Literature Based Instruction

LTCY 444 Homepage

LTCY 444 Syllabus

Email Dr. Sherry Powers

Dr. Powers' Homepage

Course Title:LTCY 444/G, LTCY 421/G

Performance Level:Level II

Title of Student Performance:Literature Based Instruction

KY New Teacher Standard(s) Addressed:

NTS I – Designs/Plans Instruction

NTS IV – Assess and Communicates Learning Results

	NTS I – Designs/Plans Instruction
	NTS IV – Assess and Communicates Learning Results

Teacher Work Sample Standard(s) Addressed:

·Contextual Factors: The teacher uses information about the learning-teaching context and student individual addresses to set learning goals, plan instruction and assessment.

·Design for Instruction: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.

Disposition Statement (INTASC)

The teacher appreciates the cultural dimensions of communication, responds appropriately, and seeks to foster culturally sensitive communication by and among all students in the class.

Materials Needed:

Rationale:

As a teacher you will be required to plan literacy instruction using quality adolescent and young adult literature.The purpose of this assignment is to provide LTCY 444/G, LTCY 421/G students with an opportunity to plan units of instruction based on trade books encompassing a variety of genre of literature.

Product/Task (identified):

You are required to work with a middle school or high school student on a literature-based reading experience. This reading experience should provide you with skills to teach comprehension strategies (chapter 3), provide vocabulary development (chapter 6), model writing as responding (chapter 7), develop an appreciation of literature and reading to learn (chapter 8). This field experience should also help you learn how to use a piece of quality literature to reinforce concepts in your curriculum. You should begin this field experience as soon as you have located a student and have had your selection of literature approved by the Instructor of this course.
Use THIS form to plan your instruction with your student.

Performance Criteria:

NOTE: Family members are not acceptable subjects for this teaching experience. For a variety of reasons teaching a sibling, your own child, or a niece/nephew generally does not provide an authentic teaching experience. If you do not know students of the appropriate age/grade level for this assignment, please let me know and we will try to help you locate someone.

1) You should select a piece of quality adolescent or young adult literature (one copy of the book for you and one for your student) ... the Instructor must approve your selection of literature. A list of appropriate literature is provided for your convenience (also listed below is a somewhat expanded list). It may be to your advantage to select a piece of literature that you have read before ... you will need to re-read the book in order to discuss it in detail with your student, but it will help you make initial decisions regarding content if you know the book before you begin this field experience. (NOTE: In the "real world" you would NEVER include a book in your instruction that you had not previously read and found to be of high quality and appropriate for your students.) The book you select should support your area of emphasis (i.e., if you are majoring in science the book should have enough practical references to scientific concepts so as to compliment your curriculum and lead to REAL learning). More than one LTCY 444/G, LTCY 421/G student can select the same book from the list below:

Dangerous Skies
The Rifle - Shane
Nothing but the Truth : A Documentary Novel
Shabanu : Daughter of the Wind
Holes
Bud, Not Buddy (Newbery Medal Book)
One Bird
Julie of the Wolves
Shiloh
Bridge to Terabithia
Number the Stars
Maniac Magee : A Novel
The Giver
Walk Two Moons (Trophy Newbery)
Out of the Dust
The True Confessions of Charlotte Doyle
Missing May
Wringer
Dicey's Song
The Ear, the Eye, and the Arm
The Watsons Go to Birmingham - 1963
Touching Spirit Bear
The Lion, the Witch, and the Wardrobe
Holes

2) You and the student should decide how many pages you will read between each meeting - you must meet with the student a minimum of 5 times. Each of you should keep a journal in which you respond to the reading (note the double-entry journals on page 240 in your text). Each should begin each session by discussing your journals ... you are trying to engage in "grand conversations" (explained later). You should be ready to capitalize on elements of the book that relate to your content area. Ask questions, make comments, prompt for higher order thinking as you help your student comprehend the book and the concepts you have identified. Keep a log of curricular topics you find throughout the book that would tie to your curriculum. Use THIS form to plan your instruction with your student.

3) Supplement your sessions with your student by bringing in textbooks or other expository literature to help your student understand concepts in the book. Use strategies from chapters 7, 3, 5, and 6 in working with your student.

4) At the end of your field experience you will turn in the following materials:

A. Your double-entry journal (do this in WORD so you can send the document to me electronically). This journal should include all bibliographic (APA) information on the book on the first page. Your journal should include dates, starting and stopping times, and the meeting place.

B. The materials you used to help your student understand the vocabulary used in the book (must be based on a strategy in chapter 6). If you designed "forms" or "handouts" based on these strategies include those in the final report your turn in.

C. The materials you used to insure comprehension of the book (must be based on a strategy in chapter 3). If you designed "forms" or "handouts" based on these strategies include those in the final report your turn in.

D. The materials you used to connect your content area to the concepts in the book (must be based on a strategy in chapter 8). If you designed "forms" or "handouts" based on these strategies include those in the final report your turn in.

E. A bibliography of all literature (narrative and expository) used in this assignment.

F. A one page reflection from you on your field experience. This reflection should include:

i. dates and times (starting and stopping times) you met with your student

ii. one paragraph describing the student (gender, age, grade, general description of ability - average, above/below average, etc.)

iii. one paragraph describing the positive aspects of using this particular book as a springboard for teaching
comprehension strategies and content material

iv. one paragraph describing any changes you would make the next time you use this book with students

G. A Lesson Plan Format for EACH session with your student: Use THIS form to plan your instruction with your student.

H. A one page letter to me (the Instructor) from your student in his or her own handwriting. This letter should include: (1) his or her impressions of the book; (2) the learning experience; (3) and any comments they would like to make regarding your performance in this project. You should provide the student with a stamped envelope addressed to me (I will send you my mailing address via email). Make sure this is mailed to me (Dr. Sherry Powers, WKU, Tate Page Hall 364, Bowling Green, KY 42101) in plenty of time for me to receive it before the end of the term (I must receive this letter by May 29, 2003).

Scoring Rubric:

Criteria Level 1
0 - 4 Level 2
5 - 10 Level 3
11 - 15 Level 4
16 - 20

Literature Selection Literature not from approved list OR not approved by Instructor. Appropriate (approved) literature selection.

Field Experience with Student Did not meet with student required (5) number of times. Met with student for the required amount of time (5) and provided documentation of meetings (in journal).

Double Entry Journal No double-entry journal submitted to Instructor. Double-entry journal submitted, but not complete. Double-entry journal submitted with entries for each session. Overall quality questionable. Double-entry journal submitted with excellent entries for each session. Dates, times, meeting places included. Journal meets criteria as specified on page 240 in text.

Bibliography of all books/materials used in Field Experience No bibliography provided to Instructor. Bibliography provided that included a few resources; not APA format (or format used from example site). Nice bibliography with some depth. Appropriate format for the most part. Extensive (5 or more) entries on bibliography. Appropriate format. Outstanding presentation.

Vocabulary Development No vocabulary materials provided to Instructor. Questionable materials used to help your student understand the vocabulary used in the book (must be based on a strategy in chapter 6). Somewhat appropriate materials you used to help your student understand the vocabulary used in the book (must be based on a strategy in chapter 6). Appropriate materials you used to help your student understand the vocabulary used in the book (must be based on a strategy in chapter 6).

Comprehension Materials No comprehension materials provided to Instructor. Questionable materials used to insure comprehension of the book (must be based on a strategy in chapter 3). Somewhat appropriate materials you used to insure comprehension of the book (must be based on a strategy in chapter 3). Appropriate materials you used to insure comprehension of the book (must be based on a strategy in chapter 3).

Concept Development Materials No concept development materials provided to Instructor. Questionable materials used to connect your content area to the concepts in the book (must be based on a strategy in chapter 8). Somewhat appropriate materials you used to connect your content area to the concepts in the book (must be based on a strategy in chapter 8). Appropriate materials you used to connect your content area to the concepts in the book (must be based on a strategy in chapter 8).

Reflection No reflection provided to Instructor.
Reflection failed to include one or more of these aspects:
    i. dates and times (starting and stopping times) you met with your student
    ii. one paragraph describing the student (gender, age, grade, general description of ability - average, above/below average, etc.)
    iii. one paragraph describing the positive aspects of using this particular book as a springboard for teaching
comprehension strategies and content material
    iv. one paragraph describing any changes you would make the next time you use this book with students

Reflection included of these aspects, but some were either unclear or incomplete:
    i. dates and times (starting and stopping times) you met with your student
    ii. one paragraph describing the student (gender, age, grade, general description of ability - average, above/below average, etc.)
    iii. one paragraph describing the positive aspects of using this particular book as a springboard for teaching
comprehension strategies and content material
    iv. one paragraph describing any changes you would make the next time you use this book with students

Outstanding reflection including:
    i. dates and times (starting and stopping times) you met with your student
    ii. one paragraph describing the student (gender, age, grade, general description of ability - average, above/below average, etc.)
    iii. one paragraph describing the positive aspects of using this particular book as a springboard for teaching
comprehension strategies and content material
    iv. one paragraph describing any changes you would make the next time you use this book with students

Letter from Student No letter from student provided to Instructor. A one page letter to me (the Instructor) from your student in his or her own handwriting. This letter included SOME of these aspects, but more than one was missing, unclear or incomplete: (1) his or her impressions of the book; (2) the learning experience; (3) and any comments they would like to make regarding your performance in this project. Received letter in ample time before end of semester. A one page letter to me (the Instructor) from your student in his or her own handwriting. This letter included these aspects, but at least one was either unclear or incomplete: (1) his or her impressions of the book; (2) the learning experience; (3) and any comments they would like to make regarding your performance in this project. Received letter just in time before end of semester. A one page letter to me (the Instructor) from your student in his or her own handwriting. This letter included: (1) his or her impressions of the book; (2) the learning experience; (3) and any comments they would like to make regarding your performance in this project. Received letter in ample time before end of semester.

Overall Performance in Field Experience Failed to complete or to provide field experience materials to Instructor. Completed only portions of field experience with questionable success. Completed field experience, but struggled throughout. Successful and outstanding completion of all required field experience components.

COMMENTS:

04/02/03 08:26:47 PM

Criteria	Level 1 0 - 4	Level 2 5 - 10	Level 3 11 - 15	Level 4 16 - 20
Literature Selection	Literature not from approved list OR not approved by Instructor.			Appropriate (approved) literature selection.
Field Experience with Student	Did not meet with student required (5) number of times.			Met with student for the required amount of time (5) and provided documentation of meetings (in journal).
Double Entry Journal	No double-entry journal submitted to Instructor.	Double-entry journal submitted, but not complete.	Double-entry journal submitted with entries for each session. Overall quality questionable.	Double-entry journal submitted with excellent entries for each session. Dates, times, meeting places included. Journal meets criteria as specified on page 240 in text.
Bibliography of all books/materials used in Field Experience	No bibliography provided to Instructor.	Bibliography provided that included a few resources; not APA format (or format used from example site).	Nice bibliography with some depth. Appropriate format for the most part.	Extensive (5 or more) entries on bibliography. Appropriate format. Outstanding presentation.
Vocabulary Development	No vocabulary materials provided to Instructor.	Questionable materials used to help your student understand the vocabulary used in the book (must be based on a strategy in chapter 6).	Somewhat appropriate materials you used to help your student understand the vocabulary used in the book (must be based on a strategy in chapter 6).	Appropriate materials you used to help your student understand the vocabulary used in the book (must be based on a strategy in chapter 6).
Comprehension Materials	No comprehension materials provided to Instructor.	Questionable materials used to insure comprehension of the book (must be based on a strategy in chapter 3).	Somewhat appropriate materials you used to insure comprehension of the book (must be based on a strategy in chapter 3).	Appropriate materials you used to insure comprehension of the book (must be based on a strategy in chapter 3).
Concept Development Materials	No concept development materials provided to Instructor.	Questionable materials used to connect your content area to the concepts in the book (must be based on a strategy in chapter 8).	Somewhat appropriate materials you used to connect your content area to the concepts in the book (must be based on a strategy in chapter 8).	Appropriate materials you used to connect your content area to the concepts in the book (must be based on a strategy in chapter 8).
Reflection	No reflection provided to Instructor.	Reflection failed to include one or more of these aspects: i. dates and times (starting and stopping times) you met with your student ii. one paragraph describing the student (gender, age, grade, general description of ability - average, above/below average, etc.) iii. one paragraph describing the positive aspects of using this particular book as a springboard for teaching comprehension strategies and content material iv. one paragraph describing any changes you would make the next time you use this book with students	Reflection included of these aspects, but some were either unclear or incomplete: i. dates and times (starting and stopping times) you met with your student ii. one paragraph describing the student (gender, age, grade, general description of ability - average, above/below average, etc.) iii. one paragraph describing the positive aspects of using this particular book as a springboard for teaching comprehension strategies and content material iv. one paragraph describing any changes you would make the next time you use this book with students	Outstanding reflection including: i. dates and times (starting and stopping times) you met with your student ii. one paragraph describing the student (gender, age, grade, general description of ability - average, above/below average, etc.) iii. one paragraph describing the positive aspects of using this particular book as a springboard for teaching comprehension strategies and content material iv. one paragraph describing any changes you would make the next time you use this book with students
Letter from Student	No letter from student provided to Instructor.	A one page letter to me (the Instructor) from your student in his or her own handwriting. This letter included SOME of these aspects, but more than one was missing, unclear or incomplete: (1) his or her impressions of the book; (2) the learning experience; (3) and any comments they would like to make regarding your performance in this project. Received letter in ample time before end of semester.	A one page letter to me (the Instructor) from your student in his or her own handwriting. This letter included these aspects, but at least one was either unclear or incomplete: (1) his or her impressions of the book; (2) the learning experience; (3) and any comments they would like to make regarding your performance in this project. Received letter just in time before end of semester.	A one page letter to me (the Instructor) from your student in his or her own handwriting. This letter included: (1) his or her impressions of the book; (2) the learning experience; (3) and any comments they would like to make regarding your performance in this project. Received letter in ample time before end of semester.
Overall Performance in Field Experience	Failed to complete or to provide field experience materials to Instructor.	Completed only portions of field experience with questionable success.	Completed field experience, but struggled throughout.	Successful and outstanding completion of all required field experience components.
COMMENTS: