Dr. Pam Petty, Instructor
http://www.pampetty.com
| Instructor: Pam Petty | Office: Tate Page Hall 363 |
| Office Phone: 270-745-2922 | Home Phone: 615-735-9198 |
| Campus Email: pamela.petty@wku.edu | Home Email: pam@pampetty.com |
Course Calendar |
Homepage: http://www.pampetty.com |
Office Hours: by
Appointment
Electronic Hours: Evenings 7:00 - 10:00 
This syllabus will not be ready until August 27, 2008.
Thank you!
Required Textbooks:
Gambrell, L.B., Morrow, L.M., & Pressley, M. (2007). Best practices in literacy instruction. NY: Guilford.
Prerequisites: None
Course Description: Analysis of the reading and writing process with emphasis on the psychological and physiological foundations of the reading act.
Course Rationale: This course provides the graduate student in education a rudimentary study of the foundations of reading and writing instruction. This experience will expand students' understanding on the reading process.
Course Disposition Statement(s)
The teacher recognizes her/his professional responsibility for engaging in and supporting appropriate professional practices for self and colleagues.
The teacher is committed to the continuous development of individual students’ abilities and considers how different motivational strategies are likely to encourage this development for each student.
The teacher is committed to using assessment to identify student strengths and promotes student growth rather than to deny students access to learning opportunities.
The teacher has a well-grounded framework for understanding cultural and community diversity and knows how to learn about and incorporate student’s experiences, cultures, and community resources into instruction.
The teacher is committed to continuous learning and engages in professional discourse about subject matter knowledge and children’s learning of the discipline.
All assignments must be typed. Use APA format for assignments. You WILL lose points if you do not use APA format. (12pt font, 1 inch margins, double-spaced)
http://www.vanguard.edu/faculty/ddegelman/index.cfm?doc_id=796
Citation Machine: http://citationmachine.net/
There is
ONE CRITICAL PERFORMANCE
for this course: WebQuest: Technology Assignment
(125 points)
This assignment MUST be posted to the Electronic Portfolio before a final grade
can be given for this course. This assignment need to be produced
electronically either in MS WORD (doc), in Rich Text Format (rtf), HTML, or
PowerPoint (PPT) so it can be uploaded to the Electronic Portfolio and opened by
your instructor. Submission of WORKS
files or WordPerfect files is not acceptable. You must upload the
assignment to the ASSIGNMENTS section of Blackboard AND to the Electronic
Portfolio.
You may need to register in the new EPS system before you will have access.
Course Requirements and Evaluations
Professionalism, Participation, Collegiality
(20
points)
This course is being taught on-line. You are expected to be a fully participating member of this class. This includes participation, collegiality, effort, etc. All students are expected to contribute to this community of learners by being a positive participant in all class discussions on the discussion board in BlackBoard. This also includes any synchronous (live) chats that might be scheduled throughout the semester SKYPE or MSN Instant Messenger.
Follow the
directions on the INTRODUCTION webpage
for this course (20 points total) Due:
a. Set up student homepage in Blackboard - Each student should create a homepage in Blackboard. (5 points) - DUE (https://ecourses.wku.edu/webapps/portal/frameset.jsp). After logging in to Blackboard, click on our course name (Foundations of Reading Instruction - LTCY 519) and click on STUDENT TOOLS. The fill-in-the-blank form for making your homepage is listed there. To view your homepage, click on Communication, then on Student Roster. This will be a very important venue for us to get to know each other and will count as part of our class participation score.
b. Submit SURVEY from INTRODUCTION (5 points) - DUE
c. Submit responses to writing prompt for chapter 17 and IRA Position Statement on Excellent Reading Teachers from INTRODUCTION (10 points) - DUE
Revised Lesson Plan (75 points)
Initial Lesson Plan Submitted: DATE by midnight CDT
Revised Lesson Plan Due: DATE by midnight CDT
1. Students will submit a lesson plan that they have taught
or will design one to teach (preferably in the content
areas of language arts, science, or social studies - math allowed only with prior
permission from instructor). No particular lesson plan format is required, but the
lesson plan should include common elements of a formal lesson plan (KY standards being
addressed, materials, procedures, methods, assessment, etc.). The
instructor will review this lesson plan and will ask students to review the
lesson plan for comment and comparison at the END of the semester.
2. Students will revise the lesson plan to demonstrate learned content from this
course and will submit the revised lesson plan and a response paper which includes explaining
changes made in the lesson plan, pedagogy changes, etc. The revised lesson plan
must reflect ACTIVE reading strategies (pre/during/post), "best practice" in
writing instruction, as well as best practice in viewing, listening, and
technology. The plan must also include specific strategies and
considerations for student diversity.
Scoring Rubric for this Assignment
WebQuest: Technology Assignment
(125 points)
Due: DATE by 12:00 midnight CDT
| "A WebQuest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet ..." http://webquest.sdsu.edu/about_webquests.html |
1. Your challenge in this task is to develop a WebQuest focusing on aspects of ACTIVE reading strategies and supporting struggling and diverse learners. You can begin to read about WebQuests by clicking HERE. If you work through the tutorial listed there and investigate the resources listed here: http://webquest.org/index.php you should be able to begin your own WebQuest easily.
To begin your work on the WebQuest you need to review the training materials I put on-line:
The How do I Begin (http://www.pampetty.com/webquests/begin.htm) and
Creating Your Own WebQuest (http://www.pampetty.com/webquests/creating.htm) pages will be very useful to you as they walk you through the process.
Another critical thing you need to do is LOOK AT OTHER WebQuests on-line – see what others have created in your content area, determine what you like, what you dislike, etc. Then take the lists of likes and dislikes and use those ideas (with credit given) as you create your own on-line learning model (WebQuest).
Determine a TEXT (children's book) that you want to use in the WebQuest. The book can be fiction or non-fiction and must be an award winner (Caldecott, Newbery, Coretta King) or by an award winning author. Please email Dr. Petty and have your text selection APPROVED BEFORE you begin working on your WebQuest.
Plan your pre/during/post/vocabulary strategies for the book.
Plan how your lesson will include
adaptations for struggling and diverse learners.
You will note that there are templates available that you can edit.
here are some resources you may find useful:
http://www.readingrockets.org/article/82 -- 103 things to do pre/during/post
webquest maker – (Teachnology): http://www.teach-nology.com/web_tools/web_quest/
Application types: http://www.kn.pacbell.com/wired/bluewebn/apptypes.html
Webquest overview: http://www.kn.pacbell.com/wired/webquests.html
Webquest about webquests: http://www.biopoint.com/WebQuests/webquest2.html
Generator: http://www.aula21.net/Wqfacil/webeng.htm (http://www.aula21.net/Wqfacil/intro.htm)
Webquest generator: http://ilearn.senecac.on.ca/elc/wqg/index.html
Upload your html, Word, or PPT files to the Assignments section in Blackboard. I will get your files and publish them on the Internet for you. If you have web space of your own or if you want to go get some free webspace so that you can continue to ADD to and EDIT your webquest (http://www.pampetty.com/techtraining.htm), then just email me your URL and I will link to it.
An alternate method of developing a WebQuest would be to do one as a PowerPoint presentation. See examples from previous students on this page: http://www.pampetty.com/519webquests.htm (Warning: Some of these are GREAT ... some are not so great ... I invite you view these to get ideas about format, it is up to you to be critical viewers to determine quality.)
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To facilitate students’ ability to become reflective educators, decision makers, and to construct meaning for an understanding of the interrelationships and application of educational theory into classroom practices, students will engage in Discussion Board entries responding to the assigned prompt and constructing tasks as responses to the assigned reading. The purpose of this assignment is to allow students to reflect, explore and dialogue with the university instructor and with each other concerning topics and issues discussed in class or as these issues relate to the experiences of the student. The discussion boards take place in BlackBoard (http://ecourses.wku.edu). This forum provides us with a means of communication and exploration of topics/assignments. The textbook for this course will guide our discussions. Tasks in response to the assigned reading are submitted through the Assignments section of Blackboard -- the calendar indicates WHERE each assignment is to be submitted. Scoring for this assignment will be based on the following criteria:
Students may reply more than once - as in a class discussion or "grand conversation" on these topics. How to get the MOST from these readings and USE what you read to prepare you for the WEBQUEST and the LESSON PLAN REVISION: 1) Keep notes on all references to
pre-reading (schema activation, background knowledge development)
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| Readings | DUE |
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Chapter 1: Evidence-Based Best Practices for Comprehensive Literacy Instruction |
Wednesday July 11 Use "Insert Marking" sheet (Blackboard, Course Documents) to code Chapter 1 in text. Log on to Blackboard, Discussion Board and respond to prompt.
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Select ONE of the chapters below that aligns most closely with your current teaching position: Chapter 3: Current Practices in Early Literacy Development in Preschool, Kindergarten, and First Grade Chapter 6: Best Practices in Adolescent Literacy Instruction Chapter 7: (Kindergarten, 1st grade or 2nd grade) Best Practices in Teaching Phonological Awareness |
Friday, July 13 Use the Power Thinking Strategy (http://www.readingquest.org/strat/pto.html) to outline the important aspects of the chapter that are most meaningful to you in your instructional setting. Submit your work in WORD or Rich Text Format (.rtf) to the Assignments section of Blackboard. |
| Chapter 10: Best Practices in Teaching Comprehension |
Monday, July 16 Use the book you have selected for your WebQuest and prepare either a Story Map (for fiction): http://www.readingquest.org/strat/storymaps.html or a GO! Chart (for non-fiction) on page 231of our text. Submit your work in WORD or Rich Text Format (.rtf) to the Assignments section of Blackboard. |
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Chapter 8: Best Practices in Vocabulary Instruction |
Wednesday, July 18 Dr. Petty's Pet Peeve Log on to Blackboard, Discussion Board and respond to prompt - read prompt, then read chapter and respond. |
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Chapter 11: Best Practices in Teaching Writing |
Friday, July 20
Complete Inquiry Chart (I-Chart) in Blackboard, Course Documents. Submit your work in WORD or Rich Text Format (.rtf) to the Assignments section of Blackboard. |
| Chapter 12: Best Practices in Literacy Assessment |
Monday, July 23 Chapter 12 - Develop a rubric (in a table) that lists the Best Practices down the LEFT then use a 1-4 (with 1 being LOWEST and 4 being HIGHEST) rating scale to RATE your CURRENT reading program/assessment methods employed at your school (your classroom). Sample rubric and template linked through the Assignments section of Blackboard AND in Course Documents of Blackboard. Submit through the Assignments section of Blackboard.
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| Chapter 9: Best Practices in Fluency Instruction |
Wednesday, July 25 Log on to Blackboard, Discussion Board and respond to prompt. |
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Chapter 15: Effective Use of Technology in Literacy Instruction |
Friday, July 27
Coding of Chapter 15 - see ASSIGNMENTS for
instructions and template (template in COURSE DOCUMENTS as well) submit in ASSIGNMENTS section
of Blackboard |
| Chapter 4: Best Practices for Struggling Readers |
Wednesday, August 1
Use the Problem Solving Graphic Organizer listed here: http://www.somers.k12.ny.us/intranet/skills/thinkmaps.html to identify problems (at least 2) that YOUR struggling readers exhibit and suggesting from chapter 4 as to how you can address those problems. Submit your work in WORD, Rich Text Format (.rtf), or the filled in PDF file provided on the above linked page to the Assignments section of Blackboard. You do NOT have to use the exact form -- view the form and construct your own version if that is easier for you. |
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Chapter 14: Organizing Effective Literacy Instruction: Differentiating Instruction to Meet the Needs of All Children |
Friday, August 3 Log on to Blackboard, Discussion Board and respond to prompt. |
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Chapter 13: Instructional Resources in the Classroom: Deepening Understanding through Interactions |
Wednesday, August 8 Log on to Blackboard, Discussion Board and respond to prompt. |
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Chapter 5: Best Practice for Literacy Instruction for English-Language Learners |
Friday, August 10
Log on to Blackboard, Discussion Board and respond to prompt. |
The Fine Print:
It is expected that ALL assignments will be submitted on their due dates. Late assignments will be penalized 20% of their possible point value if submitted within two consecutive days of their due date. Further penalties will be assessed for assignments turned in beyond that point. During the semester a date will be announced in class stating the last day in which late work can be submitted for a grade in the course. This policy is instituted primarily to prevent students from becoming overloaded at the end of the semester. All assignments must be submitted via the Assignments Section in BlackBoard and must be in the following formats:
The previously-stated policy on late work applies even in circumstances when the student is given an incomplete ("X") for failure to upload an assignment to the Electronic Portfolio System. Students requesting an incomplete for another reason must contact the instructor to ask for an incomplete, which may or may not be granted, depending on the instructor's judgment regarding the circumstances of the student's request. According to the catalog on Undergraduate Catalog p.28/Graduate Catalog, p.13, “A grade of ‘X’ (incomplete) is given only when a relatively small amount of work is not completed because of illness or other reason satisfactory to the instructor. “An ‘X’ received by a student will automatically become an “F” unless removed within twelve (12) weeks of the next full term (summer excluded). The grade of ‘X’ will continue to appear as the initial grade on the student’s transcript, along with the revised grade.
Keep copies of all assignments. If an assignment is lost, the burden of proof that you completed the assignment rests with you. The WebQuest must be in html format.
It is expected that you will read and reflect on required course readings. Selected course readings will help you develop the knowledge and theoretical base needed for teaching diverse learners strategies for reading in the content areas.
Evaluation and Grade Assignment
Assessment will include written assignments, performance events, and evaluation of student plans for reading instruction. The student must achieve minimum competency, otherwise the course must be repeated.
Final grade LTCY 519 will be based on a 600 point scale:
Grade Percentages
Points
A 93-100
558-600
B 85-92
510-557
C 77-84
462-509
D 70-76
420-461
F 69 or
less 460 or
less
Website Address: (for your resource file)
Teacher-oriented sites:
Kentucky Department of Education: http://www.kde.state.ky.us
International Reading Association: http://www.reading.org
Children’s Literature Web Guide: http://www.ucalgary.ca/~dkbrown
ERIC Clearing on Reading, English & Communication: http://www.indiana.edu/~eric_rec/index.html
Booklist (reviews): http://www.ala.org/booklist/
Child-oriented sites:
Kids on the Web: http://www.zen.org/~brendan/kids.html
Jan Brett’s Home Page: http://www.janbrett.com
Ann Arbor District Library Kid’s page: http://www.anarbor.lib.mi.us/kidspg/kidspgw.html
K-12 English: http://www.ceismc.gatech.edu/BusyT/eng.html
English literature and composition resources on the Internet: http://www.iat.unc.edu/guides/irg-30.html
Pam Petty's Education Site: http://www.pampetty.com
Supplementary Resources:
http://www.stenhouse.com/pdfs/0082guid.pdf
http://www.stenhouse.com/pdfs/0072guid.pdf
http://knowledgeloom.org/practices3.jsp?location=1&bpinterid=1174&spotlightid=1174
http://www.reading.org/positions/second_language.html
Second-Language Literacy Instruction:
A Position Statement of the International Reading Association
http://www.reading.org/positions/adol_lit.html
International Reading Association's Position Statement on Adolescent Literacy - (prompt should refer to the bulleted list)
http://www.stenhouse.com/pdfs/0310guid.pdf
Study Guide for Strategies that Work by Stephanie Harvey and Anne Goudvis
Allington, R.L., & Walmsley, S.A. (1995). No quick fix. New York: Teacher’s College Press.
Atwell, N. (1987). In the middle: Writing, reading, and learning with adolescents. New Jersey: Boynton/Cook.
Delpit, L. (1994). Other people’s children: Cultural conflict in the classroom. NY: New Press.
Dewey, J. (1916 or 1966). Democracy and education: An introduction to the philosophy of education. NY: Macmillan.
Gay, G. (1994). At the essence of learning: Multicultural education. NY: Macmillan.
Gay, G. (2000). Culturally responsive teaching. NY: Teacher’s College Press.
Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. CA: Jossey-Bass Publishers.
Oakes, J. (1985). Keeping track: How schools structure inequality. NY: Yale University Press.
Powell, R. (1999). Literacy as a moral imperative: Facing the challenges of a pluralistic society. Maryland: Rowman and Littlefield.
Roe, B.D., Stoodt, B.D., & Burns, P.C. (1998). Secondary school literacy instruction: The content areas. Boston: Houghton Mifflin Company.
Santa, C.M., & Alvermann, D.E. (1991). Science learning: Processes and applications. Delaware: International Reading Association.
Vacca, R.T., & Vacca, J.A.L. (1998). Content area reading: Literacy and learning across the curriculum. New York: Harper Collins College Publishers.
Plagiarism Policy:
To represent ideas or interpretations taken from another source as
one's own is plagiarism. Plagiarism is a serious offense. The
academic work of students must be their own. Students must give the
author(s) credit for any source material used. To lift content directly
from a source without giving credit is a flagrant act. To present
a borrowed passage after having changed a few words, even if the source
is cited, is also plagiarism.
Disability Accommodations Statement:
"Students with disabilities who require accommodations (academic adjustment
and/or auxiliary aids or services) for this course must contact the Office
for Student Disability Services, Room 445, Potter Hall. The OFSDS
telephone number is (270) 745-5004 V/TDD. Please DO NOT request accommodations
directly from the professor or instructor without a letter of accommodation
from the Office for Student Disability Services.