaching strategies
(on eleven different Strategy Presentation Days) to help students in your content area develop as readers and writers. You will sign up
to highlight one instructional strategy from our course text and one from your self-selected text. You may want to do an internet search
to find out more information about the strategy. Your challenge is to demonstrate how you can use the strategy to teach your specific
content (connected to a specific content standard)
You will have 10 minutes to highlight each strategy (one strategy is only described, the other strategy is demonstrated):
 briefly explain the strategy
 model how it could be used in your content area
 give your colleagues a 1-page handout (of one or both strategies) to help them remember the strategy for future lessons
NOTE: handout needs to include title and source of strategy.
In order to let you “see” yourself teach and set goals for improvement, you will need to purchase a mini-DVD and make plans to have 13 of your strategies videotaped.. You may prefer to bring you own camera to use for videotaping. It’s your responsibility to set up the
days you’d like to be videotaped.
3.
Fieldwork* in local secondary (Fieldwork begins no later than Sept. 22.)
*Fingerprinting must be completed and approved by your school district before starting your fieldwork placement.
In order for you to make real-life connections of theory and practice, you will observe/participate for fifteen hours in a local secondary
school and focus on literacy (reading, writing, listening, speaking) development as it relates to your content area. Please keep track of
your hours which you will submit with your cooperating teacher’s signature. Remember that you need to observe/participate for a total
of 30 hours – 15 hours for ED 171 (Content Area Literacy) and 15 hours for ED 121 (Curriculum Planning and Instruction). You have
quite a few tasks to complete during the fieldwork for both of these courses. Though we hope you can complete all tasks, it is important
to remain flexible towards the needs of the classroom. It is your responsibility to communicate with the cooperating teacher regarding
assignments you need to complete.
Please remember to demonstrate professionalism in their attendance, attire, observation, participation, and communication. You are
representing yourself, me as your professor, and Westmont College.
FIELDWORK PACKET is due Nov 15 and should include the following:

Fieldwork summary: 2-page essay reflecting upon content area literacy.

Literacy Case Studies: (Due Oct. 20, but resubmit in the Fieldwork Packet)
You will conduct a literacy study on two students in your content area (Select an English Learner and a student with an instructional
challenge -- please ask your teacher for advice on whom to work with). A thorough description of the Case Studies will be given in
class.

Tutoring: Evidence of one-on-one tutoring and 1-page reflection of the experience.

Two formal lessons (small group or whole group): Formal lesson plans with evidence of literacy strategies and a 1-page reflection
for each lesson. If you prefer, you can break one of the formal lessons into 3 mini-lessons where you teach part of a lesson
(beginning, middle, or end). (Note: these should be different lessons that you submit for ED 121.)

Observation handouts
 Literature-Rich environment
 Questioning strategies
TPA Task 2 brainstorming
 Learning About Your Students (general) -- Completed by Nov. 8
These assignments will be helpful to you in successfully completing TPA Task 2.
4.. Instructional Strategies Binder which includes lists of possibilities (Due Dec. 6)
In order for you to develop resources for your future teaching, you will develop a well-organized binder or file that includes examples of
effective instructional approaches and strategies. Plan to bring binder to class each day so you can quickly add to your growing list of
strategies
Suggested dividers:
 Syllabus
o Include syllabus and supporting material
 Focusing (Capturing/Inspiring)
o Include ways to capture students’ interest (Anticipatory set ideas)
o Include a self-created INTEREST INVENTORY for your content area
o Include list of 30 quotes (with authors) that you might choose to hang in your content area classroom
o Include strategies to help students set goals
 Thinking
o Include Bloom’s taxonomy
o Include multiple intelligence chart for your content area
o Include Thinker’s toolkit/mindset for your content area
o Include metacognitive strategies
 Developing Vocabulary
o Include list of 100 vocabulary words (brief definition) essential to success in your content area
o Include strategies to build vocabulary
 Visually organizing Ideas
o Include graphic organizers
o Include visuals to support learning in your content area
 Reading
o Include annotated list of at least 20 books you’d like to have in your content area classroom (must demonstrate
variety of texts: narrative, primary course documents, poetry, journals, website, tradebooks)
o Include reading comprehension strategies
 Asking questions (inquiring)
 Writing privately
o Include writing-to-learn strategies
 Writing publicly
o Include strategies to help students writing using academic registry
o Include possible writing products for your content
 Speaking
o Include strategies to promote discussions and debates
o Include strategies to build Listening skills (differing points of view)
 Collaborating
o Include strategies for students to work together in your content area
 Innovating
o Include alternative activities (poetry, songs, drama, movement games, puzzlers)
 Using Technology
o Include annotated list of at least 10 websites that students could use to enrich your content area.
 Assessing
o Include Rubrics that could work for your content area
o Include ways for self-assessment
 English Learners
o Include SDAIE strategies
o Include CELDT levels
 Standards
o Include highlight standards and your essay
 Case Studies/Fieldwork
o Include Literacy Case Studies, lesson plans and reflections, and observation notes.
8. Final Exam – Individual Practice Job Interview (Focus on literacy)
9. Task 2 of TPA: Designing Instruction
The purpose of this task is to demonstrate your ability to learn important details about a classroom of students, an English learner, and a student who
presents a different instructional challenge. You will plan content area instruction that is shaped by and addresses those student characteristics, and
you will demonstrate your ability to connect learning about students to instructional planning.The Designing Instruction task requires you to make
appropriate connections between what you know about the students in your class to instructional planning for those students. You will focus on how
your instructional plan connects to the student characteristics of your whole class and to two focus students, an English learner and a student who
presents a different instructional challenge.
NOTE: Task 2 of TPA is not included in the course grade but is required for course completion. The TPA candidate handbook and TPA templates are found on the Education Department’s
webpage. Additional information will be given in ED 121.
Credit and Grading
Your course grade will be a reflection of how effectively you completed the “Opportunities for Growth.” All work submitted will be checked for
completeness in following the guidelines given and will be evaluated for thoroughness, insightfulness, creativity, presentation, and errors.
Work that is incomplete, done carelessly, submitted late, or lacks a significant extent of meaning will be given partial credit. Late work is
marked down one full letter grade and no more than 2 late assignments will be accepted.
You may resubmit your work if you would like to demonstrate more competence and possibly improve your grade (this must be completed
within one week of day assignment was returned and it must be submitted with the original work to be considered).
The following describes the level of performance for each letter grade designation. Grades may be modified by plus(+) or minus (-).
A: superior scholastic performance in which student demonstrates distinctive understanding (knowledge, analysis, synthesis), creativity, and
presentation.
B: good scholastic performance in which student exhibits a broad understanding, some creativity, and good presentation
C: adequate scholastic performance in which student shows acceptable understanding of material, occasional creativity, and adequate
presentation.
D: deficient scholastic performance in which students displays insufficient understanding of material, minimal creativity, and weak
presentation.
F: unacceptable scholastic performance in which students fails to meet the standards of requirements of the course in preparation, reading,
and class participation, and shows little comprehension of the material.
Opportunities for Growth
% of grade
Content Standards analysis
5%
Instructional Strategies Development
 Instructional Strategies binder
 Includes
o numerous instructional strategies
o self-created interest inventory
o Thinker’s Toolbox
o 30 inspirational quotes
o 100 key vocabulary + definitions
o annotated list of 20 books for class library
o annotated list of 10 websites for your content
o self-created rubric for your content area
25%
Instructional Strategies Mini-lesson Demonstrations
 (11) In Class presentations with handouts
 3 lessons videotaped
30%
Fieldwork
 2-page essay
 2 Literacy Case Studies with analysis
 Evidence of tutoring and 1 page reflection
 2 lesson plans with 1 page reflections/lesson
 Observations handouts
25%
Class Attendance (including attendance, promptness, and active
participation)
10%
Final Individual Interview (integrated literacy)
5%
ED 171 Tentative Course Schedule Fall 2011
Tuesday
8/30




Course Introduction
Why reading and writing matter?
6 decades of Reading Research
In class Read Chapter 12 “Recommendations from Reading
Research” from Subjects Matter
Thursday
9/1
____ Read Chapter 10, Teach Like a Champion, “How all teachers can (and
must) be reading teachers (pp. 249-262)
____ Read excerpt from
Schmoker, M. (2011). Focus: Elevating the essentials to radically
improve student learning. Alexandria, VA: ASCD.
_____ Order your self-selected text
_____ Bring Binder with dividers to class each day
21st century Thinking Skills
Thinker’s Toolkit for your Content Area
____ Read Chap. 1, “Teaching in the 21st Century
THINKING
Bloom’s taxonomy
Multiple Intelligence (MI chart for your content area)
Thinkers Toolkit
9/6
_____ Read Chapters 2, “Teaching and Learning in an Age of Multiple
Literacies”
9/8
_____ Read Chapter 14, “Course-based Assessment, Evaluation, and
Reporting”
_____ Read Chapter 3, “Standards-Based Teaching and High-Stakes
Assessments
_____ DUE: A one page analysis of the importance of teaching literacy in your
content area. Submit with printout of standards which you
highlighted.
_____ Find, print out, read, and highlight Content Standards for your
content area (7th and/or 8th grade.) AND Common Core
Standards (6-12).
www.cde.ca.gov/be/st/ss/index.asp
–
highlight any standard that would require reading,
writing, listening, speaking.
INSPIRING
9/13
____ Read Chapter 4, “Comprehending Content Area Text” (INTO the
text)
CAPTURING/INSPIRING
_____ DUE: 5-30 inspiring quotes for your content area
_____ DUE: 10 question Interest Inventory for your content area
9/20
_____ Read Chapter 5, “Using Comprehension Strategies to Guide
Thinking” (THROUGH the Text)
_____ Read Chapters 12 in Teach Like a Champion
READING COMPREHENSION
VISUALLY ORGANIZING IDEAS
(Note: we’ll go over Literacy Case Study)
In-class – Creating an Interest Inventory for your Content Area
ASSESSING – Plan to create one rubric (can be submitted anytime in lieu of a
content area mini-lesson demonstration)
9/15
Content Area Mini-Lesson Demonstrations: Capturing interest (INTO the
TEXT)
___ Anticipation/reaction guide
___ Semantic Map
___ Prepreading Plan
___ Bio-Impression
___ Connection Stem
___ Save the Last Word for Me
___ Coding the Text
___ Sketch and Label Connections
_X_ strategy found in your self-selected text (Focus: capturing interest)
9/21
Content Area Mini-Lesson Demonstrations: Reading (THROUGH the text)
___ Question-Answer Relationship
___ “I wonder…” statements
___ ReQuest
___ Paired Questioning
___ Bookmark technique
___ Say Something
___ KWL and KWLS
___ Interactive Notation System to Effective Reading & Thinking (INSERT)
___ Photographs of the Mind
___ Guided Imagery
___ Gallery Images
_X_ strategy found in your self-selected text (must be a graphic organizer)
9/27
Read Chapter 6: Using Comprehension to Extend Thinking (BEYOND
the Text)
COLLABORATING
10/4
____ Read Chapter 7, “Teaching Vocabulary in the Content Areas”
____ Read Chapter 11 in Teach Like a Champion.
DEVELOPING VOCABULARY
10/11
Fall Holiday – No class
9/29
Content Area Mini-Lessons Demonstrations: Using Comprehension to
Extend Thinking (BEYOND the Text)
___ Bio-pyramid
___ Narrative pyramid
___ Paired Summary
___ Sketch to Stretch
___ Questions into Paragraphs (QuiP)
___ Discussion Web
___ Mind and Alternative Mind Portraits
___ Evaluative Questioning
___ Venn Diagram
X_ strategy found in your self-selected text (must involve collaboration)
10/6
____ Read excerpt from
Zwiers, J. (2008). Building Academic Language: Essential practices for
content classrooms. San Francisco, CA: Jossey-Bass.
Content Area Mini-Lessons Demonstrations: Developing Vocabulary
___ Context Clues
___ Graphic Organizers
___ Semantic Map
___ Semantic Question Map
___ Concept of Definition Map
___ Semantic Feature Analysis Chart
___ Vocabulary Bookmark
___ Vocabulary Self-Collection Strategy
_X_ strategy found in your self-selected text
10/13
____ Read Chapter 8, “Organizing for Teaching and Learning”
____ DUE: List of 100 vocabulary words (with brief definition) essential to
success in your content area
SPEAKING
10/18
Content Area Mini-Lessons Demonstrations: Communicating
___ ReQuest
___ Paired Questioning
___ Think and Think Questions
___ Patterned Partner Reading
___ KWL and KWLS
___ INSERT (Interactive notation system to effective reading and thinking)
___ SQR4 (Survey, Question, Read/Record/Recite/Reflect
_X_ strategy found in your self-selected text
10/20
____ Read Chapter 9, “Teaching Culturally & Linguistically Diverse Students
10/20
Content Area Mini-Lessons Demonstrations: Teaching Diverse
Students
___ Think-aloud
___ Semantic question Map
___ Connection Stems
___ Sketch and Label Connections
___ Purpose Questions
___ Bookmark technique
___ Concept of Definition Map
___ Internet-related projects
_X_ strategy found in your self-selected text
10/27
____ Read Chapter 10, “Writing in the Content Areas”
____ DUE: Literacy Diagnostic Case Studies
____ Read Chapter 3, Content-Area Writing, “Quick Writes”
PRIVATE WRITING vs. PUBLIC WRITING
11/1
Content Area Mini-Lessons Demonstrations: Private Writing
___ Writing Break
___ Exit Slip
___ Admit Slip
___ Brainstorming
___ Drawing and Illustrating
___ Clustering
___ Mapping
___ Content Area Inventory
___ Content History
___ Journals
___ Dialogue Journals—prompted and unprompted
___ Double-entry journals (Learning logs)
___ Investigative journals
___ Written conversations
___ Tickets Outs
___ Write and Sketch in Math and Science
_X_ strategy found in your self-selected text
11/8
____ Read Chapter 15, “Meeting Challenges and Continuing to Learn
through Professional Development”
11/3
Content Area Mini-Lessons Demonstrations: Public Writing
___ Be a Math or Science Author
___ Paragraph Frames
___ Structured Note Taking
___ Text Boxes
___ Eye Witness Account
___ Descriptive timeline
___ First-Person Experiences
___ Inquiring Minds
___ Letters
___ Oral History Project
___ Poetry
___ Student-Authored Alphabet Books
___ Transmediations
___ Travelogues
_X_ strategy found in your self-selected text
11/10
NO CLASS – TPA Work Day
____ DUE General Characteristic Chart (Learning about your students)
TPA Task 2 Overview
11/15
Read Chapter 12, “Inquiry – Key to Critical and Creative Thinking in the
Content Areas
ASKING QUESTIONS/INQUIRING
____ Fieldwork packet DUE
11/22
TPA Task 2 Work Day
11/29
TPA Task 2 DUE
____ Read Chapter 11, “Using Technology in the Content Areas”
USING TECHNOLOGY
12/6
____ Read Chapter 13, “Poetry, Drama, Music, and Art – Alternative
Representations of Thinking”
____ DUE: Instructional Strategies Binder with lists of possibilities
INNOVATING
11/17
Content Area Mini-Lessons Demonstrations: Inquiry Approach
___ Dramatized Problem-based learning
___ Ripped from the Headlines: Real-Life Investigations
___ First Person Experiences
___ The Rest of the Story
___ Press Conference
___ Inquiring Minds
___ Oral History Project
_X_ strategy found in your self-selected text
11/24
Thanksgiving – No class
12/1
Content Area Mini-Lessons Demonstrations: Using Technology
___ Internet Workshop
___ Internet Project
___ Internet Inquiry
___ Webquest
_X_ strategy found in your self-selected text
12/8
Content Area Mini-Lessons Demonstrations: Alternative Approaches
___ Acrostic Poems
___ Cinquain
___ Diamantes
___ Definition Poems
___ Repeated Phrase Collaborative Poems
___ Dinner Party
___ Meeting of the Minds
___ Living Newspaper Theater
___ Snapshots of History
___ Lyric Summaries
___ Rapping for Review
___ In My Mind’s EYE
___ Student-created Electronic Picture Books
___ Electronic Alphabet Book
___ Student-Authored Electronic Informational Books
___ Transmediation
_X_ strategy found in your self-selected text
Thursday, Dec. 15, 12:00-2:00 -- Individual Job interviews – focus: Literacy
Bibliography (build your professional library)
Burke, J. (2002). Tools for Thought: Graphic organizers for your classroom. Portsmouth, NH: Heinemann.
Buehl, D. (2001, 2nd ed) Classroom Strategies for Interactive Learning. Neward, DE: International Reading Association.
Daniels, H. & Bizar, M. (2005). Teaching the Best Practice Way: Methods that matter, K-12. Portland, ME: Stenhouse.
Daniels, H. & Zemelman, S. (2004). Subjects Matter: Every teacher’s guide to content-area reading. Portsmouth, NH: Heinemann.
Daniels, H., Zemelman, S., & Steineke, N. (2007). Content-Area Writing: Every teacher’s guide. Portsmouth, NH: Heinemann.
Fisher, D. & Frey, N. (2008). Wordwise and Content rich: Five essential steps to teaching academic vocabulary, grades 7-12. Portsmouth,
NH: Heinemann.
Gallagher, K. (2009). Readicide: How schools are killing read and what you can do about it. Portland, ME: Stenhouse.
Graham, S. & Hebert, M. (2010). Writing to Read: Evidence of how writing can improve reading. Carnegie Foundation: Alliance for
Excellent Education.
King, R., Erickson, C., & Sebranek, J. (2012). Inquire: A guide to 21st century skills. Burlington, WI: Thoughtful Learning.
Lemov, D. (2010). Teach Like a Champion. San Francisco, CA: Jossey-Bass.
McLaughin, M. (2010). Content Area Reading: Teaching and Learning in an age of Multiple Literacies. Boston, MA: Pearson
Parris, S., Fisher, D.; & Headley, K. (2009). Adolescent Literacy, Field Tested: Effective solutions for every classroom. International
Reading Association.
Poindexter, C. (2004). Literacy in the Content Areas: A handbook for middle and high school teachers. National Catholic Education
Association.
Reiss, J. (2012, 2nd ed.). Content Strategies for English Language Learners: Teaching for academic success in secondary school.
Boston, MA: Pearson.
Schmoker, M. (2011). Focus: Elevating the essentials to radically improve student learning. Alexandria, VA ASCD.
Sieberman, M. (1996). Active Learning: 101 strategies to teach any subject. Boston, MA: Allyn and Bacon.
Tovani, C. (2004). Do I Really Have to Teach Reading? Content Comprehension, Grade 6-12. Portland, ME: Stenhouse.
Tovani, C. (2000). I Read It, But I Don’t Get It: Comprehension strategies for adolescent readers. Portland, ME: Stenhouse.
Wood, K. & Taylor, D. B. (2006, 2nd ed) Literacy Strategies Across the Subject Areas: Process-oriented blackline masters for the K-12
classroom. Boston, MA: Pearson.
Zwiers, J. (2008). Building Academic Language: Essential practices for content classrooms grades 5-12. San Francisco, CA: Jossey-Bass.