General Rubric (written work)

Response Assignment Percentage Table

Participation Rubric

Conference Presentation Rubric

General Lesson Rubric

Cueing Systems

Great Debate (Phonics & Whole Language)

Environmental Print

Phonological & Phonemic Awareness

Optimal Learning Model

Independent Reading

Running Records

	OTS Running Record Conventions/Marks
	Running Record Form
	Online Running Record Tutorial

Miscue Analysis

Miscue Analysis Form

Comprehension Strategies

Guided Reading Basics

Grade Level A-Z Chart

Guided Reading--Planning

Fluency

Literature Circles

PT1:  Sounds of English

phoneme list

PT2:  Phonemic Markings

PT3:  Digraphs, Blends, & Silent Letters

PT4:  Onset & Rime

Phonics Glossary

Story Maps

Environmental Print

Hattie and the Fox

Arizona Young Reader Award Winners

IRA Choice Awards

ALA Notable Children's Books

Caldecott Winners

Alphabet Books

The take-home final project is due via email by May 3rd.  If you did a conference presentation, you do not need to do the take-home final. 

By May 3rd, email the lesson plan you would like to include on our class CD along with optional contact information.  Please follow the CD Contribution Guidelines given in class.  Remember to revise the lesson(s) you want to contribute using the checklist on the guidelines page.  If you'd like to contribute any "extras," like websites, professional books, etc., please include those in your message, too.  I will mail your CD to you with your buddy portfolio and any other papers I have for you.

If you have someone else's Great Books Exchange book, please take it to your science class to return to its owner.  We'd like everyone to get their books back.

Bring your completed buddy portfolio.  Here are the buddy portfolio guidelines, which I also handed out in class.  Be sure to keep the binding lightweight (no steel rings) and ensure that it fits in the manila envelope I provided for you.  Write your name and address in the addressee space on the outside of the envelope.  Please put $2 in the envelope to help cover the cost of your course CD and the mailing of your "stuff" after the semester ends. 

Prepare for the phonics exam.  Here is some guidance:

	Understand the terms in the phonics glossary.  This is an overview of the phonics content we have covered in this course. You do not need to know the particular types of consonant sounds and their related phonemes (fricatives, stops, etc.), You do need to know the various vowel sub-categories (long, short, diphthong, r-controlled, & schwa). You do not need to memorize the phoneme list.  If you are asked to give the phonemic representation for words, you will be provided with a phoneme list.
	You may be asked to find the ___ in words (digraphs, diphthongs, long vowels, etc.)
	Understand the usefulness of invented spelling in terms of instruction and assessment.
	Have a basic understanding of word study and the five orthographic stages described in WTW.  A review of chapter 1 should be sufficient.
	Be prepared to take a given poem or song and "mine" it for phonics concepts that could be taught with it.

The take-home final project is due via email by May 3rd.  If you did a conference presentation, you do not need to do the take-home final.  You may want to work up a draft for the 26th if you would like to get feedback/help.

If your grade seems a bit saggy, please check out the extra credit opportunities I am offering.  A boost of up to 5% can be earned through quality completion of these activities.  All extra credit must be submitted by April 26th, the last day of class.

If you have someone else's Great Books Exchange book, bring it to class to return to its owner.  We'd like to get all the books back where they belong.

We'll have a pot luck for our last evening of class.  Please bring a contribution. I will provide paper goods and drinks.

Apr. 26th:  Last day of class...

	Pot Luck
	All extra-credit assignments due
	Phonics content exam
	Buddy portfolio due

May 3rd:

	Final project due (electronically)--If you did a conference presentation, you do not have to worry about this.
	Class CD contributions due (at least one lesson plan from each class member)

Read & post-it your young adult novel for book club discussions. You got these in class on April 5th.

NCLB--For just a few real-life consequences of the law in schools, read the short article you chose in class (see links below).   Optional: You can visit the official NCLB website, if you wish.  Also optional is browsing the NCLB teacher toolkit published by the US Department of Education, which outlines the provisions of the law and goes into more depth on the issue of highly qualified teachers. 

	NCLB Misses Some
	Computer Skill Drill Opens Another Achievement Gap
	Bubble Students and Teaching to the Statistic
	The Flawed Thinking Behind "No Excuses"

If these articles pique your interest, take a look at Susan Ohanian's NCLB Atrocities index.  She updates the list almost daily with articles from across the nation related to NCLB.

Paperwork is due for a literacy-related lesson for placement class (interactive read-aloud, shared reading, reading strategy lesson, guided reading group, literature study group, writing engagement, etc.)-- Bring a hard copy of your lesson and completed evaluation sheet.

Bring the artifacts you have collected for your buddy portfolio.  We will spend some time in class looking at your artifacts and preparing to write the narrative/reflections.  Here are the buddy portfolio guidelines, which I also handed out in class.

If your spelling stage presentation is next week . . . revise your lesson plan, gather materials, and prepare to teach.  Brush up on the characteristics of learners in that stage for the panel discussion.  Coordinate with your group members on any final details.  Bring the final draft of your lesson plan to turn in.

If your grade seems a bit saggy, please check out the extra credit opportunities I am offering.  A boost of up to 5% can be earned through quality completion of these activities.  All extra credit must be submitted by April 26th, the last day of class, although I prefer to have it sooner.

If you have someone else's Great Books Exchange book, bring it to class to return to its owner.  We'd like to get all the books back where they belong.

Are you bringing snacks for our next class?

Apr. 19th: 

	Spelling Stage Group Presentation:  Derivational Relations
	Paperwork is due for a literacy-related lesson for internship class--Bring a hard copy of your lesson and completed evaluation sheet.

Apr. 26th:  Last day of class...

	All extra-credit assignments due
	Phonics content exam
	Buddy portfolio due

May 3rd:

	Final project due (electronically)--If you did a conference presentation, you do not have to worry about this.
	Class CD contributions due (at least one lesson plan from each class member)

Writing Workshop, chapter 7

Struggling Readers, pp. 78-86

Reading Essentials, pp. 191-195

Read the article by Richard Allington, "What I've Learned About Effective Reading Instruction."

Response:  Think about the grade you someday hope to teach.  What are some guiding principles, instructional practices, materials, and classroom routines that you envision for your reading/writing program?  What do you imagine your classroom to look like/be like as students engage in reading and writing?  Write a list in your writer's notebook as ideas come to you and keep adding to it throughout the week.  Add questions as they arise; don't censor your thoughts.

By April 19th:  Read & post-it your young adult novel for book club discussions.  (You have two weeks for this assignment since the books are lengthy.)

If your spelling stage presentation is next week . . . revise your lesson plan, gather materials, and prepare to teach.  Brush up on the characteristics of learners in that stage for the panel discussion.  Coordinate with your group members on any final details.  Bring the final draft of your lesson plan to turn in.

Choose a book that you think is "about right" for your buddy in terms of difficulty, and have your buddy bring a self-selected book that he/she is currently reading.  Do a running record on portions of both texts (or the whole text if it's short enough).  Remember to have your buddy retell what was read, and make notes about the retelling on your running record sheet.  Turn in the running record sheets with accuracy calculations and attach copies of the text passages used.

If your grade seems a bit saggy, please check out the extra credit opportunities I am offering.  A boost of up to 5% can be earned through quality completion of these activities.  All extra credit must be submitted by April 26th, the last day of class, although I prefer to have it sooner.

Read all or part of your Great Books Exchange book of the week.

Apr. 12th: 

Spelling Stage Group Presentations:  Within-Word, Syllables & Affixes

Apr. 19th: 

	Spelling Stage Group Presentation:  Derivational Relations
	Phonics content exam (first try)
	Paperwork is due for a literacy-related lesson for placement class (interactive read-aloud, shared reading, reading strategy lesson, guided reading group, literature study group, writing engagement, etc.)-- Bring a hard copy of your lesson and completed evaluation sheet.

Apr. 26th:  Last day of class...

	All extra-credit assignments due
	Phonics content exam (last try)
	Buddy portfolio due
	Final project due (electronically)

Write publishing notes to the members of your group that missed the circle but read their pieces on 3/29.  If you were one of the "late publishers," review your group members' pieces and write notes to them.  You are also encouraged to write to other class members if you wish.

Read the chapter about literature circles (distributed in class).  Using the article, class lecture, and Reading Essentials chapter 10, create a Venn diagram comparing and contrasting guided reading with literature circles.  Consider issues relating to types of texts, teacher/student roles, grouping, choice, intent, etc.

Due by April 12th:  Choose a book that you think is "about right" for your buddy in terms of difficulty, and have your buddy bring a self-selected book that he/she is currently reading.  Do a running record on portions of both texts (or the whole text if it's short enough).  Remember to have your buddy retell what was read, and make notes about the retelling on your running record sheet.  Bring the texts to class or make a copy.  Calculate the accuracy for each selection.  (This can be done on a regular sheet of paper.  If you think you will have a hard time keeping up, it may be a good idea to record the readings.)

Please ask your internship teacher if you can bring materials from the basal reading series being used in his/her classroom (or other materials if a basal is not used).  Next week (3/5), bring a teacher guide, the matching student text, and supplementary materials that come with the program such as trade books, "little books," or workbooks.  (Extra credit will be given for bringing in these materials.)

If your spelling stage presentation is next week . . . revise your lesson plan, gather materials, and prepare to teach.  Brush up on the characteristics of learners in that stage for the panel discussion.  Coordinate with your group members on any final details.  Bring the final draft of your lesson plan to turn in.

If your grade seems a bit saggy, please check out the extra credit opportunities I am offering.  A boost of up to 5% can be earned through quality completion of these activities.  All extra credit must be submitted by April 26th, the last day of class, although I prefer to have it sooner.

Read all or part of your Great Books Exchange book of the week.

Read your literature study book (distributed in class) and mark places that strike you with post-its as you read to help you prepare for discussion.

Draft a lesson plan for your part of the spelling stage group presentation.  Bring 4 copies of the draft so that your group members can review it and help with revisions.  Use the lesson template that makes the most sense for your situation:

	General Lesson Template
	Read-Aloud Lesson Template
	Shared Reading Lesson Template
	Guided Reading Lesson Template

For those who participated in the publishing circle only:  Write notes to the members of your writing group who also participated, at a minimum.  (You are welcome to write to other members of the class who shared pieces, as well.)  You might express thanks for their writing and for helping with yours.  You might also talk about the aspects of their pieces that resonated with you or that seemed especially powerful.  Make the notes encouraging and specific to each person.  We will distribute them in class next week.

If you haven't already done so, revise your buddy phonics lesson plan, prepare materials, and teach it.  Have your buddy write about what he/she learned, or have him/her respond to another question you might have related to the experience.  Be sure to reflect on the experience in your own reflection log (in preparation for your buddy portfolio later in the semester).  Next week (3/29), turn in your revised lesson plan/materials and your buddy's written response to the lesson.

LOOKING AHEAD:  By 4/19, prepare and present a reading- or writing-related lesson in your placement class.  It must be a "new" lesson (not one you have created previously for this or another course), and you will need to involve your placement teacher in helping you decide what to teach.  (Check early to see when state testing is taking place at your school.  It may be best to do your lesson afterward, since teachers are stressed out and trying to do test prep beforehand.)  Make sure your lesson is age-appropriate and reflects the kind of teaching/learning we have spent our semester studying.  Here are some possibilities:

	Read-aloud with extension activity
	Shared reading/Readers Theatre
	Guided reading group
	Literature study group/book club discussion
	Writing engagement

Read all or part of your Great Books Exchange book of the week.

Are you bringing snacks for our next class?

Reading Essentials, chapter 10 (through page 174)

Writing Workshop, chapter 8

Read the Words Their Way chapter related to the stage you were assigned for your group presentation, plus review the CD-ROM for activities/hints related to that stage.  Carefully read the chapter and complete the worksheet I distributed in class to help you prepare for group planning at the next class session.  Here is the Hattie and the Fox lesson plan as an example of an embedded phonics lesson with an independent/center activity.  Here are the groups:

Polish your writing piece and bring 25 copies of it to class next time.  We will be having a sharing circle, so come prepared to read your piece aloud.

Revise your buddy phonics lesson plan, prepare materials, and teach it.  Have your buddy write about what he/she learned, or have him/her respond to another question you might have related to the experience.  Be sure to reflect on the experience in your own reflection log (in preparation for your buddy portfolio later in the semester).  By March 29th, turn in your revised lesson plan and your buddy's written response to the lesson.

Read all or part of your Great Books Exchange book of the week.

Are you bringing snacks for our next class?

Read your assigned series book (short chapter book distributed in class). 

Read the article by Richard Allington about the NRP report (distributed in class).  Here is a link to the NRP website in case you're dying to read the 500-page report or 30-page summary!

MID-TERM EXAM (word-process your response): 

Based on your coursework, readings, and personal ideas/experiences, what information will you want to gather about your students as readers, and why?  How will you go about collecting this information?  How will it help you to make teaching decisions?

Revise your writing piece and bring 4 copies of the revised version.

Please turn in your buddy interview questions & answers by next week.   Make a note of your buddy's gender and grade level at the top of the first page.  (Some of you have already done this.)

Revise your buddy phonics lesson and bring two copies next week for reviewing with your partner.

Read all or part of your Great Books Exchange book of the week.

Are you bringing snacks for our next class?

Writing Workshop, chapters 5-6

Struggling Readers, chapters 3-4

Read your assigned short chapter book for a small-group discussion next week.  Remember to mark parts that strike you with post-its as you read, noting what you were thinking at the time. (The post-it marking is required, not optional. J)

Bring five copies of the draft of your writing piece (carried over from last week's assignments).

Draft a phonics lesson catered to your buddy.  It may be based on a book, game, word sort, or other experience appropriate to your buddy's stage of orthographic development.  Words Their Way has many good ideas.  Use the general lesson template to guide you in creating your lesson.  Be sure to review the lesson plan rubric by which your final plan will be evaluated.  Bring two copies of your draft, as you will be revising it next week in class with a partner.

From last week:  If you wish to revise the independent reading response question, the prompt follows.  Remember to word-process and to give it the quality and thought required of a take-home response question:

Which aspects of “Independent Reading” (as described in Reading Essentials) seem easier or more difficult to implement?  Explain.  Which aspects of independent reading will have the highest priority for you as a beginning teacher, and why?

When you finish your buddy interview, please turn in the questions with responses.   Be sure to make a note of your buddy's gender and grade level at the top of the first page.  I would like your interview paperwork by March 8th.  (Some of you have already done this.)

I posted a percentage table for response assignments for your reference in understanding your scores.  I also placed a link to it under "Rubrics & Grading" to the left.

Read all or part of your Great Books Exchange book of the week.

Are you bringing snacks for our next class?

Read "Aren't Errors Bad?" and respond  to the following (please word-process):

The mother of one of your students has come to you concerned about her son’s reading. She is concerned because her son makes mistakes when he reads. In light of what you read in chapter four from Wilde’s book, what questions might you ask the parent regarding the “mistakes?” What information could you give her to ease her mind?  Integrate specific information from the chapter.

Words Their Way, page 59-72 about word sorting--Remember to bring your Words Their Way text and CD-ROM to class next week.  Also bring an ID for the computer lab.

Draft a writing piece (word-process) and bring five copies.  I handed out guidelines in class.

If you were absent when we did running records in class or would like a refresher, check this link:  Online Running Record Tutorial.  It's a bit cheesy, but it does give you the basics.

Practice over-the-shoulder running records.  You can either use a blank sheet of paper or print a couple of running record sheets.  Remember to calculate the accuracy rate for each one and to bring all related materials to class next week.   Below are some audio files for practice (they are of students reading the Tuck Everlasting excerpt you received in class).  If your web browser tries to block you from opening them, go ahead and click to allow them to open.  (I promise they're safe!)  If you have trouble "streaming" them, then right-click on each link and save the files to your computer.  (They run about 1 MB each in size.)

	Audrey
	Modesto
	Luke

Bring a calculator to class for the next several weeks.

Do the reading interview/survey you created with your buddy within the next few weeks.  If you want to break it down to do a few questions each time you get together, that may keep your buddy from getting restless and giving less thoughtful responses.

Give the appropriate spelling inventory(ies) to your buddy from the appendix of Words Their Way.  Next week, bring your buddy's written list of words from the assessment, along with photocopies of the matching feature guide and error guide for the inventory you gave.  We will work on analyzing the results in class.

Read all or part of your Great Books Exchange book of the week.

Are you bringing snacks for our next class?

Reading Essentials, chapters 5-6, plus pages 98-107

Words Their Way, pages 31-40

Create a tool for learning about your buddy's background, attitudes, and habits as a reader.    It could be an interview (preferred) or a paper/pencil survey. Consider what you would like to know as well as the most appropriate format and length. I am posting sample questions from our discussion, and you can use course texts to help you, as well.  Whenever possible, phrase your questions in an open-ended fashion rather than yes/no.  Bring two copies of your interview or survey:  one to turn in and another to use with your buddy.

Bring an unedited writing sample from your buddy.  You'll want it to be a sample that was written without adult intervention in terms of spelling.  It can be a photocopy.

Spend time reading to/with your buddy.

Read all or part of your Great Books Exchange book of the week.

Bring a calculator to class for the next several weeks.

Next week we'll have a nacho pot luck.  Here are the assignments (click for larger image):

Reading Essentials, Chapter 4

Writing Workshop, pages 21-26

Read these two newspaper articles on Invented Spelling, (A journalist wrote a scathing attack on invented spelling and then retracted it 15 years later.  There is also commentary by educators and others at the end.  All of it will give you some food for thought.)

Words Their Way, Chapter 1, plus response question (please use a word processor):

Think about the ideas in chapter 1 of Words Their Way in relation to the invented spelling newspaper articles.   What common themes emerge?  How do the points of view expressed compare with your own current thinking?  Link the readings to your own thoughts and experiences.

Bring some photos that are meaningful to you.  (Snapshots are best for this writing engagement, as opposed to portraits.)

Spend time reading to/with your buddy.

Read all or part of your Great Books Exchange book of the week.

If you are planning to attend the ASU Language & Literacy conference on Saturday, February 5th, please check in with me by 8:30 a.m., at lunchtime, and at the end of the conference.