University of Wisconsin-Whitewater
Curriculum Proposal Form #3
New Course
Effective Term:
2117 (Fall 2011)
Subject Area - Course Number: READING 462
Cross-listing:
(See Note #1 below)
Course Title: (Limited to 65 characters)
Literacy Instruction in the Elementary/Middle Grades.
25-Character Abbreviation:
Literacy Instr Ele/Mid Gr
Sponsor(s):
Ann Curry Ruff
Department(s):
C&I
College(s):
Education
Consultation took place:
NA
Programs Affected:
Yes (list departments and attach consultation sheet)
Departments: Special Education
Special Education, Elementary Education
Is paperwork complete for those programs? (Use "Form 2" for Catalog & Academic Report updates)
NA
Yes
Prerequisites:
will be at future meeting
Reading 360 or Reading 361
Grade Basis:
Conventional Letter
S/NC or Pass/Fail
Course will be offered:
Part of Load
On Campus
Above Load
Off Campus - Location
College:
Education
Dept/Area(s): C& I
Instructor:
Brimmer, Kathryn, Ruff, Ann, Bowditch, Deborah, Stinson, Anne
Note: If the course is dual-listed, instructor must be a member of Grad Faculty.
Check if the Course is to Meet Any of the Following:
Technological Literacy Requirement
Diversity
Writing Requirement
General Education Option: Select one:
Note: For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General Education
in providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.
Credit/Contact Hours: (per semester)
Total lab hours:
Number of credits:
5
Total contact hours:
Total lecture hours:
76
Can course be taken more than once for credit? (Repeatability)
No
Yes
If "Yes", answer the following questions:
No of times in major:
No of times in degree:
Revised 10/02
No of credits in major:
No of credits in degree:
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Proposal Information: (Procedures for form #3)
Course justification: Currently, multiple sections of READING 460 and ELEMMID 422 are offered
each semester. Students in the Elementary Education program are required to take both READING 460
and ELEMMID 422 at the same time, and they are also required to enroll in matching sections. That is, if
a student enrolls in section 1 of READING 460, they must also register for section 1 of ELEMMID 422
so that they will be ensured of being in the same room with the same instructor for a single, continuous
three-hour block of time. This allows the instructor to integrate course material in a way that is consistent
with program goals. But even with a registrar’s note in the schedule, students become confused when
they try to register and create unnecessary aggravation for themselves and office personnel. By
combining the two courses into a single, five-credit class with a new name, this problem will be
alleviated.
Relationship to program assessment objectives: same as previous two courses, Reading 460 and
ELEMMID 422
Budgetary impact: None. New course is presently taught as two courses
Course description: (50 word limit) This course focuses on literacy with emphasis on the
interrelatedness of listening, speaking, reading, viewing, visually representing, and writing, as elements
of communication. This course also will include an in-depth examination of reading comprehension,
study skills and content reading using children’s literature as support. In addition, classroom
organization, special needs and assessment will be considered.
If dual listed, list graduate level requirements for the following:
1. Content (e.g., What are additional presentation/project requirements?)
NA
2. Intensity (e.g., How are the processes and standards of evaluation different for graduates and
undergraduates? )
NA
3. Self-Directed (e.g., How are research expectations differ for graduates and undergraduates?)
NA
Course objectives and tentative course syllabus:
1. an understanding of the major theoretical models of literacy and how they impact education.
(Wisconsin Teaching Standards #1, 2, and 3)
2. the ability to articulate your own view of literacy and how people become literate. (Wisconsin
Teaching Standards #1, 4, 6 and 8)
3. the ability to describe a balanced Reading/Language Arts Program for the elementary grades.
(Wisconsin Teaching Standards #1, 6, 7, and 8)
4. the ability to plan a course of instruction in reading and language arts for an elementary school class.
(Wisconsin Teaching Standards #1, 4, 7, and 8)
5. the ability to use a variety of assessment techniques and instructional strategies for teaching reading
and language arts in the elementary school. (Wisconsin Teaching Standards #1, 3, 4, 7 and 8)
6. the ability to create involvement in the production of oral and written communication activities (e.g.
readers’ theatre and puppet plays) (Wisconsin Teaching Standards #1, 4, 6 and 7)
7. the ability to understand culturally and linguistically different children (Wisconsin Teaching Standards
#1, 2, and 3)
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8. familiarity with the comprehension process as well as strategies that facilitate the comprehension
process. (Wisconsin Teaching Standards #1, 2, 4, 7 and 8)
9. the ability to incorporate children’s literature into the reading program. (Wisconsin Teaching Standards
#1, 2, 3, 4, 7 and 8)
10. the ability to plan effective reading lessons. (Wisconsin Teaching Standards #1, 2, 3, 4, 7 and 8)
11. the ability to connect course instructional methodology to the Wisconsin Model Academic Standards
for the English Language Arts
Bibliography: (Key or essential references only. Normally the bibliography should be no more than one or two
pages in length.)
Reading 462 (5 credits)
Anderson, R. C., Hiebert, E. H., Scott, J. A. & Wilkinson, I. A. G. (1985). Becoming a nation of readers:
The report of the commission on reading. Washington, D. C.: The National Institute of Education.
Atwell, N. (1998) In the middle: New understanding about writing, reading, and learning. Portsmouth, NH:
Heinemann
August, D., & Shanahan, T. (2006). Developing literacy in second language learners: Report of the National Literacy Panel
on Language Minority Children and Youth, Mahwah, NJ: Erlbaum.
Kamil, M.L., Mosenthal, P.B.,, Pearson, P.D., & Barr, R. (Eds.). (2000). Handbook of reading research: Volume 3. White
Plains, NY: Longman.
Bear, D. R., Invernizzi, M., Templeton, S. & Johnston, F. (2000). Words their way: Word study for phonics, vocabulary, and
spelling instruction. Upper Saddle River, NJ: Merrill.
Beers, K.G. (2003). When kids can’t read, what teachers can do: A guide for teachers, 6-12. Portsmouth, NH: Heinemann
Buehl, D. (1995). Classroom strategies for interactive learning. Schofield, WI: Wisconsin State Reading Association.
Calkins, L.M. (1994) The art of teaching writing. Portsmouth, NH: Heinemann
Calkins, L.M. (2000) The art of teaching reading. Boston: Allyn & Bacon.
Calkins, L.M. (2003). The craft of revison. Portsmouth, NH: Heinemann.
Cunningham, P., Cunningham, P. Marr, and Smith, D.R. (2007). Beyond Retelling:Toward higher level thinking and big
ideas. Boston: Allyn & Bacon
Daniels, H. & Harvey, S. (2009). Comprehension and collaboration: Inquiry circles in action. Portsmouth, NH: Heinemann.
Derewianka, B. (1998). Exploring how texts work. Newtown, Australia: Primary English Teaching Association
Donovan, M.S. & Bransford J.D. (Eds.). (2005). How students learn: History, mathematics, and science in the classroom.
Washington, DC: National Academies Press
Fillmore, L.W., & Snow, C.E. (2000). What teachers need to know about language. Washington, DC: Center for Applied
Linguistics.
Fry, E.B. & Kress, J.E. (2006). The reading teacher’s book of lists.
Goldberg,G. & Serravallo, J. (2007). Conferring with Readers: Supporting each student’s growth and independence.
Portsmouth: NH: Heinemann.
Graves, D.H. (2003). Writing: Teachers and children at work. Portsmouth, NH: Heinemann.
Graves, D.H., & Kittle, P. (2005). Inside writing: How to teach the details of craft. Portsmouth, NH: Heinmann
Guthrie, J. T. (Ed.). (2008). Engaging adolescents in reading. Thousand Oaks, CA: Corwin Press.
Guthrie, J. T., McRae, A., & Klauda, S. L. (2007). Contributions of Concept-Oriented Reading Instruction to knowledge
about interventions for motivations in reading. Educational Psychologist, 42, 237 - 250.
Guthrie, J. T., Hoa, L. W., Wigfield, A., Tonks, S. M., Humenick, N. M., & Littles, E. (2007). Reading motivation and
reading comprehension growth in the later elementary years. Contemporary Educational Psychology, 32, 282 - 313.
Guthrie, J. T., Hoa, L. W., Wigfield, A., Tonks, S. M., & Perencevich, K. C. (2006). From spark to fire: Can situational
reading interest lead to long-term reading motivation? Reading Research and Instruction, 45, 91 - 117.
Download for personal use only
Guthrie, J. T., Wigfield, A., & Perencevich, K. C. (Eds.). (2004). Motivating reading comprehension: Concept-Oriented
Reading Instruction. Mahwah, NJ: Erlbaum.
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Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., Scafiddi, N. T., & Tonks, S. (2004).
Increasing reading comprehension and engagement through Concept-Oriented Reading Instruction. Journal of
Educational Psychology, 96.
Hampton, S. & Resnick, L.B. (2009). Reading and writing with understanding: Comprehension in fourth and fifth grades.
Newark, DE: International Reading Association.
Harris, T. L. & Hodges, R. E. (1995). The literacy dictionary: the vocabulary of reading and writing. Newark, DE:
International Reading Association.
Harvey, S. (1998) Non-fiction Matters: Reading, writing, and research in grades 3-8. Portland, ME: Stenhouse.
Harvey, S. & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement.
Portland, ME: Stenhouse.
Johns, J. L. & Lenski, S. D. (2001). Improving reading strategies and resources. Dubuque, IA: Kendall/Hunt Publishing
Company.
Johnson, P. (2004) Choice words: How our language affects children’s learning. Portland, ME: Stenhouse.
Keene, E.O.(2007) Mosaic of thought. Portsmouth, NH: Heinemann
Kiefer, B. Z. , (2010). Charlotte Huck’s children’s literature. Boston: McGraw-Hill.
Kintsch, W. (1998) Comprehension: A paradigm for cognition. New York: Cambridge University Press.
Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological
Review, 95(2), 163-182.
McMackin, M.C., & Siegel, B.S. (2002). Knowing how: Researching and writing nonfiction 3-8. Portland, ME: Stenhouse.
Nagy, W. E. (1988). Teaching vocabulary to improve reading comprehension. Newark, DE: International Reading
Association.
National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching
children to read: An evidence-based assessment of the scientific researchliterature on reading and its implications
for reading instruction (NIH Publication No. 00-4769). Washingtonm DC: U.S. government Printing Office.
National Writing Project & Nagin, C. (2006). Because writing matters: Improving student writing in our schools, San
Francisco: Jossey-Bass.
Palincsar, A.S., & Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring
actuvutues, Cognition and Instruction, 1, 117-175.
Proctor, C.P., Dalton, B., & Grisham, D. (2007). Scaffolding English language learners and struggling readers in a
multimedia hypertext environment with embedded strategy instruction and vocabulary support. Journal of Literacy
Research, 39(1), 71-193.
Rasinski, T. & Padak, N. (2000). Effective reading strategies: Teaching children who find reading difficult. Upper Saddle
River, NJ: Prentice-Hall.
Routman, R. (2005) Writing essentials: Raising expectations and results while simplifying teaching. Portsmouth: NH:
Heinemann
Ruddell, R.B. & Unrau, N.J. (2004) Theoretical models and processes of reading, fifth edition, vol 1., Newark, DE:
International Reading Association.
Santman, D.. (2005). Shades of Meaning: Comprehension and interpretation in middle school. Portsmouth: NH: Heinemann.
Serravallo, J. (2010). Teaching reading in small groups: Differentiated instructionfor building strategic independent readers.
Portsmouth: NH: Heinemann.
Stanovich, K.E. (1986) Matthew effect in reading: Some consequences of individual differences in the acquisition of literacy.
Reading Research Quarterly, 21(4), 360-407.
Strunck, W., & White, E.B. (1999) The elements of style. Boston: Allyn & Bacon.
Swan, E.A. (2003). Concept-Oriented Reading Instruction: Engaging classrooms, lifelong learners. NY: Guilford
Sweet, A.P. & Snow, C.E. (2003) Rethinking reading comprehension, NY: Guilford
Tovoni, C. (2000). I read it, but I don’t get it: Comprehension strategies for adolescent readers. Portland, ME: Stenhouse.
Trelease, J. (2006). The read-aloud handbook. New York: Penguin Books.
Yopp, R.H, Yopp, H.K., & Yopp, Y.S. (2005). Literature-based reading activities. Boston: Allyn and Bacon.
The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning
environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with
University policies regarding Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation,
Discrimination and Absence for University Sponsored Events (for details please refer to the Schedule of Classes; the
“Rights and Responsibilities” section of the Undergraduate Catalog; the Academic Requirements and Policies and
the Facilities and Services sections of the Graduate Catalog; and the “Student Academic Disciplinary Procedures
(UWS Chapter 14); and the “Student Nonacademic Disciplinary Procedures" (UWS Chapter 17).
Course Objectives and tentative course syllabus with mandatory information (paste syllabus below):
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College of Education
Department of Curriculum & Instruction
Conceptual Framework:
Our conceptual framework, The Teacher is a Reflective Facilitator, is the underlying structure in our teacher
preparation program at UW-Whitewater that gives conceptual meanings through an articulated rationale to our
operation. It also provides direction for our licensure programs, courses, teaching, candidate performance, faculty
scholarship and service, and unit accountability. In short, our teacher education program is committed to reflection
upon practice; to facilitation of creative learning experiences for pupils; to constructivism in that all learners must take
an active role in their own learning; to information and technology literacy; to diversity; and to inquiry
(research/scholarship) and assessment. Therefore, all syllabi pertaining to courses required for licensure reflect
commitment to these underlying principles
Program: Bachelor of Science in Elementary Education (B.S.E.)
COURSE TITLE:
Literacy Instruction in the Elementary/Middle Grades.
REQUIRED TEXTS
Tompkins, G.E. (2006) Language arts: Content and teaching strategies. Sixth Edition.
Upper Saddle River, NJ: Merrill
Vacca, J.L., Vacca, R.T., Gove, M.K., Burkey, L., Lenhart, L. A., McKeon, C. (2006).
Reading and learning to read. Sixth Edition. New York: Allyn and Bacon.
RECOMMENDED
Boushey, G. and Moser, J (2009) The CAFE Book: Engaging all students in daily literacy
assessment and instruction. First Edition. Portland, ME: Stenhouse Publishers
Hampton, S. and Resnick, L. (2009) Reading and Writing with Understanding:
Comprehension in fourth and fifth grades. First Edition. Washington, D.C.: The
National Center on Education and the Economy.
Harvey, S. and Daniels, H. (2009) Inquiry Circles in Action: Comprehension and
Collaboration. First Edition. Portsmouth, N.H.: Heinemann.
Yopp, R.H, and Yopp, H.K., (2005). Literature-based reading activities. Fourth Edition.
Boston: Allyn and Bacon.
Campbell, D.M., Cignetti, P.B., Melenyzer, B.J., Nettles, D.H., Wyman, R.M.(2004).
How to develop a professional portfolio: A manual for teachers. Third Edition.
Boston: Allyn and Bacon
REFERENCE
Harris, T. L. & Hodges, R. E. (1995). The literacy dictionary: the vocabulary of reading
and writing. Newark, DE: International Reading Association.
RECOMMENDED
WEB SITES
DPI: http//www.dpi.state.wi.us/
DPI: http//www.dpi.state.wi.us/dlsis/tel/standards.html
DPI: http//www.dpi.state.wi.gov/standards/elaintro.html
IRA: http//www.readwritethink.org
IRA: http//www.ciera.org
NCTE: http://www.ncte.org/elem/awards/orbispictus
http://www.kennedycenter.org/education/cuesheets/home.cfm
http://www.overturecenter.com/guides.htm
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This course focuses on literacy with emphasis on the interrelatedness of listening, speaking, reading,
viewing, visually representing, and writing, as elements of communication. This course also will include
an in depth examination of reading comprehension, study skills and content reading using children’s
literature as support. In addition, classroom organization, special needs and assessment will be
considered.
Prerequisites: Reading 360 or Reading 361. Co requisites: ELEMMID 425. Restricted to students with
professional education admission
COURSE OBJECTIVES:
When you leave these courses, you will have:
1. an understanding of the major theoretical models of literacy and how they impact education.
(Wisconsin Teaching Standards #1, 2, and 3)
2.
the ability to articulate your own view of literacy and how people become literate. (Wisconsin
Teaching Standards #1, 4, 6 and 8)
3.
the ability to describe a balanced Literacy Program for the elementary grades )Wisconsin Teaching
Standards # 1. 6. 7. And 8)
4.
the ability to plan a course of instruction in reading and language arts for an elementary school class.
(Wisconsin Teaching Standards #1, 4, 7, and 8)
5.
the ability to use a variety of assessment techniques and instructional strategies for teaching reading
and language arts in the elementary school. (Wisconsin Teaching Standards #1, 3, 4, 7 and 8)
6.
the ability to create involvement in the production of oral and written communication activities (e.g.
readers’ theatre and puppet plays) (Wisconsin Teaching Standards #1, 4, 6 and 7)
7.
the ability to understand culturally and linguistically different children (Wisconsin Teaching Standards
#1, 2, and 3)
8.
familiarity with the comprehension process as well as strategies that facilitate the comprehension
process. (Wisconsin Teaching Standards #1, 2, 4, 7 and 8)
9.
the ability to incorporate children’s literature into the reading program. (Wisconsin Teaching Standards
#1, 2, 3, 4, 7 and 8)
10. the ability to plan effective reading lessons. (Wisconsin Teaching Standards #1, 2, 3, 4, 7 and 8)
11. the ability to connect course instructional methodology to the Wisconsin Model Academic Standards
for the English Language Arts
12. the ability to make connections of course content and methodology to Wisconsin Standards for
Educator Licensure
METHODS OF INSTRUCTION:
These courses use lectures, discussion, group work, and videos to present information and model techniques for
student learning. Outside of class students are expected to read the required texts and work individually or in small
groups to complete the required assignments.
POSSIBLE REQUIRED ASSIGNMENTS AND COURSE EXPECTATIONS: (sample from one instructor)
1. Class participation is an important component of these classes. Your prompt attendance at every class is
required. Arriving late and leaving early are not acceptable behaviors. Much of learning depends on social
interaction and you cannot interact if you are not here. It is expected that you will be prepared for each class with
the necessary readings and assignments. It is the responsibility of each student to notify the instructor before class
of an illness or emergency situation. This can be done by phone, voice mail, or e-mail. The consequences for
absences and tardiness are as follows: 2 point deduction for an absence; 1 point deduction for tardiness and leaving
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early. (This is from the beginning grade of 20 points in attendance and participation. Activities completed in class
may not be made up without special permission of the instructor)
2. The Big Read: My Life With the Wave
A. My Life With the Wave by Catherine Cowan will be used as the anchor book for teaching experiences at
Whitewater Middle School
B, Pura Belpre award winning books will be used to supplement My Life With the Wave as students at Whitewater
Middle School become immersed in Latino literature and partner with students from an elementary school in
Mexico.
C. Activities associated with the Big Read: (must attend one and will be part of dispositions points). More
information provided during Shannon Dozoryst presentation and as details become available..
3. Teachers Study Guide for Horizons productions (2010-2011). In this study guide you
(working in pairs) will need to provide relevant background information and plan for previewing and post-viewing activities that are easy for teachers to implement immediately. Thus,
you will create both the handouts and the keys or possible responses with samples to implement
the activities. How the documents look is critical; thus, all handouts must be visually appealing.
It is expected these activities would include items that could be used both before viewing the
production and after viewing the production. In addition, research about the production would
be critical so that the teachers have a synopsis of the play as well as information about the
director, actors, set, etc. In your teacher’s guide include the objectives, materials needed,
introduction or anticipatory set, closing, evaluation, and the pertinent Wisconsin Model
Academic Standards that pertain to your activities. In addition to other criteria the following
Wisconsin Teaching Standards will be assessed: WTS #4 (Instructional Strategies), and WTS #7
(Instructional Planning). DUE MARCH 29 or BEFORE
For examples of teachers’ guides for the 2008-2010 seasons, go to
www.uww.edu/youngauditorium/horizonsSeries.php
In addition, the director of the Horizons programs will be a guest speaker in our
class on Wednesday, January 20 to provide more details about developing the
guides.
4. Peer-Teaching and Wisconsin Model Academic Standards (WMAS) Lesson Assignment using the
Smartboard: WMAS-lessons teach a wide variety of literacy concepts, procedures, skills, and strategies. Each
student will obtain a reading language arts WMAS-lesson from those provided at the Smartboard website, present it
to the whole class, collect and grade independent practice and write a reflection paper that identifies student success
rate and discusses how well the instruction was received. Remember that “nothing is taught until something is
learned.” Topics for the WMAS-lessons will be selected on a first come-first served basis. Once a lesson has been
selected, it may not be chosen by another student. When you present your WMAS-lesson, you must use the
Smartboard and demonstrate competence with the technology. The lesson must be completed in 10 to 15 minutes
max. Power point presentations are NOT appropriate for this lesson. In addition to other criteria the following
Wisconsin Teaching Standards will be assessed: WTS #1 (Subject Matter), WTS #6 (Communication). DUE IN
CLASS ON DAY ASSIGNED
5. A Whitewater Middle School Notebook will be developed that contains all of the lesson plans, student work,
and reflections regarding the teaching experience. Lesson plans must include WMAS, objectives, materials,
procedures including anticipatory set and closure, evaluation measures, and accommodations. After each session
comprehensive reflections will be written that identify and analyze the students’ responses as indicated by their
work that is included in the notebook (may have to make copies of some student items) and sets goals for the next
session based on the relevant WMAS identified for this assignment. Organization, relevance, completeness, and
visual appeal will form the basis of the score. WTS #2 (Growth & Development), WTS #3 (Diversity) WTS #4
(Instructional Strategies) WTS #7 (Instructional Planning)
DUE MARCH 1
6. Class presentation, review game, and quiz over assigned topics (see below).
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A. Comprehension Book (Chapter 3 and pp. 45- 51)
B. Comprehension Book (pp. 51 – 54 and pages 60 – 71)
C. Comprehension Book (Pp 73 – 83, pp 95 – 109 and chapter 8)
D. Inquiry Book (Chapters 2 and pp. 110 - 131)
E. Café Book (pp. 154-169, pp. 184-190, pp. 72-74, 78-80, pp. 84-85, 99-104, and 119-125)
F. Inquiry Book (Chapter 12) and Café Book (chapter 2, pp. 39-47 & chapter 4)
Learning occurs best when students are actively involved in the content and not passive listeners. Therefore, each
class member will collaborate with his/her peers to unpack their assigned course content and insure that other class
members understand and can use the information. Six collaborative groups will be formed and randomly assigned
to one of the above listed sections. Unlike some class presentation where each group member takes a section of the
assignment and presents it, this activity requires that everyone in the presentation group thoroughly understands
ALL of the assigned content and is able to insure that the class members in his/her learning group also understands
the content and can successfully play a review game and pass the quiz. This activity will be following a jigsaw type
of grouping plan where those in the presentation group will be the experts and they will go to the learning groups to
be the leader that insures understanding. In order for this process to be effective, presentation group members
MUST spend most of their time focused on the content and not the presentation. The outcome of that time will
become evident in the quality of the presentation, game and quiz,. In addition, the success of the students in each of
the learning groups will be evidence of the leader’s understanding. For this assignment, everyone in the presentation
group MUST do EXACTLY the same things with their learning groups. This means that the game rules, questions,
scoring, etc. are the same. .WTS #1 (Subject Matter), WTS #6 (Communication). DUE IN CLASS ON DAY
ASSIGNED
6. Other assignments and readings will be given as they relate to the material required in this class. Your
performance on these assignments will be part of your dispositions’ grade. Students must complete all required
assignments to receive a satisfactory grade in this course. Only original copies of any work turned in will be
accepted to receive a grade for that assignment. Please bring your textbooks, notebooks, and any other instructional
materials needed to each class session.
TURN IN WTS RUBRICS that can be found on C & I website for each of the assignments as noted above that
indicate that they will include a WTS.
Each assignment will be categorized according to the Wisconsin Teaching Standards:
Knowledge
Horizon’s Guide (20 points)
Presentation (25 points)
Skills
Middle School Teaching Notebook (20 points)
Smart Board lesson for WMAS (15 points )
Dispositions
Attendance (3 point)
Attention (5 points)
Participation scores (10 points)
Cooperation (2 points)
GRADING:
Teacher’s Study Guide for Horizons 2010/2011 Production
Smart Board Lesson
Class Attendance and participation (quizzes, in-class activities, papers)
(Includes dispositions, participation, volunteerism, group discussions)
Middle School Teaching Notebook
Presentation
UW-Whitewater Grading System
A = 90 – 100 or Superior (4.0) ranges from A to AB = 80 – 89 or Above Average (3.0) ranges from B+ to B to BC = 70 – 79 or Average (2.0) ranges from C+ to C to CD = 60 – 69 or Poor (1.0) ranges from D+ to D to DF = 59 and below or Failure (0.0)
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20 points
15 points
20 points
20 points
25points
IMPORTANT GRADING NOTICE: All assignments that are turned in after the scheduled due dates will
receive an automatic 10% deduction for each week that the assignment is late.
If you have a disability and desire accommodations, please advise as early as possible. Requests are confidential.
UWW provides equal opportunities in employment and programming including Title IX and ADA requirements.
Please contact Dr. Ann Ruff for further information.
REQUIRED SYLLABUS STATEMENT:
The University of Wisconsin-Whitewater is dedicated to a safe, supportive, and nondiscriminatory
learning environment. It is the responsibility of all undergraduate and graduate students to familiarize
themselves with university policies regarding Special Accommodations, Misconduct, Religious Beliefs
Accommodations, Discrimination, and Absence for University Sponsored Events. (For details, please
refer to the Undergraduate Bulletin; the Academic Requirements and Policies and the Facilities and
Services sections of the Graduate Bulletin; the “Student Academic Disciplinary Procedures” [UWS
Chapter 14]; and the “Student Nonacademic Disciplinary Procedures” [UWS Chapter 17]).
The university believes that academic honesty and integrity are fundamental to the mission of higher
education and the University of Wisconsin System. The university has a responsibility to promote
academic honesty and integrity and to develop procedures to deal effectively with instances of academic
dishonesty. Students are responsible for the honest completion and representation of their work, for the
appropriate citation of sources, and for respect of others’ academic endeavors. Students who violate these
standards are subject to disciplinary action. UWS Chapter 14 identifies procedures to be followed when a
student is accused of academic misconduct. For additional information, please refer to the section in the
Student Handbook titled, Student Academic Disciplinary Procedures.
The Unit supports the code of ethics published by the specialty organizations.
In case of emergencies or inclement weather, consult pages 135 -136 in the Schedule of Classes for
spring, 2000
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