• Review last quarter's syllabus for materials due Week 5.
• At the same time you will also hand in a notebook with your Winter Quarter work:

1. notes and/or visual organizers for the three texts we read (Weaver, Pinnell, Lee),
2. lesson plans for all Try-out Teaching Lessons and the Big Book Shared Reading lesson (select the one you consider to be your best lesson and attach an explanation for your selection),
3. statements about how the Burke Reading Inventory and ReQuest assessments can be used to help teachers provide appropriate instruction for readers, and.
4. reflections about what you learned about children and writing through responding to children's weekly letters.

• You will also have an in-class written assessment on Tuesday of Week 5 covering the reading process, beginning reading assessment (Burke and Running Record), and selection of strategies for readers.
• Week 10 you will have individual oral assessments with me covering the reading and writing processes and approaches to teaching. We will do the assessments in groups of three but you will each answer individually.

Week 1, Tuesday March 30

Due:

• Poetry Books
• Try Out Teaching Lessons (see syllabus from last quarter)

• Share Poetry Books
• Try Out Teaching
• Q & A re Guiding Readers and Writers, ReQuest, Reading Process

1. Re-read sections of texts related to Literature Circles

Due:

• Notes and questions about literature circles

1. Visitors: Teacher and students who use literature circles

• Re-read sections in Weaver and Pinnell about miscue analysis and Running Record. Bring notes and questions to class to be handed in.

Due:

• Miscue and Running Record notes and questions

• Reading Assessment: Running Record and Miscue Analysis

• Prepare for Week 5 test and complete notebook and plans for grade levels (see last quarter's syllabus).

NO CLASS. YOU ARE EITHER TEACHING A THREE DAY MINI-UNIT OR WORKING ON YOUR MASTER'S RESEARCH AND PREPARING FOR WEEK 5 ASSESSMENT.

Week 5, Tuesday, April 27

Final Written Assessment for Reading. Notebooks, 3 week plans, and answers to questions due BEFORE class starts.

Assignment:

• Read appropriate sections in Section Six in Guiding Readers and Writers about teaching writing. Take notes or create visual organizer.
• Read two or three chapters from two of the following books on Closed Reserve in the Library. Take notes or create a visual organizer.

1. Writing: Teachers and Children at Work (the seminal and essential work on teaching writing through process)
2. In the Middle (5^th grade and above)
3. Investigate Non-Fiction (best chapter on actually modeling HOW to do research that I've ever read!)
4. Let's Write - A Practical Guide to Teaching Writing in the Early Grades (Primary)
5. Teaching Expository Writing
6. No Better Way to Teach Writing
7. Student Worlds, Student Words - Teaching Writing Through Folklore

Due:

• Notes from Guiding Readers and Writers and from choice books.

• Six Trait Writing

• Read two or three chapters from a writing book on Closed Reserve in the Library. You can continue a previous book or look at a different one. Take notes or create a visual organizer.

Due:

• Notes from choice book.

• Workshop approach to writing

• TBA

NO CLASS. YOU SHOULD BE TEACHING YOUR THREE DAY MINI-UNIT

Assignment:

• Bring your mini-unit teaching package, assessments, and reflections to class next Tuesday to share.

Due:

• Mini-unit materials

• Share teaching experiences and questions
• Practice writing conferences

• Prepare for final oral assessment on your understanding of the reading and writing processes and how you will teach each. You will have 10 minutes to explain your views clearly and convincingly. Then you will answer a question I pose about teaching reading and writing.

Oral Finals - by appointment