Department of Curriculum &Department of Curriculum & InstructionInstruction

LIST 4343: Fall 2009

Instructor Information:

Instructor: Joy Wiggins Phone: (817) 272-0988Office: 416 Hammond Hall Fax: (817) 272-2618E-Mail: JWiggins@uta.edu Mailbox: Box 19227

Office Hrs: Mondays4-5pm

Course Information:

Course Title: Content Reading and WritingCourse Number: LIST 4343Semester: Fall 2009Course Location and Time: 

Catalog Description

Explores methods of teaching reading, writing, and study skills across the curriculum in grades 4-12. Emphasis on text structure and the differences between narrative and expository text, graphic organizers for text structure, the reading/writing process as applied to informational text. Classroom adaptations for culturally and linguistically diverse populations in the content areas will also be addressed.

Course Prerequisites:

There are no prerequisites listed for this course.

Textbook(s) and Materials:

Required: Alvermann, D.E., Phelps, S.F. & Ridgeway, V.G. (2007). Content reading and literacy: Succeeding in today’s diverse classrooms (5th ed.). Boston: Allyn & Bacon.

Curtis, C.P. (1995). The Watson’s go to Birmingham-1963. New York: Yearling. You can get this from any public library or purchase.

Access to UTA’s blog system. The course blog (Dr. Wiggins’) has course information and I will ask you to post comments every week. http://blog.uta.edu/~jwiggins/

Optional: To create your own blog you can go to:http://blog.uta.edu/

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This link will take you to the login page once you have created an accounthttps://blog.uta.edu/wp-login.php

UTA’s FAQ section is also useful.http://blog.uta.edu/faq/

UTA’s blog system uses WordPress, you can look at how to get started on:http://codex.wordpress.org/New_To_WordPress_-_Where_to_Start

Also, when you want to share large files and it usually won’t fit on your blog, you can use MavSpace.http://mavspace.uta.eduUse your Net ID.

UTA’s now using the Portal instead of Livetext.http://ossa.uta.edu/You will need to create a portfolio according to your content area and post the asterisked assignments (located later in the syllabus) to your portfolio.

University Mission:

The mission of The University of Texas at Arlington is to pursue knowledge, truth and excellence in a student-centered academic community characterized by shared values, unity of purpose, diversity of opinion, mutual respect and social responsibility. The University is committed to lifelong learning through its academic and continuing education programs, to discovering new knowledge through research and to enhancing its position as a comprehensive educational institution with bachelor’s, master’s, doctoral and non-degree continuing education programs. 

College Mission:

The mission of the UTA College of Education is to develop and deliver educational programs that ensure the highest levels of teacher, administrator, and allied health science practitioner preparation and performance. As a recognized contributor to the fields of education and allied health science, the College engages in effective teaching, quality research, and meaningful service.   The College is committed to diversity and to the advancement of active teaching and learning in all educational environments and at all levels.

Core Values:  

Effective teaching

Active learning

Quality research

Meaningful service

Conceptual Framework:

The work of the College of Education is grounded in constructivism as a theory of teaching and learning and is done in a spirit of expectation that all involved in the College of Education, whether candidate, faculty or administrator, will hold the following as important:  Excellence, Student-Centered Environments, Research, Collaboration, Diversity, Technology, Field Experiences and Life-Long Learning.  Partners for the Future serves as the theme of the College of Education and epitomizes the

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understanding that it takes a village of partners to insure the future of education for all

Learning Outcomes Assignments/Assessments

National Standards

TeXes Domains and Competencies

Content Knowledge

Understands reading as a process in which readers actively participate in constructingmeaning. Identifies the different types of text structure and discusses the relationship ofawareness of text structure and comprehension.Recognizes how the demands of literacy differ across genre or organizational style of writing such as narrative prose and expository

Journal Entries/ QuizzesTextbook EvaluationBooktalksFinal Lesson planBlogs

IRA 1.4TESOL 1bNCTE 3.3 3.4 3.6

Reading Specialist006, 007. 008, 013ESL 001English LanguageArts/Reading,Grades 4 – 8 003 009English LanguageArts/Reading,Grades 8 12002,004, 005, 008, 009,011

Pedagogical Knowledge and Skills- Instruction

Uses instructional grouping options (individual, small group, whole class, and computer based) as appropriate foraccomplishing given purposes.Uses a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners atdiffering stages of development and from differing cultural and linguistic backgrounds.Uses strategies to help learners plan, organize, understand, and integrate content from various disciplines, and modifies andadapts content areacurricula and instructionalmethods to facilitate student learning.Is aware of factors (e.g., culturalbackground, previous learning experiences, student placement practices) that may affectlearning in the content areas and knows how to apply general strategies for providing content are a instruction (e.g., linking new knowledge and skills to old, making

Literacy Strategy PresentationFinal Lesson PlanTextbook EvaluationAEIS reportJournal Entries/QuizzesYour Classroom activityBlogs

IRA 2.1, 2.2, 2.3,3.1, 4.1, 4.2, 4.3,4.4TESOL 3a, 3b, 3c,4b, 4cNMSA 4, 5NCTE 3.4NCTE 4.1 – 4.10ACTFL 4, 5NCTM 6, 7, 8NSTA 4, 5, 6, 7, 8NCSS 2.1 2.5

Reading Specialist006, 007, 008, 009,010, 011ESL 003, 004, 006,007French 029, 039German 029, 039Spanish 031, 041Math, Grades 48,016 – 019Math, Grades 812,019 021English LanguageArts/ReadingGrades 48,003 –009English LanguageArts/ReadingGrades 812002,004, 005, 008, 009,011Science, Grades 4– 8, 021 – 023

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connections among disciplines).Fosters content areaknowledge and skillsamong learners and makes curriculum modifications and adaptations to enhancehigher order thinking and creativity.Uses a variety of instructional strategies and roles to facilitate learning and to help students become independent thinkers and problem solvers who use higher order thinking in the classroom and the real world.Enhances learners' independence by guiding them to apply strategies for assessing and expanding their language skills.Encourages learners to use self-monitoring and self-correctingtechniques and helps themdevelop a variety of strategies for negotiating meaning and accessing needed information(e.g., by asking questions, using reference materials).Encourages learners to use a variety of strategies to construct meanings and monitor their own comprehension.Supports content literacy taught as a process in the content classroom rather than a set of skills in a separate class.Describes how literacy instruction is influenced by the context in which lessons are taught.Cites how the demands of literacy differ across subject areas and what critical literacy/thinking skills are needed across subjectareas.Utilizes instructional techniques and materials, which can motivate student reading in the content areas.Understands the importance of writing to learn in content area subjects and plans various content writing strategies appropriate for specific content areas.Discusses various types of questioning taxonomies, develops questions at various cognitive levels for content instruction, and devises instructional plans which will move students toward "higher level" questions.Compares and contrasts different types of discussion techniques, i.e., guided vs. reflective discussions,

Life Science, 019 020Physical Science,021022Science, Grades 8 12, 046 – 047Social Studies,Grades 4 – 8, 006 –007History 016 – 019Social Studies,Grades 8 12,020 –023Art 015, 017022Journalism 003,005, 014, 015Music 001, 011,012P.E. 010013Speech 003, 004,012Theater Arts 012,014, 015, 016All Level, Mid Level,Secondary PPR003, 007, 008, 009

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demonstrates how you can create an environment for discussion in your classroom, plans strategies for discussion which seem most appropriate for specific content areas.Understands methods for teaching, monitoring, and assessing reading comprehension in the content areas.Identifies the difficulties of technical and content specific vocabulary in the readingprocess and develops strategies for teaching vocabulary in contextually related and relevantways.Identifies note-taking andstudy/organizational strategies and develops instructional plans to teach these to students.Uses knowledge of study strategies to facilitate learners’ success.

Pedagogical Knowledge & Skills—AssessmentUses a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.Uses informal and formal assessment methods to evaluate content area learning, monitor instructional effectiveness, and shape instruction.Cites how reading attitudes and interests impact desire to read, what factors shape reading attitudes and interests, and appliestechniques for assessing individual reading interests and attitudes.Understands methods for teaching, monitoring, and assessing reading comprehension in the content areas.Identifies appropriate strategies and activities for meeting the needs of special populations in content area reading/writinginstruction, including strategies, approaches, activities, and materials.Recognizes the range of reading ability among students and the critical need for literacy in the content areas.Understands how background knowledge influences comprehension, cites specificstrategies which are useful for building background knowledge, and

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identifies methods for assessing students’ background knowledge.

Pedagogical Knowledge & Skills—Curriculum MaterialsUses a wide range of curriculum materials in effective reading instruction for learners atdifferent stages of reading and writing development and from different cultural andlinguistic backgrounds.Uses students’ interests, reading abilities, and backgrounds as foundations for the readingand writing program.Uses a large supply of books, technology-based information, and non-print materialsrepresenting multiple levels, broad interests, and cultural, and linguistic backgrounds.Interacts with a wide variety of sources and fosters learners’ interaction with those sources,including visual and technological displays.Understands how motivation affects group and individual behavior and learning and canapply this understanding to promote student learning.Uses a variety of instructional materials and resources (including human and technological resources) to support individualand group learning.Demonstrates how to critically evaluate a textbook for factors which impact readability,usability, and interestability and devises methods for helping students deal with textbooks.

Dispositions

Displays positive dispositions related to reading and the teaching of reading.Motivates learners to be lifelong learners.

Final Lesson PlanJournal Entries/QuizzesBlogs

IRA 5.1TESOL 5c

Reading Specialist014ESL 010

Attendance, Late and Drop Policy: Very important, please read carefully.

Class Attendance-All students are expected to be on time, in class every

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class session.

The class meeting hours make it equivalent to three regularly scheduled classes. Thus, absences will be carefully monitored. Two absences will result in a ceiling grade of B (reduction of one letter grade); with three absences, a ceiling grade of C (reduction of two letter grades); and a fourth absence will result in failure of the course. Partial absences will be counted (coming late/leaving early). 3 partial absences will equal 1 absence.

All of this displays a professional disposition. The instructor does not judge the merit of absences or whether they are excused or not. The instructor does not need to know the circumstances. An absence is an absence. If a student is absent for any reason, he/she needs to arrange with a classmate to copy notes and handouts. All cooperative classroom activities and quizzes will be assigned points. Since these activities require student’s participation in specific class periods, the activities cannot be made up at any other time. Therefore students will lose points for each activity, or quiz missed during class. The journal entries will also not be accepted as they contribute to your participation grade. No excuses.

Professional Dispositions Class members are expected to participate fully and demonstrate a

positive, professional attitude towards learning. Class members are expected to participate in a meaningful way by

asking questions, taking risks, and engaging in class and small group discussion.

Class members are expected to display a positive attitude toward learning, enthusiasm for reading and interest in the literature.

Class members are also expected to complete all assignments by due dates, thereby coming to class prepared to participate.

To receive full credit and not have points deducted, class members must: not arrive late, leave early, or not participate fully and/or in a

professional manner. If you work on assignments for this course or another during a class

meeting, sleep, talk and look as if you are not paying attention you will receive an automatic 5 point deduction each time you do so.

You do not need your laptop for class so please keep it closed. Notes are provided for you via email or on the course blog from the instructor. Your cell phones should also be put away. Points will be deducted from your participation grade.

Talking at inappropriate times similarly results in a large deduction for class participation. You have a right to express your ideas in a candid manner, but you need to display a professional and courteous, not negative, demeanor in doing so.

It is imperative that you participate in class. If you just sit there and don’t contribute to the class discussion, points will be deducted. I expect professionalism and courtesy as you would your future students.

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Late Work:

All assignments turned in late will lose at least (if not more) 25% of the possible points for each class day/period after the assignment is due. No exceptions. Late means… via email after class, the next day or the next class period. I don’t need to know your situation or why it was late. Late work will be only accepted up until prior to the beginning of the next class period. If it is not in hard copy form on the day it is due, it is considered late and will lose points. If turned in by the next class period it will lose 50% off total grade.

Also, make sure to save and back up all your work. Get a jump drive and constantly resave on another drive of some sort. Work missed due to a computer crash is unacceptable; you need to save your work constantly. Email it to yourself if you have to.

This class incorporates blogging online and this is also considered part of your participation grade. You will be expected to contribute to the class blog at least once a week. Please look under textbook and materials on how to create a UTA blog.

Adds and DropsAdds and drops may be made during late registration either by SAM, by the Web or in person in the academic department offering the course. Drops may continue in person through the 12th week of class. Students are responsible for adhering to the following regulations concerning adds and drops. These rules apply to regular semesters and to equivalent time limits in summer sessions as noted on the summer session calendar.

A student may not add a course after the end of late registration.  No grade is given if a student drops a course before the Census Date of

that semester. A student may drop a course with a grade of W during the first six weeks

of class. From the seventh week of class through the 12th week of class, a student

may drop a course with a grade of W if passing or a grade of F if failing. A student may not drop a course after the 12th week of class.  The dean of the college or school in which the student is majoring may

require a student to drop a course at any time upon the recommendation of the instructor and the concurrence of the department chair. 

Students wanting to drop all courses for which they are enrolled must withdraw from the University.

Course Assignments: All assignments with an * next to them means it needs to be uploaded to the portal

Participation- counted off per discretion of instructor and for attendance Journal Entries/Quizzes (1 per chapter, 12 chapters @ 10 points each for 120 points total)

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*Textbook Evaluation (100-points, see rubric) *Booktalks (50 points total, see rubric) Literacy Strategy Presentation (40 pts.) * Lesson Plan (100 points, see rubric)

GRADING SCALE 413-458 A366-412 B321-365 C275-320 D274 and below F

ASSIGNMENTS

You will need to be aware of the TEKS (Texas Essential Knowledge and Skills). Visit the website for the TEKS at http://www.tea.state.tx.us/teks/

**There will be student examples provided for you on the blog, but you must follow the rubric fully for our specific class in order to receive full points. **

1) Journal Entries/ Quizzes: (120 points) 12 total entries or quizzesJOURNAL- It should be at least two pages per chapter. 12 point font single spaced…Provide a summary by addressing all of the major topics/concepts. A graphic organizer is usually at the beginning of each chapter. Then for the rest of the response, describe any reflections, experiences or questions you have about that particular week’s readings. This is to be discussed on various students’ blogs. Also, discuss how you see these topics surface in either your visiting or future classroom. Be thoughtful, critical and reflective. Use Subheadings where needed and delineate which chapter you are referring to. Separate the chapters in your response. An example is provided for you. On the calendar, it will indicate whether you are taking a quiz or turning in a journal entry.

UTA blogs- This class will incorporate blogging and all students will be expected to blog throughout the semester on UTA’s blog for LIST 4343. You will choose one or two topics from each chapter every week to discuss. I want you to think about this as both a reflective and a prospective piece. Please write 150-200 word response on ways that this topic was introduced to you or affected you in some way in your own educational experience. Then I want you to think of what you would have liked to have seen in your educational experience and how you will use it in your future teaching. Think of this as a triangle of past experience, what you would have liked to change and how you see it being used in the future. For example, in Ch. 3 “Creating a Favorable Learning Environment”, think about how your classroom was set up throughout the years. What did you like and dislike about the ways your teachers had the classroom arranged and what would you have liked to see? What do you think would have made it a better learning experience for you? Then, think about how you will take this information about classroom environments from the chapter and apply it to your future teaching. What will you do differently and how do you hope it will affect your students’ learning?

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You will have up to 4pm the following Monday to post a reflection to my course blog. The idea is to create an online discussion about the chapter readings and class discussions. You will receive 2 points for a response and two more points for a reply to another person’s response. (4 easy points per chapter). This will be added to your journal grade. At the end of the semester there will be two chapters together so that’s 8 points. A good rule of thumb is to post your reflection the Wednesday before the next class and then you can check back to see how the class discussion is going and add anything else you would like. All blogs should be finished by 4pm the following Monday. Also, you might want to write your reflection on a MS Word document and save it before submitting just in case you lose it.

3) Discuss how you plan to use this knowledge from your past, in addition to the new knowledge (you have gained through the

book and class discussion) and how you would apply it to your future

teaching?

1) How have you encountered 2) How would you have liked to have seenthis strategy or topic in the past? this strategy or topic in your schooling? (This might be something that you may have What would have helped you to some experience with or none at all) understand a subject/concept better?

QEP Research Project- Our class is participating in the Quality Enhancement Program Grant where we are looking at the effects of blogging on critical higher-order thinking skills.

You will also have an interim questionnaire to complete in-class by our TA, Kathy Green. She will also explain the QEP project to you.

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2) Textbook Evaluation (100 points)- You may work with a partner on this.Select an adopted content textbook (1995-present). On the due date bring your prepared evaluation stapled in the back of a copy of your text’s front cover and copyright page. Using information from the text and the tool I give you, you will evaluate your content textbook. See grading rubric which follows for more specific guidelines. You need to include the textbook evaluation tool in your final write-up of this assignment.The textbook evaluation tool: http://www.state.nj.us/education/njpep/classroom/text_eval/textbook_evaluation_tool.htmlAPA format from UTA website- http://library.uta.edu/howTo/RubricTextbook Evaluation

Target Acceptable This is a range from 80-94

Unacceptable Points Earne

dLength Submit a 6-7 page text

organizing your evaluation according to the following subheadings. (2 points)

Stapled on top of the evaluation should be your textbook’s front cover and copyright page! (2 points)

Total-5 points

Submit a 4-5 page text organizing your evaluation according to the following subheadings. (1 points)

Stapled on top of the evaluation should be your textbook’s front cover and copyright page! (2 points)

Total- 3 points

Submit 1-2 page text evaluation organizing your evaluation according to the following subheadings. (1 points)

Textbook Information

Choose a textbook that is: a recent (1995-present) adoption for grades K-12 and related to your teaching field (5 points)

Correctly cite bibliographic information in APA format (author, year of publication, title, place of publication, publisher). (1 point)

Searches for and cites information from the web about textbook including the URL and a well-developed summary of the major information provided about this textbook or about the publisher and their materials in general. Notes supplemental materials that are available with textbook. (3 points)

Total- 9 points

Choose a textbook that is: a recent (1995-present) adoption for grades K-12 and related to your teaching field (5 points)

Correctly cite bibliographic information in APA format (author, year of publication, title, place of publication, publisher)(1 point)

Search for and cite information from the web about textbook. (1 point)

Total- 7 points

Choose a textbook that is an older textbook prior to 1995 (2 points)

No citation (0 point)

Reading Level Information

Is able to correctly use the Fry readability formula to calculate a text’s reading level and to provide in-depth discussion about the accuracy of the calculation offering specific examples about the match of the text to the targeted grade level and to students with different reading abilities (e.g. English learners). (5 points)

Correctly use the Fry Readability Graph directions from our textbook (pg. 160) and calculate the reading level of your textbook (3-4 points)

Cite whether you think this is a realistic level (Answer the question: Based on the language used in the text, will the students have difficulty reading the text? Why or why not?) (10

The Fry Readability Graph is minimal or no mention is made (1 points)

Limited to no citation on the realistic reading level (1 points)

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Cite whether you think this is a realistic level (Answer the question: Based on the language used in the text, will the students have difficulty reading the text? Why or why not?) (10 points)

Total- 15 points

points)

Total- 14 points

Text Evaluation Instruments

Examine the text evaluation instrument. What did you learn from an examination of each of these instruments? How could this type of information be used to assess a text and to help readers with a textbook? (25 points)

The textbook evaluation tool needs to be included in your assignment.

Total- 25 points

Examine the text evaluation instrument. What did you learn from an examination of each of these instruments? How could this type of information be used to assess a text and to help readers with a textbook? (20 points)

Total- 20 points

Examine the text evaluation instrument. No evidence of what you learned from an examination of each of these instruments. (2 points)

Textbook evaluation instrument not included.

Specific categories in the evaluation instrument with specific comments about each rating not included. (0 points)

Text Evaluation Summary Statement

Provides a well-developed analysis of how the text aligns to the TEKS with at least 3 specific examples from the book that address various TEKS. (3 points)

Lists at least 3 specific strengths and 3 specific weaknesses of the textbook noting examples and a well developed rationale for each strength / weakness noted. (24 points- 4 points each)

Total- 27 points

List at least 3 strengths and 3 weaknesses of your textbook according to the information you gathered using the text evaluation instrument. Provide a rationale for each strength/weakness in your list. (20 points- 4 points each)

Total- 20 points

List at least 1 strength and 1 weakness of your textbook according to the information you gathered using the text evaluation instrument. No rationale included. (10 points)

Adapting the Text for Students

Using the text and packet, return to the weaknesses of your textbook noted in the summary statement and discuss at least 3 well developed methods, citing a rationale for each and research support for the adaptations you will use to accommodate for the weaknesses of the text. (15 points)

Connects this assignment to the state and national educator standards of certification level/content area with a well developed justification / rationale for the connection to standards. (5 points) You can find this in your national standards website.

Total- 20 points

Total for assignment- 100 points

Using the text and packet, return to the weaknesses of your textbook noted in the summary statement and discuss at least 2 methods you will use to accommodate for the weaknesses of the text. (13 points)

Connect this assignment to the state and national educator standards of certification level/content area. (3 points)

Total- 16 points

Total for assignment- up to 94 points

Limited to no methods discussed. (2 points)

Timeliness Assignment turned in on time the evening of text discussion

Assignment turned in on time the evening of text discussion

More than one day after deadline (50% off)

Total (100 points)

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3) Literacy Strategy Presentation (40 points)You and a partner will be assigned a literacy strategy that can be incorporated into all content area instruction. You are to research this strategy using a variety of resources (at least 3 and make sure to cite the resources on your handout). Having researched the strategy, you and your group should be able to define it and have a thorough understanding of how it’s used most effectively with students! In other words, you should be able to tell us all about your strategy so we will be prepared to use it in our OWN instruction! Time (10-15 minutes)

On your assigned night, you will need to present the strategy and mini-lesson to the class and provide each student and Dr. Wiggins with an informative handout (5 pts.) that includes:

1. The name and definition of the strategy (2 pts.)2. The purpose of the strategy (5 pts.)3. Which part of the reading/writing process (before, during, after – or all) it is

most effectively incorporated (5 pts.)4. The steps needed to teach students to use the strategy most effectively (5

pts.)5. Your minilesson described (5 pts.)6. 3 Resources cited (3 pts.)

After the strategy information is presented, your group will then conduct a minilesson that models the USE of the strategy. The activity should be one that gets your peers actively involved (10 pts.). Be creative! Learning should be purposeful and fun!

*Bring in necessary materials if they are needed for your minilesson!

LITERACY STRATEGY PRESENTATION

Target Acceptable Unacceptable TOTAL

Name/Definition

Name and definition of the strategy explained fully (2 points)

Limited description of the name and purpose of the strategy (1 point)

No mention of name and definition of strategy (0 points)

Purpose The purpose of the strategy FULLY explained with description and examples. How this strategy can be used with other content areas is also explained citing each content area (5 points) List all the various content areas and how they can be used with this strategy.

The purpose of the strategy not fully explained and limited mention of the content areas. (2 points)

No mention of the purpose of the strategy (0 points)

Reading The reading process is The reading process is No mention of the

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Process explained fully with examples (5 points)

only touched on with no explanation (3 points)

reading process (0 points)

Steps Clear and coherent steps needed to teach students how to use the strategy (5 points)

Limited discussion of the steps needed to teach the strategy (3 points)

No discussion of the steps needed to teach the strategy (0 points)

Minilesson The minilesson described and can easily be implemented by peers (5 points)

The minilesson only has a brief description (3 points)

No details or description of the minilesson (0 points)

Resource 3 Resources Cited (3 points)

2 Resources cited (2 points)

No resources cited (0 points)

Presentation The strategy was presented and the minilesson that USED the strategy took place. The presentation was creative and used higher order thinking skills. (Students were actively involved in this lesson!) (15 points)

The strategy presented but the minilesson lacked active student involvement (5-10 points)

The strategy was minimally presented and no minilesson was presented (3 points)

Total: (40 points)

4) Booktalks (50 points)To demonstrate the importance of using supplemental resources in the classroom, you will locate one example of a nonfiction trade book that could be utilized in your classroom to teach concepts in grades K-12. A trade book is like a library book, not another textbook or reference text. The book you choose should be a motivational read with many features (e.g., illustrations, interesting information, format, etc.) to engage students. Avoid books with unrealistically high reading levels and content density. Do not choose a book simply because you enjoyed it and assume that your students will as well. Really take the average K-12 students’ interests and reading abilities into consideration. You will bring the book to our class, present them to your peers, and provide your instructor with a written annotated bibliography of the book noting bibliographic citation, short description/summary of each book/content, 3-5 specific classroom activities for each book, and a discussion of how your students reacted to the books (if you are currently in a classroom and were able to present the books). See grading rubric which follows for more specific guidelines.

Target Acceptable Unacceptable Booktalk #1

Timeliness

Turned in on due date 25% off if one day late or if received by email and not hard copy.

50% off for every day after

Format/Page

At least a two-page word processed booktalk

One page word processed booktalk

Less than one page processed booktalk

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Length (10 points)

summary for each book (as described below) Points will be deducted. (10 points)

summary. (5 points)

(1 point)

Bibliography (5 points)

Bibliographic citation in APA format with author, year of publication, title, place of publication, publisher (5 points)

Bibliographic citation not in APA format (3 points)

Bibliographic citation not listed (1 point)

Summary (15 points total)

(What is the book about?) & Justification for use (Why use it?)

Well developed synopsis of the book (7.5 points)

State why this book is applicable to your teaching field and what students gain from reading this book. Don’t assume I know your teaching field. State it explicitly. (7.5 points)

Limited discussion of the summary and justification for use. Synopsis not well developed (5 points)

Limited discussion of how the book is applicable to the teaching field. (5 points)

No discussion of the summary and justification for use. (3 points)

No mention of application to teaching field. (3 points)

Application to the Classroom using PAR framework (15 points total)

What’s an activity you will use to prepare your students to read the book? (5 points)

What’s an activity you will use to get the students actively involved with the book? (This should be effective, creative and fun!) (5 points)

What’s an activity you can use to have students reflect on the reading of the book? (5 points)

Limited discussion of preparation for reading (3 points)

Limited discussion of getting students actively involved (3 points)

Limited discussion of how students can reflect on the reading of the book. (3 points)

No discussion of preparation for reading (0 points)

No discussion of getting students actively involved (0 points)

No discussion of how students can reflect on the reading of the book. (0 points)

Overall Quality (10 pts)

Booktalk utilized higher order thinking skills and presented thorough and detailed summaries and PAR.

Limited use of higher order thinking skills and limited summary and PAR.

Little to no use of higher order thinking skills and little to no discussion of summary and PAR.

Total (50 points )

5) Lesson Plan (1 @ 100 points) - You may work in a group/partner on this.You need to choose a lesson appropriate (supported by TEKS) for your content/grade that you will be interested in teaching. Follow the format below to construct your lesson plan.

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*If any worksheets, materials, etc. are used, please staple them along with your lesson plan. Limit your use of worksheets, word finds, crossword puzzles, videos, scavenger hunts, Bingo and other boring, non-critical thinking material. Points will be deducted. Be creative and utilize presentations, research projects, technology and other interesting ways of allowing students to show you what they learned. Students are inundated with tests and quizzes; give them a break by giving them other interesting and motivating ways to learn. All activities need to be included with directions.

Treat this like you are handing this over to a substitute teacher who has no idea what your class is like or the topic. You must also list the group members and their contributions. Provide an overview of the lesson (what subject and topic from the TEKS you plan to teach, the activities you plan to do and how you will assess the students both informally and formally) All rubrics needs to be attached. A worksheet is not an assessment; you need to provide a measurable but higher-order thinking assessment. For instance, a rubric for the research presentation… Think of critical content from the TEKS that they need to learn and include it in the rubric. Follow the rubric carefully and use headings (A. TEKS Based Instructional Goals/Objectives PLAN, A Rationale etc.). Look at the student examples for help.

Subheadings for lesson plan- please follow exactly for clarity and flow

Target Acceptable Unacceptable

ALL DOMAINS MUST BE ADDRESSED FOR EACH SECTION. MAKE SURE TO LIST WHICH DOMAIN YOU ARE REFERRING TO. Look at the PDAS after the rubric. Also state, what each member of the group did for the lesson plan.

To Obtain TARGET AND/OR ACCEPTABLE you must be extremely thorough and detailed in your explanations.

Make sure to write who did what if in a group.

TEKS-BASED INSTRUCTIONAL GOALS/OBJECTIVES

Plan (PRACTICAL) (A) (10 points) State and fully explain the content goals/objective (What do you intend for the students to learn?) List exact numbers for TEKS. *Domain 1

(A) (5-9 points) State the content goals/objective (What do you intend for the students to learn?) *Domain 1

(1 point) Does not state the content goals/objective (What do you intend for the students to learn?)*Domain 1

Rationale (THEORETICAL) (A) (4 points) Why are these goals/objectives appropriate for these students at this time? (Consider how they address the TEKS and how they build on previous lessons (knowledge) and how they lead to future lessons (knowledge).

*Domain 2,8(14 Points total)

(A) (2-3 points) Brief discussion of goals and objectives and how do they address the TEKS and build on previous lessons (knowledge) and how they lead to future lesson (knowledge).

*Domain 2,8

(A) (0 points) no discussion on the goals/objectives *Domain 2,8

INSTRUCTIONAL DELIVERY (Use entire book for help with this one!)

Plan (PRACTICAL)(B.1) (10 points) What instructional materials, resources, and technology will you use?

*Domain 4

Plan (PRACTICAL)(B.1) (5-9 points) Limited discussion of instructional materials, resources, and technology. Not all attachments are included.

*Domain 4

Plan (PRACTICAL)(B.1) (0 points) No mention of materials, resources, and technology. No attachments included.

*Domain 4

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Rationale (THEORETICAL) (B.1) (4 points) Why have you chosen these instructional materials and resources?

*Domain 4(14 Points total)

Rationale (THEORETICAL) (B.1) (2-3 points) Limited discussion of instructional materials and resources?

*Domain 4

Rationale (THEORETICAL) (B.1) (0 points) No mention of instructional materials and resources?

*Domain 4

Preparation Plan (PRACTICAL) (B.2) (10 points) What instructional strategies will you use for this lesson to help prepare your students to learn? (Recall some of the literacy strategies you have learned!) This should be detailed and explained clearly.

*Domain 1,2

Plan (PRACTICAL) (B.2) (5-9 points) Limited discussion of instructional strategies will you use for this lesson to help prepare your students to learn? (Recall some of the literacy strategies you have learned!) (If you use a worksheet, please attach it to your lesson plan!)

*Domain 1,2

Plan (PRACTICAL) (B.2) (0 points) No discussion of instructional strategies will you use for this lesson to help prepare your students to learn? (Recall some of the literacy strategies you have learned!) (If you use a worksheet, please attach it to your lesson plan!)

*Domain 1,2Rationale (THEORETICAL) (B.2) (4 points) Why have you chosen these instructional strategies?

*Domain 1,2(14 Points total)

Rationale (THEORETICAL) (B.2) (2-3 points) Limited discussion on why you have chosen these instructional strategies?

*Domain 1,2

Rationale (THEORETICAL) (B.2) (0 points) No mention of why you have chosen these instructional strategies?

*Domain 1,2

Actively involved Plan (PRACTICAL)(B.3) (10 points) How will you get the students actively involved in the learning process?

Extensive discussion of how students will utilize technology in the classroom. How will you get technology involved? Will you use blogs, podcasts, websites?

*Domain 1,2

Plan (PRACTICAL)(B.3) (5-9 points) Limited discussion on how you will get the students actively involved in the learning process?

Limited discussion of technology in the class.

*Domain 1,2

Plan (PRACTICAL)(B.3) (0 points) No mention of how you will get the students actively involved in the learning process?

No mention of technology.

*Domain 1,2

Rationale (THEORETICAL)(B.3) (4 points) Why have you chosen these instructional strategies?

*Domain 1,2(14 Points total)

Rationale (THEORETICAL)(B.3) (2-3 points) Limited discussion of why have you chosen these instructional strategies?

*Domain 1,2

Rationale (THEORETICAL)(B.3) (0 points) No mention of why have you chosen these instructional strategies?

*Domain 1,2

Modifications Plan (PRACTICAL) (B.4) (10 points) What modifications will you make for students with special needs (ADD, ELLs, lack of

Plan (PRACTICAL) (B.4) (5-9 points) Limited discussion of the modifications you will make for students with

Plan (PRACTICAL) (B.4) (0 points) No mention of modifications will you make for students with special

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hearing, seeing, etc., special ed.) in your class? Be thorough.

*Domains 3,6,7

special needs (ADD, ELLs, lack of hearing, seeing, etc., special ed.) in your class?

*Domains 3,6,7

needs (ADD, ELLs, lack of hearing, seeing, etc., special ed.) in your class?

*Domains 3,6,7Rationale (THEORETICAL) (B.4) (4 points) Why have you chosen these modifications?

*Domains 3,6,7(14 Points total)

Rationale (THEORETICAL) (B.4) (2-3 points) Limited discussion of why you have chosen these modifications?

*Domains 3,6,7

Rationale (THEORETICAL) (B.4) (0 points) No mention of why you have chosen these modifications?

*Domains 3,6,7

Instructional levels/Learning styles

Plan (PRACTICAL) (B.5) (4 points) How will you accommodate different instructional levels and learning styles of students in your class? (visual, auditory, kinesthetic)

Are there any types of software that help students with different leaning styles that you plan to use?

*Domains 3,6,7

Plan (PRACTICAL) (B.5) (3 points) Limited discussion of how you will accommodate different instructional levels and learning styles of students in your class?

*Domains 3,6,7

Plan (PRACTICAL) (B.5) (1 points) No mention of how you will accommodate different instructional levels and learning styles of students in your class?

*Domains 3,6,7

Rationale (THEORETICAL) (B.5) (2 points) Why have you chosen these accommodations?

*Domains 3,6,7(6 Points total)

Rationale (THEORETICAL) (B.5) (1 points) Limited discussion of why have you chosen these accommodations?

Rationale (THEORETICAL) (B.5) (0 points) No mention of why have you chosen these accommodations?

ASSESSMENT STRATEGIES

Plan (PRACTICAL) (C) (10 points) List assessment strategies (How do you plan to assess how well the students have achieved the learning goals/objectives?) All rubrics and any answer keys should be attached.

Will you use any technology and how will you manage it for your own assessment purposes? For in stance, do you plan to use blogs, websites, podcasts etc and how will your rubric reflect that?

*Domain 3

Plan (PRACTICAL) (C) (5-9 points) Limited list of assessment strategies (How do you plan to assess how well the students have achieved the learning goals/objectives?)

*Domain 3

Plan (PRACTICAL) (C) (1 points) No mention of assessment strategies (How do you plan to assess how well the students have achieved the learning goals/objectives?)

*Domain 3

Rationale (THEORETICAL) (C) (4 points) Why have you chosen this (these) approach(s) for assessment?

*Domain 3(14 Points total)

Rationale (THEORETICAL) (C) (2-3 points) Limited discussion of why you have chosen this (these) approach(s) for assessment?

*Domain 3

Rationale (THEORETICAL) (C) (0 points) No mention of why you have chosen this (these) approach(s) for assessment?

*Domain 3Page 18 of 23

Activities/notes/rubrics

All activities/notes/rubrics included (10 points)

Total Points for Lesson Plan (100 points)

PDAS Evaluation Criteria(Professional Development and Assessment System)Make sure to follow these guidelines. This is how you are assessed by your administrator:

Domain 1 The students are actively engaged in learning that is at a high cognitive level, promotes self-directed behavior, contains an interdisciplinary content, and is relevant to life applications.

Domain 2 The goals, objectives, content, and strategies are aligned with TEKS, correlate with prior learning in other disciplines, relate to the interests of students, engage students in critical thinking and problem solving, utilize available technology, and pertain to life applications.

Domain 3 The academic progress of students is monitored and assessed. The assessment is aligned with the TEKS, instructional goals, objectives, and strategies, is appropriate for the varied characteristics of students, and provides opportunities for students to receive specific constructive feedback.

Domain 4 The teacher effectively manages student discipline, instructional strategies, time and materials.

Domain 5 The teacher communicates effectively with parents, staff, community members, and other professionals.

Domain 6 The teacher correlates professional development opportunities with prior performance appraisal, the TEKS, the needs of students, and the goals of the campus and district. The teacher works collaboratively toward the improvement of academic performance for all students.

Domain 7 The teacher complies with national, state, district, and campus requirements.

Domain 8 The goals, objectives, content, and strategies are aligned with the TAKS objectives for social studies, science, reading, writing, and mathematics.

COURSE SCHEDULE*Syllabus and calendar are subject to change per the

instructor’s discretion. Make sure to refer back to this schedule to ensure you are clear about assignments.

Date Lesson/Activities Assignment DueAugust Introductions DUE: Every week Chapter

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24 Overview of Course & SyllabusLiteracy Strategy Sign-Up and

Booktalk Sign-UpThe Watsons Go to Birmingham –

1963

readings with journal entry and/or quiz. Make sure to write your reflection of the class readings to my blog by 4pm the following Monday.

August 31

Content Literacy and the Reading Process

Learning Theories (Cognitive vs. Constructivist vs. Motivation)

Ch. 1 reading/journal entryPost your reflection about the first night of class to my blog

September 7

Labor day No class

September 14

Language, Diversity and Culture

CREDE ActivityLiteracy Strategy #1 – KWL Chart

LS#2 – Anticipation GuideLS#3 – Quickwrite

The Watsons Go to Birmingham – 1963 cont.

Ch. 2 reading and quizPost your reflection on Ch. 1

to my blog. Make sure to label it.

LS #1, 2 & 3

September 21

Creating a Favorable Learning Environment

“Worst Classroom” Activity (and betterment)

Forms of Grouping Activity (jigsaw)LS#4 – Knowledge Rating

The Watsons Go to Birmingham – 1963 cont.

In-class Questionnaire #1*HW: Textbook Evaluation

Ch. 3 reading/journal entryPost your reflection about Ch.

2LS#4

September 28

Planning for Content Literacy

Scaffolding, PBL, and Interdisciplinary Teaching

LS#5 – Think Alouds

*HW: Textbook Evaluation

Ch. 4 reading/journal entryPost your reflection about Ch.

3

LS#5

October 5 Assessment of Students and Textbooks

Rubric Development

Textbook evaluation dueLS#6, & 7

Ch. 5 reading and QuizPost your reflection about Ch.

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LS#6 – Cloze ProcedureLS#7 – Attitude Inventory

The Watsons Go to Birmingham – 1963 cont.

4

October 12

Preparing to Read

Anticipation Guide Development

The Watsons Go to Birmingham – 1963 cont.

LS#8 – List-Group-LabelLS#9 – Learning log

Ch. 6 reading/QuizPost your reflection about Ch.

5LS# 8, 9

October 19

Reading to LearnText Structures and Helpful

Graphic OrganizersThe Watsons Go to Birmingham –

1963 cont.

In-class Questionnaire #2

LS#10 – QARLS#11 – ReQuest

Ch. 7 reading/QuizPost your reflection about Ch.

6

LS#10 & 11

October 26

Library day You can go to the library to work on lesson plan with

groupNovember 4

Increasing Vocabulary and Conceptual Growth

Picking out Vocabulary/VSCThe Watsons Go to Birmingham –

1963 cont.LS#12 – Concept of Definition Map

LS#13 – Word Sort

Ch. 8 reading/QuizLS#12 & 13

Post your reflection about Ch. 7

Lesson Plan Summary due

November 9

Reflecting on ReadingThe Watsons Go to Birmingham –

1963 cont.LS#14 – Discussion Webs

Ch. 9 reading/QuizPost your reflection about Ch.

8LS# 14

Novembe Writing Across the Curriculum Ch. 10 reading/journal entryPage 21 of 23

r 16Writing Roulette/SWBS

In-class Questionnaire #3

LS#15 – Think-Pair-ShareLS#16 – RAFT

LS#17 – Journals

Post your reflection about Ch. 8

LS# 15, 16 & 17

November 23

Studying and Study Strategies and Developing Lifetime

ReadersLS#18 – SQ3R

LS#19 – Note TakingLS# 20 – Reader’s Theater

Literature use ranking (p. 361-362)

Ch. 11 & 12 reading/journal entry for Ch. 11 and quiz for Ch. 12Post your reflection about Ch.

10, 11 and 12LS# 18, 19 & 20

November 30

Present Lesson Plans in Content Groups

Last day of class

Lesson Plan Due and presentation

Final Exams- No class Study for your exams! You can pick up your lesson plans by

Friday Dec. 4 outside my office 416 Hammond Hall.

Email Communication:

UTA e-mail will be considered the official means of communication between the university and students, effective August 22, 2005.  Utilize your UTA e-mail for all communications.

You are responsible if you do not receive information because you do not regularly check your UTA email.

American with Disabilities Act (ADA):

If you are a student who requires accommodations in compliance with the ADA, please consult with me at the beginning of the semester. As a faculty member, I am required by law to provide “reasonable accommodation” to students with disabilities, so as not to discriminate on the basis of that disability.   Your responsibility is to inform me of the disability at the beginning of the semester and provide me with documentation authorizing the specific accommodation.  Student services at UTA include the Office for Students with Disabilities (located in the lower level of the University Center) which is responsible for verifying and implementing accommodations to ensure equal opportunity in all programs and activities.

Student Support Services:

The University supports a variety of student success programs to help you connect with the University and achieve academic success.  They include learning assistance, developmental education, advising and mentoring, admission and transition, and federally funded programs.  Students requiring assistance academically, personally, or socially should contact the Office of

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Student Success Programs at 817-272-6107 for more information and appropriate referrals.

Academic Honesty:

Academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form at The University of Texas at Arlington. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University.  “Academic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts.” (Regents’ Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2., Subdivision 3.22).

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