May 3- Adolescent Lit. Notecards due/ reflective tutoring practicum journal due.

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Week 1- Jan 16/18-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.

Thursday-

• Read Beers, When Kids Can't Read What Teachers Can Do, Chapters 1-2
• Read the handout "The Iks" 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: What did you 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?
• Bring one question in about the syllabus.

Week 2- Jan. 23/25-

Tuesday

• 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.
• 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 that you might be interested in; 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- Jan. 30/Feb. 1-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. 6/8- 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 Beach/Appleman, Chapters 1 and 2
• 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 13
• read Beach and Appleman, Chapter 4 - think about possibilities for using dramatic strategies for your second literature circle book
• suggested response to Beers and Appleman's readings: What do Beers and Appleman say to explain the ways in which you responded to your "Lit Pick" book differently than the others in your group?
• Read one half of your literature circle book #2. Bring in two dense questions about your new literature circle book.
• Bring one or two notecards to class for your extra books. We will add dense questions to them.

Week 5-Feb. 13/15- Reader and Text Centered Responses to Literature;Effect of Socio-Historical and Socio-Cultural Context on the Reader

Tuesday

• Meet at the Duluth Public Library to find further resources for your Adolescent Literature Project
• ?? see Freedom Writers?? thereafter?

Thursday

• Beach and Appleman, Chapters 5 and 7
• 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. 20/22- Teaching the Classics; Classroom Activities for Teaching Literature

Tuesday

• Reread Beach/Appleman: Chapter 7, pages 126-131 only
• Sign up and come in for project conference (bring proposal as shown on the web and below)
• Develop a brief lesson plan to hand in for your literature circle book , using a discussion strategy from Beers Ch 8 or Beach/Appleman Ch. 5.  You should do this on your own (though you are certainly free to consult with your group about your plan).  Include the following sections of the lesson plan:  Objective: (What do you want the students to have learned before the end of the discussion?); Methods:  (What steps will you take with the students?  How will you lead them into a discussion, step by step?);  Assessment:  How will you know that they have met your objective?).

Thursday

• Chapter 11 in Beers for your tutoring
• begin reading your literature circle classic book (Do you want to use this text for your reading strategy?)

Week 7- Feb. 27/ March 1- Multi-Cultural Issues in Literature and Reading and The Politics of Reading:; -

Tuesday

• Read Appleman and Beach- Chapter 9
• read the first section of your classic literature pick #3 and think about the different possible perspectives that might be brought to its reading

Thursday

• Start Staying Fat for Sarah Burns
• Beers- Chapter 13 (You may need to get to this earlier if it solves some of your tutee's needs)
• Do WebX assignment as email suggests

Week 8- March 6/8- Assessment of Reading

Tuesday

• Read Cleary article, "Literacy, Democracy, Wellstone, and Jefferson: An Imperative for a Certain Kind of Literacy." Come in prepared to write a bit about politics and reading. No need to write before you get there, but you might want to think a bit about the topic. For instance, is how you teach reading really political when you teach adolescent readers? How do politics enter into your beliefs about reading? Should politics enter into your beliefs?
• Begin Staying Fat for Sarah Burns

Thursday

• Mid-Term Exam on Reading Concepts and Vocabulary- see website
• Read analysis handouts on Miscue Analysis in preparation for exam
• keep reading Staying Fat for Sarah Burns in preparation for the Censorship Simulation; bring in two questions for the class about Crutcher's style/literary techniques. What issues might raise the hackles of would-be censors.
• Report on how you will set up an interview for censorship simulation.
• Time will be given in which to prepare censorship simulation-2 minute statement
• Be prepared to 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....

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SPRING BREAK (no classes on March 13/15)- work on literature projects, finish Staying Fat for Sarah Burns

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Week 9- March 20/22- Issues of Censorship and Multicultural Literature

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.
• Bring in second portion of the project proposal and sign up for a conference about your presentation ideas

Thursday

• 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
• 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 27 only (March 29 class cancelled for Apprenticeship)

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 3 only (April 5 class cancelled for apprenticeship)- Technology and Teaching Reading/ Literature

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

Week 12- April 10/12- Censorship-Literature Discussion in Master Teachers Classroom

Tuesday

• Literature Project Presentations on literature
• Final draft of your Reading Principles due, ready to go onto the web
• 4:00 Meet in CC 42-Bring disk to put Reading Principles in an electronic portfolio, and bring in as many "book cards" as you have ready on disk. Remember this will be easiest if you have your documents on WORD. Conference with instructor about the project presentation

Presentations:

Thursday

• A complete and proofread draft of "A" contract paper or blog due (three copies to be shared with peers). It is necessary to turn a draft in on this date if you want to fulfill the "A" contract.

• Lit Pick #3, second third
• Reflective Practicum Journal entry due

Presentations: ____________________________ and

__________________ and_________________________________.

Week 13- April 17; April 19 class cancelled

Tuesday

• Literature Circle Pick #3- prepare presentation
• .
• Reflective Practicum Journal entry due

Presentations: ____________________,

Week 14- April 25- Discussion

Tuesday-

• Presentations:_______________________________________________________, and_____________
• Multi-modal presentations of Literature Circle #3 pick!

Week 15- May 1/3 - 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 4 

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- 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.