E-mail: dbeasley@pegasus.cc.ucf.edu

Designed to assist teachers in understanding the adolescent reader and writer, this course will examine theory, strategies, resources and implementation options for reading.

Title	Author
Murphy’s Boy	Hayden, Torey
Tiger’s Child	Hayden, Torey
36 Children	Kohl, Herbert
Among Schoolchildren	Kidder, Tracy

1. Performance Exam: There will be a performance exam given during the midterm of the semester. This exam will give you specific issues or problems which you will analyze and "solve" based on the reading and discussion you have done in class.

(1 Performance Exam at 100 points)

2. Strategy Demonstrations: There are two different strategy demonstrations that will be completed in this class:

Demo #1 – This demonstration will be completed either individually or with a partner. I Each individual/pair will be given a topic to present for a strategy demonstration. In order to do this, you must look up the topic first in our text, and then in other texts I will make available to you in the CMC, or through your own research. You will become the "experts" on your particular strategy. On the night of your presentation, you will present the information to us not only as teachers, but as students as well. You will need to inform us of what we should do as teachers when presenting this strategy, and then have us participate in the strategy as the students would. You will have heard of many of these strategies before, but you may not necessarily know how to do them.

Demo #2 – Individually or with a partner, you will demonstrate a reading, vocabulary, spelling or grammar strategy. Please make sure this demonstration only focuses on one of these areas. It can be adapted from any strategies given in textbooks/workshops or ones that you create independently. You will demonstrate this strategy following the guidelines for Demo #1.

You will sign up for your demonstration dates on the first day of class. Demonstrations should last no more than 20-30 minutes. Most of us learn by doing, therefore, please model the strategy by having us do the strategy, not just listen to you talk about it. You should provide some type of handout for each demonstration for each member of the class.

(2 Strategy Demonstrations at 75 points each = 150 points)

3. Implementation Plan: Each student will use our discussions, our common readings and his/her independent research to design a secondary reading program. Specific guidelines for this implementation plan will be discussed at the end of the course. The plan will be due 12/6.

(Implementation Plan at 100 points)

5. Text Reading, Response, and Discussion: Each member of the class will choose a dialogue journal partner. These partners will respond to your responses, and the ideas and questions prompted by the reading of the two texts. This "think-pair-share" activity will form the basis of our class discussion of the text. These responses must be typed. No late responses will be accepted.

(11 Responses at 20 points each = 220 points)

6. Supplemental Reading Responses: In order to respond to and discuss the four supplemental texts, literature circle groups will be formed. Each group will decide how many pages should be read for that week, and how the group will respond to them. Participation in this group is crucial, because each member has an important role in making the circle work. More details on this will be given in class. You will need to complete a reflection for the reading you have completed each week. These responses will be due when the book is due. These responses must be typed. No late responses will be accepted.

(2 Supplemental Responses at 75 points = 150 points)

 

7. Case Study: Each student will choose a person on whom a case study can be completed. In order to complete this project, you will need to find a person with whom you can work for the semester. Although the age doesn’t matter, this person should be in need of your help with literacy. During the time that you are working with this person, you will document your methods, your responses, and the "success" you both experience.

1. Textbook Analysis – Following a prescriptive format, you will choose an English textbook to analyze for its usability, understandability to the reader. You will be given specific guidelines for this assignment in class. Due 10/18.

(Textbook Analysis at 150 points)

2. Active Participation in weekly topical discussions.