Page 1 23 FALL 2016 Instructor CRN Week Day Room/Timelearningwithjamesgentry.com/jamesgentry/Syllabi/RDG... · approaches to teaching reading, procedures for organizing the elementary

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page 1 Implementation of Classroom Reading Instruction (BB=Blackboard)

*Assignments may change… Note: WEEK in SCHOOL MAY CHANGE

*Implementation of Classroom Reading Instruction

FALL 2016

Instructor CRN Week Day Room/Time

Dr. James E. Gentry Howell Ed. Building #317b

Phone: 254.968.0701

USE BB EMAIL ONLY

81039

S’Ville

READ

4310~020

S’Ville=Thur.

S’Ville

Rm. EDUC 212 1:15pm-4:05pm

Office Hours: SEE BB for DETAILS (IN BLOCK DUE DATES CHANGE LIKE THE REAL WORLD )

Program Goal: Tarleton State University students, upon completion of certification requirements will be reflective professional educators who make effective educational decisions that support the creation

of dynamic learning environments.

TSU Catalog Description for Reading 4310: A survey of state and national reading initiatives, approaches to teaching reading, procedures for organizing the elementary and middle school classrooms for reading instruction, research on effective reading-writing instruction, and roles of school personnel

and parents in the school reading program.

Prerequisites: EDUC 3330, READ 3311 and READ 3384, READ 3301, and READ 4309 or approval of department head.

COURSE GOAL: This reading course is intended to provide pre-service elementary teachers with the theoretical foundations and practical skills necessary to become reflective professionals who can design

and implement effective reading instruction for economically, academically, culturally, racially and linguistically diverse children.

REQUIRED READINGS:

Boushey, G. & Moser, J. (2014). The daily five: Fostering literacy independence in the elementary

grades (2nd ed.). Portland, Maine: Stenhouse.

Vacca, J. L., Vacca, R. T., Gove, M. K., Burkey, L.C., Lenhart, L.A., & McKeon, C.A. (2015). Reading and learning to read (9 ed.). Boston, MA: Pearson.

Other Required Materials: Grade Level TEKS (TEA website) and Teacher Competencies:

http://www.tea.state.tx.us/index2.aspx?id=6148

English Language Proficiency Standards (ELPS) http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4

BOOK ANALYSIS PROJECT

STUDENT LEARNING OUTCOMES:

We have the best

students!

GROOVY COOL PEOPLE!

Green Screen http://www.learningwithjamesgentry.com/green-screen-and-do-ink-i-

pad-app-guides.html

Toontastic https://itunes.apple.com/us/app/toontastic/id404693282?mt=8


http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4

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Knowledge Outcomes

The Pre-Service Teacher will:

1. Articulate a coherent, unified theory of teaching and learning literacy; 2. Identify current national and state initiatives in reading; 3. Justify the process of planning for reading instruction.

Skill Outcomes

The Pre-Service Teacher will:

4. Develop strategies for addressing the Reading TAKS and Reading/Language Arts TEKS in the classroom.

5. Apply strategies for teaching decoding skills, comprehending strategies, and phonemic awareness

6. Apply a variety of approaches to teaching reading including basal readers, reading workshop, and guided reading

7. Develop a plan for implementing reading instruction (approaches, materials, classroom organization, schedule, assessment, and integration of current reading

programs).

Values Outcomes

The Pre-Service Teacher will: 8. Clarify their personal beliefs about the reading process and how these beliefs are

reflected in their teaching/learning practices

9. Respect the professional requirements of the field

10. Value roles and responsibilities of school professionals and parents in literacy

development of learners

11. Recognize the value of reflective practice to facilitate growth as a professional

educator.

12. Utilize technology ethically and legally.

Student Learner Outcomes for Technology

The Pre-Service Teacher will: 1. Use technology-related terms, concepts, data input strategies, and ethical practices to

make informed decisions about current technologies and their applications.

2. Identify task requirements, apply search strategies, and use current technology to efficiently acquire, analyze, and evaluate a variety of electronic information.

3. Use task-appropriate tools to synthesize knowledge, create and modify solutions, and

evaluate results in a way that supports the work of individuals and groups in problem-solving situations.

4. Communicate information in different formats and for diverse audiences.

5. Know how to plan, organize, deliver, and evaluate instruction for all students that

incorporates the effective use of current technology for teaching and integrating the

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Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.

UNIVERSITY/COURSE POLICIES

In addition to conduct and responsible behavior regarding course expectations, respect for self, peers, and the learning environment, you will be graded on the follow:

ATTENDANCE POLICY: Your attendance is expected. It is not possible to make up work missed during the class period since it

involves the interactions of students, professor, and content. Class activities and participation will be part of your grade. Absences will affect your grade. Professionalism points and in class activity points

will be deducted for unexcused absences as well as excessive excused absences and tardiness. Missing

more than 10% of class meetings will result in a failing grade. Coming late to class or leaving early will be considered as significant as absences. If you are not present when roll is called, it is your

responsibility to talk with the professor to receive attendance credit. Your commitment to becoming the best teacher possible includes regular, timely attendance and participation. You are responsible for

asking someone to take notes, and gather handouts for missed classes. It is your responsibility to find out what you missed. See Professionalism Rubric *.*.

Classroom Participation: You will need to read before the class session, participate in classroom assignments, and actively listen to any classroom discussions. All assignments are due at the beginning of class on the dates due. Late

work is not accepted unless arrangements have been made with the professor.

Assignment Submission:

All assignments are to be placed in the file folder prior to the beginning of class. Some assignments will require submission through Blackboard. Any assignment submitted after the beginning of class will be

considered late, even if submitted the same day. If you know that you will be absent on a day an assignment is due, you need to make arrangements for your assignment to be turned in either before the

due date or by another student. Because you are entering a profession which serves students, completion of tasks may determine the success or failure of your students. Therefore, missing or non-completion

of any assignment may result in the failure of the course.

COURSE READINGS NOTE: Because this is a reading course, this class will require intensive reading and writing. Some weeks will be more; others less. Nonetheless, it is important that you keep-up with all reading requirements.

Field Experiences:

The field experience component of this class is an integral part of our clinical program. Note: the field

experience is a vital component required for completing and passing this course . EDUC 4304 will

have all the paper work needed regarding field experiences.

PROFESSIONALISM: Candidates for teacher certification at Tarleton State University will demonstrate the following qualities and behaviors in pursuit of their goal of becoming a professional educator.

Communication - communicate appropriately and effectively with colleagues, supervisors, students, parents, caregivers and community members using various forms

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Collaboration - work collaboratively with colleagues, mentors and supervisors to achieve the local, state, and national goals of education

Commitment - demonstrate commitment to the teaching profession and exercise leadership for the

advancement of the profession and public education; be responsible, punctual, regular in attendance, and prepared to participate in all aspects of professional development

Professional Development - Take responsibility for utilizing professional teaching practices and constantly strive to improve through professional growth

Ethical Conduct - Uphold the Code of Ethics for Texas Educators and abide by local, state, federal

rules, regulations, and policies; demonstrate respect and maintain ethical conduct in relations with professional colleagues, students, parents and members of the community.

Academic Honesty Statement

Academic honest is expected. Cheating will not be tolerated and may result in automatic failure of the

course. Tarleton State University has an Academic Integrity Policy that is maintained (See Academic Integrity Statement below).

Violations of ethics or professional conduct will result in an evaluation conference related to

course and state expectations. Also, this could result in failure of the course depending on outcome

of the evaluation (See Appendix G).

Academic Affairs Core Value Statements

Academic Integrity Statement

Tarleton State University's core values are integrity, leadership, tradition, civility, excellence, and service. Central to these values is integrity, which is maintaining a high standard of personal and scholarly conduct. Academic integrity represents the choice to uphold ethical responsibility for one’s

learning within the academic community, regardless of audience or situation.

Academic Civility Statement

Students are expected to interact with professors and peers in a respectful manner that enhances the learning environment. Professors may require a student who deviates from this expectation to leave the face-to-face (or virtual) classroom learning environment for that particular class session (and potentially

subsequent class sessions) for a specific amount of time. In addition, the professor might consider the university disciplinary process (for Academic Affairs/Student Life) for egregious or continued

disruptive behavior.

Academic Excellence Statement

Tarleton holds high expectations for students to assume responsibility for their own individual

learning. Students are also expected to achieve academic excellence by:

honoring Tarleton’s core values.

upholding high standards of habit and behavior.

maintaining excellence through class attendance and punctuality.

preparing for active participation in all learning experiences.

putting forth their best individual effort.

continually improving as independent learners.

engaging in extracurricular opportunities that encourage personal and academic growth.

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reflecting critically upon feedback and applying these lessons to meet future challenges

Academic Affairs Service Statement

Tarleton faculty, staff, and students are expected to model responsible citizenship through service

activities that promote personal and academic growth while enhancing the university, local, regional,

national, and global communities. These activities will foster a culture of academic/public engagement

that contributes to the achievement of the university’s mission and core values.

Note: Standards of Conduct: This is a general statement about student life policies. Use the following

link to view them: http://www.tarleton.edu/eps/TEP/documents/Handbook.pdf

American with Disabilities Act: It is the policy of Tarleton State University to comply with the Americans with Disabilities Act (http://www.ada.gov/) and other applicable laws. If you are a student with a disability seeking accommodations for this course, please contact Trina Geye, Director of Student Disability Services, at 254.968.9400 or [email protected]. Student Disability Services is located in Math 201. More information can be found at www.tarleton.edu/sds or in the University Catalog.

Computer Usage Policy

The University reserves the right to limit, restrict or deny access to its technology resources, as well as

to take disciplinary and/or legal action against anyone in violation of these regulations or applicable law. Use the following link to view the computer usage policy: http://www.tarleton.edu/helpdesk/Student/acceptableuse.html

Library Support

The mission of the Dick Smith Library is to supplement and enrich classroom teaching and learning; to

support individual study and research; and to reinforce all curricular and recreational programs of the University. Use the following link to view the library support available: www.tarleton.edu/library/

Technical Support

Students needing technical support may find useful information, tips and contact information at the help

desk: http://www.tarleton.edu/technology

Student Help

Additional information about how to use BB and many other helpful tips can also be found in the student commons area of the Center for Instructional Innovation website: http://online.tarleton.edu/

Observation of a Religious Holy Day

Texas House Bill 256 requires institutions of higher education to excuse a student from attending classes or other required activities, including examinations, for the observance of a religious holy day. The student shall also be excused for time necessary to travel. An institution may not penalize the student for

the absence and allows for the student to take an exam or complete an assignment from which the student is excused. No prior notification to the instructor is required.

Commitment to Diversity

Our society is diverse and professionals must work comfortably and effectively in that society, as well

as in an interdependent global community. This course will examine the implications of this need for a

http://www.tarleton.edu/eps/TEP/documents/Handbook.pdf

http://www.ada.gov/

mailto:[email protected]

http://www.tarleton.edu/sds

http://www.tarleton.edu/helpdesk/Student/acceptableuse.html

http://www.tarleton.edu/library/

http://www.tarleton.edu/technology

http://online.tarleton.edu/

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professionally diverse orientation. The Office of Diversity and Inclusion is located in Thompson Student

Center room 21 (254-968-9488, [email protected], www.tarleton.edu/diversity).

Student Safety and Title IX

You are in college to achieve academic success, but you must feel safe and take care of yourself to reach

your full potential. You have the right to pursue your education in a safe environment. Title IX makes it

clear that violence and harassment based on sex and gender are civil rights offenses subject to

accountability. If you or someone you know has been harassed or assaulted, there is help and support on

campus. You may seek assistance confidentially through the Student Counseling Center or the Student

Health Center. Student Counseling Center: 254-968-9044 (phone is answered 24 hours a day, 7 days a

week), TSC 212; Student Health Services: 254-968-9271, TSC 212; Title IX Coordinator: 254-968-

9754, Admin Annex 1, Room 112; University Police Department: 254-968-9002, located on the

backside of Wisdom Gym.

WE, professors, MAY SEEM OLD, but we are young at heart!

Instructor Communication: Preferred method of contact is through Blackboard email. On weekdays, I will respond to your email within 48 hours. If an email is sent over the weekend, it may take up to 72

hours to respond.

Grading Criteria:

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REMEMBER: In it highly recommended that you take the time to re-read and edit your work before turning them in. Failure to so may result in lost points.

Assessment Components (AT A GLANCE)

SEE Appendix D for MAJOR DETAILS

MAJOR ASSIGNMENTS QUICK DETAILS POSSIBLE

POINTS

Quick:

What’s

Happening

Attendance/Participation Professionalism

Punctuality, preparedness, active participation, and professional

10 BE THERE & READY

BDA Presentation Present a BDA as a professional (MIMIC IN-SERVICE) 5 4 min. pres.

Book Analysis

CHILDREN’S LIT IN ACTION (Trade Books Leveling & Digital

Learning Expressions=Green Screen)

10 We start in

class…

Data-Based Inquiry Disaggregating data (COMPUTER BASED GROUP PROJECT) 5 All in class

Digital Reflections of Pre-

service Teacher (PARTS 1&2)

“CAPSTONE PROJECT”

Use iMovie or Photo Story to create your story of learning (SEE APPENDIX C & E)

30

Take

pictures and work along

the way

Final SEE GOOGLE CALENDAR 12 You can do it

Human Transactional Flashcards

Vocabulary (40 cards in all) (SEE APPENDIX F)

3 Open-ended

Literature Circle (MUST HAVE A COMPLETED ROLE SHEET and GOOGLE-FORM RESPONSE EACH TIME) (MUST HAVE AN ARTIFACT EACH TIME)

In groups of 4, each person will design lit circle program for your class… You will develop a WEBPAGE representing your role and learning

as well using WEEBLY (Hint: PD1).

10 1 pt=prep.

(e.g., google form

& WEBSITE page) &

1 pt =literature circle Artifacts

(i.e., completed role sheet &

artifact) (PER LITERATURE CIRCLE)

in-side & outside class projects

Reading Response Tests (RRTs)

SEE GOOGLE CALENDAR 15 Use textbooks

Total Points: 100

Instructor Grading: Grading depends on length of assignment. After an assignment is turned in, the instructor will grade assignment by the following week. However, the instructor has the right to take

longer if the assignment is lengthy. For example, this class will have numerous problem based learning (PBL) projects. We will work on the PBL projects together in and out of class time. I may provide oral informal feedback over time before the final grade. This class is a summary and application planning of

all your learning at TSU.

100-90% “A” 80-89% “B” 70-79% “C” 60-69% “D” Below 59% “F”

This work is superior. It

is possible to tell

thought, reflection, and

time went into the

assignment. All parts of the assignment are

superior work.

This work is good.

Some thought and time

are evident, but some

parts of the work lack

depth and reflection. The work reflects a lack

of time spent working

through the assignment.

This work is adequate,

but it is surface level;

thought, time, and

reflection are not

evident in the assignment.

This work is below

expectations; it does not

meet content criteria or

requirements. It is

possible to tell little thought, no reflection,

and minimal time went

into the assignment.

Unacceptable work.

You may be asked to

discuss the assignment

with me or repeat the

course.

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Tarleton Grading Statement

Beginning in Fall 2015, Tarleton will begin differentiating between a failed grade in a class because a student never attended (F0 grade), stopped attending at some point in the semester (FX grade), or because the student did not pass the course (F) but attended the entire semester. These grades will be

noted on the official transcript. Stopping or never attending class can result in the student having to return aid monies received. For more information see the Tarleton Financial Aid website.

KTS=Know Thy Student (#1 Law of Education)

One of the things I want you to learn is the ability to adjust your lessons according to your students’

needs. In light of this, I may adjust these assignments as I work with you and determine your personal needs and requirements. Also, I will expect to see you demonstrate differentiation in planning and

classroom instruction. Every strategy or technique you learn is only as good as you, the TEACHER. THIS IS WHAT A PROFESSIONAL TEACHER DOES .

*GOOGLE CALENDAR FOR MY CLASS: (THINGS CHANGE)

http://www.learningwithjamesgentry.com/class-calendars.html

Appendix A

http://www.learningwithjamesgentry.com/class-calendars.html

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Individual Professionalism Rubric*.*

TURN IN FINAL-FINAL DAYS O F CLASS~ (MIMICS PROFESSIONAL EVALUATION PROCESS IN THE FIELD)

Student:___________________________________Course:_____________________

SHOWING MAX POINTS: [(Total Score 20/4=AVERAGE 5) x 2]=10

*.*Professor’s scoring overrides student’s self-scoring.

Appendix B

ENGLISH LANGUAGE ARTS AND READING GENERALIST EC–6 STANDARDS

5/ Exemplary 4/ Proficient 3/ Developing 2/ Unsatisfactory 1/ Not Evident Self

Assessment

Professor’s

Assessment

Attendance &

Timeliness

Attends every class on time or makes

prior arrangements. No late assignments

Attends every class, infrequently

tardy, no more than one late assignments

Misses no more than 10% of class

time and has few late assignments

Misses classes with no prior notice; several late

assignments; or frequently tardy, late from break, or leaves

early

Misses more than 10% of class time*.* or has

numerous late assignments

Participation

Frequently

volunteers positive, well-informed and knowledgeable

comments and questions

Occasionally

volunteers, comments or questions often

based solely on test material requirements

Consistently

attentive during class with occasional

comments

Sometimes attentive

during class, rarely volunteers answers or asks course related

questions

Consistently

inattentive or disruptive; rude or unnecessary comments

Cooperation

& Leadership

Solves problems collaboratively -

sometimes as a leader. Solicits involvement by all in group work

Participates in cooperative efforts

in a variety of roles, respects others' contributions

Works cooperatively when

directed; rarely leads or initiates solutions

Works only with the same colleagues; adds lit t le to

cooperative efforts and never leads

Does not participate in group activities or

consistently dominates group situations

Responsibility

Responsible for own learning and

seeking perspectives and knowledge beyond

requirements; follows directions

Takes some steps to further own

learning. Shows efforts in a subject beyond

requirements. Most directions followed

Performs course requirements

competently without evident interest or

disinterest

Consistently disinterested; or

frequently voices negative comments about subject without

suggestions

Complains about course assignments or

subject in non-productive manner

Self Totals By Ratings

*.* Professor’s Totals

By Ratings

Attendance & Timeliness:

____________________________________________________________________________________________

Participation

____________________________________________________________________________________________

Cooperation & Leadership

____________________________________________________________________________________________

Responsibility

____________________________________________________________________________________________

Page 10 of 23

page

10

Implementation of Classroom Reading Instruction (BB=Blackboard)


Source: http://tea.texas.gov/WorkArea/DownloadAsset.aspx?id=2147484419

Standard I. Oral Language: Teachers of young students understand the importance of oral language, know the developmental processes of oral language, and provide a variety of instructional opportunities for young students to develop listening and speaking skills.

Standard II. Phonological and Phonemic Awareness: Teachers of young students understand the components of phonological and phonemic awareness and utilize a variety of approaches to help young students develop this awareness and its relationship to written language.

Standard III. Alphabetic Principle: Teachers of young students understand the importance of the alphabetic principle to reading English, know the elements of the alphabetic principle, and provide instruction that helps students understand that printed words consist of graphic representations that relate to the sounds of spoken language in conventional and intentional ways.

Standard IV. Literacy Development and Practice: Teachers of young students understand that literacy develops over time and progresses from emergent to proficient stages. Teachers use a variety of contexts to support the development of young students’ literacy.

Standard V. Word Analysis and Decoding: Teachers understand the importance of word analysis and decoding to reading and provide many opportunities for students to improve word analysis and decoding abilities.

Standard VI. Reading Fluency: Teachers understand the importance of fluency to reading comprehension and provide many opportunities for students to improve reading fluency.

Standard VII. Reading Comprehension: Teachers understand the importance of reading for understanding, know the components of comprehension, and teach young students strategies for improving comprehension.

Standard VIII. Development of Written Communication: Teachers understand that writing to communicate is a developmental process and provide instruction that helps young students develop competence in written communication.

Standard IX. Writing Conventions: Teachers understand how young students use writing conventions and how to help students develop those conventions.

Standard X. Assessment and Instruction of Developing Literacy: Teachers understand the basic principles of assessment and use a variety of literacy assessment practices to plan and implement literacy instruction for young students.

Standard XI. Research and Inquiry Skills: Teachers understand the importance of study and inquiry skills as tools for learning and promote students’ development in applying study and inquiry skills.

Standard XII. Viewing and Representing: Teachers understand how to interpret, analyze, evaluate, and produce.

Professionalism, Pedagogy, and Responsibility (PPR)

TExES Competency 013 The teacher understands and adheres to legal and ethical requirements for educators and is knowledgeable of the structure of education in Texas.

TEXAS TECHNOLOGY STANDARDS Standard I. All teachers use technology-related terms, concepts, data input strategies, and ethical practices to make informed decisions about current technologies and their applications.

http://tea.texas.gov/WorkArea/DownloadAsset.aspx?id=2147484419

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Standard II. All teachers identify task requirements, apply search strategies, and use current technology to efficiently acquire, analyze, and evaluate a variety of electronic information. Standard III. All teachers use task-appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results in a way that supports the work of individuals and groups in problem-solving situations. Standard IV. All teachers communicate information in different formats and for diverse audiences. Standard V. All teachers use know how to plan, organize, deliver, and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.

My students are groovy smart!!! You will be great teachers. Hey!

You will graduate with a degree form TSU next semester!

YES!!!!! Congratulations!!!

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READ 4310 Capstone Assignment (RUBRIC)

Digital Reflections of Pre-service Teacher: “Show Me the Learning” (30 points MAX)

Rating

Indicator 5 4 3 2 1 Knowledge 1: Student articulates a coherent understanding of Balanced Literacy

Teacher candidate identifies 4-5 characteristics of a balanced literacy program.

Teacher candidate identifies 3 characteristics of a balanced literacy program.

Teacher candidate identifies 2 characteristics of a balanced literacy program.

Teacher candidate identifies 1 characteristic of a balanced literacy program.

No evidence

Knowledge 2: Student identifies ways to differentiate to meet the needs of individual learners.

Student identifies 4-5 differentiation needs of individual students (Know Thy Student).

Student identifies 3 differentiation needs of individual students (Know Thy Student).

Student identifies 2 differentiation needs of individual students (Know Thy Student).

Student identifies 1 differentiation need of individual students (Know Thy Student).

No evidence

Skill: Student has developed strategies for addressing the Reading TAKS and Reading/Language Arts TEKS in the classroom.

Student identifies 4-5 literacy strategies and identifies the TEKS associated.

Student identifies 3 literacy strategies and identifies the TEKS associated.

Student identifies 2 literacy strategies and identifies the TEKS associated.

Student identifies 1 literacy strategy and identifies the TEKS associated.

No evidence

Value: Student Clarifies their personal Philosophy (learning style, multiple intelligences, etc.) about the reading process and how these beliefs are reflected in their teaching/learning practices.

Teacher candidate provides a comprehensive view of their personal beliefs about the reading process and how it will affect their teaching.

Teacher candidate displays a general & specific view of their personal beliefs about the reading process and how it will affect their teaching.

Teacher candidate provides a general view of their personal beliefs about the reading process and how it will affect their teaching.

Teacher candidate displays an inadequate view of their personal beliefs about the reading process and how it will affect their teaching.

No evidence

Student follows format assigned by professor.

Teacher candidate follows 100% of the requirements for the format and organization of the product.




No evidence

Student uses professional academic language.

Teacher uses professional and academic language 100% of the time.




No evidence

SCORING FORMULA: [(TOTAL POINTS=30 points/6=AVERAGE of 5) X 6]=30 MAXIMUM POINTS ACHIEVABLE

Appendix C

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page

13



Appendix D

Assessment Components

(MAJOR DETAILS)

1. Professionalism (Attendance/participation): DUE: SEE GOOGLE CALENDAR

You are expected to be respectful of yourself, others, and the learning environment by demonstrating active engagement and participation in all learning interactions. You must be

present, punctual, prepared. Discussions about other students and/or other professionals

are not acceptable at any time. Evaluation: See Rubric at the end of this syllabus SLO(s): 9

2. Before During After (BDA) Strategies’ Lesson

DUE: SEE GOOGLE CALENDAR You will write the sequential details of the BDA lesson (i.e., Before, During, & After). In 4

minutes commercial, you will show us your ideas and plan. Provide the class a one page handout through Blackboard Discussion Board describing the steps of the BDA

lesson.

BDA CHECKLIST for BDA Description Product: (MUST TURN INTO BB~SEE ASSIGNMENTS)

1. BDA strategy with APA citation from source <<<APA>>>

2. Description of the BDA strategy in your own words

3. Steps to follow to successfully implement BDA (YOUR OWN WORDS) 4. TEKS & ELPS accomplished 5. Pros & Challenges (PROS & CONS)

6. What makes it interactive? (YOU WILL DEMO A PART OF THIS….OR SHOW EXAMPLE)

7. Materials needed 8. Time needed 9. Summary of peer feedback from presentation day

BDA PRESENTATIONS: (6 per day ONLY) SIGN UP :

S’Ville Thursday: http://doodle.com/poll/4hyvw3ukdbcvvkq2

Web Resource:

http://learningwithjamesgentry.com/jamesgentry/BDA%20STRATS/STRATS%20LINKS.htm http://www.learningwithjamesgentry.com/class-resources.html (TEKS & ELPS) Evaluation: Product & Performance Following (PRODUCT & PERFORMANCE)

SLO(s): 1, 2, 4, 5, 6, 7, 8, 9, 10, 11, 12

http://www.learningwithjamesgentry.com/jamesgentry/APA.htm

http://www.learningwithjamesgentry.com/jamesgentry/APA.htm

http://doodle.com/poll/4hyvw3ukdbcvvkq2

http://learningwithjamesgentry.com/jamesgentry/BDA%20STRATS/STRATS%20LINKS.htm

http://www.learningwithjamesgentry.com/class-resources.html


http://learningwithjamesgentry.com/jamesgentry/ELPS.html

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3. Book Analysis & Text Sets with Mentor Text: “Trade Books & Leveling for the Reading Classroom” DUE: SEE GOOGLE CALENDAR

For this assignment, we will use computers and/or Ipads. With your unit in mind, you will

choose one trade book as a mentor text. You will level texts using several readability tools

(learned in class). 4-8th pre-service teachers will use books that pertain to their content areas. Using one of the mentor texts as a group, you will create a green screen application. As

individuals, you will create a story related to your theme using Toontastic Ipad app or Google Doc. Use the following Website as directed: http://www.learningwithjamesgentry.com/book-analysis-project-read-4310.html ALSO, YOU WILL NEED TO VIEW THIS VIDEO:

https://www.youtube.com/watch?v=wsq5yhnjdGE

You will (see below)… a. ALL TEXTS: Provide the readability levels for AT LEAST 5 TRADE BOOKS(e.g.,

Lexile)

* (Readability Guidance Sheets & Readability Analysis Website are provided). b. MENTOR TEXT: Follow steps as directed on the specified Website

*(Multicultural CB Eval, General TB Eval, Literary Devices, etc…) c. Digital Learning Expression (GREEN SCREEN): You will take the mentor text and

create a vocabulary or story-retelling using the DO INK app and an IPad.

*(I will provide a time for you to have access to an IPad, use of a green screen PIZZA BOX, or the use of the WHOLE GREEN SCREEN during class time.

DO INK: https://itunes.apple.com/us/app/green-screen-by-do-ink/id730091131?mt=8&ign-mpt=uo%3D4 GREEN SCREEN & DO INK: http://www.learningwithjamesgentry.com/green-screen-and-do-ink-i-pad-app-guides.html

d. Create a Story: As teachers, we are storytellers. Create a story related to your theme

that teaches some concept and vocabulary to your students. You will use the Toontastic Ipad app to tell your story with pictures and oral expression or use a Google Doc or Google Slides to create a story with text and pictures.

Toontastic: https://itunes.apple.com/us/app/toontastic/id404693282?mt=8 Evaluation: Accurate completion of text analysis project (PRODUCT)

SLO(s): 4

4. Data-based Inquiry and Decision Making (Disaggregating Data): {DUE: SEE GOOGLE

CALENDAR} Student teams of 2 or 4 will provide an accurate and clear summary of student

performance using mock state assessment data to draw conclusions and recommendations about the learning of individual students and groups of students. You

will type your recommendations and conclusions derived from the testing data.

Web Resources: http://www.learningwithjamesgentry.com/data-based-decision-lab-rdg-4310.html

Evaluation: Summation Report (PRODUCT)

SLO(s): 2, 3, 4, 7

http://www.learningwithjamesgentry.com/book-analysis-project-read-4310.html

http://www.learningwithjamesgentry.com/book-analysis-project-read-4310.html

https://www.youtube.com/watch?v=wsq5yhnjdGE

http://www.doink.com/

https://itunes.apple.com/us/app/green-screen-by-do-ink/id730091131?mt=8&ign-mpt=uo%3D4

http://www.learningwithjamesgentry.com/green-screen-and-do-ink-i-pad-app-guides.html

https://itunes.apple.com/us/app/toontastic/id404693282?mt=8

http://www.learningwithjamesgentry.com/data-based-decision-lab-rdg-4310.html

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5. Digital Reflections of Pre-service Teacher: “Show Me the Learning” PART 1 {DUE: SEE GOOGLE CALENDAR}

This assignment is designed to be the culminating activity of all you have accomplished in this course, as well as all you have gained in all of your other professional course work, including

your PD lab course. You will create a paperless portfolio by creating a photo story, a video, using advanced technologies like Photo Story 3 or other video/photo editing software. You will

save this as a video (e.g., MP4) file after the editing process through Blackboard. Further Explanation for Using Film Technology to Illustrate Learning

You will create a photo story using a pictorial, musical, narrative product as a summary of one’s learning in the block classes or one’s entire education program with TSU. You

will need to be able to use scanner, a digital camera, and multimedia editing software (e.g., Photo Story 3). You cannot use clip art or photos from the internet or Microsoft to represent kids or your experience. The last slide, slide 16, and slide 15 may have clip

art or photo representations if cited. You are welcome to use photographs from your week in the school or other classroom field experiences during block. The specific

criteria for this project are listed BELOW. These will be showcased before the class ends.

Things to do to be Successful with Digital Portfolio… (SEE Checklist ~Appendix E)

DOWNLOAD Microsoft’s Movie Maker or use APPLE’S iMOVIE : http://www.learningwithjamesgentry.com/technology- in-the-classroom.html

http://www.learningwithjamesgentry.com/imovie-teaching-videos.html

!!!!!!!Your video presentation cannot go over 4 minutes!!!!!!!!!!!!!!

LAYOUT GUIDELINES for Digital Field Experience Story…

Must have at least 17 slides minimum.

Slides 1-2 introduces you and your family. Slides 3-6 articulate at least four characteristics of a balanced literacy

program—an understanding of balanced literacy. You need to identify at least four differentiation needs (i.e., slides 7-10)

demonstrating the KTS (KNOW THY STUDENTS) concept. These must

present examples of differentiation learning experiences or relationship building you observed or accomplished in the field.

You need to illustrate four literacy strategies (i.e., slides 11-14)

demonstrating reading/writing strategies you have learned in block or other READ classes. Make sure you add a word or phrase associating the

LA or READ TEKS. Slide 15 introduces your philosophy of education which you crafted in

other education/reading classes. Just make sure you add something about reading instruction’s value.

In slide 16, you need to illustrate what type of learner you are based on

Learning Styles or MI theory from EDUC 3320 or Hermann’s International Whole Brain Model presented in READ 3356.

With slides 17-19, you will represent classroom management topics (YOU WILL RECEIVE THIS FROM Ms. FOWLER.)

In the last slide (slide 20), you may have any picture you wish to share.

Knowledge 2:

Skill:

Value:

Knowledge 1:

Format: & Professional Language: (In Rubric)

http://www.learningwithjamesgentry.com/technology-in-the-classroom.html

http://www.learningwithjamesgentry.com/imovie-teaching-videos.html

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The Minimum for Technology Skill Representation…

You need voice narration on at least three slides. You must select music to represent the mood of your project. You need to talk with the teacher to have photographs taken.

PHOTOGRAPHS ARE NEEDED: (FIELD PLACEMENT IS THE PLACE TO DO THIS)

If the school does not allow you to take pictures of students, take pictures of students’ work with names omitted or covered. You may be able to take photographs as long as children faces are hidden. For example, you may take photos of the students’ hand or back of heads as they work on assignments.

Clipart is unwelcome and will not be counted. Every school district has differing polices regarding photography. THINGS TO REMEMBER ABOUT PHOTOGRAPHS: NEVER PLACE A

PHOTOGRAPH OF A STUDENT WITH THE STUDENT’S NAME. NEVER PLACE A STUDENT’S PHOTOGRAPH ON A WEBPAGE.

Web Resource: (RUBRIC)

http://www.learningwithjamesgentry.com/jamesgentry/Rubrics/Rubrics.htm Evaluation: Product Presentation Following Layout Guidelines (PRODUCT) SLO(s): 1, 2, 4, 5, 6, 7, 8, 9, 10, 11, 12 (TECH OUTCOMES=1-5)

6. Digital Reflections of Pre-service Teacher/Sharing: “Reflect the Learning” PART 2 {DUE: SEE GOOGLE CALENDAR}

In class during the final, students will present digital portfolios to class mates. We will reflect on the field based experiences illustrated in the photos. This will be a happy times because the

semester will be completed, and you will be ready for student teaching (SEE APPENDIX E).

Evaluation: Written Reflection Page and Reflecting Thoughts Orally with Peers (PRODUCT) SLO(s): 1-4

7. Final Test: DUE: SEE GOOGLE CALENDAR

You will read required readings and complete assigned tests related to the readings. The final will include previous testing items and class/field experiences. Evaluation: Read and take tests with professor commentary SLO(s): 1, 2, 3, and 4

8. Human Transactional Flashcards: (BRING THESE TO CLASS EACH TIME=PROFESSIONALISM)

DUE: SEE GOOGLE CALENDAR

We have many education terms we need to learn. Two areas will be our source for these words (SOURCE 1: See http://learningwithjamesgentr y.com/jamesgentr y/becomi ngateacherintexas_files/becomi ngateacherintexas.htm

for a glossary teaching vocabulary needed by Texan teachers, SOURCE 2: see Glossary LA/Reading (Appendix F), and SOURCE 3: see your READ 3311 or other

content area textbooks). Choose the words you do not know or are confusing to you based on vocabulary pretest. This will help you learn these terms for state testing and etc…

http://www.learningwithjamesgentry.com/jamesgentry/Rubrics/Rubrics.htm

http://learningwithjamesgentry.com/jamesgentry/becomingateacherintexas_files/becomingateacherintexas.htm

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On side one of the card, the side without lines, and the student writes the term on the

left side and draws a picture icon representing the word on the right side. On side two the student writes in three quadrants. In the upper left quadrant, the student writes the

definition in his/her own words. In the upper right quadrant, the student writes the book ’s definition. The bottom quadrant of the card is reserved for a sentence using the word correctly.

Evaluation: The HTFC cards (PRODUCT)

SLO(s): 2 and 4

9. Literature Circles Experiences: DUE: SEE GOOGLE CALENDAR (SEE SCORING GUIDE ON PG 5)

The Student will analyze an expository text, The Daily 5 Text, required in the class and will work in a team with an assigned role to perform.

Each student will complete a GOOGLE FORM~Active Reading Response Form, by the night before the event, prior to each literature circle.

Before the literature circle, each student will create a website or add a page to an

existing website representing your literature circle role and learning. You will share the website link in the google form provided in BB.

Each student will be prepared to discuss and share readings as defined by his/her role in the literature circle. If a student misses a literature circle or comes unprepared, the

students will earn a zero for the assignment, which will also significantly impact his/her professionalism score.

Students will create a creative product related to his/her role for all literature circles.

There are two products you must bring to class to get credit for each literature circle: (1.) A ROLE SHEET (COMPLETED), (2.) AN ARTIFACT that EXPANDS ON THE

CONTENT FOUND ON THE ROLE SHEET,(3.) Create a website or add a page to an existing website representing your literature circle role and learning

WEB RESOURCE: LITERATURE CIRCLE ROLES Method of delivery: Blackboard; Assessments Tab

ROLE SHEETS: http://www.learningwithjamesgentry.com/LITCIRCLES.htm http://www.gcisd-k12.org/cms/lib/TX01000829/Centricity/Domain/61/Literature_Circles.pdf

(GROUP EVALUATION RUBRICS~CHOOSE THE CORRECT ONES) http://learningwithjamesgentry.com/Rubrics/Literature Circle Professionalism Report.doc

(SEE THE ARTIFACTS STUDENTS CREATED FOR LITERATURE CIRCLES) http://www.learningwithjamesgentry.com/be-a-tarleton-teacher-a-real-teacher.html

←SIDE 1

SIDE 2→

I probably should be ready here…YES

http://www.learningwithjamesgentry.com/LITCIRCLES.htm

http://www.gcisd-k12.org/cms/lib/TX01000829/Centricity/Domain/61/Literature_Circles.pdf

http://learningwithjamesgentry.com/Rubrics/Literature%20Circle%20Professionalism%20Report.doc

http://www.learningwithjamesgentry.com/be-a-tarleton-teacher-a-real-teacher.html

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(GOOGLE FORM~Active Reading Response Forms) SEE Blackboard… I have links on the left menu. This represents one action illustrating

professionalism.

Evaluation: Role Sheet/Participation/and Exit Slip (ONGOING~PRODUCT) SLO(s): 3, 4, 8, 9, 10, 11, 12 (TECH OUTCOMES=1-5)

10. Reading Response Tests: DUE SEE BLACKBOARD CALENDAR & GOOGLE CALENDAR

You will read required readings and complete assigned tests related to the readings. Evaluation: Read, take tests, and commented on by professor SLO(s): 1, 2, 3, and 4

TARLETON IS A GROOVY PLACE

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Appendix E

Field Based Digital Reflection Minimum Requirements Checklist

YOUR VOICE: Review your video… Place a check on the ones you accomplished. Provide notes explaining

your choices and plan. Video tech and general requirements: 4 mins max:____ Music:____ Narration in 3 places:____

1. Family _______ Notes:

2. Balanced Literacy (4 examples) _______ Notes:

3. Differentiation (4 examples) _______ Notes:

4. Literacy Strategies (4 examples with titles and TEKS) _______ Notes:

5. Your Philosophy _______ Notes:

6. Your Learning Style or Dominate Multiple Intelligences _______ Notes:

7. Your classroom management topics (EC-6 see Ms. FOWLER/ 4-8 Let’s Talk) __________ Notes:

8. Anything You choose _______ Notes:

MY PLAN TO COMPLETE THIS SEMESTER PROJECT… (THIS IS A SEMESTER PLAN.)

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SOURCE 2:Glossary LA/Reading OMITTED :

Appendix F

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Appendix H

READ 4310.020 Implementation of Classroom Reading Instruction

Thursday (SOMETIMES TUE): 1:15pm to 4:05pm

Verification of Understanding The following points are part of the syllabus. The bulleted list below forms key points that you, the student, must understand about READ 4310.

Participation is based on punctuality, class activities, and class discussion. A participation grade is part of the grading for this class. Merely being physically present in class does not qualify as attendance/participation. You must be actively engaged with the lesson to receive credit for attendance/participation.

Class attendance is mandatory and absences will impact your course grade. It is your responsibility to

collect any missed handouts. I do not make repeat performances. If you are absent, ask a classmate for his/her notes. However, if you have a question about course material, please feel free to ask me to clarify during office hours . Punctuality to class is expected. Anyone arriving 10 minutes or later after

class has started will be considered absent.

Absences/participation will affect your grade. Missing more than 10% (1 class period) of

the class will result in a loss of a letter grade or possible course failure.

“Beginning in Fall 2015, Tarleton will begin differentiating between a failed grade in a class because a student never attended (F0 grade), stopped attending at some point in the semester (FX grade), or because the student did not pass the course (F) but attended the entire semester. These grades will be noted on the official transcript. Stopping or never attending class can result in the student having to return aid monies received. For more information see the Tarleton Financial Aid website.”

Course Requirements: See Page 7 and Appendix D page 13

Cell phone / Electronics: Cell phones, text messaging, and checking your cell phone, email, and text

messages or any other form of social networking which do not support course instruction during class are all strictly prohibited. Come to class prepared to focus on class. Violations may result in being asked to withdraw from the course and / or failure of course. If there is a potential rising emergency, then prior notification of such possibility must be made known to me before the start of class and phone set on vibrate.

Professionalism: Professional behavior is expected in all interactions and activities.

Examples of unprofessional behavior: chronic absenteeism/tardiness, late work, lack of preparation, lack of participation

Please see pages 3-5 for more concerning professional behavior.

I affirm that I have read this syllabus and understand all class policies and assignments.

______________________________________________________ _________________ Signature Date

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