May 7- Adolescent Lit. Notecards due/ Reflective Tutoring Practicum Journal due.

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Week 1- Jan 20/22-Introduction to the Course, the Constructive Nature of Reading

Tuesday- First Class/go over syllabus- What the mind does while reading? Assign Beers Chapter Experts who will prepare chapter strategy activities for the rest of the class using a short piece of adolescent literature to be read by the class.  Choose your first book for literature circles and for your first notecard.

Thursday-

• Read Beers, When Kids Can't Read What Teachers Can Do, Chapters 1-2.  Respond using one or two of the guidelines below.
• Read the handout "The Iks" (or an alternative) and do an analysis of your own reading process, using the following "Self-Observation" questions for the above reading. Read first without reading the following questions, as the questions will themselves make you too self-conscious for a good analysis of your reading practice. Then answer the following questions in brief written answers in preparation for class discussion: What did you choose to read and why? Did you identify every letter, every word? Did you read at a steady speed? Did you slow down or speed up? Did you skip anything? Did you back up? Why? Did you come to any words you didn't know? What did you do? Did you come to any words you couldln't pronounce? What did you do? Did you make any mistakes (hereafter called miscues)? What do you remember about what you read? How did your understandings of literary theory help you understand this text? What personl prior kowledge did you bring to the text?  Were you conscious of any strategies you used to track meaning?  Were you aware of considering whether what was written was fact or opinion?
• Bring three questions in about the syllabus (actually write them down for reference).

Week 2- Jan. 27/29- What readers bring to reading:  grapho-phonemic knowledge, semantic knowledge, syntactic knowledge

Tuesday

• Weaver:  Reading on strategies readers bring to reading- E-Reserve
•  Read and respond to Atwell's chapter, "Making the Best of Adolescence" (e-reserve or in the optional text, Ch. 2); See Response Guidelines at the end of the course deadlines). Do not summarize content! I want to know the meaning you are making of the text: how it fits in with what you have learned before in your life experience and in your studies. See Response Guidelines below.
• Learn Miscue Analysis Strategies
• Read Beers, Chapter 3 and 4, be prepared to use the content from these chapters!

Thursday

• Read Beers, Chapter 5 and 6, respond in the way that the class decides on Tuesday
• Bring in a list of three different term projects in which you might be interested.
• Prepare a book talk for the book borrowed from the adolescent literature cart for a group of your fellow students in the class, using pre-reading strategies in Chapter 6, bring in a book card for this book
• Do a book talk for a group in the class about a book from the Adolescent Literature Cart, perhaps about your project topic

Week 3- Feb. 3/5-Strategies for Comprehension; Tutoring Requirement starts (MN Lit. #8)

Tuesday

• Read Beers Chapters 8 and 9.
• Read first half of first lit. pick for literature circles

Thursday

• Read Beers Chapter 10 - Fluency
• Read Atwell - The Reading Workshop (ereserves): Suggested response topic: How do Beers (Chapter 10 and all other chapters read so far) and Atwell agree and/or disagree about what they suggest for classroom practice?
• Turn in project proposal (see web site for Projects and their Presentation)
• Read second half of lit. pick #1 for literature circles and prepare for your self-assigned role in the group.

Week 4-Feb. 10/12- Analysis and Interpretation of Text/ Student Response to Text/ Dense Questions: What value does literature have in the lives of adolescents? Readability and Cloze Assessments

Tuesday

• Write a response to one of my responses to one of your responses!
• Read Appleman, Chapters 1 and 2.  Bring in two discussion questions for a fish bowl discussion.
• Read Beers, Chapter 9.
• Consider the differences/similarities between the words deceit and deception without using a dictionary and determine how you used your mind to figure out what you think are the differences (you can report this orally).
• Be prepared for presentation about your first literature circle book. You will pick literature circle book #2 after these presentations.
• If you are doing the tutoring option for your "A"Contract, bring in your first Practicum Journal, reporting work with your Tutee. "What are some immediate questions that you have about your tutee? How might you answer them?

Thursday

• Read Beers Chapter, Chapter 13 and Appleman, Chapter 3.  Go to moodle, by either going to the following address: https://moodle.umn.edu/mod/forum/view.php?id=215450;  Or to:  https://moodle.umn.edu, then go to the semester, campus, and EdSe 4215.  See prompt.  Follow directions for responding to one of the following prompts or responding substantively to others’ responses by Thursday at 12:00.  What do Beers and Appleman have to say that would explain why you had different responses to your Lit Pick book in your Literature Circle?  Find connections or contradictions between the two chapters.
• Bring in any notecards that you have for your adolescent literature choices

Week 5-Feb. 17/19- Reader and Text Centered Responses to Literature;Effect of Socio-Historical and Socio-Cultural Context on the Reader; Discerning Fact/Opinion/Bias

Tuesday

• Read one half of your Lit Pick #2 and bring in two dense or shaded questions about the book.
• Read Appleman Chapter 4- Respond by defining Marxist criticism and finding a way to use this critical lens with either your Lit. Pick book, or one of the books you are using for your project.

Thursday

• Appleman, Chapters 5 - response
• Read the second half of your literature circle #2 book
• Write down what literature you remember reading in English classes, grades 7-12

Week 6- Feb. 24/26- Teaching the Classics; Classroom Activities for Teaching Literature

Tuesday

-Read Appleman, Chapter 6- Come in ready to deconstruct

-Sign up for a project conference with your partner, have Project Proposal #2 ready for that conference.

-Do your gender research project.

-Begin planning a visual multi-media representation of your Literature Circle book.  See website for examples

http://blog.lib.umn.edu/mwright2/iroots/cat_kits_wilderness.html

http://blog.lib.umn.edu/mwright2/iroots/cat_emmett_till.html#058007

Thursday

Work on visual multi-media presentation for your Literature Circle book.

Read Beers 11 for your tutoring (see below).

Practicum journal- Report the results of your analysis of your tutee, using material on Beers page 24-28.  Include how you might use the material in Beers 11 (or not) with your tutee.  Make sure that you have, at least, done the interviews/ interest inventory and report what you have learned.

Week 7- March 3/5- Multi-Cultural Issues in Literature and Reading and The Politics of Reading:; -

Tuesday, March 3

• read hand outs on the classics- respond in general to the two articles and then with many teaching ideas that you have gleaned from the articles for your Lit. Pick #3
• read the first third of your classic literature pick #3, be prepared with your chosen role

Thursday, March 5

• Practicum Journal
• read the second third of your classic literature pick #3

Week 8- March 10/12- Assessment of Reading

Tuesday, March 10

              -read the last third of your classic literature pick #3

              -Mid Term Exam

              -Literature review and proposal for Option 2, Inquiry Project

              You must have had a conference with me about first two items.  See: Option #2

               http://www.d.umn.edu/~lmillerc/TeachingEnglishHomePage/5215/turtoring-checklist-.html

Thursday, March 12

              -Practicum Journal- write about interest inventories and your tutee

              - Staying Fat for Sarah Burns, Chapters 1 and 2.  Make predictions about the end of the novel based on these two chapters

               -Come in with a plan for your Censorship Simulation partnership and interviews

               - Censorship Simulation will be held at 351 Bohannon

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SPRING BREAK (no classes on March 17/19)- work on literature projects, finish Staying Fat for Sarah Burns

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Week 9- March 24/26- Issues of Censorship and Multicultural Literature- Apprenticeship Week 1, both classes held

Tuesday-

• Bring in four completed notecards so that your colleagues can help you think of related literature.
• CENSORSHIP SIMULATION (IN SPORTS HEALTH 119 to the right at the display cases). Meet first in the classroom. Be prepared to make a one to two minute statement about your interviewees' take on the censorship of Staying Fat for Sarah Burns. The committee will be developing a structure to handle future censorship issues. Come dressed as someone in your role would be dressed.
• Write down ten things that you believe to be true about reading and the teaching of reading in class. This should be a list of ten sentences,each starting: I believe....

2009 Revision

Thursday:  March 25

              Practicum Journal Entry

              Censorship Simulation- come to class we will proceed from there

              Bring in complete draft of one reading principle

              Return folders with a new article added; complete survey after simulation

Tuesday: March 31

              Complete draft of reading principles are due.

Practicum journal entry.  How might your tutee be affected by the social class into which she or he was born?  The rest of the students in your class?

Thursday: April 2- class canceled

Tuesday: April 7-presentations: Sarah and Tisha; Drew and Kayti;  Come with a poem that you would like to teach to your apprenticeship class.  We will construct a reading guide to provide scaffolding.  Also read “Ouchless Poetry” handout. 

Thursday: April 9-presentations:  Caitlin and Kristine; Allie and Sandy; Anders and Adam

Tuesday: April 14- presentations: Laura and Steph; Dan and Blake; Alyssa and Natalie

Bring in a critique of a Accelerated  Reader or another or another computer assisted reading program that you can find on line.  Be sure that your miscue analysis is complete.

April 16-23- class cancelled

Tuesday- April 28-presentations: Lauren and Kelsey; Jess and Emily.  Multi-media presentations are due for Literature Pick #2.

Thursday April 30- Final draft of reading principles are due.

Tuesday: April May 5- Celebration dinner in Knife River, meeting with student teachers, we will make pizza for them.  

Thursday:  May 7

Final Reflective Journal Questions- Final copy of note cards are due

• In thinking back over your observations, what beliefs about teaching and learning do you think that your apprenticeship teacher has? About reading and literature?  Try to list a number of different beliefs that drive his/her teaching.
• How are your beliefs similar or different than those of the teacher?
• What gave you ideas for the teaching that you did? How did you plan together, separately?
• Tell the story of your experience in teaching. What went well?
• What would you do differently if you had it to do over?
• What beliefs about teaching determined your plans and your subsequent
  decisions about what you might have done differently.

2008

• Reading Principles workshop, come with all your handouts and texts. Bring the list of ten things that you believe about reading
• Praticum Journal Entry due/ Plan for Progress with your Tutee
• Chapter 9- Appleman, response
• Bring an outline or mapping of the ideas for your "A" paper or blog or web site.
• "A Call to Action: What We Know About Adolescent Literacy and Ways to Support Teachers in Meeting Students' Needs" - of use for reading principles

Week 10- March 31 only (Thursday class cancelled for Apprenticeship- Week 2)

Tuesday

• Come with a text of some sort (a short story, a poem, a chapter from a novel) for which your apprenticeship teacher would like to have a reading guide constructed.
• Refelctive Practicum Journal entry due. How might your tutee be affected by the social class into which she or he was born? Learning Styles?
• a draft of your Reading Principles are absolutely due
• make sure that you have conferenced about your Option One: tutee's miscue analysis and plan for progress

Week 11- April 7/9 - Technology and Teaching Reading/ Literature-(No apprenticeship)

Tuesday

• Bring a critique of Accelerated Reader or another computer assisted reading program
• Begin to think about Option 2, come prepared with 1 and 2 and make appointment for a conference
• Literature Circle book #3- Consider a media mode of presenting this book
• Reflective Practicum Journal entry due Presentations:  ______________________________, _______________________________,  ____________________

Thursday-  Literature Discussion in Apprenticeship

• Literature Project Presentations on literature ________________________________, ______________________________.
• Final draft of your Reading Principles due, ready to go onto the web
• 4:00 Meet to put your Reading Principles in an electronic portfolio, and bring in as many "book cards" as you have ready for peer editing. Remember this will be easiest if you have your documents on WORD.

Week 12- April 14 (Thursday class cancelled for Apprenticeship- Week 3)

Tuesday

• Complete literature review for Inquiry Project due, necessary for A contract if you are not doing the full tutoring
• Lit Pick #3, second third
• Reflective Practicum Journal entry due  
• Presentations: ____________________ and  __________________ and_________________________________.

Week 13- April 21 and 23- both classes cancelled for Apprenticeship Week 4

Week 14- April 28- and 30

Tuesday-

• Presentations:______________________, and _________________________________, and_____________
• Multi-modal presentations of Literature Circle #3 pick!
• Reflective Practicum/Tutee Journal Due

Week 15- May 5/7 - celebration dinner in Knife River, more presentations, meet with student teachers

Tuesday- final draft of your "A" paper or project is due; we fix dinner for the student teachers who are out student teaching (I provide food); they reciprocate by telling you how student teaching will be!

Final Reflective Journal Questions :

• In thinking back over your observations, what beliefs about teaching and learning do you think that your apprenticeship teacher has? Try to list a number of different beliefs that drive his/her teaching.
• How do your beliefs differ from those of the teacher?
• What gave you ideas for the teaching that you did? How did you plan together, separately?
• Tell the story of your experience in teaching. What went well?
• What would you do differently if you had it to do over?
• What beliefs about teaching determined your plans and your subsequent
  decisions about what you might have done differently.

Thursday-Final items in reflective practicum journal due with the checklist completed, final version of note cards due on disk.

______________________, and ___________, and_______________.

Directions for Final Grade

Things to turn in, as soon as possible, before or on May 5.  

Option One: Green Practicum Check Sheets with the journal/ or inquiry project report.   Green check sheets should be accompanied by a narrative about what you learned from tutoring (about reading and learning to read). You should complete about 2/3rds or more of the items on the check list. Make sure that you have the following: the plan for progress, the miscue analysis, and the  reading guide.

Option Two- modified Tutee Journal and the abstract for the Reading Inquiry Project.

Adolescent Literature Cards- email WORD versions to lmillerc@d.umn.edu

Reading Principles- email me the web address of your final draft

Final exam (based on learning styles, etc.).  See final exam on website- email to lmillerc@d.umn.edu, or leave in my mailbox.

Here are some suggestions to help you think speculatively about your reading. You can use writing as a probe, or tool, to help you discover what you think about the text and this topic. (Do not feel compelled to cover each suggestion, using one or two strategies will be fine).

1. First impressions. Take some time to write down anything that comes to you in relation to the text--your initial reactions or responses. Don't try to puzzle them out--just free write. If the reading bores you, write that down. If you're intrigues by certain statements, if you're attracted to characters or issues or problems, write that down. Just write! Try to take at least five minutes to write something whenever you've finished an assignment, or when you've put your book down for a break.

2. Make connections with your own experience. What does the reading make you think of? Does it remind you of anything or anyone?

3. Make connections with other texts or concepts or events. Do you see any similarities between this material and other books you've read? Does it bring to mind other issues or contexts that are somehow related?

4. Ask yourself questions about the text: What perplexes you about some passage or some point that the writer is making? Try the beginning, "I wonder why...," or "I'm having trouble understanding how...," or It perplexes me that..."

5. Try agreeing with the writer. Think of all the things you can say to support his or her ideas.

6. Try arguing with the writer. On what points, or about what issues, do you disagree?

7. Jot down ideas, images, details that strike you. Speculate about them. Why are they there? What do they add? Why are they memorable? Do they have anything in common? Can you make an assertion about these details?

8 Identify the author's point of view, his or her attitude toward what he or she is saying. Ask yourself how this perspective or attitude shaped the way the writer presents the material, develops the thesis or main idea.