Lt. Col. Stephenie M. Hewett
Office Location: CA327C
Office Phone: 953-5019
Leave Message: 953-5097
E-Mail: HewettS@Citadel.edu
Fax Number: 953-6797

                                        Other office hours are available by appointment only.
Conceptual Model
    The conceptual model driving all undergraduate and graduate programs in the school of Education is Learner-centered Education as implemented by a Knowledgeable Leader, an Effective Leader and Reflective Instructional Leader, and an Ethical and Professional Leader. Educators focused toward creating a Learner-Centered Education in a classroom and throughout school possess knowledge, skills and abilities, attitudes, behaviors, and values consistent with those of  Knowledgeable Leaders, an Effective and Reflective Instructional Leaders, and Ethical and Professional Leaders.  The following performance attributes form the network for analyzing, revising, and enhancing The Citadel's Education programs of study on a regular basis.

The Knowledgeable Leader, Effective and Reflective Instructional Leader, Ethical and Professional Leader committed to Learner-Centered Education:

°    possesses a liberal arts background
°    demonstrates understanding of content knowledge
°    demonstrates an understanding and application of pedagogical content knowledge
°    demonstrates an understanding of professional knoeldge and general pedagogical principles inherent in demonstrating
      effective teaching skills
        °    strategies and methods of effective planning and teaching
        °    effective classroom management practices
        °    multiple curriculum and instructional strategies
        °    the continuous nature of assessment in the teaching-learning process
°    demonstrates an understanding and application of teaching behaviors directed toward the nature of learners and their
      characteristics
°    demonstrates an understanding of the nature of teaching and learning in a multicultural environment
°    uses effective oral and written communication skills
°    demonstrates effective uses of technology
°    demonstrates an understanding of educational contexts and their implications
°    possesses knowledge of self and the ability to participate in critical self-reflection
°    uses effective interpersonal skills
°    relates effectively and sensitively to the diverse needs of all learners, indicating high but realistic expectations for their
     success
°    develops a positive and productive learning environment which results in meaningful learning experiences for all students
°    communicates effectively with students, parents, colleageues, and the community
°    holds high standards for performance and benefits from constructive feedback
°    seeks professional growth experiences
°    understands the culture and organization of schools and school systems and their connection to the larger society
°    actively participates in the continuous improvement of education through collaborative efforts and shared decision-making.

In utilizing this model, all programs of study promote the development of selected skills, competencies, dispositions, and a specialized knowledge base of information to ensure that all candidates are highly qualified educators at the completion of their respective program of study.  Three (3) major performance standards are emphasized and assessed throughout each program.  These three standards along with a brief descriptor are:

    1.    The Knowledgeable Leader (a knowledge base for an area of specialization; a disposition toward continuous
            acquisition of knowledge; and consistent integration of theory and reserach into educational practice)
    2.    The Effective and Reflective Instructional Leader (exemplary performance skills demonstrated holistically; a
            reflective practitioner, intent upon genuine communication and collaboration)
    3.    The Ethical and Professional Leader (continual, systematic personal and professional development directed toward
            modeling best practice and dutiful service)

I.    Descriptive Information
        A.    Catalog Description:  A course designed for the middle school and high school teacher with emphasis upon
                instructional decision making, incorporation of reading skills within each content area, program establishment, and
                diagnostic skills.

        B.    Rationale for Catalog Description:  Teaching Reading in Secondary Schools - Content Areas considers reading
                and study skills affected by different academic disciplines as well as the role of content area teachers and the
                teaching of reading. The course is designed to teach students a variety of teaching techniques and methods to help
                the students learn how to meet individual needs in educational settings, make appropriate instructional decisions,
                and improve reading comprehension of textbooks and trade books.

        C.    Intended Audience:  For Spring semester undergraduate teacher candidates in secondary (7-12) social studies,
                biology, mathematics, or English.

        D.    Statement of Prerequisite:  Completion of the required Education class requirements:
                            EDUC 202 Educational Psychology

        E.    Credit Awarded:  3 semester hours of graduate credit

        F.    Students With Special Needs:  Under the Americans with Disabilities Act (ADA) and section 504 of the
                Rehabilitation Act of 1973, individuals with disabilities are guaranteed certain protections and rights to equal access
                programs and services.  The Citadel is committed to providing equal educational opportunities for individuals with
                disabilities.  It is the Office of Access Services, Instruction, and Support (OASIS) purpose to assist, advocate for,
                coordinate and support students' academic needs.  All accommodations are coordinated through the OASIS located
                in Room 105 Thompson Hall (953-1820).

        G.    Required Materials:

             1.     Computer Disk: For use with a computer of your choice. Usually a 3X2.5" floppy disk (hard
                        plastic).
                2.    Portfolio: A 1 1/2- inch 3-ring binder
                3.    Portfolio protector covers. I recommend C-Line because they have the holes punched in a separate binding so
                            that I don't punch holes in my work.

II.    Course Goal, Objectives, and Major Components of Study

        A.    Course Goal:  The goal of this course is to ssist the preparation of preservice teacher candidates with their application of the knowledge, skills, and dispositions to effectively teach with an integrated content area literacy approach at the secondary (7-12) levels of middle and high schools.

        B.    End of Course Objectives:  The following objectives will guide the activities and assessments planned for this course.  All course objectives are derived from and aligned with the School of education's Conceptual Model:  a Learner-Centered Education as implemented by a Knowledgeable Leader, an Effective Leader and Reflective Instructional Leader, and an Ethical and Professional Leader. The objectives are also aligned with NCTE, IRA, NCTM, NSTA, and NCSS standards.  Further all objectives represent competence expected to be gained and measured at both professional knowledge and performance levels.

        C.    NCTE Standards Addressed:

1.0 Structure of the Basic Program
The institution establishes a specific curriculum for preservice English language arts teachers; as a result, the candidate will:

1.2 gain knowledge and skills through on-campus and field experiences
 designed to promote knowledge of theory and practice in English
 language arts;
   Assessment:  Field Experience Packet – 10%

1.3 Experience modeling of effective pedagogy and attitudes by college/
University faculty in both English and education, and by middle/junior high and senior high school supervising teachers.
 Assessment:  Field Experience Packet
   Student Evaluations

2.0 Attitudes for English Language Arts
Through modeling, advisement, instruction, related experiences, and assessment, the program promotes and strengthens professional attitudes needed by English language arts teachers; as a result the candidate will:

2.1 Demonstrate a respect for the worth and contributions of all learners;
Assessment:  Choice of field experiences
  Reflection of field experiences

2.2 Use the English language arts to help students become familiar with their
 own and other’s cultures;
Assessment: ESL lessons

2.4 Help students develop lifelong habits of critical thinking and judgment;
Assessment: Teaching thinkers reflection paper

2.5 Take informed stands on issues of professional concern.
Assessment: Reflection on PACT and accountability

3.0 Knowledge of English Language Arts
The program prepares English language arts teachers who are knowledgeable about language, literature, oral, visual, and written literacy, print and nonprint media, technology, and research theory and findings.

3.1 The program prepares the candidate with knowledge and understanding of
 the English language; as a result, the candidate will:

3.1.2 Demonstrate how reading, writing, speaking, listening, viewing,
and thinking are interrelated.
Assessment: Reflection paper of how reading, writing, listening,
speaking, viewing, and thinking are interrelated.

3.2 The program prepares the candidate in the practices of oral, visual, and written literacy; as a result, the candidate will:

3.2.2 Use writing, speaking, and observing as major forms of inquiry,
 reflection, and expression,
 Assessment:  Unit lesson plans

3.2.3 Use the processes of composing to create various forms of oral,
 visual, and written literacy,
 Assessment: Unit lesson plans

3.2.4 Use writing, visual images, and speaking for a variety of purposes
 and audiences.
 Assessment:  Unit lesson plans

3.3 The program prepares the candidate with knowledge and understanding of reading processes; as a result, the candidate will:

3.3.2 Demonstrate how to discover and  create meaning from texts;
Assessment:  Prereading strategies

3.3.3 Use a wide range of strategies to comprehend, interpret, evaluate,
and appreciate texts.
Assessment:  During reading strategies

3.6 The program prepares the candidate with knowledge and understanding of
 the range and influence of print and nonprint media and technology in
contemporary culture; as a result, the candidate will:

3.6.3 Display an understanding of the role of technology in
communication.
Assessment:  E-portfolio, PowerPoint

4.0 Pedagogy for English Language Arts
The program enables the candidate to acquire and demonstrate the dispositions and capabilities needed to integrate knowledge of language arts, students, teaching, and practice; as a result, the candidate will:

4.1 Examine, evaluate, and select resources, such as textbooks, other print
materials, video, film, recordings, and software which support the teaching
of English language arts;
Assessment:  Readability formulas

4.2 Design instruction to meet the needs of all students and provide for
students’ continuous progress and success;
Assessment:  Unit Lesson Plans

4.3 Organize classroom environments and learning environments that promote
effective whole class, small group, and individual work;
Assessment:  Unit lesson plans

4.4 Develop interdisciplinary teaching strategies and materials;
Assessment:  Unit lesson plans

4.6        Incorporate technology and print/nonprint media into instruction;
Assessment:  Unit lesson plans

4.9 Use instruction that promotes understanding of varied uses and purposes
 for language in communication;
Assessment:  Unit lesson plans

4.11 Provide students with appropriate reading strategies that permit access to
and understanding of a wide range of print and nonprint texts;
Assessment:  CARI

4.12     Use assessment as an integral part of instruction and learning;
Assessment:  Unit plan assessments

4.12.1 Develop and use a variety of formal and informal assessment
Activities and instruments to evaluate processes and products;
Assessment:  CARI and PACT results

4.12.2 Employ a variety of means to interpret and report assessment
methods and results to students, administrators, parents, and other
audiences.
Assessment:  Long Range Plans

5.0       Field-Based Experiences in English Language Arts
The program requires field-based experiences which have clearly defined roles and expectations for student teachers, cooperating teachers, and college or university supervisors; as a result, the candidate will:

5.1 Participate throughout the teacher education program in a sequence of field
experiences in English language arts classrooms with certified/licensed teachers.
Assessment:  Field experience packet

        D.    General Reading Course Objectives Addressed:

1.     To identify, explain, and model reading skills (word recognition, vocabulary, and comprehension) that are prerequisites to efficient reading, and teach word recognition through the use of context, word analysis, and syntactic cueing strategies.
    Citadel Conceptual Model - Knowledgeable Leader (KL)
2.     To discuss the objectives of reading in the different content fields, and to realize the importance of reading to those content areas, and to understand how factors such as content purpose, tasks, and settings influence the reading process.
    Citadel Conceptual Model - Instructional Leader (IL)
3.     To examine research and practices in the area of reading instruction which complement and supplement reading instruction.
    Citadel Conceptual Model - IL
4.     To strengthen students' reading abilities by embedding reading instruction in a meaningful context for the purpose of accomplishing specific, authentic tasks or for pleasure and to help students learn and apply comprehension strategies for a variety of purposes.
    Citadel Conceptual Model - IL
5.     To select, design, modify and evaluate diagnostic tools in a specific content area, use that tool to evaluate students' reading abilities, prescribe the most appropriate instructional practices and procedures to meet students' individual needs, and understand the interactive nature and multiple causes of reading difficulties.
    Citadel Conceptual Model - KL, IL, Professional Leader (PL)
6.     To have knowledge of current and historical perspectives about the nature and purpose of reading, of the importance of reading for language development; listening ability; cognitive, social, and emotional development; perceptual motor abilities; and about widely used approaches to reading instruction.
    Citadel Conceptual Model - KL
7.     To understand the role of models of thought that operate in the reading process, the role of metacognition in reading, and to promote feelings of pride and ownership for the process and content of learning, and engages students in activities that develop their image of themselves as literate.
    Citadel Conceptual Model - Kl, IL, PL
8.     To recognize values and be sensitive to human diversity (cultural and ethnic) and understand their influence on the reading process.
    Citadel Conceptual Model - KL, PL
9.     To recognize the importance of teaching reading as a process rather than instruction of isolated skills and accept the importance of reading as a means to learn, to access information, and to enhance the quality of life.
    Citadel Conceptual Model - KL, IL
10.   To believe that all students can learn to read and share in the communication process, to understand the conditions necessary for all students to succeed, and to provide opportunities for students to be exposed to various purposes for reading/writing, to experience reading/writing as relevant to themselves, to write and have their writing responded to in a positive way, and to provide opportunities for creative response to text.
    Citadel Conceptual Model - KL, PL
11.    To recognize the value and importance of creating a supportive and positive environment for literacy learning which builds on the strengths of individual learners rather than emphasizing weakness.
    Citadel Conceptual Model - IL
12.    To help students monitor their comprehension and reading processes; help students learn apply reading comprehension strategies in the content areas; help students gain understanding of the conventions of language and literacy; help students learn that word recognition strategies aid comprehension; help students learn effective techniques and strategies for the ongoing development of vocabulary; help students analyze information presented in a variety of text; help students connect
prior knowledge with new information; assist students in assuming control of their reading; and help students use new technology and media effectively.
    Citadel Conceptual Model - IL
13.    To recognize and understand that assessment must take into account the complex nature of reading, writing, and language and must be based on a range of authentic literary tasks using a variety of texts; to conduct assessment that involves a consideration of multiple indicators of learner progress and that takes into account the context of teaching and learning; and recognizes and understands the importance of aligning assessment and instruction.
       Citadel Conceptual Model - KL, IL
14.    To recognize the importance of professional development and the continuation of learning and professional development by attending meetings of content.
    Citadel Conceptual Model - PL

        E.    Major Components of Study:  The primary topics of study for this course both address and are derived from elements of the three performance standards of the School of Education's conceptual model:  The Knowledgeable Leader, the Effective and Reflective Leader, and the Ethical and Professional Leader implementing Learner-Centered Education.  These topics will prepare candidates to be Knowledgeable Leaders:
                    1.    Normal reading development of children and youth
                    2.    Causes of reading difficulty and reading reluctance among pre-adolescence and adolescents
                    3.    Foundations and goals of reading instruction:  learning to read - reading to learn
                    4.    Characteristics of effective teachers seeking to improve both pupils' reading ability and content mastery
                    5.    Assessment of pupil reading ability
                    6.    Assessment of the readability of textbooks and instructional materials
                    7.    The Content-Area-Reading (CAR) teaching method:  "Before-During_After-Reading"
                    8.    Pre-reading strategies to initiate interest in and mastery of content knowledge
                    9.    Vocabulary and concept development content area reading strategies
                  10.    Strategies to improve comprehension of content specific material
                  11.    The reading-writing connection with specific content material
                  12.    Critical and creative reading and thinking skills
                  13.    Study skills improvement strategies
                  14.    Content area literacy instruction with special needs students
                  15.    Expanding literacy and content learning through technology

III.    Course Readings

          A.    Required Texts:

                     1.    Williams, Chase and others.  The Strategic Learner.  Burgess Publishing Company.

                    2.    South Carolina ADEPT Performance Dimensions.  Columbia, SC:  South Carolina State Department of
                                    Education.

                    3.    The South Carolina K-12 Curriculum Standards document that is appropriate for your content area.

        B.    Required Supplemental Readings:

                    1.    Hewett, S. (2003).  EDUC 592 Collections Handbook.  The Citadel Print Shop.

                    2.    Barton, M.L. (1997).  Addressing the literacy crisis: teaching reading in the content areas.  NASSP
                              Bulletin, v81, n587, 22(9).

                    3.    Baer, G.T. and Nourie, B.L. (1993).  Strategies for teaching reading in the content areas.
                           The Clearing House, v67, n2, 121(2).

       C.   Required Web Readings:
               
                      1.   Philosophy of Education Webquest
                        
                      2.   Interest Inventory WebQuest

                       3.   Study Questionnaire WebQuest

                        4.    Readability Formulas Webquest

                         5.   Content Area Reading Inventory
   
                         5.   Long Range Plans
                        
                         6.   Objectives

                         7.   Prereading

                         8.   Bloom's Taxonomy
                  
                         7.   Instructional Procedures
      
                                  Comprehension Strategies

                                  Vocabulary

                         8.   Study Guide
         

IV.    Instructional Procedures:

           Candidates' application of theory will be of utmost importance for this course, and time will be spent in various whole-class and small group discussions and activities.  Candidates will reflect on principle features and practices of current, reform-based content area literacy instruction, effectiveness research findings, previous experience, and various in-class and field-based activities.  The goal is to present and use a large variety of instructional techniques.  Some will be hands-on, active and shared strategies, and others will be more traditional--lecture, class discussion, and small group work.  Technology (computers, overhead projector, VCR/TV videotapes) will be used as appropriate to supplement instruction.  The instructional strategies are intended to appeal to the candidates' own particular learning preferences as well as to model a variety of techniques that will help them meet the needs of diverse students, classrooms, and situations to which and in which they will teach.
            Students will be assigned a middle school teacher at Schroder middle School and will teach with that teacher for 10 weeks.  The candidates will also prepare lessons to be taught at C.E. Williams Middle School on Leadership.  The content areas of mathematics, English, social studies, and science will be utilized to provide students the opportunity to instruct public school students in the content area(s) in which they will be certified.  Students will align content instruction with reading strategies/activities so that a knowledge of teaching reading in the content areas is mastered.  Students will create positive and supportive learning to be prepared as Instructional Leaders using activities such as:
    1.    Interest Inventories
    2.    Study Questionnaires
    3.    Readability Formulas
    4.    Objectives (content objectives with reading goals and objectives included)
    5.    Prereading Activities (Previews, surveys, anticipation guides, conceptual conflicts, K-W-L, webbing, Semantic mapping, structured overviews, questions, etc.)
    6.    Instructional Procedures including transdisciplinary lessons, directed reading activities, Powerpoint presentations, Electronic Portfolios, reading guides, QAR (Question-and-answer relationships), tradebooks, software programs for content areas and reading skills, study guides, and activities to enhance comprehension for a wide variety of different types of learners (including ESL students).
    7.    Assessments including a different type of assessment for each objective.

V.    General Course Requirements:

        A.    Course Requirements:

                1.     Attendance is expected at all class meetings.
                2.     All assignments must have a mastery level of 90% (A) or above.
                3.     All assignments are to be typed. A word processor or a computer with word processing abilities is
                            recommended.
                4.     Read and be prepared to discuss in class:
                5.     A field experience working with a student in the certification content area.
                6.    Attendance at a Department meeting, professional organization meeting, and/or friends of the
                        library presentation of English writer's and scholars.

        B.    Statement on Plagiarism and Consequences:

                    Students are encouraged to share ideas, methods, and teaching techniques with each other. Time will be allowed in class to meet in collaborative groups to share and discuss ideas. Students are also encouraged to proofread each other's work.  Although idea sharing is encouraged, students should not directly copy someone's words. Ideas should be adapted and adjusted to meet the individual needs of the students. Word-by-word copying and identical assignments are considered Honor Code Violations.

        C.    Field Experience Requirements:

                    Students are required to participate in a Field Experience for 10 hours.

1.   Students will be assigned to a Schroder Middle School social studies teacher and will help students with classwork, work with small groups of students and teach the class.  The first day will be Thursday, January 26, 2006 and continue every Thursday through Mid-April.  Please remember to write down a paragraph summary of what you did while there and what you plan to do for the next visit.  If you are required to make lesson plans, include the lesson plans in the field Experience journal to be turned in on April 27, 2006.  Remember to take the green log form to school with you for the teacher to sign that you were there.

2.   Students will be visiting C.E. Williams Middle School and teaching lessons on leadership and study strategies.  The dates are  January 24, February 28, March 21 and April 25.  We need to be there at 1:00 Orders will be cut for 12:30 to 2:30.

3.   Students are required to attend 1 meeting of a professional organization, departmental meeting at a local school, and/or the friends of the library presentation of English writer's and scholars. (PL)

The Field Experience Evaluation Packet must also be completed with the appropriate assessments and signatures provided.

        D.    PowerPoint Presentation Directions:
    The PowerPoint is to be developed from the unit of instruction that you are developing.  The following requirements must be included:
            1.    5 slides
            2.    an image
            3.    animation of the text or image

Helpful PowerPoint Tips:

        E.    Electronic Portfolio Directions:
    The electronic portfolio (e-portfolio) is a collection of the required assignments and reflections of the experiences in this course.  The e-portfolio must have the following components: (KL, IL)

        1.    Professional presentation
                    a.    Background
                    b.    At least 1 image
                    c.    The following assignments and reflections
                            1.    How I learn best reflection
                            2.    How I communicate when stressed reflection
                            3.    Philosophy of Education
                            4.    Readability Formulas Reflection and evaluation of textbook
                            5.    Interest Inventory
                            6.    CARI
                            7.    Study Questionnaire
                            8.    Long Range Plans
                            9.    Objectives
                            10.   Prereading
                            11.   Questions (Bloom's Taxonomy)
                            12.    Instructional Procedures
                            13.    PowerPoint slides
                            14.    Reading/Study Guide
                            15.    Assessments and Evaluations
                            16.    Lesson Plans
                            17.    Reflections on lessons learned while creating a unit of instruction with reading skills
                            18.    Field Experience Journal and reflections including a reflection of the professional organization meeting
Example of an e-portfolio:
        Carrie Allen

VI.    Specific Course Assessments and Evaluation Procedures:
           For each assessment, click on the blue highlighted title to view the rubric.  Please print out the rubric for each assignment and submit the assignment along with the rubric on the assigned date.

The evaluation involves a portfolio assessment. The following assignments must be included in the portfolio (KL):
1.  Reflection paper on how you communicate under stressful conditions
2.  Refelection paper on how you learn and demonstrate that knowledge
3. Philosophy of Education

          Philosophy of Education WebQuest
4. Readability Formulas: Fryes Readability, Raygor, and SMOG
5. Interest Inventory
6. CARI
7. Study Questionnaire
8. Long Range Plans
9. Objectives
10. Prereading
11Questions (Bloom's Taxonomy)
12. Instructional Procedures
            Including the article discussion.  Strategies for teaching reading in the content areas. G. Thomas Baer, Barbara L.
        Nourie. The Clearing House Nov-Dec 1993 v67 n2 p121(2)
13. PowerPoint Slides
        Another Example:
14. Reading/Study Guide
15. Assessments and Evaluations
16. Lesson Plans
17. Field Experience- Satisfactory completion of all in-school field experiences and requirements.  A passing grade for the course will not be awarded with failure to complete the following aspects of this required component of the course.

        °    Maintaining a responsible, professional disposition in all situations
        °    Maintaining a reflections journal of all field experiences
        °    Filing the appropriate practicum paperwork
        °    Practicum evaluations from cooperating teachers
        °    Practicum teaching packet (lesson plans, teaching materials, reflections)
        °    Practicum evaluations by candidates
This course has been designated as a LiveText course.  All students will be registered and trained in its usage.  Most forms will be completed in LiveText.

VII.    Grading

There are no written exams. The above assignments are designed to allow the students the opportunity to completely plan a unit of content instruction including necessary reading instruction. All assignments will focus upon that topic. If you are currently teaching in a school, you may want to choose a topic that will be taught in your classes at school.

All assignments including field experiences are required to be completed at the "A" level.  If the assignment is not on the A level of quality, it will be returned for revision and improvement. There is no grade deduction for returned assignments. If any assignment is not resubmitted or does not reach the "A" level, the student will receive an "F" for the course.  Resubmit assignments should be turned in for reevaluation no later than 2 weeks after the assignment has been returned for corrections.
The objective is to complete a unit of instruction of A quality work. All assignments are to be kept in the portfolio.

VIII.    Course Schedule and Due Dates:

August 23      Introductions, Philosophy of Education Webquest, Read Chapter 1 in the Strategic Learner

August 29     Internet Presentation, Getting to know yourself - CAME.

September 5     Getting to know your students Learning styles, intelligences, study habits, and Interests.
                        All students should have VAX accounts and be able to send E-mail. All
                        students needing instruction on Microsoft Word and basic word processing
                        should have received instruction from the Writing Center.
                       Assignments:
                        1.    Read Chapter 3 in the Strategic Learner
                        2.    Develop an Interest Inventory to get to know your students.  Complete the Interest Inventory webquest
                        3.    Develop a Study Questionnaire to determine how your students study.  Complete the Study Questionnaire webquest.
                        *Philosophy of Education is Due
                        

September 12       Readability Formulas, Read Chapter 4
                 *Personal Learning Styles and Intelligences papers are due
                 *Interest Inventory and study questionnaire are due

September 19   CARI, Read Chapter 5

October 10  Critical thinking questions for different medias - visual, oral, and written; and Instructional
                    Procedures - Meeting individual needs - Learning Style Inventories, special needs students,
                    Life-long learning group presentations.  Read Chapter 8
                 *Objectives are due

October 17        Instructional Procedures - Special needs students continued, ESL
                           students, Read pages 94 - 97 and Chapter 9
                 *Prereading is due

October 24       Instructional Procedures - Multicultural Education, Cooperative Groups,
                           Read Chapter 10
                 *Questions are due

October 31    Instructional Procedures - Transdisciplinary units and lessons

November 7    Study Guides, Evaluations, and Lesson Plans, Read Chapter 12
               
November 14   Review and catch up

November 21   NO CLASSES - Thanksgiving Break

November 28   Causes of Reading Disabilities
                    
                     *Instructional Procedures are due

December 5      Sifting through the strategies - Matching Learners to styles of teaching
                         *All assignments are due
                   

*Indicates that the assignment is due!
All assignments should be turned in on the listed due dates. Failure to do so will result in a one (1) letter grade deduction for the assignment for each week that it is late. Resubmits should be completed within two (2) weeks of the due dates. Failure to resubmit in the 2 week time period will result in an "F" for the assignment.

IX.    Selected Bibliography:
             The following list of references provides elements of the knowledge and research bases used by the course instructor as resources for the teaching of this course:

    Harris, Albert J. and Sipay, Edward R..  How to Increase Reading Ability:  A Guide to Developmental and Remedial
        Methods (10th edition).  New York:  Addison Wesley Longman 2000.

    Manzo, Anthony V. and others.  Content Area Literacy:  Interactive Teaching for Active Learning (3rd Edition).  New
        York: John Wiley and Sons, 2001.

    Vacca, Richard T. and Vacca, Joanne L.  Content Area Reading.   New York: Longman, 1999.

    Dr. Elizabeth Galloway and Dr. Gordon Grey, Clemson University (1983 - 1985).