School For Education Mission StatementThe 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.
School For Education Vision StatementThe 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
EDE 380 Literacy for ECE & EED Tchrs
SP 2013 HO
Lofflin, Kathy Ehrig
Associate Professor of Education
Ph.D., University of Missouri at Kansas City M.A., University of Missouri at Kansas CityB.A., Ottawa University
Watson Literacy Center, MA 330A
Tuesdays and Thursdays, 11:30-1:30, and Fridays, 10:00-2:00; available other times by appointment
January 14- May 10
8:45 - 11:25 AM
Admission to Teacher Education, and must be concurrently enrolled in a field practicum course.
All three of the following are required and are necessary to
do well in this course.
Barbara J. (2010). Phonics
and structural analysis for the teacher of reading (10th ed.).
ISBN-10: 0132611287 | ISBN-13: 9780132611282
Jo Anne L., Vacca, Richard T., Gove, Mary K., Burkey, Linda, Lenhart, Lisa A.,
(2012). Reading and learning to read (8th ed.). Boston:
ü All Park University School for Education candidates seeking
a degree in Education (certification and non-certification tracks), must
purchase Foliotek, the School for Education’s electronic portfolio
system. As purchasing and accessing Foliotek is a multi-step process,
please follow these instructions:
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
Per Student (Prepaid)
Per Student, Per Year
Send an email to Carol Williams
(firstname.lastname@example.org) with the following information:
The Contract Period you wish to purchase
Your student identification number
d. Note: Students on
a non-certification early childhood track, Teaching Young Children or Early
Childhood and Leadership, need to request purchase of the NAEYC portfolio).
Within a few days, you will receive from Foliotek
an email with online purchasing information. Upon receipt of this
email, purchase your Foliotek contract.
Upon receipt of your payment, you will receive your
login information. You must then send a final email to Carol Williams (email@example.com), requesting she provide your current education professors
and an academic advisor (list them) access to view your portfolio. It
is imperative you complete this final step.
Textbooks can be purchased through the Parkville Bookstore
Supplementary resources specifically used or referred to
Atwell, N. (1998). In
the middle: New understandings about
writing, reading, and
learning (2nd ed.). Portsmouth,
Bell, D., & Jarvis, D.
(2002). Letting go of “Letter of
the Week”. Primary Voices K-6,
Carlisle, J.F., & Stone, C. A. (2005).
Exploring the role of morphemes in word reading.
Reading Research Quarterly, 40(4),
Cassidy, J., Garcia, R., Boggs, M. (2005).
The SIQ-III test: Gender issues
Journal of Adolescent & Adult Literacy,
Clark, K.F. (2004).
What can I say besides “sound it out”?
Coaching word recognition
beginning reading. The Reading
Teacher, 57(5), 440-449.
Clay, M. M. (2000). Running records for classroom teachers. Portsmouth
(1963). The utility of phonic
generalizations in the primary grades. The
Reading Teacher, 16, 252-258.
(1985). Validating the construct
of theoretical orientation in reading instruction. Reading
Research Quarterly, 20(3),
(2003). Assessing readers: Qualitative
diagnosis and instrucion.
Portsmouth, NH: Heinemann.
Fogel, H., and Ehri, L. C.
(2006). Teaching African American
English forms to
American English-speaking teachers:
Effects on acquisition, attitudes,
responses to student use. Journal of Teacher Education, 57(5),
Fox, M. (2005). Phonics has a phoney role in the literacy
Fry, E. (1977).
Fry’s readability graph:
Clarifications, validity, and extension to level
of Reading, 21(1977),
Goodman, D. The reading detective club: Solving the mysteries of reading. Portsmouth,
Knipper, K.J., & Duggan, T. J. (2006).
Writing to learn across the curriculum:
in content area classes. The Reading
Teacher, 59(5), 462-470.
McLaughlin, M., & Allen, M. B. (2002).
Guided comprehension in
action: Lessons for
grades 3-8. Newark,
DE: International Reading Association.
(2003). Guided Comprehension in the primary grades. Newark,
Missouri Department of Elementary and Secondary
Education. (2008). Communication
Arts Grade Level Expectations.
International Reading Association & National Council of
Teachers of English. (1996).
Standards for the English Language Arts.
National Reading Panel (2001). Report
of the National Reading
children to read.
Palmer, C., & Brooks, M.A. (2004).
Reading until the cows come home:
and reading comprehension. Journal of Adolescent & Adult Literacy,
Pinnell, G. S.
(2004). Ten principles in literacy programs that work.
Raphael, T. , and Au, K.
(2005). QAR: Enhancing comprehension and test taking
grades and content areas. The Reading
Teacher, 59(3), 206-221.
Ray, K. (1999). Wondrous
words: Writers and writing in the
Urbana, IL: National Council of Teachers of English.\
Ray, K. (2001). The writing workshop: Working
through the hard parts (and they’re all
hard parts). Urbana,
IL: National Council of Teachers of English.\
Ray, K. (2006). Exploring inquiry as a teaching stance in the
Language Arts, 83(3), 238-247.
Richek, M. A.
(2005). Words are wonderful: Interactive, time-efficient strategies to
meaning vocabulary. The Reading
Teacher, 58(5), 414-423.
(2004). Proof, practice, and
promise: Comprehension strategy
grades. The Reading
Teacher, 57(7), 598-609.
Yopp, H.K., & Yopp, R.H.
(2000). Supporting phonemic
awareness development in the
classroom. The Reading Teacher, 54(2),
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 firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
The instructor’s philosophy and
approach to teaching any professional education course may be summed up in one
Engagement means full involvement by
both instructor and students. When
someone is engaged, he/she places her/his full attention on the learning task
at hand, and is fully “into” the learning activities of the moment rather than
thinking about or attending to anything else.
She/he consistently pays attention, watches/listens carefully, and works
to make the most of every learning opportunity.
Neither interruptions nor distractions, nor “just getting by”, is
permitted. Learning time is sacred, and
important. The instructor is committed
to being fully engaged when she is teaching or working with students and their
work, and she expects the same engagement level of students when they are in
class or working on assignments. Indeed,
when students later work in the classroom as teachers, the children they will
work with deserve nothing less than full engagement.
instructor will endeavor to set up the classroom environment to maximize
engagement. Some strategies for this will include hands-on activities,
cooperative and collaborative learning, a stress on higher level learning
outcomes, providing “scaffolding” to help students succeed at their highest
ability levels, stressing real-life and
cross-disciplinary connections, requiring individual accountability for
learning, and facilitating response opportunities for all students. But engagement is not the instructor’s task
alone. Taking responsibility for making
the most of the learning opportunities of the course will also be expected of
In EDE380, the instructor is first
and foremost interested in students becoming effective teachers, and much
attention will be paid to various theory-based models that have been found to
help children become literate at high levels.
The instructor believes that instruction that is not theory-based, and
that focuses only on the lowest levels of learning, is neither effective nor
appropriate. Thus, she always wants to
challenge future teachers to reach for the highest levels of good practice for
the children they will teach. Low level
learning, or teaching strategies that are not grounded in theory and research,
are not good enough for any child.
Literacy should be about constructing meaning. If that is not occurring in a classroom, then
the literacy instruction there is not effective.
In EDE380, attention will be paid
to reflection on what is best practice in literacy, and to a constant
assessment of policies and practices that are employed in schools. The instructor does not believe in
perpetuating the status quo in literacy instruction just because it may be
mandated, funded, or favored by any group with power, including governments,
publishers, corporations, professional associations, or any other entity. Each teacher must look at all policies and
practices in terms of what is good for students and what is good for their
literacy learning. That may differ from
what is currently favored in schools, and it may differ from context to
context. There is no such thing as “one
size fits all,” even though that may be favored by some because it seems to be
the easier or less expensive way. It is
the professional’s job to be constantly questioning, and making changes when
what is happening is not shown to be in children’s best interests. The instructor does not believe that much of
the current “status quo” in public school literacy instruction is working in
the best interests of children. She does
not see it as her job to perpetuate such a flawed status quo; she rather sees
it as her job to raise questions about it and to work toward changing the
situation for the better. Students in
EDE380 should expect to hear many difficult questions raised about what is
going on in schools right now, including practices that they will see, and that
are accepted, in the school sites where they are having practicum experiences. The instructor expects students to adopt a
questioning, reflective attitude toward literacy practice and to work toward
changing current practice when it does not meet children’s needs.
What it all
boils down to is this: We must be
advocates for children. Children always
must come first with us, and that means all children, no matter what
their backgrounds. That is what
advocating for equity means. Advocating
for excellence means that we owe it to the children who will be under our care
to make sure they have the best opportunity possible to become literate
citizens who can participate fully in our society. If there is one theme that
should pervade a course such as EDE380, that is it.
Learning Needs in EDE 380: This theme will pervade all instruction in EDE 380. If we are to advocate for equity and
excellence for all learners, we cannot plan instruction with only the needs of
the “mainstream” in mind, no matter how familiar or comfortable that might feel. Special needs may involve learning
difficulties, but they also may involve areas where learners are different in
some way from what is expected of learners who are part of “dominant” groups in
Technology in EDE
380: “New” literacies are now being
discussed and researched by literacy educators, and much is now being written
about that. Up until a few years ago,
little was known, but the field is exploding.
Your instructor has been focusing on learning about this new research
and will share her learning, and probably some good new information that she is
now discovering, with the class throughout the semester.
Impact on K-12
Learning in EDE 380: The Core
Assessment assignment in EDE 380 is the Literacy Instructional Module. In the
Literacy Instructional Module, documentation of student learning is a required
element. There are specific sections of
the project that address this; see the project rubrics (to be distributed and
discussed in class) to see examples of how this occurs.
Learning Outcomes: Core Learning Outcomes
Assessments for Outcome #1:
Assessments for Outcome #2:
Assessment for Outcome #3:
Assessments for Outcome #4:
Assessments for Outcome #5:
Assessments for Outcome #6:
Assessment for Outcome #7:
Assessments for Outcome #8:
Assessments for Outcome #9:
Link to Class RubricClass Assessment:
assignments (66 points possible; 20% of grade)
Readings assigned for each week will usually
be due each Tuesday at the beginning of class, unless otherwise noted. For each of the 11 reading assignments from
the Vacca text, answer in paragraph form the following three questions covering
1) What do you think the
authors’ purpose(s) were for writing the chapter(s) or articles? Why did they write what they did, and what do
you think they hoped to accomplish? In other words, what was the point?
2) What idea(s) in the reading
struck you as most useful and why? There
is a lot of flexibility possible in your approach to this question. An idea may strike you because it
"resonates" with experience, because it seems particularly reasonable
or valuable, or because you can easily picture how you would use it in your
3) What do you think is the most
problematic or controversial idea in the text?
What are the issues and views involved and why do you see it as
problematic or controversial? If an
idea puzzles you or provokes a negative reaction as you read, this would be the
place to discuss that, though a negative reaction is not necessary for you to
see an idea as problematic or controversial.
NOTE: Writing that you cannot
find a problem or controversy will result in a “0” for this portion. You need to “dig” and find something.
For each of the three questions,
you will earn a rating of 2, 1, or 0. A
"2" will result from a well-developed paragraph, with examples. A "1" will result from a minimally
developed paragraph, and a 0 will result from a completely unsatisfactory or
missing paragraph. There are 6 total
points possible for each assignment.
As you prepare your work, bear in
mind that the instructor has two purposes for weekly homework assignments: 1) to make sure that you read and engage with
text assignments each week, and 2) to make sure you are engaging with the texts
at a fairly high level of thinking. If
she is satisfied that these things are happening for you, you will earn a high
rating on homework assignments.
There are 11 assignments from the
Vacca text (66 total points possible).
At the end of the semester, the number of points earned will be compared
with the number of points possible, and a percentage will be computed for this
portion of the course grade.
Important Notice: For all homework, work turned in one class meeting
late will have one point deducted; work turned in two class periods late will
have two points deducted. Work turned in
later than two class meetings after it is due will not be accepted and will not
be graded. Work is considered one class
period late if it is submitted after midnight on the Tuesday it is due; it is
considered two class periods late is it is submitted after midnight on the
Thursday after the Tuesday it is due.
Work is unacceptable after midnight on the Tuesday one week after the
All homework must be submitted as a
Word file attachment to the appropriate Drop Box for the week in the EDE380
eCompanion platform. Please do NOT copy
and paste your work into the dialogue box. Points and any comments from the
instructor will be posted in the Drop Box.
2. Fox text (225
points possible; 10% of grade)
You should complete all of the Fox
text by the date given on the schedule (the Thursday of the fourth week of
class). Fill out all the blanks and do
all the exercises, reviews, and tests. All
225 pages need to be completed, beginning with the Pretest and ending with the
Posttest. For exercises done on separate
paper (as instructed in the text), slip the paper in the book at the
appropriate point and staple or paper clip the paper to the page. Everything must be completed; in fact,
this part of the grade will be based entirely upon completion (pages will be
counted and you will receive one point per page). On the due date, a percentage of the total
pages that have been completed will be calculated. If all pages are complete and the book is
turned in on time, 225 points and a 100% will be recorded. If the book is turned in late, 10% will be
deducted for each class meeting that the book is late. Points will be deducted for any missing
pages. A page will be considered
“missing” if any part of that page is incomplete, so please make sure
you have filled in every blank and completed every page.
Instructional Module Rough Drafts (216 total points possible; 20% of grade)
The Literacy Instructional
Module is described in detail below.
This module is a major project of EDE380; in fact, it is the course’s
“Core Assessment.” As such, it should
represent your best work and demonstrate your learning. To that end, the instructor will require that
you submit drafts of each of the sections of the project (Parts 1, 2, 3, 4, 5,
6, and 7). The drafts will be graded on
exactly the same standards, and using exactly the same rubrics, as the final
drafts, but rough drafts will only be weighted half as much as the final drafts
so as to allow you to benefit from instructor input and improve your work for
the final draft. If a draft comes in
late, it will be reduced 10% for each class period it is late. The instructor will provide plentiful electronic
feedback (using marginal comments and the Track Changes function) on these
drafts, and students are expected to take that feedback into consideration when
revising their work for final submission.
The points possible on each part of
the Module are clearly listed on the rubrics, and will be the same for both the
rough drafts and the final drafts, but the rough drafts will be worth only half
as much as the final drafts toward the final course grade.
All Module drafts must be submitted
to the appropriate Dropboxes for the weeks they are due in the EDE380
eCompanion platform. Instructor feedback
will be provided through the Dropbox.
Instructional Module (Final draft; 231 total points possible; 40% of grade)
OF LITERACY INSTRUCTIONAL MODULE PROJECT
Please Note: The Literacy Instructional Module is the
“Core Assessment” for EDE380.
Instructional Module documents your experience planning, implementing, and
assessing two literacy teaching episodes with actual children in your assigned
practicum classroom. These teaching episodes should be designed to take place
during at least two visits to your practicum site in the second half of the
semester. The instruction may take place
during regular “literacy” (reading/writing) or Communication Arts time, or it
may integrate literacy with a content area such as social studies or science,
though literacy must be a major goal of the instruction in these cases.
Plan ahead with your cooperating
teacher on the dates, starting during your first visits to the practicum site. During the early weeks of the semester, intensive
instruction will be provided in class that is intended to help you have a
successful experience and to implement quality instruction.
Assignment templates as well as detailed
rubrics will be provided in class and discussed fully. The Literacy
Instructional Module will include seven components, which will be discussed in
depth in class. The project should have
seven separate sections, each posted to Foliotek as a separate artifact and in
the designated Dropbox for each section.
Students will be completing both a rough draft and a final, revised
draft for each of the seven parts. Each section should cover the elements
outlined on that section’s rubric, and each section’s template MUST be used and
all sections on each rubric addressed. For the final drafts only, the instructor
will complete an eighth rubric that assesses mechanical aspects and
presentation aspects. On the rough
drafts, input on mechanics and presentation will be provided, but grading on
mechanics will only occur on the final drafts.
The instructor will provide extensive input on rough drafts in the form
of marginal comments and sometimes will also edit and use the “Track Changes”
function in the Review menu of Word.
Students are expected to take advantage of this input and use it to
revise and improve their drafts.
The University’s Core Assessment
Rubric for EDE380 is attached to this syllabus and will be used for University-wide
assessment purposes, but not for grading purposes. It is attached at the end of this syllabus
for informational and administrative purposes only.
The following description is a brief overview of the project
and its seven components; many more details are on the templates and rubrics, and
all requirements will be discussed fully in class.
Literacy Instructional Module submitted must have the following seven sections fully
developed and clearly labeled:
Part 1. Background information
on the teaching situation is provided in essay form.
Here, you will be researching information on the school, the
classroom, and the specific students you will teach. You also will be expected to discuss how
school factors, classroom factors, and student factors will affect your
planning to teach each specific module.
Part 2. Learning Outcomes/Objectives are specified and aligned with
In this section you will be writing outcome statements
specific to the module lessons you will teach, and you will be aligning each
outcome with state and national literacy standards (information will be
provided in class). The content of these
outcomes/objectives should be negotiated with the practicum cooperating teacher
in advance of teaching.
Part 3. An appropriate
instructional plan to meet the outcomes is presented.
You will need to outline, before you teach the module,
plans for instruction that will meet the learning outcomes/objectives you
specified in Part 2 above. You will be planning
and developing two lessons incorporating two different theory-based literacy teaching
models. Part 3 must include two separate lesson plans, one for each model you
select. You MUST select your two models
from the list below:
All of these models will be fully discussed in class, and
also will be demonstrated by the instructor early in the semester. In general, select from the above list. These are models that are theory-based,
adaptable to many contexts and student populations, and fairly easy for a
beginning teacher to implement. Sometimes,
there are those students who would like to select a model not on the list. Although I recommend sticking with the list,
especially if you lack teaching experience, if you cannot find two models on
the list above that you believe suit your students’ needs, you may research a
model on your own and bring the information you have researched to the
instructor for her approval (this MUST be done prior to teaching and prior to
completing the rough draft of Part 3).
If you do this, you may get your alternative choice ONLY from one of the
following three sources:
Alternative selections must be discussed and approved by the
instructor well in advance of the draft due date, so that the instructor will
be able to evaluate the model’s appropriateness for your students and the
instructional outcomes you are working toward. The source must be clearly documented in your
The following kinds of activities will absolutely NOT be
approved by the instructor for this project:
Once the two theory-based activities are included, you are
free to add other things of your choice to your module, but be sure all
activities are meaningful and student-centered, and really build literacy.
It is very important that you fully discuss your plan with
your cooperating teacher and make sure that he or she is fully informed of your
intentions and agrees with what you plan to do.
Determine this in advance of submitting the rough drafts for Part 3.
“Co-teaching” by the cooperating teacher and the EDE380
student is allowed and is encouraged when appropriate. Several “co-teaching” models will be
discussed in class. If you and your
cooperating teacher decide to employ one of those models, please document that
in all applicable parts of the module drafts.
Each theory-based lesson model has its own components, and
each model has its own template that reflects those components. You are required to use those templates when
preparing your lessons, and all headings on the templates for the models you select
must be addressed.
Please note that all of the lesson plan templates require,
among other things, that you document:
It is very important that the above elements be a part of
your instruction. It can be difficult to
think about these concerns, but we will discuss them in class, and you must
stretch your views of teaching to incorporate them. Willingness to push one’s comfort zone and go
beyond the obvious are important teaching dispositions.
Part 4. A strategy for
assessing the outcomes of instruction is included.
This portion describes how you will document whether your
students met the outcomes in Section #2 above.
This portion must be completed in advance, before you teach the
module. It is required that each of your
two plans includes examples of at least one tangible artifact that will
demonstrate and assess student learning, and that you have a method for
assessing that artifact, preferably something you can attach to examples of
student work. Non-tangible assessments
like “participation” or “observation” will not be sufficient, unless you have a
clear and concrete method for documenting and “capturing” those things. We will discuss possibilities in class.
Part 5. The implementation of
the instruction is documented.
This part is your anecdotal report of what actually happened
when you implemented your plan. In most
cases, you will have to alter your plan “in-flight”; document those alterations
in this section. You will not be penalized
for instruction not going according to plan; it is better to make adjustments
than to go on with instruction that is not working. Think of this as the
“after” report of Part 3, your plan. You
will be attaching artifacts that show representative samples of your students’
work in Part 5.
Part 6. Student learning is
Here, you return to your outcome statements from Part 2 and
your assessment plan from Part 4, and you present the evidence of learning that
your assessment plan provided. You will
not be penalized if students do not meet the outcomes, but you will be for
failure to discuss and account for that.
For each outcome from Part 2, you will need to clearly show in a visual
display (e.g., a graph or chart) and an explanatory narrative your students’
learning based on the data you gathered.
The Part 6 template will guide you and help you make sure you address
all required areas. You will be expected to discuss factors that may have
affected learning, and propose strategies for helping the students meet the
outcomes in the future. Think of Part 6 as the “after” report of Part 4, your
assessment plan. The focus in Part 6 is student learning; you will focus on
your own professional learning in Part 7.
Part 7. The teacher is able
to think reflectively about instruction.
In this final section, you reflect in depth on your own
learning as a result of teaching the module.
Specific areas that need to be developed in this short essay are
outlined in the Part 7 template and in the Part 7 rubric; all listed
areas must be specifically addressed and developed.
8. The work is mechanically acceptable.
Professional-looking, correctly written work is required of
all teachers; a section delineating areas that will be assessed is included as “Part
8” on the instructor’s grading rubric.
This part of the rubric will be an overall assessment and does not
require its own separate, labeled section. There is nothing you need to submit
for this part of the module. This section will only be officially scored for
the final drafts as a group, though the instructor will provide editing
assistance and suggestions on the rough drafts.
Please note the following:
5. Final: Drafts of three School for Education
Portfolio Artifact Cover Sheets linking the completed Literacy Instructional
Module with the Missouri Standards for Preparation of Educators (MoSPE), to be
written late in the semester in lieu of a final exam (Completion grade, 15 total points possible; 10% of grade)
At the end of the semester, EDE380
students will be preparing drafts of three artifact cover sheets linking parts
of the completed Literacy Instructional Module with specific Quality Indicators
of the Missouri Standards for the Preparation of Educators (MoSPE). Each module part may be seen as an artifact,
or module parts may be combined to form artifacts. Complete instructions will
be given to students during a workshop near the end of the term. The idea of
this assignment is to help you turn the Literacy Instructional Module from a
course assignment into at least three substantial portfolio artifacts that you
can use to demonstrate that you have mastered several of the Missouri Standards
for Professional Educators, and that you can proudly include as major elements
of the assessment portfolio you will be required to submit for graduation to
the School for Education. The Literacy
Instructional Module can potentially be one of your strongest sources of portfolio
artifacts and can potentially be used as evidence for a number of the MoSPE
Quality Indicators. Information on these
standards and Quality Indicators will be provided in class, and some of the
possibilities will be discussed, though ultimately it will be your
responsibility to decide which standards and Quality Indicators your work best
demonstrates. On the cover sheets you
will describe your artifacts and the context in which you created them. You will then specify which Quality
Indicator(s) you believe your artifact demonstrates and will write a
justification for each Quality Indicator you specify. Justifications must include references to
theories, research, or other support for the points made in the justification,
and all references must be done in American Psychological Association (APA)
format. The instructor will use the same School for Education portfolio rubric
that will later be used to evaluate your graduation portfolio to evaluate the Artifact
Cover Sheets. Grading for these drafts will
be based on timely completion only, with full points given if a reasonable
attempt is made at all elements (Description, Context, at least one
Justification, and References) of all three Cover Sheets. The instructor will
provide extensive feedback, which you should find useful for revising this
portion of your portfolio prior to final submission during student teaching.
Each of the requirements listed below will
result in a percentage grade. Each of
the items will be weighted as indicated in parentheses below. Each percentage will be weighted and a course
average calculated to determine the final course grade.
Note: This is the “Core Assessment” for EDE380.
Late Submission of Course Materials:
Policies differ for
each type of assignment; each assignment is fully described later in this
Please do not make excuses for
late work; rather, professionals act proactively to prevent problems, and when
they are completely unavoidable, they present a plan rather than an
excuse. This is related to professional
Classroom Rules of Conduct:
Reading: Read syllabus carefully on your own and
bring any questions to class Jan. 17.
Fox Phonics Text: Start on Fox text immediately. Make a plan for timely completion. Everyone
should have made a start by the second class meeting. Due date is February 7.
Part 1: Background Information
Part 2: Objectives/Outcome
Vacca, Ch. 1 and 2:
Just skim Chapter 1, but do chapter questions for Chapter 2 (as described on
pp. 29-30 in this document 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.
Fox Phonics Text: You
should be working steadily on the Fox Phonics text at this point. Make a daily completion goal.
Part 3: Instructional Plans
Reading the words: Part 1
Homework due this
Vacca, Ch. 7 (Note: We will be
skipping around in the Vacca text, so please pay close attention to chapter
numbers for each week!)
Fox Phonics Text: This is due next week, so you should be
over half finished with the book.
Reading the words: Part 2
Vacca, Ch. 8
Fox Phonics Text: Completed Fox text due Feb. 7. Double-check
to make sure ALL pages of the book are completed, beginning with the Pre-test
and ending with the Post-test. Please
score both the Pre-test and the Post-test, and notice the changes (most
this week (Tuesday):
Questions for Vacca, Ch. 9
this week (Thursday):
Draft of Part 1 of
Literacy Instructional Module (Background Information) due February 14.
Questions for Vacca, Ch. 10
Vacca, Ch. 11
(March 11-15 is Spring Recess; classes will not meet that
Questions for Vacca, Ch. 6
Drafts of Literacy Instructional Module
Parts 2 (Outcomes/Objectives) and 3 (Instructional Plan) for two theory-based literacy lessons due March
Literacy Strengths and Needs
Instructional Module Part 5:
Implementation of Instruction
Vacca, Ch. 14
Draft of Literacy Instructional Module
Part 4 (Assessment Plan), due March 21.
Homework due this
Vacca, Ch. 4.
Vacca, Ch. 5
Questions for Vacca, Ch. 13
Drafts of Literacy
Instructional Module Parts 5, 6, and 7 due November 15.
of Part 8 of Literacy Instructional Module (mechanics and
presentation scores for final drafts). Note that nothing additional must be
turned in by students for Part 8. This rubric will be filled out by the
April 30-May 2
Artifact Cover Sheet Workshop:
Final drafts of all
seven parts of the Literacy Instructional Module due May 2. Please post
your Literacy Instructional Module as seven separate documents in the seven
designated Final Draft Dropboxes.
Scheduled Final is Thursday,
instructor will be scheduling brief individual appointments with students
that morning; the class will not meet as a group. However, attendance at your
scheduled appointment on May 9 is mandatory.
The final, which will consist of a draft of three artifact
cover sheets linking the completed Literacy Instructional Module with the
Missouri Standards for the Preparation of Educators (MoSPE), must be posted
to the designated Dropbox no later than midnight on May 9.
Important: No course work will be accepted after that date
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 2011-2012 Undergraduate Catalog Page 95-96From the course instructor: You really only hurt yourself when you steal another's work or take short cuts. Your learning will suffer. Plagiarism is a serious offense for these reasons, but also because it denigrates the work of those who did put out the effort, and betrays the trust inherent in the student-teacher relationship. In cases where plagiarism/cheating is discovered, I will certainly do the following:
• The offense will be reported to the Department Chairperson for your major and to the Dean of the School for Education.
• A conference will be held to resolve the matter.
Based on the outcome of the conference, one of the following will also occur:
• A failing grade for the course will be given.
• A zero for the specific assignment will be given.
• The work must be redone in a timely fashion under conditions that will not allow plagiarism or cheating (i.e., closely supervised).
• The matter will be referred to administrators for a determination of consequences.
Plagiarism: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 2011-2012 Undergraduate Catalog Page 95
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2011-2012 Undergraduate Catalog Page 98From the course instructor: More importantly even than all of the above, your attendance is required because it is essential to your learning. Try not to miss even a single day. We will cover much material, plus, many activities involve cooperative work and teacher demonstrations that can never really be replaced. Shoot for perfect attendance, and do what it takes to make that happen.
Because I believe attendance is an important component of the course, but also because I know that humans and their lives are not always perfect, I do have an attendance policy of my own for this class. Here it is:
1. One absence will be excused, no questions asked. Do not use this if you can avoid it. Save it for those unexpected things that come up.
2. A second absence will be excused for any of the following reasons:
• Minor illness
• Child care problems
• Car trouble, other transportation problems
• Unavoidable doctor/dentist appointments (try hard to schedule otherwise)
• Other cases at the instructor's discretion
Please notify the instructor in advance if possible. Get these kinds of problems dealt with. Conscientious students (and teachers) always have backup plans. I will not excuse this type of absence indefinitely--just once.
If you have a third absence not related to the "unconditional" excuses below, your course grade will be reduced by one letter. If you have three more, the grade will be reduced by two letters, and so on. Passing the class implies, at the very least, that you had the contact hours.
3. The following absences will be excused unconditionally (documentation needed):
• Your hospitalization
• Serious illness of a close family member (sibling, spouse, child, or parent)
• Natural disasters, fires, etc.
• Jury duty
• Military call-up (unexpected)
• Death in the family
• Athletic events for Park athletes on the team (must present documentation from coach)
• Professional education conferences (must clear in advance with instructor)
NOTICE TO ATHLETES: I must have personal notification from you, face-to-face, in advance of absences due to athletic events. No absences for practices will be excused. I will check absences against communications from coaches. Any work that is due on a day you will be gone is due before you go, or you may give it to a fellow student to hand in that day. If it's not in, the late work policy as stated in this syllabus will be followed.
If you do have to be absent, regardless of the reason, you are responsible for making up the work. The instructor will not provide notes or tutorials for missed class meetings except for the most unusual sorts of circumstances. The best strategy is to find a few classmates you can trust early in the semester, exchange phone numbers and e-mails, and make a plan about what to do in case of unavoidable absences. Note: For the two excused absences, any assignments are due immediately (the first class period you are back in class) upon your return. For unexcused absences, the work will be reduced as would any late work (see section below on LATE SUBMISSION OF COURSE MATERIALS as well as specifics under each assignment in the GRADING PLAN section below).
4. The following absences will never be excused:
• "I have to go to work." Don't schedule work during class time! You should also not come late or leave class early for work.
• "We planned a trip/a wedding/an event six months ago." Don't plan that way. If class doesn't take top priority, make plans to take the class another semester.
• "I have to get to another class." Again, don't double-schedule, and allow clearances.
• "My child (or other family member) has an event at school (or elsewhere)." That's what the one "no questions asked" absence is for. Plan ahead and save it for that if you know it's coming. Do not plan on more than one excused absence for events such as these.
• Any absence that will occur repeatedly on a regular basis, no matter what the reason. Do not plan on the instructor excusing repeated absences.
• Anything else that is really avoidable. Always check with the instructor first. Don't assume.
5. Tardiness policy: Tardiness is distracting and disrespectful to the class and to the instructor, and many times important information is given during the first few minutes of class. Promptness is very important for teachers, and is very important to your instructor. Therefore, the following policy will be followed:
• Tardiness will be recorded if you enter the classroom after the instructor has finished taking roll. The instructor will take roll promptly at 8:45, so it is best to be in the classroom at least five minutes early. That means you are in the classroom (not in the halls or in the smoking area). If just your property (e.g., books, coat) is in the classroom but not you, then you are still tardy. Tardiness will be determined based upon the time on the instructor's watch, not students' watches.
• Three tardies will equal one absence, no matter what the reason. The few that are excused should account for the rare occasions when a tardy is unavoidable. Do NOT plan to be tardy on a regular basis. The times courses meet are well publicized in advance, so you should make advance arrangements for family and job responsibilities in such a way that you are not late for class. If you expect those responsibilities to cause tardiness on a regular basis, don't take this course now.
• Since only two absences will be excused, that means that a total of six tardies will lead to a grade reduction of one grade level. If the student also has absences, however, fewer tardies will be excusable. For example, a student could receive a grade reduction if she or he has one absence and four tardies.
• Tardiness also extends to returning from class breaks on time. There will be one ten-minute break around the middle of each class session. Please return in ten minutes or a tardy will be counted.
These measures may seem strict, but dependability and priority setting are important teacher dispositions, and need to be developed by professionals.
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 .
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Last Updated:1/14/2013 3:27:11 PM