Electronic Literature

Electronic Literature-Based Instruction

Course Title: LTCY 420

Performance Level: Level II

Title of Student Performance: Electronic Literature-Based Instruction

KY New Teacher Standard(s) Addressed:

NTS I – Designs/Plans Instruction
NTS IV – Assess and Communicates Learning Results

Teacher Work Sample Standard(s) Addressed:

· Contextual Factors: The teacher uses information about the learning-teaching context and student individual addresses to set learning goals, plan instruction and assessment.

· Design for Instruction: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.

Disposition Statement (INTASC)

The teacher appreciates the cultural dimensions of communication, responds appropriately, and seeks to foster culturally sensitive communication by and among all students in the class.

Materials Needed:

computer, composing software, FTP program, disks/CD's, multiple copies of children’s literature

Rationale:

As a teacher of reading, you will be required to plan literacy instruction using quality children’s literature. The purpose of this assignment is to provide LTCY 420 students with an opportunity to plan units of instruction based on trade books encompassing a variety of genre of literature in the format of a WebQuest.

Product/Task (identified):

You will be expected to develop and teach a WebQuest focusing on a piece of quality children's literature. The Webquest will require 4 tasks: a vocabulary task (Task 1), a pre-reading task (Task 2), a during reading task (Task 3), and a post-reading task (Task 4). The WebQuest must also include all aspects of design as dictated by the WebQuest originator, Dr. Bernie Dodge: introduction, tasks, process, resources, evaluation, conclusion (this refers to the student page). A teacher page must also be developed which will include: an introduction, applicable content areas and grades, objectives, implementation overview, resources needed, entry level skills and knowledge, evaluation, conclusion, and credits.

Example WebQuest: http://www.pampetty.com/olivia.htm

Example Student Page(s): http://www.pampetty.com/oliviastudent.htm

Example Teacher Page(s): http://www.pampetty.com/oliviateacher.htm

Performance Criteria:

1) Design and publish a webpage (if using WKU server: home.html) that includes a the following:

Your name
A link to your email
Professional/attractive design (background image, .gifs, .jpgs)
Links to:
- WebQuest (Electronic Literature-Based Instruction)
- Social Studies
- Teaching Strategies
- Math
- Science
Students may include other links as desired (photos, interests, etc.).

2) Design a WebQuest based upon a single piece of children’s literature (you could plan cross-curricular thematic instruction with one CORE book using other children's literature to support your theme if linking this to your social studies unit)

Scoring Rubric:

Web Site Design : Electronic Literature-Based Instruction (WebQuest)

Teacher Name:

Student Name: ________________________________________

CATEGORY	4	3	2	1
Layout of homepage and WebQuest pages	The Web site has an exceptionally attractive and usable layout. It is easy to locate all important elements. White space, graphic elements and/or alignment are used effectively to organize material.	The Web pages have an attractive and usable layout. It is easy to locate all important elements.	The Web pages have a usable layout, but may appear busy or boring. It is easy to locate most of the important elements.	The Web pages are cluttered looking or confusing. It is often difficult to locate important elements.
Contact Information	Home page contains a link to your email, school name (WKU), and date of publication/date last edited.	Home page includes almost all the following information: a link to your email, school name (WKU), and date of publication/ date last edited.	Home page includes less than 50% of the following: a link to your email, school name (WKU), and date of publication/date last edited.	Home page does not have any of the following: a link to your email, school name (WKU), and/or date of publication/date last edited.
Content Accuracy	All information provided by the student on the Web site is accurate and all the requirements of the assignment have been met.	Almost all the information provided by the student on the Web site is accurate and all requirements of the assignment have been met.	Almost all of the information provided by the student on the Web site is accurate and almost all of the requirements have been met.	There are several inaccuracies in the content provided by the students OR many of the requirements were not met.
Learning of Material	The student has an exceptional understanding of the material included in the site and where to find additional information. Can easily answer questions about the content and procedures used to make the web site.	The student has a good understanding of the material included in the site. Can easily answer questions about the content and procedures used to make the web site.	The student has a fair understanding of the material included in the site. Can easily answer most questions about the content and procedures used to make the web site.	Student did not appear to learn much from this project. Cannot answer most questions about the content and the procedures used to make the web site.
Links (content)	All links point to high quality, up-to-date, credible sites.	Almost all links point to high quality, up-to-date, credible sites.	Most links point to high quality, up-to-date, credible sites.	Less than 3/4 of the links point to high quality, up-to-date, credible sites.
Selection of Literature	Outstanding selection of literature - high quality, high interest, grade-level appropriate, suitable for WebQuest focus.	Appropriate selection of literature - good quality, good interest, grade-level appropriate, suitable for WebQuest focus.	Questionable selection of literature - questionable quality, questionable interest, questionable grade-level appropriateness, rather suitable for WebQuest focus.	Poor selection of literature - low quality, low interest, questionable grade-level appropriate, questionable suitability for WebQuest focus.
Tasks	Outstanding job in planning all four tasks: vocabulary, pre-reading, during reading, and post reading. Accurately reflects Yopp/ Yopp and Valmont.	Good job in planning all four tasks: vocabulary, pre-reading, during reading, and post reading. Strong link to Yopp/ Yopp and Valmont.	Fair job in planning all four tasks: vocabulary, pre-reading, during reading, and post reading. Effectiveness/ appropriateness in question. Weak link to Yopp/ Yopp and Valmont.	Poor job in planning all four tasks: vocabulary, pre-reading, during reading, and post reading. Some tasks missing or incomplete. Little or no link to Yopp/ Yopp and Valmont.
WebQuest Components	Includes HIGH quality WebQuest components: Introduction, Tasks, Process, Information Sources, Evaluation and Conclusion (student page) and Introduction, Content Area, Objectives, Implementation Overview, Resources, Entry Level Skills, Evaluation, Conclusion, and Credits (Teacher page).	Includes all WebQuest components: Introduction, Tasks, Process, Information Sources, Evaluation and Conclusion (student page) and Introduction, Content Area, Objectives, Implementation Overview, Resources, Entry Level Skills, Evaluation, Conclusion, and Credits (Teacher page) with varying degrees of proficiency.	Includes all WebQuest components: Introduction, Tasks, Process, Information Sources, Evaluation and Conclusion (student page) and Introduction, Content Area, Objectives, Implementation Overview, Resources, Entry Level Skills, Evaluation, Conclusion, and Credits (Teacher page), but does not provide appropriate information in some categories.	Includes MOST of the WebQuest components: Introduction, Tasks, Process, Information Sources, Evaluation and Conclusion (student page) and Introduction, Content Area, Objectives, Implementation Overview, Resources, Entry Level Skills, Evaluation, Conclusion, and Credits (Teacher page), although deep concern exists regarding student understanding of elements.
Support for Diverse Learners	Outstanding job including supports for diverse learners within the WebQuest.	Good job including supports for diverse learners within the WebQuest.	Questionable job including supports for diverse learners within the WebQuest.	Did not include appropriate supports for diverse learners within the WebQuest.

Resources:

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

Making Sense of Pre/During/Post: http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2befor.htm

Ideas for providing Vocabulary Instruction:

http://www.paec.org/teacher2teacher/lookingatvocabulary.html

CLICK ON:
Video Note Taking Guide
View Video Course
Course Handouts

Frayer Method: http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/graphicorg/fraym.htm

http://www.ldonline.org/ld_indepth/teaching_techniques/ellis_clarifying.html

Websites Supportive of DIVERSE Learners:

http://babelfish.altavista.com/

http://www.wordcentral.com/aol/index.html

- Click here for all technology resources required for this assignment.

WebQuests: Understanding and Utilizing WebQuests as Teaching and Learning Tools

Resources you might find Useful in Planning your Instruction:

http://wizard.hprtec.org/
This web-based utility will allow you to create a lesson, worksheet or class page on the World Wide Web.

http://www.asbj.com/2001/11/1101research.html
Thinking about Teaching: How Teachers can put Reflection at the Heart of their Teaching - by Susan Black

http://poster.hprtec.org/
Fantastic site for STUDENTS to make their own web-based page. What a GREAT idea it would be to include this as one of your applications of technology use that is REQUIRED in each day's lesson plan.

http://ofcn.org/cyber.serv/academy/ace/lang/elem.html
Academy Curricular Exchange Language Arts Lessons - Elementary K-5.

http://www.ceismc.gatech.edu/busyt/toc.html
Busy Teacher's Website.

http://www.halcyon.com/marcs/lessons.html
Marc's Lesson Plans. A variety of subjects and links.

http://www.col-ed.org/cur/lang.html#lang1
Language Art Lesson Plans.

http://members.tripod.com/LBrock44/lessplans/
Links to many more collections of lesson and unit plans.

http://www.teachers.net/cgi-bin/lessons/sort.cgi?searchterm=Literature
Four Blocks Lesson Plans based on Children's Literature

http://readinglady.com/Readers_Theater/Mosquitoes/mosquitoes.html
Example from the Readinglady.com Four Blocks collection

Children's Literature On-Line Resources:

Through the Eyes of a Child - Donna Norton. (Click the drop down menu at the top of the screen to explore the VAST information/resources provided for this book.

Collaborative Lesson Archive

IPL Kidspace

The BookHive

CanTeach English Language Arts Novel & Picture Book Activities - Specific Novel & Picture Book Activities

YRCA Sample Book Ideas

Curriculum Areas from Carol Hurst's Children's Literature Site

CLWG Children's Literature Web Guide

Fairrosa Cyber Library of Children's Literature

Marilee's List of Picturebook Authors and Illustrators Links

Children's Book Council

Children's Authors & Illustrators on the Web

Biographies