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CRD 412
Improving Reading in Secondary Schools
T 5:00-7:50 in GR 202
Fall 2015
A. Instructor: Patricia Elmore
Office: 227 Graves Hall
E-mail: pgelmore@crimson.ua.edu
Class Website:
pgelmorecrd412.wordpress.com
Office Hours: Directly after class
B. Conceptual Framework of the College of
Education
The vision of the College of Education (COE) at The
University of Alabama is to develop effective, ethical,
and reflective professionals who advance the theme
of the COE: Unites, Acts, and Leads (UA Leads). By
engaging in theoretically informed and intellectually
advanced effective practice our graduates will
UNITE with the larger community to collaboratively nurture cultural competence, empathy, and a
vision of equity and justice for all learners;
ACT to develop the full potential of all learners to be excellent professionals in their field; and
LEAD through continuous research-based critical inquiry of policy and reflective practice to enable
transformative change in our diverse local and global communities.
C. Requirements
1. Admission to the Teacher Education Program (TEP)
2. Educator’s liability insurance before clinical placement
D. General Course Information
1. Course descriptions: This course is designed to offer content area pre-service teachers
practical explanations of thinking strategies needed by students to acquire and use
new information. The major goal of this course is to equip pre-service teachers with a
range of tools so they can: (a) facilitate students’ learning of subject matter and
content; (b) help students become more effective and critical readers and writers in
their content area materials; and (c) make explicit to themselves and their students the
discourse expectations within the content areas.
2. Conceptual Framework: The College of Education prepares future practitioners with
an understanding of the nature and purposes of education, together with the ability to
engage in the ongoing processes of reflection and dialogue that lie at the heart of
socially responsible, theoretically-informed, and research based effective practice.
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3. Knowledge Base: Current research-based information about students and the
recommended practices for teaching at the middle and secondary levels are examined
throughout the course. Students use textbooks, journal articles, technology, and
classroom experiences to increase their personal knowledge of instructional practice.
Emphasis is placed on selection of appropriate teaching strategies and ways to
implement recommended practices. Professional behavior that includes ways to
establish and maintain learning environments and the need for ethical decision
making are addressed throughout the course.
4. Course Designation: CRD 412 is a designated writing (W) course for the University
of Alabama’s core curriculum; therefore, satisfactorily completing writing
assignments is required for a student to receive a passing grade in this course. A
student who does not write with the skill normally required of an upper division
student will not earn a passing grade.
E.
Course Objectives and Student Outcomes: All standards must be met to obtain a
passing grade for this class. The following coded objectives are generated from the state
rules, 290-3-3-.04 Professional Studies, Basic Programs. Students will:
1. Demonstrate the ability to create a print/language-rich environment that
develops/extends students’ desire and ability to read, write, speak, and listen
[(2)(c)3.(vii)].
2. Demonstrate the ability to model appropriate oral and written communication
[(2)(c)1.(iv)].
3. Demonstrate the ability to integrate skill development in oral and written
communications into all content areas that one teaches [(2)(c)1.(vii)].
4. Demonstrate the knowledge of strategies associated with accelerated, highly
specialized, explicit instruction in phonemic awareness, phonics, fluency, vocabulary,
and comprehension that significantly expands and increases students’ pace of learning
and competence in reading, writing, speaking, and listening [(3)(c)2.(i)].
5. Demonstrate the knowledge of assessment tools to monitor the acquisition of reading
strategies, to improve reading instruction, and to identify students who require
additional instruction [(3)(c)2.(ii)].
6. Demonstrate the ability to integrate reading instruction into all content areas that one
teaches [(3)(c)2.(iii)].
7. Demonstrate the ability to stimulate interest in and foster appreciation for the written
word, promote reading growth, and increase the motivation of students to read widely
and independently for information and pleasure [(3)(c)2.(iv)].
8. With regard to technology, students will demonstrate the ability to design, implement,
and assess learner-centered lessons and units that use appropriate and effective
practices in teaching and learning with technology.
9. Demonstrate knowledge of group discussion and the role of communication in
resolving conflicts [290-3-3-.10 (1)(a)6].
10. Use peer and teacher conferencing and rubric assessment to help students edit and
revise their writing [290-3-3-.10 (1)(b)13].
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11. Teach students to apply discipline-specific reading and writing strategies in all
content areas [290-3-3-.10 (1)(b)14].
12. Select appropriate research-based strategies and materials to meet the needs of
struggling readers [290-3-3-.10 (1)(b)15].
13. Demonstrate knowledge of the writing process, including the stages of prewriting,
drafting, revising, editing, and publishing [290-3-.10 (1) (a) 2].
14. Use inquiry-based learning and critical literacy practices in your lessons.
E. Required Course Textbook: Vacca, Vacca, & Mraz (2014). Content area reading:
Literacy and learning across the curriculum (11th ed.). ISBN 0-13-306678-9.
F. Additional Resources:
1. Alabama Common Core Course of Study (to be handed out in class)
2. LiveText (available at the Supe Store)
3. APA Style Guide: http://owl.english.purdue.edu/handouts/research/r_apa.html
4. **Additional readings will be handed out in class and available on the course website.
G. Attendance, Assignment Policy, and Make-Up Policy:
Full and active attendance is expected. This class is scheduled to meet 14 times. You are
allowed 1 absence from class without your absence affecting your final grade. If you miss
2 classes, your final grade will be docked ½ a letter; 3 classes, 1 letter, and so forth.
Additionally, you will lose 7 participation points for every day missed depending on the
activities, discussions etc. that you missed. Participation points for missed classes
cannot be made up. Extra credit for this course is not optional.
Assignments are due at the date and time for which they are listed on the syllabus. Late
assignments will lose ½ of a letter grade for each day late (including weekends and
holidays). Assignments turned in more than 1 week late will not earn points, but I will
give you feedback. It is impossible to make up classwork assignments that are over a
week late. Extra credit for this course is not optional.
H. Academic Misconduct and Plagiarism:
Academic misconduct by students includes all acts of dishonesty in any academically
related matter and any knowing or intentional help or attempt to help, or conspiracy to
help, another student commit an act of academic dishonesty. The Academic Misconduct
Disciplinary Policy will be followed in the event of academic misconduct. Plagiarism is
the act of representing words, data, works, ideas, computer programs or output, or other
material not generated by the student as his or her own. Plagiarism may be inadvertent or
purposeful; however, plagiarism is not a question of intent. All suspected incidences of
plagiarism must be reported by the course instructor to the Assistant Dean of the College
of Education. Plagiarism is a serious act of academic misconduct and may result in a
student’s receiving an “F” in the course and being suspended form the University. For
more information, refer to http://registrar.ua.edu/policies/
I. Statement of Equal Treatment and Disabilities:
If you are a person with a disability and desire accommodations to complete course
requirements, please notify the course instructor in writing as soon as possible to discuss
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your request. If you are registered with the Office of Disability Services, please make an
appointment with the instructor as soon as possible to discuss any course
accommodations that may be necessary. If you have a disability but have not contacted
the Office of Disability Services, please call 348-5175 or visit Osband Hall to register for
services.
J. Classroom Decorum:
1. The Code of Student Conduct requires that students behave in a manner that is conducive
to a teaching/learning environment. Students who engage in disruptive behavior will be
subject to disciplinary sanctions outlined by the Code of Student Conduct.
Disruptive/obstructive behavior is not limited to but may include the following: verbal
abuse, threats, stalking, intimidation, and harassment.
2. I require that students act in a manner conducive to serious, rigorous inquiry. It is a great
responsibility to facilitate students in middle schools and high schools; therefore, you
must carry a professional disposition in this classroom and in the schools at all times. Be
generous in your observations of your cooperating teacher, as someday you will be in
their shoes. This doesn’t mean you shouldn’t be critically reflective. Leave your teacher’s
name and your students’ names out of discussions/writing (they deserve privacy).
K. Evaluation of Objectives/Grade Determination:
Assignment
Due Date
Pts
1.Full and Active Participation*
August 25th (9 points)
Other Days (7 points each)
Ongoing
100
(2)(c)1.(iv)
290-3-3-.10(1)(b)14
290-3-3/10(1)(b)15
290-3-3.10(1)(a)6
2. Workshops
Content-area specific workshops that
will occur during the last hour of
class. An independent assignment will
be provided for content-areas not
participating in the workshop.
(15 points each)
09/01 – SELA
09/08 – Music
09/15 – SESS
09/22 – SELA
09/29 – Music
10/06 – SESS
90
(2)(c)3.(vii)
(2)(c)1.(iv)
(2)(c)1.(vii)
(3)(c)2.(ii)
(3)(c)2.(iii)
(3)(c)2.(iv)
290-3-3-.10 (1)(a)6
290-3-3-.10 (1)(b)13
290-3-3-.10 (1)(b)14
290-3-3-.10 (1)(b)15
290-3-.10 (1) (a) 2
3. Lesson Plan Practice
Ten content-area literacy lesson plans
that will be created and sometimes
presented in-class
(10 points each)
09/01 - LPP1
09/08 - LPP2
09/15 - LPP3
09/22 - LPP4
09/29 - LPP5
10/06 - LPP6
11/03 - LPP7
11/10 - LPP8
11/17 - LPP9
12/01 - LPP10
100
(2)(c)3.(vii)
(2)(c)1.(iv)
(2)(c)1.(vii)
(3)(c)2.(ii)
(3)(c)2.(iii)
(3)(c)2.(iv)
290-3-3-.10 (1)(a)6
290-3-3-.10 (1)(b)13
290-3-3-.10 (1)(b)14
290-3-3-.10 (1)(b)15
290-3-.10 (1) (a) 2
(3)(c)2.(i)
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10/10 - Rich description due via email
by midnight
10/13 - Lesson plan due via email by
midnight. Can be a Rough draft.
Enacted (as feasible)
One page reflection (as feasible)
Evaluated (as feasible)
11/30 - All scanned together AS ONE
FILE and uploaded AS ONE FILE to
LiveText by midnight
110
5. Reading Responses
Directions for each reading assignment
will be handed out beforehand in class.
Reading responses are due in-class on
the date they are listed on the syllabus.
09/01 - RR1
09/08 - RR2
09/15 - RR3
09/22 - RR4
09/29 - RR5
10/06 - RR6
11/03 - RR7
11/10 - RR8
11/17 – RR9
12/01 - RR10
100
(2)(c)3.(vii)
(2)(c)1.(iv)
(2)(c)1.(vii)
(3)(c)2.(ii)
(3)(c)2.(iii)
(3)(c)2.(iv)
6. Argumentative Paper
Outline (10)
1st draft (20)
2nd draft (20)
Final draft (50)
10/13 – Outline to be done in class
10/20 – 1st draft due in class (4 pages
min.)
10/22 – 2nd draft due via email by
midnight (8 pages min.)
10/31 – Final draft due via email by
midnight (8 pages min.)
100
290-3-.10 (1) (a) 2
(2)(c)1.(iv)
(2)(c)1.(vii)
(2)(c)1.(vii)
290-3-3-.10 (1)(b)13
7. BDA Resource Folder
11/17– bring completed folder to
class
100
(3)(c)2.(ii)
(3)(c)2.(iii)
290-3-3-.10 (1)(b)14
290-3-3-.10 (1)(b)15
12/06 – due via email by midnight
200
(2)(c)3.(vii)
(2)(c)1.(iv)
(2)(c)1.(vii)
(3)(c)2.(iii)
(3)(c)2.(iv)
290-3-3-.10 (1)(a)6
290-3-3-.10 (1)(b)14
290-3-3-.10 (1)(b)15
4. Clinical Experience Assignment
1) Rich Description (10 points)
2) Lesson Plan that is either
technology-infused, critical literacy, or
inquiry-based (50 points)
3) Enacted (20 points)
4) One page reflection (20 points)
5) Mentor teacher’s evaluation (10
points)
5 Before Strategies (5)
5 During Strategies (5)
5 After Strategies (5)
Descriptions (15)
Rationales (30)
Organization/Neatness (10)
Blank Copies (15)
Completed Examples (15)
8. Unit Plan
(3)(c)2.(i)
(3)(c)2.(iii)
(3)(c)2.(iv)
(2)(c)3.(vii)
Total Points
/900
** It is conceivable that unannounced mini-quizzes and in-class writings will be added (at my discretion),
which will result in more total points for this class.
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How All Written Work will be Graded:
1. Written work will be evaluated on the basis of clearly articulated understandings of course
concepts and their application, adherence to assignment/test guidelines, usefulness in secondary
teaching, careful incorporation of literacy research and theoretical perspectives discussed in class,
and by the 6 + 1 Traits (Ideas, Organization, Voice, Word Choice, Sentence Fluency,
Conventions, and Presentation). Writing rubrics will be provided.
2. All papers submitted must be revised and edited. Students are advised to have a peer or peers read
their papers before submitting them to the instructor. The quality of the content and writing will
always be the focus of the instructor during scoring, but papers are also expected to be proofread
and well-edited.
3. A papers will be exceptional in all areas. B papers will meet the requirements. C papers will show
clear weaknesses in one area. D papers will show clear weaknesses in two areas. F papers will
show weaknesses in many areas.
Grading Scale:
A+
97-100%
A
94-96%
A90-93%
B+
B
B-
87-89%
84-86%
80-83%
C+
C
C-
77-79%
74-76%
70-73%
L. Description of Assignments:
1. Full and Active Participation: (100 total possible points)
Class participation means assuming your share of the responsibility for making our class
productive, professional and engaging. Full and active attendance is expected. You are to read all
assignments prior to the date they are scheduled to be discussed. Meaningful participation
includes attendance, completion of all-in class activities, participating in discussions, etc. Point
deduction occurs with the following behaviors: absences; coming unprepared by apparent lack
of questions, comments, insights; checking e-mail, text messages, Facebook and/or
Twitter/social networking during class; failing to contribute to group work assigned. Your
participation will be graded holistically at the end of each class.
Rubric for In-Class Participation (14 @ 7 points each = 98 possible points + 2 first day
points = 100 points)
Points Description
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Exhibits both of the following: present the whole time (physically, mentally,
emotionally, technologically); active contributions to all whole group, small group, and
individual activities.
4-6 Exhibits one of the following: late to class or early release from class; non-contributing
during whole group, small group, or individual activities; e-mailing, texting, tweeting,
crossword puzzling; unprofessional behavior (e.g. rudeness, making fun of others,
sleeping, and so forth).
0-3 Is absent or exhibits more than one of the following: late to class or early release from
class; non-contributing during whole group, small group, or individual activities; emailing, texting, tweeting, crossword puzzling, newspapers, etc.
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2. Workshops: (90 possible points)
Over the course of the semester, we will have six content-area workshops. One content-area
group will remain in class for a workshop specific to their content-area while the other contentarea groups complete an independent assignment.
Rubric for Workshop Participation (6 @ 15 points each = 90 possible points)
Points Description
15
Writing is on topic, demonstrates thoughtfulness, organized, and contains no
grammatical, spelling, or mechanical errors. The assignment is turned in on time. The
writer uses complete sentences. Exhibits both of the following: present the whole time
(physically, mentally, emotionally, technologically); active contributions to all whole
group, small group, and individual activities.
8-14 Writing is organized and on topic, but contains one to two grammatical, spelling, or
mechanical errors. The writer uses complete sentences. Exhibits one of the following:
late to class or early release from class; non-contributing during whole group, small
group, or individual activities; e-mailing, texting, tweeting, crossword puzzling;
unprofessional behavior (e.g. rudeness, making fun of others, sleeping, and so forth).
0-7
Assignment is not completed or incomplete. The writing lacks coherence or has several
grammatical, spelling, or mechanical errors. The writer does not use complete
sentences. Is absent or exhibits more than one of the following: late to class or early
release from class; non-contributing during whole group, small group, or individual
activities; e-mailing, texting, tweeting, crossword puzzling, news papers, etc.
3. Lesson Plan Practice: (100 possible points)
Over the course of the semester, you will create and sometimes present 10 literacy lesson plans
that utilize the Common Core reading standards for your content area. These lesson plans will be
created in class (sometimes individually and other times in small groups). The emphasis of these
lessons should be on reading skills and comprehension in your content area. This means you are
not focused so much on the topic of discussion (for example, WWII) but on teaching students
reading comprehension skills such as tackling unfamiliar words, main idea, self-monitoring etc.
An example and the rubric are available on our class website:
https://pgelmorecrd412.wordpress.com/discussionactivity-leader/
4. Clinical Experience Assignment: (110 possible points)
The clinical experience component of this course is designed to enable students enrolled in CRD
412 to observe secondary students as they engage in literacy experiences in the content areas.
This 10-hour placement is in addition to your 90+ Methods hours. Detailed Instructions,
Examples, Resources, and Rubrics available on our class website:
https://pgelmorecrd412.wordpress.com/clinical-experiences-project/
 Rich Description (due via email October 10th)
 Literacy Lesson Plan (due via email October 13th) – This can be a rough draft.
 Enact Lesson Plan (as feasible)
 Placement Teacher Evaluation of Enacted Lesson (as feasible)
 One Page Reflection on the Experience (as feasible)
 Upload ALL of the above as ONE single file to LiveText (due via email by midnight,
November 30th)
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5. Reading Responses: (100 possible points)
Over the course of the semester, you will be assigned several reading assignments. For ten of
these, you will complete brief reading responses.
Rubric for Reading Response Participation (10 @ 10 points each = 100 possible points)
Points
10
6-9
0-5
Description
Writing is on topic, demonstrates thoughtfulness, organized, and contains no grammatical, spelling, or
mechanical errors. The assignment is turned in on time. The writer uses complete sentences.
Writing is organized and on topic, but contains one to two grammatical, spelling, or mechanical errors. The
writer uses complete sentences.
Assignment is not completed or incomplete. The writing lacks coherence or has several grammatical,
spelling, or mechanical errors. The writer does not use complete sentences.
6. Argumentative Essay: (100 possible points)
The argumentative essay will present and support an argument concerning literacy and your
content-area. This paper should be no longer than 10 pages, (but preferably 8). Please doublespace and use APA or MLA format, 1” margins all around, and Times New Roman font 12. We
will also use this assignment in our discussion of ways to teach writing in the disciplines. In
addition, you will practice grading and giving feedback on written assignments as we work on
the essay. An example and rubric, see our class website:
https://pgelmorecrd412.wordpress.com/argumentative-essay/




Outline (10 points) will be done during class on October 13th
First Draft (20 points) 4 pages minimum due in class October 20th
Second Draft (20 points) 8 pages minimum by midnight via email October 22nd
Final Draft (50 points) 8-10 pages due by midnight via email October 31st
7. BDA Resource Folder: (100 possible points)
A rubric is available via our class website: https://pgelmorecrd412.wordpress.com/bda-resourcefolder/
8. Unit Plan: (200 possible points)
For this project you will create a unit plan for your future classroom that emphasizes reading
skills and uses the Common Core Reading Standards for your content area. Your unit plan can
be 10 days long (ten 45 minute lesson plans) OR 5 days long (five 90 minute lesson plans).
You may incorporate materials from other assignments in this class or other classes that you
have created. If you do, be sure to adapt the materials to fit the requirements of this assignment.
ALSO, I will be assigning "considerations" that you will use to write the Accommodations
portion of your lessons. Due via email by midnight December 6th. See our class website for an
example unit plan, the unit plan format, considerations, and a rubric:
https://pgelmorecrd412.wordpress.com/unit-plan/
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Fall 2015 Semester Schedule
Date
Readings
Due
Assignments Due
Topics
AUGUST
8/25
Please acquire a
copy of the
class textbook
ASAP.
1) Literacy Interview (in-class)
1) Syllabus & Class Overview
2) Classroom Environment
3) Illiteracy
SEPTEMBER
9/01
1) Teachers and
content area
reading:
Attitudes, beliefs
and change (Hall,
2004)
1) RR1 due in class. Complete a 3-21 for Hall (2004)
2) LPP 1 (in-class)
3) Independent Work for SESS &
Music: Watch
http://www.youtube.com/watch?v=G
7bGv7LPL4Y
and complete a T-Chart listing
positive and negative moves the
teacher makes (to be done in class; due
1) New Teachers
2) The Common Core
3) Lesson Plan Practice #1
4) SELA Teachers Workshop:
Incorporating Grammar and
Spelling into Literacy Lessons
by midnight via email or you can return
to class and hand it in)
9/08
1) Chapter 5
(pp. 132-168)
Vacca, Vacca,
& Mraz (2014)
2) Chapter 7
(pp. 198-235)
Vacca, Vacca,
& Mraz (2014)
1) RR2 due in class. Complete 1
Observation, 1 Connection, 1
Surprise, & 1 Question for the
readings.
2) LPP 2 (in-class)
3) Independent Work:
SELA: Watch
http://www.youtube.com/watch?v=G
7bGv7LPL4Y
and complete a T-Chart listing
positive and negative moves the
teacher makes (to be done in class; due
by 8PM via email or by hand).
SESS: Read Disciplinary literacy in
the history classroom (Ravi, 2012)
and complete a 3-2-1 (to be completed
in class; due by 8PM via email or by
hand)
1) The Core Purposes of
Reading
2) Writing Learning Objectives
3) Building Literacy Lessons
(Including BDA, TWIRL, &
Explicit Instruction)
4) Lesson Plan Practice #2
5) Music Teachers Workshop:
Strategies to Incorporate
Reading into Music-Centric
Classrooms
10
9/15
1) Chapter 1
(pp. 2-26)
Vacca, Vacca,
& Mraz (2014)
2) The reading
turn-around: A
five-part
framework for
differentiated
instruction
(Jones, Clarke,
& Enriquez,
2011)
3) Mentoring
students in
disciplinary
literacy (Buehl,
2011)
9/22
1) Chapter 10
(pp. 310-340)
Vacca, Vacca,
& Mraz (2014)
1) RR3 due in class. Use the assigned
readings to discuss the concepts of
disciplinary literacy and
differentiated instruction.
2) LPP3 (in-class)
3) Independent Work for SELA
and Music: Watch
https://www.youtube.com/watch?v=k
m7X5kQYOg8
clip and complete an Exit Slip (to be
1) How Smart Readers Think
2) Strategies to Build or Tap
Into Prior Knowledge
3) Lesson Plan Practice #3
4) SESS Teachers Workshop:
Reading Strategies Specific to
Social Studies Classrooms
completed in class; due by 8PM via email or
you can return to class and hand it in)
Exit Slip: Which pieces of advice do
you agree with the most? The least?
Explain.
1) RR4 due in class. Create a T-Chart
that demonstrates the internal vs
external structures of Ch. 10 (Vacca,
Vacca, & Mraz, 2014)
2) LPP4 (in-class)
3) Independent Work:
SESS: Watch
https://www.youtube.com/watch?v=k
m7X5kQYOg8 clip and complete an
Exit Slip (to be completed in class;
due by 8PM via email or you can
return to class and hand it in)
Exit Slip: Which piece of advice do
you agree with the most? The least?
Explain.
Music: Read Literacy skills in music
class: Tool for pre-service teacher
growth (Feret & Smith, 2010) and
complete an 3-2-1 (to be completed
in class; due by 8PM via email or by
hand)
1) How to Use a Textbook
2) Strategic Supplementing
3) McClure Visit – Bring your
ACTcard.
4) Lesson Plan Practice #4
5) SELA Teachers Workshop:
Poetry, Plays, and Creative
Writing
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9/29
1) Chapter 3
(pp. 58-90)
Vacca, Vacca,
& Mraz (2014)
2) Preparing for
culturally
responsive
teaching (Gay,
2002)
3) Chapter 6
(pp. 172-196)
Vacca, Vacca,
& Mraz (2014)
1) RR5 due in class. Complete 1
Observation, 1 Connection, 1
Surprise, & 1 Question for the
readings
2) LPP5 (in-class)
3) Independent Work for SELA &
SESS: Watch
https://www.youtube.com/watch?v=J
lQg5Km2n7I
clip and respond with a RAFT from
the perspective of one of the students
in the classroom (to be completed in
1) Struggling and Disengaged
Readers: Identifying, Engaging,
Accommodating
2) Culturally and Linguistically
Responsive Pedagogy
3) Students with Special Needs
4) RTI
5) Lesson Plan Practice #5
6) Music Teachers Workshop:
Planning a Literacy Lesson for
Music
class; due by 8PM via email)
OCTOBER
10/06
1) Chapter 8
(pp. 238-269)
Vacca, Vacca,
& Mraz (2014)
1) RR6 due in class. Complete a 3-21 for Ch. 8 of Vacca, Vacca, & Mraz
(2014).
2) LPP6 (in-class)
3) Independent Work for Music:
Watch
https://www.youtube.com/watch?v=J
lQg5Km2n7I clip and respond with a
RAFT from the perspective of one of
the students in the classroom (to be
1) Meaningful Vocabulary
2) Lesson Plan Practice #6
3) Clinical Experiences Project
Workshop (all content-areas)
4) SESS and SELA Teachers
Workshop: Supplementing the
Textbook and Cross-Curricular
Units/Lesson Planning
completed in class; due by 8PM via email)
10/10
THIS IS NOT
A CLASS
MEETING
10/13
1) Chapter 9
(pp. 280-307)
Vacca, Vacca,
& Mraz (2014)
1) Clinical Experiences Project
Lesson Plan due via email by
midnight
2) Argumentative Essay Outline (to
be created during class)
1) Teaching Writing Skills in
the Content Areas
2) The Writing Process/6+1
Traits
3) Research Papers &
Argumentative Essays
4) Brainstorming, Outlining,
and First Draft Rules
5) Incorporating Debate
10/20
1) Chapter 7
(pp. 198-235)
Vacca, Vacca,
1) Argumentative Essay 1st draft (4
pages min.) due in-class
1) Evaluating Student
Writing/Giving Quality
Feedback
1) Clinical Experiences Project
Rich Description due via email by
midnight
12
& Mraz (2014)
10/22
THIS IS NOT
A CLASS
MEETING
10/27
1) Chapter 2
(pp. 30-31; 3349; Figure 2.6
p.. 50 Vacca,
Vacca, & Mraz
(2014)
10/31
THIS IS NOT
A CLASS
MEETING
2) Other Types of Classroom
Writing
3) In-Class Writing Workshop
4) Guided Reading
Comprehension
1) Argumentative Essay 2nd draft (8
pages min.) due by midnight via
email
1) Meaningful Multimedia
2) Incorporating Technology
into Literacy Lessons
3) Other Classroom Uses for
Technology
4) Gamified Classrooms
1) Argumentative Essay final draft
(8 pages min.) due by midnight via
email
NOVEMBER
11/03
1) Chapter 11
(pp. 344-345;
365-374; 377380) Vacca,
Vacca, & Mraz
(2014
1) RR7 due in class. Complete a 3-21 for Ch. 11 of Vacca, Vacca, &
Mraz (2014).
2) LPP7 (in-class)
1) Creating Literacy Text Sets
and Unit Plans
2) Class Libraries & Book
Clubs
3) Meaningful Novels
4) Lesson Plan Practice #7
11/10
1) Chapter 4
(pp. 94-125)
Vacca, Vacca,
& Mraz (2014
1) RR8 due in class. Directions will
be given beforehand.
2) LPP8 (in-class)
1) Assessment, Rubrics,
Accelerated Reading, and other
Formal and Informal
Measurements of Reading
Ability
2) Lesson Plan Practice #8
1) RR9 due in class. Directions will
be given beforehand.
2) LPP9 (in-class)
3) BDA Resource Folder due in
class
1) Close Reading
2) Meaningful Incorporation of
Strategies Practice
3) Lesson Plan Practice #9
11/17
11/24
Thanksgiving
NO CLASS
Use this time to work on your
Clinical Experiences Project and
Unit Plans
13
11/30
THIS IS NOT A
CLASS
MEETING
1) Clinical Experiences Project
must be scanned together and
uploaded to LiveText AS ONE FILE
by midnight
DECEMBER
12/01
1) Literacies in 1) RR10 due in class. Complete a 3the body (Jones, 2-1 for Jones (2013) & Spector
2013)
(2015).
2) LPP10 (in-class)
2) Meeting
pedagogical
encounters
halfway
(Spector, 2015)
12/06
THIS IS NOT A
CLASS
MEETING
1) Lesson Plan Practice #10
2) Semester Wrap-Up
1) Unit Plans due via email by
midnight
**If you would like to request a workshop in a specific area, feel free! We can incorporate
additional workshops beginning in October.