EDU 3520: Developmental and Content Reading
Carthage College—Kenosha, Wisconsin
4 Semester Hours
Fall 2013
All rights reserved. This material may not be reproduced, displayed, modified or distributed without the
express prior written permission of the copyright holder. For permission, contact prieman@carthage.edu.
Instructor: Patricia L. Rieman, Ed.D.
Office: Lentz Hall 417-A
Email: prieman@carthage.edu
Office Phone: 262-551-6334
Cell Phone: 815-758-4897
Office Hours: Tuesday & Wednesday 3:00-5:30 or by apt.
Catalog Description:
The study of written communication as an interactive process that requires the integration of the
individual reader, text, and context factors. The course will focus on using reading to teach subject matter
in middle and secondary schools. Note: The course is required for all subject matter certification
candidates, including art, music, and physical education.
Prerequisite: Admission to the Teacher Education Program.
Course Objectives:
By the end of this course, students will be able to*:
1.
…define literacy and its role throughout middle and secondary school content areas. (Standard
#1)
2.
…understand methods of promoting active learning through effective instructional strategies.
(Standards #3 and 4)
3.
…promote active reading of content materials through appropriate study skills. (Standard #7)
4.
…develop lesson plans that emphasize comprehension and vocabulary processes through their
content areas. (Standard #2)
5.
…determine readability levels of materials. (Standard #3)
6.
…develop tools that assess student learning. (Standard #8)
7.
…develop strategies that build general and content-area vocabulary knowledge. (Standards #4
and 7)
8.
…appreciate the benefits of using reading and writing processes across the curriculum.
(Standard #1)
9.
…develop techniques for the integration of literature into the curriculum. (Standard #3)
10.
…develop techniques for the integration and meaningful use of technology throughout the
curriculum. (Standards #1 and 3)
11.
…apply knowledge of individual and group motivation and behavior to manage instruction
during clinical experiences. (Standard #5)
12.
…develop self-assessment of teaching effectiveness through detailed reflections of clinical
experiences and discussions with cooperating teachers. (Standards # 9 and 10)
*Note: The Wisconsin Standards addressed by each objective are designated in parentheses.
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Required Texts:
Sejnost & Thiese (2007). Reading and writing across content areas, 2nd ed. Thousand Oaks, CA: Corwin
Press.
Tovani, Cris (2000 or newer). I read it, but I don’t get it: Comprehension strategies for adolescent
readers. Portland, ME: Stenhouse Publishers.
Course Assignments:
A. Clinical Experience—50 pts.—Full description later in syllabus
B. Content Area Text Set—30 pts.
Compile a text set of curricular materials that can be used to enhance knowledge in a topic/theme
that is appropriate for use in a content area integrated unit. Remember to be as specific as you can; call or
email me to see if what you’ve chosen will work. Keep in mind that you are setting up a display to foster
excitement, curiosity, and development of background knowledge on a topic that will be covered in an
integrated/thematic unit in your students’ content area classes. (remember the OOH!! factor!)
The text set must include a variety of materials (i.e.: mixed media—children’s literature, software,
DVD/video, CD-Rom, etc.) that can be used to give students access to expository texts. On your assigned
date, you will display those media and books that you feel represent your chosen topic/theme. Have at
least 10 items that represent a variety of age levels and genres or media, and include an annotated
bibliography for all items. Plan to set up an app. 3’ x 3’ table display for your text set. Include a colorful
poster to display on your table that states your name, unit theme, and an annotated bibliography of the 10
or more media you have chosen. Your bibliography does not need to reflect a specific MLA or APA style,
but should include author, title, publisher, copyright date, and URL (website address) when applicable.
The annotation should be in paragraph form, app. 3-4 sentences, explain how the text connects to the
theme/topic, and point out in which content areas the text would be helpful. You will have five minutes to
tell the class about your text set, and the class will have an opportunity to browse your text set during
break.
CONTENT AREA TEXT SET SKILLS CHECKLIST Total
/30
Range of at least 4 age levels represented
/4 pts.
Variety of media represented
/4 pts.
Annotated bibliographies include rationale (explanations of how items represent topic/theme), reference
info, app. age levels
/14 pts.
Poster displays name, theme, and annotated bibliography of books, and OOH FACTOR. /8 pts.
Note: -1 pt. per error (up to 10 pts. off).
C. Journal Article Reviews—30 pts.—Review and discuss a total of three articles from peerreviewed reading education journals. Journals published by the International Reading Association
and the National Council of Teachers of English are preferred; I will provide hard copies from
which you may choose. The first article review is due no later than September 20 so that I can
give you feedback. The other two reviews are due October 18 and will be graded more stringently
than the first. Each review should be a minimum 1.5 pages in length, double-spaced, 12 pt. font,
standard margins. The review should be 1/3 summary and 2/3 reflection on the implications of the
article for you as a future educator. **PROOFREAD! After the first 5 mechanical errors I will
return the paper to you to correct and resubmit for a lower grade.
D. Teachers as Readers—40 pts.--Good readers (and good teachers) can’t wait to talk about
whatever they’ve been reading. The Tovani text is just right for this assignment. Meeting in
groups of 3 or 4, your first group discussion will take place on Fri., 9/13. Your group will meet
four times, and each session is worth 10 points. You will be prepared with your book (highlighted,
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dog-eared, and/or sticky-noted, of course!) and a 1.5 double-spaced, word- processed
summary/reflection of the reading assignment. This summary/reflection should serve to remind
you what you wish to discuss with, or ask, your group members AND to show me what you’ve
learned. As your TAR groups meet, I will join each conversation for a few minutes to listen and
check to see that you are fully prepared. You will turn in your reflections at the end of each TAR
meeting. Note: I will not assess grammar, punctuation, or spelling in these summary/reflections;
rather, I will look for depth of understanding as related to the five points listed below.
Teachers As Readers (TAR) Summary/Reflection Suggestions
1. Write down something important from the reading to share with the group.
2. Reveal personal reactions and applications. For example, consider how this text would matter
most when relating ideas to your own professional experiences.
3. What questions are you thinking about at the end of this reading? What are you wondering about?
What is confusing or unclear?
4. What sections of the text caught your attention? This could be something surprising, weird, or
well said. Make a note of the page number and beginning words so you can read it to your group.
Be sure to write why you chose it.
5. If you had to explain this to a non-educator, how might you do so?
E. Strategy Presentations—40 pts.--You will be assigned a strategy to teach to the class on a
specific date. On your assigned date, you will teach this strategy to our class in app. 15-20 minutes
by applying the strategy to an authentic text. I expect you to email me (for feedback and
assistance) a draft of the lesson no later than one class period prior to your assigned date. You will
also turn in a formal, hard copy of the outline of the lesson. Remember that visual aids, modeling,
guided practice, and checking for comprehension are all important! Are your objectives, modeling,
and assessment plans aligned? After the lesson is taught, you will make an appointment with me to
debrief.
Skills Checklist for Strategy Presentation—40 pts.
Description
Follow the steps as outlined in the resource text; lesson plan
Knowledge
is written in common lesson plan format
Overheads, posters, flip charts, etc. are neat, engaging, &
Visuals
accurate.
Model the strategy clearly & accurately.
Modeling
Engage all or parts of the class in the guided practice; again,
Audience
clearly & accurately.
Your presentation is well-organized, clearly presented,
Professionalism
flows well, and sustains interest. Written work is error-free.
Value
Up to 10 pts
Up to 5
Up to 10
Up to 5
Up to 10
E,
LITERATURE RESPONSE JOURNAL 30 pts.
Instructions: You will read an entire novel (see choices of novels below). As you read, you will stop app.
every 10-15 pages and respond to what you have read. I prefer that you do this on computer. The first half
of the book is due Friday, September 27 before class; the second half is due Friday, October 25 before
class. Literature Response Journal Options: Please make sure to use each type of
response at least once. Copy and paste the response prompt before completing
it. Include the pages read, too.
EXAMPLE OF HOW TO BEGIN AN ENTRY:
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8/30/13, p. 37-48 Does this passage remind you of something that’s
happened to you or to someone you know? Explain.


How did what you just read make you feel? Why?
Does this passage remind you of something that’s happened to you or to someone you know?
Explain.
 Give advice to the author/character (in this case, to the person spotlighted in that section).
 Ask questions as if you could really talk to the person, and explain the background of your
questions—why are you asking?
 Brainstorm! Did reading this passage give you some great ideas? Share!
 Relate what you’ve read to something we’ve discussed in class.
 Summarize what you’ve read.
 Write as if you were one of the subjects of the book.
AND FOR YOU, THE FUTURE TEACHER:
 Describe a lesson idea you came up with after reading this section.
 How do you think adolescents might respond to this event/section? Explain.
 Do you have any concerns about parent reactions to this section? Explain, AND discuss how you
could deal with it.
 Cross-curricular connections—how can you integrate this book into your content area instruction?
 How would you modify this assignment for your students, and why?
Literature Response Journal Choices
Make Lemonade—Virginia E. Wolff
Witness--Karen Hesse
Staying Fat for Sarah Byrnes—Chris Crutcher
Ironman—Chris Crutcher
Bruiser--Neal Shusterman
Unwind--Neal Shusterman
When Zachary Beaver Came to Town--Kimberly Willis Holt
Twisted—Laurie Halse Anderson
Catalyst—Laurie Halse Anderson
The Battle of Jericho—Sharon Draper
Copper Sun—Sharon Draper
F. Midterm-50 pts.
G. Professionalism—30 pts. (attendance, preparation, and participation)
All students are to demonstrate the professionalism associated with and expected of Carthage preservice
educators. Such dispositions may be defined as the values, commitments, and professional ethics that
influence behaviors toward students, families, colleagues, and communities and affect student learning,
motivation, and development as well as the educator's own professional growth. Dispositions are guided
by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social
justice. With respect to our class you are expected to
 be punctual both in your attendance and in your completion/submission of assignments; late
assignments are docked 10% per day.
 contact me by phone before class to explain your absence when you must miss class,
 interact appropriately with your instructor and your peers,
 participate,
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




add to the positive learning environment of our class,
demonstrate competency in the literacy skills required of a classroom teacher,
be prepared,
leave cell phones off/on vibrate and put away (please do not insult us by texting or emailing
during class), and
display an enthusiasm for reading and teaching, as well as the attitude of a life-long learner.
Important Guidelines
1.
Because of class discussions, presentations, and instructor lectures, it is of the utmost
importance that students attend class; each unexcused absence will result in the loss of 1% of
the total points possible.
2.
In fairness to students who submit assignments on time, 10% will be deducted from late
assignments for each day late.
3.
This course is targeted as a Disposition Course. During the course, your instructor will
evaluate your professional disposition using the Education Division’s Evaluation of PreStudent Teacher Dispositions checklist. The completed evaluation will be filed in the
student’s folder in the Education Office.
Instructional Accommodations
Your success as a student is important to me. If you have a diagnosed disability that may have some
impact on your ability in this class, and for which you may require exam and/or other types of
accommodations, please contact me early in the course so that appropriate accommodations can be made
in a timely manner. Please feel free to contact me by phone or e-mail to schedule an appointment. The
Office of the Dean of Students is the designated office on campus to provide services and
accommodations to students with diagnosed disabilities. You need to provide documentation of your
disability to this office.
Academic Integrity
Academic integrity is expected of all students. The attempt of any student to present as his or her own
that which he or she has not produced is regarded by the faculty and administration as a serious offense.
Students are considered to have cheated if they copy the work of another during an examination or turn in
a paper or assignment written, in whole or part, by someone else. Students are guilty of plagiarism,
intentional or not, if they copy from books, magazines, Internet, or other sources without identifying and
acknowledging those sources or if they paraphrase ideas from such sources without acknowledging them.
If academic misconduct is suspected, the faculty member will follow the Carthage College Faculty
Handbook guidelines regarding academic misconduct.
Grading Policy
A— Outstanding Achievement. A grade of “A” represents a professional judgment that the
performance of a student was truly superior.
B— Fully Satisfactory Competence. A grade of “B” represents a professional judgment that the
performance of a student thoroughly satisfied the criteria established for awarding undergraduate
credit. It will usually be the modal (most frequent) grade awarded in an upper-level course.
C— Marginal Achievement. A grade of “C” represents a professional judgment that performance of a
student minimally satisfied the criteria for awarding undergraduate credit.
D & F- Unsatisfactory Achievement. Grades “D” and “F” represent professional judgments that the
performance of a student was insufficient to satisfy the criteria for awarding undergraduate credit.
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Grade Determination
A+= 291-300
A = 282-290
A-= 270-281
B+ = 261-269
B = 252-260
B- = 240-251
C+ = 231-239
C = 222-230
C-= 210-221
D+ = 201-209
D= 192-200
D-= 180-191
F= below 180
COURSE SCHEDULE (note: this will most surely be revised at least once—stay tuned!)
9/4--
Introductions, go over syllabus, form TAR groups, choose partners & sign up for strategy
presentations, sign up for content area text set dates. Assignment for 9/6: bring in 3-5 texts that
best represent your interests both in your K-12 years and now.
9/6--
Share personal texts. Reading: Sejnost Creating the Framework for Reading: Chapter 1, p.1-17
9/9--
Continue discussion of first half of Chapter 1.
9/11-- Discuss Chapter 1, p.17-33
9/13— 1st TEACHERS AS READERS due today! Bring laptops or notebooks today, please—you’ll be
writing about your passion for your content area! 
9/16-- Integrating Reading & Writing in the Classroom: Sejnost Chapter 5, 148-159 **ASK ME
ABOUT THE RACINE-KENOSHA READING COUNCIL!
9/18-- I will model a Strategy Lesson and we will discuss how to write the lesson plan.
9/20-- Discuss Sejnost Chapter 5, p.160-176; First article review is due today!!
9/23-- No class today. Use your time wisely!
9/25-- Setting the Framework for Writing: Sejnost Chapter 2, p.36-44
9/27-- 1st half of your literature response journal is due today! Discuss Chapter 2, p. 45-61
9/30-- Strategy Lesson
10/2—Revisit Readability from Chapter 1, try out the Fry!!
10/4-- TEACHERS AS READERS #2; Keying In To Vocabulary: Sejnost Chapter 3
10/7-- Strategy lesson
10/9-- Continue discussion of Chapter 3, p. 77-87
10/11-- Receive review for midterm exam; wrap up loose ends of Chapters 1,2, 3, & 5
10/14-- Strategy Lesson
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10/16— Tovani video & discussion; 2nd & 3rd article reviews due today or Friday the 18th!
10/18—MIDTERM
10/21—Strategy Lesson
10/23- TEACHERS AS READERS #3! Today I will also do an informal evaluation to see how things
are going, what topics you want to cover or revisit, etc. After I see your feedback, I will fill in all of the
holes in the schedule.
10/25—2nd half of the literature response journal is due today!
10/28—Strategy Lesson
10/30-- Fun Literacy Activities!!!
11/1— English Language Learners –An activity, then early out today! On eRacer, there are two pdf files
chock-full of wonderful articles about instruction for English Language Learners. Please choose an article
to reflect on. RELAX AND WRITE—DON’T WORRY ABOUT MECHANICS—JUST MAKE IT
CLEAR WHICH ARTICLE YOU’RE RESPONDING TO. Post your reflection on the forum (it’s better
to just paste it in than to attach a file) on eLearning and later this weekend respond to two or more other
reflections. I’ll read through them and chime in now and then over the weekend, too. Thanks! 
11/4— TEACHERS AS READERS #4!
11/6
11/8
11/11—HAPPY VETERANS DAY!
11/13
11/15
11/18—STRATEGY LESSON
11/20—Discuss and work on interdisciplinary units
11/22--If you have no absences in our class and no work missing, see you December 2nd!  Everyone
else: BE THERE!!
11/25, 27, & 29: HAPPY THANKSGIVING! SAFE TRAVELS!!
12/2—Welcome back! This class time will be used to prepare interdisciplinary unit presentations. Please
bring novels, laptops, etc. We may meet in Einstein’s.
12/4
12/6
12/9—last class of the semester before finals begin!
OUR FINAL EXAM SLOT IS SCHEDULED FOR 10:30 DECEMBER 11. This is when you will present
your interdisciplinary unit lesson.
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STRATEGY SIGN-UP SHEET
I will make copies of the strategy instructions & template for you. Thanks! 
9/30—Information Boxes p.63
(Vocabulary & Comprehension)—
10/7—Frayer Four Square p.57
(Vocabulary)—
10/14—Story Map p.153
(Comprehension)—
10/21— SMART Strategy Log p.141
(Vocabulary & Comprehension)—
10/28—Possible Sentences p.103
(Vocabulary & Response)—
11/4—Plot/Concept Relationships p.97
(Comprehension & Response)—
11/18—K-W-L-Plus p.77
(Comprehension & Response; could argue it’s Vocabulary, too!)—
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Instructions for the EDU 3540 & 3520 Field Experience
1) You are to be onsite at least 15 hours. After your 15 hours (including 5 lessons), you need to
have your cooperating teacher complete both sides of the field experience form. Make two copies
of both sides. Turn the original in to the Education office, turn in a copy to me, and keep a copy
for yourself.
2) You need to teach at least 5 lessons. These lessons can be taught in a number of ways:
a) Whole group
b) Small group
c) Entire class period
d) Mini-lesson
e) On your own
f) Team-taught with your cooperating teacher
g) Team-taught with a classmate (but you each write up the lesson & reflection)
3) Each lesson should be written up in the same fashion that you have witnessed in class. I’ll include
a template at the end, but you may also use the one that Dr. Sconzert gave some of you. **Be as
specific as you can—since I cannot be there to see you teach, this is my only way of knowing
what you say, what you do, etc. **DON’T FORGET TO MODEL! Also: how about technology?
Modifying for diverse learners?
4) Do whatever you can to gather authentic artifacts—student samples, photos, etc. .
5) Regarding the nature of the lessons: your number one job is to collaborate with, and meet the
needs of, your cooperating teacher. Ideally, you would be able to integrate reading and/or the
other language arts into your content area lessons.
THE ANALYSIS (formerly known as reflection)
AFTER teaching each lesson, you will write informal, bulleted answers to the questions below.
For one of your lessons, you will write a formal, 2-page, double-spaced reflection. This is a
formal paper, so use correct grammar, punctuation, and spelling.
You will explain the course, topic, and students you are teaching, and then you will walk us
through the lesson—
 Why did you choose this lesson?
 What sorts of decisions did you have to make along the way?
 How did it go?
 What went well, and what role did YOU play in making it go well?
 What didn’t go well, and what role did YOU play in that?
 What sorts of comments did your cooperating teacher have for you afterwards?
 How did the students respond to you and to the lesson?
 What would you change if you were to teach this lesson again? (DO NOT SAY THAT
YOU WOULD NOT CHANGE A THING—THINK OUTSIDE THE BOX!)
 What did teaching this lesson teach YOU about

This population of students?

Yourself as an educator?

Collaborating with your cooperating teacher?
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You will turn in your 5 lessons, 5 analyses, student samples/photos, and a COPY (**original to Josie Kick
in the Education office, then keep a copy for yourself and give one to me) of your field experience form
no later than 6 p.m. Wednesday, December 11 (we do not have class that evening).
Final note: You are ALWAYS welcome to seek my input, feedback, help with writing lessons. If you send
me a sample reflection, I will give you feedback on that, as well. Here’s a scoring guide for the final
product:
Appropriate lessons are formatted to include all required information,
especially detailed description of how you’ll teach it; objectives, modeling,
& assessment are aligned.
Complete 15 hours & 5 lessons; copy of field experience form signed and
completed by coop. teacher is included. ALL instructions followed.
Analyses include all required information.
Student Samples and/or other authentic artifacts are included.
Lessons and Analyses are error-free.
10
15 pts.
10 pts.
20 pts.
5 pts.
10 pts.
Carthage College Education Division Lesson Plan Format
Title/Topic:_______________________
Grade Level:_______________
Date:__________________
Teacher Candidate: ____________________________
Common Core State Standard(s)/State Standards:
Learning objectives associated with CCSS/State Standards (Refer to Academic Language
of your discipline):
Instructional Strategies: What will you AND the students do? How will you support
diverse student needs?
Sequence of Lesson Plan:
Informal and Formal Assessments: How will you monitor student learning during your
lesson?
Type of assessment:
What will your assessment measure?
Instructional resources & materials used to engage students in learning:
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(FYI—you’ll need to use this when you student teach!) TPA Lesson Plan Template
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan
Title/Focus:
Planning
1. Lesson overview or
summary: In a few
sentences, summarize this
lesson.
2. Focus Question: What is
the big idea or focus
question of the lesson?
3. Connection: What is the big
idea that connects this
lesson with the other 3-5
lessons in the learning
segment?
4. Student Accomplishment:
What will the final
summative assessment
expect students to do?
5. Class characteristics:
Describe the important
characteristics of the
students in the class that
need to be considered in
planning and teaching to
facilitate learning for all
students.
 Consider students' prior
knowledge, language
development, social and
emotional developments,
family, and interests.
 Include how you will use
your knowledge of
students to plan the lesson
activities, pacing, choices,
etc. (this can be a portion
of the commentary
instead).
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6. State Learning Standards:
Identify relevant grade level
standards and GLEs from
the WA State Content
Learning Standards,
Common Core Standards,
NETS*S, PEs, and/or CBA
in a format that clearly
identifies subject and
GLE/standard.
7. Learning Targets: What
should the students know or
be able to do after the
instruction? Use a common
format with a measurable
verb that matches the
cognitive domain of the
standard/GLE (see #11
below). Consider including
language targets as well.
8. Academic Language: List
the academic language/
language demands for the
lesson (consider both form
and function).
9.
Key Vocabulary: List the
key content vocabulary that
will be covered.
10. Grouping: Describe how
and why students will be
divided into groups, if
applicable
(random, ability, interest,
social purposes, etc.).
11. Assessment Strategies
Attach questions,
worksheets, tests or any
additional documentation
related to your assessment
strategies. Also attach
appropriate marking rubrics,
criteria lists, expectations,
Assessment
Target-Assessment Alignment Table
Learning Targets
Assessment Strategies
Formative: In this space, tell how you
 Write a learning
will assess (F&S) whether students
target here from
have met this target.
#6.
Summative:
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answer keys, etc.
• Formative: measures
process/progress toward
mastery of target(s)
• Summative: measures
outcomes/achievement of
target(s)
 Use a new cell
for each target
you are asking
students to meet
in this lesson.
Formative:
Summative:
Learning/Teaching Experiences:
12. Introduction: Identify how
you are going to introduce
the concept, skill or task in a
way that gains students’
attention and gets them
involved. How will this
lesson be meaningful to the
students and connect to their
lives.
 Connect this lesson to
previous lessons/ learning
(prior knowledge of
students) and students’ lives.
 How is this introduction
built off of your knowledge
of these students?
13. Learning Activities: Give
In planning your lesson, think about:
detailed, step-by-step
 transition statements you make throughout your lesson
instructions on how you will
and write them out
implement the instructional
 write down the questions you want to ask
plan. Describe exactly what  use note cards to guide you through the lesson
students will do during the
 set up your lesson in two columns
lesson. Please use a
I Do
Students Do
numbered list.
14. Teaching Strategies:
a. Instructional procedures:
List the teaching approaches
or modes you will use to
teach each step (such as ppt,
demonstrate example,
graphics, partner practice,
etc.).
b. Multiple means of access:
List ways the teacher will
present the materials.
c. Multiple means of
engagement: List ways the
students will participate in
the learning.
(a. through h. on left are prompts to help you plan your
lesson. You should figure these out first, then do your lesson
#13 above.)
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d. Multiple means of
expression: List ways the
students can show their
learning.
e. Methods of differentiation:
List accommodation or
differentiation strategies.
f. Language learning
objectives: Where will you
integrate these?
g. Remedial activities: List a
review sheet, scaffolding
worksheet or plan.
h. Extension activities: What
will students who finish
early do?
15. Closure: Explain how you
are going to bring closure to
the lesson.
a. Explain how students will
share what they have
learned in the lesson.
(Identify 2 questions that
you can ask students to
begin the conversation. )
b. Describe how you will
connect this content to
students’ lives and to future
lessons.
16. Independent Practice:
Describe how students will
extend their experiences
with the content and
demonstrate understanding
beyond the scope of the
lesson outside the class.
Student Voice: Identify how
students will reflect and/or
communicate on their learning
or progress toward meeting
the goals (see chart below).
K-12 students will do
the following:
Student-based evidence to be
collected (things produced by
students: journals, work
samples, projects, papers, etc.)
1 Communicate the
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Description of how students
will reflect on their learning.
learning targets and
explains in their own
words why they are
important to them.
2 Identify what they
are doing well and
what they need to
improve.
3 Identify what
materials or
resources they need
to support their
progress toward the
target
17. Reflection on Student Learning:
Reflect on the lesson, assessments
and on the student voice evidence
to identify changes and general
instructional implications.
18. Next Steps: Based on the above,
what you will do in your next
lesson to ensure students' learning.
19. Instructional Materials,
Equipment and Technology:
Attach a copy of ALL materials
the teacher and students will use
during the lesson; e.g., handouts,
questions to answer, overheads,
PowerPoint slides, worksheets.
List equipment or technology that
needs to be available.
20. Additional Requirements
a. Acknowledgements:
Acknowledge your sources. Give
credit to the person who created
the idea for the instructional plan,
including yourself. You might use
language such as "Instructional
Plan adapted from _____”;
“Instructional Plan Consultants
(not responsible for the content of
this instructional plan): _______”;
and/or “Instructional Plan Created
by _____” Cite scripted
materials/curriculum if
appropriate.
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b. References: List in APA format
references for both learning
strategies and content.
Match the rule # to the sentence error and correct the sentence.
a. Children that had exposure to nursery rhymes had greater phonemic awareness.
Correction:
Rule #:
b. Every student passed their test.
Correction:
Rule #:
c. Today I forgot something very important. My wallet.
Correction:
Rule #:
d. If this was my house, I’d never leave home.
Correction:
Rule #:
e. Most of the students essays were exemplary.
Correction:
Rule #:
f. Aunt Jean my mother’s sister had arthritis.
Correction:
Rule #:
g. The essay portion, and the short answer portion were the hardest parts of the test.
Correction:
Rule #:
h. I was speaking with my best friends sister Tammy. (2 errors, 2 rules!!)
Correction:
Correction:
Rule #’s:
i. I brought pumpkin bread banana bread and brownies to share with the class.
Correction:
Rule #:
j. I worry that once the tests are handed back, they will not focus on the lesson.
Correction:
Rule #:
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k. The box of books were in my trunk.
Correction:
Rule #:
l. By teaching the lesson first, it not only helps the students complete the assignment, but also is a
better use of time.
Correction:
Rule #:
MORE PRACTICE!!
1.
All of my students passed his or her tests.
2.
My cat Bud not Buddy likes to sleep on my lap.
3.
My grandbabies box of toys were packed in the closet. (2 errors)
4.
For dinner I had steak, and baked potato.
5.
People that drive too fast in town really annoy me.
6.
By giving you these practice sentences, it not only helps you work on your skills, but also helps
you remember what to look for when you proofread.
7.
If I was in charge of the world, it would be a very different place!
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Some dos and don’ts of writing mechanics
1
RULE
Do use who or whom when
the antecedent is a person or
persons.
WRONG
Students that had
computers finished first.
RIGHT
Students who had
computers finished first.
2
Do maintain article-noun
agreement.
Schools should be a riskfree environments.
Schools should be risk-free
environments.
3
Do maintain pronounantecedent agreement.
Everyone had a book at
their place.
All students had books at
their places.
Everyone had a book at his
or her place.
4
Do maintain subject-verb
agreement.
The basket of apples were
on the table.
The basket of apples was
on the table.
5
Do use a pronoun when the
antecedent is clear and near.
Joe stopped at the store,
and Joe bought a gallon of
milk.
Joe stopped at the store,
and he bought a gallon of
milk.
6
Don’t use a pronoun when
the antecedent is not clear or
is missing altogether.
. . . I only hope that once
the computer lab is
finished, the teachers put
some of the programs to
work. . . .
7
Do write complete sentences.
Each sentence must have a
subject and predicate. (There
are rare exceptions to this.
What a catch!, for example,
lacks subject predicate
structure, but there is a strong
rhetorical reason for saying
that right after Sammy Sosa
makes a running, diving
catch of a fly ball in shallow
right field.)
. . . I only hope that once
the computer lab is
finished, they put some of
the programs to work. . . .
(With no nearby, previous
mention of the teachers.)
Joe went to the store. He
went to the cooler because
he wanted to get something
there. A gallon of milk.
Then he went to the
produce section.
8
Do use subjunctive with if.
(Note: Subjunctive uses the
same form for both singular
and plural. So sometimes it
will seem like a violation of
subject-verb agreement, but
If this was my classroom,
I’d put the students’ desks
in clusters.
If this were my classroom,
I’d put the students’ desks
in clusters.
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Joe went to the store. He
went to the cooler because
he wanted to get a gallon
of milk. Then he went to
the produce section.
it’s not.)
9
Do use a possessive noun or
pronoun as the subject of a
gerund.
One activity that I liked
was
the students following
along
in their books.
One activity that I liked
was
the students’ following
along
in their books.
10
Don’t misplace modifiers.
The majority of the
information was obtained
from the internet that they
used in their reports.
Each student only spent
twenty minutes on math.
The majority of the
information that they used
in their reports was
obtained
from the computer.
Each student spent only
twenty minutes on math.
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Do use capital letters at the
beginnings of sentences, and
use periods, question marks,
or exclamation points at the
ends of sentences.
Joe went to the store he
bought a gallon of milk.
Joe went to the store. He
bought a gallon of milk.
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Don’t use a comma where its
only function would be to
separate a subject from a
predicate.
Joe and many of his friends
from the dorm, went to the
store.
Joe who usually doesn’t
get
the groceries went to the
store.
Joe and many of his friends
from the dorm went to the
store.
Joe, who usually doesn’t
get the groceries, went to
the store.
13
Don’t include what is
modified in a modifying
phrase.
By using technology in the
classroom, it not only helps
students learn, but also is
more fun.
Using technology in the
classroom not only helps
students learn, but also is
more fun.
14
Do use not only and but also
with parallel structures.
15
Do remember that each and
every are singular.
Joe not only bought the
groceries, but also he
picked up the dry cleaning.
Every student brought their
book to class.
Each of the boys in class
wore their favorite T-shirt
to the game.
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Use an apostrophe to show
possession, except for its (its
is possessive; it’s means it
is).
The fastest girls time was 2
minutes and 12 seconds.
The girls times were faster
than the boys.
Joe not only bought the
groceries, but also picked
up the dry cleaning.
Every student brought his
or her book to class.
All students brought their
books to class.
Each of the boys in class
wore his favorite T-shirt to
the game.
The fastest girl’s time was
2 minutes and 12 seconds.
The girls’ times were faster
than the boys’.
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The dog chased it’s tail.
Its time to put away your
books.
The dog chased its tail.
It’s time to put away your
books.
17
Do use a comma at the end
If I were going to go to the
of an introductory phrase that same school again next
is four or more words long.
year I would be more
careful about that.
If I were going to go to the
same school again next
year, I would be more
careful about that.
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Do use a comma before a
conjunction that separates
two independent clauses.
I asked my cooperating
teacher about that and she
helped me to find an
alternative source.
I asked my cooperating
teacher about that, and she
helped me to find an
alternative source.
19
Do use commas between
parts of a series of three or
more, including after the
second-to-last element of the
series. (Note: The comma
after the second-to-last
element is optional, but I
prefer it. So please do use it
when you write for me.
Thanks.)
Joe bought apples bananas
and oranges.
Joe bought apples,
bananas,
and oranges.
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Don’t use a comma only to
separate the parts of a twopart compound subject or the
parts of a two-part compound
predicate.
The first boy in line, and
the third girl in line were
the same height.
Joe went to the grocery
store, and picked up the
dry cleaning.
The first boy in line the
third girl in line and the
teacher were the same
height.
The first boy in line and
the third girl in line were
the same height.
Joe went to the grocery
store and picked up the dry
cleaning.
The first boy in line, the
third girl in line, and the
teacher were the same
height.
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Do use commas around a
nonrestrictive clause.
Tom Hanks who is one of
my favorite actors has won
two Academy Awards.
Tom Hanks, who is one of
my favorite actors, has won
two Academy Awards.
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22
Don’t use commas around a
restrictive clause.
Actors, who win Academy
Awards, usually get to be
choosy about the roles they
will take.
Actors who win Academy
Awards usually get to be
choosy about the roles they
will take.
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Do use less with mass nouns
and fewer with count nouns.
Joe brought less pencils to
class than Mary did.
Joe drank less glasses of
milk than Mary did.
Joe brought fewer pencils
to class than Mary did.
Joe drank fewer glasses of
milk than Mary did.
Joe drank less milk than
Mary did.
24. Don’t rely on the grammar check on your computer. Do use spell check on your
computer, but don’t use it blindly. These are just some examples. Do follow all other
spelling, punctuation, and grammar conventions of formal written English.
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