Reading
Instruction in Middle/Secondary Schools
LTCY 421/444
Spring 2007
Instructor: Tadayuki Suzuki (Ph.D.)
Office:
Tate Page Hall 355
Office phone: (270) 745-2418
Office Hours: Monday and Wednesday from 1:00 pm to 5:00 pm or by appointment
Email: tadayuki.suzuki@wku.edu
Required Textbook and
1) Brozo, W.G., & Simpson, M.L. (2003). Readers,
teachers, learners: Expanding
literacy
across the content areas ( 4th Ed.) .
Prentice
Hall.
2) ONE book from the list of
adolescent/young adult literature below is required for your
literature-based Reading Strategies. Read the description of this
assignment below before selecting the literature.
Course Description: Principles, psychology, and
methodologies for teaching both the general and specialized
reading skills in the secondary grades. This course is required
for secondary English.
Rationale: LTCY 421 and 444 will provide middle and
secondary education majors with an overview of the instructional
strategies for teaching and integrating reading into the content
areas at the middle and secondary levels. Students will develop a
conceptual understanding of reading processes and appropriate
instructional strategies, which emphasize reading skills
necessary for the learning content area information in secondary
schools.
Course Objectives, Instructional Methods,
and Assessment:
The goal of this course is to present information on various
aspects connected with middle and secondary reading instruction
and develops both conceptual and practical perspectives
appropriate for teaching in middle and secondary schools. The
course objectives are stated corresponding to Kentucky New
Teacher Standards for Preparation and Certification.
The course objectives and suggested
instructional methods and activities to meet these objectives are
listed with suggested assessment strategies. However, additional
methods/activities and assessment strategies that meet these
course objectives could be employed.
The teacher designs/plans instruction and learning climates that
develop student abilities to use communication skills, apply core
concepts, become self-sufficient individuals, become responsible
team members, think and solve problems, and integrate knowledge.
Objective: The student will plan reading experiences that
challenge, motivate, and actively involve the reader.
Methods and Activities: Virtual chats, E-mail/discussion
board, lesson planning, electronic research and electronic
presentations.
Assessment: Projects, Rubrics
Kentucky’s New Teacher Standard II
The teacher creates a learning climate that supports the
development of student abilities to use communication skills,
apply core concepts, become self-sufficient individuals, become
responsible team members, think and solve problems, and integrate
knowledge.
Objective: Exhibit enthusiasm for the learning and
teaching of reading.
Methods and Activities: Reflective journals, on-line
discussion boards
Assessment: Scoring guides
The teacher introduces/implements/manages instruction that
develops student abilities to use communication skills, apply
core concepts, become self-sufficient individuals, become
responsible team members, think and solve problems, and integrate
knowledge.
Objectives:
1. The student will develop a concept of "at-risk"
students and appropriate strategies to teach various literacy
needs at secondary levels.
2. The student will develop multiple teaching strategies to
facilitate content area literacy.
Methods and Activities:
1. Reflective journals, class discussion
Assessment:
1. Scoring guides, cognitive tests
2. Scoring guides, cognitive tests
Kentucky’s New Teacher Standard IV
The teacher assesses learning and communicates results to
students and others with respect to student abilities to use
communication skills, apply core concepts, become self-sufficient
individuals, become responsible team members, think and solve
problems, and integrate knowledge.
Objective: The student will develop a concept of
assessment appropriate for various teaching and learning
situations.
Methods and Activities: Class discussion, reflective
journals
Assessment: Cognitive tests, scoring guides
The teacher reflects on and evaluates specific teaching/learning
situations and/or programs.
Objective: The student will reflect on the various
instructional strategies in secondary schools and the relevance
in their own content areas.
Methods and Activities: Reflective journals, class
discussion
Assessment: Scoring guides, cognitive tests
Kentucky’s New Teacher Standard VI
The teacher collaborates with colleagues, parents, and other
agencies to design, implement, and support learning programs that
develop student abilities to use communication skills, apply core
concepts, become self-sufficient individuals, become responsible
team members, think and solve problems, and integrate
knowledge.
Objective: The student will develop a concept of reading
as a common denominator of learning and develop strategies for
reading across the content areas to enhance content area
learning.
Methods and Activities: Reflective journals, class
discussion
Assessment: Scoring guides, cognitive tests
The teacher demonstrates a current and sufficient academic
knowledge of certified content areas to develop student knowledge
and performance in those areas.
Objectives:
The student will:
1. develop a concept of reading comprehension and strategies for
instruction
2. develop a concept of vocabulary and strategies for
instruction
3. develop a concept of reading/study skills and strategies for
instruction
Assessment:
Projects, unit plans, rubrics
KERA Elements Addressed:
Learning goals and academic expectations
Performance tasks
Performance assessment
Integrated curriculum
Expanded use of technology
Primary program (where applicable)
Topics Relevant to the Course:
Language acquisition and reading processes
Cultural diversity and the teaching of reading
Literacy assessments: formal and informal measures of
assessment
Reading comprehension: curriculum, instruction, strategic
reading, student learning
Vocabulary development and instruction in the content areas
Study skills and reading strategies for content area
reading
Integrating literature into content area reading
Writing and reading processes: facilitating literacy in the
content areas
Technology and literacy
IMPORTANT
INFORMATION FOR BEGINNING THIS CLASS
This on-line course will start on January 22
(Monday), 2007. It is your responsibility to keep up with
necessary information and all of the due dates related to this
course from the beginning!
I will contact you on Monday, January 22, 2007, via e-mail. If you do not get an email from me, that means the email address the University has for you is your WKU email account that you may or may not ever check. You either need to start checking your WKU email account OR have your email forwarded to the email address that you do check EVERY DAY.
The majority of our course will be conducted using Blackboard (http://bb1.wku.edu or a link is provided on my homepage). All assignments (unless otherwise noted) will be submitted and returned via the Assignments in Blackboard (Not the Digital Dropbox!!). Discussion boards, student homepages, course documents, and grade book will all be utilized in this course.
Course Requirements:
Undergraduate Course Assignments Requirements (Total Points: 530) include:
1. Personal Homepage (20 pts.)
2. Professionalism (30 pts.)
3. 12 Discussion Responses (90 pts.)
Follow-up points (30 pts.)
4. Literacy Autobiographical Reflection (30 pts)
5. Electronic Research Project (100 pts.)
On-line feedback of electronic research paper (30 pts.)
6. Field Experience (50 pts.)
7. Literature-based reading instruction (150 pts. Critical Performance)
Total = 530 points
A = 493-530 (93%-100%)
B = 451-492 (85%-92.9%)
C = 398-450 (75%-84.9%)
D = 371-397 (70%-74.9%)
F = 370 or fewer (69.9 % or below)
Graduate Course Assignments Requirements (Total Points 580) include:
1. Personal Homepage (20 pts.)
2. Professionalism (30 pts.)
3. 12 Discussion Responses (90 pts.)
Follow-up points (30 pts.)
4. Literacy Autobiographical Reflection (30 pts.)
5. Electronic Research Project (100 pts.)
On-line feedback of electronic research paper (30 pts.)
6. Field Experience (50 pts.)
7. Literature-based reading instruction (150 pts. Critical Performance)
8. Graduate Project: Literature Review (50 pts.)
Grade Points for LTCY 421/444
Total
= 580 points
A = 539-580 (93%-100%)
B = 493-538 (85%-92.9%)
C = 435-492 (75%-84.9%)
D = 406-434 (70%-74.9%)
F = 405 or fewer (69.9 % or below)
There is one CRITICAL PERFORMANCE for this course:
Literature-Based
NOTE: To receive a final grade in
LTCY 421/444 you must complete all components
of the field experience and related assignments required for the
course AND you must upload your critical performance to the
Electronic Portfolio. Here is the link for the Electronic
Portfolio: http://edtech.tph.wku.edu/~eps/.
Incomplete:
The previously-stated policy on late work applies even in circumstances when the student is given an incomplete ("X") for failure to upload an assignment to the Electronic Portfolio System. Students who want an incomplete for another reason must contact the instructor and make that request, which may or may not be granted, depending on the instructor's judgment. According to the catalog (Undergraduate Catalog p.28/Graduate Catalog, p.13) a grade of “X” (incomplete) is given only when a relatively small amount of work is not completed because of illness or same other reason satisfactory to the instructor. An “I” received by a student will automatically become an “F” unless removed within twelve (12) weeks of the next full term (summer excluded). The grade of “X” will continue to appear as the initial grade on the student's transcript, along with the revised grade.
Plagiarism
Policy:
To represent ideas or interpretations taken from another source
as one's own is plagiarism. Plagiarism is a serious offense. The
academic work of students must be their own. Students must give
the author(s) credit for any source material used. To lift
content directly from a source without giving credit is a
flagrant act of plagiarism. To present a borrowed passage after
having changed a few words, even if the source is cited, is also
plagiarism.
As you begin your first assignments, be sure that you are not
crossing the line into plagiarism. It is a serious issue and will
not be taken lightly. Please
read about avoiding plagiarism.
In PLAIN ENGLISH: Do not turn in work
to me that you copied that belongs to someone else, or that you
did not personally write every word of yourself. With past
literature units and other materials posted on the Internet, you
might be tempted to borrow some of the writing and present it as
your own. I urge you to resist that temptation. No
plagiarism or cheating will be tolerated.
Please remember that I reserve the right to have other faculty members blind score your paper and/or submit your paper to an anti-plagiarism website if I suspect plagiarism when I grade your paper.
For information about plagiarism, what it
is, and how to recognize it and avoid it, see
http://www.indiana.edu/~wts/wts/plagiarism.html
http://www.pampetty.com/plagiarism.htm
Important:
It is expected that ALL assignments will be submitted on
their due dates. Late assignments will be penalized 20% of
their possible point value if submitted within two consecutive
days of their due date. Further penalties will be assessed for
assignments turned in beyond that point.
However, your first
assignment (personal homepage) will be excluded from the above
rule. If you upload your homepage by the due date, you will
receive 20 points. If you forget to upload your homepage by
the due date, or you upload your homepage after the due date, you
will receive no points since you cannot prove the date and time
that you uploaded your homepage to Blackboard by using the
Blackboard functions. Again, I will not be able to give you
partial credit if you cannot prove the date and time that you
uploaded your homepage. NOT NEGOTIABLE!
I am not supposed to discuss your grade (any grade) in this course through e-mail. Be aware that I cannot respond to you if you e-mail me regarding your grade.
I consider that online discussion is part of class attendance but not part of the course assignments. Thus, I will not honor partial credit if you miss the due date of each online discussion response. If you are confused about the due dates for some reason, please go ahead and upload your response before the due date. I will not respond to your e-mail if you forget this rule and try to negotiate with me for partial credit. Some students in the past e-mailed me that they were sick, their children were sick, or they had some family issues. Thus, they could not upload their responses to Blackboard before the due date. Remember that I will never accept these excuses.
During the
semester, I will announce in class stating the last date by which
late work can be submitted for a grade in the course. This policy
is instituted primarily to prevent students from becoming
overloaded at the end of the semester. However, please do
not work ahead of the instructor.
It is expected that you will read and reflect on required course
readings prior to each specific class e-discussion session.
Keep an electronic copy of all assignments. If an assignment
is lost, the burden of proof that you completed the assignment
rests with you.
Once your
assignment is graded, your assignment grade is final. I
will not let you resubmit your work again in order to improve
your assignment grade.
I am happy to
answer your questions regarding your course assignments. However,
please do not e-mail me an unedited draft or an unfinished paper
expecting feedback from me. Once you submit your assignment, I
have to grade that assignment.
Once you submit
your assignment to Blackboard, I will send you an acknowledgment
e-mail. Please allow me 48 hours to respond after you turn
in your assignment. Keep the acknowledgment e-mail from me
as a proof that you submitted the assignment by the due date.
If you do not receive acknowledgment after 48 hours, you must
contact me individually. It is your responsibility to check
your WKU e-mail account after you submit your assignment and
contact me if needed.
Also, remember to
contact me within 24 hours if you upload a wrong assignment to
Blackboard. If you fail to take this action, you are fully
responsible for whatever happens regarding the assignments you
mistakenly uploaded to Blackboard.
This is an online
course. You have to be able to log in to Blackboard and
understand how to use it. If this is your first time taking
an on-line course, please make sure that you can access
Blackboard whenever you need. I will not be able to provide
each of you with technical supports. That means that it is
your own responsibility to contact an appropriate department such
as the IT helpdesk (270) 745-7000 in order to fix any problems
regarding Blackboard before the semester starts. If you
submit your assignment after the due date due to the technical
problems, your points will still be docked based on the
guidelines.
If you do not intend to take this course or
keep taking this course, you MUST DROP the course immediately.
If you stay in this course without fulfilling the course
requirements until the end of the semester, you may jeopardize
your status as a student such as losing your financial aids or
scholarships and / or plunging your GPAs. You are fully
responsible for whatever happens if you fail to take this action.
Finally, I am not
available online over the weekends (normally from Friday
afternoon through Sunday evening), or on holidays. However,
most assignment due dates are on a Monday. That means that
you have to ask me questions well in advance. Avoid asking
me questions at the last minute or on weekends or holidays.
ALL ASSIGNMENTS MUST BE SUBMITTED IN MICROSOFT WORD, RICH
TEXT FORMAT, OR POWERPOINT (WHEN APPROPRIATE! Please get
permission from the course instructor!). Your
Literature-based Reading Strategies have to be submitted in a
paper format. That means that Powerpoint is not permitted.
Do not include broken internet links in your assignments. Your grade will be severely docked based on the guidelines in the scoring rubric.
Description of Assignments
1.
First Assignment Personal Homepage (20 points)
(Due Date: Midnight, 1/26/07)
One of the benefits of Blackboard is that it
gives us the ability to meet each other through Student Homepages
found under the Communication button. To design your
homepage, click Student Tools, then click on Edit Student
Homepage. If you have a photo that you would like to
include-- I would like to put your face with your name-- you can
upload a digital file. If you don't have a digital picture
of yourself, you can scan a photo and create one. Please
include your information in paragraph form. You can make it
read as if you were just orally telling us about yourself.
Tell us the name you would like for us to use when talking to you
(i.e., David=Dave), the town where you live or come from, your
major area of interest, some information about yourself that
makes you unique or interesting, and any family information you
want to share with us.
NOTE: If you want to have a good start in this course, please do not miss the due date of this assignment. As already mentioned, partial credit will not be given if you miss the due date. Thank you for your understanding!
2.
Participation and Professionalism (30 points) (Participation
Dates: 1/22-5/11/07)
Professionalism is an important requirement
for all teachers. It is usually demonstrated by a set of
behaviors which indicate your commitment to your profession.
Active participation through e-mail and discussion board is
mandatory! Professionalism is expected with regard to your
electronic communications to one another and to the professor.
Your communications should be informative, polite and
professional. It is vital that you share your ideas
both clearly and respectfully to all who will be reading your
responses. When you are sending e-mails to me, please begin
with a salutation (
You are expected to be a fully participating member of this class. This also includes punctuality in completing assignments, participation, collegiality, and effort. All students are expected to contribute to this community of learners by being active participants in all in-class discussions. Again, check the rubric about professionalism. You are required to regularly check your e-mail, check Blackboard for announcements, explanation of assignments, recommended resources, etc., and respond and discuss the discussion board prompts. You are also expected to communicate regularly with me via e-mail when you have questions.
Again, plagiarism will never be tolerated and will result in a student unconditionally receiving zero (0) point for professionalism. All students should exhibit professional behavior when conversing with classmates, faculty and the instructor of the course. For example, if you have concerns or questions related to the course, you should contact me directly. Professionalism points will be awarded based on your continuous engagement in the class, professional demeanor in all areas, and graciously assisting others.
NOTE: Professionalism grade will be given in the final week of this semester.
3. Discussion Boards (90 points: 7.5
points for each discussion response and 30 points for follow-up
responses.)
To facilitate students’ ability to
become reflective educators and decision makers, and to foster an
understanding of the interrelationships and application of
educational theory into classroom practices, students will
respond to discussion board prompts. You must respond to all of
the prompts. These prompts will be based on the chapters of our
text. All discussion board prompts are accessed through
Blackboard. Due dates are posted on the course calendar.
Complete directions for responding to the Discussion Board are
found below.
Click HERE for RUBRIC for scoring this assignment.
Posting: I will post a discussion prompt every Monday.
Responding: In order to get credit
for participating in a discussion board, you must reply to the
prompt by midnight on Thursday of each week. I will
assign the points for your response on Friday of each week.
I will post a discussion prompt and read each of your responses
every week, but I will not be directly involved in your online
discussion. That means that I will not directly leave any
comments to your responses. You have to respond to one
another in order to make your online discussion more interactive.
(Read follow-up responses!)
Length of Response: I do not
have particular criteria for the length of your response. However,
your response is a reply to an open-ended discussion question.
That means that it should be more than a few sentences. I
expect at least a few (3-4) solid paragraphs.
Scoring: Credit will also be
given for class participation. Scoring of these assignments
will be based on the following criteria: thoughtful
insights; all responses posted by due dates; and specific
references to information from our text. If the quality of
your discussion responses is obviously poor, however, the points
will be partially or fully docked based on my evaluation.
Following-up Responses: In order
to make the online discussions more vivid and active, all
of the students are required to respond to the responses from
their classmates. All students are required to reply to at
least two peers for each discussion. Please complete
your follow-up responses by midnight on Thursday of each week.
NOTE: Follow-up points (30 points) will be given to you in the end of the semester.
NOTE: Final Course Reflection (Discussion 12): The guidelines will be given to you later.
NOTE: I consider that online discussion is
part of class attendance and participation. Thus, partial
credit will not be given if you respond to the prompt after the
due date.
4. Literacy Autobiographical Reflection
(30 points) (Due Date: Midnight, 2/5/07)
Part of the challenge of teaching people is understanding what the process of becoming literate is like. By reflecting on your own literacy experiences and beliefs, you may be able to relate better to your students as you guide them through understanding your content area.
Your literacy autobiographical reflection paper should be three pages long. It should be typed double-spaced, 12 pt font, Times New Roman, Arial, or San Serif fonts ONLY!
Please discuss and include the following issues in your papers:
1. Episodes (both good and bad) and people who influenced you in your own middle and high school literacy experiences.
2. Your own reading and writing processes from middle and high school and today.
3. Reflections (as you go through this course) about how literacy learning will be part of your future classroom and content area teaching.
NOTE: Select a few specific literacy events when you write this paper. Do not be extensive but be specific! You are not required to cite or quote sentences and ideas from any professional journals and books because this is not a research paper. However, your written discussion should be formal. Thus, I expect you to compose your autobiography in a professional and academic manner.
Follow one of two outstanding ideas from the Brozo and Simpson text for this narrative:
1) Learner Autobiographies, pp. 144-146. OR
2) Math Autobiographies, p. 106. This can be adapted for other content areas as well.
Click HERE for RUBRIC for scoring this assignment.
5. Electronic Research (100 points and 30 points for on-line
feedback) (Due Date: Midnight 2/19/07) (Feedback Due Date:
Midnight 2/22/07)
Students will use online searches to locate professional readings and resources (a minimum of five sites) related to topics of study in this course. Topics for this research can be found by clicking on the Electronic Research Page below. You must provide the URLs for the information you have located, an annotation of each site, and a presentation of the information you have gathered. All of the internet resources need to be from reliable organizations or agencies. The sites that you choose for this assignment need to be updated periodically.
This presentation may take the form of a Power Point presentation, a web site (Avoid this option unless you know how to use a composing software!), a visual adaptation of a Microsoft Word document, or possibly other methods of delivery. The purpose is for each student to become knowledgeable on a particular topic and to be able to share information with others. The online resources should be supplemented by print materials (via an APA (5th edition)-style bibliography). Students must sign up for a topic of interest. NO MORE THAN THREE STUDENTS CAN SIGN UP FOR ONE TOPIC. E-mail me your topic choices by the deadline on the course calendar. This assignment must be sent to the digital drop box in Blackboard, put on a web page, or sent to the instructor as an attachment by the due date. The instructor will post these assignments so that all students may view the presentations and provide feedback for others. You can see an example of what this project should look like by clicking here: Example: Middle and Secondary Students and Literacy . Follow this link to some other examples of student electronic research projects.
Online feedback of electronic research
project (30 pts.)
I will upload your Electronic Research Project to the Discussion Board. Leave feedback to at least six people. Check the course calendar for the due date.
Click HERE for RUBRIC for scoring this assignment.
Click Here for a Good Example (Powerpoint) from a student in Summer 2006
Click Here for a Good Example (WebPage) from a student in Summer 2006
* NOTE: All resources/readings should be geared toward middle and
secondary learners.
Electronic Research Projects for Spring of 2007
Electronic Research and Professional
Readings will be used for:
1. Demonstrating your "expert" knowledge on the
selected topic
2. Discussion board reactions and discussions based on your
findings. This will allow you to react to the reading as well as
what you have learned. (Reactions and responses are to be based
on evidence rather than on feelings.)
3. "Grand conversations" via the Discussion Board based
on your well-developed explanation or description of how you will
use what you have learned.
GO TO ELECTRONIC RESEARCH PAGE TO
FIND OUT WHAT IS AVAILABLE AND SIGN UP! No more than three
people may sign up for a topic, so please e-mail me your first
and second choices.
Check out these URLs for help with APA style (including
electronic sources):
http://www.apastyle.org/elecref.html
http://www.wooster.edu/psychology/apa-crib.html
6. Field Experience (10 hours) - (50
points) This is a part of Assignment # 7.
You are required to work with a middle school or high school
student on a literature-based reading experience. You have to
make this arrangement by yourself! A minimum of ten (10)
hours of practical field-based experience with this student
is required for the course. You must find a suitable student
and work with this student outside of the school setting.
You could work with the student in an extended school services
program, in a public library, or in the student's home. Family
members are not acceptable subjects for this teaching experience.
For a variety of reasons teaching a sibling, your own child,
or a niece/nephew generally does not provide an authentic
teaching experience. For any other arrangement, you will need
instructor approval.
You, the parent(s)/guardian(s), and the student must complete the reading tutor consent form. Once this form is completed, please make a copy for your records and mail the original to
Tadayuki Suzuki (Ph.D.)
Department of Special Instructional Programs (TPH 355)
The due date for the reading tutor
consent form is 2/12/07.
You will be working with the student as part of the literature-based reading instruction component of this course which is described in detail below.
During the experience you will work with the individual student
who may be experiencing difficulty with some aspect of reading.
You will also plan and implement a (literature-based) reading
lesson for this student. This reading experience should provide
you with skills to teach comprehension strategies (chapter 3),
provide vocabulary development (chapter 6), model writing as
responding (chapter 7), develop an appreciation of literature and
reading to learn (chapter 8). You will determine the piece of
literature together with the student.
50 points (for Field Experience) will be given to you when you submit all of the required components for this assignment in the end of the semester. See the information described in detail below for the 5 required components. NOTE: That means that 50 points will not be given if and when you fail to fulfill all of the requirements for this assignment.
7. Literature-Based
You will develop a five-day unit plan based on the piece of
adolescent literature.
Here are some literature
suggestions and a sign up page. If you would like to use a
book that is not on the list, please email the instructor with
the title, author, and brief description of the book you would
like to explore.
The development of the literature-based unit should provide you with skills to teach comprehension strategies (Chapter 3), provide vocabulary development (Chapter 6), model writing as responding (Chapter 7), develop an appreciation of literature and reading to learn (Chapter 8). This field experience should also help you learn how to use a piece of quality literature to reinforce concepts in your curriculum. You should begin this field experience and critical performance as soon as you have located a student and have had your literature selection approved by the instructor. Suggested dates are included on the course calendar.
You and your student should select a piece of quality adolescent or young adult literature (one copy of the book for you and one for your student). The instructor must approve the selection of literature. It may be to your advantage to select a piece of literature that you have read before. If you have previously read the book, it will help you make initial decisions regarding content, but you will need to re-read the book in order to discuss it in detail with your student. In the "real world" you would never include a book in your instruction that you had not previously read and found to be of high quality and appropriate for your students. The book you select should support your area of emphasis (i.e., if you are majoring in science, the book should have enough practical references to scientific concepts so as to complement your curriculum and lead to real learning.
You and your student should decide how many pages you will read before each meeting. Your meetings should total ten hours. Each of you must keep a double-entry journal (Brozo & Simpson, pp. 271-272) in which you respond to the reading. Each session should begin with you and the student discussing your journals. You should be ready to capitalize on elements of the book that relate to your content area. Ask questions, make comments, prompt for higher order thinking as you help your student comprehend the book and the concepts you have identified. Keep a log of curricular topics you find throughout the book that tie to your curricular area. Use this form to plan instruction with your student.
NOTE: You MUST use this lesson plan format in order to be successful in this assignment.
Supplement your sessions with your student by bringing in textbooks and other expository literature to help your student understand concepts in the book. Use strategies from Chapters 3, 5, 6, and 7 in the Brozo and Simpson text.
At the end of your field experience and for your critical performance, you will upload the following components to the Assignments (Blackboard) and the Electronic Portfolio:
Required Components:
1) A two-to-three page summary of your personal comments, response, and critique of the novel. Additionally, this summary should include one paragraph each about the following literary elements as they pertain to your literature selection: plot; setting; character; theme; style; tone, and point of view.
2) A five-lesson plan sequence (10 hours) based on
elements of the book, focusing on comprehension, vocabulary
development, and concept development. You will use the format outlined by your
instructor to complete lesson plans for this assignment.
** The materials you used to help your student understand the vocabulary used in the book (must be based on strategies in Chapter 6). If you designed forms or handouts based on these strategies, include these with your lesson plans.
** The materials you used to insure comprehension of the book (must be based on strategies in Chapter 3). If you designed forms or handouts based on these strategies, include these with your lesson plans.
** The materials you used to connect your content area to the concepts in the book (must be based on strategies in Chapter 8). If you designed forms or handouts based on these strategies, include them with your lesson plans.
3) Your double-entry journal. In addition to your entries, your journal should include dates, starting and stopping times, and the meeting place. Include a bibliography (use APA citation form) of all literature (narrative and expository) and other resources used in this assignment.
4) A one-to-two page reflection from your field experience which includes: (1)dates and times (starting and stopping times) you met with your student; (2) information describing the student you tutored, including gender, age, grade, and a general description of areas of strengths and weaknesses in literacy; (3) positive aspects of using this particular book as a springboard for teaching (comprehension strategies and content material); (4) any instructional changes you would make the next time you use this book with students; and (5) how you assessed the extent to which you met the needs of the student with this unit.
Required components 1 to 4 will be graded
based on the scoring rubric (Total: 150 points).
5) A one-page letter to me from your student in his or her own handwriting. This letter should include: (1) his or her impressions of the book; (2) the learning experience; and (3) any comments the student would like to make regarding your performance in this project. You should provide the student with a stamped envelope addressed to me. It is your responsibility to make sure this is mailed to me. I must receive this letter by 3:00 pm on 5/3/07.
If you are unable to mail the letter (written by your student) by then, please fax it to me by the due date. Here is the department fax #: 270-745-6435.
If you are unable to fax it to me by then,
please bring it to me directly.
If I am not in my office, please leave the
letter in my box in the department.
When I receive this letter from your
student, I will give you 50 points for 10 hours of your field
experience (# 6).
Click Here for Examples
http://edtech.tph.wku.edu/~czippay/421444lessonplanmodels.htm
http://edtech.tph.wku.edu/~czippay/421444novelcrit.htm
Click Here for Exemplary Work Spring 2006
Click Here for Exemplary Work 1 Fall 2006
Click Here for Exemplary Work 2 Fall 2006
Click HERE for RUBRIC for scoring this assignment.
NOTE: Since this assignment is a critical performance, please strictly follow the requirements on the scoring rubric. Otherwise, I cannot grade your work based on the scoring rubric.
8. Graduate Project: Literature Review
(50 points) (Due Date: Midnight 3/5/07)
Each middle/secondary school content area has particular issues and needs related to the support of students' literacy development within that content area. Choose a topic and select at least 5 related articles dated no earlier than 1998 (1998-2007). Write a brief literature review.
1) Your literature review must be at least 4 pages, but no more than 5 pages, not including a cover page and a reference list. Your paper should be typed double-spaced, 12 pt font, Times New Roman, Arial, or San Serif fonts ONLY.
2) Shorter or longer submission will be automatically penalized. (20 % deduction from the possible point value)
3) Late submission will lower your assignment grade. (20 % deduction from the possible point value).
4)APA format is required for bibliographic information. Refer to the APA Publication Manual (5th Edition).
5) The bibliography must include a minimum of 5 articles published within last eight years (1998-2007).
6) MAKE SURE YOUR PAPER IS A COHESIVE PAPER
--NOT JUST A SERIES OF SUMMARIES TIE YOUR
Click Here for RUBRIC
The scoring rubric will be uploaded later.
NOTE: If you are an undergraduate
student, you do not have to complete this assignment (# 8)!