Electronic Research

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Course Title: LTCY 444 and LTCY 421

Performance Level: Level II

Title of Student Performance: Electronic Research

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 values the development of the students' critical thinking, independent problem solving, and performance capabilities.

Materials Needed:

computer, Internet connection, composing software (FrontPage, Composer, Dreamweaver, etc,)

Rationale:

The purpose of this assignment is to allow LTCY 444 students to demonstrate their abilities to research topics critical to "best practice" in literacy instruction and to share literary experiences, resources, and links to other educational websites.

Demonstrating your "expert" knowledge on the selected topic
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.)
"Grand conversations" via the Discussion Board based on your well developed explanation or description of how you will use what you have learned as a classroom teacher working with students.

Product/Task (identified):

Performance Criteria:

Students will use on-line searches to locate professional readings and resources (minimum of five sites) related to topics of study in this course. Topics for this research are listed 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. This presentation may take the form of a PowerPoint presentation, a web-site, a "visual" adaptation of a Microsoft Word document, or possibly other methods of delivery. The purpose is for each student to become an "expert" on a particular topic and to be able to share information with others. The on-line resources should be supplemented by print materials (via an APA-style bibliography). Students must sign up for a topic of interest. I will accept email messages requesting topics. This assignment must be sent to the Dropbox in CourseInfo, 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: Middle and Secondary Students and Literacy. Click HERE for RUBRIC for scoring this assignment.

The following are examples of resource sites to facilitate your on-line searches:

Smithfield Middle School IMC Cybrary

Ask ERIC

Dogpile

ixquick.com

Topics will Include: (red text means the topic is no longer available)

1. Motivating middle school students to read - Aliteracy (chapter 1)
2. Learning is a social process (chapter 1)
3. Cultural diversity and the teaching of reading for special needs learners (chapter 11)
4. Literacy assessments: formal and informal measures of assessment (chapter 4)
5. Reading comprehension: curriculum, instruction, strategic reading, student learning (chapter 3)
6. Vocabulary development and instruction in the content areas (chapter 6) - general
7. Vocabulary development in Math (chapter 6)
8. Vocabulary development in Science (chapter 6)
9. Vocabulary development in Social Studies (chapter 6)
10. Vocabulary development in art/music (chapter 6)

11. Study skills and reading strategies for content area reading (chapter 9) - general
12. Math (chapter 9)
13.   Science (chapter 9)
14.   Social Studies (chapter 9)
15. Integrating literature into content area reading (chapter 8) - general
16.   Math (chapter 8)
17.   Science (chapter 8)
18.   Social Studies (chapter 8)
19. Writing and reading processes: facilitating literacy in the content areas (chapter 7) - general
20. Writing in Math (chapter 7)
21. Writing in Science (chapter 7)
22. Writing in Social Studies (chapter 7)
23. Technology and literacy (chapter 10)
24. The teaching of reading for special needs learners (chapter 11)
25   Active Learning Strategies (chapter 2)
26. Initiating Students to new learning (chapter 5)
27. Becoming an Effective Literacy Professional (chapter 12)

NOTE: All resources/readings should be geared toward middle and secondary learners.

Example of APA format:

McCallum, R. (1998). Don’t throw the basal out wit the bath water. The Reading Teacher, 42(3), 204-208.

Irvin, J., & Connors, N. (1989). Reading instruction in middle level schools: Results of a U.S. survey.
Boston: Abbott and Smith.

Scoring Rubric: 100 points

Criteria	0 - 4	5 - 10	11 - 14	15 - 20
On-Line Resources (properly working URL's must be provided for each on-line resource ... no consideration provided for broken links)	Failed to provide required number of on-line resources (5) OR sites were of inferior quality OR failed to relate directly to topic of study.	Provided 5 or more on-line resources or professional readings but sites were of questionable substance OR relate only vaguely to topic of study.	Provided 5 or more on-line resources or professional readings. All sites are of FAIR quality and basically relate to selected topic of study.	Provided 5 or more on-line resources or professional readings. All sites are HIGH quality and relate directly to selected topic of study.
Topic of Study	Resources failed to add to the knowledge base for this topic of study.	Resources provided only minimal information to add to the knowledge base for this topic of study.	Resources provided basic information to add to the knowledge base for this topic of study.	Resources provided rich and abundant information to add to the knowledge base for this topic of study.
Annotations	Little or no clear explanations (with little or no examples) of the information that can be found on each site. Little or no personal comments that explain the quality and appropriateness of information and how that information can be used to facilitate middle school and high school teachers in promoting literacy in their classrooms.	Few clear explanation (with few examples) of the information that can be found on each site. Few personal comments that explain the quality and appropriateness of information and how that information can be used to facilitate middle school and high school teachers in promoting literacy in their classrooms.	Somewhat clear explanation (with some examples) of the information that can be found on each site. Some personal comments that explain the quality and appropriateness of information and how that information can be used to facilitate middle school and high school teachers in promoting literacy in their classrooms.	Clear explanation (with examples) of the information that can be found on each site. Personal comments that explain the quality and appropriateness of information and how that information can be used to facilitate middle school and high school teachers in promoting literacy in their classrooms.
Presentation	Unacceptable presentation of on-line resources. Format does not communicate information; very hard to follow.	Mediocre presentation of on-line resources. Format of presentation rather unclear and difficult to follow.	Satisfactory presentation of on-line resources. Format somewhat clear and easy to follow.	Outstanding presentation of on-line resources. Format clear and easy to follow.
Print Materials	No (or few 1 or 2) bibliography of print materials that relate directly to topic of study.	Some (2 or 3) bibliographic entries that relate directly to topic of study.	Four or more bibliographic entries that relate directly to topic of study.	A large (6 or more) display of bibliographic entries that relate directly to topic of study.

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