LTCY 420 Literature Based Instruction

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, a pre-reading task, a during reading task, and a post-reading task. 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 a WebQuest based on a single piece of children’s literature (you would plan cross-curricular thematic instruction with one CORE book using other children's literature to support your theme)

Scoring Rubric:

1 - Standard Not Met (1-75)	2 - Standard Partially Met (85-76)	3 - Standard Met (91-86)	4 - Exemplary (92-100)
No or very inappropriate Interest Inventory administered.	Interest Inventory administered but appropriateness in question.	Appropriate Interest Inventory administered.	Appropriate Interest Inventory administered. These objectives were achieved on the first try and without extra assistance.
Many missing elements from 5-day sequence and/or no discernable focus (genre, author study, or core book).	Five-day sequence not complete or lack of appropriate focus (genre, author study, or core book).	Five-day sequence complete with appropriate focus (genre, author study, or core book).	Five-day sequence complete with appropriate focus (genre, author study, or core book). These objectives were achieved on the first try and without extra assistance.
Five-day sequence did not include all aspects of literacy or no strong writing component was discernable.	Five-day sequence included most aspects of literacy with a somewhat strong writing component.	Five-day sequence effectively included all aspects of literacy with a STRONG writing component.	Five-day sequence effectively included all aspects of literacy with a STRONG writing component. These objectives were achieved on the first try and without extra assistance.
Few pre, during, and post reading strategies were woven into the 5-day sequence; disjointed.	Some pre, during and post reading strategies were woven into the 5-day sequence … little real cohesiveness.	Pre, during, and post reading strategies were effectively woven into the 5-day sequence.	Pre, during, and post reading strategies were effectively woven into the 5-day sequence. These objectives were achieved on the first try and without extra assistance.
Few literature selections were appropriate for age and interest level of students.	Literature selections were mostly appropriate for age and interest level of students.	Literature selections were appropriate for age and interest level of students.	Literature selections were appropriate for age and interest level of students. These objectives were achieved on the first try and without extra assistance.
Lesson plans failed to follow the prescribed format and lacked neatness and completeness.	Lesson plans basically followed the prescribed format and were somewhat neat and complete.	Lesson plans followed the prescribed format and were neat and complete.	Lesson plans followed the prescribed format and were neat and complete. These objectives were achieved on the first try and without extra assistance.
Lesson either not taught or with little or no effectiveness observed.	One lesson taught but effectiveness in question.	One lesson effectively taught.	One lesson effectively taught. These objectives were achieved on the first try and without extra assistance.
COMMENTS: