Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
ABSTRACT of COURSE:
This course is to make you aware of the various issues associated with
the art of teaching other then content. You rarely hear a person’s a
good teacher because he/she “knows” the subject matter. Many other
adjectives are used to describe a good teacher. Virtually all lists of
exemplary qualities include appropriate classroom management and
instructional skills including reading in the content areas. We will
examine these qualities and how the pre-service and new teacher can
acquire them.
ATTENDANCE:
You are required to be on time to each class. Two tardies (or leaving
class early) are considered an unexcused absence. Homework due on a
day you are absent is still due on that day. Otherwise, a 50 point
deduction will be assessed. If you have extenuating circumstances,
call as soon as possible.
PARTICIPATION:
GRADING SCALE:
Attend class
• Pass mid-term and final exams with a score of 75 or
better
• Complete all assignments
97-100 A+ 89-87 B+
96-94 A 86-84 B
93-90 A- 83-80 B-
ADA STATEMENT:
CLASS 2—
• Teaching 3 Levels of Comprehension
• Activities
• Levels Guide: Handouts
“Aesop’s Fable” Read and complete in class. This is guided
practice and in not handed in for a grade. Use it for a model for
next assignment.
CLASS 3---
• Continue with Levels Guide
• Introduction of Vocabulary Guides
In Triads:
ü Using “The Case of the Missing Ancestor”, develop 2
vocabulary guides (1 literal and 1 interpretive)
ü In triads, you will read another article and write a levels
guide with clear directions for each level and vocabulary
guides with clear directions for the same article
The levels guide must have 3-5 statements with one of them
a distracter. The vocabulary guides will include 5 words
from the article. Use the same 5 words for the literal and
interpretive vocabulary guides.
• More Strategies
Organizing Idea, Concept, Structured Overview, Pattern Guide
• Activities
In triads, complete “Today’s Stone Age Elephant Hunters”
Develop organizing idea, concept, structured overview, and
vocabulary guides (1 literal/1 interpretive for “Today’s…”)
You will finish the first one in Class 4 and turn in handwritten
copy.
During class 5 you will again work in triads and create another
pattern guide for the second handout which will be due at end of
class 5.
CLASS 7-
• Anticipation/Reasoning Guides
• Activities
In triads, read and complete anticipation/reasoning guides.
Turn in for a grade.
CLASS 8---
• MID-TERM EXAM
You will be given 4 reading selections from which you will choose
one and develop O.I., concept, structured
overview,anticipation/reasoning guide, levels or pattern guide,
vocabulary guides (1 literal and 1 interpretive). Please bring
notebook paper.
PART I RESEARCH
Find information on 10 reading strategies to use with ELL
students in your content area and present your findings to the class.
Google is a good source to use. Please document your sources and after
your presentation turn in a written report
(at least 2 typed pages, double spaced, 1” margins, size 12 courier or
librarian font).
PART II RESEARCH
Create or “steal” 7 visual tools for your content area. You may work
in content area groups or individually.
CLASS 12---
Summarization (on the final)-_handouts done in class
Concept Development (Yes/No Chart)—(on the final)
Writing Across the Curriculum
Diagnostic Assessment
Cut and Paste
Class evaluations
CLASS 13---
Presentation of your study skills packet and Yes/No Chart for
your content area
Bring transparencies of your chart and study skills strategies.
Or you may use power point.
Time limit—5 minutes