Assignments

Early Phase Unit Plan 30% Weekly Attendance, Preparation & Active Participation 20% Literacy Investigation (including round table discussion) 20% Profession Discussion Group & Workshop Presentation 20% Book Talk 10%
 * Assignments & Grading **

// Grading Scale Grading Summary // A = 90-100 A = Outstanding work B+ = 87-89 B = Good work B = 80-86 C = Satisfactory work C+ = 77-79 F = Failing work (also stopped attending without withdrawing) C = 70-76 F = 69 and below


 * __ Feedback __**** : ** Once a grade has been given, you can choose to revise the assignment. I am also happy to give feedback and read drafts of assignments as long as you submit them at least one week before they are due. You will then be able to use my feedback to make revisions before the assignment is graded.


 * __ Late Papers __**** : ** Any assignment that has not been given an approved extension and that is more than a week late can receive a failing grade. Unless arrangements are made in advance of the due date, late papers and weekly assignments willbe graded as such. It is your responsibility to keep up with assignments and due dates as posted on our syllabus and through our class wiki site ( http://fall12lited48.wikispaces.com/)

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 * ** Assignments & Grading ** ||
 * ** Weekly Attendance, Preparation & Active Participation: ** Your participation and attendance are necessary for you and your classmates to get the most out of this course. You are expected to **//attend every class//** session having completed all required readings. I do understand, however, that extenuating circumstances might result in an absence. If you miss class, use the university absence reporting website [] to indicate the date and reason for your absence. An email is automatically sent to me.Missing class time will result in lost points. For example, you will not earn full credit if you arrive late/leave early regularly, miss classes, or if you do not actively participate.

In-class activities that I use to inform my planning count toward your participation grade. Activities related to readings will take the form of written reflections, article discussion group work, participation in //Thinkfinity// discussions, station activities, etc. At times materials prepared outside of class will also contribute to this portion of your grade. || 20%  ||  ||  10%
 * ** Book Talk: ** You will read an award-winning text appropriate for use in grades 3 through 8 and present a book talk. The book should be new to you and published since 2004 (unless special arrangements have been made). Examples of awards include the Newbery Medal, Pura Belpré Award, and Robert F. Sibert Informational Book Medal. (Other book awards can also be considered.) You will sign up to present a short (approximately 5 minute) book talk in class. **//Post the title and other required information on our wiki site by the end of week 3, September 21. Presentations will begin week 5, October 5.//** Sign-ups will be conducted through the wikispace.

Book Talk Date: __ ||
 * =====**Cross-content Literacy Investigation** ** Paper & Discussion **** : ** The classrooms you will be visiting during the course of the semester will bring relevant practical learning opportunities to our course. We can identify both problems of practice, as well as highlighting success in our classrooms . As reflective teachers, you will actively connect your professional reading to what you see and do in the classroom. For this paper, you will write a detailed description of observed literacy learning/teaching, describe/explain your reaction, and connect to research/professional texts to support your analysis. For example, if you observe effective instruction, you could link to articles that help you to more deeply understand the rationale for the observed practice. If what you observe does not seem effective, you will link to research that suggests how you might do things differently. Once you have finished your paper you will share what you learned with a small group during a Roundtable Discussion//.// Note: In addition to course readings, you will cite at least two peer-reviewed articles located/read for this assignment (readings not required for GSE courses). =====

[[file:Literacy Investigation Paper.doc]]
|| 20%

Draft Due Date: 10/12   (Round Table:    10/12)

Final Due: 10/19 || Lesson plans are expected to be course-related and/or connected to your other assignments.
 * ** Early Phase Unit Plan & Roundtable Discussion: ** Throughout the semester you will have opportunities to plan, develop, and implement lessons in your field placement. For your **Early Phase Unit Plan** (30%), you will outline a series of lessons using the GSE Unit Plan format. This assignment will give you the opportunity to think through how you might plan instruction for an extended period of time (your unit will outline instruction for approximately one to two weeks).Consider developing a unit related to your literacy investigation topic, the book that you read for your book talk, or your professional discussion group text. Revisit pages 264-271 and 334-342 of our Tompkins text for more information about how to plan a unit. // You will be required to submit this assignment to the Sakai Teacher Education Portfolio. //

*** DETAILED INSTRUCTIONS TO FOLLOW*** || 30%

Due Date:

11/16/12

Due Date:

11/30/12 ||
 * Professional Discussion Group & Workshop Presentation: ** You will participate in a professional discussion group (PDG) during the second half of the semester. This will include selecting a professional text to study (from titles introduced in class). Groups will be formed based on interest and you will have the opportunity to engage in dialogue and activities centered on the pedagogical and theoretical presentations of literacy instruction offered in the multiple texts. Upon completion of the experience, you will be asked to conduct a mini-workshop (no longer than 30 minutes). Recommended texts for your PDG groups will be posted on our wikispace and introduced in class. **

Your workshop presentation should… **


 * Provide an overview of the book, including its pros and cons
 * Be hands-on, interesting, and interactive
 * Provide the audience with one or more practical strategies to try with students
 * Provide the audience with useful resources
 * Last no longer than 30 minutes
 * Include appropriate audio/visual aids to enhance the workshop experience
 * Be engaging, informative, well-organized, and educational

|| 20%

PDG Workshop  Presentations Date:

11/30

Or

12/7 ||