DRAFT



CALIFORNIA UNIVERSITY OF PENNSYLVANIA

Elementary Education/Early Childhood Department

Language and Literacy II - EDE 340

Syllabus and Course Outline: Spring 2009

Professor: Diane Hood Nettles, Ph. D. Office: Keystone 313

Class Times: Tuesdays and Thursdays - 9:30 -10:45 (Sect. 1) or 12:30 - 1:45 (Sect. 2)

Office Hours: Tuesdays and Thursdays from 1:45 to 3:00.

I am always happy to meet with you during my office hours. Please just let me know when you can stop in so that I can make sure we have time to talk. I can also meet with you during the common hour, if I’m not in a faculty meeting or meeting with the Book Club. If we cannot schedule a convenient face-to-face appointment, we can chat via e-mail anytime.

E-mail: Nettles@cup.edu

This is the best way to reach me! I check e-mail several times a day, even when not on campus.

Website:

Phone: 724-938-4135

Please remember that this is not my best mode of communication, because I need to see you in order to hear you! If you leave voice mail, you will need to speak slowly and distinctly, leaving a clear voice message. Be especially articulate when leaving your name, your class section, and phone number. I check voice mail on Tuesdays and Thursdays when I’m at the office.

Required texts, referenced here in APA style:

Esbensen, B. (1994). Baby whales drink milk. New York: HarperCollins.

LiveText. (2008). Learning, assessment, accreditation solutions. Retrieved August 18, 2008, from

Nettles, D. (2006). Comprehensive literacy instruction in today’s classrooms: The whole, the parts, and the heart. Boston: Allyn & Bacon.

Nettles, D. (2007). Toolkit for teachers of literacy. Boston: Allyn & Bacon.

Pennsylvania Department of Education. (1999). Academic standards for reading, writing, speaking

and listening. Retrieved August 1, 2007, from

Pennsylvania Department of Education. (2004). Assessment anchors. Retrieved August 3,

2007, from

Yorinks, A. (1986). Hey, Al. New York: Farrar, Straus and Giroux.

|NOTE: LiveText is a required software package for all teacher education programs at California University of |

|Pennsylvania.  Teacher education students must purchase, activate and maintain their own LiveText accounts.  Teacher |

|education students may need to complete designated surveys or activities in LiveText as part of this course.  The |

|instructor reserves the right to decide how other class assignments are submitted. |

Purpose of the Course

This course is designed to build upon a theoretical base to the practice of teaching literacy to children from preschool to grade eight. You will learn how theory applies to preschool, kindergarten, elementary and middle school classrooms, and gain insights into the different ways that literacy can be taught. All of the theories and strategies that are emphasized in this course are scientifically based. Moreover, they are based on the premise that readers construct meaning as they decode print, using what they know about print and about the world to understand written text. Five components of reading, as outlined by No Child Left Behind, will be examined: phonemic awareness, phonics, vocabulary, comprehension, and fluency. Additionally, you will learn about other essential elements to teaching reading: the reading/writing connection, assessing learning, and teaching reading children who are ESL, learning disabled, or of cultures different from the mainstream. You will learn how to teach reading so that your students experience success with books (the “whole”) and with discrete reading skills (the “parts”), enabling them to look forward to a lifetime of reading (the “heart”).

Standards of the Course

The National Council for Accreditation for Teacher Education, or NCATE, (2008) is the governing board that sanctions accreditation for university programs that prepare teachers for certification. NCATE recognizes the standards published by two professional organizations that help to guide the education of children in preschool through grade eight: the National Association for the Education of Young Children, or NAEYC (2001), and by the Association for Childhood Education International or ACEI (2007). The objectives, class activities, and assessments of this course are aligned with both of these sets of standards.

Additionally, NCATE recognizes principles published by the Interstate New Teacher Assessment and Support Consortium (1992),which are ten principles indicating general teaching behaviors that are expected from you when you graduate from our program. Two additional principles adopted by the College of Education, outlining expectations in diversity and field experiences, are part of the requirements of NCATE. All of these principles are described in your LiveText portfolio account, and have been saved as files under which you may document your experiences as you learn how to be a teacher. In this course, you will experience the teaching behaviors in all twelve of these principles, and you will be assessed on your ability to demonstrate, through a performance assessment project, at least one of them.

Moreover, two sets of standards that are specific to reading instruction are reflected in this course. They are described in the next two paragraphs.

The standards of the International Reading Association, published in the IRA document titled Standards for Reading Professionals: Revised 2003, (International Reading Association, 2003) are explained as competencies that the classroom professional should be able to demonstrate on three levels: awareness, basic understanding, and comprehensive understanding. After completing the course, you will have basic or comprehensive understanding of all of the competencies.

The Pennsylvania Department of Education Academic Standards for Reading, Writing, Speaking, and Listening “describe what students should know and be able to do with the English language at four grade levels” (PA Department of Education, 1999, p. 1). There are eight areas of instruction outlined in these standards, three of which pertain specifically to reading: 1.) Learning to Read Independently, 2.) Reading Critically in All Content Areas, and 3.) Reading, Analyzing, and Interpreting Literature. Specific academic standards are aligned with course objectives, and are listed by number on the chart below. Anchors and Eligible Content for grade levels three through eight correspond to these standards, and are listed on the “Assessment Anchors” webpage (PA Department of Education, 2004).

Finally, the College of Education and Human Services at California University of PA has adopted a Conceptual Framework (2004), with which all teacher certification programs align their coursework for teacher candidates. The framework consists of three guiding principles: knowledge, pedagogy, and professionalism, and states that programs are accountable for these types of teacher capabilities. Teacher candidates who satisfactorily complete courses in the Elementary Education/Early Childhood department will gain knowledge needed to teach young children and early adolescents; the pedagogical skills that will ensure their learning; and an understanding of the importance of teacher dispositions and professional growth. This course is aligned with the principles of the Conceptual Framework.

Objectives of the Course and Standards Alignment

|Course Objectives |IRA |ACEI/NCATE |NAEYC |INTASC/CalTASC |PDE Academic |CUP Conceptual |

| | | | | |Standards |Framework |

|1. The candidate will |1.1, 1.2, |1, 2.1, 3.3, 3.5, 4, |1, 4b, 4c, |1, 2 |1.1, 1.2, 1.3 |1A |

|analyze theories that |1.3, 1.4 |5.1, 5.2, 5.3 |4d, 5 | | | |

|explain the reading | | | | | | |

|process. | | | | | | |

|2. The candidate will |1.1, 1.2, |1, 2.1, 3.3, 3.5, 4, |1, 4b, 4c, |1, 2, 4, 7 |1.1 |2C |

|examine effective |1.4 |5.1, 5.2, 5.3 |4d, 5 | | | |

|strategies for the | | | | | | |

|teaching of reading in | | | | | | |

|grades Prek-8, including | | | | | | |

|phonemic awareness, | | | | | | |

|phonics, vocabulary, | | | | | | |

|comprehension, and | | | | | | |

|fluency. | | | | | | |

|3. The candidate will |2.3, 4.2 |2.1, 3.1 |4c, 4d |1, 4, 7 |1.2, 1.3 |1A, 2C |

|recognize the nature of | | | | | | |

|text and plan instruction| | | | | | |

|accordingly. | | | | | | |

|4. The candidate will |2.1, 2.2, |1, 2.1, 3.1, 3.2, 3.3,|4a, 4b, 4c, |1, 7, 11 |NA |2A, 2B, 2C |

|organize literacy |2.3, |3.4, 3.5, 5.1, 5.2, |4d | | | |

|instruction for diverse | |5.3 | | | | |

|learners and identify | | | | | | |

|ways to scaffold literacy| | | | | | |

|learning for all | | | | | | |

|students. | | | | | | |

|5. The candidate will |1.4, 2.1, |1, 2.1, 3.1, 3.2, 3.3,|1, 4b, 4c, |1, 2, 3, 4, 5, 6, 7, 8, |1.1 |2C |

|demonstrate an ability to|2.2, 2.3 |3.4, 3.5, 5.1, 5.2, |4d, 5 |10, 12 | | |

|teach components of | |5.3 | | | | |

|reading, using explicit | | | | | | |

|as well as facilitative | | | | | | |

|methods. | | | | | | |

|6. The candidate will |2.1, 2.2, |1, 2.1, 5.1, 5.2 |1, 4b, 4c, 4d|4, 11 |1.1, 1.2, 1.3, |2B, 2C |

|use a variety of |2.3 | | | |1.4 | |

|tradebooks, curriculum | | | | | | |

|materials, technological | | | | | | |

|resources, and diverse | | | | | | |

|texts when teaching | | | | | | |

|literacy. | | | | | | |

|7. The candidate will |3.1, 3.2 |1, 2.1, 4, 5.1, 5.2 |1, 3, 4d |8 |1.1, 1.2, 1.3, |1B, 2C |

|use assessment tools to | | | | |1.4 | |

|evaluate children’s | | | | | | |

|reading needs, as well as| | | | | | |

|their mastery of PA | | | | | | |

|academic standards. | | | | | | |

|8. The candidate will |4.1, 4.2, |1, 2.1, 3.1, 3.3, 5.1,|1, 2, 3, |5 |NA |2A, 2B, 2C, 3A |

|examine the elements of a|4.3, 4.4 |5.2 |4a-d, 5 | | | |

|literate classroom | | | | | | |

|environment that foster | | | | | | |

|reading and writing. | | | | | | |

|9. The candidate will |1.4, 2.2 |2.1, 3.1 |4b |1, 4, 7 |1.1 |1A, 2C |

|review phonics elements, | | | | | | |

|and examine the role of | | | | | | |

|phonics in constructing | | | | | | |

|meaning. | | | | | | |

|10. The candidate will |5.1, 5.2, |5.1, 5.2, 5.3 |5 |9 |1.1, 1.2, 1.3, |3A. 3B, 3C |

|develop a positive | | | | |1.4 | |

|disposition towards | | | | | | |

|teaching literacy. | | | | | | |

Requirements of the Course

1. Integrity Form – You will find this form in Blackboard or on my website. Complete it and turn it in on time, as indicated on the schedule.

2. Interest Inventory – You will find this form in Blackboard or on my website. Complete it and turn it in on time, as indicated on the schedule.

3. Phonics Mini-lessons – Toolkit for Teachers (Nettles, 2007) contains fourteen phonics mini-lessons that will refresh your memory of the elements and generalizations of phonics. You are expected to complete these on your own. We will have weekly reviews in class. Mini-lessons are not graded but will help you do well on quizzes.

4. Phonics Quizzes – Your understanding of phonics elements and generalizations will be assessed with three quizzes, which are cumulative. Each is worth 20 points.

5. Performance Assessment Project – You will be assessed on your ability to plan, teach, and assess a guided reading lesson with strategies that you learn in class and in the textbook. Your assigned cooperating teacher will invite you to work with a small group of elementary age children in the classroom, and provide for you a selection of literature from a basal. You must write a lesson plan for guided reading, and align the lesson with at least one of the PA state Academic Standards. You will make a plan to assess their learning, and determine if your objectives were met. Assigned times for teaching the lesson will be provided for you near the end of the semester. After teaching the lesson, assess their learning and self-reflect. Your report of the lesson must include an APA style citation and reference list. Use the fifth edition of the Publication Manual of the American Psychological Association as a guide for your citations and references (American Psychological Association, 2001). The project is worth 200 points, and you will be required to submit it via LiveText. See the handout guide and rubric for more details.

6. PAP Lesson Plan Draft - Turn in your PAP lesson plan draft on or before the date specified on our class schedule, and I will read it, comment on its contents and return it to you for revision. You will earn 15 points if you include all of the required elements of the draft. See PAP guidelines for details.

7. Literacy Journal – Two times this semester, you will turn in a journal of vocabulary terms. Thorough understanding of the concepts behind these terms will enable your instruction in the classroom; additionally, the terms are assessed on the Praxis II CIA. Also, throughout the semester you will keep a three-ring binder that will be divided into 4 sections: 1) Literacy Vocabulary Definitions, 2) Notetaking Guides and Class Activities, 3) Annotated Booklist, and 4) Phonics Review Activities. The entire journal is to be turned in at the end of the semester. The purpose of the Literacy Journal is to help you organize and think critically about what you are reading and what you are learning in class. It will serve as an important resource for you when you leave this class and prepare for your future as a teacher of literacy. However, the most important point is that you engage yourself as a learner and cognitively participate in the readings and class activities. Please bring this three-ring binder with you to each class session. The first two entries of the journal are worth 30 points; the final entry is worth 60 points. See rubric and guidelines for details.

8. Blackboard Modules – Several of the chapters in the textbook have been designed as self-directed online modules, accessible to you through Blackboard. It is particularly important that you keep up with the schedule of the modules and embrace the spirit of each activity. The activities are designed to help you understand the content of the chapters on your own. Each on-line learning module has a Notetaking Guide that is divided into 3 sections: Before You Read, While You Are Reading, and After You Read. When we do not have a face-to-face class meeting, you will be expected to complete the module for that week independently, as it will be essential to understanding key elements of the text. It is very important that you complete the assignments outlined in each section of the Notetaking Guide for that week, and bring the completed guide with you to the next class session. I will check the Notetaking Guide when you return to class. Additionally, in your Literacy Journal, you will need to file copies of the work you that you have done in the modules. Missing notes will result in point deductions from the Literacy Journal.

9. Exams - There will be a required midterm exam (35 points) and final exam (45 points). Test material will be on information taken from the textbook as well as from class notes. The final exam is cumulative. You may not make up an exam unless your absence is excused and you have made arrangements with me PRIOR TO THE EXAM DATE.

10. Professionalism Rubric – Our goal in this department is to make sure that you have the knowledge, skills, and dispositions to be a teacher. Thus, I am responsible for assessing your professionalism, which includes:

• Attendance and punctuality in class

• Punctuality in turning in assignments

• Appropriate classroom behavior

• Dedication to your work

• Willingness to work in groups

• Participation in class and small group discussions

• Respect for others

• Listening politely during lectures and while classmates talk

• Integrity with assignments

• Demeanor when visiting your field site school

• Refraining from use of cell phone in class (including text messaging)

You can earn up to 25 Professionalism Points, as recorded on your Professionalism Rubric. You will need to make a copy of the rubric and turn it in to me during the first week of class. I will keep it on file all semester, and return it to you during Finals week. The following incidences will result in points deducted from your Professionalism Points:

• More than one unexcused absence

• More than one tardiness

• Turning in assignments late or asking for due date extensions

• Any incidence of disrespect for others in our classroom or your site school

• Any incidence of rudeness or not listening during lectures, read-alouds, or while Dr. Nettles or your classmates talk

• Any display of unwillingness to work cooperatively or participate in activities in our classroom or your site school

• Unprofessional demeanor or attire at your site school

• Tardiness to your PAP lesson at the site school (or failure to show up)

• Non-emergency use of cell phone in class (including text messaging)

• Any disrespectful language used in class or e-mail

(Do not confuse the list above with behaviors associated with cheating, which will

result in failure in the course or dismissal from the program. Cheating behaviors defined by our department are listed on page 7.)

Method of Evaluation

Grade Scale Point Distribution

95% - 100% A Phonics Quizzes – 3 @ 20 pts ea.

92% - 94% A - Midterm Exam – 35 pts.

89% - 91% B + PAP Draft – 15 pts.

86% - 88% B PAP Lesson, Assessment, and Self-reflection - 200 pts.

83% - 85% B - Professionalism Rubric – 25 pts

80% - 82% C + Literacy Journals - 2 @ 30 pts. ea., final journal at 60 pts.

76% - 79% C Final Exam – 45 pts.

73% - 75% C -

64% - 72% D

63% and below F Total – 500 points

NOTE: If you are seeking elementary or early childhood teaching certification, you must retake this course if you do not earn a C or better.

Course Policies and Expectations of Professionalism

Preparing to become a teacher is a responsibility not to be taken lightly. Therefore, I have high expectations of your performance, attendance, and integrity in this class. Please read, review, and acknowledge your understanding of the policies listed below.

1. Attendance - Remember to sign the attendance sheet; this is critical. If you need to leave class early for some reason, please let me know; however, I will not count you as present if you leave more than 15 minutes early. Excused absences include such things as emergency doctor's visits, serious family illnesses, and funerals. Remember you’re your email messages that inform me of your absence are appreciated; however, they do not necessarily guarantee that your absence is excused. If for some reason you anticipate being absent for more than a week, you must contact me to let me know of your intentions. Class work missed during your absence is your responsibility; at the beginning of the semester, be sure to get contact information from someone in class who can share notes with you. I will overlook one absence that is not excused. Beyond that, I will deduct points from your Professionalism Rubric. If you miss an exam due to an unexcused absence, it may not be made up. If your absence is excused and you miss an exam, you MUST contact me BEFORE I administer and return the test. If you do not do so, you may not make up the exam.

2. Textbooks – Bring your textbooks to class every session. We use these books as resources during class activities. This includes the children’s books and PA standards publication.

3. Written assignments - Teachers of literacy use the English language as their medium of instruction; therefore, they must be proficient in their use of Standard English. Write your papers clearly and concisely, with correct spelling and in Standard English grammar. Be sure to proofread your work and ask someone else to proofread it for you. Spelling and grammar will be considered as part of the total points for each paper. I will not correct mechanical errors when reading your PAP lesson plan draft. All work MUST be available to me electronically via MS Word. Be sure to present the hardcopies of your papers in a professional manner, bound in a folder, free of typographical errors and general messiness. If your paper is not presented in a professional manner, I will deduct points from the assignment grade. Turn assignments in at the beginning of the class on the day it is due. An assignment turned in after the beginning of class of the due date will result in a deduction from your professionalism grade. This includes papers submitted electronically.

4. Cell phone usage – It is our department policy that all cell phones must be turned off or in silent mode while in the classroom. Any use of your cell phone in class, including text messaging, is considered disrespectful, and will result in a deduction of your Professionalism points. Also, cell phone calculators may not be used during exams.

5. Clearances – You will need to submit to me copies of your Act 34, Act 151, and Act 114

(fingerprint) clearances, in order to work in a classroom for the performance assessment project. These copies must be turned in to me at least one week prior to the day you are scheduled to teach. Failure to do so means that you will not be able to teach your PAP lesson at Rostraver or Menallen schools. DEADLINE IS THURS., March 26!!! No exceptions!

6. Professional demeanor - While you are at any local school completing the tasks for

this class, you are considered a temporary member of their professional staff. Please act

and dress accordingly. You need to look like a professional, which means:

a. Leave your gum and candy at home.

b. Wear shoes and socks (or hose) that cover your feet. Do not wear flip-flops.

c. Leave your baseball caps and other hats at home.

d. Wear clothes that cover your body and underwear appropriately. Make sure your shirt or blouse covers your midriff and underwear. Bra straps should be covered.

e. Women’s skirts need to be sufficiently long enough to warrant sitting down and bending over comfortably, without being noticed by others.

f. Ties are recommended for men, as are collared shirts that button down the front.

g. T-shirts, jeans, sweatpants, sweatshirts, and sneakers are inappropriate for this project.

h. Body piercings should not prohibit others from understanding you as you talk. Tattoos should not be distracting and should be covered.

7. Academic integrity - Shown below is the policy of the Elementary Education/Early

Childhood department. I will strictly adhere to this policy.

We, the faculty of the Elementary Education/Early Childhood department, expect our students to do their own work, and to do it well. Cheating on exams, written assignments, portfolio documentation, or class activities is not tolerated.  The department recognizes as cheating the behaviors listed below; however, this list is not exclusive.

• Copying in part or whole someone’s work without proper citation and/or permission (plagiarizing)

• Including handouts from coursework in your portfolio or other academic work without giving proper credit to the author of the handout.

• Forging signatures

• Cheating on exams

• Turning in samples of children’s work that have been “written" by someone other than the child or children with whom you worked.

• Misrepresenting any part of your work

• Falsifying reports of field work, student teaching, or performance assessment projects

Evidence of cheating will result in the following disciplinary action taken by the department:

First offense: Student is reprimanded verbally and in writing, and fails the course in which the behavior occurred. A copy of the reprimand letter will be placed on file in the Elementary Education/Early Childhood office.

Second offense: Student is dismissed from the certification program, and may not enter the Services program.  Additionally, the student is referred to the University Provost for possible dismissal from the university. 

8. Accommodations for Disabilities - Students with disabilities:

• …reserve the right to decide when to self-identify and when to request accommodations.

• …will register with the Office for Students with Disabilities (OSD) each semester to receive accommodations.

• … will present the OSD Accommodation Approval Notice to faculty when requesting accommodations.

• … might be required to communicate with faculty for accommodations which specifically involve the faculty.

Requests for approval for reasonable accommodations should be directed to OSD.  Approved accommodations will be recorded on the OSD Accommodation Approval notice and provided to the student.  Students are expected to adhere to the OSD procedures for self-identifying, providing documentation and requesting accommodations in a timely manner.  The Office for Students with Disabilities (OSD) is located in the Azorsky Building-Room 105 or by calling the OSD office at (724) 938-5781. 

NOTE: The professor reserves the right to modify this syllabus as needed.

References

American Psychological Association. (2001). Publication manual of the American Psychological

Association (5th ed.). Washington, DC: American Psychological Association.

Association for Childhood Education International. (2007). Association for Childhood Education

International elementary education standards and supporting explanation. Retrieved

August 18, 2008 from

California University of Pennsylvania. (2004). NCATE @ California University of Pennsylvania:

Conceptual framework. Retrieved August 18, 2008 from

Interstate New Teacher Assessment and Support Consortium. (1992). Model standards

for beginning teacher licensing, assessment and development: A resource for

state dialogue. Retrieved August 1, 2007, from

National Association for the Education of Young Children. (2001). NAEYC standards for early childhood professional preparation: Initial licensure programs. Retrieved August 18, 2008 from

National Council for Accreditation for Teacher Education. (2008). NCATE: The standard of excellence in teacher preparation. Retrieved August 18, 2008 from

Nettles, D. (2006). Comprehensive literacy instruction in today’s classrooms: The whole, the parts, and the heart. Boston: Allyn & Bacon.

Nettles, D. (2007). Toolkit for teachers of literacy. Boston: Allyn & Bacon.

Pennsylvania Department of Education. (1999). Academic standards for reading, writing, speaking

and listening. Retrieved August 19, 2008, from



Pennsylvania Department of Education. (2004). Assessment anchors. Retrieved August 19,

2008, from

Professional Standards and Ethics Committee of the International Reading Association. (2003).

Standards for reading professionals: Revised 2003. Newark, DE: International Reading

Association.

Yorinks, A. (1986). Hey, Al. New York: Farrar, Straus and Giroux.

Class Schedule - EDE 340 – Language and Literacy II – Spring 2009 – Nettles

|Week # |Date |Textbook Reading and Blackboard |Topic |Phonics |Assignments, Tests, |

| | |(Bb) Modules | |lessons (in |Quizzes |

| | | | |Toolkit) | |

|1 |Jan. |Tues., Jan. 13: [pic] |Theories of Literacy | | |

| |13 & 15 |Demonstration Lesson: “The Bad | | | |

| | |Kangaroo” | | | |

| | | | | | |

| | |Thurs., Jan. 15: | | | |

| | |Ch. 1 (Reading Guide Questions) | | | |

|2 |Jan. |Ch. 2 (Reading Guide Questions) |Theories and an Instructional|1, 2 |Tues., Jan. 20: |

| |20 & 22 | |Model | |Professionalism Rubric, |

| | |[pic] | | |Interest Inventory, |

| | | | | |Integrity Form, and |

| | | | | |Clearances |

|3 |Jan. |Ch. 5 (Reading Guide Questions) |Nature of text |3, 4 | |

| |27 & 29 | |[pic] | | |

| | |Demonstration Lesson: | | | |

| | |“Cockroaches” | | | |

|4 |Feb. |Tues., Feb. 3: - Read Ch. 10 and |Explicit teaching of | |Required Ch. 10 Bb module |

| |3 & 5 |do the required Bb module on your|comprehension | |will be checked on Thurs. |

| | |own before Thursday. |[pic] | |Feb 5. |

| | | | | | |

| | | | | |Thurs., Feb.5: |

| | | | | |Phonics Quiz #1(Lessons |

| | | | | |1-4) |

|5 |Feb. |Ch. 11 (Reading Guide Questions) |Facilitating prior knowledge |5, 6 |Thurs., Feb. 12: Literacy |

| |10– 12 | | | |Journal #1 |

|6 | Feb. |Ch. 8 (Reading Guide Questions) |Word study |7,8 | |

| |17 & 19 | |[pic] | | |

|7 |Feb. |Tues., Feb. 24: Midterm exam |Adapting Instruction | |Tues., Feb. 24: Midterm |

| |24 &26 | | | |Exam |

| | |Thurs., Feb. 26: Read Ch. 15 and | | | |

| |No class on |do the required Bb module on your| | |Required Ch. 15 Bb module |

| |Thurs. Feb. 26|own by March 10. | | |will be checked after |

| | | | | |Spring Break. |

|8 |March |SPRING BREAK! |[pic] |Enjoy! |Relax! |

| |3 & 5 |Hooray! | | | |

|9 |March 10 & 12 |Ch. 12 (Bb module available for |Facilitative teaching of |9, 10 |Required Ch. 15 Bb module |

| | |your use) |comprehension | |will be checked on Tues., |

| | | | | |March 10. |

| | |Demonstration lesson | | | |

|10 |March |Ch. 13 (Bb module available for |Response strategies | |Tues., March 17: PAP draft|

| |17 & 19 |your use) | | | |

| | | |Fluency Strategies | | |

| | |Ch. 14 (Bb module available for | | |Thurs., March 19: |

| | |your use) | | |Phonics Quiz #2 (Lessons |

| | | | | |1-10) |

|11 |March |Pp. 93-97 and 118-127 in Ch. 4 | Assessing literacy growth |11, 12 |Tues., March 24: Literacy |

| |24 & 26 |(Reading Guide Questions) and |[pic] | |Journal Sect. #2 |

| | |Section 3 in Toolkit | | | |

| | | | | |Thurs., Mar. 26: 30: |

| | | | | |Clearances deadline |

|12 |March 31 & |Ch 6 (Bb module available) |Emerging literacy and |13 | |

| |April 2 | |phonemic awareness | | |

| | |Ch 7 (Bb module available) | | | |

| | | |Phonics instruction | | |

|13 |April |Tues.: PAP teaching day, NO | |14 |Teach PAP lesson at |

| |7 & 9 |CLASS | | |Rostraver or Menallen |

| | | |[pic] | | |

| | |Thursday: Reflections on PAP and | | |Thurs., April 9: Early PAP|

| | |finish working with Ch. 6 & 7 | | |bonus |

|14 |April |Pp. 281-300 in Ch. 9 (Reading |Planning for scaffolded | |Tues., April 14: PAP |

| |14 & 16 |Guide Questions) |reading instruction | | |

| | | | | |Thurs., April 16: |

| | | | | |Phonics Quiz #3 (Lessons |

| | | | | |1-14) |

|15 |April |Ch. 3 (Reading Guide Questions) |Working with ELL children | |Tues., April 21: Literacy|

| |21 & 23 | | | |Journal Sect. #3 |

|16 |April 28 & 29 |9:30 class final exam: | | | |

| |Final Exam |Tues. 4/28 at 10:00 | | | |

| |Week | | | | |

| | |12:30 class final exam: | | | |

| | |Wed.4/29 at 1:00 | | | |

NOTE: The professor reserves the right to modify this class schedule as needed.

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