EDU414/514 - 01: Literacy Development for Secondary English
Eastern Connecticut State University
Spring 2013, 3 Credits
Webb Hall 213
Mondays 4:00 – 6:45
Dr. Sue Ringler Pet
Office Hours: By appointment
145 Webb Hall
Email: pets@easternct.edu
Phone: (cell/text) 203-770-3684 (home) 860-350-2417
Course Description
This course prepares middle and high school teachers to enhance literacy development within the
context of the English Language Arts classroom. With an emphasis on an expanded notion of
“literacy” and a broadened definition of “text,” students will acquire a foundational
understanding of adolescent reading and writing development, explore their own literate lives,
and practice instructional approaches that build on and bolster the literate practices of diverse
learners. Through attention to the national spotlight on Adolescent Literacy and the Common
Core State Standards, course readings, classroom activity, individual assignments, team projects,
and important field experiences working with adolescents, we will create an atmosphere that
models various instructional approaches and exposes them for questioning and analysis.
Foregrounding adolescents’ 21st century literate identities, we will also delve into issues
surrounding assessment, standards, achievement, and equity—all with an eye toward learning to
support the literacy development of both struggling and proficient readers and writers in English
classrooms.
Required Texts (Available in the bookstore)
Bomer, R. (2011). Building adolescent literacy in today’s English classrooms. Portsmouth, NH:
Heinemann.
Notebook/Scrapbook: This alternative to typical notebooks will be discussed on the first class
and used throughout the semester.
Recommended Texts
We will read and work with selected sections from some of these professional sources—
all provided for students thorough Dropbox or in hard copy.
Allen, J. (2004). Tools for teaching content literacy. Portland, ME: Stenhouse.
Allen, J. (2008). More tools for teaching content literacy. Portland, ME: Stenhouse.
Beers, K. (2003). When kids can’t read: What teachers can do. Portsmouth, NH: Heinemann.
Beers, K., Probst, R., & Rief, L. (Eds.). (2007). Adolescent literacy: Turning promise into
practice (pp. 61-79). Portsmouth, NH: Heinemann.
Christensen, L. (2000). Reading, writing, and rising up: Teaching about social justice and the
power of the written word. Milwaukee, WI: Rethinking Schools.
Christenbury, L., Bomer, R., & Smagorinsky, P. (Eds.). (2009). Handbook of Adolescent literacy
research. New York: Guilford.
Conley, M., Friedhoff, J., Sherry, M., Tuckey, S.F. (Eds.). (2008). Meeting the challenge of
adolescent literacy: Research we have, research we need. New York: Guilford.
Daniels, H. & Zemelman, S. (2004). Subjects matter: Every teacher’s guide to contentarea reading. Portsmouth, NH: Heinemann.
Draper, R. J. (Ed). (2010). (Re)Imagining content-area literacy instruction. New York: Teachers
College Press.
Gallagher, K. (2004). Deeper reading: Comprehending challenging texts, 4-12. Portland, ME: Stenhouse.
Fisher, D., & Frey, N. (2008). Word wise and content rich: Five essential steps to teaching academic
vocabulary. Portsmouth, NH: Heinemann.
Fisher, D., & Frey, N. (2012). Improving adolescent literacy: Content area strategies at work.
(3rd ed.). Boston: Allyn & Bacon.
Fisher, D., Brozo, W., Frey, N., & Ivey, G. (2011). 50 Instructional routines to develop content
literacy, (2nd ed.). Upper Saddle River, NJ: Pearson.
Fisher, D., & Frey, N. (2012). Text complexity: Raising rigor in reading. Newark, DE: IRA.
Indrisano, R. & Paratore, J. R. (Eds.). (2005). Learning to write writing to learn: Theory and
research in practice. Newark, DE: International Reading Association.
Lewis, J., & Moorman, G. (Eds.). (2007). Adolescent literacy instruction: Policies and
promising practices. Newark, DE: IRA.
Mayher, J., Lester, N., & Pradl, G. (1983). Learning to write writing to learn. Portsmouth, NH:
Heinemann.
Strickland, D. & Alvermann, D. (Eds.). (2004). Bridging the literacy achievement gap grades
4-12. New York: Teachers College Press.
Tovani, C. (2000). I read it, but I don’t get it: Comprehension strategies for adolescent readers.
Portland, ME: Stenhouse.
Tovani, C. (2000). Do I really have to teach reading?: Content comprehension grades 6-12.
Portland, ME: Stenhouse.
Relevant National Reports and Standards (not required reading)
Biancarosa, G. & Snow, C. (2004). Reading Next: A Vision for Action and Research in Middle
and High School Literacy, commissioned by the Carnegie Corporation of New York
(Alliance for Excellent Education, 2004, Biancarosa & Snow).
Carnegie Council on Advancing Adolescent Literacy. (2010). Time to act: An agenda for
advancing adolescent literacy for college and career success. New York: Carnegie
Corporation of New York.
Graham, S. & Perin, D. (2007). Writing Next: Effective Strategies to Improve Writing of
Adolescents in Middle and High Schools. Commissioned by the Carnegie Corporation
and published by Alliance for Excellent Education.
Greenleaf, C. & Heller, R. (2007). Literacy instruction in the content areas: Getting to the core
of middle and high school improvement. Commissioned by the Carnegie Corporation and
published by The Alliance for Excellent Education.
Haynes, M. (2011). Engineering solutions to the national crisis in literacy: How to make good
on the promise of the common core state standards, commissioned by the Carnegie
Corporation of New York Alliance for Excellent Education.
Lee, C.D. & Spratley, A. (2010). Reading in the disciplines: The challenges of adolescent
literacy. New York, NY: Carnegie Corporation of New York.
Partnership for 21st Century Skills (2006). Results that Matter: 21st Century Skills and High
School Reform. Author.
NCTE Position Statements on Literacy
http://www.ncte.org/positions/literacy
Common Core State Standards: http://www.corestandards.org/ELA-Literacy
Revised (2010) IRA Standards for Middle and High School Content Area Teachers
http://www.reading.org/General/CurrentResearch/Standards/ProfessionalStandards2010/Professi
onalStandards2010_Role3.aspx
Additional Professional Resources As a student in the field of literacy and English Language
Arts, you will find the following peer-reviewed journals pertinent to your career:
Research in the Teaching of English
English Education
English Journal
Journal of Adolescent and Adult Literacy
Journal of Literacy Research
Reading Research and Instruction
ALAN Review
Voices From the Middle
The Writing Center Journal
Language Arts
Reading Research Quarterly
Course Objectives and Professional Standards: Objectives reference IRA Professional Standards for
Middle and High School Content Area Teachers (2010)
http://www.reading.org/General/CurrentResearch/Standards/ProfessionalStandards2010/ProfessionalStandards2010
_Role3.aspx
Adolescent Literacy and Disciplinary Literacy. (Standard 1) Teacher candidates will:



Know (enough) about debates surrounding and national reports on Adolescent Literacy
and Disciplinary Literacy to be able to make informed instructional decisions.
Understand the theoretical foundations of reading and writing processes and instruction.
Understand how standards and high stakes assessments affect and inform literacy
instruction in the discipline of English. (3.1)
Instruction, Assessment: Attention to Diversity Teacher candidates will:
 Become familiar with and be able to use a wide range of instructional practices,
materials, and assessments to address adolescent reading and writing development.
(2.1, 2.2, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3)
 Understand, plan, and practice strategies that capitalize upon the role of motivation, textto-reader match, and broad definitions of literacy to aid students’ comprehension,
fluency, vocabulary, study skills, recall, comprehension, and engagement.
(2.1, 2.2, 2.3, 4.1, 4.2, 4.3)
 Practice choosing, using, and modifying instructional routines with an eye to
differentiated instruction for struggling and proficient readers and writers, including
ELLs. (4.1, 4.2, 4.3, 5.2)
 Extend the notion of “text” by gathering content materials that acknowledge students’
multiliteracies— including primary sources, current articles, Internet web sites, digital
images, audio, video, poetry, fiction, nonfiction, online and print newspapers, software,
pop culture, etc. (2.3)
 Extend the notion of “literacy” by understanding text demands and instructional routines
that increase accessibility. (1.1, 1.2, 1.3, 5.3, 5.4)
 Become empowered, not constricted, by knowledge of literacy strategies and
assessments. (1, 2, 3)
A Literate Environment. (Standard 5) Teacher candidates will:


Learn how to create a physical and social classroom environment wherein instructional
materials, approaches, and content are relevant to student lives and suited to their needs.
Through critical literacy pedagogy, explore relationships among language, power,
culture, and diversity as they relate to 21st Century adolescent lives and embrace students’
out-of-school literacies. (4.1, 4.2, 4.3)
Self-reflective Professional Practice. Teacher candidates will:


Examine and reflect upon their lives as readers and writers. (6.2)
Understand the value of ongoing commitment to self-reflective practice and professional
development in literacy instruction as a career-long effort alongside the responsibility to
foster self-reflection in students. (6.2)
NCTE/NCATE standards are addressed through course objectives:
http://www.ncte.org/cee/ncate/program
2.0 ELA Teacher Candidate Attitudes
Through modeling, advisement, instruction, field experiences, assessment of performance, and
involvement in professional organizations, candidates adopt and strengthen professional attitudes
needed by English language arts teachers.
3.0 ELA Teacher Candidate Knowledge
Candidates are knowledgeable about language; literature; oral, visual, and written
literacy; print and non-print media; technology; and research theory and findings.
4.0 ELA Teacher Candidate Pedagogy
Candidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of
English language arts, students, and teaching.
Academic Services
Students are encouraged to use the support offered by the Academic Services Center located on
the ground floor of the Library. Tutoring, Math, Writing, and supplemental Advising Services
are available for students in the Venter at the following times: Sun 2-9; M-Th 9-9; Fr 9-5.
(Closed Sat.) For further information, call 465-4272 or check the ASC website at
http://www.eastern.edu/asc/
For Students with Disabilities
If you are a student with a disability and you believe you will need accommodations for this
class, it is your responsibility to contact the Office of AccessAbility Services at (860) 465-0189.
To avoid delay in the receipt of accommodations, you should contact the Office of AccessAbility
Services as soon as possible. Please note that I cannot provide accommodations based upon
disability until I have received and accommodation letter from the Office of AccessAbility
Services. Your cooperation is appreciated.
Academic Misconduct
Students should read and understand Eastern’s Academic Misconduct Policy, which can be found in the
student handbook or at http://www.easternct.edu/judicialaffairs/academicmisconduct/
All violations will be handled under the procedures established in this policy.
Electronic Communication
Effective August 1, 2009, Eastern email became an official form of correspondence within
Connecticut State University Systems (CSUS). Therefore, it is expected that communication to
students sent via email will be received and read in a timely fashion. It is expected that students
check their university email at least as often as their class meets in recognition that certain
communications may be time-critical. Students should not assume that email sent by outside
providers will be received by their professor.
Course Requirements
1) Attendance and Participation (10%)
Louise Rosenblatt wrote about the relationship among reader, text, and meaning:
No one else can read a literary work for us. The benefits of literature can emerge only from
creative activity on the part of the reader himself. He responds to the little black marks on
the page or to the sounds of the words in his ear and he [sic] makes something of them.
Literature as Exploration, 1938/1995, pp. 164-5.
So, too, this non-lecture course does not contain meaning that you can glean without being there,
transacting with texts and other people, and thus being a part of its creation. Accordingly, I
expect you to be prepared for class, participate actively and thoughtfully, and ask important
questions— so you make something of it! Because this is a discussion class, a practice teaching
class, and a small-group activity class, attendance is critical. You must attend all sessions unless
you have an urgent need to be elsewhere. In that case, I expect you to contact me in person or via
phone or email. No unexcused absences will be permitted without negative grade consequences
(TBD on a personal basis).
Please note: Three important components of “participation” are your willingness to:
(a) participate thoughtfully in class (make frequent contributions and be mindful of “airtime”)
(b) contribute and conduct an “Eyeopener” once during the semester (TBD)
(c) complete short, non-graded assignments (e.g., quick-writes, strategy practice, brief
research) in and out of class
(2) Scrapbook and N.O.T.E.S
Scrapbook (P/F)
This is a non-lecture, participation-based class involves exploring effective alternatives to
traditional note-taking. Accordingly, you will use your Scrapbook as a means to “capture” what
happens in, around, and as a result of your taking this course. Your Scrapbook must include (a)
N.O.T.E.S. (see below) and will likely include: (b) quick-writes (c) notes taken during Eyeopeners, mini-lessons, presentations, activities, and discussion, (d) unique keepsakes from class
activity (e) whatever else it makes sense to include for future use.
N.O.T.E.S. Responses to Readings (15%)
In preparation for class discussion, you will often be asked to respond to readings using the
N.O.T.E.S. “clipboard” format. N.O.T.E.S. will be practiced and discussed as a literacy strategy
for your future students, while servings as a practical record of your course readings.
N.O.T.E.S. Response to Readings on “Clipboards”:
N - Name it: Your name, Date, Assignment (abbrev. title, author, source).
O - Overall reaction: What struck you as most useful? or Why wasn’t this reading useful?
T - Talking point: One thing you found interesting or problematic—worth discussing.
E - Ease/Difficulty: A text feature that supported you or made you struggle as a reader.
S - Summary: Two to three sentences to remind yourself about this reading.
(3) Examining Your Own Reading: Beyond Typical Response (5%)
For this project, you will choose a short text (1-2 pages) and closely examine what happens
when you read it. You may select a poem, excerpt of fiction or non-fiction, text from a website,
newspaper, book you’ve never read or read ten times, etc. You will read and reread the piece to
notice and document what goes on in your mind, body, emotions, and imagination, as well as
the moves you make as a reader (e.g., fix-up strategies, rereading, pausing, etc.). Using what
you’ve noticed about your own reading, you will speculate about how this information might
inform your teaching and represent these thoughts in project format. Hopefully, your creative
side will kick in, as you imagine and carry out this unique examination of your own reading.





Choose the “text.” Read it at least three times.
Capture the experience in 1-2 pages of jotted notes during and after reading. (Remember
to note both what goes on in your mind, body, emotions, and imagination, as well as the
moves you make as a reader (e.g., fix-up strategies, rereading, pausing, etc.)
Read and reread your notes. Sit back and think about your reading experience.
Transform the experience into a project using a piece of foam board provided—any way
you wish (e.g., poster, mobile, board book, structure, etc.).
Present your project to the class, sharing insights about your own reading process along
with speculations about how this experience might inform your future teaching.
(4) Field Experience: Exploring Reading and Writing with an Adolescent (20%)
In order to better understand the literate lives of today’s adolescents and apply and reflect on
literacy assessments, practices, and instruction, you will work directly with a student in grades 612, either in a school or outside of school.
READING parts a & b
(a) Informal Research: An Adolescent’s Literate Life.
Based on broadened definitions of “literacy” and “texts” discussed in class, the goal is to gather
“data” about:
 The various types of literacies (primarily reading and writing) your “participant”
engages with—in and out of school—during one, typical day.
 The student’s attitudes toward these various types of literate behaviors.
Choose between two “research” methods, depending upon the student and your own preference.
Choice 1. Design (or adapt) a literacies/attitudes interview and an appropriate tool to capture
responses— like a chart, or other means to take notes. (We will not audio-record for this project.)
Meet with your “participant,” discuss a broadened understanding of what kinds of activities may
be considered reading and writing in contemporary society, conduct your literacies
interview/attitudes survey, and take notes using your research tool.
Choice 2. Meet with your chosen “participant” and discuss a broadened understanding of what
kinds of activities may be considered reading and writing in contemporary society. Ask the
student to log his or her own literate activity for one full day. You will need to design and
provide an appropriate log format (that the student understands and with which he/she is
comfortable) to capture both types of reading and writing and attitudes toward them.
For either choice: After collecting “data,” you will reflect on them and present your “findings” in
class. We will combine data and draw conclusions as a group—including implications for
teaching. (TBD further in class.)
(b) Reading Assessment & Matching Readers with Texts
After we explore various types of reading assessments, text leveling procedures, and readability
formulas, you will:


Conduct reading assessment(s) with an adolescent student, preferably the same
student from part (a)
Work with your student to identify their reading level and considerations for
suitable reader-text matches (TBD further in class)
WRITING: Supporting Adolescent Writers
After we explore writing development, assessments, and instructional routines to help adolescent
student writers, you will plan, implement, and report on working one-on-one with an adolescent.
This assignment builds on chapters in our focal text and supplementary readings. It will be
developed with your input, further discussed in class, and documented in writing.
(5) 21st Century Literature Conversations & Support for Adolescent Writers (10%)
Early in the semester, students will choose one Young Adult (YA) or classic novel to read with a
group of classmates. Surrounding the reading of these texts, students will experience and learn
about various literature discussion models (e.g., Fishbowl, Literature Circles, Socratic
Seminars, Great Conversations) that support diverse readers including struggling, proficient,
ELLs, etc. We will also explore the ways in which writing can support reading and examine
instructional routines that support adolescent writers. Based on models gleaned through
readings and class experience, students will plan an instructional writing activity related to the
novel they read. (TBD further in class).
(6) A.S.K. (Area of Specialized Knowledge) Literacy Workshop (20%)
Four teams will identify a specific area of interest in adolescent literacy (e.g., fluency, motivation,
vocabulary, audience, ELLs, digital literacies, etc.) and teach our class in Workshop format.
Each team will:
 Deeply explore one of the for Anchor Standard of the Common Core State Standards
(CCSS) for English Language Arts: Reading, Writing, Speaking & Listening, Language.
 Identify a focal literacy interest (ASK) that falls under the umbrella of the CCSS Anchor.
 Locate and read articles from prominent academic journals and chapters in professional
books pertinent to your ASK topic (at least 2 per person with write-up TBD).
 Explore the vast array of published literacy strategies that are designed to support
engagement in literate practice, and identify “good matches” between instruction,
standards, and your ASK topic. (Class activity will support this task.)
 Conduct a Literacy Workshop (on an assigned date) that helps your classmates
understand how your work might play out with real students, real texts, and in real-life
contexts.
Each team member will:
 Contribute to an overview that explains the Anchor CCSS and your ASK Topic.
 Share highlights of readings in a learner-friendly format (and in writing to hand in).
 Conduct one hand-on activity using real texts and literacy strategies to illustrate
“good matches” between instructional routines (strategies), CCSS, & your ASK topic.
We will discuss this project further in class and it will be documented in writing. Though some
class time will be provided for you to collaborate with your team, you will also be expected to
work together outside of class. Each team member will “sign off” on and be evaluated on their
share of the work.
(7) Focal Text Project: Identifying Struggles, Supports, and Strategies (20%)
In (different) teams, you will choose one major piece of literature (e.g., classic or YA novel,
graphic novel, play, short story, etc.) that you may include in your future teaching and that you
would like to read this semester. Drawing upon the readings, activities, and discussions related
to this course, you and your teammates will closely examine your text to determine the
challenges and supports it may present for adolescent readers. Considering it your focal literary
text for this course, you will present to the rest of the class a comprehensive plan for teaching
the text that supports all readers. Among other things, you will include lessons that help students
approach the text (before reading), process the text (during reading), and demonstrate knowledge
of the text (after reading). Course readings offer a wealth of foundational knowledge to present
your rationale for practices in a scholarly fashion. The project culminates in a Powerpoint (or
other technological) group presentation and one written lesson plan per person.
We will discuss this project further in class and it will be documented in writing. Though some
class time will be provided for you to collaborate with your team, you will also be expected to
work together outside of class. Each team member will “sign off” on and be evaluated on their
share of the work.
(8) Self-Evaluation (P/F)
Describing alternatives to testing and grading responses to literature in the English classroom,
Robert Probst shares the following:
Evaluation has become something the teacher does to the students, rather than with them… at
its best it could be a cooperative venture in which teacher and student share impressions and
help each other understand what has happened in the reading of the literature.
Response & Analysis, 2004, p. 239.
Applying this sentiment to this course, I see evaluation as a shared process. You and I must
continually exchange impressions about what is happening for you with regard to the course
experience. I may ask for informal self-assessments in various formats: exit slip, Likert scales,
quick-write reflection, email dialogue, etc. Though I am required to give grades, I am likewise
committed to ongoing instructor and student communication and altering and adjusting
instruction and goals—all part of a sound teaching/learning process. All of this is to say, “Keep
in touch!” I’m available via email, phone, and in person; let me know if you need to talk.
Grading
Short, daily assignments will not be graded, except to note effort and completion, as grading
would contradict their purpose as triggers to build a productive learning community. Grades will
ultimately be based on the percentage system noted below. Note that I will ask you to write a
one-page self-evaluation, so you may let me know what I might not have noticed about your
experience and effort during the semester.
ASSIGNMENT
(1) Attendance and Participation
(2) Scrapbook
N.O.T.E.S. (Responses to Readings)
(3) Examining Your Own Reading
(4) Field Experience
(5) 21st Century Literature Conversations & Support for Adolescent Writers
(6) A.S.K. (Area of Specialized Knowledge) Literacy Workshop
(7) Focal Literary Text: Identifying Struggles, Supports, and Strategies
(8) Self-Evaluation
TOTAL
% of grade
10
P/F
15
5
20
10
20
20
P/F
100
Grading Scale: 94-100% A 90-93% A- 86-89% B+ 83-85% B 80-82% B77-79% C+ 74-76% C
70-73% C- 60-69 % D Below 60% F.
Course Calendar: I reserve the right to alter items on this calendar to best suit the needs of students.
Date
Mondays
4:00- 6:45
Jan 14
CLASS TOPICS/ACTIVITIES
Introductions to the Course & to Each Other
READINGS & ASSIGNMENTS DUE

You’re Welcome.
Activities: Getting to know you through literacy
Introduction to Adolescent Literacy
Eyeopener: What is an Eyeopener?
Book Talks: Choices for Assignment 5: 21st
Century Literature Conversations & Writing in
Response. (Form 4 literature groups)
Jan 21
No Class: Martin Luther King, Jr. Day
Locate a copy of the whole-class novel
Jan 28
Eyeopener: Sue
Literate Life Prompts in Scrapbooks
Adolescent Literacy Today
Discussion of Readings
Adolescent Literacy NCTE: N.O.T.E.S
Tovani Chaps 1 & 2: N.O.T.E.S for each
Exploring Our Own Literate Lives
Activity: “Exploring Our Literate Lives…
Shaping Ourselves as Teachers”
Introduction to Assignment 3: Examining Your
Own Reading: Beyond Typical Response
Feb 4
Introduction to Assignment 4: Field Experience
Eyeopener (2):
Exploring Our Own Literate Lives
Informal Presentations: Assignment 3
Assignment 3: Examining Your Own
Reading
Kajder: N.O.T.E.S
Adolescent Literacy Today’s English Classrooms Bomer Chap 1-3: N.O.T.E.S Chaps 2 & 3
Appreciating and Capitalizing on
Adolescents’ Reading Lives
Bring a picture book, novel, or piece of
non fiction
Assessment of Text Difficulty & Leveling Texts
Optional reading: Fry
Feb 11
Eyeopener (2):
Bomer Chap 4, 5: N.O.T.E.S for each
Appreciating and Capitalizing on
Adolescents’ Reading Lives
Duke & Pearson: N.O.T.E.S
Informal Presentations: Assignment 4
READING part a
Assignment 4 Field Experience:
READING part a
Plan meeting for READING part b
Supporting Readers in English Classrooms
Explore the CCSS website for familiarity
Comprehension: What Good Readers Do
Activity
Introduction to the Common Core State
Standards (CCSS): Text complexity & Anchors
Introduction to Assignment 6: A.S.K. (Area of
Specialized Knowledge) Literacy Workshop
Exemplars & Form 4 Groups
Introduction to Assignment 7: Focal Literary Text:
Identifying Struggles, Supports, and Strategies
Exemplars, Book Talks & Form 5 Groups
Feb 18
Feb 25
NO CLASS: Presidents’ Day
.
Eyeopener (2):
Read Novel for Assignment 5
Teaching Thinking: Reading, Conversing,
Writing, Interpreting
Assignment 5 Novel
Bomer Chap 8: No N.O.T.E.S
Bomer Chap 7: N.O.T.E.S.
Whole Class Novel Activity: 21st Century Literature Hick & Steffel: N.O.T.E.S
Conversations Discussion Models
Short Assignment to prep for Strategies
Workshop
Comprehension and Strategic Reading
Literacy Strategies In-Class Workshop
Mar 4
Eyeopener (2):
Supporting Adolescent Writers: Moje PPT
Informal Presentations Assignment 5: Support for
Adolescent Writers?
Disciplinary Literacy: What’s going on in content
areas other than English?
Multimodal JIGSAW Prep & Presentations
Assignment (4) Field Experience:
READING b
Skim & Jot: Bomer Chap 9 No N.O.T.E.S
Disciplinary Literacy: What’s going on
in content areas other than English?
Multimodal JIGSAW Readings
Team Time ASK Literacy Workshop Assignment 6
Mar 11
Mar 18
Eyeopener (2):
ASK Literacy Workshop Assignment 6
Some due today
Critical Literacy/ Writing: The Politics of
Language and Grammar
Essays with an Attitude
Critical Literacy: Reading TBD
Christensen pp. 99-124; pp. 170-182?
N.O.T.E.S
Assignment 6 ASK Literacy Workshop: Team 1
Assignment 6 ASK Literacy Workshop: Team 2
Eyeopener (2):
ASK Literacy Workshop: Team 3
ASK Literacy Workshop: Team 4
5 Teams Meet for Assignment 7 Plans to access
Beers (Chaps 6, 7, 8); Hicks & Steffel, other B-D-A
ASK Literacy Workshop Assignment 6
Some due today
Assignment 5: Support for Adolescent
Writers; Reading/Activity on Writing TBD
Share digitally with class?
Mar 25
No Class: Spring Break
Complete Focal Text for Assignment 7
Apr 1
Eyeopener (2):
Focal Text for Assignment 7 Completed
Assessment in Literacy and Literacy in
Assessment
Access Beers Chaps 6, 7, 8
B, D, A for Assignment 7
Technology and Literacy
Assignment 4 field experience
WRITING
Assignment 7: Focal Text Project Group Time
Apr 8
Eyeopener (2):
Reading/Short Assignment TBD
Topic: TBA
Assignment 7 Focal Text SSS some due
today
Assignment 7 Focal Text SSS: PPT Team 1
Apr 15
Eyeopener (2):
Reading/Short Assignment TBD
Apr 22
Assignment 7 Focal Text SSS: PPT Team 2
Assignment 7 Focal Text SSS: PPT Team 3
Eyeopener (2):
Assignment 7Focal Text (SSS) some due
today
Reading/Short Assignment TBA
Assignment 7 Focal Text SSS: PPT Team 4
Assignment 7 Focal Text SSS: PPT Team 5
Assignment 7 Focal Text SSS some due
today
Last class
Assignment 8 One-page self-reflection
Apr 29
No Class: Professional Conference: AERA
Notes: