EDM380 Literacy for Middle Sch Tchrs

for SP 2011

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School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


EDM 380 Literacy for Middle Sch Tchrs


SP 2011 HO


Greene, Judy Ann


Adjunct Faculty


M.A. Special Education, B.S. Language Arts,
B.G.S Psychology, B.G.S English

Office Location

rm. 315 Copley hall

Office Hours

by appointment only

Daytime Phone


Other Phone





Semester Dates

Jan. 10 - March 6

Class Days


Class Time

8:45 - 11:25 AM


Admission to the School for Education

Credit Hours


Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
NOTE:  The 5 texts listed below are REQUIRED.  The online syllabus system would not allow me to enter this information in the correct place.

Beers, Kylene. (2003) When Kids Can’t Read. Heinemann Publishers. ISBN: 0-86709-519-9

Daniels, Harvey; Zemelman, Steven. (2004) Subjects Matter: Every Teacher's Guide to

Content-Area Reading. Heinemann, Publishers. ISBN-10: 0325005958

Fisher, Douglas, Brozo, William, Frey, Nancy, & Ivey, Gay. (2006) 50 Content Area Strategies for

Adolescents. Prentice-Hall Publishers. ISBN: 978-0131745445

Gallagher, Kelly. (2003) Reading Reasons: Motivational Mini-Lessons for Middle and High

 School. Stenhouse Publishers. ISBN: 1-57110-356-2.

Johnson, Peter H. (2004) Choice Words. Stenhouse Publishers. ISBN: 1-57110-389-9

All Park University teacher candidates seeking certification and licensure must purchase Foliotek, the School for Education’s electronic portfolio system. Our MoSTEP Standard for EDM 380 is 1.2.4 and its three Performance Indicators,,, and The Core Assessment for EDE/M 380, the Literacy Instructional Module, will serve as several artifacts for these standards. Your final, which will be the final version of the project and the reflective pieces for Standard 1.2.4, must be submitted via Foliotek in order to be graded, so purchase of Foliotek is absolutely required.

As purchasing and accessing Foliotek is a multi-step process, please follow these instructions: 

  1. Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation. 

 Contract Period    

 Contract Fee

Per Student (Prepaid)

Cost Breakdown

Per Student, Per Year

 1 year



 2 years



 3 years



 4 years



 5 years



6 years



  1. Send an email to Carol Williams (carol.williams@park.edu) with the following information:

·         Your Name

·         The Contract Period you wish to purchase

·         Your student identification number

  1. Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.
  2. Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (carol.williams@park.edu), requesting she provide your current education professors and a academic advisor (list them) access to view your portfolio. It is imperative you complete this final step!!

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

Course Description:
EDM380 Literacy for Middle School Teachers: Theories and techniques of teaching reading and study skills in the middle school classroom are explored. Included will be the connection between reading, writing, thinking, speaking, and listening. Students are expected to do actual tutoring of a student or students for the laboratory portion of this course. Prerequisite: Admission to the School of Education. To be taken simultaneously with EDM 359 and practicum. 5:1:6.

Educational Philosophy:

Teachers must be willing learners who embody what they hope to cultivate in their students—curiosity and joy of learning, courage to risk being wrong, ability to connect the classroom to the world around it as a desirable way to enrich and empower genuine mobility in personal, social, and professional life. Teachers must also have at heart the understanding that little of value can be communicated without first establishing and maintaining a human, mutually respectful relationship. In other words, teachers must model what they ask of and expect from the students they teach, and they must enter the classroom with a disposition toward teaching-learning as an “us-we” instead of “me-them” effort.

Learning Outcomes:
  Core Learning Outcomes

  1. Respond in a facilitative manner to challenges associated with cognitive and affective needs particular to middle school learners with diverse literacy skills.
  2. Know, understand, and use principles and terms of literacy instruction to communicate effectively with middle school learners, professional peers, and parents.
  3. Identify, explain, and use various types of assessment that result in aligning instruction and middle school learners with literacy materials and tasks, and which allows for continual evaluation of instructional effectiveness.
  4. Identify, explain, and use evidence-based strategic whole group and differentiated literacy instruction to improve and enrich all levels of middle school content literacy skills.
  5. Organize and construct meaningful links among literacy modalities, knowledge and skills, supplemental texts, and life situations to particular middle school content area literacies

Core Assessment:
  • Final Exam:  Combined performance mastery task and summative knowledge test:  (a) Lesson Plan and Demonstration of content area literacy strategy instruction, (b) Post-Test over terms

Class Assessment:


CORE ASSESSMENT: All Park University courses must include a core assessment that measures the relevant Departmental Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities. Because good evaluation requires multiple assessments representing all levels of Bloom’s Taxonomy, the core assessment for this course is a final “exam” which is a combination of two (2) summative assignments:

              (1) Lesson Plan and Demonstration (LP&D) of content area literacy strategy instruction. Each student will design and demonstrate a third written literacy strategy lesson for his or her particular content area that addresses the literacy skills & needs of a randomly chosen authentic classroom scenario using a given format. This assignment will bring together course knowledge, skills, and concepts gained from the course text, activities, and previous assignments to teach a strategy for classroom learners to use to learn from content area text.” The lesson must: (a) incorporate the three modalities of acquiring literacy: text = reading and writing, oral = speaking and listening, and visual = pictures/art seen and drawn, (b) use at least one comprehensive content area literacy strategy from the text or other source presented in class. 

(2) Course Content Post-Test over knowledge, skills, and concepts particular to the course content & outcomes. Consists of short answer and multiple-choice items. All items in the Post-Test are copied directly from the Course Content Pre-Assessment given at the beginning of the course; however, not all items from the pre-assessment will appear on the post-assessment.



1.      Case Study Textbook Applications (CSTA; receives rubric point score;) Prepare for class lectures and activities. Students will apply their understanding of the information in all required textbooks and online journal articles to “solve” each assigned case study. Students will be given case study information on individual elementary learners, as well as a sheet explaining how to do case studies and a rubric explaining how they will be evaluated for points. Responses must be typed. Case Study Textbook Applications are due at the beginning of each class on the date listed in "Course Topics and Assignments." 

2. Readability Study (receives rubric point score): There are two parts to this assignment—

(a) Each student will figure the readability level of one text of students’ choice using the following three formulae: (i) Fry, (ii) Cloze, and (iii) Flesch-Kincaid in Microsoft Word programs). The Fry and Cloze must be done by hand. The Cloze does not need to be administered to earn points; however, it should be ready for actual future use in a classroom setting.

(b) Write a brief report containing information and reflections using the following as headings: Compare and Contrast the Formulae, and Personal Conclusions Regarding Use of Readability Levels. Include all work such as calculations and drafts.


3. Field Experience Report (receives completion/rubric score): Students are required to complete at least 32 hours of combined tutoring and classroom assistance in their assigned school setting. These hours are already scheduled into the field experience part of the course; they are not added hours. A log sheet will be provided for students to record and cooperating teachers to confirm field experience dates and times. The instructor will make arrangements for students' field experiences. This assignment has two separate components—Assessment and Tutoring. After each field experience session, you are to fill out a Post-Session Reflection Sheet (these forms are in eCompanion). Upon completion, students will gather all observations, forms, reports, reflections, etc., compile and collate them, and create a Field Experience Report using the provided format/rubric in eCompanion.

4 .Lesson Plan w/Literacy Strategy & Demonstrations (receives rubric score): Using the lesson plan format and materials provided by the instructor, each student will create and demonstrate 3 lessons for their content area. Students may confer with and assist each other; however, this assignment is to be each student’s own final effort. This assignment will bring together previous assignments and activities to function as half of the course final “exam.” 

Each written version must: 

a)   incorporate the three modalities of acquiring literacy: 

·       text = reading and writing

·       oral = speaking and listening

·       visual = pictures/art seen and drawn

b)   use at least one content area literacy strategy from the text or other source presented in class;

c)   include accommodations/ adaptations for a range of special needs learners, and

d)   be linked to the Show-Me Standards in your certification subject area and grade level.

Demonstrations must present the following using the provided lesson plan format and materials:

a)       Objective using the “formula” provided by instructor

b)      Anticipatory Set/Advanced Organizer

c)       Teacher Input

d)      Teacher Modeling

e)       Teacher Checking

f)        Be no more than 15 minutes long

You will present all these components of the lesson plan as you would if you were student teaching in a classroom setting. The lesson will be followed by a debriefing during which “learners” will give feedback to “teacher” using a rubric to help the “teacher” revise and improve the plan and teaching skills. The instructor will also provide feedback in a rubric. 

NOTE: The first two written lessons & demonstrations are intended to prepare for mastery, and will receive completion points; the third written lesson & demonstration are considered summative, mastery performance tasks and will earn rubric points. They comprise 2/3 of the Final Exam for this course. 


5. WebQuest (receives rubric score): Students will create & present a WebQuest that can be used during student teaching and/or in your own classrooms. Your WebQuest should include a rubric that can be used to evaluate your future students’ WebQuests. and participate in at least one WebQuest. Materials and models for this will be available in eCompanion. 

6MoSTEP Standard 1.2.9: Students participate in a process to complete drafts of this standard for their portfolios. You will address the Quality and Performance Indicators by writing at least 3 drafts using materials provided by the instructor. Each draft must be submitted to a different member of the class for peer review (each student is responsible for 2 drafts which include 2 peer reviews and a 3rd draft revised according to peer feedback). Peer review forms will be provided. All drafts, including all peer review sheets, are due on the day listed in the schedule of topics and activities at the end of this syllabus. 

7.  Course Content Pre- Assessment and Post-Test (to be done in class, Pre-Assessment receives completion/Post-Test receives point score) Duringthe first class session, a fill-in-the-blank, short answer assessment will be given covering course knowledge, concepts, and skills. Results of the pre-assessment will be used, in part, to determine and finalize class session topics and learning activities. A post-test will cover the same knowledge, concepts, and skills as the pre-assessment. The post-test will be a culminating, summative task, will function as the second half of the final examination, and will earn a raw point score grade. Post-test scores will be compared with pre-assessment scores to determine effectiveness of instruction and student learning.



NOTE: final grades are calculated by points only, AND not BY THE percentage POSTED IN eCOMPANION.

Assignment                                                            Points                   

Course Content Pre-Assessment for Course                           Required for final grade

Case Study Text Applications 4 @ 55 pts                             220

Readability Study                                                                     20

Field Experience Report                                                           60

WebQuest                                                                                50

Lesson Plan w/Literacy Strategy—written #1 & 2 (2 @ 30)       60

Lesson Demonstration # 1 & 2 (2 @ 10)                                   20

Final “Exam” (Core Assessment)

3rd Literacy Strategy Lesson (written)                          35

3rd Literacy Strategy Demonstration                            20

Course Content Post-Test                                          40

 MoSTEP 1.2.9 Entries & peer reviews                                       15 & needed for final grade


                                    TOTAL POINTS:         540   

A = 540-515

B = 514 - 490

C = 489 - 475

D = 474 – 460

F = 459 points or less

Late Submission of Course Materials:


o       Assignments should be submitted on time even if student is absent (excepting emergencies). Use fax, email, ask fellow class member and/or friend to deliver to instructor’s mailbox, rm. 309 on the third floor of Copley Hall, or to box on instructor's office door.

o       Late assignments will result in loss of 10 points. 

o       Assignments submitted before or on their due dates may be revised for more points until midnight of the last scheduled class session before finals week. 

§         Any assignment submitted after the due date will not be eligible for revision unless it is due to circumstances that meet criteria for excused absence, including documentation.

§         Assignments must be submitted in person to qualify for evaluation for points. The instructor will not print, evaluate, or score emailed assignments. The only purpose for emailing assignments is to establish submission date & time.

§         If computer/technology accessibility or problems interfere with meeting a due date, an assignment may be emailed by midnight of the day it is due to establish on-time submission. A hard copy must still be submitted to the instructor to qualify for evaluation for points.

§        Each time an assignment is submitted for re-evaluation, it must include all previous drafts and rubric scoring/written feedback from the instructor. This is to support consistency and fairness in grading. Any revised assignment that does not have previous draft(s) and feedback will be returned to the student until it is accompanied by previous drafts & instructor’s rubric/feedback.  

o       Students are responsible for reading and understanding this syllabus, rubrics and other course materials in eCompanion to know what assignments are required, when they are due, how to do them, how they are scored, and any other pertinent information. Points have been deducted because failed to follow syllabus directions and/or study the rubrics in eCompanion. 

o       Course materials too detailed or lengthy for this syllabus (rubrics, directions, handouts, etc.) will be provided for students to download and print from eCompanion. (NOTE: before printing, adjust the font size to avoid overlarge type and excessive amounts of pages!)

Questions and/or concerns regarding assignments will be handled before or after class, during breaks, during office hours, by appointment, or by phone or email. If a question or concern is raised that the instructor deems important for the entire class, the instructor will inform the class via email. Ideas for improvement are most welcome! A significant portion of this course is the result of previous students' creative and helpful

Classroom Rules of Conduct:

The following always apply to class sessions.

  1. Demonstrate respect for yourself, your fellow class members, and your instructor.
  2. Be honest with yourself and others.
  3. Keep your sense of humor.
  4. Participate in discussions and activities, and invite others to participate as well.
  5. Respect the ideas and opinions of others, even when you believe they are wrong.
  6. Contribute to focused, productive learning. This means eliminating distractions such as all electronic devices, off-topic conversations, homework for other courses, writing in planners, etc.

Course Topic/Dates/Assignments:






January 11 & 13


Course introduction

  • Theoretical orientations to literacy
  • Activity: The DeFord Theoretical Orientation to Reading Profile (TORP)
  • Course expectations
  • Two examples of student-centered instruction: The DRTA model and the Picture Walk

Reading: Read syllabus carefully on your own.

Assignment: Start on Fox text immediately. Make a plan for timely completion.  Due date is ________


January 18 & 20


The Literacy Instructional Module

  • Format and components
  • State standards and grade-level expectations for Communication Arts
  • National standards (IRA/NCTE)
  • Lesson Plan Outline format
  • Exploration of professional resources
  • Semantic/Concept Mapping
  • Language Experience Approach (LEA)

Homework due: Vacca, Ch. 1 and 2.   Just skim Chapter 1, but do chapter questions for Chapter 2 (as described under GRADING PLAN and as explained in class). Reminder: Readings will always be due on Tuesdays, starting this week.. Submit all homework in the appropriate EDE380 eCompanion Drop Box for the week.


January 25 & 27


Working with words: Part 1

  • Sight words
  • Phonics: implicit and explicit approaches
  • Word card/ word wall lessons
  • Working with learners who have difficulty decoding and recognizing words

Homework due: Questions for Vacca, Ch. 7 (Note: We will be skipping around in the Vacca text, so please pay close attention to chapter numbers for each week!)


February 1 & 3


Working with words: Part 2

  • Structural Analysis
  • Context clues
  • Cloze lessons
  • Vocabulary development strategies (“Words are Wonderful” article)
  • Semantic/Story Impressions model
  • Fluency

Homework due: Questions for Vacca, Ch. 8

Assignment due: Completed Fox text due Sept. 9.



February 8 & 10


Reading Comprehension: Part 1

  • Levels of comprehension
  • Comprehension strategy instruction
  • Story mapping
  • “Main ideas” and supporting details
  • The KWL model
  • Working with learners who have difficulty comprehending

Homework due: Questions for Vacca, Ch. 9

Assignment due:

Draft of Part 1 of Literacy Instructional Module (Background Information) due Sept. 16.


February 15 & 17


Reading Comprehension, Part 2

  • Making inferences
  • Figurative language
  • Non-fiction text structures
  • Graphic organizers
  • Venn Diagrams and T-charts
  • Comparison/Contrast demonstration lesson

Homework due: Questions for Vacca, Ch. 10


February 22 & 24


Multiple Literacies and “New” Literacies

  • Meeting diverse needs with multiple literacies: print, oral and visual literacies
  • Reading/writing connections
  •  “Process writing” model and writing workshop
  • Learning to write vs. Writing to learn (cont’d next pg.)
  • Literacies of the future
  • Integrating technology with literacy instruction

Homework due: Questions for Vacca, Ch. 11

Assignment due: Draft of Literacy Instructional Module Parts 2 (Outcomes/Objectives) and 3 (Instructional Plan) due


March 1 & 3


Literacy assessment: Part 1

  • Assessment basics
  • Informal/Authentic literacy assessments
  • Making rubrics, scoring guides, and checklists
  • Conferencing
  • Using technology to manage assessment data
  • Adapting assessment for special needs students

Homework due:  Questions for Vacca, Ch. 6





March 15 & 17


Literacy Assessment: Part 2

  • Formal literacy assessment
  • Assessing text difficulty
  • Readability
  • Cloze procedure
  • Assessing the reader
  • Standardized test scores
  • Informal reading inventories
  • IRI analysis activity

Homework due: Questions for Vacca, Ch. 14

Assignment due: Draft of Literacy Instructional Module Part 4 (Assessment Plan), due


March 22 & 24


Literacy Development: Part 1

  • “Letters to Grandpa”: Looking at a child’s literacy development over time
  • Prerequisites for Literacy
  • “Ages and Stages” vs. a continuum of development

Homework due: Questions for Vacca, Ch. 4.


March 29 & 31



Literacy Development: Part 2

  • Analysis of literacy artifacts activity (in class)
  • Discussion of MoSTEP Standard 1.2.4 Reflective Piece
  • Phonemic awareness: implicit and explicit approaches
  • Shared reading/shared writing models

Homework due: Questions for Vacca, Ch. 5


April 5 & 7


Literacy Programs and


  • Published literacy programs
  • Basal analysis activity
  • “Balanced” literacy programs
  • Federal Mandates: No Child Left Behind
  • State and local mandates
  • Intervention programs: Reading First, Reading Recovery

Homework due: Questions for Vacca, Ch. 13


April 12 & 14


Miscue Analysis Workshop: Part 1

  • A window on the reading process
  • Cueing systems: graphophonic, syntactic, semantic, pragmatic
  • Case study: Michaela reads The Relatives Came
  • Preparing for miscue analysis
  • The Reading Interview
  • Gathering Data

Assignment due: Drafts of Literacy Instructional Module Parts 5, 6, and 7 due       __________. (Note: These parts may be submitted early; that is encouraged if possible.)


April 19 & 21


Miscue analysis Workshop: Part 2

  • Coding sentences for Syntactic Acceptability, Semantic Acceptability, and Meaning Change
  • Coding for Graphic Similarity
  • Literacy Strengths and Concerns
  • Practice with additional case studies


April 26 & 29


Reflecting on professional issues:

  • Teaching Dispositions Assessment (cont’d next pg.)
  • Standard 1.2.4 reflective piece
  • Revisiting Theoretical Orientations to literacy
  • Retake the Theoretical Orientation to Reading Profile (TORP) and write a reflective piece
  • Planning for professional development in literacy
  • Finish up any unfinished topics


         Finals Week:

Scheduled Final is May 5 from 8:00 – 10:00 (we may see if we can put this back to 8:45 or 9:00)

Assignment due: 

Final draft of the Literacy Instructional Module, and reflective pieces for Standard 1.2.4 and its Performance Indicators (,, must be posted to Foliotek no later than midnight on December 9. Work will not be accepted after that time. Please post your Literacy Instructional Module as seven separate artifacts, corresponding to the seven parts of the Module (these will be fully discussed in class throughout the semester).

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92

Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2010-2011 Undergraduate Catalog Page 92-93

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2010-2011 Undergraduate Catalog Page 95-96
• Students may have no more than two (2) absences.
• Grade for course will drop 1 letter grade for each unexcused absence.
• It is considered standard professional courtesy for the student to notify the instructor by phone or email ahead of time of any and all absences or late arrival/early departures (excepting emergencies).  
• In the event of an absence from tutoring session, students are required to call and personally notify the cooperating teacher and, if possible, speak to the learner being tutored, apologizing for the absence.  Students must obtain the school and, if applicable, teacher phone numbers before beginning involvement as tutor.
• The following will be unconditionally excused and require documentation:  medical or dental emergency, student's hospitalization, serious illness of close family member, natural disasters (e.g., fires, flood, etc.), jury duty, unexpected military call-up, death in family.
• The following will not be considered for excused status in excess of the two absences allowed:  job schedule, wedding or other family event, other class schedule, and other situations that are avoidable by responsible planning.  If students are in doubt, ask the instructor first.  The instructor will uphold the policies set out in this syllabus.
• Late arrival and early departures of 15 minutes or more past the scheduled class starting and ending time each count ¼ of an absence.

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:


Writing skills are an essential part of all typewritten
assignments. Errors in basic writing skills, and failure to proofread and/or correctly
use the model for formal written assignments result in loss of points. 
Your future administrators expect their teachers to have the
basic writing skills they will be teaching to children; teachers need the
respect and cooperation from both administrators and parents that clear
communication helps create. Therefore,
all written and spoken communication will be subject to correction. (This includes the instructor!)  

To avoid point loss, as well as save time and energy,
students are expected to: 

the “Model for Formal Writing” provided in eCompanion. It will show you how typewritten assignments
are to be formatted. It will also
provide you with examples of proper technical writing skills, including
examples of the most common errors that are responsible for the highest loss of

“Proofreading Tips” provided in eCompanion. carefully for technical skills errors, missing words, missing letters,
making all necessary revisions; and

certain terms and phrases are used correctly for meaning, and that what is
written can be easily understood by a parent, another teacher, and/or
administrator.   All assignments
receiving rubric points include a score for correct basic writing skills. 


Atwell, Nancie. (1998). In the Middle: New Understandings About Writing, Reading, and

 Learning. Boynton/CookPublishers: Heinemann. ISBN: 0-86709-374-9

Bear, Donald R., Invernizzi, Marcia, Templeton, Shane, Johnston, Francine. (2004). Words Their

Way:Word Study for Phonics, Vocabulary, and Spelling Instruction, 3e. Upper Saddle NJ: 

Pearson Merrill Prentice-Hall. ISBN: 0-13-111338-0

Bennett, Barrie, Rolheiser, Carol. (2001). Beyond Monet. Toronto, Ontario: Bookation, Inc. 

ISBN:  0-9695388-3-9

Birsh, Judith R. (2005). Multisensory Teaching of Basic Language Skills, 2e. Baltimore, MD:

Paul H. Brookes Publishing Co. ISBN: 1-55766-676-8

Copeland, Matt. (2005). Socratic Circles: Fostering Critical and Creative Thinking in Middle

and High School. Portland, ME: Stenhouse Publishers. ISBN: 1-57110394-5

Delpit, Lisa. (2002). The Skin that We Speak. New York: New Press ISBN: 1-56584-820

Donelson, Kenneth L., Nilsen, Alleen Pace. (2005) Literature for Today’s Young Adults, 7e.

  Boston: Pearson Allyn Bacon Publishers. ISBN: 0-205-41033-9

Duffy, Gerald G. (2003) Explaining Reading A Resource for Teaching Concepts, Skills, and

            Strategies. New York: Guilford Press. ISBN: 1-57230-877-X

Fountas, Irene C., Pinnell, Gay Su. (2006) Teaching for Comprehension and Fluency: Thinking,

Talking, and Writing About Reading, K-8. Heinemann. ISBN: 0-325-00308-4

Goodman, Yetta M., Marek, Ann M. (1996). Retrospective Miscue Analysis: Revaluing Readers

and Reading. Katonah, NY: Richard C. Owen Publishers, Inc. ISBN: 1-878450-85-9

Gunning, Thomas G. (2006). Assessing and Correcting Reading and Writing Difficulties, 3rd ed.

Boston: Pearson Education Publishers.   ISBN: 0-205-44526-5

Harvey, Stephanie, Goudvis, Anne. (2007). Strategies that Work: Teaching Comprehension for

Understanding And Engagement, 2e. Portland, ME: Stenhouse Publishers. 

ISBN: 978-1-57110-481-6

Keene, Ellin Oliver. Zimmerman, Susan. (1997). Mosaic of Thought: Teaching Comprehension       in a Reader’s Workshop. Portsmouth, NH: Heinemann. ISBN: 0-435-07237-4

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