CONTENT AREA READING

READ 532-0079-SU15-4W1-ONLINE COURSE FORMAT

Chadron State College
Chadron, NE

MAY 11, 2015 TO June 6, 2015

Three (3) Credit Hours

READ 532 Reading in the Content Fields 3 Credit Hours

Assists teachers in the content areas to teach subject matter in such a way as to utilize and further develop
fundamental reading. Special consideration will be given to effective reading skills, vocabulary development in
specific subject areas, and study skills.
Requirements: None. Prerequisites: None.

A. Instructor: Dr. Ann Petersen

Professor of Education, RetiredCurrently Adjunct Faculty
Education Department

B. Office:
Location: As Adjunct Faculty, I do not have an on-campus office
Hours: AsynchronusCALL FOR AN APPOINTMENT FOR A LYNC
CONFERENCE.
Phone: Cell (308) 430-1513
And TBA for emergencies
E-mail: apetersen@csc.edu--NOT THE BEST WAY TO GET MEPLEASE USE THE
CLASS MESSAGES SITE
C. Prerequisites: None

D. Purpose:
To address the nature of reading and writing in the elementary, middle, and secondary school
curriculums and the pertinent research in the field.
a. Application of reading and associated writing skills to the various content subject areas.
b. Selection of effective materials, teaching methods, and assessment tools.

E. Methods of Instruction
Reading, online discussion shared postings, informal written reports, cooperative and individual
learning activities, and material development.

F. Course OUTCOMES:
You will:
Read current literature addressing the realities of todays socially, cultural, learning, and
language diverse classrooms and including ways to work with families to gain support for
all your students.
Use of students natural propensity to talk/communicate online and socially interact with
peers in cooperative learning situations.
 Integrate the language areas of reading, writing, listening, speaking, and viewing into
content-rich lessons.
Review and discuss current research and practice regarding literacy instruction in the
content areas. Think in terms of Educational Philosophies you have studid.
Reflect on and discuss beliefs about students, learning, and literacy.
Use technology to aid student learning.
Address readability as you practice with three scales, and compare outcomes.
Address the readability and appropriateness of learning materials for your students
needs
Create and use Cloze as a diagnostic pre-test tool
Address ways of structuring the environment, grouping students, and assessing
outcomes in content area classes.
Using PowerPoint, PREZI, GOOGLE presentation (be sure to include permissions for the
group to view the document) or other appropriate technology, present a strategy for use
in your content area classroom that will address all students needs.
Use your reading and the presentations of others to create a paper noting each strategy
shared and how you view its relevancy in the content areas you teach (whether in a self-
contained elementary classroom or a high school content specific classroom).
Education Unit Conceptual Framework: LOGO
The conceptual framework, Developing as Visionary Leaders for Lifelong Learning, focuses on
the following curriculum/learning components: Essential Studies, Specialty Studies, and
Professional Studies. At the Masters level, the Specialty Studies and Professional Studies
are the dimensions of interest. The critical learning components are:
Leadershipleadership strategies within the class will be utilized
Communicationstrategies for effective classroom communication will be studied and practiced.
Professionalismregular attendance is expected; punctual work is essential and
assignments will be professionally prepared.
Human Relations/Diversitymethods for encouraging females and minorities in science
and health will be explored.
AssessmentVarious methods of assessing students in science will be explored and candidates will be able to develop
a rationale for using each.
Thinking Skillscandidates will study and evaluate a variety of programs and
methodologies. They will then develop a rationale for a science program based
upon the knowledge, skills and dispositions that are appropriate for a given age
of student.
Methodology/Technologycandidates will explore a variety of teaching methods utilizing
both high-tech and low-tech tools.
Each of these components is important to your academic and professional growth. You will see them
referenced throughout the course. You will refer to them as you create each classs reflection for your
Masters Degree Orals Portfolio.

F. Text Topics
1. Content Area Literacy: Addressing No Child Left Behind and COMMON CORE
STANDARDS
2. Technology
3. Language, Diversity, and Cognition
4. Selecting Textbook and Multimedia Writing Across the Curriculum
5. Assessment
6. Unit and Lesson Planning
7. Literature
 8. Vocabulary
9. Comprehension: Principles and Integrated Approaches
10. Comprehension: Guiding Content Literacy
11. Writing
12. Studying and Preparing for Examinations

G. TENTATIVE Schedule
*Refer to final page(s) of syllabus for complete tentative schedule.

H. Required Materials:
Readance, J. E., Bean, T. W., & Baldwin, R. S. (2011). Content area literacy: An
integrated approach (10 ed.). Dubuque, IA: Kendall/Hunt Publishing.
th

Check to be sure you can access the Chadron State College Library to avoid article download
fees. You will need your login ID that you would use if you were on campus to login to a CSC
computer in a lab.
Be sure you have a good virus protection system such as Norton, McAfee, etc. to protect your
computer and ours.
Microsoft Office 365 Suitesee download instructions in our WELCOME Announcement
Microsoft WordSAVE IN THE 365 FORMAT SO EVERYONE CAN OPEN YOUR
DOCUMENTSincluding those using MACs. Work done in formats other than Word
generally will not open when sent as attachmentsit is time consuming and may not be
graded.
PowerPoint
Inspirationmay be downloaded for a 30 day demo from http://www.inspiration.com

ACCESSING ARTICLES FROM THE UPDATED PROFESSIONAL READING LIST.

Educational Leadership
Phi Delta Kappan
Principal
The ReadingTeacher

J. Evaluation:
Evaluation will be based on class participation, journals, preparation
and presentation of assignments, and written examination. Points
will be assigned for each course requirement. Total points will
determine your grade for this class.
A 100 94
B 93 86
C 85 75

K. Expectations for students:

1. (40 POINTS) You are expected to read your text and associated materials provided, actively
participate in class learning experiences and class discussion in a timely manner by
contributing ideas, information, and experiences in your timely postings (not jumping in at the
last minute). Please follow timelines. (Professionalism) ALL WORK SUBMITTED MUST BE
DONE IN MICROSOFT WORD 365see WELCOME Announcement. It will save you
much angst, gnashing of teeth, and re-doing assignments!
 2. When you save your work, use this format: your initial-surname-532-assigment title
[EXAMPLE: a-petersen-532-goals] I PROMISE THAT FAILURE TO DO SO WILL RESULT
IN A DEDUCTION OF ONE POINT/ASSIGNMENT. WITH A GROUP AS LARGE AS OURS,
THIS SAVES ME AN IMMEASUREABLE AMOUNT OF TIME AND HELPS ME KNOW
WHOSE PAPER I AM WORKING ON WHEN INTERRUPTED.

3. (10 POINTS) Create a brief biography introducing yourself as a person and a professional and
post it on FORUMS. Include your past and present professional assignments and future goals.
Respond to two of your colleagues postings. (Human relations, Communications)

4. (10 Points) GOALS for your learning from this classcreate a short list of 4-8 items and post it in
ASSIGNMENTS (Critical Thinking, Professionalism)

4. (25 POINTS) Textbook(s) series evaluationScenario: Your district is considering adopting

a new textbook or text series for use in your core classroom you teach. You and your
colleagues are part of the textbook selection committee. You will apply your choice of a)
SMOG or Raygor, and b) Flesch-Kincaid or other appropriate readability measures being
utilized by your district to identify readability of the proposed text. Using the evaluation
format in our text (pp. 66-69), you will decide whether or not the text fits your
students/districts needs and report to us (pretend we are your textbook committee
colleagues) why or why not this text is appropriate for your students' needs and should be
adopted. Think in terms of whether or not the materials meet current Common Core or State
Standards. Check out the WebliographyWikipedia link. Also, some school districts with
1:1 technology are considering renting textbooks for a period of time. Push the buttons
which planpurchase or rentalis most cost effective? (Assessment, Critical Thinking,
Professionalism)

4. (15 POINTS EACHTOTAL OF 60) You will read and respond to the textbook material as
assigned. (Critical Thinking, Assessment, Methodology)
For Chapters 1-3, create a graphic organizer (15 Points) highlighting the important
information. Consider using Inspiration. [You may download a free 30-day copy from
inspiration.com ] You may also use the Microsoft Word drawing tools under the Insert tab.
For Chapters 4-6, your group will create a 25 question Fake Pop Quiz (and key)
(15 Points) for another group to work through.
For Chapters 7-9, your group will do a Vocabulary Self-Collection (15 Points)
and determine what words are depth or breadth words.
For Chapters 10-12, create a Double Entry Journal (15 Points) for EACH chapter 10-
12. This is somewhat like a KWL.
PROCEDURE:
A.) Before reading each chapter, 1) look at the title and sub-headings,
2) for each chapter, write a brief paragraph including what you know (or
think you know) about the topic.
B.) 1) Read the chapter, then 2) write a reflection of material that you read
concentrating specifically on anticipated application in your classroom.

5. (15 POINTS EACH60 TOTAL)You will CHOOSE and read four (4) PROFESSIONAL
JOURNAL ARTICLES from the Professional Reading List Write a one to two (1-2) page
written review for each. TOPICS ARE: 1) ASSESSING READING SKILLS FOR
ASSISTING STUDENTS TO BUILD CLOSE READING SKILLS, 2) SPECIAL NEEDS
LEARNERS, 3) ENGLISH LANGUAGE LEARNERS, 4) BUILDING CONNECTIONS WITH
PARENTS.
 Each 1 1/2 page review will include:
1. Articles highlights
2. with the last paragraph addressing classroom ramifications and
3. citation in APA style for journal articles only. (Critical Thinking, Methodology,
Professionalism) See APA Citation examples at end of syllabus (below).

6. (25 POINTS) SUPPORT/REFUTE--From the four articles you read and reviewed, you will
choose one of the articles, then find another article that either supports or refutes the
information contained in that article. Write a review emphasizing your position for or
against. These do not have to come from the suggested journals, but should be from
reputable, and preferably peer-reviewed sources. Include your APA citation. (Critical
Thinking, Methodology, Professionalism)

7. (30 POINTS) STRATEGY MULTIMEDIA PRESENTATION You will present ONE (1) strategy
from the list to the class. (PowerPoint, PREZI, OR GOOGLE Presentation are suggested as a
format because they have an easy to use format for creating slides. If your use Google, please be
sure to add permissions so we can view the document.) (Methodology, Communications)

8. (30 POINTS) You will create a Cloze Assessment and administer it to four (4) volunteers.
Follow the directions for its creation. Correct the Cloze accepting synonyms which do not
change the meaning or syntax (part of speechif the correct word is a verb, the synonym
should be a verb, etc.). Analyze your results. Include a paragraph describing each
volunteergrade level in school (or grade completed), special needs (including talented or
gifted programs), age, gender, special likes/dislikes and their reading level on the Cloze.
Level your volunteers as to frustrational, instructional, or independent reading levels.

Log your time used for creating, assessing, and analyzing the data for this assessment
in your ongoing READING SPECIALIST EXPERIENCE LOG this is in Resources. Fill
out and submit with your CLOZE ASSESSMENT even though you may not be a Reading
Specialist Candidate. (Assessment, Methodology, Professionalism)

HINT: One way to acquire volunteers! One student invited friends/colleagues to a barbecue
and had them do the CLOZE while she cooked the burgers! It worked!! If you have children-
preferably grades 3-12, they may be your volunteers!

9. (15 POINTS) RUBISTAR--You will create a RUBISTAR RUBRIC for use in your classroom.
Determine the number of columns and ratingsnumeric 1,2,3 or excellent, good, fair, etc.
Determine the categories, then add criteria for each cell. Submit your RubiStar number so I can
view it. You will need to create a RUBISTAR account. Feel free to explore examples similar to
what you are needing. You may choose one and tweak it to fit your needs, but do enough
changing that it fits your classroom. Please dont plagiarize.

10. (50 POINTS) FINAL PROJECT--For your final project, YOU HAVE A CHOICE.
 1. You may investigate an area of education that deals with helping students become
better and more engaged readers, and encourages parents as partners in education
as students read in the content fields and write a 5 page paper OR
2. You may address your colleagues Strategy PowerPoints and choose ten (10)
strategies that appear to be good fits for your classroom. Write a 5 page paper
addressing how you will use each in your classroom. Think in terms of selling the
strategys benefits to a concerned parent. (Critical Thinking, Professionalism, Human
Relations, Assessment, Methodology)

11. (10 POINTS) GOALS MET? Please address your goals from WEEK 1 for our class. Have they been met or
not? If yes, please share in what way. (Critical Thinking, Professionalism)

While the content of all written work is important, it is also expected that written work will be of
graduate quality and done in APA style (see below) using good English and correct grammatical
form. If you are not confident of your writing or APA abilities, please have a friend who is willing to
BLEED on your work help you edit before submitting assignments. (Professionalism,
Communications)

L. Grade Determination:

Class Participation 40 points

Brief Biography 10 points
Class Goals beginning and end-10 each 20 points
Readability Index and text evaluation 25 points
Learning& Brain Files & Journal Readings 4 @ 15 60 points
Support/Refute article review 25 points
Cloze 30 points
Strategy Power Point 30 points
Final PROJECT Paper 50 points
Reading Responses
Graphic organizer--individual 15 points
Fake Pop Quiz--group 15 points
Vocabulary Self-Collection--group 15 points
Double Entry Journal--individual 15 points
RubiStar Rubric 15 points

TOTAL 350 POINTS

Be aware, you may accrue other points as the class progresses.

M. References:
Text book plus indicated articles.
DVDS have been sent to you in your packet. Please be certain to return them as soon as
possible as I cannot post your grade until yours is checked back in.

Educational Policies
Classroom expectations and procedures will be governed by the policies of Chadron State
College.

N. Student Behavior:
. Course Expectations:
1. In accordance with the Nebraska State College System Policy
4141 the followingrepresents the expected contact hours needed to
ensure that the time involved instudent learning is equivalent to
that needed to attain the learning outcomes incomparable courses;
learning outcome equivalency is achieved through multiple course
modalities. It is expected that students will spend the following
Hours per Week participating in each of the listed course activities.
2.
Learning Activity Hours Per Week-16 wk term Total for Course
Direct Instruction 1.56 hours/wk-4 wk term 24
Reading 5 20 hours/wk-4 wk term 80
Homework 19
Discussions 8
Project-Based Learning 18
Assessments 2.5
Total Approx. 151.5
Disclaimer: Grades are not determined according to time spent on
task although research indicates this is very important. The work
you turn in must meet established criteria to pass the course.
Completing minimum time requirements will not automatically
result in a passing grade.
Attendance: You are expected to be present online and actively participate in class learning
experiences and class discussion by contributing ideas, information, and experiences. If you
are unable to participate for a given period of time, please notify me and your group member(s).
Unexcused absences will be dealt with on a case-by-case basis. I realize that you are responsible
professional people and do not anticipate this becoming a problem. I will also have two instances
when I will be out of the office to conferences, but I will check in during my time away and will be
accessible by cell phone.
Professional Understanding: You will become familiar with a variety of books, periodicals,
journals, handouts, and reports which are designed to broaden your understanding of Reading First
and a balanced literacy approach in schools as it is currently viewed.

Student Behavior:
Academic Honesty - Students are expected to conduct themselves in conformity with the highest
standards with regard to academic honesty. Violation of college, state, or federal standards with
regard to plagiarism, cheating, or falsification of official records will not be tolerated. Students
violating such standards will be subject to discipline, as per campus policies articulated in the
Student Handbook. The full copy of the student handbook can be found at
http://www.csc.edu/publications/csc_student_handbook.pdf. Academic Policies, including academic
dishonesty, can be found between pages 32-34.

Attendance Policy The College assumes that students will seek to profit from the instructional
program and will recognize the importance of attending every class meeting of courses for which
credit is expected. Responsibility for notifying faculty of absences, and for arranging potential make-
up, rests with the students.

Civility Civil behavior enhances the academic setting, and is expected at all times. Courtesy and
respect for others are essential elements of the academic culture. The academic environment
welcomes a difference of opinion, discourse, and debate within a civil environment.

Nondiscrimination Policy/Equal Educational Opportunity Policy: Chadron State College is committed

to an affirmative action program to encourage admission of minority and female students and to
provide procedures which will assure equal treatment of all students. The College is committed to
creating an environment for all students that is consistent with nondiscriminatory policy. To that
end, it is the policy of Chadron State College to administer its academic employment programs and
related supporting services in a manner which does not discriminate on the basis of gender, race,
color, national origin, age, religion, disability, or marital status. Student requests for reasonable
accommodation based upon documented disabilities should be presented within the first two weeks of the
semester, or within two weeks of the diagnosis, to the Disabilities Counselor (432-6268; Crites 011).

Disclaimer: This syllabus and schedule is articulated as an expectation of class topics, learning
activities, and expected student learning. However, the instructor reserves the right to make
changes in this schedule that, within my professional judgment, would result in enhanced or more
effective learning on the part of the students. These modifications will not substantially change the
intent or objectives of this course and will be done within the policies and procedures of Chadron
State College.

O. PERSONAL LEARNING NEEDS:

Since each person learns differently, if you have specific learning needs, it is your responsibility to
alert the instructor of your specific needs so they may be considered in providing for your learning
within the group setting.

TENTATIVE SCHEDULE
 (Not written in concrete!)

WEEK #1May 11 through 17

1. Brief Biographypost on SAKAI under FORUMSRESPOND TO TWO PEOPLES
POSTINGS THROUGHOUT THE WEEK.
2. Goals for Class
3. Read Chapters #1-3This is actually due May 20 since it always takes longer than planned
for textbooks to arrive.
ResponseCreate a Visual Organizer (Graphic Organizer) depicting the important components you
found in the chapters. Use Imagination software. You can download a 30-day trial demo from
http://imagination.com or Microsoft Word formats. Post on FORUMS as an attachment.

4. Read and Review one Article of your choice. Please post them in the correct folder
TOPIC: 1) ASSESSING READING SKILLS FOR ASSISTING STUDENTS TO BUILD CLOSE
READING SKILLS,
5. Strategy presentations and critiques
Phony DocumentfluffyDr. Petersen

WEEK #2MAY 18 through 24

1. Read Chapters #4-6
ResponseYour group will create a Fake Pop Quiz (strategy) and share it with another group via
SAKAIcritique and provide ideas for future use in the content classroom.
2. Read and review three Articles of your choice:
TOPICS: 2) SPECIAL NEEDS LEARNERS, 3) ENGLISH
LANGUAGE LEARNERS, and 4) BUILDING CONNECTIONS WITH PARENTS
3. Strategy presentations
3. Choose first AUDIO/VISUAL FILE to listen to and review
3. Readability Index and text evaluationRaygor, SMOG, and Flesch- Kincaid

WEEK #3May 25 through 31`

1. Read Chapters 7-9
ResponseYour group will do a Vocabulary Self-Collection and post the list on SAKAI.
Determine and list the vocabulary you deem necessary for the class to learn. Determine
whether the terms are breadth words (necessary to understand the work at hand) or depth
words (necessary for lifeand career).

2. Choose one article you have read and reviewed. Choose a second article to either support
or rebut the information in the article you chose. Make a case for your support or rebuttal.
2. Choose second AUDIO/VISUAL FILE to listen to and review

4. RubiStar RubricGOOGLE RUBISTAR, create an account or login. Find a rubric that mirrors
what would work for your needs. Tweak it to meet your needs specifically. Provide your RubiStar
NUMBER IN ASSIGNMENTS

5. Strategy presentations
WEEK #4May 27 through 31--NOTE WE END ON FRIDAY
PLEASE NOTE THAT MANY OF YOUR DUE DATES ARE MID-WEEK TO ALLOW PROCESSING
TIME. PLEASE CHECK CAREFULLY.
1. Read Chapters 10-12
Before reading the chapter, peruse the text headings and write a paragraph telling what you know (or
think you know) about the chapter content.
B. After reading the chapter, write a brief review (300 words or so) addressing chapter highlights
and what you learned. Include ways you think this information could be included in your
curriculum.
2. Create and administer a Clozefollow directions
2. Goals Met?
2. Strategy Final Paper Due

2014 RULE 24 REQUIREMENTS

S-1- Foundational Knowledge. Candidates understand the theoretical and evidence-based
foundations of reading and writing processes and instruction. INTASC #1

E-1- Candidates understand major theories and empirical research that describe the cognitive,
linguistic, motivational, and sociocultural foundations of reading and writing development,
processes, and components, including word recognition, language comprehension, strategic
knowledge, and reading-writing connections. Evidence that demonstrates competence shall
include, but is not limited to: COMPONENTS A, B, C, & D

E-2- Candidates understand the historically shared knowledge of the profession and changes
over time in the perceptions of reading and writing development, processes, and components.
Evidence that demonstrates competence shall include, but is not limited to: COMPONENT A

E-3- Candidates understand the role of professional judgment and practical knowledge for
improving all students reading development and achievement. Evidence that demonstrates
competence shall include, but is not limited to: COMPONENTS A & B

S-2- Curriculum and Instruction. Candidates use instructional approaches, materials, and an
integrated, comprehensive, balanced curriculum to support student learning in reading and writing as
defined in the Nebraska Language Arts Standards. INTASC #4

E-1- Candidates use foundational knowledge to design or implement an integrated,

comprehensive, and balanced curriculum. Evidence that demonstrates competence shall
include, but is not limited to: COMPONENTS A, C, & D

E-2- Candidates use appropriate and varied instructional approaches, including those that
develop word recognition, language comprehension, strategic knowledge, and reading-writing
connections. Evidence that demonstrates competence shall include, but is not limited to:
COMPONENTS A, B, C, & D
 E-3- Candidates use a wide range of texts (e.g., narrative, expository, and poetry) from
traditional print, digital, and online resources. Evidence that demonstrates competence shall
include, but is not limited to: COMPONENTS A, B, & C
S-3- Assessment and Evaluation. Candidates use a variety of assessment tools and practices to
plan and evaluate effective reading and writing instruction. INTASC #6

E-1- Candidates understand types of assessments and their purposes, strengths, and
limitations. Evidence that demonstrates competence shall include, but is not limited to:
COMPONENTS B & D

E-2- Candidates select, develop, administer, and interpret assessments, both traditional print
and electronic, for specific purposes. Evidence that demonstrates competence shall include,
but is not limited to: COMPONENT A

E-3- Candidates use assessment information to plan and evaluate instruction. Evidence that
demonstrates competence shall include, but is not limited to: COMPONENTS C & D

E-4- Candidates communicate results and implications to a variety of audiences. Evidence

that demonstrates competence shall include, but is not limited to: COMPONENTSNONE

S-4- Diversity. Candidates create and engage their students in literacy practices that develop
awareness, understanding, respect, and a valuing of differences in our society. INTASC #2

E-1- Candidates recognize, understand, and value the forms of diversity that exist in society and
their importance in learning to read and write. Evidence that demonstrates competence shall
include, but is not limited to: COMPONENT D

E-2- Candidates will use a literacy curriculum and engage in instructional practices that positively
impact students knowledge, beliefs, and engagement with the dynamics of diversity. Evidence
that demonstrates competence shall include, but is not limited to:COMPONENTS A, D, & E

E-3- Candidates develop and implement strategies to advocate for equity. Evidence that
demonstrates competence shall include, but is not limited to: COMPONENTS A, B, & C

S-5- Literate Environment. Candidates create a literate environment that fosters reading and
writing by integrating foundational knowledge, instructional practices, approaches and methods,
curriculum materials, and the appropriate use of assessments. INTASC #3

E-1- Candidates design the physical environment to optimize students use of traditional print,
digital, and online resources in reading and writing instruction. Evidence that demonstrates
competence shall include, but is not limited to: COMPONENT A
 E-2- Candidates design a social environment that is low risk and includes choice, motivation, and
scaffolded support to optimize students opportunities for learning to read and write. Evidence
that demonstrates competence shall include, but is not limited to: COMPONENTSNONE

E-3- Candidates use routines to support reading and writing instruction (e.g., time allocation,
transitions from one activity to another, discussions, and peer feedback). Evidence that
demonstrates competence shall include, but is not limited to: COMPONENTSNONE

E-4- Candidates use a variety of classroom configurations (i.e., whole class, small group, and
individual) to differentiate instruction. Evidence that demonstrates competence shall include, but
is not limited to: COMPONENT A

S-6- Professional Learning and Leadership. Candidates recognize the importance of,
demonstrate, and facilitate professional learning and leadership as a career-long effort and
responsibility. INTASC #9

E-1- Candidates demonstrate foundational knowledge of adult learning theories and related
research about organizational change. Evidence that demonstrates competence shall include,
but is not limited to: COMPONENTS A, B, & C

E-2- Candidates display positive dispositions related to their own reading and writing and the
teaching of reading and writing, and pursue the development of individual professional
knowledge and behaviors. Evidence that demonstrates competence shall include, but is not
limited to: COMPONENTS A, B, C, D, & E

E-3- Candidates participate in, design, facilitate, lead, and evaluate effective and differentiated
professional development programs. Evidence that demonstrates competence shall include,
but is not limited to: COMPONENT A

E-4- Candidates will understand and influence local, state, or national policy decisions.
Evidence that demonstrates competence shall include, but is not limited to: COMPONENTS A,
C, & D

APA GENERALIZATIONS--PLEASE NOTE:

JOURNAL ARTICLE TITLESThe only capitals are the First word, the first word AFTER a

COLON or DASH, and any important words that are normally capitalized like United States

(proper nouns), etc.

BOOK , JOURNAL, AND INTERNET DOCUMENT TITLES are italicized

UNDERLINING IS NOT USED WITH 6 EDITION APA.

TH
 AUTHOR NAMESSURNAME (LAST), INITIAL(S)[given names(s) not used]

ONLINE ARTICLES/DOCUMENTSIF A DOI (DOCUMENT ORIGIN IDENTIFIER) NUMBER IS

AVAILABLE, USE IT IN PLACE OF THE URLIF IT IS NOT FOUND ON THE DOCUMENT,

USE THE URL. (BECAUSE THE WEB IS AN EVER-CHANGING PLACE)

FOR MORE HELP, PLEASE GO TO:

YOUR APA MANUAL

[Hanging Indent RuleFor reference citations of more than one line, all lines after the first line of each
entry in your reference list should be indented one-half inch from the left margin. This is called hanging
indentation. To create it, type the citation, go to the end of the first line and hit enter, tabif more
than two lines, hit end, enter, tab, etc.]

[Article citation format.

In Text Citation Examples

When citing a specific author in your text, it should look like this:

Example:

(Wiggins, 1992)

Explanation:

(Wiggins authors surname, , 1992 publication date)

If you are referring to a specific page with a quote, it should look like this:

(Wiggins, 1992, p. 53)

In Reference Section

Examples of Sixth Edition APA Format

Generalized rules:

Please note the hanging indent format. You can achieve this by typing in the
information and hitting enter, then end, enter, (you may need to indent the first time you hit
entersome machines are testy about this). It will look like this entry
Please note punctuation marks in examples
 Use New Times Roman font, size 12, double space [CREATE USING HOME TAB, PARAGRAPH,
LINE & PARAGRAPH SPACING
If you have other sources not noted here, please refer to the 2010 Sixth Edition APA format
handbook.
Leave one space following periods in text unless it ends a sentence, then follow with two
spaces. This is different than the Fifth edition. (Were back to doing it the way you learned in
Keyboarding class when you were learning to type!)

Retrieval Information: Electronic SourcesNo author

Example:

Children living in abusive homes. (2000, October 12). Retrieved from

http://www.apa.org/journals/webref.html

Explanation:

Children living in abusive homes article titlenote caps or lack of . (2000,October 12 specific

publication date only for online journals or newspapers). Retrieved from

http://www.apa.org/journals/webref.html note there is no period to close the citation when

it ends with a URL

Book

Example:

MacGregor, C. L. (2005). The journals of Patric Gass: Member of the Lewis and Clark expedition.

Missoula, MT: Mountain Press Publishing Company.

Explanation:

MacGregor, authors surname, C. L. initials only, not the full name (2005). The journals

of Patric Gass: Member of the Lewis and Clark expedition. Italicized book title

note caps or lack of Missoula, MT place of publication: Mountain Press

Publishing Company.Publishing company

Journal with Two authors

Example:

Eid, M., & Langeheine, R. (1999). The measurement of consistency and occasion specificity with
latent class models: A new model and its application to the measurement of affect.

Psychological Methods, 4, Retrieved from the PsychARTICLES database.

Explanation:

Eid authors surname, , M. initial only, not the full name, & Langeheine authors surname, , R.

initial only, not the full name (1999 publication year). The measurement of consistency

and occasion specificity with latent class models: A new model and its application to the

measurement of affect article titlenote caps or lack of. Psychological Methods italicized

journal title, 4 italicized journal volume number, Retrieved from the PsychARTICLES

database.

Journal articles

Example:

Mellers, B. A. (2000, November). Choice and the relative pleasure of consequences.

Psychological Bulletin, 45(2), 10-36.

Explanation:

Mellers authors surname, B. A. initials only, not the full name (2000 publication year,

month). Choice and the relative pleasure of consequences. article titlenote caps or lack

of. Psychological Bulletin italicized journal title, 45 italicized journal volume number(2) no

space between volume(nonitalicized issue number, 10-36 pages where article is found in

journal.

Journal Article with Digital Object IdentifierDOI

Example:

Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival

times of terminally ill patients. Health Psychology, 24, 225-229.

doi: 10. 1037/0278-6133.24.2.225

Explanation:
Herbst-Damm authors surname,, K. L. initials only, not the full name, & Kulik authors surname,,

J. A. initials only, not the full name (2005 publication year). Volunteer support, marital

status, and the survival times of terminally ill patients article titlenote caps or lack

of. Health Psychology italicized journal title, 24 italicized journal volume, 225-229 pages

where article is found in journal.doi: 10. 1037/0278-6133.24.2.225 digital object identifier-

-doi

NewspaperNo Author

Example:

The new health-care lexicon. (1993, July 15). The Washington Post, p. A12.

Explanation:

The new health-care lexicon newspaper article titlenote caps or lack of. (1993, July

15 full date included). The Washington Post newspaper title, p. A section12 page