Introductory PowerPoint:
http://www.pampetty.com/420fall2003.ppt

Syllabus; Me Box 

Dr. Petty present Best Practices in Literacy Instruction
 PPT (see Blackboard Course Documents for copy of PPT)

Completed Crime Check,
TB Test Materials,
and other field materials in 408 TPH

Without those in place, you will not be allowed to do field work
in Block 1. 
Don't KNOW if you have it all together?  Go here and FIND OUT: http://edtech.wku.edu/%7Eteachsvs/

Assign for Thursday, September 1

Read Excellent Reading Teachers, as Adopted by the IRA Board of Directors.  Click on Full Text PDF (red button to the right of "Summary.")   Then synthesize the reading with a  Graphic Organizer. 

Make a Me Box to bring to class on Thursday.

Assign:  Complete syllabus  scavenger hunt

Petty

Concept map on Excellent Reading Teachers

DUE:  Graphic Organizer on Excellent Reading Teachers. 

DUE:  Me Box to introduce yourself. 

Assign:  SCAVENGER HUNT on Four Blocks:
http://www.pampetty.com/scavengerhunt4blocks.htm  - must be submitted before Thursday, Sept. 8 at 1:00 p.m. central

Assign:  Print, read and bring this to class with you:  CLICK HERE  (guided reading -  four blocks)
 

Petty

Experiences in Teaching Reading

Intro to:  Reading Methods; Four-Blocks Reading Method 
(ppt is in Blackboard)

first day in field

NOTE:  Be on time.  Park where you have been asked to park. 
Bring your ME BOX and be prepared to introduce yourself. 
Prepare a READ ALOUD and begin your read alouds today. 
See instructions on syllabus and begin the record form for
your read alouds.  8:00 - 3:00

Read Aloud # 1 - this read aloud should be a fun book that will appeal to all age groups. 

Conference with teacher to fill out assignment calendar / chart.

Due:  Four Blocks Scavenger hunt submitted prior to 1:00 central, Sept. 8. 

Reading Aloud:  Dr. Petty http://www.nncc.org/Literacy/better.read.aloud.html
CLICK HERE 

DRTA (guided reading aspect of Four Blocks) http://www.pampetty.com/420guidedreadingDRTA.htm

Directions for DRTA:  http://www.pampetty.com/420guidedreadingDRTA.htm

You need one copy of the book you use per child for your DRTA  - does not have to be whole group - can be 3 or more in a small group.  Directed READING Thinking Activity for 1-5th grades; Directed LISTENING Thinking Activity for K (and possibly 1).  For a DLTA students DO NOT have to have individual books as YOU are reading aloud, prompting for predictions, and providing prompts for listening.

Lecture:  Assessment - Informal Reading Inventory  - forms and administration
Burns & Roe , IRI manual (5th edition) - Section 1 & 2

Read:  (WebQuest Training) - Valmont - page 8-30
http://www.pampetty.com/webquests/home.htm

Field

Share DRTAs in class (with partners).

Continuation of IRI instruction. 

Lecture:  WebQuest Training - Valmont - page 8-30
http://www.pampetty.com/webquests/home.htm

Assign:  READ the following chapters from Yopp and Yopp.
Introduction of WebQuest planning:

Literature-Based Reading (Yopp and Yopp) 
Chapters 1, 2, 3 and 4

 

 

Talk with teacher about the book you are planning to use for your WebQuest.  Share this website with your teacher so that he/she can easily and quickly seek any background information needed to assist you in making choices for your instruction:  http://www.pampetty.com/webquests/home.htm

Yopp and Yopp Lecture (vocabulary, pre, during, post for WebQuest) - VOcabulary PPT in Blackboard and Chapters 1 and 2 in Yopp and Yopp.

Yopp and Yopp Chapters 3 and 4 (continued planning for your WebQUest)

Lecture:  Writing
PPT on WRiting from Course Documents in Blackboard http://www.pampetty.com/420writing.htm

Consult with teacher about Phonics Lesson (work with classroom teacher to determine NEED and CONTENT of phonics instruction).  Word recognition instruction at upper grade levels might include syllabication, affixes, compound words, contractions, etc. 

Nancy Huston - Marker Papers and Writing Ethics
You need a copy of the Marker Papers in front of you for this session.  Distance site instructors have those for you to copy. 

Assign:  WebQuest planning (http://www.pampetty.com/webquests/home.htm) Students bring book for WebQuest and the following handout completed (preliminary ideas are fine):  WebQuest Task Planning Sheet and share ideas in class (3 minutes per student)

Assign:  Read Valmont:  Chapters 9, 10

Lecture:  Word Recognition:  Working with Words (four blocks) 
http://www.pampetty.com/420workingwithwords.htm  and
CLICK HERE  

Self-Selected Reading Lecture (you may want the PPT from Blackboard)

Assign:  Use the Web design tutorial  to obtain your username and password prior to class and BRING the information WITH YOU to class on October

DUE:  Must email Dr. Petty (pamela.petty@wku.edu) your URL for your homepage.   Must look like this:  http://www.wku.edu/~yourusername
(Put your user name above where "yourusername" is written.)

WEB DESIGN TRAINING - TPH 220

Technology Training: 

• Making a webpage
• Graphics
• Tables
• Links
• email

Flow Chart for Wed Design for LTCY 420:  http://www.pampetty.com/420webpageflowchart.htm

Template for Homepage:  http://edtech.wku.edu/~ppetty/420homepagetemplate.htm

Template for WebQuest homepage (portal page): 
http://edtech.wku.edu/~ppetty/420webquesttemplate.htm 

Template for Teacher Page: http://edtech.wku.edu/~ppetty/420teachertemplate.htm

Template for Student Page:  http://edtech.wku.edu/~ppetty/420studenttemplate.htm 

Assign:  Design your Homepage and send Dr. Petty.  Begin WebQuest portal page and make sure link to this page works from your homepage:

Template for Homepage:  http://www.pampetty.com/420homepagetemplate.htm

Homepage must include:

• working email
• links to all required pages
• background
• images (graphics)

Lecture:  Introduction to Words their Way
http://www.hendersonedsoft.com/

Due:  Teacher page and Student Page URL's to Dr. Petty.  Must look like this:

http://www.wku.edu/~yourusername/teacher.html

http://www.wku.edu/~yourusername/student.html
(NOTE:  Pages WILL NOT BE COMPLETE -make the pages and put a title on each - if you want to do more (headings, graphics, etc.) that is fine, but not required at this point). 

ASI (Words their Way):

Read page 298 and 300 (for K), page 298 (for K-3) and pages 304, 308, and/or 311 for older grades.  Instructions for which and HOW MANY words to give students are clearly explained on those pages. 

1.  Call our the spelling words located on the lists referred to above.  

2.  Call the spelling words for the child until he/she misses the designated number (stop the spelling list when the child misses 3 out of 5 words from a set). 

3.  Make a chart with the following headings: (categorizing the words on this chart may make the two required forms somewhat more logical and easier to complete). 

What they know	What they "use"  but "confuse"	What they don't know

7.  Take the words the child wrote and place the word "parts" where they go on the chart above.

An example might be the words "speck" and "switch":

Valmont chapters 5 and 6

 Prep for Final