Calendar

Go to week:

One
January 17		Two
January 24		Three
January 31		Four
February 7		Five
February 14
Six
February 21		Seven
February 28		Eight
March 14		Nine
March 21		Ten
March 28
Eleven
April 4		Twelve
April 11		Thirteen
April 18		Fourteen
April 25		Fifteen
May 2

Week One | January 17

Preliminary Things

Introductions

  • Me
  • You
  • ED255

Some Things to Wonder About

Looking Ahead

Overview Reading for next Tuesday | James Gee. 2015. Literacy and Education. Chapter 2. Literacy. New York: Routledge. pp. 21-63.

While Reading Gee

  • Main or Significant Theme → Briefly explain why
  • Word Definition → with a reference to a dictionary.
  • Interpretation of a few sentences –> This is what I think this means and/or this why it is important.
  • Lived Experience –> brief connection to your life. in three parts: beginning, middle and end with a direct connection made to the reading.
  • Implications for → 1). the field of education and/or 2). my work as a teacher.
  • Question → Thoughtfully asked about something you don’t understand.

Week Two | January 24

Preliminary Things

Assignment | Disciplinary Literacy as a Reader and as a Pre-Service Teacher

Discussion(s) |

  • Our experiences reading Gee on literacy –>
    • Prior knowledge,
    • During-reading experiences
      • Notes and Annotations,
      • Words and References
  • Gee, Literacy and Making Meaning –> Think | Pair | Share
    • What section did you enjoy the most? Why? Discuss briefly.
    • What section did you understand the least? Why? Discuss briefly.
  • Reading Comprehension Strategies from Reading Rockets (small groups)

Overview Readings for Next Week –> from content area literacy to disciplinary literacy

Workshop |

Week Three | January 31

Noteworthy

  • Due dates: 1. During Reading, 2. Blog post
  • Bring Non-fiction book to class weekly
  • Reading for next week | Pan, Pei-Yu, Miller, Brian, and Anderson, Richard, 2020. What Does Discussion Add to Reading for Conceptual Learning? In Kuhn, Melanie and Dreher, Mariam. (eds.).  Developing Conceptual Knowledge Through Oral and Written Language. New York: Guilford. pp. 58-75.
  • During Reading Practice | Literacy and Education.
  • [Note: takeaway from last week –> Reading James Gee –> Decoding vs. Comprehension]

Readings |

Introductions | Blog Post I Class Survey

Discussions |

Share | What Non-fiction book have you selected to read for class?

Discussion | After Reading Planning (See below).

Discussion | Experiences as a reader | For those assigned to read the Duke article, please collaborate to develop a plan for leading a 20 minute self-reflective discussion or activity with the class. Guided by ideas from the Duke article, this discussion concerns how we have learned or are learning, to comprehend the non-fiction book in our respective disciplines that we each selected to read this semester for ED255.

Break

Discussion | Perspective of a pre-service teacher | For those assigned to read the Lent chapter for class this week, please collaborate to develop a plan for a 20 minute discussion or activity with the class. Guided by ideas from the Lent chapter, this discussion and activity applies strategies for advancing reading comprehension within the disciplines to the non-fiction books we each selected to read in our respective discipline.

Introduce Readings for Next Week | Pan, Pei-Yu, Miller, Brian, and Anderson, Richard, 2020. What Does Discussion Add to Reading for Conceptual Learning? In Kuhn, Melanie and Dreher, Mariam. (eds.).  Developing Conceptual Knowledge Through Oral and Written Language. New York: Guilford. pp. 58-75.

Blogging Workshop | Build Your WebLog

TOP

Week Four | February 7

Noteworthy

Reading | Pan, Pei-Yu, Miller, Brian, and Anderson, Richard, 2020. What Does Discussion Add to Reading for Conceptual Learning? In Kuhn, Melanie and Dreher, Mariam. (eds.).  Developing Conceptual Knowledge Through Oral and Written Language. New York: Guilford. pp. 58-75.

Discussion | What does Discussion Add to Reading for Conceptual Learning?

Break

Blogging Workshop | Build Your WebLog

Guided Reading | As you are reading, ask yourself, “who am I reading with”? Allow yourself to have a discussion with that other reader. Are you reading with the author, with friends, family, other students? Note how the discussion shifts and changes as your interlocutor changes. Based on reading and studying your book, design a classroom discussion informed by Pan, Miller, and Anderson. 2020. What Does Discussion Add to Reading for Conceptual Learning?

Overview of Reading for Next Week | Muhammad, Gholdy. 2020. Cultivating Genius. New York: Scholastic. Chapter 3 Toward the Pursuit of Identity. pp. 64-81.

TOP

Week Five | February 14

  • Due dates: 1. During Reading, 2. Blog post
    • During Reading | Due Tuesday afternoon before class begins each week
    • Blog posts | Following class on Tuesday evenings, blog entries are due every Thursday at midnight.
  • Reading for next week | Swafford, Jeanne. 2020. Using Multimodal Text Sets to Support Conceptual Understanding. In Kuhn, Melanie and Dreher, Mariam. (eds.).  Developing Conceptual Knowledge Through Oral and Written Language. New York: Guilford. pp. 76-101.
  • [Note: takeaways from last week’s readings –> What Does Discussion Add to Reading for Conceptual Learning?

Reading | Muhammad, Gholdy. 2020. Cultivating Genius. New York: Scholastic. Chapter 3 Toward the Pursuit of Identity. pp. 64-81.

Assignment Discussion | Disciplinary Literacy as a Reader and as a Pre-Service Teacher

Jigsaw Discussion | Teaching identity as a learning pursuit

Break

Learning Experience | Lesson Sketch Towards the Pursuit of Identity

Overview of Reading for Next Week | Swafford, Jeanne. 2020. Using Multimodal Text Sets to Support Conceptual Understanding. In Kuhn, Melanie and Dreher, Mariam. (eds.).  Developing Conceptual Knowledge Through Oral and Written Language. New York: Guilford. pp. 76-101.

  • What is “text”? Hint: What isn’t a text?
  • What is Multimodal?
  • What is a “text set”?

Guided Reading | As you are reading, ask yourself, “who am I reading with”? Allow yourself to have a discussion with that other reader. Are you reading with the author, with friends, family, other students? Note how the discussion shifts and changes as your interlocutor changes.

TOP

Week Six | February 21

  • Due dates: 1. During Reading, 2. Blog post
    • During Reading | Due Tuesday afternoon before class begins each week
    • Literacy Blog posts | Following class on Tuesday evenings, blog entries are due every Thursday at midnight.
  • Reading for next week | Lent, Releah. 2016. This is Disciplinary Literacy. Thousand Oaks, CA: Corwin Literacy. Chapter 3 Writing within the Disciplines. pp. 61-102.
  • Let’s visit the updated During-Reading page.
  • [Note: takeaways from last week’s readings –> How will the identities of students in my class, recognized as an asset, be used to advance their conceptual understanding in the discipline I teach?

Reading | Swafford, Jeanne. 2020. Using Multimodal Text Sets to Support Conceptual Understanding. In Kuhn, Melanie and Dreher, Mariam. (eds.).  Developing Conceptual Knowledge Through Oral and Written Language. New York: Guilford. pp. 76-101.

Discussion | Using Multimodal Text Sets to Support Conceptual Understanding

Break

Learning Experience | Preliminary Lesson Sketch (integrating text sets)

Overview of Reading for Next Week | Lent, Releah. 2016. This is Disciplinary Literacy. Thousand Oaks, CA: Corwin Literacy. Chapter 3 Writing within the Disciplines. pp. 61-102.

Guided Reading | As you are reading, ask yourself, “what range or combination of texts, including multimodal texts, could be used to advance my conceptual understanding of the book I selected to read?

TOP

Week Seven | February 28

Preliminary Things |

  • Due Dates
    • During Reading | Due Tuesday afternoon before class begins each week
    • Literacy Blog posts | Following class on Tuesday evenings, blog entries are due every Friday at midnight.
  • Bell Ringer | As you are getting ready for class, please write a paragraph or so about your recent reflections and take-aways from your outside reading book. Focus on audience by writing this to someone who you know will be interested in discussing your book with you. Dear …
  • Reading For Next Week | Muhammad, Gholdy. 2020. Cultivating Genius. New York: Scholastic. Chapter 4 Toward the Pursuit of Skills. pp. 82-99.

Reading | Lent, Releah. 2016. This is Disciplinary Literacy. Thousand Oaks, CA: Corwin Literacy. Chapter 3 Writing within the Disciplines. pp. 61-102.

Jigsaw <– [Think – Small group – Share] –> Gallery (Create two talking points and an invitation to other students to comment in writing).

Break

Assignment During Spring Break | The Disciplines in the Material World, a Differentiated Learning Blog

Overview (Reading For Next Class Meeting) | Muhammad, Gholdy. 2020. Cultivating Genius. New York: Scholastic. Chapter 4 Toward the Pursuit of Skills. pp. 82-99.

Learning Experience (review) | Preliminary Lesson Sketch (integrating text sets)

TOP

Spring Break No class March 4 – March 12

Week Eight | March 14

Preliminary Things |

  • Reading For Next Week | Muhammad, Gholdy. 2020. Cultivating Genius. New York: Scholastic. Chapter 4 Toward the Pursuit of Skills. pp. 82-99.

Paired Learning Experience | The Disciplines in the Material World, a Differentiated Learning Blog. (If your discussion is faltering, consider Lent pp. 75-76 for ideas related to feedback and comments on material blogposts).

Break

Small Group Learning Experience | ED255 Midterm Formative Assessment

Overview (Reading For Next Class Meeting) | Muhammad, Gholdy. 2020. Cultivating Genius. New York: Scholastic. Chapter 4 Toward the Pursuit of Skills. pp. 82-99.

Exit Slip | ED255 Midterm Formative Assessment Rubric and Exit Slip

TOP

Week Nine | March 21

Preliminary Things

  • Reading For Next Week | Wright, T. S., & Gotwals, A. W. (2017). Supporting Disciplinary Talk From the Start of School: Teaching Students to Think and Talk Like Scientists. Reading Teacher, 71(2), 189–197.
  • Reading | Muhammad, Gholdy. 2020. Cultivating Genius. New York: Scholastic. Chapter 4 Toward the Pursuit of Skills. pp. 82-99.

Small Group Sharing | ED255 Midterm Formative Assessment

Formative Discussion | Final project for ED255/452: Literacy Across the Curriculum –> options for proposal, weight, scope, format and more.

Discussion | Muhammad, Gholdy. 2020. Cultivating Genius. New York: Scholastic. Chapter 4 Toward the Pursuit of Skills. pp. 82-99.

Before Reading Activity | Wright, T. S., & Gotwals, A. W. (2017). Supporting Disciplinary Talk From the Start of School: Teaching Students to Think and Talk Like Scientists. Reading Teacher, 71(2), 189–197.

TOP

Week Ten | March 28

Preliminary Things

  • Title headings for all blog posts must clearly identity the assignment. Full bibliographic references to all readings are required for every post.
  • Reading For Next Week | Lent, Releah. 2016. This is Disciplinary Literacy. Thousand Oaks, CA: Corwin Literacy. Chapter 4 Inquiry within the Disciplines. pp. 103-143.
  • Reading | Wright, T. S., & Gotwals, A. W. (2017). Supporting Disciplinary Talk From the Start of School: Teaching Students to Think and Talk Like Scientists. Reading Teacher, 71(2), 189–197.

Formative Discussion | Final project for ED255/452: Literacy Across the Curriculum –> options for proposal, weight, scope, format and more.

Learning Experience | Wright, T. S., & Gotwals, A. W. (2017). Supporting Disciplinary Talk From the Start of School: Teaching Students to Think and Talk Like Scientists. Reading Teacher, 71(2), 189–197.

Overview Reading For Next Week | Lent, Releah. 2016. This is Disciplinary Literacy. Thousand Oaks, CA: Corwin Literacy. Chapter 4 Inquiry within the Disciplines. pp. 103-143.

TOP

Week Eleven | April 4

Preliminary Things |

  • Due 13 April Student Plan for Inquiry Project | Use this template to organize your inquiry project proposal
  • Due 18 April During–reading | Muhammad, Gholdy. 2020. Cultivating Genius. New York: Scholastic. Chapter 6. Toward the Pursuit of Criticality. pp. 116-133.

Reading | Lent, Releah. 2016. This is Disciplinary Literacy. Thousand Oaks, CA: Corwin Literacy. Chapter 4 Inquiry within the Disciplines. pp. 103-143.

Discussions | Disciplinary Literacy Comparative Inquiry Project

Overview Reading For Week Thirteen | Muhammad, Gholdy. 2020. Cultivating Genius. New York: Scholastic. Chapter 6. Toward the Pursuit of Criticality. pp. 116-133.

Inquiry within and across the disciplines | Based on your reading of Lent. 2016. Chapter 4 Inquiry within the Disciplines. pp. 103-143, compare & contrast inquiry elements across disciplines.

Week Twelve | April 11

Easter Break No class Monday Classes meet.

Due today, Thursday 13 April | Student Plan for Inquiry Project | Use this template to organize your inquiry project proposal

Please consult the Disciplinary Literacy Comparative Inquiry Project (Updated directions, templates and rubrics 4/12/23).

TOP

Week Thirteen | April 18

Preliminary Things |

  • Reading | Muhammad, Gholdy. 2020. Cultivating Genius. New York: Scholastic. Chapter 6. Toward the Pursuit of Criticality. pp. 116-133.
  • Reading For Week Fourteen | Si, Q., Hodges, T. S., & Coleman, J. M. (2022). Multimodal literacies classroom instruction for K-12 students: a review of research. Literacy Research & Instruction, 61(3), 276–297.
  • Updating your grade sheet

Discussion | Disciplinary Literacy Comparative Inquiry Project

Consultation (Individual or small group) | Disciplinary Literacy Comparative Inquiry Project

Discussion | Muhammad, Gholdy. 2020. Cultivating Genius. New York: Scholastic. Chapter 6. Toward the Pursuit of Criticality. pp. 116-133.

Overview Reading For Week Fourteen | Si, Q., Hodges, T. S., & Coleman, J. M. (2022). Multimodal literacies classroom instruction for K-12 students: a review of research. Literacy Research & Instruction, 61(3), 276–297.

TOP

Week Fourteen | April 25

Preliminary Things |

Reading | Si, Q., Hodges, T. S., & Coleman, J. M. (2022). Multimodal literacies classroom instruction for K-12 students: a review of research. Literacy Research & Instruction, 61(3), 276–297.

Discussion | Disciplinary Literacy Comparative Inquiry Project

Consultation (Individual or small group) | Disciplinary Literacy Comparative Inquiry Project

Discussion | Multimodal literacies classroom instruction for K-12 students

Multimodal Literacies Resources |

TOP

Week Fifteen | May 2

Preliminary Things |

  • Handing in a printed version of your Disciplinary Literacy Comparative Inquiry Project
  • Final exam time | May 9 Tuesday 4:00pm-5:50pm

Consultation (Individual or small group) | Disciplinary Literacy Comparative Inquiry Project

TOP

Finals Week May 8-12

TOP

Final exam time | May 9 Tuesday 4:00pm-5:50pm