student warning: this course syllabus is from a … and to develop the students' appreciation...

STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.

Education EDUC545

Reading and Writing in the Elementary School Credit Hours = 3

Length of Course = 16 weeks Prerequisite EDUC503 = (May be taken concurrently)

Instructor Information Instructor: APUS Faculty

Course Description (Catalog) This course examines ways to select and integrate literature into the elementary school curriculum and to develop the students' appreciation and discrimination in reading. The course includes an exploration of instructional strategies to implement a coordinated literature program with a focus on guided reading strategies, examines the developmental stages of literacy and language in children, planning appropriate curriculum to use literature as a way to learn across the curriculum, evaluation of diversity in children’s literature, content evaluative criteria, and motivating students to read for enjoyment, information, and communication. In addition, this course examines the methods and materials for teaching reading and writing in the elementary school classroom. It includes a review of the research and literature pertaining to the basic concepts underlying reading and writing methods; a review of emergent literacy in the elementary classroom, the psychological and linguistic factors that influence the reading and writing process; reading comprehension strategies, vocabulary development, phonemic awareness, and the use of technology in teaching reading and writing. The course also explores the relationship between reading and writing; strategies for developing listening and speaking skills; reading materials and methods for students with special needs; expository writing; integrating the language arts across all areas of the elementary school curriculum and the effect of current reading process theory on teaching practices. It also includes a field experience where students visit a classroom to observe and critique examples of effective teaching practices is a requirement of this course.

Course Scope This course is designed to take an in-depth look at literacy instruction. This course is designed to provide students with the skills necessary to explore and evaluate all types of literature for children and young adults. This includes the development of classroom

strategies and experiences, the promotion language and literacy in early childhood classrooms, selecting and evaluating materials for children to guide their reading in keeping with their needs, interests, and abilities with a view to enjoyment and curriculum enrichment in the elementary school. It is designed to help current and prospective teachers of kindergarten and primary grades to plan and design developmentally appropriate programs aimed at facilitating the acquisition of reading and writing skills. It includes an emphasis on how early guidance and instructional programs can impact all aspects of language to include listening, speaking, reading, and writing. The course also provides opportunity for preparation of materials for actual classroom use. This course is guided by the standards of the National Council of Teachers of English and the International Reading Association.

Course Objectives After successfully completing this course, students will be able to:

1. Identify different genres of literature available for children. 2. Describe the history of children’s literature and the value of literature study for

elementary school children. 3. Discuss criteria for judging the quality and quantity of literature materials in an

elementary school classroom. 4. Develop curriculum and instruction that make productive use of the literacy

abilities that children bring to school. 5. Select children’s literature books for specific, differentiated levels, curriculum

needs, and diverse student interests. 6. Construct a literature-based classroom environment where students can choose,

study, and are guided to improve reading comprehension. 7. Evaluate the application and appropriateness of the various genres in children’s

literature for use in an elementary school classroom. 8. Implement a variety of instructional strategies and methods of teaching language

growth, reading, and writing through a broad use of a wide variety of children’s literature in a classroom setting.

9. Assess a student’s literacy development and provide instruction to meet the needs of all students.

10. Discuss how children’s literature instruction can represent students who live in a pluralistic society.

11. Compare and contrast the major theories of reading and writing instruction. 12. Develop effective instruction that creates a learner-centered classroom that

encourages students to communicate effectively. 13. Describe:

• components of a balanced literacy approach to include the relationship among reading, writing, and thought processes

• developmental stages of reading and writing • ways to create a literate environment • how technology can help students gather information and communicate

more effectively • assessment and classroom organization for reading and writing

instruction • role of cueing systems • principles of phonics and phonics instruction in learning to read and spell • developmental stages of spelling and word study • the importance of vocabulary development

14. Discuss the needs of a culturally and linguistically diverse student population. 15. Provide culturally responsive instruction designed to develop independent,

strategic, motivated readers and writers.

16. Design, plan, and implement reading and writing instruction that employs a combination of materials to meet the needs of students in whole groups, dynamic flexible small groups, and independently.

17. Design effective learning environments and experiences supported by technology.

18. Use computers and the Internet to teach writing, reading and communication skills.

19. Implement academic standards for reading and writing in the classroom. 20. Assemble a list of appropriate trade books from all instructional levels that can

be used as models for student learning. 21. Maintain accurate and useful records and student work samples and

communicate student progress to parents, appropriate staff, and students. Course Delivery Method This course delivered via distance learning will enable students to complete academic work in a flexible manner, completely online. Course materials and access to an online learning management system will be made available to each student. Online assignments are due by midnight on Thursdays and Sundays of each week as noted under the assignments tab inside the classroom. These assignments include Forum questions (accomplished in groups through a threaded Forum), individual assignments, and projects. Assigned faculty will support the students throughout this sixteen week course. Course Materials Course Textbook: Five textbooks are required for this course. Fountas, I.C., & Pinnell, G.S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann ISBN: 043508863-7 Galda, L., & Cullinan, B.E. (2006). Literature and the child. (6th ed.). Belmont, CA: Thomson Higher Education ISBN: 0534555446 Nagin, C. (2006). Because writing matters. San Francisco, CA: Jossey-Bass ISBN: 078798067-6

Snow, C.E., Griffin, P., & Burns, M.S. (2005). Knowledge to support the teaching of reading. Hoboken, NJ: John Wiley & Sons. ISBN: 078797465-X Stricklan, D.S., Galda, L., & Cullinan, B.E. (eds. ) (2004). Language arts: Learning and teaching. Belmont, CA: Wadsworth/Thomson Learning ISBN: 053456746-0 In addition to the required course texts the following public domain websites are useful. Please abide by the university’s academic honesty policy when using Internet sources as well. Note web site addresses are subject to change. Book Adventure http://www.bookadventure.org/ Booklists by Grade Level http://www.seminolecountyfl.gov/lls/library/kids/kids_grade.html Carol Hurst’s Information About Books http://www.carolhurst.com Children’s Book Council http://www.cbcbooks.org/ Education Place http://www.eduplace.com/ Great Books for Boys http://www.randomhouse.com/rhpg/promos/greatbooks/boys/booklist.html Great Books for Girls http://www.randomhouse.com/rhpg/promos/greatbooks/girls/booklist.html Intercultural Classroom Connection http://www.iecc.org/ International Reading Association http://www.reading.org/ Issues in Literacy Development http://www.eduplace.com/rdg/res/literacy/ Library of Congress http://www.lcweb.loc.gov Literature Index http://members.aol.com/DonnAnCiv/Literature.html Literature Learning Ladders http://eduscapes.com/ladders/index.html National Council of Teachers of English http://www.ncte.org/

http://www.bookadventure.org/

http://www.seminolecountyfl.gov/lls/library/kids/kids_grade.html

http://www.carolhurst.com/

http://www.cbcbooks.org/

http://www.eduplace.com/

http://www.randomhouse.com/rhpg/promos/greatbooks/boys/booklist.html

http://www.randomhouse.com/rhpg/promos/greatbooks/girls/booklist.html

http://www.iecc.org/

http://www.reading.org/

http://www.eduplace.com/rdg/res/literacy/

http://www.lcweb.loc.gov/

http://members.aol.com/DonnAnCiv/Literature.html

http://eduscapes.com/ladders/index.html

http://www.ncte.org/

NCTE and IRA Standards http://www.ncte.org/about/over/standards/110846.htm NICHD Publications on Reading http://www.nichd.nih.gov/publications/pubskey.cfm?from=reading No Child Left Behind http://www.ed.gov/nclb/landing.jhtml Notable Books for a Global Society http://www.csulb.edu/org/childrens-lit/proj/nbgs/intro-nbgs.html Paradigm Writing Assistant http://www.powa.org/ Teachers Net http://www.teachers.net/ Teacher Resources and Lesson Plans http://www.atozteacherstuff.com/Lesson_Plans/Literature_Activities/ Teaching Methods http://www.mhhe.com/socscience/education/methods/resources.html#subject Evaluation Procedures Homework assignments (10 assignments at 30 points each) Throughout the semester you will be ten homework assignments. These responses will involve analyzing readings, comparing and contrasting the views of authors, and critiquing arguments presented by the readings or the class. Papers will be graded for accuracy of interpretation, rigor of argument, and clarity of expression. Papers should be 3 – 5 pages in length. Some of the homework assignments will require their own individual rubrics as they are not responses to questions, but projects to be completed. Instructional Project (96 points) Visit a school classroom and look for examples of effective teaching practices. Your deliverable assignment should be in essay form and will be graded using the rubric provided. Points will be awarded according to the criteria present in each part of the assignment. Part 1 Notice the nature of the print environment. Would you consider the classroom print-rich? Do the students appear to be ‘active” learners? Is there a guided reading program? How effective is the management of the learning environment? You may use the checklist on page 51 in Fountas, & Pinell. Describe what you saw and discuss which practices are exemplary and why. (50 points) Part 2 Using your list from DB# 7, observe a literature session and identify if principles and standards are presented. How does your observation match with your view of an “ideal” literature classroom? Did you see and hear what you expected? (28 points) Part 3 Comment on the classroom library in the school you visited. Describe the predominant authors, genres, subjects of books and accessibility. Describe how you would improve the library collection. (18 points) Forum Participation (18 postings at 28 points each)

http://www.ncte.org/about/over/standards/110846.htm

http://www.nichd.nih.gov/publications/pubskey.cfm?from=reading

http://www.ed.gov/nclb/landing.jhtml

http://www.csulb.edu/org/childrens-lit/proj/nbgs/intro-nbgs.html

http://www.powa.org/

http://www.teachers.net/

http://www.atozteacherstuff.com/Lesson_Plans/Literature_Activities/

http://www.mhhe.com/socscience/education/methods/resources.html#subject

The Forum will be employed as a forum for discussing issues of interest to the class through the web. Students are required to post their biography in the Forum and participate each week in a graded Forum thread (weeks 1 – 16). Also, appropriate “netiquette” should be followed for all postings. Final Project (A Genre Study) (100 points) This is a culminating assignment that asks you to assimilate all knowledge that you have gained through out this course. A large part of this assignment requires you to include lesson plans and descriptions of these lessons. It is expected that you will cite evidence from the readings that impacted your instructional decisions of each lesson presented. You will collect materials and outline lessons for a genre study. Genre study involves 1) immersing children in the genre through read aloud and independent reading (use Guided Reading strategies as discussed in Fountas & Pinnell readings); 2) identifying common elements of the genre and effective reading strategies for it; 3) leading children to write their own piece in the genre of study. The assignment will involve: 1) Collecting 5-10 texts in your genre (includes an annotated bibliography)

o Each text listed should include: • guided reading stages of each text • descriptions of each stage • ages and grade ranges for each stage (20 points)

2) Identifying key elements of the genre that you want children to notice (includes a 1-2 paper citing evidence from the readings in the course) (20 points) 3) Developing 3 literature response strategies that will enable children to identify common elements of the genre, respond personally to the texts, or use effective strategies to comprehend (includes 3 sample lesson plans and descriptions of each lesson as it would be presented to students) (30 points, 10 points for each lesson and its description) 4) Developing a series of 3 writing lessons that will lead the children to produce their own genre specific pieces (includes 3 lesson plans and descriptions of each writing lesson) (30 points, 10 points for each lesson and its description)

Grade Instruments % of Final Grade Weekly homework assignments (Ten assignments at 30 points each)

30%

Instructional/Observation project (96 points)

9.6%

Final (Genre Study) Project (100 points)

10%

Eighteen Forum participation occurrences at 28 points each week

50.4%

TOTAL 100% The success of this course depends on your ability to have read the assigned readings closely, to have thought carefully about the points raised or ignored by authors, and to bring to the group your questions and concerns about their theses and positions into the discussions groups. Prior to each class I will post announcements and outline the

focus of the subsequent session to direct your reading. Having prepared the readings prior to class ensures your productive participation. We should work to achieve conversational exchanges with each other through Forums and emails, constructively challenging each other to think broadly and critically about ideas or assertions posed by the readings.

In all participation and assignments I am looking for evidence of:

• demonstration of substantial knowledge and higher order thinking and analytic skills and application of facts, concepts, terms, and processes learned/read/discussed;

• critical contemplation, i.e., "grapple" with issues and topics; • appropriate use of knowledge learned; • imaginative thinking and responses to challenges/problems/issues; • exploring underlying assumptions about education and schooling; • clarity of expression and logical connection among ideas expressed; • writing that reflects precise and concise thinking; • excellent grammar, syntax, and spelling.

Course Outline

16 Week Course

Week Topic(s) Learning Objective(s) Reading(s) Assignment(s)

1

Value of literature Selecting and using literature

Discuss the history and value of literature for the adolescent child. Identify the major genres of literature for adolescents and children. Explain the literary elements that authors and illustrators employ to create memorable stories. Discuss the history of literature written for children to include the contributions of Newberry. Describe the major milestones in literature for children (e.g. Alice’s Adventures in Wonderland; Charlotte’s Web). Discuss the impact of technology and commercialism on literature for children and adolescents. Apply criteria to judge books, magazines, comics, television, and films by genre.

Galda, & Cullinan – Chapter 1

Forum # 1


2

Picture books

Define picture book. Discuss the constraints and possibilities of picture books. Discuss how to use picture books to help students learn about literature. Explain the use and rationale for using elements of art in a picture book to include:

a. line b. color c. shape d. texture e. design

Discuss the commonly used styles of art found in picture books. Discuss the commonly used text and illustration found in picture books. Evaluate a picture book against criteria. Evaluate which picture books are most developmentally appropriate for:

a. very young children b. children in preschool c. children in primary grades

Describe the characteristics of predictable, patterned stories.

Galda, & Cullinan – Chapters 2 and 3

Forum # 2 Homework#1How would you determine the literacy value of nonfiction books, magazines, comics, television, and films? Post your response on the Forum and comment on two other students’ postings.


3

Poetry, verse, and folklore

Discuss what is meant by: “Poetry eludes precise definition.” Describe what actions a teacher can take to foster a child’s love of poetry and folklore. Explain the criteria and rationale for selecting poems for beginning readers. Explain the criteria for evaluating poems to include:

a. understanding b. emotions c. images d. rhythm e. sounds f. multicultural content g. mood h. language use

Provide examples of integrating poetry into other school subjects. Explain the value of folklore in the development of a student’s literacy skills and how it can be used at different developmental stages. Describe the criteria for evaluating folklore. Discuss folktale characteristics.


Forum # 3


4

Fantasy and science fiction Contemporary realistic fiction Historical fiction

Define fantasy, science fiction, realistic fiction and historical fiction. Discuss the criteria for evaluating fantasy, science fiction, realistic fiction, and historical fiction. Evaluate fantasy, science fiction, realistic fiction, and historical fiction to include:

a. setting b. plot c. characters d. style e. theme

Discuss the value of teaching historical fiction in children’s lives.

Galda, & Cullinan – Chapters 6 – 8

Forum # 4 Submit HW#2 – Identify a fantasy or other story book, complete a synopsis, and analyze it according to each of the following:

1. setting 2. characterization 3. plot 4. style 5. theme


5

Biography Nonfiction

Define biography and discuss its use in children’s lives. Discuss the importance of accuracy, social details, and portrayal of the subject in a biography. Explain how one becomes a biographical subject. Discuss how to distinguish fiction from nonfiction. Explain why researchers would say children prefer nonfiction to fiction. Evaluate nonfiction work for:

a. accuracy b. organization c. design d. style

Describe the value of checking multiple sources for the information needed and the impact of this on a child’s critical thinking development.

Galda, & Cullinan – Chapter 9-10

Forum # 5 Submit HW# 3 -- Discuss how writers shape factual truth and describe how you would use this with an elementary school literature class.


6 Culturally diverse literature

Describe the value of a culturally diverse collection of children’s literature materials. Describe the criteria for evaluation of culturally diverse literature. Define “parallel culture” and how to use literature as a means to reduce stereotyping. Explain the efferent and aesthetic continuum. Describe the major milestones in a child’s cognitive and language development.


Forum # 6 Submit HW# 4 – Read one winning or honorary book from each Newberry award decade (1920’s – present). Compare and contrast some major observable changes over these decades. Then discuss how changes in children’s literature are linked to changes in the greater society. Submit HW#5 - Select a genre that you enjoy and develop a series of discussion questions and other activities that might help young readers develop their understanding of that particular genre.

7

Developing responsive readers Literature-based curriculum What is guided reading?

Identify 10 ways to explore literature in a classroom Develop an understanding of the essential components of guided reading. Explore the role of guided reading within a literacy program. Discuss a rationale for guided reading.

Galda, & Cullinan – Chapters 13 and 14 Fountas, & Pinell – Chapter 1-2

Forum # 7


8

Building on a student’s early learning Writing and reading are complementary processes Guided reading within a balanced literacy program

Develop an understanding of how meanings are formed. Explain the difficulties of communicating text meaning. Describe the crucial role of language in:

• forming meaning • sharing meaning

Observe and evaluate literacy frameworks. Connect writing and reading as a reciprocal process. Use literature for a basis of writing.

Fountas, & Pinell – Chapter 3

Forum # 8 Submit HW#6 Part 1- Discuss the essential elements of guided reading from both the teacher and student’s roles. Part 2 - Discuss the relationship between teacher support and child control of their reading and writing skills’ acquisition. Include the different types of reading and writing experiences and the level of support provided by the teacher.


9

Designing and organizing the learning environment

Develop an underlying theory for literacy learning Observe and discuss the elements of an organized literacy learning environment.

Fountas, & Pinell – Chapter 4-5, 8

Forum # 9 Submit Instructional Project – Classroom Observation and Evaluation

Managing a guided reading classroom Classroom observation

Design and implement a guided reading group management plan.

Visit a school classroom and look for examples of effective teaching practices. Your deliverable assignment should be in essay form. Part 1-Notice the nature of the print environment. Would you consider the classroom print-rich? Do the students appear to be ‘active” learners? Is there a guided reading program? How effective is the management of the learning environment? You may use the checklist on page 51 in Fountas, & Pinell. Describe what you saw and discuss which practices are exemplary and why. (50 points) Part 2 Using your list from DB# 7, observe a literature session and identify if principles and standards are presented. How does your observation match with your view of an “ideal” literature classroom? Did you see and hear what you expected? (28 points) Part 3 Comment on the classroom library in the school you visited. Describe the predominant authors, genres, subjects of books and accessibility. Describe how you would improve the library collection. (18 points) Submit HW#7 – Part 1 - Compare and contrast traditional reading groups with the dynamic grouping

of guided reading. Part 2 - Design a management plan based on the 150 minutes models in the book. Include center activities for at least 4 different groups. Part 3- Discuss why management is important when running a guided reading classroom?

10

Linking assessment and instruction Teaching for strategies

Discuss assessment techniques that can be used in the literature classroom. Discuss how student records can be used to assess student progress. Discuss the use of assessment as a means to determine what students know and are able to do in meeting national, state, and local standards. Describe assessment-related issues and the purpose, characteristics, and limitations of various types of assessments.

Fountas, & Pinell – Chapter 6-7, 12 Nagin – Chapter 5 Snow, et al – Chapter 5 Strickland, et al – Chapter 12

Forum # 10

11

Creating a text gradient Using leveled books in a guided reading

Select books for guided reading classroom Use literature to create learner-center classrooms that motivate students to read, write, listen, and speak.

Fountas, & Pinell – Chapter 9-11 Appendix M

Forum # 11 Submit HW#8 – Select a theme and create a text set (collection of different books) around a central theme. Aim for at least 10 books in your set. For each text write a

classroom

Select appropriate books and other literature for children. Match books to readers. Select independent and instructional texts for use in literacy framework.

paragraph that summarizes the content, lists the guided reading level, and indicates the approximate grade level. Your set should include a range of different levels (A-S) that would meet the needs for differentiated guided reading groups. For one of the books identify the literary elements of:

• character • plot • setting • theme • point of view • style

Your deliverable assignment should be shared with your classmates in the Forum. Please see rubric for grading information.


12

Learning about letters and words Reading development over time Stages of reading development

Review how students develop:

a. concepts about print b. alphabet recognition c. phonemic awareness d. sound-letter correspondences e. sight-word vocabularies

Discuss the language components of literacy develop to include:

a. phonemes b. morphemes c. semantics d. syntax

Fountas, & Pinell – Chapters 13 - 14 Nagin – Chapter - None Snow, et al – Chapter 2 and 6

Forum # 12

e. pragmatics Implement strategies that support the interrelated development of word recognition, reading fluency, and comprehension. Describe how standards-based teachers implement a literature-based program in their classrooms. Discuss ways to promote reading communities. Describe a reading-comprehension monitoring strategy and how it can fit into instructional designs such as book clubs.

Strickland, et al – Chapters 6 and 7


13

Learning and teaching language arts Organizing and managing the language arts program The role of literature in language arts teaching and learning

Describe how humans learn. Discuss how technology influences communication. Compare and contrast different teaching strategies to accommodate learner differences. Describe techniques that can stimulate interest and promote growth in language arts. Employ strategies that increase the motivation of learners to read widely and independently.

Nagin – Chapter 1 Snow, et al – Chapter 1 and 3 and Appendix 1 Strickland, et al – Chapters 1 – 3

Forum # 13 Submit HW#9 – Research Lev Vygotsky’s social learning theoretical framework and describe its impact on reading and writing instruction. Compare and contrast his framework with that of three other developmental psychologists.

Provide opportunities for written creative and personal response to literature.


14

Oral language development Oral language in the classroom

Describe how children learn and develop language. Discuss the role language plays in learning. Describe the interrelationship among learning and thought processes. Explain the issues surrounding language variation and the function of the home language. Develop instructional planning that accounts for variation and different home languages.

Strickland, et al – Chapter 4-5

Forum # 14

Discuss how effective communication can foster active inquiry, collaboration, and supportive interaction in the classroom. Discuss the roles and functions of language. Describe the role of “talk” according to:

a. Vygotsky b. Cazden c. Mehan d. Dillon e. Allington

Compare and contrast the classroom discourse dimensions of:

a. turn-taking patterns b. positive and negative evaluation


15

Writing

List and define the major genre distinctions and conventions and describe how they can both support and constrain writers. Describe the composition process. Compare and contrast the writing-as-process theories of:

a. Donald Graves b. Jim Burke c. Lisa Delpit

Describe how children develop as writers. Discuss the research that addresses whether

Nagin – Chapter 2 Snow, et al – Chapter - None Strickland, et al – Chapters 8 and 9

Forum # 15 Submit Genre Study Project - You will collect materials and outline lessons for a genre study. This is a culminating assignment that asks you to assimilate all knowledge that you have gained through out this course. A large part of this assignment requires you to include lesson plans and descriptions of these lessons. It is expected that you will cite evidence from the readings that impacted your instructional decisions of each lesson presented. You will collect materials and outline lessons

native language does or does not interfere significantly in the development of a second language. Describe how the computer can be a tool for supporting the active use of language in social situations. Describe the value of a writing conference and discuss the management of such a conference. Discuss techniques and strategies used by successful writers. Create a supportive, collaborative writing environment.

for a genre study. Genre study involves: 1) immersing children in the genre through read aloud and independent reading (use Guided Reading strategies as discussed in Fountas & Pinnell readings); 2) identifying common elements of the genre and effective reading strategies for it; 3) leading children to write their own piece in the genre of study. The assignment will involve: 1) Collecting 5-10 texts in your genre (includes an annotated bibliography) o Each text listed should include:

• guided reading stages of each text • descriptions of each stage • ages and grade ranges for each stage

(20 points) 2) Identifying key elements of the genre that you want children to notice (includes a 1-2 paper citing evidence from the readings in the course) (20 points) 3) Developing 3 literature response strategies that will enable children to identify common elements of the genre, respond personally to the texts, or use effective strategies to comprehend (includes 3 sample lesson plans and descriptions of each lesson as it would be presented to students) (30 points, 10 points for each lesson and its description)

4) Developing a series of 3 writing lessons that will lead the children to produce their own genre specific pieces (includes 3 lesson plans and descriptions of each writing lesson) (30 points, 10 points for each lesson and its description)


16

The language arts

Present the structures and conventions of language to convey meaning. Discuss the contemporary basic principles of handwriting development and instruction.

Nagin – Chapter 3 Strickland, et al – Chapters 10 and 11

Forum # 16

Homework #10 - Read documents student sample 1 and 2. Choose one of the samples and complete the following activities: 1) Edit student’s work for syntax, grammar, usage, and punctuation. 2) What are this student's most troublesome problems in grammar, usage, or punctuation? What are your suggestions for student improvement based on your readings in this course? 3) Generate a series of questions that you might ask when having a student-teacher conference regarding this early draft of a piece of their writing. What should your questions focus on and why? Finally, discuss what your behavior during the conference should be?

Selected Bibliography Au, K. (2006). Multicultural Issues and Literacy Achievement. Mahwah, New Jersey: Lawrence Erlbaum Associates Bean, T. (2000). Reading in the content areas: Social constructivist dimensions. In M. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3). Mahwah, NJ: Lawrence Erlbaum Associates. Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (2000). Words their way: Word study for phonics, vocabulary and spelling instruction. Upper Saddle River, NJ: Merrill-Prentice Hall. Beers, K. (2003). When kids can’t read: What teachers can do. Portsmouth, NH: Heinemann. Behrman, C. H. (2000). Writing skills problem solver. West Nyack, NY: The Center for Applied Research in Education. Berger, K. (2005). The developing person across the lifespan. Upper Saddle River, NJ: Prentice-Hall Inc. Berk, L E. (2004). Development through the lifespan. (3rd ed.). Boston: Allyn & Bacon. Brisk, M. E., & Harrington M. M. (2000). Literacy and bilingualism: A handbook for all teachers. Mahwah, NJ: Lawrence Erlbaum Associates. Cunningham, P. M., & Allington, R. L. (2003). Classrooms that work: They can all read and write. Boston: Allyn and Bacon. Darigan, D.L., Jacobs, J.S., & Tunnell, M.O. (2005). Children’s literature database and booklet. (3rd ed.). Upper Saddle River, NJ: Prentice Hall Darigan, D.O., Tunnell, M.O., & Jacobs, J.S. (2002). Children’s literature: Engaging teachers and children in good books (1st ed.). Upper Saddle River, NJ: Prentice Hall, Inc Echevarria, J., & Graves, A. (2007). Sheltered content instruction: Teaching English-language learners with diverse abilities. (3rd ed.). Needham Heights, MA: Allyn & Bacon Evans, K.S. (2002). Fifth-grade students’ perceptions of how they experience literature discussion groups. Research in the Teaching of English, 23 4-29. Flippo, R. F. (ed.) (2001). Reading researchers in search of common ground. Newark, DE: International Reading Association Fountas, I.C., & Pinnell, G.S. (1998). Matching books to readers: Using leveled books in guided reading k-3. Portsmouth, NH: Heinemann Fountas, I.C., & Pinnell, G.S. (2000). Guided readers and writers grades 3-6: Teaching comprehension, genre, and content literacy. Portsmouth, NH: Heinemann Heilman, A. W., Blair, T. R., & Rupley, W. H. (2002). Principles and practices of teaching reading. Upper Saddle River, NJ: Prentice-Hall.

Henry, M K., (2003) Unlocking literacy: Effective decoding & spelling instruction. Baltimore, MD, Paul H. Brooks Publishing Co. Jung, C. G. (1961). Memories, dreams, and reflections. New York: Random House. Kohlberg, L. (1981). Philosophy of moral development. New York: Harper & Row. Maslow, A. (1968). Toward a psychology of being. (2nd ed.). New York: Van Nostrand. McCutchen, D., Abbott, R. D., Green, L. B., Beretvas, S. N., Cox, S., Potter, N. S., Quiroga, T., & Gray, A. (2002). Beginning literacy: Links among teacher knowledge, teacher practice, and student learning. Journal of Learning Disabilities, 35, 69-86. McGee, L. M., & Richgels, D. (2000). Literacy’s beginnings (3rd ed.) Needham Heights, MA: Allyn and Bacon Moats L. C. (2001). Speech to print: Language essentials for teachers. Baltimore, MD: Paul H. Brookes Publishing Co. Neuman, S., Copple, C., & Bredekamp, S. (2000). Learning to read and write: Developmentally appropriate practices for young children. Washington, DC: NAEYC Norton, P., & Sprague, D. (2001) Technology for teachers. Boston: Allyn & Bacon Opitz, M.F. & Rasinski, T.V. (1998). Good-bye round robin: 25 effective oral reading strategies. Portsmouth, N.H.:Heinemann Popp, M.S. (2005). Teaching language and literature in elementary classrooms: A resource book for professional development (2nd ed.). Mahwah NJ: Lawrence Erlbaum Associates Papalia, D. E., Olds, S.W., & Feldman, R.D. (2004) Human development (9th ed.). Boston: McGraw-Hill. Piaget, J. (1952). Origins of intelligence in children. New York: International Universities Press. Piaget, J. (1970). The science of education and the psychology of the child. New York: Orion Press. Roe, B. D., Stoodt, B. D., & Burns, P. C. (2001). Secondary literacy instruction: The content areas. Boston, MA: Houghton Mifflin. Santrock, J.W. (2005). Life-span development. (10th ed.). Boston, MA: McGraw Hill. Seefeldt, C. (1998). Early childhood education (4th ed.). Upper Saddle River, NJ: Prentice Hall, Inc. Sigelman, C. K.. (1999). Life-span human development. (3rd ed.). Brooks/Cole Publishing Company. Temple, C., Miriam M., & Junko Y. (2006). Children’s books in children’s hands: An introduction to their literature (3rd ed.). Boston: Allyn & Bacon

Tomlinson, C. M., & Lynch-Brown, C. (2005). Essentials of children’s literature. Boston: Allyn & Bacon. Tompkins, G.E. (2002). Language arts: Content and teaching strategies, (5th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall. Tompkins, G. E. (2006). Literacy for the 21st century: A balanced approach. (4th ed.). Upper Saddle River, NJ: Prentice Hall Yopp, R.H. & Yopp, H.K. (2001). Literature-based reading activities. Boston: Allyn and Bacon Zipes, Jack David. (2001). Sticks and stones: The troublesome success of children’s literature from slovenly Peter to Harry Potter. NY: Routledge.

Grading Rubric for Homework Assignments

8- 10 points for each criteria observed




1 point for each criteria observed

Answers to Questions

Answers are well supported with details from the outside research and supplemented by class material. All the answers are accurate and have detailed responses. Student clearly demonstrates a strong working knowledge of the material.

Some details are missing, there could be more supplementing details, but overall, the questions are clearly and accurately answered. Student demonstrates a good working knowledge of class material.

Answers are missing or not clearly answered. Minimal class information is used or there is minimal referencing. Student demonstrates some working knowledge of class material.

Answers are missing or not answered clearly. Minimal class information is used and there is minimal referencing. Student demonstrates a limited working knowledge of the class material.

No answers are provided. Student demonstrates no working knowledge of the class material.

Organization/ Writing Style

Assignment response is well organized and easy to follow. There is no

Assignment response is well organized but there are a few

Assignment response is not well organized or there are

Assignment response is not well organized and there are many

Assignment response is so difficult to follow, I can not determine

spelling, grammar, or punctuation mistake (no grammatical errors).

grammatical errors.

many grammatical errors

grammatical errors.

what analysis paper is about

Use of Resources Resources are a clear asset in helping the author—great detail, appropriate dates.

Good use of resources, but may not include an empirical sources.

Resources are appropriate for topic, but weak on details

Resources are weak but still appropriate to the topic.

Resources are inappropriate for topic

Professor Comments:

M.Ed. Forum Rubric

APUS GRADUATE FORUM RUBRIC

EXEMPLARY

LEVEL 4

7 points for each criteria

observed

ACCOMPLISHED

LEVEL 3

6- 5 points for each criteria

observed

DEVELOPING

LEVEL 2


observed

BEGINNING

LEVEL 1


observed

SYNTHESIS OF KNOWLEDGE (FOCUS/THESIS)

Learner exhibits a defined and clear understanding of the discussion questions. Response is well constructed to help guide the reader throughout the assignment. Learner builds upon the thesis of the

Establishes a good comprehension of topic and in the building of the thesis. Learner demonstrates an effective presentation of thesis, with most support statements helping to strengthen the key focus of

Learner exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While a thesis helps to guide the development of the assignment, the reader may have

Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident,

assignment with well-documented and exceptional supporting facts, figures, and/or statements. In addition, the learner generates discussion with at least 2 classmates.

assignment. some difficulty in seeing linkages between thoughts. While learner has included a few supporting facts and statements, this has limited the quality of the assignment.

and reader must look deeper to discover the focus of the writer. Learner’s writing is weak in the inclusion of supporting facts or statements. Learner does not engage in class discussion.

FOUNDATION OF KNOWLEDGE

Learner demonstrates proficient command of the subject matter in the discussion. Post shows an impressive level of depth of learner’s ability to relate course content to practical examples and applications. Learner provides comprehensive analysis of details, facts, and concepts in a logical sequence.

Learner exhibits above average usage of subject matter in discussion. Learner provides above average ability to relate course content to examples given. Details and facts presented provide an adequate presentation of learner’s current level of subject matter knowledge.

Learner’s discussion has a general, fundamental understanding of the course material. Whereas, there are areas of some concern in the linkages provided between facts and supporting statements. Learner generally explains concepts, but only meets the minimum requirements in this area.

Learner tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Learner presents concepts in isolation, and does not have a logical sequencing of ideas.

APPLICATION OF KNOWLEDGE (CRITICAL THINKING SKILLS)

Learner demonstrates a higher-level of critical thinking necessary for graduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical

Learner exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Discussion demonstrates the learner’s above average use of relating concepts by using a variety of factors.

Learner takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. However, learner presents a limited perspective on key concepts throughout

Learner demonstrates beginning understanding of key concepts, but overlooks critical details. Learner is unable to apply information in a problem-solving fashion. Learner presents

conclusions which are not immediately obvious. Learner provides well-supported ideas and reflection with a variety of current and/or world views in the assignment. Learner presents a genuine intellectual development of ideas throughout assignment.

assignment. Learner appears to have problems applying information in a problem-solving manner.

confusing statements and facts in assignment. No evidence or little semblance of critical thinking skills.

RESEARCH SKILL

Learner provides sophisticated synthesis of complex body of information in the preparation of assignment. Research provided by learner contributes significantly to the development of the overall thesis. Learner incorporates a variety of research resources and methodology in the preparation of discussion.

Learner achieves an above average synthesis of research, but interpretation is narrow in scope and description within assignment.

Post provides a basic perspective of learner’s research abilities.

Learner fails to provide an adequate synthesis of research collected for assignment. The lack of appropriate references or source materials demonstrates the learner’s need for additional help or training in this area. The discussion post is not of acceptable quality for graduate-level work.

Rubric concept borrowed from APUS Writing Rubric: http://www.apus.edu/Learning-Outcomes-Assessment/Initiatives/Rubrics-Program/Rubrics-Graduate.htm Half credit is earned for initial posts while half credit is earned for responding and communicating with classmates. APUS Assignment Rubric

EXEMPLARY ACCOMPLISHED DEVELOPING BEGINNING

http://www.apus.edu/Learning-Outcomes-Assessment/Initiatives/Rubrics-Program/Rubrics-Graduate.htm


Part 1 of Instructional/ Observational Project

*Based on 50 of the 96 points awarded

LEVEL

4

(50 – 45 points needed to meet

this level)

LEVEL

3


this level)

LEVEL

2


this level)

LEVEL

1


this level)


Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.

Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.

The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.

Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.


Student demonstrates a higher-level of critical thinking necessary for graduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-

Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with 2 or fewer errors.

Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. However, student presents a limited perspective on key concepts throughout assignment. Student appears to have problems applying information in a

Student demonstrates beginning understanding of key concepts, but overlooks critical details. Learner is unable to apply information in a problem-solving fashion. Student presents confusing statements and facts in assignment. No evidence or little semblance

supported ideas and reflection with a variety of current and/or world views in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.

problem-solving manner.

of critical thinking skills.

ORGANIZATION OF IDEAS/FORMAT

Student thoroughly understands and excels in explaining all major points. An original, unique, and/or imaginative approach to overall ideas, concepts, and findings is presented. Overall format of assignment includes an appropriate introduction (or abstract), well- developed paragraphs, and conclusion. Finished assignment demonstrates student’s ability to plan and organize research in a logical sequence.

Student explains the majority of points and concepts in the assignment. Learner demonstrates a good skill level in formatting and organizing material in assignment. Student presents an above average level of preparedness, with few formatting errors.

Learner applies some points and concepts incorrectly. Student uses a variety of formatting styles, with some inconsistencies throughout the paper. Assignment does not have a continuous pattern of logical sequencing.

Assignment reveals formatting errors and a lack of organization. Student presents an incomplete attempt to provide linkages or explanation of key terms.

WRITING SKILL Student demonstrates an excellent command of grammar, as well as presents research in a clear and

Student provides an effective display of good writing and grammar. Assignment reflects student’s ability to select

Assignment reflects basic writing and grammar, but with more than 5 errors. Key terms and concepts are

Topics, concepts, and ideas are not coherently discussed or expressed in assignments. Student’s

concise writing style. Presents a thorough, extensive understanding of word usage. Student excels in the selection and development of a well- planned research assignment. Assignment is error-free and reflects student’s ability to prepare graduate-level writing for possible publication in a peer-reviewed (refereed) journal.

appropriate word usage and presents an above-average presentation of a given topic or issue. Assignment appears to be well written with no more than 3-5 errors. Student provides a good final product that covers the above-minimal requirements.

somewhat vague and not completely explained by student. Student uses a basic vocabulary in assignment. Student’s writing ability is average, but demonstrates a basic understanding of the subject matter.

writing style is weak and needs improvement, along with numerous proofreading errors. Assignment lacks clarity, consistency, and correctness. Student needs to review and revise assignment.

RESEARCH SKILL Student provides sophisticated synthesis of complex body of information in the preparation of assignment. Research provided by student contributes significantly to the development of the overall project. Student incorporates quality references in assignment. Student incorporates a variety of research resources and methodology in the preparation of assignment.

Student achieves an above average synthesis of research, but interpretation is narrow in scope and description within assignment. Assignment contains resources, and presents an average overview of key concepts.

Assignment provides a basic, but borderline perspective of student’s research abilities. Student has incorporated little references, which does not attempt to cover key elements of assignment.

Student fails to provide an adequate synthesis of research collected for assignment. The lack of appropriate references or source materials demonstrates the student’s need for additional help or training in this area. Student needs to review and revise the assignment. The paper is not of acceptable quality for graduate-level work.

USE OF COMPUTER TECHNOLOGY/ APPLICATIONS

Student provides a high-caliber, formatted assignment. Learner exhibits excellent use of computer technology in the development of assignment. Quality and appropriateness of stated references demonstrate the student’s ability to use technology to conduct applicable research. Given assignment includes appropriate word processing, spreadsheet and/or other computer applications as part of the final product.

Assignment presents an above-average use of formatting skills, with less than 3 errors. Students has a good command of computer applications to format information and/or figures in an appropriate format. Student uses at least two types of computer applications to produce a quality assignment.

Student demonstrates a basic knowledge of computer applications. Appearance of final assignment demonstrates the student’s limited ability to format and present data. Resources used in assignment are limited. Student may need to obtain further help in the use of computer applications and Internet research.

Student needs to develop better formatting skills. The student may need to take additional training or obtain help from the Educator Help Desk while preparing an assignment. Research and resources presented in the assignment are limited. Student needs to expand research scope. The number of formatting errors is not acceptable.

Rubric concept borrowed from APUS Writing Rubric: http://www.apus.edu/Learning-Outcomes-Assessment/Initiatives/Rubrics-Program/Rubrics-Graduate.htm APUS Assignment Rubric



EXEMPLARY

LEVEL

4


this level)

ACCOMPLISHED

LEVEL

3


this level)

DEVELOPING

LEVEL

2


this level)

BEGINNING

LEVEL

1


this level)


Student demonstrates proficient command of the subject matter in the

Student exhibits above average usage of subject matter in assignment. Student provides

The assignment reveals that the student has a general, fundamental understanding

Student tries to explain some concepts, but overlooks critical details. Assignment



assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.

above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.

of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.

appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.


Student demonstrates a higher-level of critical thinking necessary for graduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment. Student presents a genuine intellectual development of ideas throughout


Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. However, student presents a limited perspective on key concepts throughout assignment. Student appears to have problems applying information in a problem-solving manner.

Student demonstrates beginning understanding of key concepts, but overlooks critical details. Learner is unable to apply information in a problem-solving fashion. Student presents confusing statements and facts in assignment. No evidence or little semblance of critical thinking skills.

assignment. ORGANIZATION OF IDEAS/FORMAT

Student thoroughly understands and excels in explaining all major points. An original, unique, and/or imaginative approach to overall ideas, concepts, and findings is presented. Overall format of assignment includes an appropriate introduction (or abstract), well- developed paragraphs, and conclusion. Finished assignment demonstrates student’s ability to plan and organize research in a logical sequence.

Student explains the majority of points and concepts in the assignment. Learner demonstrates a good skill level in formatting and organizing material in assignment. Student presents an above average level of preparedness, with few formatting errors.

Learner applies some points and concepts incorrectly. Student uses a variety of formatting styles, with some inconsistencies throughout the paper. Assignment does not have a continuous pattern of logical sequencing.

Assignment reveals formatting errors and a lack of organization. Student presents an incomplete attempt to provide linkages or explanation of key terms.

WRITING SKILL Student demonstrates an excellent command of grammar, as well as presents research in a clear and concise writing style. Presents a thorough, extensive understanding of word usage. Student excels in the selection and development of a well- planned research assignment. Assignment is

Student provides an effective display of good writing and grammar. Assignment reflects student’s ability to select appropriate word usage and presents an above-average presentation of a given topic or issue. Assignment appears to be well written with no more than 3-5 errors. Student provides a good final product that

Assignment reflects basic writing and grammar, but with more than 5 errors. Key terms and concepts are somewhat vague and not completely explained by student. Student uses a basic vocabulary in assignment. Student’s writing ability is average, but demonstrates a basic understanding

Topics, concepts, and ideas are not coherently discussed or expressed in assignments. Student’s writing style is weak and needs improvement, along with numerous proofreading errors. Assignment lacks clarity, consistency, and correctness. Student needs

error-free and reflects student’s ability to prepare graduate-level writing for possible publication in a peer-reviewed (refereed) journal.

covers the above-minimal requirements.

of the subject matter.

to review and revise assignment.

RESEARCH SKILL Student provides sophisticated synthesis of complex body of information in the preparation of assignment. Research provided by student contributes significantly to the development of the overall project. Student incorporates quality references in assignment. Student incorporates a variety of research resources and methodology in the preparation of assignment.

Student achieves an above average synthesis of research, but interpretation is narrow in scope and description within assignment. Assignment contains resources, and presents an average overview of key concepts.

Assignment provides a basic, but borderline perspective of student’s research abilities. Student has incorporated little references, which does not attempt to cover key elements of assignment.

Student fails to provide an adequate synthesis of research collected for assignment. The lack of appropriate references or source materials demonstrates the student’s need for additional help or training in this area. Student needs to review and revise the assignment. The paper is not of acceptable quality for graduate-level work.


Student provides a high-caliber, formatted assignment. Learner exhibits excellent use of computer technology in the development of assignment. Quality and appropriateness

Assignment presents an above-average use of formatting skills, with less than 3 errors. Students has a good command of computer applications to format information and/or figures in an appropriate

Student demonstrates a basic knowledge of computer applications. Appearance of final assignment demonstrates the student’s limited ability to format and present data. Resources used in assignment

Student needs to develop better formatting skills. The student may need to take additional training or obtain help from the Educator Help Desk while preparing an

of stated references demonstrate the student’s ability to use technology to conduct applicable research. Given assignment includes appropriate word processing, spreadsheet and/or other computer applications as part of the final product.

format. Student uses at least two types of computer applications to produce a quality assignment.

are limited. Student may need to obtain further help in the use of computer applications and Internet research.

assignment. Research and resources presented in the assignment are limited. Student needs to expand research scope. The number of formatting errors is not acceptable.

Rubric concept borrowed from APUS Writing Rubric: http://www.apus.edu/Learning-Outcomes-Assessment/Initiatives/Rubrics-Program/Rubrics-Graduate.htm APUS Assignment Rubric



EXEMPLARY

LEVEL

4


this level)

ACCOMPLISHED

LEVEL

3


this level)

DEVELOPING

LEVEL

2

(10-6 points needed to meet

this level)

BEGINNING

LEVEL

1


this level)


Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive

Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.

The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but

Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.



analysis of details, facts, and concepts in a logical sequence.

only meets the minimum requirements in this area.


Student demonstrates a higher-level of critical thinking necessary for graduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.


Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. However, student presents a limited perspective on key concepts throughout assignment. Student appears to have problems applying information in a problem-solving manner.

Student demonstrates beginning understanding of key concepts, but overlooks critical details. Learner is unable to apply information in a problem-solving fashion. Student presents confusing statements and facts in assignment. No evidence or little semblance of critical thinking skills.

ORGANIZATION OF IDEAS/FORMAT

Student thoroughly understands and excels in explaining all major points. An original, unique, and/or imaginative approach to overall ideas, concepts, and findings is

Student explains the majority of points and concepts in the assignment. Learner demonstrates a good skill level in formatting and organizing material in assignment. Student presents

Learner applies some points and concepts incorrectly. Student uses a variety of formatting styles, with some inconsistencies throughout the paper. Assignment

Assignment reveals formatting errors and a lack of organization. Student presents an incomplete attempt to provide linkages or explanation of

presented. Overall format of assignment includes an appropriate introduction (or abstract), well- developed paragraphs, and conclusion. Finished assignment demonstrates student’s ability to plan and organize research in a logical sequence.

an above average level of preparedness, with few formatting errors.

does not have a continuous pattern of logical sequencing.

key terms.

WRITING SKILL Student demonstrates an excellent command of grammar, as well as presents research in a clear and concise writing style. Presents a thorough, extensive understanding of word usage. Student excels in the selection and development of a well- planned research assignment. Assignment is error-free and reflects student’s ability to prepare graduate-level writing for possible publication in a peer-reviewed (refereed) journal.

Student provides an effective display of good writing and grammar. Assignment reflects student’s ability to select appropriate word usage and presents an above-average presentation of a given topic or issue. Assignment appears to be well written with no more than 3-5 errors. Student provides a good final product that covers the above-minimal requirements.

Assignment reflects basic writing and grammar, but with more than 5 errors. Key terms and concepts are somewhat vague and not completely explained by student. Student uses a basic vocabulary in assignment. Student’s writing ability is average, but demonstrates a basic understanding of the subject matter.

Topics, concepts, and ideas are not coherently discussed or expressed in assignments. Student’s writing style is weak and needs improvement, along with numerous proofreading errors. Assignment lacks clarity, consistency, and correctness. Student needs to review and revise assignment.

RESEARCH SKILL Student provides sophisticated

Student achieves an above average synthesis of

Assignment provides a basic, but borderline

Student fails to provide an adequate

synthesis of complex body of information in the preparation of assignment. Research provided by student contributes significantly to the development of the overall project. Student incorporates quality references in assignment. Student incorporates a variety of research resources and methodology in the preparation of assignment.

research, but interpretation is narrow in scope and description within assignment. Assignment contains resources, and presents an average overview of key concepts.

perspective of student’s research abilities. Student has incorporated little references, which does not attempt to cover key elements of assignment.

synthesis of research collected for assignment. The lack of appropriate references or source materials demonstrates the student’s need for additional help or training in this area. Student needs to review and revise the assignment. The paper is not of acceptable quality for graduate-level work.


Student provides a high-caliber, formatted assignment. Learner exhibits excellent use of computer technology in the development of assignment. Quality and appropriateness of stated references demonstrate the student’s ability to use technology to conduct applicable research. Given assignment includes appropriate word processing,

Assignment presents an above-average use of formatting skills, with less than 3 errors. Students has a good command of computer applications to format information and/or figures in an appropriate format. Student uses at least two types of computer applications to produce a quality assignment.

Student demonstrates a basic knowledge of computer applications. Appearance of final assignment demonstrates the student’s limited ability to format and present data. Resources used in assignment are limited. Student may need to obtain further help in the use of computer applications and Internet research.

Student needs to develop better formatting skills. The student may need to take additional training or obtain help from the Educator Help Desk while preparing an assignment. Research and resources presented in the assignment are limited. Student needs to expand research scope. The number of formatting errors is not acceptable.

spreadsheet and/or other computer applications as part of the final product.

Rubric concept borrowed from APUS Writing Rubric: http://www.apus.edu/Learning-Outcomes-Assessment/Initiatives/Rubrics-Program/Rubrics-Graduate.htm

Rubric Text Set HW# 8 Points

Possible Points Earned

Select a theme and create a text set (collection of 10 different books) around a central theme. 10 Write a paragraph that summarizes the content, lists the guided reading level, and indicates the approximate grade level. Your set should include a range of different levels (A-S) that would meet the needs for differentiated guided reading groups.

10

For one of the books identify the literary elements of: character plot setting theme point of view style

10

Total 30

Rubric Final Project (A Genre Study) Points

Possible Points Earned

Collecting 5-10 texts in your genre (includes an annotated bibliography)

o Each text listed should include: • guided reading stages of each text • descriptions of each stage • ages and grade ranges for each stage

20

Identifying key elements of the genre that you want children to notice (includes a 1-2 paper citing evidence from the readings in the course)

20

Developing 3 literature response strategies that will enable children to identify common elements of the genre, respond personally to the texts, or use effective strategies to comprehend (includes 3 sample lesson plans and descriptions of each lesson as it would be presented to students)

30

Developing a series of 3 writing lessons that will lead the children to produce their own genre specific pieces (includes 3 lesson plans and descriptions of each writing lesson)

30

Total 100



student warning: this course syllabus is from a … and to develop the students' appreciation...

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