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Pages: 11 (2636 mots) Publié le: 14 février 2011
Office: KH 514 F Dr. Carol Lloyd Rozansky
Phone: 554-3471(voice mail) Spring, 2011
e-mail: Blackboard & email access:
Office Hours: Mon & Wed: 11:15 – 11:45; Mon & Tues: 3:00 – 3:45; other days & times by appointment


Purpose of the Course: Thegeneral purpose of this course is to introduce teacher candidates 1) to some of the theories of the reading process and 2) to the relationships of those theories to content-area reading and writing. Teacher candidates learn ways to assess students, materials, and tasks; prescribe appropriate instruction; learn about instructional strategies to implement; and evaluate students' learning within thecontext of understanding and learning from content-area texts. Individual differences of adolescent students, including background, interest, ability, culture, and ethnicity, are considered. A practicum experience in the schools provides a meaningful context in which to explore and apply ideas from class.

The needs of English-language learners and struggling readers, and the consideration ofstudents’ diverse backgrounds will be addressed within each unit. Educational equity within the context of literacy instruction is a major focus of this class.

Textbook: Content Area Reading and Literacy: Succeeding in Today’s Diverse Classrooms (6th ed.) by D. E. Alvermann, S. F. Phelps, & V. R. Gillis (APG)
Handouts: You responsible for the packet materials posted on blackboard.
OtherReadings: Readings handed out in class, web-based readings, readings on reserve, as assigned

Emailing assignments: Any document you email to me must be word processed, saved as an MS Word or rtf (rich-text-format) document, and sent to my email address as an attachment unless I give you other directions. (Exception: “diversity presentation.”) Always include an appropriate subject line for a timelyresponse.

Participation: You are required to participate in both whole group and small group discussions. This class is designed to explore ideas presented through publications, the professor, and your colleagues/classmates. You are expected to come to class having read and thought about the reading assignments. This exploration requires your thinking, connections to your experiences, andsharing of your understandings and experiences. While you are required to participate, you must also be cautious of dominating the conversation.

Cell phones: Ringing and vibrating cell phones are disruptive and disrespectful to classroom participants. Unless you have a specific circumstance that requires you to be “on call,” please turn off or silence your cell phones.

Attendance Policy:
Asdescribed below, punctual and consistent attendance is one indicator of your professional behavior in this class. I consider attendance important because 1) what you learn in this class may impact the students you teach, 2) your presence demonstrates respect towards your classmates and me, and 3) consistent and punctual attendance reflect professional behaviors and attitudes.

If you are unable toattend, you must send me an email or leave a voice message on my office phone (i.e., treat me like your school principal or other office responsible for getting you a substitute) right away. You are responsible for any assignments that are due on that day as described above under “Assignments.” You will not be able to make up work we have done in class. These in-class assignments require groupinteractions which, obviously, cannot be made-up. If you are unable to attend a class, you are still responsible for the content. Contact a classmate for notes and assignments. See me for clarification if needed after you have gotten the notes.

Absences & Grade Policy:
Absences from class, regardless of the reason, will lower your grade.
Each class absence beyond 2 will lower your course...
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