1

Office Hours: By appointment only Monday and Tuesday

EDUC 326

ELEMENTARY CURRICULUM AND INSTRUCTION: READING

Class Times: MW-9:30-12:15   TTH-9:30-10:45

Location: TEC 2005

Prerequisites for enrollment in EDUC 326

EDUC 304; EDUC 307 or SPED 440; SPED 363: LSED 401; Math 167 & 168; EPSY 315, Full SARTE status; Satisfactory Introductory Level Portfolio.

Required Textbooks:

Fountas, I. C. & Pinnell, G.S. (1996). Guided Reading: Good First Teaching for All Children. Portsmouth, NH: Heinemann. (Purchase)

Tompkins, Gail E. (2014). Literacy for the 21st century A balanced approach. Boston, MA: Pearson (6th ed.) (Rental)

Louisiana Department of Education–  www.louisianabelieves.com
You are required to utilize the Louisiana (English Language Arts / ELA) standards aligned with CCSS for the

grade level you are assigned to teach during field experiences. You will be given your placement by the 3rd week of class.

I.	COURSE DESCRIPTION (EDUC 326) 

This is a six-hour course that includes the development of teaching competencies of mathematics and reading at the 1-5 grade levels. Primary emphasis is focused on developing the teaching skills and competencies of future elementary school teachers with respect to topics found in these curricular areas. A key component of the course is field experience with students in grades 1-5 settings. The needs of special populations as well as the integration of technology into instruction will be incorporated into all areas of the curriculum. Three hours lecture and six hours laboratory.

Conceptual Framework: Statement of the College of Education and Human Development

In order to successfully plan, develop, and implement curricula to meet the needs of diverse learners in today’s world and to prepare candidates for the future, the College of Education and Human Development (COEHD) has identified four critical components of The Effective Educator: Professional Standards (PS), Knowledge of Learner (KL), Strategies and Methods (SM), and Content Knowledge (CK). The Conceptual Framework provides direction for the development of effective professionals. Diversity (D) is an integral part of each component, and Technology (T) is emphasized throughout all programs in the educational unit.

II.  COURSE OBJECTIVES (EDUC 326):

Upon completion of this course, the teacher candidate will be able to:

1.	Demonstrate the roles of elementary teachers and organizational patterns as evidenced by: 

a.	Participating in practicum experiences in schools with different organizational patterns, philosophies, and clienteles. (PS, KL, SM, CK, D, T) 

b.	Working with faculty, support personnel, colleagues, and others involved in the schools. (PS, KL, SM, CK, D) 

2

c.	Participating in class projects, reading professional literature and attending professional meetings to show willingness to become a lifelong learner. (PS, KL, SM, CK, D, T) 

2.	Plan developmentally appropriate instruction/lessons in reading for children of different cultural and linguistic backgrounds, ages, and exceptionalities as evidenced by: 

a.	Developing appropriate objectives, which specify designated learning outcomes. (PS, KL, CK, D) 

b.	Identifying pupil developmental levels and needs through the use of appropriate assessment/evaluation procedures (i.e., observations, inventories, reflective journals, diagnostic teaching). (PS, KL, SM, CK, D, T) 

c.	Selecting, developing, and adapting appropriate non-stereotyped materials (commercial and teacher-made), resources, and technology which match content, objectives, and teaching behaviors as well as meet individual needs of pupils and provide evaluation feedback. (PS, KL, SM, CK, D, T) 

d.	Preparing lesson plans that are based on the interests, needs, and developmental levels of pupils and designed to lead toward specific objectives. (PS, KL, SM, CK, D, T) 

e.	Making curricular and pedagogical decisions based on knowledge of current research and national, state and local guidelines. (PS, KL, SM, CK, D) 

3.	Implement the above skillfully as evidenced by: 

a.	Presenting accurate, appropriate content in a clear, motivational manner. (PS, KL, SM, CK, D, T) 

b.	Using effective verbal, nonverbal, and written communication. (PS, KL, CK, D) 

c.	Using specific strategies, materials, manipulatives, and visual aids that meet the needs of all students. (PS, KL, SM, CK, D, T) 

d.	Using effective questioning techniques at several taxonomic levels to facilitate higher level thinking skills, application, and transfer. (PS, KL, SM, CK, D) 

e.	Critically solving problems and making decisions as needs and issues arise. (PS, KL, SM, CK, D) 

f.	Integrating math and reading with language arts, science, social studies, and other disciplines. (PS, KL, SM, CK, D, T) 

4.	Organize and manage instruction effectively as evidenced by: 

a.	Using various student groupings such as collaborative groups, cooperative learning and peer teaching as appropriate to meet needs, interests, and goals. (PS, KL, SM, D) 

b.	Establishing a risk-free environmentally appropriate atmosphere for the physical, social, emotional, and cognitive development of pupils. (KL, SM, CK, D) 

c.	Using positive classroom management and discipline skills to maintain appropriate student involvement. (KL, SM, CK, D) 

d.	Organizing time, sequence, and other logistics of instruction. (PS, KL, SM, CK, D) 

3

5.	Assess teaching and learning appropriately as evidenced by: 

a.	Selecting a variety of methods of assessment appropriate to the age development, and other characteristics of pupils. (PS, KL, SM, CK, D, T) 

b.	Interpreting and communicating assessment results to pupils, classroom teachers, etc. (PS, KL, SM, CK, D, T) 

c.	Using assessment information to plan further instruction. (PS, KL, SM, CK, D) 

d.	Critically analyzing all aspects of teaching/learning experiences through self and daily lesson reflections in order to adapt materials, instruction, and future assessment methods. (PS, KL, SM, CK, D) 

6.	Observe, respond and interact in an interdisciplinary manner with peers, faculty, support personnel, and others involved in public education as evidenced by successful collaborations with all children and adults involved in practicum experiences. (PS, KL, SM, CK, D) 

7.	Use CCSS as evidenced by: 

a.	Utilizing appropriate CCSS ELA language for instruction, lesson planning, and SLT’s (PS, KL, SM, 
CK, D, T) 

b.	Interpreting CCSS language in ELA (text complexity, close read, etc.) (PS, KL, SM, CK) 

c.	Synthesizing CCSS ELA with a variety of materials from several sources (PS, KL, SM, CK, D, T) 

d.	Recognize shifts in ELA in the CCSS document (PS) 

Specific Reading Objectives:

Upon completion of the course, the teacher candidate will be able to:

1.	Organize, adapt, and enrich instructional plans and materials from a reading program to meet the needs and interests of students. (PS, KL, SM, CK, D, T) 

2.	Compose a unit, which integrates vocabulary strategies, comprehension strategies, study skills, and content areas of the elementary school curriculum. (PS, KL, SM, CK, D, T) 

3.	Demonstrate decoding strategies that involve the use of sight words, phonetic analysis, structural analysis, and contextual analysis. (PS, KL, SM, CK, D, T) 

4.	Model questioning techniques that develop students' ability to monitor their own comprehension at a literal, inferential, interpretative, and critical thinking level. (PS, KL, SM, CK, D) 

5.	Model comprehension and study strategies that help students retrieve, analyze, interpret, organize, evaluate, and synthesize descriptive, narrative, and expository text. (PS, KL, SM, CK, D) 

6.	Develop lessons, which integrate children's literature into basal and content area textbooks. (PS, KL, SM, CK, D, T) 

7.	Use vocabulary techniques and strategies to teach the meaning of unfamiliar vocabulary words and provide experiences to promote vocabulary growth. (PS, KL, SM, CK, D, T) 

8.	Design creative and structured writing activities that enable pupils to integrate oral and written language; to develop point of view, purpose, tone, style, sense of audience, and the conventions of language. (PS, KL, SM, CK, D, T) 

4

9.	Develop special reading activities to meet the multicultural needs (i.e., ethnicity, language differences, physical and intellectual exceptionalities, etc.) of all students. (PS, KL, SM, CK, D, T) 

10.	Based on cognitive and linguistic foundations of literacy development, assess students' abilities, needs and interests to promote growth in reading, writing and oral language, lifelong reading and enjoyment. (PS, KL, SM, CK, D, T) 

11.	Use alternate grouping and behavior management strategies depending upon the needs and/or interest of students and the nature of the reading activity. (PS, KL, SM, CK, D, T) 

III. Course Requirements:
The table below outlines the required assignments and coursework to be completed.

TENTATIVE DISTRIBUTION OF POINTS FOR ASSIGNMENTS	
(REFLECTIONS, LESSON PLANS, CLASS WORK, FIELD WORK, AND OBSERVATIONS)	
										
University Based	Possible Points	Points Earned	Total		
Professionalism/Participation/in-class presentations	100							
Mid-term			100							
Final			100							
Total			300							

Field Based			Possible	Points Earned	Total		
			Points					
Mentor Observation 1			5							
Mentor Observation 2			5							
Joint Lesson Plan 1			10							
Joint Lesson Plan 2			10							
Single Day Lesson Plan			20							
single day teach reflection 1 on	Moodle		5							
Peer observation 1 Moodle			5							
Peer observation 2 Moodle			5							

Block Lesson Plan Day 1 (Joint)			20							
Block Lesson Plan individual			20							
Block Lesson Plan Day 5 (Joint)			20							
Block Peer Obs. 3 Moodle			5							
Block Peer Obs. 4 Moodle			5							

single day teach reflection 2 on	Moodle		5							
mentor journal self-reflections			5							
Block week video DVD and LCET self-									
evaluation			10							
Assessment Plan			10							
Jump Drive of all assignments			5							
Professionalism/partnership			10							
Mentor Teacher Input			20							
										
Total			200							

5

Practicum	Possible	Points		Total		
	Points	Earned				
Instructor Observation	100					

	Possible	Points	Average		
	Points	Earned				
University Based	300					
Field Based	200					
Practicum	100					
Total	600					

Grading Scale:
A	100% - 94% (Superior Performance) 
B	93% - 87%  (Above Average Performance) 

C	80% - 86%  (Average Performance) 

D	70% - 79%  (Below Average Performance) 
F	<70%	(Failing Performance)

Grades are dependent upon the following criteria:
1.	Attendance and active participation 

2.	Requirements/Assignments completed 

3.	Total number of points earned 

*ALL assignments must be complete in order to receive a grade of A or B in the course. Failure to complete even one requirement will result in a grade of C or lower.

IV. Attendance and Assignments:

1.	As in all university courses, you are expected to attend and participate in every class. We will address several topics each day; therefore, missed classes equate with a lot of missed information! Unforeseen emergencies do arise; however, you are expected to obtain any missed information and material on your own. 

2.	Absences, tardiness, and leaving class early will result in a deduction of 3 points from class participation for each incident. 

3.	Tardiness during field-based teaching experiences will result in a 20-point deduction from your reading points. Absences during field-based teaching experiences will result in a 30-point deduction from your reading points. You must make up all time missed in the field at a time that is agreeable with the mentor teacher and myself. You will NOT be able to earn these points back. Extreme emergencies will be dealt with on an individual basis. 

4.	All assignments must be completed prior to the beginning of the class period on the due date. An assignment is considered late if it is not turned in at the beginning of class. 

NO LATE ASSIGNMENTS WILL BE ACCEPTED. 

5.	All assignments must be typed (double-spaced, 12 font). Assignments that require you to respond in template format do not require double spacing. 

**I will ask you to repeat an assignment if I am unable to read it. 

6

6.	All assignments will be evaluated on content and writing mechanics (10%). Please use complete sentences and remember neatness counts. 

•	All assignments must include the following heading in the top left hand corner: Name and Class# 

EDUC 326 

Title of Assignment Date 

**	(One point will be deducted for each assignment turned in without proper heading) 

7.	Jump drive of all assignments: 

•	Each teacher candidate is required to turn in a disk with all course work from the semester. Any graded work returned must be copied and placed on the disk. 

•	A copy of all necessary recording and reflection sheets may be found on Moodle 

V.  FIELD EXPERIENCE:

The University-based and field-based teaching experiences are a crucial element in this class. Full participation and attendance is necessary in order to complete the requirements for the teaching component. No exceptions!

1.	During the site-based teaching experiences you are expected to dress in a professionally appropriate manner. No shorts, gum, or children are allowed. A respectful attitude toward mentor teachers, students, and administrators is required. You are also expected to be punctual (15 minutes prior to class) on days you go into the field. SEE COMPLETE NOTES ON DRESS in Student Handbook. You will be sent home the first time you are not dressed appropriately---resulting in missing points for teaching and participation. Remember this is a professional atmosphere. 

2.	A name tag (SLU I.D. in a plastic badge holder) MUST be worn each time you step on a school campus (class, field experiences, etc.). 
3.	Mentor Teacher Observation Reflection: 
(Due: The day after each observation/reflection).
•	The format for each day is found on Moodle. (Minimum of 1-paragraph typed single space) 

•	(2 @ 5 points for a total of 10 points /focus for observations found on Moodle) 
4.	Peer Observations: 

Due: Friday by 5pm right after you observe your peer. 
•	The format for each day is found on Moodle. 
•	You will be observing your partner/s. 

•	Your observation should reflect the following : 1) Relevance of lesson objectives; 2) Organization and flow of the lesson; 3) Student engagement; 4) Classroom management; 5) Accommodation of individual student needs; 6) Teacher questioning to assess comprehension; 7) Evaluation of student learning; 8) Cooperation with peers and mentor teacher; and 9) Ability to accept instructor feedback. 

•	You MUST include suggestions for improvement and quality feedback. 

•	(4 @ 5 points for a total of 20 points / focus for observations found on Moodle) 
·
5.	Daily Lesson Plans: (Due: Check Tentative Schedule). 

•	You will be provided a lesson plan format, which will include an assessment component to evaluate evidence of student learning. 

•	Emphasis will be placed on writing lesson plans which reflect rigorous integration and implementation of the ELA Common Core Standards program and the Louisiana ELA Common Core State Standards for your grade level. 

•	Each person is responsible for writing his/her own lesson plans for each day of field experience. 

•	During classroom observations, you will be working with your mentor teacher to collaborate on the strategies and skills that will be included in your lesson plans. 

•	All plans submitted must include the integration of technology/technological resources 
•	Templates and rubrics for lesson plans are provided on Moodle. 

7

•	A copy of your lesson plan is due Monday by noon before you teach-with enough time for me to grade it. Otherwise, you will NOT teach--resulting in points lost for lesson plans and non-participation in the field. 

•	YOU MUST GIVE (email and hard copy) THE CLASSROOM TEACHER A COPY OF YOUR LESSON PLAN BY NOON ON THE FRIDAY PRIOR TO YOU TEACHING THE FOLLOWING WEEK. Points on both your mentor teacher and instructor LCET will be deducted if you fail to turn in you lesson plan on time. 

2 joint plans	10 points x 2= 20

1 single day plan	20 points

1 block week plan	20 points

2 joint block plans	20 points x 2= 40

Total of 100 points

*Candidate work samples (e.g., student assignments, projects) may be kept by the instructor as exemplars for program accreditation purposes. All identifying information will be removed when specific work samples are used. Students are advised to keep a back-up copy of all work submitted.

Assessment Plan:
•	As a teaching group, you will create a formal assessment that covers all objectives taught for block week. 
•	The assessment will be given on the last day of block week. 

•	Each individual teacher candidate will analyze and interpret assessment results and submit a report of these findings. 

•	This plan will be uploaded to PASSPORT. Pre and Post testing are required. 

•	Details are provided on Moodle. 

6.	Self-Reflection (Block Week Video and LCET self-evaluation) 

Due: The Friday after you teach that lesson 

•	You will complete 2 self-reflections in which you think back on your own teaching (one per day during your teaching experiences). 

•	The questions may be found on Moodle. 
•	They must demonstrate metacognitive thinking on your part. 
•	You must include suggestions for self-improvement and growth. 

•	You will also reflect and comment in the mentor journal you supply your mentor teacher (sign and date each day before you leave). 

•	In addition to these you will complete an LCET form (found on Moodle) after you have reviewed the jump drive video of your teaching on the day you are recorded. 

•	The completed LCET form of the video recorded the day I observe you teach is due the following day. 

•	10 points. 

7.	Mentor Teacher Input/Reflection (During Field Experiences and Block Teaching) 

•	You will supply your mentor teacher with a composition book in which she will write comments on each day that you teach. 

•	This will be turned into me on the last day of your Block Teaching. 

•	During single day teaching experiences and the week long block, you are to sign and date each journal entry written by your mentor teacher. This is to verify you have read the mentor teachers comments and will implement her suggestions during the next lesson taught by the teacher candidate. 

•	This is a requirement before you leave the school grounds each day. 

•	Your mentor teacher will conduct an LCET evaluation on the same day that your instructor observes you. The total points = 20. 

8

8.	Exams 

•	There will be a mid-term and a final exam 

•	It is imperative that you read the chapters assigned and review notes, power points, etc. in order to be able to participate in class discussions in preparation for the 2 exams. 

•	Each exam is worth 100 points 

9.	Formal Evaluation of Teaching LCET: 

(Week of Block Teaching) Your assessment in this area will reflect the following: 
•	Relevance of lesson objectives, aligned with Mathematics Common Core State Standards 
•	Organization and flow of the lesson; 
•	Student engagement; 
•	Classroom management; 
•	Accommodation of individual student needs; 
•	Teacher questioning to assess comprehension; 
•	Evaluation of student learning 
•	Cooperation with peer and mentor teacher; 

•	Ability to accept instructor feedback. It is in your best interest to learn to take constructive suggestions as a learning opportunity. In order to receive credit for this course in the Teaching and Learning Curriculum, a candidate must receive a score of 80% or better in both the mathematics practicum and the reading practicum AND receive a grade of C or better in each of the following components: Mathematics university component, Mathematics field component, 

Reading university component, and Reading field component,, REGARDLESS of the candidate’s final EDUC 326 grade average. No teacher will ever teach the perfect lesson (this includes myself). (100 points)

10.	Professional Attributes Scale: 

•	Print out and fill out the form on Moodle, reflecting on your professionalism throughout the semester. 

•	Professional Attributes and Characteristics Scale completed by the student @ 10 points due when the disk of our assignments is turned in at the end of semester. 

**DROP DATE:

If you choose to drop this course, you must follow the proper procedures. I will not drop the course for you. The drop date is October 24, 2014, 12:30 pm.

9

PLAGIARISM:

From Provost:
“Students agree by taking this course that all required papers may be subject to

Submission for textual similarity to SAFEASSIGN for the detection of plagiarism. All submitted papers will be included as source documents in the SAFEASSIGN Reference database solely for the purpose of detecting plagiarism of such papers. Use of the SAFEASSIGN service is subject to the Terms of Use posted on the

SAFEASSIGN website.”

The following information is very important and should be read thoroughly as you will be held accountable for the content.

Plagiarism is defined as: “…using another’s work without giving credit.  You must put other’s words

in quotation marks and cite your source(s) and must give citations when using others’ ideas, even if those ideas are paraphrased in your own words…using words, ideas, computer code [or any type of internet information] or any work by someone else without giving proper credit is plagiarism. Any

time you use information from a source, you must cite it.”

Avoiding plagiarism: Mastering the art of scholarship.  Retrieved from

 http://sja.ucdavis.edu/avoid/htm April 11, 2003.
The examples listed below were taken verbatim from the following website:

 http://www.indiana.edu/~wts/wts/plagiarism.html

Examples:

This is the original text from page 1 of Lizzie Borden: A Case Book of Family and Crime in the 1890’s by Joyce Williams et al.:

The rise of industry, the growth of cities, and the expansion of the population were the three great developments of late nineteenth century American history. As new, larger, steam-powered factories became a feature of the American landscape in the East, they transformed farm hands into industrial laborers, and provided jobs for a rising tide of immigrants. With industry came urbanization and the growth of large cities (like Fall River, Massachusetts, where the Bordens lived), which became the centers of production as well as of commerce and trade.

Unacceptable paraphrasing:

The increase of industry, the growth of cities, and the explosion of the population were three large factors of nineteenth century America. As steam-driven companies became more visible in the eastern part of the country, they changed farm hands into factory workers and provided jobs for the large wave of immigrants. With industry came the growth of large cities like Fall River where the Bordens lived which turned into centers of commerce and trade as well as production.

Why is this plagiarism?

1.	The writer only changed a few words around. 

2.	The writer did not cite the source for any of the ideas or facts. 

3.	Additionally, the above paragraph really changes the intended sense of the original paragraph in several places. Acceptable paraphrasing: 

Fall River, where the Borden family lived, was typical of northeastern industrial cities of the nineteenth century. Steam-powered production had shifted labor from agriculture to manufacturing, and as immigrants arrived in the U.S., they found work in these new factories. As a result, populations grew, and large urban areas arose. Fall River was one of these manufacturing and commercial centers (p. 1, Williams).

10

Teacher candidates who plagiarize will be brought before the university.

NEW POLICY: USE OF E-MAIL FOR OFFICIAL CORRESPONDENCE WITH STUDENTS Effective January 1, 2003

Beginning January 1, 2003, e-mail will be considered one of the official forms of communication at the University. A new University policy ensures that all students will have access to a University e-mail account, outlines the student’s responsibilities in having such an account, and establishes expectations for communication between faculty and students for educational purposes and between the University and students for university business purposes. Should read and be familiar with this policy found on line.

Students are expected to check their e-mail accounts on a frequent and consistent basis in order to receive University communications in a timely manner. The University recommends checking e-mail several times per week, preferable once a day. It is the student’s responsibility to report any problems with e-mail accounts or access to e-mail to the Help Desk.

I frequently use e-mail as a source of communication. When sending e-mails please be sure to send from your SLU account before 5:00 PM. I will not respond to messages sent from other accounts. Also, please remember to identify yourself in your e-mail correspondence in order to receive a reply.

____________________________________________________________________________

*If you are a qualified student with a disability seeking accommodations under the Americans with Disabilities Act, you are required to identify yourself to the Office of Student Life, Room 203, Student Union.

____________________________________________________________________________

*If you have any needs or questions during the semester, PLEASE feel free to meet with me. I have high expectations for all of you. Therefore, I am willing to help you in any way possible. I love teaching, and want the best for you. But, I must be made aware of any extra help you may need.

***Free discussion, inquiry, and expression is encouraged in this class. Classroom behavior that interferes with either (a) the instructor’s ability to conduct the class or (b) the ability of candidates to benefit from the instruction is not acceptable. Examples may include routinely entering class late or departing early; use of beepers, cellular telephones, or other electronic devices; repeatedly talking in class without being recognized; talking while others are speaking; or arguing in a way that is perceived as “crossing the civility line.” In the event of a situation where a candidate legitimately needs to carry a beeper/cellular telephone to class, prior notice and approval of the instructor is required. Children should not accompany parents to class.

***PLEASE BE AWARE THAT YOU MUST MAKE A “C” REGARDLESS OF THE STUDENTS

FINAL EDUC 326 GRADE AVERAGE IN ALL SIX SECTIONS (Reading-lecture, field, and practicum; Math-lecture, field, and practicum).

STUDENT TEACHING AND GRADUATION POLICIES

Praxis Requirement--- Fall Semester 2003 and after (page 204 of the 2002-2003 catalog)

Student teachers and interns must successfully pass all required parts of the Praxis prior to student teaching or an internship in the Fall Semester 2003. This includes the test titled Principles of Learning and Teaching for all majors and the Specialty/Content test when required in the major field.

Elementary Content Knowledge Praxis (#0014) Exam

As of 10/02, the content exam requirement for ALL elementary education candidates (both undergraduate and alternate programs) will be #0014 in lieu of #0011 and #0012.

11

A candidate who passed one of the two required tests (#0011 or #0012) can opt to either repeat the failed test or take #0014.

Important Reminders

•	Do not wait until the last test date prior to student teaching to schedule the PLT and Specialty/Content tests. 

•	Attend a workshop presented by the Teacher Development Center prior to taking the PLT. 

•	Remember to code Southeastern (RA 6656) to send your official scores to the College of Education and 

Human Development Dean’s office.  The Dean’s office must have original copies. 

•	Include your social security number on all Praxis registration forms. 

Portfolio Requirement (pages 201 and 204 of the 2002-2003 catalog)

•	Teacher Candidates who completed EDUC 202 in the Fall Semester 2001 or after are required to complete an Introductory Level Portfolio and a Developing Level Portfolio prior to student teaching/internship and receive a satisfactory /exemplary rating. 

•	During the student teaching/internship semester, student teachers/interns must complete a Competency Level Portfolio. The Competency Level Portfolio must receive a satisfactory/exemplary rating for the student teacher to graduate and/or the intern/alternate certification student to receive certification. 

Program Retention
•	Students will be permitted to enroll in any Education and Educational Psychology course only twice. 

•	Students will be permitted to repeat only two Education and Educational Psychology courses. 

Websites:	Journals:

 www.learnzillion.com	The Reading Teacher
 www.louisianabelieves.com	Reading Research Quarterly

 www.readwritethink.org	Journal of Adolescent & Adult Literacy
 www.lessonplandiva.com	Language Arts
 www.ixl.com

FYI:  Writing Tools for students:  Four Square Writing

Professional Affiliations:
International Reading Association (IRA)

Literacy Research Association (LRA0

Council for Exceptional Children (CEC) (more sped oriented)

International Dyslexia Association (IDA)

National Council of Teachers of English (NCTE)

12

References:

Alexander, P.A., & Fox, E. (2004). A historical perspective on reading research and practice. Theoretical models and processes of reading, 5, 33-68.

Alexander, P.A., Schallert, D.L., & Hare, V.C. (1991). Coming to terms: how researchers in learning and literacy talk about knowledge’, Review of Educational Research, 61(3), 315-43.

Allington, R., & Cunningham. (1994). Classrooms that work: They can all read and write. New York, NY: Harper Collins College Publishers.

Altwerger, B., Edelsky, C., & Flores, B.M. (1987). Whole language: What's new? The Reading Teacher, 41(2), 144-154.

Brown, H.D. (2000). Principles of language learning and teaching. (4th ed.). New York, NY: Longman. Calkins, L. (1994). The art of teaching writing. Portsmouth, NH: Heinemann.

Cambourne, B. (1988). The whole story: Natural learning and the acquisition of literacy in the classroom. Toronto, Canada: Scholastic

Cheek, E.H., Flippo, R.F., & Lindsey, J.D. (1989). Reading for success in elementary schools. Orlando, FL: Holt, Rinehart, and Winston, Inc.

Clay, M. (1975/1994). What did I write? Beginning writing behavior. Portsmouth, NH: Heinemann. Clay, M. (1993). An observation survey of early literacy achievement. Portsmouth, NH:

Heinemann Educational Books, Inc.

Common Core State Standards Initiative. (2010). Common core state standards for English Language Arts & literacy in history/social science, science, and technical subjects.  http://www.commoncore.org .

Conley, D. (2011).  Building on the common core.  Educational Leadership, 68(6), 16-20.

Cunningham, J.W. (2001). The national reading panel report.  Reading Research Quarterly, 36(3), 326-335. DeFord, D. (1979). The DeFord Theoretical Orientation to Reading Profile (TORP). Excerpt from doctoral dissertation (TORP), Indiana University, Bloomington. (ERIC Document Reproduction Service No.

ED236661).

DeFord, D. (1985). Validating a construct of theoretical orientation in reading instruction, Reading Research Quarterly, 20(3), 351-68.

DeFord, D., Lyons, C., & Pinnell, G. (Eds.). (1991). Bridges to literacy: Learning from Reading Recovery. Portsmouth, NH: Heinemann.

Drew, V.S. (2012). Open up the ceiling on the common core state standards: preparing students for 21st literacy now. Journal of Adolescent & Adult Literacy, 56(4), 321-330.

Fountas, I. C. & Pinnell, G.S. (1996). Guided Reading: Good First Teaching for All Children. Portsmouth, NH: Heinemann. (Purchase)

Friesen, A., & Butera, G. (2012). “You Introduce All of the Alphabet… But I Do Not Think it Should be the Main Focus”: Exploring Early Educators’ Decisions about Reading Instruction. Early Childhood Education Journal, 40(6), 361-68.

Froese, V. (1990).  Whole language: Practice and theory. Englewood Cliffs, NJ: Prentice Hall.

Goodman, K.S. (1976). Reading: a psycholinguistic game. In H.Singer & R. Rudell (Eds.), Theoretical models and processes of reading (2nd ed.), pp. 497-568. Newark, DE: International Association of Reading.

Goodman, K.S. (1986). What’s whole about whole language. Toronto, Canada: Scholastic. Goodman, K.S. (1989). Whole language is whole. Educational Leadership, 46, 69-70.

Grabe, W. (2004). Research on teaching reading.  Annual Review of Applied Linguistics, 24(1), 44-69.

Grisham, D.L. (2000). Connecting theoretical conceptions of reading practice: A longitudinal study of elementary school teachers. Reading Psychology, 21 (2), 145-70.

Hoffman, J.V. & Kugle, C. (1982). A study of theoretical orientation to reading and its relationship to teacher verbal feedback during reading instruction. Journal of Classroom Interaction, 18, 2-7.

Kendall, J.S. (2011). Understanding common core state standards. Retrieved from: http://eds.b.ebscohost.com.libezp.lib.lsu.edu/eds/ebookviewer/ebook/bmxlYmtfXzM4MTc4NV9fQU41? sid=e7464aba-0a8b-49be-af3c-32998f86e9be@sessionmgr198&vid=9&format=EB&rid=1.

Ketner, C.S., Smith, K.E., & Kaye-Purnell, M. (1997). The relationship between teacher theoretical orientation to reading and endorsement of developmentally appropriate practice. Journal of Educational Research, 70(4), 212-21.

May, F.B. (1990).  Reading as communication:  An interactive approach (3rd ed.). Merrill Publishing Company.

13

McLauglin, M., & Overturk, B.J. (2012). The common core: Insights into the K-5 standards. The Reading Teacher, 66(2), 153-64.

National Assessment of Educational Progress. (2013). A first look: 2013 reading and mathematics. Retrieved from  http://www.nationsreportcard.gov .

National Center for Education Statistics. (2013). Retrieved from  http://www.nces.ed.gov

Partnership for Assessment of Readiness for College and Career. (2012). Advances in the PARCC: ELA/literacy assessment.  www.parcconline.org/sites/parcc/files/PARCC_  Shifts%20and%20Sample%20OverviewELA%20Literacy%20081820120.ppt .

Peery, A.B. (2013). Reading for the future: How the common core will change instruction. New England Reading Association Journal, 48(2), 1-9.

Poulson, L., Avramidis, E., Fox, R. Medwell, J., Wray, D. (2001). The theoretical beliefs of effective teachers of literacy in primary schools: An exploratory study of orientations to reading and writing. Research Papers in Education, 16(3), 271-92.

Pressley, M. (1998). Reading instruction that works: The case for balanced teaching. New York, NY: Guilford Press.
Thinking Maps. (n.d.).  Thinking maps.  Retrieved from  http://www.thinkingmaps.com

Vacca, J.L., Vacca, R.T., Gove, M.K., Burkey, L., Lenhart, L.A., & McKeon, C. (2011). Reading and learning to read (8th ed). Boston, MA: Pearson Education, Inc.

Valencia, S.W., & Wixson, K.K. (2013). Suggestions and cautions for implementing the reading standards. The Reading Teacher, 67(3), 181-85.