EDU410/510 – 01X: Content Area Reading and Writing
Eastern Connecticut State University
Spring 2013, 3 Credits
Webb Hall 216
Thursdays 7:00 – 9:45 pm
Dr. Sue Ringler Pet
145 Webb Hall
Email: pets@easternct.edu
Phone: (cell/text) 203-770-3684 (home) 860-350-2417
Office Hours: By appointment
Course Description
The purpose of this course is to help middle and high school teachers and teacher candidates
integrate literacy and content area instruction, so that their students can comprehend, recall,
deeply consider, write, and represent content area material. To meet this goal, we will define
literacy, broadly, as “the ability to think and act in ways that fit a given domain (e.g., math,
science, history, physical education, art, etc.).” Also incorporating a broadened definition of
“text,” we will explore informed literacy pedagogy that helps students learn to think, act,
speak, read, and write like mathematicians, scientists, historians, athletes, artists, etc.
According to this definition, then, we are all literacy teachers.
Through your own “disciplinary lenses” you will explore literacy practices that best mesh
with your content area goals, and you will come to understand perspectives from other
disciplines. Creating an environment that models various instructional approaches and
exposes them for questioning, we will read and discuss professional texts and scholarly
articles, attend to the national spotlight on Adolescent Literacy and the Common Core State
Standards, and acknowledge the differentiated literacy abilities of diverse student
populations. Class activities will include: various discussion modes; literacy strategy
practice; team, small group, and solo teaching projects; reading YA fiction or nonfiction,
exploring writing from developmental and disciplinary perspectives; opportunities to gather
and create practical classroom materials; and important field experiences.
Required Texts (Available in the bookstore)
Fisher, D., & Frey, N. (2012). Improving adolescent literacy: Content area strategies at work.
(3rd ed.). Boston: Allyn & Bacon.
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., Brozo, W., Frey, N., & Ivey, G. (2011). 50 Instructional routines to develop
content literacy, (2nd ed.). Upper Saddle River, NJ: Pearson.
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.
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 612. Portland, ME: Stenhouse.
Relevant National Reports and Standards (not required reading)
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.
Common Core State Standards: http://www.corestandards.org/
Math http://www.corestandards.org/Math
History http://www.corestandards.org/ELA-Literacy/RH/introduction
Science http://www.corestandards.org/ELALiteracy/RST/introduction
ELA 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/Pro
fessionalStandards2010_Role3.aspx
NCTE Position Statements on Literacy
http://www.ncte.org/positions/literacy
Additional Professional Resources As a pre-service teacher you will need to access peerreviewed journals pertinent to your particular field:

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National Science Teachers Association: The Science Teacher and Science Scope
National Council of Teachers of Mathematics: Mathematics Teaching in the Middle
School and Mathematics Teacher
National Council of Teachers of Social Studies: Middle Level Learning and Social
Education
The Journal of Adolescent & Adult Literacy. This is an education journal that examines
literacy across content areas.
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_Rol
e3.aspx
Adolescent Literacy and Disciplinary Literacy. (Standard 1) Teacher candidates will:


Know (enough) about debates surrounding the national agenda on Adolescent Literacy and
Disciplinary Literacy to be able to make informed instructional decisions.
Understand theoretical foundations of reading and writing processes and instruction.
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, text-toreader 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 21st Century adolescent lives and
acknowledge students’ out-of-school literacies. (4.1, 4.2, 4.3)
Through critical literacy pedagogy, explore relationships among language, power, culture,
and diversity. (4.1, 4.2, 4.3)
Self-reflective Professional Practice. Teacher candidates will:


Examine and reflect upon their lives as disciplinary literate experts. (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)
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.
Grading
Short assignments, in and out of class, will not be graded except to note effort and completion.
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 & Participation
(2) N.O.T.E.S. (Responses to Readings)
(3) Extend the Text: Student-led Activity
(4) Field Experience in Disciplinary Literacy: 4 Part-Log
(5) Beyond Textbooks: Nonfiction & YA Literature the Content Areas
(6) Collecting Practical Resources: Text Set & Annotated Bibliography
(7) “The Unfinished Unit”: Comprehensive Team Project
(8) Self-Evaluation
TOTAL
% of grade
10
10
10
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 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) complete short, non-graded assignments in and out of class (e.g., quick-writes, strategy
practice, brief research, discussion models).
(c) experiment with the Scrapbook as a means to capture what happens in, around, and as a
result of your taking this course. Your Scrapbook will include short, non-graded assignments
(above); N.O.T.E.S. (below); unique keepsakes from class activity; and notes taken during
strategy lessons, presentations, activities, discussion, etc.
(2) N.O.T.E.S Responses to Readings (10%)
This non-lecture, participation-based class involves exploring effective alternatives to traditional
note-taking. Accordingly, to prepare 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 – Extend the Text: Take note of your classmates’ extension activities presented in class.
S - Summary: Two to three complete sentences to remind yourself about this reading.
(3) Extend the Text: Student-led Activity (10%) Due on one specific date for each student.
Once during the semester, you and a classmate or two will be assigned as the “main players”
responsible for making the most of our class readings from the text by Fisher and Frey. You will
“have the floor” for 30-40 minutes to extend the value of our textbook reading in four ways:

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

Lead participatory discussion on the chapter. (Classmates will have N.O.T.E.S)
Read, study, and share a related article from an education journal. Highlight its importance.
(Some resource suggestions will be offered.)
Integrate the chapter’s focus with specific (new) content from one discipline and present the
“good-match” literacy strategy in action.
Provide a one-page handout for our Scrapbooks
*Note: “Extend the Text” may be conducted with the whole group or in “stations.” (TBD)
(4) Field Experience in Disciplinary Literacy: 4 parts Due Feb 7, Feb 21, Mar 21, Apr 11.
To learn about and reflect on the literate practices specific to your discipline, you will work with one
or more students in grades 6-12 (either in a school or outside of school) and interview and observe a
content area teacher. This project will help you build a Digital Field Experience Log, which you will
submit in four separate parts (for formative assessment), and then as one 4-part WORD document
(for summative assessment).
a. Supporting Adolescent Readers: Attitudes, Assessment, Matching Readers with Texts,
Disciplinary Considerations (5%) Due Feb 7.
Make plans to meet one-on-one with a student in grades 6-12, preferably in your placement.
After we explore various types of reading assessments, text leveling procedures, and readability
formulas, you will:
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Design a tool to capture responses (like a chart, or other means to take notes). Conduct a
interview/ attitudes survey to find out the types of reading this student engages with during
one typical day—in and outside of school (including digital literacies discussed in our class).
Conduct reading assessment(s) with an adolescent (preferably the same) student. Work to
identify their reading level and considerations for suitable reader-text matches.
Using a “text” from your discipline, model reading while “thinking aloud.” Have the student
read and think-aloud (i.e., telling you what goes on while he/she reads). Take notes.
Write a one-page synthesis/reflection about what you noticed from a disciplinary literacy
perspective.
b. Interview a Content Area Teacher (5%) Due Feb 21.
Make plans to interview a middle or high school content area teacher in your area of interest.
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
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Prepare a set of interview questions about the integration of literacy and content.
Prepare a tool to capture responses. (We will not audio-record for this project).
Conduct (at least) a 20-minute interview.
Write a one-page synthesis/reflection of what you found most interesting and pertinent.
c. Classroom Observation (5%) Due March 21.
This activity is designed to help you become aware of literacy practices embedded in lessons that may
or may not engage students with learning content. Make plans to observe a middle or high school
content area teacher in your area of interest as he or she carries out one full lesson.
 Design a graphic organizer that will help your predict and document literate activity you may
observe during a typical lesson.
 As you observe the lesson:
o Record the reading and writing activities you observe (as well as anything else you’d consider
evidence of literate behavior).
o Note your sense of the effectiveness of each activity/strategy (TBD)
o Note how the teacher assessed reading and writing (e.g., questions, discussion, grades, tests).
 Write a one-page synthesis/reflection of the information your graphic organizer reveals,
highlighting what you found most interesting and pertinent to this course.
d. Supporting Adolescent Writers (5%) Due April 11.
After we explore strategies to support adolescent student writers, you will plan, implement, and
report on working with an adolescent. This assignment builds on chapters in our readings. It will be
developed with your input, discussed in class, and documented in writing.
5) Beyond Textbooks: Nonfiction & YA Literature the Content Areas (10%) Due Feb 21 & 28
Today’s YA authors are experimenting with a wide range of formats including graphic, multiperspective, poetic, alternatively-formatted, and digital texts. We will explore how these alternative
works may help teachers meet the needs of reluctant readers, ELLs, struggling readers, etc. You will
choose a novel or piece of nonfiction related to your discipline to read in small group, book-club
format. Experiencing literature circles (Daniels, 2002), we will explore the potential for employing
(or adapting) this widely implemented instructional method in content area classrooms.
(6) Collecting Practical Resources: Text Set and Annotated Bibliography (20%) Sample of each
for formative assessment due Feb 28. Completed Projects due Mar 21.
Text Set: Students deserve a “healthy diet” of real reading because real readers gather information
from a variety of sources: magazines, newspapers, websites, diaries, daily chores, interviews, letters,
biographies, images, the media, literature, poetry, film, popular culture, personal communication,
etc. (Daniels & Zemelman, 2007). We will define a “Text Set” as a collection of surrounding a
particular theme that encompasses varying complexity and modalities.
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Collect 8-10 “texts” (defined broadly) related to a theme of particular interest to you.
For each text:
o Include title, author, source, date, etc. (APA format)
o Summarize main points in 2 – 3 sentences.
o Write a one-paragraph rationale for your choice, from a literacy standpoint.
Compile the Text Set in one WORD document to submit and share with others in your
content area.
Annotated Bibliography: For this assignment, you will compile a list of 6-10 professional journal
articles that describe good, practical ideas for developing literacy in your content area. Each
article must provide a detailed description of a good teaching approach for developing literacy in
your content area. Though longer pieces (e.g., 15-page articles) are acceptable, try to find articles
that are about 3-5 pages long. This important individual project will be discussed further in class,
exemplars will be shared, and the assignment will be documented in writing. You will be given a
model of how to list each source in APA format, write a short, pithy annotation, and list key
connections to Common Core State Standards (CCSS) and focal targets in literacy. Sample Due for
formative assessment: Feb 28. Completed Annotated Bibliography Mar 21.
(7) “The Unfinished Unit”: Comprehensive Team Project (20%)
For this project, each team will agree upon a focal topic of interest in your content area that you of
may include in your future teaching. Drawing upon the readings, activities, and discussions related
to this course, you and your teammates will develop a comprehensive unit plan for teaching the
topic that integrates literacy routines to support all learners (i.e., struggling to proficient). Among
other things, you will include:
 a rationale for targeting a specific population
 the relevance of the topic for these students
 an explanation of the integration of literacy and content
 literacy-rich lesson(s) that help students approach the text (before reading)
 literacy-rich lesson(s) that help students process the text (during reading)
 literacy-rich lesson(s) that help students demonstrate knowledge of the text (after reading)
 assessments and alignment with CCSS
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. The project culminates in a Powerpoint (or other technological) group presentation
and one written lesson plan per person.
(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.
Course Calendar: I reserve the right to alter items on this calendar to best suit the needs of students.
*Please expect that additional readings may be added (and provided through Dropbox) with advance notice.
Date
Thursdays
7:00- 9:45
Jan 17
CLASS TOPICS/ACTIVITIES
READINGS & ASSIGNMENTS DUE
Introductions to the Course and to Each Other
Activities: Getting to know you through literacy

You’re welcome.
Introduction to Adolescent Literacy
Assignment 5 -- Beyond Textbooks: Nonfiction &
YA Literature Content Areas Classes
Form Book Groups
Jan 24
Disciplinary Literacy
What is Content Area Reading and Writing
What is Disciplinary Literacy?
Jigsaw Readings:
Moje (2008), Wilson (2011). Shanahan &
Shanahan (2012), OR Moje (2012)
N.O.T.E.S
Jigsaw Presentations & Discussion
Tovani Chap 1 & 2 N.O.T.E.S for each
Intro: Assessment of Text Difficulty & Leveling
Texts
Jan 31
Assessment of Text Difficulty & Leveling Texts
F & F Chap 1
F & F Chap 2 N.O.T.E.S
Text Extenders: Chap 2 Anticipatory Activities
_______________
_______________
_______________
Disciplinary Literacy
Through Disciplinary Lenses:
 Examining your own reading
 Small Group Exploration
http://www.edutopia.org/james-gee-video-gameslearning-video Introduction to James Gee
Assignment: Examining your own Reading
of Disciplinary Texts
Feb 7
Disciplinary Literacy
F & F Chap 3 N.O.T.E.S
Guest Speaker: History Teacher Dave Bosso
Teacher of the Year in CT
Field Experience Benchmark a:
Informal Research: An Adolescent’s
Literate Life
Text Extenders: Chap 3 Vocabulary
_______________
_______________
_______________
Introduce Literature Circles & Role Work
Literacy Strategies: Workshop Begins
Feb 14
Possibly
No face-to-face
class
(depending
upon snow
days) We may
need to meet on
campus (TBD)
Feb 21
(Virtual) Text Extenders: Chap 4 Read Alouds/
Shared Reading
F & F Chap 4 N.O.T.E.S
Work on Literacy Strategies Assignment
_______________
_______________
Literacy Strategies Workshop Continues…
Virtually!
Literacy Strategies Workshop: View the cite in
class.
F & F Chap 5 N.O.T.E.S
Assignment: Invent a strategy
Text Extenders: Chap 5 Questioning
Literature Circles Role Work- ½ book
_______________
_______________
_______________
Literature Circles Part 1
Field Experience Benchmark b: Interview
a Content Area Teacher
Feb 28
Literature Circles Part 2, Presentations, Debriefing
Literature Circles Role Work- finish book
Text Extenders: Chap 6 Graphic Organizers
F & F Chap 6 N.O.T.E.S
_______________
Reading TBA N.O.T.E.S
_______________
Assignment 6: Text Set and Annotated
Bibliography Samples due for formative
assessment.
_______________
Digital Literacies
March 7
Digital Literacies
F & F Chap 7 N.O.T.E.S
Reading TBA N.O.T.E.S
Text Extenders: Chap 7 Notes
_______________
_______________
_______________
Introduce Unfinished Unit Project: Assignment 7.
Exemplars, Unit Groups Form, Planning Time
March 14
Textbooks: Thinking and Rethinking their Uses
Guest Speaker: Dr. Susannah Richards
F & F Chap 8 N.O.T.E.S Writing
Bring a textbook to class
Text Extenders: Chap 6 Writing
_______________
_______________
_______________
Unit Planning Workshop Time
March 21
Supporting Adolescent Writers: Critical Literacy Christensen N.O.T.E.S
Text Extenders:
Text Set and Annotated Bib Assignment 6
Due
_______________
_______________
Field Experience Benchmark c: Classroom
Observation
_______________
Unit Presentations 1
Unit Presentations 2
March 28
NO CLASS – SPRING BREAK
April 4
Unit Presentation 3
F & F Chap 9 N.O.T.E.S Assessment
/Standards
Unit Presentation 4
Text Extenders:
_______________
_______________
_______________
April 11
Supporting Adolescent Writers
Reading (on Writing) TBA N.O.T.E.S
Text Extenders:
_______________
_______________
_______________
Unit Presentations 5
Unit Presentations 6
Field Experience Benchmark d:
Supporting Adolescent Writers
April 18
Unit Presentations 7
Reading TBA N.O.T.E.S
Unit Presentations 8
Text Extenders:
_______________
_______________
_______________
April 25
Unit Presentations 9
Unit Presentations 10
Field Experience Log Due