hooked on books: language arts and literature in ...curriculum to meet the needs of all learners,...
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CI 431 Literacy Foundations and Instructional Models
PS through Grade 8 Fall 2016
Louise Stearns, Wham 322F Phone: 453 – 4249 or 536-2441
E-mail: [email protected] web site:http://web.coehs.siu.edu/units/ci/faculty/lstearns/
Office Hours: M 1-4, W 3-6 and by appointment
RLMP hours: before and after class and at lunch.
Required Text:
Towell, J. L. (2013). Hooked on Books: Language Arts and Literature in Elementary
Classrooms, PreK – Grade 8, Second Edition. Dubuque, IA: Kendall Hunt.
ISBN: 978-1-4652-1469-0
Required Technology
Live Text. Students in this course are required by the College of Education to have an active Live Text
account to track mastery of programs skills, competencies and critical assignments and to meet program
and college accreditation requirements.
Course Outline and Objectives: The students in this course will examine the reading process, including the
relationship between reading, writing, listening, and speaking; the roles of diversity, individual needs and abilities in
reading instruction; and how to organize their classrooms and select materials to teach reading and writing. This
course will provide students with the theoretical knowledge necessary to be able to select appropriate literature for
use in early, elementary, and middle level classrooms and implement the use of credible literature as part of a well
developed literacy program.
Conceptual Framework: The conceptual framework identified by Southern Illinois University-Carbondale’s College of Education and Human
Services illustrates the professional community’s commitment to preparing reflective educational leaders at both the undergraduate and
graduate levels. Reflective educational leaders not only practice reflective thinking but also become practitioners of reflective action, engaging
in informed reflection during and after interactions with their students. Thus, this course will develop skills and competencies related to the
major tenets of SIU-C’s Teacher Education Program.
Reflective educational leaders are ethical and reflective practitioners who exhibit professional engagement by providing leadership in the
learning community and serving as advocates for students, parents/families/guardians, and the profession.
Reflective educational leaders understand the vast array of literacies students need to function in today’s modern society. This includes
knowledge of reading, writing, and aural communication within the content area as well as media, scientific and quantitative literacy. Reflective
educational leaders understand the diverse characteristics and abilities of all students and how these students develop and learn within the
context of their social, economic, cultural, linguistic, and academic experiences. Using these experiences, they create instructional
opportunities to maximize student learning.
Illinois professional teaching standards
http://www.isbe.net/peac/pdf/IL_prof_teaching_stds.pdf
IRA standards
SYLLABUS CI: 431
http://www.reading.org/General/CurrentResearch/Standards/ProfessionalStandards2010.aspx
InTasc Standards
http://www.ccsso.org/Resources/Publications/InTASC_Model_Core_Teaching_Standards_and_Learning_Progressions_for_Tea
chers_10.html
Course Objectives:
Objectives were developed using the Illinois Professional Teaching Standards:
http://education.illinois.edu/ci/oce/Documents-new/Professional_Teaching_Standards.pdf
Standard Six | Reading, Writing, and Oral Communication
The competent teacher has foundational knowledge of reading, writing, and oral communication within
the content area and recognizes and addresses student reading, writing, and oral communication needs
to facilitate the acquisition of content knowledge.
Students will demonstrate:
1) Examine how learning theories influence various models of literacy instruction. 2) Evaluate the components of a comprehensive and balanced framework for literacy instruction. 3) Be exposed to the relationship among language acquisition (first and second), literacy
development, and acquisition of academic content and skills [to include reading, writing, speaking, dramatic interpretation, listening, and media technology] and be able to apply that understanding to literacy learning.
4) Understand the nature, development and communicative role of various features of language, including the four cuing systems (phonological, syntactic, semantic, and pragmatic) in the language experiences of children.
5) Explore strategies used to teach and assess comprehension, fluency, word identification, and vocabulary.
6) Develop knowledge (identification, selection, and assessment) of a wide range of quality children’s and adolescent literature, including varied genres, along with its application across the curriculum to meet the needs of all learners, including English learners.
7) Explore approaches for sharing quality literature, including responding through art, music, movement, drama, and digital means.
8) Apply and adapt an array of content area literacy strategies to make all subject matter accessible to each student.
9) Explore approaches to learning that are interdisciplinary and that integrate multiple content areas. 10) Understand the benefits of technology to maximize student learning and facilitate higher order
thinking skills related to literacy learning.
Requirements:
1. Attendance (5 points lost for each class HOUR of absence). Grade will drop one letter
for every 1 class missed. A course in elementary teaching requires both good class
attendance and professional demeanor. A phone call or message to my office is
appropriate when a class must be missed. Promptness, organization, interest, enthusiasm,
and dedication are traits of the best elementary teachers in our nation’s schools. Students’
dedication and interest in your future profession will become apparent through
participation and interest in the course. (See IPTS 9I) models professional behavior that
reflects honesty, integrity, personal responsibility, confidentiality, altruism and respect).
Students absent from classes because of observances of major religious holidays will be
excused. Students must notify the instructor at least three regular class periods in advance
of an absence from class for a religious holiday and must take the responsibility for making
up work missed. Students are expected to be in class on time. Tardiness can disrupt the
learning of other students. Tardiness sets a negative tone in the class by “tacitly sending a
message that the class is not important enough for you to be on time”.** Three tardies will
be considered the same as one absence. Professionalism includes being on time,
prepared and engaged every day. Students will be responsible for what occurred in
class when they must be absent. Participation includes sharing with the class appropriate
children’s literature; points will be deducted from grade for lack of active participation
in both small and large group activities. Attendance at class session is prerequisite to
receiving a passing grade in the course. Professionalism and class participation will
constitute 5% of your course grade. See handout * Personal absences _____ x –5 =
_____*Regardless of grades on assignments, quizzes, and tests, absence from CI
431 is justification for FAILURE (F)or an Incomplete (INC) in the course. **
Thompson, Julia G. [2007] First Year Teacher's Survival Guide: Ready-To-Use Strategies,
Tools & Activities For Meeting The Challenges Of Each School Day
2. All assignments must be handed in on time. Points will be deducted from all assignments
that are handed in late.
3. All assignments must be typed. Assignments should reflect professionalism. All written
work must exhibit professional standards for grammar, punctuation, fluency, and word
choice. Work should be neat, legible and well organized in content. NO assignments will
be accepted in plastic sleeves or on lined paper.
***NOTE: As future teachers you are expected to spell and write correctly. Points will
be deducted from the total score for any grammatical or spelling errors. It is important that
teachers who are responsible for teaching children to be literate be able to write and speak
well themselves. Therefore, appropriate written and oral language is valued highly in this
class; students who anticipate difficulty with either form of our language are encouraged to
speak with the instructor as soon as possible.
4. In a recent article in The Illinois Reading Council Journal, titled, “ Leveling, Text
Complexity, and Matching Students with texts in the Common Core Era: Where is the
Child?” by Handsfield et al, the authors encourage teachers “ to observe and document
students’ knowledge” and interests. As reflective decision-makers, the students in this
course will select and conduct the Burke Reading Interview found in the text with another
student and summarize the results of the interview. See format given in class.
5. Phonemic Awareness Activity. Your text notes that ‘the best way to teach phonemic
awareness is by reading to children, especially books with rhyme, rhythm and repetition.’
P. 13. Students will select a quality picture book which demonstrates one of the styles of
rhyming found in the text and be prepared to share the book with the class. This
presentation must include an electronic sharing of the title, author and rhyme scheme for
the book.
6. Read aloud a quality children’s book to a class of elementary students. With the help of
the classroom teacher, select an appropriate book to share with the class. Practice
reading orally until you can read with excellent fluency (appropriate rate, phrasing,
intonation, and expression). Develop an edTPA lesson plan for a literacy lesson related to
the book you share and submit the lesson plan to Live text. This lesson must
demonstrate at least one literacy strategy. See “Guidelines for Effective Read - alouds” in
your text and the section on instructional strategies, p. 375 2nd edition. *This project is a
key assessment for this course. Due 11/28
7. Weekly journals and response to readings. You will be assigned various reading from the
text, Hooked on Books. For each reading, you will be expected to
Discuss and critique what you have read. Come to class with 3 – 5 personal connections
for each reading. These should include new concepts and affirmation of prior knowledge
as well as points to discuss with the class. Quizzes will be given on the readings.
8. Reviews of children’s literature. Your text notes that Donalyn Miller, author of The Book
Whisperer (2009) knows how to awaken the inner reader in every child. In fact her sixth
graders read 40 or more books every year.” Learning about books for children and early
adolescents and the insight, comfort, pleasure, and potential for growth they offer (Jacobs
and Tunnel, 1993) is a major tool for helping children (and the adult) find their way into
good reading. Your own personal booklist is one of the best sources you can take with you
into the classroom. You will create an annotated bibliography in paper file form to include:
7 books for grades 6–9, 14 books appropriate for grades 4–6, and 21 picture story books
for use in grades K–3. You must include one book from each genre in each age group. All
books that you select to review must be award winners or written by an award
winning author, or listed on the required author list. The annotated bibliography may
not include books read orally by the instructor to the class. All book summaries must follow
the template/format provided in class. Points will be subtracted for any grammatical errors
or spelling mistakes. This assignment MUST be submitted in a 3-ring binder. Half due
at midterm, All 42 due the week before Thanksgiving.
9. Exam 1 – the first exam will have questions based on the assigned readings for the
course, lectures, and class discussions.
10. “The new Common Core language arts and literacy standards place more emphasis on
reading nonfiction.” In accordance with this emphasis, students will select a topic and
develop a literature web using fiction and non-fiction books. This activity must use media
and at least one reading/writing strategy. This assignment is to be shared electronically
with the class. See examples given in class. Due November 14
11. Author presentation with Power Point or Prezi. See page 91 in text, “Reasons to do an
Author Study”. The outline for this assignment will be given in class. There will be several
in-class assignments related to this presentation. See handouts for more information.
12. Poetry -Based on the criteria given in class, students must choose three poems, which they
feel, reflect the characteristics of good poetry for children. The total collection will be
included in a section of the ‘Resource File’ and can be used to create a poetry file for your
future classroom. The poetry collection should be organized into relevant categories for
convenient classroom use. A table of contents for the collected poems must be included.
13. Traditional Literature – Select two folk tales from different countries or cultures. Use a
Venn diagram to compare similarities and differences. See Activity page in text, p.227. Be
prepared to present your findings to the class.
14. Children’s and Young Adult’s Literacy Resource File - During the course of the
semester, you will receive numerous handouts which are related to literacy instruction.
These handouts will include strategies that you will be able to use in your future classroom.
As a way of compiling a useful resource you are required to organize these handouts in a
three ring binder that will be turned in the 14th week of class. The materials for the
notebook should be organized into five sections: class handouts and notes; shared
readings; author sale handouts; poetry file; and literacy strategies. The guidelines for each
section will be provided in class. Due 12/5.
15. Students will be required to attend one professional organization meeting. Possible organizations
include EESO or OMSE. Must bring form with approved signature and summary of meeting. [Meets
Illinois Professional Teaching Standards] 5 points.
16. Final exam – comprehensive exam covering all course content. Finals Week.
Tentative Point Values for Assignments:
Reading Inventory = 5 points Professional Meeting = 5
Book Reviews with strategies for use = 200 points
Phonemic awareness activity = 5 points Folktale = 5
Resource file = 25 points Fiction/non-fiction Web = 50
Read aloud with lesson plan = 40 points Exam 1 =40
Weekly assignments = 5-10 points each, total TBA Final Exam = 50
Author Presentation = 50 points Attendance = 45
Supplies needed in addition to texts:
1 – 3” or 4” – 3 ring binder for class handouts, notes, etc. (Resource File)
1 – 1 inch - 3 ring binder for annotations of books.
1 – library card for a public library & highlighters, pens, and paper
Sticky Notes – any size
RELATED WEBSITES:
Children’s Literature - http://www.childrenslit.com/
The Daily Café by the 2 sisters: classroom management -www.thedailycafe.com
Illinois Reading council - http://www.illinoisreadingcouncil.org/
Illinois School Library Awards - http://www.islma.org/monarch.htm
Kids Read- http://www.kidsreads.com/
Literature/Authors - https://multcolib.org/homework-center/literature-and-authors
Read Write Think by IRA and NCTE with lesson plans - www.readwritethink.org
Reading Online-http://www.reading.org/
Reading Rockets: Interviews with children’s authors - www.readingrockets.org
Rebecca Caudill Awards - http://www.rcyrba.org/
Super Teachers Worksheets- www.superteachersworksheets.com
Teacher’s College Reading and Writing Project Website for Implementing the
Common Core State Standards: 30 video clips, 6 albums, and 6 portfolios:
https://vimeo.com/tcrwp/albums
Understanding the Common Core - http://www.opencolleges.edu.au/informed/teacher-resources/common-
core/
Word Cloud - www.wordle.net
References:
Calkins, L. (2001). The art of teaching reading. NY: Longman.
Fountas, Irene C. & Pinnell, Gay Su. (2012) Genre Study Teaching with Fiction and Nonfiction books. NH. Heinemann
Goodwin, B & Miller, K. (2012) Research Says / Nonfiction Reading Promotes Student Success. Educational Leadership. Vol. 70, 4.
Common Core: Now What? p. 80-82. Retrieved from http://www.ascd.org/publications/educational-leadership/dec12/vol70/num04/Nonfiction-Reading-Promotes-Student-Success.aspx on June 17, 2013. Handsfield, L. J. et. al. ( 2013) “Leveling, Text Complexity, and Matching Students with Texts in the Common Core Era: Where Is the
Child?”. Illinois Reading Council Journal Vol. 41, 1., p. 3-4.
Henry, M. P. (2013)”Text Matching and the Common Core: A Coach’s Case for Allowing Students to Match Themselves with
Challenging Texts.” Illinois Reading Council Journal Vol 41,1. p. 5-6.
Kane, Sharon. (2007) Integrating Literature in the Content Areas: Enhancing Adolescent Learning and Literacy. AZ: Holcomb
Hathaway
McAndrews, Stephanie. (2008). Diagnostic Literacy Assessments and Instructional Strategies: A Literacy Specialists
Resource. International Reading Association.
Miller, Debbie. (2002) Reading with Meaning Teaching Comprehension in the Primary Grades. Portland, Maine: Stenhouse
“Seven Actions that Teachers Can Take Right Now: Text Complexity” retrieved from http://textproject.org/professional- development/text-matters/7-actions-that-teachers-can-take-right-now-text-complexity on March 1, 2013 Towell, J. L. (2013). Hooked on Books: Language Arts and Literature in Elementary Classrooms, PreK – Grade 8, Second Edition. Dubuque,
IA: Kendall Hunt.
Grading Scale: 92% = A, 85 % = B, 70% = C, 60% = D, Below 60% = Failing
*NOTE: This course is based on points, and your grade is based on the percentage of points you achieve. I reserve
the right to deduct points for late assignments and excessive absences. All activities, assignments and examinations
in this course are intended to assist you in becoming an effective and affective educator. The requirements for this
course are rigorous and demanding and the standards are high, but so are those of the teaching profession.
This classroom is a cell phone free area.
All cell phones must be set to ‘MUTE’ and all phone conversations MUST take place outside the
classroom. Please do not send or receive any text messages during class time. [* IPTS 9.S
models digital etiquette and responsible social actions in the use of digital technology;]
Plagiarism
Copying the work of web articles, other writers, or students, and turning it in as one’s
own constitutes plagiarism and will not be tolerated. Any student found guilty of
plagiarism may be asked to leave the University. See the SIU Handbook for a complete
description. http://libguides.lib.siu.edu/plagiarism
(Definition from the SIUC Writing Center) Examples of plagiarism:
1. turning in a essay you found on the internet 2. not putting quotation marks around a quotation 3. copying words or sentences without citing where you got the information 4. making up a source because you couldn't remember where you got the information 5. copying the sentence structure of a source even if you change the words
CONTENT OUTLINE/ TENTATIVE SCHEDULE
WEEK 1 Week of August 22 Introduction to course; expectations for professional conduct
Overview of course outline and content
Explanation of syllabus & assignments
Due for next week:
Three book summary pages
Get a public library card if you don’t have one.
Read Chapter 1 in HOB [Hooked on Books]
Come to class with 5 personal connections for each reading. These should include new concepts and
affirmation of prior knowledge as well as points to discuss with the class. Quizzes will be given on the
assigned readings.
WEEK 2 Week of August 29
Reading Motivation and Early Language Learning Phonemic Awareness
Stages of Literacy Development: Reading, Writing, & Speaking
Introduction of the writing process: generating ideas, drafting, revising, editing & publishing
Class activity on Chapter 1
Students will select a quality* picture book that demonstrates one of the styles of rhyming featured in the text and
be prepared to share the book with the class. This presentation must include an electronic sharing of the title,
author, and rhyme scheme.
Due for next week: Chapter 2 in HOB
Come to class with 5 personal connections for each reading -conduct a reading interest inventory - see text
Read a book by Patricia Polacco. Be ready to tell the class what the book meant to you.
WEEK 3 Week of September 12
September 5 – Labor Day – no class
Understanding the reading process and the writing process
Class activity on assigned chapter
Introduction to the lesson plan
Introduction to RTI and UDL
http://www.udlcenter.org/
Share results of interest inventories
Due for next week: Chapter 3
Come to class with 5 personal connections for each assigned reading
WEEK 4 Week of September 19 Organizing for Reading Instruction
Balanced literacy instruction Creating a classroom environment that fosters literacy growth for all students: the physical, social, emotional and
intellectual climate; exploring the relationship between the school/classroom context and student learning. Be able to
design a classroom that reflects your commitment to literacy.
Culturally Responsive Classroom
English Language Development (ELD) Standards http://www.wida.us/standards/eld.aspx
Introduction to the Author Study
Due for next week: Chapter 4; bring a picture storybook that exemplifies a good writing trait. P. 132.
WEEK 5 Week of September 26 Organizing for writing instruction
Teaching writing with the six traits
Assessing and evaluating writing
Due for next week: Read Ch. 5 and bring a Caldecott winner or honor book to share.
WEEK 6 Week of October 3– Exam 1 & Intro. To CH 5. –
& 21 Book Summaries are due
October 10 – Fall Break
WEEK 7 Week of October 17 - Picture books
Chapter 5 & bring a Caldecott winner or honor book to share.
WEEK 8 Week of October 24
Read CH 6 & CH. 8 - Traditional Literature – Select two folk tales from different countries or cultures. Be able to tell verbally the similarities and differences. See Activity page in text, p.227. Be prepared to present your findings to the class. Traditional Literature
Introduction to Traditional literature
Folktales, fairytales, fables
Myths, legends,
Tall tales, trickster tales, pour quoi tales & Read Ch. 8 Poetry -Based on the criteria given in class, students must choose three poems that they feel reflect
the characteristics of good poetry for children. The total collection will be included in a section of the
‘Resource File’ and can be used to create a poetry file for your future classroom. The poetry collection should
be organized into relevant categories for convenient classroom use. A table of contents for the collected
poems must be included.
AND Poetry DUE: Poetry Mini Experience (in class activity)
TOPICS: Types of poems
Poetry Slam
Poetry -Based on the criteria given in class, students must choose three poems that they feel reflect the
characteristics of good poetry for children. These poems will be duplicated to share with classmates.
WEEK 9 Week of October 31 Chapter 7 Introduce the Fiction Family
- Fantasy
Week 10 and 11– Weeks of November 7 and 14
Historical Fiction and Realistic Fiction
Week 12- Week of November 21 **42 Book Summaries Due!
Introduce the Nonfiction Family:
Informational Text
Biographies
The Common Core language arts and literacy standards place more emphasis on reading nonfiction.” In accordance with this emphasis, students will select a topic and a literature web using at least two fiction and two non-fiction books. This activity must include media and one reading/writing strategy. This assignment is to be shared electronically with the class. See examples given in class.
Due next week – Read HOB Part III – Instructional Strategies – Before Reading
WEEK 14 – Week of November 28 Chapter 9
Teaching Literacy in and Through Visual Arts
Introduce picture books and importance of literature in literacy instruction
Instructional Strategies – Before Reading
Due next week – Read HOB Part III – Instructional Strategies – During & After Reading
Entire set of 42 Book Summaries Due
WEEK 15 December 5– Read Part # of text – Instructional Strategies & Read chapter one of “Literacy for the 21st Century” by Tompkins. Bring 5 comments about this chapter [which will be available on the course website] Literature Web Due Week 16 – Final Exam, December 12, 5-7PM L. Stearns 2016
Teacher Education Program The Teacher Education Program (TEP) at Southern Illinois University Carbondale is fully accredited by the National Council for
the Accreditation of Teacher Education/ Council for the Accreditation of Educator Preparation (NCATE/CAEP) and by the
Illinois State Board of Education. Spanning the entire university, the Teacher Education Program is administered through the
College of Education and Human Services and includes majors from the College of Education and Human Services, the College
of Science, the College of Liberal Arts, and the College of Agricultural Sciences. Teacher education programs approved by the
State Educator Preparation and Licensure Board (SEPLB) are offered at the undergraduate level in early childhood education,
elementary education, special education, secondary education, and in majors and minors that lead to the special certificate to
teach K-12 art, music, physical education, and foreign languages.
Teacher Education Conceptual Framework: Preparing Reflective Educational Leaders The conceptual framework identified by Southern Illinois University Carbondale’s College of Education and Human Services
reflects the professional community’s commitment to preparing reflective educational leaders at both the undergraduate and
graduate levels. Reflective educational leaders are able to review, reconstruct, reenact, and critically analyze their own and their
students’ performances as a means to formulate explanations with evidence. A reflective educational leader fosters his/her
professionalism in practice when he/she values students’ myriad identities, equips students with the literacies required to
participate in a democratic society, and engages stakeholders to make this learning accessible, rigorous, and relevant.
Our conceptual framework views the professional development of teachers and other educational personnel to be an evolutionary
and maturational process. Our goal is to prepare a competent, reflective educational leader, ready to assume the responsibilities of
educating individuals but with full awareness that his or her induction into the profession continues throughout the duration of his
or her professional career. We believe that our teacher candidates not only practice reflective thinking but also become
practitioners of reflective action. We believe that effective teaching is characterized by interactions with students to present
subject matter, followed by informed reflection on these interactions and presentations. Teachers should make decisions among
methods and content based on their competence in both subject matter and pedagogy, rather than acting as technicians following
a predetermined curriculum. All unit programs are aligned to the Illinois Professional Teaching Standards as well as standards
from their respective content areas.
The model below represents the three major tenets of SIU’s Teacher Education Program: Literacies, Identities, and
Engagement:
Literacies: Reflective educational leaders understand the vast array of literacies students need to function in today’s modern society. This
includes knowledge of reading, writing, and aural communication within the content area as well as media, scientific and
quantitative literacy (Chessin & Moore, 2004; Crowe, Connor, & Petscher, 2009; Cunningham & Stanovich, 2001; Delpit, 1995;
Kear, Coffman, McKenna, & Ambrosio, 2000; Leinhardt & Young, 1996; McKenna & Kear, 1990; Moje, 2008; Perry, & Delpit,
1998; Shulman, 1987; Schwartz, 2005; Wilson, 2006; Wineburg, 2001).
Identities: Reflective educational leaders understand the diverse characteristics and abilities of all students and how these students develop
and learn within the context of their social, economic, cultural, linguistic, and academic experiences. Using these experiences
they create instructional opportunities to maximize student learning (Brown, 2005; Cramer, 2006; Epstein, 2009; Irvine, 1997;
Olsen, 2010; Rose & Meyer, 2002; Vygotsky, 1962/1996; Washburn, Joshi, & Binks-Cantrell, 2011).
Engagement: Reflective educational leaders are ethical and reflective practitioners who exhibit professional engagement by providing
leadership in the learning community and by serving as advocates for students, parents or guardians, and the profession (Amatea,
Daniels, Bringman, & Vandiver, 2004; Bemak, & Chung, 2008; Hiebert, Morris, Berk, & Jansen, 2007; Keys, Bemak,
Carpenter, & King-Sears, 1998; Lach & Goodwin, 2002; Ladson-Billings, 1995; McCann & Johannessen, 2008; Ratts, DeKruyf,
& Chen-Hayes, 2007).
Dispositions The professional attitudes, values, and beliefs demonstrated though verbal and nonverbal behaviors (dispositions) as educators
interact with students, families, colleagues, and communities should support student learning and development. These
dispositions are:
The candidate demonstrates professionalism:
dependability and reliability
honesty, trustworthiness, ethics
enthusiasm, love of learning and commitment to the profession
The candidate values human diversity:
shows respect and sensitivity to the learning needs and abilities of all individuals
shows respect and sensitivity to the diverse cultures, languages, races, and family compositions of all individuals
strives for best practices to address diverse learning needs and abilities of all individuals
strives for best practices to address diverse cultures, languages, races, and family compositions of all individuals
collaborates with diverse peers, professional colleagues, staff and families
The candidate develops professionally:
engages in ongoing acquisition of knowledge
engages in development of research-based practices
assesses own performance and reflects on needed improvements
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Chessin, D. B., & Moore, V. J. (2004). The 6-E learning model. Science & Children, 47-49.
Cramer, K. (2006). Change the Way You See Everything through Asset-Based Thinking. Running Press.
Crowe, E. C., Connor, C. M., & Petscher, Y. (2009). Examining the core: Relations among reading curricula, poverty, and first
through third grade reading achievement. Journal of School Psychology, 47, 187-214.
Cunningham, A. E., & Stanovich, K. E. (2001). What reading does for the mind. Journal of Direct Instruction, 1(2), 137-149.
Delpit, L. (1995). Other people’s children. Cultural conflict in the classroom. New York: The New Press.
Epstein, T. (2009). Interpreting national history: Race, identity, and pedagogy in classrooms and communities. New York:
Routledge.
Hiebert, J., Morris, A., Berk, D., & Jansen, A. (2007). Preparing teachers to learn from teaching. Journal of Teacher Education,
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Irvine, J. (1997). Critical knowledge for diverse teachers and learners. Washington, DC: American Association of Colleges for
Teacher Education.
Kear, D. J., Coffman, G. A., McKenna, M.C., & Ambrosio, A. L. (2000). Measuring attitude toward writing: A new tool for
teachers. The Reading Teacher, 54(1), 10-23.
Keys, S. G., Bemak, F., Carpenter, S. L., & King-Sears, M. (1998). Collaborative consultant: A new role for counselors serving
at-risk youths. Journal of Counseling & Development, 76(2), 123-133.
Lach, M. & Goodwin, D. (2002). Everyone needs a mentor. The Science Teacher, 50-52.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3),
465-491.
McCann, T., & Johannessen, L. (2008). Mentoring matters. The English Journal, 98(2), 86-88.
McKenna, M.C., & Kear, D.J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 626-
639.
Olsen, B. (2010). Teaching for Success: Developing Your Teacher Identity in Today's Classroom. Boulder, CO: Paradigm.
Perry, T., & Delpit, L. (eds.) (1998). The real Ebonics debate. Power, language, and the education of African-American children.
Boston: Beacon Press.
Ratts, M. J., DeKruyf, L., & Chen-Hayes, S. (2007). The ACA advocacy competencies: A social justice advocacy framework for
professional school counselors. Professional School Counseling, 11(2), 90-97.
Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA:
Association for Supervision and Curriculum Development.
Leinhardt, G. & Young, K. (1996). Two texts, three readers: Distance and expertise in reading history. Cognition and
Instruction, 14(4), 441-486.
Moje, Elizabeth. 2008. “Foregrounding the disciplines in secondary literacy teaching and learning: A call for change.” Journal of
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Syllabus Attachment
Fall 2016
Office of the Provost: http://pvcaa.siu.edu IMPORTANT DATES * Semester Class Begins :……...…………………………………….08/22/2016 Last day to add full-term course (without Dean’s signature): …..08/28/2016 Last day to withdraw from the University with a full refund: …….09/02/2016 Last day to drop a full-term course for a credit/refund:…………...09/04/2016 Deadline to apply to graduate at the end of this term:………….....09/16/2016 Last day to drop a full-term course (W grade, no refund): ………..10/30/2016 Final examinations: ………………………………………12/12–12/16/2016 Commencement: ………………………………………………..…12/17/2016 Note: For more detailed information on the above deadlines, please visit http://registrar.siu.edu/calendars. For add/drop dates that apply to shorter-than-full-term
courses, please look at the Schedule of Classes search results at http://registrar.siu.edu/schedclass/index.php
FALL SEMESTER HOLIDAYS Labor Day Holiday 09/05/2016
Fall Break 10/08—10/11/2016
Veterans Day Holiday 11/11/2016
Thanksgiving Vacation 11/23—11/27/2016
WITHDRAWAL POLICY ~ Undergraduate only Students who officially register for a session must officially withdraw from that registration in a timely manner to avoid being charged as well as receiving a failing grade for those classes. An official withdrawal must be initiated by the student, or on behalf of the student through the
academic unit, and be processed by the Registrar’s office. For the proper procedures to follow when dropping courses and when with-drawing
from SIU visit: http://registrar.siu.edu/students/withdrawal.php
INCOMPLETE POLICY~ Undergraduate only An INC grade may be assigned when, for reasons beyond their control, stu-dents engaged in passing work are unable to complete all class
assignments for the course. An INC must be changed to a completed grade within one full semester (undergraduates), and one full year (graduate students), from the close of the term in which the course was taken or graduation, whichever occurs first. Should the student fail to complete the
remaining course requirements within the time period designated, the incomplete will be converted to a grade of F and such grade will be
computed in the student's grade point average. For more information visit: http://registrar.siu.edu/grades/incomplete.php
REPEAT POLICY An undergraduate student may, for the purpose of raising a grade, enroll in a course for credit more than once. For students receiving a letter grade of A, B, C, D, or F, the course repetition must occur at Southern Illinois University Carbondale. Effective for courses taken Summer 2013
or later, only the most recent (last) grade will be calculated in the overall GPA and count toward hours earned.
This policy will be applied to all transferrable credit in that only the last grade will be used to calculate grade point average. Only those courses
taken at the same institution are considered repeats under this policy. See full policy at
http://registrar.siu.edu/students/repeatclasses.php
GRADUATE POLICIES Graduate policies often vary from Undergraduate policies. To view the applicable policies for graduate students, please refer to the graduate
catalog at
http://gradschool.siu.edu/about-us/grad-catalog/
DISABILITY POLICY Disability Support Services provides the required academic and programmatic sup-port services to students with permanent and temporary
disabilities. DSS provides centralized coordination and referral services. To utilize DSS services, students must contact DSS to open cases. The process involves interviews, reviews of student-supplied documentation, and completion of Disability Accommodation Agreements.
http://disabilityservices.siu.edu/
PLAGIARISM Student Conduct Code http://srr.siu.edu/student-conduct-code/
Guidelines for Faculty http://pvcaa.siu.edu/_common/documents/Plagiarism/Guide%20to%20Preventing%20Plagiarism.pdf
SAFETY AWARENESS FACTS AND EDUCATION Title IX makes it clear that violence and harassment based on sex and gender is a Civil Rights offense subject to the same kinds of accountability
and the same kinds of support applied to offenses against other protected categories such as race, national origin, etc. If you or someone you
know has been harassed or assaulted, you can find the appropriate resources here: http://safe.siu.edu
SALUKI CARES The purpose of Saluki Cares is to develop, facilitate and coordinate a university-wide program of care and support for students in any type of
distress—physical, emotional, financial, or personal. By working closely with faculty, staff, students and their families, SIU will continue to
display a culture of care and demonstrate to our students and their families that they are an important part of the community. For Information on Saluki Cares: call(618) 453-1492, email [email protected], or http://salukicares.siu.edu/
SIU's EARLY WARNING INTERVENTION PROGRAM (EWIP) Students enrolled in courses participating in SIU’s Early Warning Intervention Program might be contacted by University staff during a semester. More information can be found at the Core Curriculum’s Overview webpage: http://corecurriculum.siu.edu/program-overview/
EMERGENCY PROCEDURES We ask that you become familiar with Emergency Preparedness @ SIU. Emergency response information is available on posters in buildings on cam-pus, on the Emergency Preparedness @ SIU website, and though text and email alerts. To register for alerts visit:
http://emergency.siu.edu/
STUDENT MULTICULTURAL RESOURCE CENTER
The Student Multicultural Resource Center serves as a catalyst for inclusion, diversity and innovation. As the Center continues its work, we are here to ensure that you think, grow and succeed. We encourage you to stop by the Center, located in Grinnell Commons, to see the resources
available and discover ways you can get involved on the campus. Visit us at http://inclusiveexcellence.siu.edu/
LEARNING AND SUPPORT SERVICES Help is within reach. Learning support services offers free tutoring on cam-pus and math labs. To find more information please visit the Center
for Learning and Support Services website:
Tutoring : http://tutoring.siu.edu/ Math Labs http://math.siu.edu/courses/course-help.php
WRITING CENTER The Writing Center offers free tutoring services to all SIU students and faculty. To find a Center or Schedule an appointment please visit: http://write.siu.edu/
AFFIRMATIVE ACTION & EQUAL OPPORTUNITY Our office's main focus is to ensure that the university complies with federal and state equity policies and handles reporting and investigating of discrimination cases. For more information visit: http://diversity.siu.edu/#
MILITARY COMMUNITY There are complexities of being a member of the military community and also a student. Drill schedules, calls to active duty, complications with GI Bill disbursement, and other unforeseen military and veteran related developments can complicate academic life. If you are a member of the
military community and in need of accommodations please visit Veterans Services at http://veterans.siu.edu/
Additional Resources:
ADVISEMENT: http://advisement.siu.edu/
SIU ONLINE: https://online.siu.edu/
SALUKI SOLUTION FINDER: http://solutionfinder.siu.edu/ MORRIS LIBRARY HOURS: http://libguides.lib.siu.edu/hours
Office of the Provost: http://pvcaa.siu.edu/