Fall+2010+Calendar

toc Please prepare for each class meeting by reading a total of three articles and/or chapters combined. You will be responsible for sharing key ideas from your readings with the rest of the class, both face-to-face and on this wiki.

If you are in charge of reading three chapters from one of the core texts for the week, your requirement is satisfied. If you are in charge of reading one or two chapters from a core text, you will need to find additional chapter(s)/article(s) to make a total of three.

Looking for articles and chapters to read? See the About This Wiki page.

=Core Texts = DR = [|Deeper Reading]: Comprehending Challenging Texts, 4-12 by Kelly Gallagher SM = [|Subjects Matter]: Every Teacher’s Guide to Content-Area Reading by Harvey Daniels and Steven Zemelman WK = [|When Kids Can’t Read]: What Teachers Can Do by Kylene Beers =Aug. 30 - Introduction to the Course =

Student Standards
[|IRA/NCTE Standards for the English Language Arts] [|TEKS (Texas Essential Knowledge and Skills) for English Language Arts and Reading] To see how the TEKS are aligned vertically, see the [|alignment documents on the CREST homepage]

Educator Standards
[|English Language Arts and Reading (Grades 4-8) Standards for educators] [|English Language Arts and Reading (Grades 8-12) Standards for educators] [|TExES Preparation Manual for ELAR 4-8] [|TExES Preparation Manual for ELAR 8-12] =Sept. 6 - Labor Day Holiday =

=Sept. 13 - Adolescent Readers; Goals of Reading Instruction in the Middle Grades = <span style="display: block; font-family: Arial,Helvetica,sans-serif;">[|Standards for the English Language Arts] (published by IRA and NCTE), chapters 1-3, pp. 1-32 <span style="display: block; font-family: Arial,Helvetica,sans-serif;">[|Adolescent Literacy: A Policy Research Brief] (NCTE) <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Optional: <span style="background-clip: initial; background-origin: initial; background-position: 100% 50%; backgroundclip: initial; backgroundorigin: initial; cursor: pointer; padding-right: 10px;">[|Adolescent Literacy: A Position Statement] (IRA) =<span style="display: block; font-family: Arial,Helvetica,sans-serif;">Sept. 20 - Young Adult Literature = <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Meet at the San Antonio Public Library - [|Central Library] - 600 Soledad (downtown) <span style="display: block; font-family: Arial,Helvetica,sans-serif;">DR, Chapter 1, “Why Reading Is Like Baseball” <span style="display: block; font-family: Arial,Helvetica,sans-serif;">SM, Chapter 7, “Building a Community of Learners” <span style="display: block; font-family: Arial,Helvetica,sans-serif;">SM, Chapter 9, “Book Clubs” <span style="display: block; font-family: Arial,Helvetica,sans-serif;">WK, Chapter 13, “Creating the Confidence to Respond” <span style="display: block; font-family: Arial,Helvetica,sans-serif;">WK, Chapter 14, “Finding the Right Book” =<span style="display: block; font-family: Arial,Helvetica,sans-serif;">Sept. 27 - Foundations of Reading; Word Analysis Skills; Fluency = <span style="display: block; font-family: Arial,Helvetica,sans-serif;">SM, Chapter 11, “Help for Struggling Readers” <span style="display: block; font-family: Arial,Helvetica,sans-serif;">SM, Chapter 12, “Recommendations from Reading Research” <span style="display: block; font-family: Arial,Helvetica,sans-serif;">WK, Chapter 10, “Fluency and Automaticity” <span style="display: block; font-family: Arial,Helvetica,sans-serif;">WK, Chapter 11, “Word Recognition” <span style="display: block; font-family: Arial,Helvetica,sans-serif;">WK, Chapter 12, “Spelling” =<span style="display: block; font-family: Arial,Helvetica,sans-serif;">Oct. 4 - Reading Comprehension; Reading Workshop = <span style="display: block; font-family: Arial,Helvetica,sans-serif;">DR, Chapter 2, “Teaching Challenging Text” <span style="display: block; font-family: Arial,Helvetica,sans-serif;">SM, Chapter 1, “Reading for Real” <span style="display: block; font-family: Arial,Helvetica,sans-serif;">SM, Chapter 2, “How Smart Readers Think” <span style="display: block; font-family: Arial,Helvetica,sans-serif;">SM, Chapter 8, “Independent Reading Workshop in Content Areas” <span style="display: block; font-family: Arial,Helvetica,sans-serif;">WK, Chapter 2, “Creating Independent Readers” <span style="display: block; font-family: Arial,Helvetica,sans-serif;">WK, Chapter 3, “Assessing Dependent Readers’ Needs” <span style="display: block; font-family: Arial,Helvetica,sans-serif;">WK, Chapter 4, “Explicit Instruction in Comprehension” =<span style="display: block; font-family: Arial,Helvetica,sans-serif;">Oct. 11 - Before-Reading Strategies; Textbooks = <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif;">DR, Chapter 3, “Focusing the Reader” <span style="display: block; font-family: Arial,Helvetica,sans-serif;">SM, Chapter 3, “Why Textbooks Are Not Enough” <span style="display: block; font-family: Arial,Helvetica,sans-serif;">SM, Chapter 4, “Toward a Balanced Diet of Reading” <span style="display: block; font-family: Arial,Helvetica,sans-serif;">SM, Chapter 6, “How to Use a Textbook” <span style="display: block; font-family: Arial,Helvetica,sans-serif;">WK, Chapter 6, “Frontloading Meaning: Pre-Reading Strategies” =<span style="display: block; font-family: Arial,Helvetica,sans-serif;">Oct. 18 - During-Reading Strategies; After-Reading Strategies = <span style="display: block; font-family: Arial,Helvetica,sans-serif;">DR, Chapter 4, “Effective First-Draft Reading” <span style="display: block; font-family: Arial,Helvetica,sans-serif;">DR, Chapter 5, “Deepening Comprehension Through Second-Draft Reading” <span style="display: block; font-family: Arial,Helvetica,sans-serif;">SM, Chapter 5, “Tools for Thinking: Reading Strategies Across the Curriculum,” pp. 99-137 <span style="display: block; font-family: Arial,Helvetica,sans-serif;">WK, Chapter 5, “Learning to Make an Inference” <span style="display: block; font-family: Arial,Helvetica,sans-serif;">WK, Chapter 7, “Constructing Meaning: During-Reading Strategies” <span style="display: block; font-family: Arial,Helvetica,sans-serif;">WK, Chapter 8, “Extending Meaning: After-Reading Strategies” <span style="font-family: Arial,Helvetica,sans-serif; font-size: 18px; line-height: 27px;">**Oct. 25 - Vocabulary Instruction**

<span style="font-family: Arial,Helvetica,sans-serif;">Young adult novel: book talk, read aloud, and book review due
<span style="font-family: Arial,Helvetica,sans-serif;">SM, Chapter 5, “Learning Vocabulary,” pp. 138-143 <span style="font-family: Arial,Helvetica,sans-serif;">WK, Chapter 9, “Vocabulary: Figuring Out What Words Mean”

=<span style="display: block; font-family: Arial,Helvetica,sans-serif;">Nov. 1 - Preliminary Research on Reading Instruction =

//<span style="font-family: Arial,Helvetica,sans-serif;">Bring initial ideas about your research project with you //
<span style="display: block; font-family: Arial,Helvetica,sans-serif;">(Topic of your choice related to reading instruction) =<span style="display: block; font-family: Arial,Helvetica,sans-serif;">Nov. 8 - Responding to Literature =

//<span style="font-family: Arial,Helvetica,sans-serif;">Lesson plan including before-, during-, and after-reading strategies due //
<span style="display: block; font-family: Arial,Helvetica,sans-serif;">DR, Chapter 7, “Using Metaphor to Deepen Comprehension” <span style="display: block; font-family: Arial,Helvetica,sans-serif;">DR, Chapter 8, “Leading Students to Meaningful Reflection” =<span style="display: block; font-family: Arial,Helvetica,sans-serif;">Nov. 15 - Diverse Learners; Oral Language = <span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; font-weight: normal; line-height: 19px;">//If you already read for Nov. 8, use this week to read ahead or work on your research project// **

//Online resource reviews due//
=<span style="display: block; font-family: Arial,Helvetica,sans-serif;">Nov. 22 - Research Project Work Day =

//No face-to-face class meeting//
= = =<span style="font-family: Arial,Helvetica,sans-serif;">Nov. 29 - Written Language; Integrated Language Arts; Writing to Learn = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; font-weight: normal; line-height: 19px;">//Read any 3 articles/chapters of your choice//

=Dec. 6 - Study and Inquiry Skills; Viewing and Representing= DR, Chapter 6, "The Importance of Collaboration" SM, Chapter 10, "Inquiry Units: Exploring Big Ideas" DR, Chapter 9, "Reading the World"

=<span style="display: block; font-family: Arial,Helvetica,sans-serif;">Dec. 13 - Share and celebrate your multi-media research projects = <span style="display: block; font-family: Arial,Helvetica,sans-serif;">**//Multi-media research projects due//**