Chadron State CollegeTEACHING PRIMARY READING & WRITING

EDUC 423 01MWF 9:00 am – 11:50 amTR 9:00 am – 10:50 am

SPRING 2012

Professor: Ann Petersen, Ph.D. Office: Old Admin 126 Office Phone: (308) 432-6337 E-Mail: apetersen@csc.edu Office Hours: M-10:00-Noon, W- 10:00-Noon,

& 1:00-2:00 (Virtual Office) SKYPE—ann.petersen5

Credit Hour: 2

DescriptionCurrent methods, materials, and research findings related to the teaching of reading at the primary level. Different approaches to word analysis, and to reading comprehension, laboratory projects and demonstrations in instructional techniques, and reading principles and strategies of primary reading programs, and instructional and organizational procedures. Taken as part of the Professional Year. (Chadron State College Bulletin: Catalog Issue 2011-2013, p.154-155).

Prerequisites:Admission to Professional Semester Program

Purpose:Since you have not previously had classes dealing specifically with the teaching of reading, the purpose of this class is to prepare you to teach PRIMARYreading during your intern teaching experience. This is an entry-level course aimed at addressing basic reading principles, organizational and instructional techniques, and help you develop the basic skills necessary to teach reading in the elementary classroom. We will explore a balanced approach to teaching reading and its association with writing. This includes principles of phonetic instruction as well as language-based approaches. Because you will be teaching students at different levels with many different needs, you will find that EDUC 423 materials flow into EDUC 424 (taught by Ms Peters)—it is difficult to separate them into two different classes.

Rationale:I have only (approximately) 35 total hours with you this semester for instructional purposes. Therefore, you will be responsible for reading of the materials as assigned and doing the assigned online activities. I, personally, learn from experiencing activities and will give you an opportunity to experience practical activities (teacher-tested and student-approved) activities that relate to material presented in the chapter relating to the basic theory base. Your journals will be expected to exhibit the rationale for doing an activity, procedure, anticipated outcomes, and standard(s) the activity addresses.

Remember, this class constitutes 2 credit hours, but due to time constraints I can only present you with the basics. I hope, in your professional lives, you will seek out many learning opportunities to advance and enhance the basic skills you will learn here.

1. Required Texts/Materials available through the EaglePride Bookstore (308) 432- 5445REUTZEL, & COOTER, Teaching Children To Read

Auman, M., (2002). Step-Up-To-Writing HandiPages—

Recommended Material:Manuscript/Cursive Computer Fontware Package

Current texts, periodicals, research reports and materials prepared by instructor will be utilized

Other Materials: A LARGE three-ring binder for handouts and accumulated materials A red (pink), green, and yellow highlighters Colored markers Package of multi-colored small sticky notes—HINT: PURCHASE A LARGE

PACKAGE AND BUY FROM ONE ANOTHER Scissors Scotch Tape A DVD recording disk –I suggest you buy a large pack and split them up An audio recording tape or digital recorder— RELIABLE Internet access, your MyCSC e-mail address (refer to the brochure

provided by Computer Services for log-on information, assigned passwords, etc.), and your pin number for the SAKAI (R-SMART) Server where you will be placing materials for lab access from time to time. PLEASE UPDATE YOUR SAKAI PROFILE WITH THE REQUIRED INFORMATION FOR CONTACT PURPOSES FOR ME AND YOUR COLLEAGUES

COURSE REQUIREMENTSAll work submitted online should be saved in your computer as initial-surname-assignmenttitle.doc (note we will save as .doc in 2003 OR 2007 format) so all can open them. EXAMPLE: a-petersen-prof-journal-article1.doc EXCEPTIONS WILL BE DOCKED 2 POINTS PER DOCUMENT!SUPDATED DESCRIPTION OF PROJECTS:1. PROFESSIONAL SPELLING TEST—(50 Points) You will take a pre-test of words

concerned with education. Study strategies will be discussed and a post-test will be given. (Professionalism, assessment, methodology)

2. CALENDAR BULLETIN BOARD—(77 Points—7 POINTS EACH COMPONENT) THAT TIES TO PRIMARY/INTERMEDIATE LITERACY You will construct a calendar bulletin board appropriate for either a primary or intermediate level classroom. It will contain these basics MANY OF WHICH ARE ALREADY IN RESOURCES:

a) _____ A blank calendar with shapes or seasonal cut-outs. HINT: Go to a teacher bookstore and purchase a basic kit and seasonal cut-outs. ($10-$15 MAXIMUM—WHAT YOU CHOOSE TO SPEND BEYOND THE DESIGNATED AMOUNT IS YOUR CHOICE ) CRIKUT OR DI-CUTS WORK! Number the cut outs 1-31. Work together—break up sets and create patterns—that way it isn’t so expensive or time consuming!

b) _____Months of the year (PREFERABLY laminated—FOUND IN RESOURCES)

c) _____Days of the week—(PREFERABLY laminated—FOUND INRESOURCES)

d) _____Daily Weather chart with year recording chart—August through May—(PREFERABLY laminated—FOUND IN RESOURCES)

e) _____Ones/Tens/Hundreds (Thousands/Millions as appropriate) counters/receptacles—suggest straws or coffee stirrers.

f) _____Money facsimiles--coinsg) _____Today is…sentence starter—( PREFERABLY laminated—FOUND IN

RESOURCES) OR “Yesterday was/today is/tomorrow will be” pockets and day of the week/numbercards to go with it.

h) _____Number/word posters—English and appropriate second language—(PREFERABLY laminated—FOUND IN RESOURCES)

i) _____ Word-problem-of-the-day poster with “show-your-work” space (PREFERABLY Laminated and WQFOUND IN RESOURCES)

j) _____Special days notes (FOUND IN RESOURCES)

/77 TOTAL POINTSKEEP THIS CHEAP AND RESOURCEFUL! DO NOT SPEND AN EXORBITANT AMOUNT OF MONEY! YOU MAY RECYCLE FROM PARENTS, COLLEAGUES, ETC. AS LONG AS IT STILL LOOKS GOOD! (WOULD YOU BE PROUD TO PUT IT UP IN YOUR CLASSROOM IS YOUR CRITERIA)YOU WILL SET A DATE WHEN I WILL BE WITH YOUR GROUP TO CHECK THESE IN. PLAN TO COME EARLY THAT EVENING OR STAY LATE—PLAN AHEAD WITH CHILD CARE ARRANGEMENTS. (Professionalism, methodology, critical thinking, communication,diversity/human relations)

3. PROFESSIONAL JOURNAL ARTICLES SUMMARIES (3 @ 15 Points Each—45 Total)—Because, as a professional, you will be expected to read professional journals in order to remain abreast of the newest things in education, you will:

Access, an article concerning the topic from a professional journal,o read the article, and o compose a 1-2 page double spaced, written summary of the article.

Include:o a reference citation in APA format (worth 3 points) and o a paragraph addressing how you see this affecting your work with your

students in the classroom. Topics are:

o #1. Phonics o #2. Common Core Standards (preferably Language Arts), o #3. Diversity in the classroom

You will find a time BEFORE CLASS, meet with your small group and share your written article review.

o Within that group, appoint a secretary who will make notes of the 3 most important ideas discussed in each article.

o During class discussion, your group representative will report those important ideas. KEEP IT SHORT AND SWEET—2 MINUTES TOTAL

YOU REVIEW IS DUE TO BE POSTED IN ASSIGNMENTS THE DAY IT IS SHARED IN CLASS. (HINT!!! Do these your first few days of school and post them before time becomes an issue!) (Professionalism, critical thinking, communication, human relations, informal assessment)

4. PROFESSIONAL REFLECTION JOURNAL—(Points vary with number of entries)—HAVE IT WITH YOU EACH TIME WE MEETProfessionals are expected to reflect on their practice. You will keep a professional reflection journal. In it you will record:

1 activities done in class (INSTANT LESSON PLANS) Your journals will be expected to exhibit the:

a) rationale/objective for doing an activity, b) procedure, c) evaluation, d) any special accommodations—think SPED as well as multiple intelligences, and e) standard(s) the activity addresses.f) extensions for classroom utilization as you teach across the curriculum OR

2 a timed writing reflecting on the procedure and how the activity could be used in your classroom

(Professionalism, communication, reflection, methodology, assessment)5. Writing and Illustrating Books—(100 Points) You will author and illustrate a book

appropriate to share in the classroom where they will be student teaching. We will work through the basics together. See criteria sheet. (Communication, professionalism, methodology, diversity—challenging your advanced learners)

6. Book Share—(10 Points) You will share your book with the class by reading it aloud to the Group. (Assessment, methodology, communications)

7. RUBISTAR RUBRIC—(15 Points) You will help create a rubric for assessing handwriting using RubiStar (Done in class). You will check a classmate’s work using the rubric your class has created. (Professionalism, assessment)

8. HANDWRITING—(30 Points)You will work in collaborative groups to prepare a packet containing alphabet practice sheets in each of the following:

a) Zaner-Blosser manuscript (block style) (size 72—Arrows& Rules)b) D’Neilian manuscript (size 72—Arrows& Rules)c) Zaner-Blosser cursive (size 49—Arrows& Rules)

d) D’Neilian cursive (size 49—Arrows& Rules)e) Check over your practice sheets for errors before posting in RESOURCESf) You will PRINT and compete a practice writing sheet for five letters of your choice

in each style—5 of D’Neilian manuscript, 5 of D’Neilian cursive, 5 of Zaner Bloser manuscript, and 5 of Zaner Bloser cursive. (HINT!!! Choose those which are your bugaboos) for assessment. These do not have to be the same letter for all styles…as I said, choose the ones you need to practice—total of 20 sheets to hand in for assessment.

g) DOWNLOAD onto a flash/thumb drive for future use. I suggest also printing a hard copy as you will not have access to this class’s material after the semester ends.

The rationale for this is to provide you with a set of materials to use during internship or later in your classroom if handwriting materials are not available or provided plus the practice to increase your confidence!.(Professionalism, human relations, communication, methodology, assessment)

9. HANDWRITING ASSESSMENT—(30 Points) This test will be based on the rubric you helped create in class. You will demonstrate your ability to model correct handwriting technique as will be required for use in your classroom during your inservice teaching experience. (Assessment)

10. PHONICS LESSON—(45 Points) Working with a partner or a team, you will teach a phonics lesson to a small group of your classmates. [RATIONALE: You will be able to talk about the different phonics programs in an interview—either having taught the lesson or having seen the format taught.]

Choose a phonics PROGRAM (Sonday, Saxon, Wilson, Schaffer, Words Their Way, Spalding, etc.)

Work with a team to prepare a CSC lesson plan—o You may use the objective for your lesson stated in your materialso Note the target grade levelo Be sure to put all steps in your body—BULLETEDo Identify who will teach each step and stick to it.

o Be sure your assessment mirrors your objective—what will they be able to do to prove they have mastered your assignment

Plan ahead to determine a time when ALL can be there—I suggest coming early for class. One half hour will do for most lessons—SAXON may require more time

Teach the lesson to your colleagueso Follow your plano Set the stage—tell your group what age they are portraying

RECORD--Create a video and burn it to a DVD –you may download all into one file and burn them on one DVD

Submit your DVD and lesson plan by due date. Write a journal entry for each group’s lesson.

(Methodology)11. STORYTELLING—(10 Points)

You will TELL (NOT READ) an ethnic legend based on a book Create small props to catch and hold your students’ attention. Practice, practice, practice Find a small group of students and Tell your legend. RECORD--Create a video and burn it to a DVD.

(Human relations, critical thinking, methodology)12. CREATE LESSON PLANS—(10 points each) Scripted Direct Instruction, Guided

Reading, Ashlock Templates, & Literature Circle (Professionalism, Methodology/technology

13. FINAL GROUP PRESENTATION—(100 Points) You and your group will develop and teach a final lesson. Criteria will be forthcoming. Keep it lively and your audience involved. Be prepared to explain why you are doing specific pieces. (Professionalism, methodology, assessment)

14. VIDEOS & AUDIO FILES--you will have videos and audio files assigned to view for specific dates before you come to class for class discussions. These are currently unavailable as motionbox where our videos were stored became defunct on august 1st with little warning. You will be notified when a new repository site is attained and your videos are ready to view. These will be down loadable and will constitute your “friday night class” time. (Professionalism)

15. GROUP CHAPTER PRESENTATION (40 Points) You will work with your group to create and share a MULTIMEDIA presentation including the highlights of your group’s chapter. Keep the work equitably divided as well as the presentation. You will have 15 minutes maximum. (Methodology/technology, Professionalism, Assessment)

THERE WILL BE OTHER ACTIVITIES THAT WILL ACCRUE POINTS THAT ARE NOT LISTED HERE

CSC Teacher Candidate Learning OutcomesThe six expected student learning outcomes are as follows:

Promote activities that elicit critical thought, beyond recall and comprehension (Thinking Skills)

Develop plans to help you create and maintain a physically inclusive and emotionally safe classroom environment conducive to effective learning that encourages student concerns, embraces elements of diversity, and exhibits an understanding of child growth and development. (Human Relations)

Design and assess learning activities (with sequential goals and objectives), utilizing assessment measures to make instructional and/or curricular decisions. (Assessment)

Demonstrate and promote effective communication skills (with students and adults), while respecting diversity and engaging students in the learning enterprise through motivation and constructive learning applications. (Communications)

Plan and deliver teaching-learning activities that are consistent with identified learning objectives and ability level of students while using a variety of instructional

methodologies/strategies to prescribe for individual differences. (Methodology-Technology)

Demonstrate conduct befitting a professional educator to include the following dispositions: regular self-reflection, positive ethical behavior, respectful and attentive attitude, effective classroom management skills, appropriate knowledge of subject matter, and professional leadership. (Professionalism)

Teacher Candidate Learning OutcomesAs a result of this course, you will: Demonstrate understandings about the nature of the initial reading processes,

reading/writing principles and related reading/writing research. (Professionalism, methodology, thinking skills)

Demonstrate understanding of the prerequisites for beginning reading/writing instruction. (Professionalism, thinking skills)

Demonstrate and experience various primary and intermediate reading/writing/phonics methods, materials, and assessment tools. (Professionalism, methodology, thinking skills)

Demonstrate an initial understanding of word analysis and comprehension fundamentals. (Methodology, thinking skills, assessment)

Demonstrate a familiarity with National Common Core Standards, Nebraska Language Arts Standards and the ability to plan lessons, activities, and assessment with reference to state standards. Standards for Nebraska, Wyoming, South Dakota and Colorado are available in RESOURCES. http://trackstar.4teachers.org/trackstar/mts/showAccount.do (Professionalism, assessment)

Demonstrate the importance of the affective domain as it relates to reading/writing instruction and planning as you practice planning. (Professionalism, methodology, human relations/diversity)

Demonstrate a fundamental understanding of intermediate, developmental, and content reading including advanced word attack skills, levels of comprehension, study skills, and recreational reading. (Professionalism, methodology, thinking skills, communication, human relations/diversity, assessment)

Experience and use instructional strategies that can be used to integrate reading and writing with other core curriculum learning, and enhance reading comprehension. (Professionalism, methodology, thinking skills, communication)

RULE 24 STANDARD A-- Demonstrate knowledge and understanding of and be able to teach the concepts, skills, and processes of reading and writing, mathematics, science, and social studies as defined in the Nebraska Content Standards through grade eight.

RULE 24 STANDARD D-- Demonstrate methodological skills and strategies for teaching and integrating:1. Reading, Writing, and other Language Arts; including

a. Phonemic awareness,b. Phonics,c. Vocabularyd. Comprehension, e. Fluency,f. Development of writing skills,g. Reading for enjoyment and understanding,h. Integration of reading and writing across the curriculum, andi. Speaking and listening;

Continue development as Visionary Leaders Awareness of the importance of CRITICAL THINKING for today’s teacher. Learn

through reading, discussing, simulations, viewing videos, etc. how to become more

skilled in CRITICAL THINKING and how to help students develop as critical thinkers Your journal will demonstrate your ability to use your CRITICAL THINKING abilities.

Prepare for working with a diversity of students and selecting appropriate materials, particularly as they pertain to reading and HUMAN RELATIONS AND DIVERSITY.

Study and practice, using observational techniques and a variety of tools, for ASSESSING and evaluating reading ability, attitudes, and skills.

Realize the important role of COMMUNICATIONS play in the success of teaching. Practice and receive feedback on communication skills in working with peers, administrators, students, and parents.

Realize that “what you do speaks more loudly than what you say.” Identify the role model you want to be and prepare to serve ethically in a LEADERSHIP role to attain that goal.

Study, practice, and assess various METHODS of teaching and reading at primary and intermediate levels.

Become clearly aware that teaching reading today requires more than being a “technician” (i.e. following a manual). It requires a thorough understanding of the reading-writing processes, developmental stages, and utilizing classroom data in on-going decision-making to drive instruction (PROFESSIONALISM).

Methods of Instruction Reading-- You will be expected to complete all assigned readings and be prepared to

participate in class and small group discussions. Discussion both in class and small groups, Informal lectures, Group and individual projects, Role playing, Audio-visual presentations, Simulations, Journal reflections Mini-lessons Self assessment Late work:Points will be deducted from the total points garnered in an assignment as is appropriate for late work. (HINT: Have assignments prepared on time and posted when they are due.)

References:Your text has an excellent list of professional references and children’s books/materials cited at the end of the chapter. Each chapter also has additional readings listed, which are keyed to pertinent research for the major concepts highlighted in the chapter. In addition the instructor has current library reading resources which are available for checkout by students.

TENTATIVE SCHEDULE (Not Written in Stone!!!)

WEEK 1 Introduce syllabiBegin Journals Introduce Nebraska & Common Core StandardsPretest: SpellingAutobiopoem—from Nebraska Writer’s ProjectChapter 1Professional Journal #1 due—Common Core Standards

WEEK 2 VIDEO: “The Brain and Reading”--ShaywitzRubrics for Assessing Writing—NDE/ESU 13 Mother Goose & history Chapter 1 group presentation Set due date for Team Handwriting PacketsHandwriting assessment information Handwriting worksheet explanation-fonts demo Create Handwriting Rubric

WEEK 3 LEA—Language Experience ApproachPost Spelling Test (Final—50 pts.)Emergent Literacy PhilosophiesOnset & rimeAlphabet SoupKidWritingVIDEO: “Emergent Reading” Word Attack PacketChapter 2 group presentation Professional Journal Article #2

WEEK 4 Word Attack PacketReading RecoveryVIDEO: “The Brain and Learning”—Sousa Chapter 3 group presentation Phonics programs in useProfessional Journal Article #3

WEEK 5 More Phonics programs in useProfessional Journal Article #4 dueChapter 4 group presentation VIDEO: --“Teaching Word Identification"Vocabulary Test (10 pts.)

WEEK 6 Teach Phonics Lessons & Record—Burn a DVD—send to meChapter 5 group presentation Step-Up-To-Writing and Write ToolsVIDEO: “The Reading/Writing Connection”Professional Journal Article #5

WEEK 7 Chapter 6 group presentation Experience and Text

SchemaHandwriting practice sheets completed and dueHandwriting assessmentProfessional Journal Article #6

WEEK 8 Chapter 7 group presentationBasal Series Readers--Literature Based Approach—look atAshlock Templates—Julie Downing?

#2—Hand in JournalsAttend Teacher Intern Debriefing

WEEK 9 MIDTERM BREAK Chapter 8 group presentationEthnic Folktale StorytellingMath Calendar Creation Party

WEEK 10 Chapter 9 group presentation Project Success Enrichment??Professional Journal article #3 dueWord Attack Quiz

Grading Procedures:Grade Scale

A 100 – 94B 93 – 86C 85 – 75

PrimaryReflection Journal # Points VariesProfessionalism—Spelling 50

Professional Journal Articles 6 @ 15 each 90Handwriting--Making worksheets and practice 30RubiStar rubric to check handwriting 15Handwriting Test—manuscript and cursive 30Teaching a Phonics lesson 45Storytelling 10CALENDAR BULLETIN BOARD 77CREATE LESSON PLANS (4 FORMAT SETS @ 10 pts each) 40Group chapter presentation 40 Primary Final Project 100 points

TOTAL 527 points

Student Behavior:ACADEMIC HONESTY:“Students and teacher candidates are expected to conduct themselves in conformity with the highest of standards with regard to academic honesty. Violation of college, state, or federal standards with regard to plagiarism, cheating, or falsification of official records will not be tolerated. Students and teacher candidates violating such standards will be subject to discipline, as per campus policies articulated in the Student Handbook. Please request a copy of the Student Handbook from the Dean of Students (Crites, Rm. 336, 432-6231).

Attendance Policy—The College assumes that teacher-candidates will seek to profit from the instructional program and will recognize the importance of attending every class meeting of courses for which credit is expected. Responsibility for notifying faculty of absences and for arranging potential make-up rests with the teacher-candidate. You are about to be a professional. Consider what school systems consider emergencies to be and act accordingly. If you must be absent, please let me know ahead and have a “buddy” pick up any handouts and/or materials. See Professional Semester Handbook.

Civility—Civil behavior enhances the academic setting, and is expected at all times. The academic environment welcomes a difference of opinion, discourse, and debate within a civil environment.

Turn off cellular phones before entering class. Calls and texting during class time are not permitted in class. They create a learning disturbance to others. Thank you. Your consideration of your classmates is appreciated!

Nondiscrimination Policy/Equal Educational and Employment Opportunity Policy:“Chadron State College is committed to an affirmative action program to encourage admission of minority and female students and to provide procedures that will assure equal treatment of all students. The College is committed to creating an environment for all students that is consistent with nondiscriminatory policy. To that end it is the policy of Chadron State College to administer its academic employment programs and related supporting services in a manner which does not discriminate on the basis of gender, race, color, national origin, age, religion, disability, or marital status.” (Bulletin: Catalog Issue, 2011-2013, p. 14). Student requests for reasonable accommodation based upon documented disabilities should be presented the first two weeks of the semester, or within two weeks of the diagnosis to the Disabilities Counselor (308-432-6461; Crites 108)

DiversityChadron State College aspires to create a safe and diversity sensitive learning environment that respects the rights, dignity, and welfare of students, faculty, and staff. Diversity includes the fair representation of all groups of individuals, the inclusion of minority perspectives and voices, and appreciation of different cultural and socioeconomic group practices. We aspire to foster and maintain an atmosphere that is free from discrimination, harassment, exploitation, or intimidation. Courses will strive to provide opportunity for all students to discuss issues of diversity including, but not limited to ethnicity, gender, disability, and sexual orientation.

Cultural Diversity Statement:Reading methods will be discussed in light of the needs of English as a Second Language (ESL) or English Language Learners (ELL) students’ characteristics in order to help you as pre-service teachers address student needs in your future classrooms. Multicultural literature will be included as appropriate. Students have diverse learning needs that will be focused upon.

Personal Learning Needs:Since each person learns differently, if you have specific learning needs, it is your responsibility to alert the instructor of your specific needs so they may be considered in providing for your learning within the group setting.

Intellectual Real Estate/Copyright Notice:Reproduction of copyrighted material is governed by Copyright Law of the United States (Title 17, United States Code). Under conditions of this law, students may copy materials for research or scholarship purposes as long as the copyright holder is cited. In teaching situations, parts of copyrighted material may be used under the ‘fair use’ guidelines, but only once, and the copyright holder must be cited. Unauthorized use may be liable for copyright infringement.

Use of Technology:Students are encouraged to use the technical resources provided in Chadron State College facilities to support, enhance, and expand their learning activities. Chadron State College recognizes that learning is a unique human endeavor best achieved through the interactions of instructors and students. Technology is best used when it supports and enhances teacher – student interactions.

Disclaimer:Information contained in this syllabus was, to the best knowledge of the instructor, considered correct and complete when distributed for use at the beginning of the semester. However, this syllabus should not be

considered a contract between Chadron State College and the student. The instructor reserves the right, acting within the policies and procedures of CSC to make changes in course content, timelines, or instructional technique without notice or obligation.

Assessment of your outcomes will be measured by a) your competency of knowledge, skill and disposition; and b) your graded assignments that reflect your ability to develop assignments which show accountability to those competencies listed below.

Knowledge: The teacher candidate has knowledge of a variety of educational strategies including the historical development of educational theories, best practices, current educational issues, and human development as these topics affect development of student learning and outcomes.

Skill: The teacher candidate demonstrates the use of a variety of teaching methods and theories which promote the development of effective teaching practices increasing student learning.

Disposition: The teacher candidate demonstrates fairness and the assumption that all students can learn through active willingness to model and use skills and knowledge to promote learning. The teacher candidate will demonstrate appropriate conduct, decision making, and attitude toward the profession of education following policies and procedures developed by administrations of Chadron State College and school districts in which they will be visiting and/or teaching.

Professional behavior expectations:1. Demonstrate respect for professor and peers.2. Make choices which demonstrate a commitment to teaching.3. Accept responsibility for self and choices made.4. Do not plagiarize from any source, including lesson plans, quotations and on any other assignment.5. Complete assignments in the expected manner as described on course syllabus.6. Assume responsibility for content of syllabus and submit work in a timely manner.7. Appear to be engaged throughout each class session. This includes participating in class activities and discussions, as well as answering questions when asked.8. Attend class regularly, arrive at class on time, and stay for the complete class session.9. Turn cell phone off prior to class, put it away. Text messaging is not appropriate during class time.10. Be reflective and continually evaluate the effects of your choices and actions on others (students, peers, professors).

IF YOU HAVE QUESTIONS, ASK! I CAN’T HELP IF I DON’T KNOW THERE IS A PROBLEM!

APA GENERALIZATIONS--PLEASE NOTE:

JOURNAL ARTICLE TITLES—The only capitals are the First word, the first word AFTER a COLON or DASH, and any proper nouns that are normally capitalized like United States, etc.

BOOK AND JOURNAL TITLES are italicized

UNDERLINING IS NOT USED WITH 6TH EDITION APA.

AUTHOR NAMES—SURNAME (LAST), INITIAL(S)—[given names(s) not used]

ONLINE ARTICLES/DOCUMENTS—IF A DOI (DOCUMENT ORIGIN IDENTIFIER) NUMBER IS AVAILABLE, USE IT IN PLACE OF THE URL—IF IT IS NOT FOUND ON

THE DOCUMENT, USE THE URL. (BECAUSE THE WEB IS AN EVER-CHANGING PLACE)

In Text Citation Examples

When citing a specific author in your text, it should look like this:Example:(Wiggins, 1992)

Explanation:(Wiggins author’s surname, , 1992 publication date)

If you are referring to a specific page with a quote, it should look like this: (Wiggins, 1992, p. 53)

 

In Reference Section

Examples of Sixth Edition APA Format

Generalized rules: Please note the “hanging indent” format. You can achieve this by typing in the

information and hitting “enter,” then end, enter, (you may need to indent the first time you hit enter—some machines are testy about this). It will look like this entry

Please note punctuation marks in examples Use New Times Roman font, size 12, double space If you have other sources not noted here, please refer to the 2010 Sixth Edition APA

format handbook. Leave one space following periods in text unless it ends a sentence, then follow with two

spaces. This is different than the Fifth edition. (We’re back to doing it the way you learned in Keyboarding class when you were learning to type!)

Retrieval Information:   Electronic Sources—No author

Example:

Children living in abusive homes. (2000, October 12).  Retrieved from

http://www.apa.org/journals/webref.html

Explanation:

Children living in abusive homes article title—note caps or lack of . (2000,October 12 specific

publication date only for online journals or newspapers).  Retrieved from

http://www.apa.org/journals/webref.html note there is no period to close the citation when

it ends with a URL

Book

Example:MacGregor, C. L. (2005). The journals of Patric Gass: Member of the Lewis and Clark expedition.

Missoula, MT: Mountain Press Publishing Company.

Explanation:MacGregor, author’s surname, C. L. initials only, not the full name (2005). The journals

of Patric Gass: Member of the Lewis and Clark expedition. Italicized book title—

note caps or lack of Missoula, MT place of publication: Mountain Press

Publishing Company.Publishing company

Journal with Two authors

Example:Eid, M., & Langeheine, R.  (1999). The measurement of consistency and occasion specificity with

latent class models: A new model and its application to the measurement of affect. 

Psychological Methods, 4, Retrieved from the PsychARTICLES database.

Explanation:Eid author’s surname, , M. initial only, not the full name, & Langeheine author’s surname, , R.

initial only, not the full name  (1999 publication year). The measurement of consistency

and occasion specificity with latent class models: A new model and its application to the

measurement of affect article title—note caps or lack of.  Psychological Methods italicized

journal title, 4 italicized journal volume number, Retrieved from the PsychARTICLES

database.

Journal articles

Example:Mellers, B. A.  (2000, November).  Choice and the relative pleasure of consequences.

Psychological Bulletin, 45(2), 10-36.

Explanation:Mellers author’s surname, B. A. initials only, not the full name (2000 publication year,

month). Choice and the relative pleasure of consequences. article title—note caps or lack

of. Psychological Bulletin italicized journal title, 45 italicized journal volume number(2) no

space between volume(nonitalicized issue number, 10-36 pages where article is found in

journal.

Journal Article with Digital Object Identifier—DOI

Example:Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival

times of terminally ill patients. Health Psychology, 24, 225-229.

doi: 10. 1037/0278-6133.24.2.225

Explanation:Herbst-Damm author’s surname,, K. L. initials only, not the full name, & Kulik author’s surname,,

J. A. initials only, not the full name (2005 publication year). Volunteer support, marital

status, and the survival times of terminally ill patients article title—note caps or lack

of. Health Psychology italicized journal title, 24 italicized journal volume, 225-229 pages

where article is found in journal.doi: 10. 1037/0278-6133.24.2.225 digital object identifier-

-doi

Newspaper—No AuthorExample:The new health-care lexicon. (1993, July 15).  The Washington Post, p. A12.

Explanation:The new health-care lexicon newspaper article title—note caps or lack of. (1993, July

15 full date included). The Washington Post newspaper title, p. A section12 page