JThompson                                         ELED 524 Language Arts Curriculum Grades One - Eight

Page last edited on Thursday, March 26, 2009 - Note: This webpage is a blog - read from the bottom up.

book club case study exam 3 - Welcome to wikiHow

http://www.tea.state.tx.us/student.assessment/

for Tuesday, May 29 Essay 2 - Review your Essay 1 about yourself as a reader. How well did you do, particularly in light of the 4th grade TAKS criterion? Reflect on your success and struggles as a writer. Essay 3 - We participate in numerous electronic communication forms. Recently, we all shared an online synchronous chat. Look at the Online Discussion Rubric .doc and reflect on yourself as a communicator. For Wed - Case Study Closed - bring all the

for May 25 due Monday, May 28 by 10pm. Ideas for Exam 2 Children’s literature selections How to find Categories Applications  Assessment Negotiable or non-negotiable? Importance – So What? Advantages & Disadvantages Subjective versus objective  Phonemic Awareness Key words: phoneme, rime, rhyme Instruction strategies Assessment  - they can read!!! Phonics Key words: alphabetic principle, decoding, irregular Instruction strategies Assessment  Vocabulary  - How do you choose words to emphasize? Comprehension strategies – Instructional level, independent level, frustration level

for May 22 & 23  Discussion & CHAT Room Rubric.doc   Phonemic Awareness .htm   Phonics .htm

May 21 Joyful Noise- Poems for Two Voices .ppt Kingore Quick Writes .ppt     DIBELS Overview & Use (HEC) .ppt http://dibels.uoregon.edu/       Observation .htm Interpreting Observational Data .doc Interpreting Observations .ppt Interpreting Observations (same ppt in webpage) .htm Power Of Observation .pdf

May 17 Participate in the eCollege discussion going on in 4 Reading aloud. Required Discuss 2: What makes a good book good? Due sometime before Monday, May 21. Check out the 2 quizzes on Comprehension in eCollege under 11 Comprehension: chap6quiz and chap7quiz. Resources/ComprehensionActivity.pdf Resources/ComprehensionBooklet.pdf Resources/ComprehensionDefinitions.pdf Resources/ComprehensionQuestions.pdf ComprehensionQuestions 524/Exam I ideas.rtf

May 16 Michael Flaherty (February 2007) "Let them at least have heard of brave knights and heroic courage" Imprimis. Hillsdale College http://www.hillsdale.edu/imprimis/2007/02/ www.amazon.com Listmania Gunning textbook website: http://wps.ablongman.com/ab_gunning_creating_5/0,9351,1455484-,00.html for chapter 9. Check out Internet Links for collections of children's books. www.literaturecircles.com Resources for tutoring: Professional Development Materials from the Vaughan Gross Center for Reading and Language Arts, UTAustin. http://www.texasreading.org/utcrla/materials/ Center professional development guides, videos, CD-ROMs, and booklets cover various topics related to effective, research-based reading instruction. They are listed below. Professional development guides include the following materials for workshop presenters: Presentation slides, which present key points and activities, offered in two formats: overhead transparencies and Adobe PDF presentations Speaker's notes and activities to accompany the presentation slides Informational and notetaking handouts for participants References indicates that the guide has been adapted for special education. ELED 524 Tutoring Project .ppt www.ProjectTransformation.org The literacy component of Project Transformation is an exciting opportunity for volunteers to interact with our children in a one-to-one setting. Reading volunteers listen to each children read for 30 minutes. After reading, the pair engages in discussion and comprehension activities about the story. The reading component takes place at each summer program site location, Monday-Thursday from 9:30-12:00. http://www.projecttransformation.org/page/reading_instructions.cfm

May 15 Observation

May 13 Five Big Ideas: http://faculty.tamu-commerce.edu/jthompson/Resources/ReadingWarsAreOver.htm

May 1. 1. Your first assignment is to read chapter 8 in the Gunning (2005) textbook, and write reflectively (about one typewritten page) about your approach to reading technical texts. Read the intro questions on page 361 for framework. What questions could you ask your peers that could help you improve your writing? e.g., Did you understand? Can you relate? Do you have another point of view? Who is my target audience? How close did this paper hit the mark? Does it flow? So what? Is it interesting?  2. Identify a Case Study for the purpose of advancing that student in some area of his or her reading development during this semester. What constitutes a good case study? Challenge. Proximity. Objective, room for growth and development, Data – thick, rich descriptions of important events, milestones, activities, Documentation – let us get a good view of the child and her growth through your intervention.   During the first week of class, bring documentation introducing the Case Study Participant (I suggest a three-panel poster board, like a Science Fair poster). Identify the child by using a pseudonym, and list demographics (e.g., age, ethnicity, native language, home life, gender, siblings, extended family, interests & hobbies). Tell why you chose this participant for your case study (challenge, interest, proximity). Finally, describe the data (what’s your plan for establishing a baseline). 3. What are you reading these days? Increasing our familiarity with good literature improves our teaching. Bring a favorite book (any level) to class.  Literature Circle Ideas: author study, novel, thematic units, Dr Seuss/Theodore Geisel, digital books, books on tape, reading whole books online, historical, series (Junie B Jones, Babysitters Club, Harry Potter), Ron Clark "The Essential 55."  Poetry Ideas - read, reread Ashley Bryan.  4. Get familiar with eCollege http://online.tamuc.org/. We will use it in a number of ways. You cannot access our course yet, but the introductory tutorials are worthwhile. Go to My Courses and scroll down to Student Orientation Tutorial. Note: Email correspondence for ALL courses delivered through eCollege will be automatically directed through your Leo Email account.

Required Texts (all of these are On Reserve in the MPLX Library): Gunning, Thomas G. (2005) Creating Literacy Instruction for All Students (5th ed). Pearson Education ISBN 0205410367 Publisher’s websites: www.ablongman.com/gunning  or - for a more direct route: http://wps.ablongman.com/ab_gunning_creating_5 Fillmore & Snow. (2000). What teachers need to know about language. Washington, D.C.: Center for Applied Linguistics. http://faculty.tamu-commerce.edu/jthompson/Resources/FillmoreSnow2000.pdf NAEYC & IRA. (1998) Learning to read and write: Developmentally appropriate practices for young children. http://naeyc.org/about/positions/PSREAD0.asp http://naeyc.org/about/positions/pdf/PSREAD98.PDF IRA (1999) Adolescent Literacy: A Position Statement. http://reading.org/downloads/positions/ps1036_adolescent.pdf      http://faculty.tamu-commerce.edu/jthompson/524/IRAadolescent.pdf Additional Resources: Teacher Reading Academies http://texasreading.org/utcrla/ http://www.readingacademies.org/