TASK B & C: COURSE EXPECTATIONS AND MATERIALS

B. & C.  Please be sure and read through all of the syllabus and posted course assignments.  You can find these either on the website under forms and documents or D2L under content.  Please view the videos on the Blog to get a tour of the website and features of the course.  Respond, under the posting “Clarifying Course Expectations” something you viewed or read as important information, so that your group can clarify course expectations and materials.  This is where we will all learn more about the logistics of the course.  You MUST respond to least one posting to see what others are discussing and to aide in clarifying course expectations.

 You can locate the syllabus on the website, on D2L (Content) or you can click below: 

Syllabus Link-- CLICK HERE

You can located the Thematic Unit Guidelines, Assessment Plan Guidelines and Video Analysis Guidelines by clicking the link below: 

To Access Assignment Guidelines CLICK HERE

Preparation for the discussion: Read the syllabus, schedule, course assignments & rubrics, and look over the course support materials. Look at the discussion forum topics.  

COMMUNICATION: ONLINE DISCUSSIONS





D2L TOUR

TOUR OF THE WEBSITE

Postings:  Each member of the group should generate at least 3 questions they have regarding the course or course materials and post for the other members of the class to view (whole class). The class will work to locate answers to the questions and raise additional questions that may arise from their discussion. At the conclusion, if there are questions that remain unanswered, choose one group member to post those questions in the comment section below.  The comment section directly below this post is where other classmates or the instructors can work to answer the questions. Make your initial posts by Thur. Oct. 31 and your responses before November 2nd, so that your chosen group member can make the final post by Sun. November 3.

TASK D: READING AND IDENTITY

D.    View the video/power point lecture on “Reading and Identity.”  This lecture is broken up into two parts.  After viewing part 1, please click on the link to the Google Doc directly below.   In this Google Doc, as a whole group, we will explore the reading identities within our course.  We will be looking at how our reader identities govern what, when, and why we read.

To complete the Google Doc please click on the link below:

Reader Profile Google Doc

View Part II.  

Part II 

Go back to the Google Doc by click on the Google Doc link to complete the second part of the exact same document.

Now return to the Google Doc and complete part II. 

To complete part II of the Google Doc - Your Reading Profile click on the link below:

Reader Profile Google Doc

Why? Disciplinary literacy refocuses attention at the middle and high school levels from “how well do you read?” to “what are you able to read well?”  We are all proficient at reading certain disciplines while at the same time novices in another genre/or discipline.   Being aware of the reading process and how we approach reading as teachers helps us to be more cognizant about how to mentor our students as readers, writers, and thinkers. 

TASK E: READING DISCUSSION GROUP #1: Michael Gillis, Karin Logerquist, Molly Nelson, and Ian Gorton

Group	Initiators	Summarizers	Responders	Illuminators
1	Michael Gillis	Karin Logerquist	Molly Nelson	Ian Gorton
2	Nicholas Gaudette	Jesse Vavreck	Nancy Nair	Laura Mayo
3	Kaylee Wiens	Kris Latcham	Paul Garlock	Jonathan Reeves
4	Sara Stein	Erik Krueger	Michelle O’Connor	Sean Johnson

E.  In this last small discussion group, you will begin the study of adolescent readers.

Preparation for the discussion: Please read:

-       Adolescent Reading:  position statement of the International Reading Association. https://docs.google.com/viewer?url=http%3A%2F%2Fwww.reading.org%2FLibraries%2Fresources%2Fps1079_adolescentliteracy_rev2012.pdf

-       Delbridge, K. (2008). What we know about the teaching of adolescent reading.  In what research really says about the teaching and learning to read (pp 158-175).  National Council of Teachers of English.  Urbana, Illinois.

- To access the Delbridge article (article listed above) you can locate it on D2L-Content-Readings OR under Forms and Doc on the Website OR use the  link below: 

https://drive.google.com/file/d/0B3RBFhdurd8ec0Vac2xQTEZiQWs/edit?usp=sharing

Postings:  After reading these introductory readings on classroom adolescent readers, compare the reading to your own experience (either as a K-12 student, a practicing teacher already, or a teaching support person in schools).  What impressions insights do you gain from this comparison and the reading itself.  What are the big ideas in this reading that we as teachers should walk away with? What do these readings tell us in terms of how we should teach in the content area?

Roles:

There are 4 people in each conversation group. You only respond to those in your own group.

Initiators start the conversation. They must do the reading immediately and get their entries in during the first day or two so others have material to respond to. Grading will be based on the quality of questions, speculations, and thought-provoking prompts that will get people really considering the ideas presented in the content. You must include your own responses to the ideas as well. If another Initiator has already posted his/her ideas, the next Initiator to post must enter new ideas. In other words, don't repeat what's already posted.

Responders directly address and extend the ideas that the Initiators have thrown out for consideration as well as adding your own unique responses to the readings. It is not enough to say, "I agree", or "That was a nice idea." Responders need to enlarge the conversation, make connections to their own experiences, and draw from other material in the readings to expand on the conversation. Responders need to get their ideas in at least 48 hours before the due date so the Summarizers can do their work (below).

Illuminators teach, guide, edify, and enlighten. They take their own and other people's ideas beyond surface statements to broader and deeper ground. They pull from other sources, such as pertinent internet sites, they have encountered to shed light on questions or confusions. They clarify. Illuminators add their contributions after the Initiators, before or after the Responders, and before the Summarizers (i.e., before the last day).

Summarizers pull together and consolidate all the key ideas from the group. They are the last to make their entries, probably best done in the evening of the deadline day. Every participant  (except fellow Summarizers) should be named, and the contributions of each acknowledged in the summary. Summarizers should be organized and concise. Capture the essence. (If there are any group members who have not submitted by 8:00 p.m. of the deadline day, you do not have to wait for them — just summarize those who have submitted up to that time.)

Respond at least once to another member of your group with questions, clarifications, or other ideas. You will not likely be able to respond to the summarizer, as they will be summarizing all ideas and discussion at the end (Sunday).  The Summarizer will need to respond to at least one person during the week before you summarize.  This would be a good time to ask for clarification on ideas to help write the summary at the end.  Make your response postings before Sunday, November 3.

TASK E: READING DISCUSSION GROUP #2: Nicolas Gaudette, Jesse Vavreck, Nancy Nair, and Laura Mayo

Group	Initiators	Summarizers	Responders	Illuminators
1	Michael Gillis	Karin Logerquist	Molly Nelson	Ian Gorton
2	Nicholas Gaudette	Jesse Vavreck	Nancy Nair	Laura Mayo
3	Kaylee Wiens	Kris Latcham	Paul Garlock	Jonathan Reeves
4	Sara Stein	Erik Krueger	Michelle O’Connor	Sean Johnson

E.  In this last small discussion group, you will begin the study of adolescent readers.

Preparation for the discussion: Please read:

-       Adolescent Reading:  position statement of the International Reading Association. https://docs.google.com/viewer?url=http%3A%2F%2Fwww.reading.org%2FLibraries%2Fresources%2Fps1079_adolescentliteracy_rev2012.pdf

-       Delbridge, K. (2008). What we know about the teaching of adolescent reading.  In what research really says about the teaching and learning to read (pp 158-175).  National Council of Teachers of English.  Urbana, Illinois.

- To access the Delbridge article (article listed above) you can locate it on D2L-Content-Readings OR under Forms and Doc on the Website OR use the  link below: 

https://drive.google.com/file/d/0B3RBFhdurd8ec0Vac2xQTEZiQWs/edit?usp=sharing

Postings:  After reading these introductory readings on classroom adolescent readers, compare the reading to your own experience (either as a K-12 student, a practicing teacher already, or a teaching support person in schools).  What impressions insights do you gain from this comparison and the reading itself.  What are the big ideas in this reading that we as teachers should walk away with? What do these readings tell us in terms of how we should teach in the content area?

Roles:

There are 4 people in each conversation group. You only respond to those in your own group.

Initiators start the conversation. They must do the reading immediately and get their entries in during the first day or two so others have material to respond to. Grading will be based on the quality of questions, speculations, and thought-provoking prompts that will get people really considering the ideas presented in the content. You must include your own responses to the ideas as well. If another Initiator has already posted his/her ideas, the next Initiator to post must enter new ideas. In other words, don't repeat what's already posted.

Responders directly address and extend the ideas that the Initiators have thrown out for consideration as well as adding your own unique responses to the readings. It is not enough to say, "I agree", or "That was a nice idea." Responders need to enlarge the conversation, make connections to their own experiences, and draw from other material in the readings to expand on the conversation. Responders need to get their ideas in at least 48 hours before the due date so the Summarizers can do their work (below).

Illuminators teach, guide, edify, and enlighten. They take their own and other people's ideas beyond surface statements to broader and deeper ground. They pull from other sources, such as pertinent internet sites, they have encountered to shed light on questions or confusions. They clarify. Illuminators add their contributions after the Initiators, before or after the Responders, and before the Summarizers (i.e., before the last day).

Summarizers pull together and consolidate all the key ideas from the group. They are the last to make their entries, probably best done in the evening of the deadline day. Every participant  (except fellow Summarizers) should be named, and the contributions of each acknowledged in the summary. Summarizers should be organized and concise. Capture the essence. (If there are any group members who have not submitted by 8:00 p.m. of the deadline day, you do not have to wait for them — just summarize those who have submitted up to that time.)

Respond at least once to another member of your group with questions, clarifications, or other ideas. You will not likely be able to respond to the summarizer, as they will be summarizing all ideas and discussion at the end (Sunday).  The Summarizer will need to respond to at least one person during the week before you summarize.  This would be a good time to ask for clarification on ideas to help write the summary at the end.  Make your response postings before Sunday, November 3.

TASK E: READING DISCUSSION GROUP 3: Kylee Wiens, Kris Latcham, Paul Garlock, Jonathan Reeves

Group	Initiators	Summarizers	Responders	Illuminators
1	Michael Gillis	Karin Logerquist	Molly Nelson	Ian Gorton
2	Nicholas Gaudette	Jesse Vavreck	Nancy Nair	Laura Mayo
3	Kaylee Wiens	Kris Latcham	Paul Garlock	Jonathan Reeves
4	Sara Stein	Erik Krueger	Michelle O’Connor	Sean Johnson

E.  In this last small discussion group, you will begin the study of adolescent readers.

Preparation for the discussion: Please read:

-       Adolescent Reading:  position statement of the International Reading Association. https://docs.google.com/viewer?url=http%3A%2F%2Fwww.reading.org%2FLibraries%2Fresources%2Fps1079_adolescentliteracy_rev2012.pdf

-       Delbridge, K. (2008). What we know about the teaching of adolescent reading.  In what research really says about the teaching and learning to read (pp 158-175).  National Council of Teachers of English.  Urbana, Illinois.

- To access the Delbridge article (article listed above) you can locate it on D2L-Content-Readings OR under Forms and Doc on the Website OR use the  link below: 

https://drive.google.com/file/d/0B3RBFhdurd8ec0Vac2xQTEZiQWs/edit?usp=sharing

Postings:  After reading these introductory readings on classroom adolescent readers, compare the reading to your own experience (either as a K-12 student, a practicing teacher already, or a teaching support person in schools).  What impressions insights do you gain from this comparison and the reading itself.  What are the big ideas in this reading that we as teachers should walk away with? What do these readings tell us in terms of how we should teach in the content area?

Roles:

There are 4 people in each conversation group. You only respond to those in your own group.

Initiators start the conversation. They must do the reading immediately and get their entries in during the first day or two so others have material to respond to. Grading will be based on the quality of questions, speculations, and thought-provoking prompts that will get people really considering the ideas presented in the content. You must include your own responses to the ideas as well. If another Initiator has already posted his/her ideas, the next Initiator to post must enter new ideas. In other words, don't repeat what's already posted.

Responders directly address and extend the ideas that the Initiators have thrown out for consideration as well as adding your own unique responses to the readings. It is not enough to say, "I agree", or "That was a nice idea." Responders need to enlarge the conversation, make connections to their own experiences, and draw from other material in the readings to expand on the conversation. Responders need to get their ideas in at least 48 hours before the due date so the Summarizers can do their work (below).

Illuminators teach, guide, edify, and enlighten. They take their own and other people's ideas beyond surface statements to broader and deeper ground. They pull from other sources, such as pertinent internet sites, they have encountered to shed light on questions or confusions. They clarify. Illuminators add their contributions after the Initiators, before or after the Responders, and before the Summarizers (i.e., before the last day).

Summarizers pull together and consolidate all the key ideas from the group. They are the last to make their entries, probably best done in the evening of the deadline day. Every participant  (except fellow Summarizers) should be named, and the contributions of each acknowledged in the summary. Summarizers should be organized and concise. Capture the essence. (If there are any group members who have not submitted by 8:00 p.m. of the deadline day, you do not have to wait for them — just summarize those who have submitted up to that time.)

Respond at least once to another member of your group with questions, clarifications, or other ideas. You will not likely be able to respond to the summarizer, as they will be summarizing all ideas and discussion at the end (Sunday).  The Summarizer will need to respond to at least one person during the week before you summarize.  This would be a good time to ask for clarification on ideas to help write the summary at the end.  Make your response postings before Sunday, November 3.

TASK E: READING DISCUSSION GROUP #4: Sara Stein, Erik Krueger, Michelle O'Connor, and Sean Johnson

Group	Initiators	Summarizers	Responders	Illuminators
1	Michael Gillis	Karin Logerquist	Molly Nelson	Ian Gorton
2	Nicholas Gaudette	Jesse Vavreck	Nancy Nair	Laura Mayo
3	Kaylee Wiens	Kris Latcham	Paul Garlock	Jonathan Reeves
4	Sara Stein	Erik Krueger	Michelle O’Connor	Sean Johnson

E.  In this last small discussion group, you will begin the study of adolescent readers.

Preparation for the discussion: Please read:

-       Adolescent Reading:  position statement of the International Reading Association. https://docs.google.com/viewer?url=http%3A%2F%2Fwww.reading.org%2FLibraries%2Fresources%2Fps1079_adolescentliteracy_rev2012.pdf

-       Delbridge, K. (2008). What we know about the teaching of adolescent reading.  In what research really says about the teaching and learning to read (pp 158-175).  National Council of Teachers of English.  Urbana, Illinois.

- To access the Delbridge article (article listed above) you can locate it on D2L-Content-Readings OR under Forms and Doc on the Website OR use the  link below: 

https://drive.google.com/file/d/0B3RBFhdurd8ec0Vac2xQTEZiQWs/edit?usp=sharing

Postings:  After reading these introductory readings on classroom adolescent readers, compare the reading to your own experience (either as a K-12 student, a practicing teacher already, or a teaching support person in schools).  What impressions insights do you gain from this comparison and the reading itself.  What are the big ideas in this reading that we as teachers should walk away with? What do these readings tell us in terms of how we should teach in the content area?

Roles:

There are 4 people in each conversation group. You only respond to those in your own group.

Initiators start the conversation. They must do the reading immediately and get their entries in during the first day or two so others have material to respond to. Grading will be based on the quality of questions, speculations, and thought-provoking prompts that will get people really considering the ideas presented in the content. You must include your own responses to the ideas as well. If another Initiator has already posted his/her ideas, the next Initiator to post must enter new ideas. In other words, don't repeat what's already posted.

Responders directly address and extend the ideas that the Initiators have thrown out for consideration as well as adding your own unique responses to the readings. It is not enough to say, "I agree", or "That was a nice idea." Responders need to enlarge the conversation, make connections to their own experiences, and draw from other material in the readings to expand on the conversation. Responders need to get their ideas in at least 48 hours before the due date so the Summarizers can do their work (below).

Illuminators teach, guide, edify, and enlighten. They take their own and other people's ideas beyond surface statements to broader and deeper ground. They pull from other sources, such as pertinent internet sites, they have encountered to shed light on questions or confusions. They clarify. Illuminators add their contributions after the Initiators, before or after the Responders, and before the Summarizers (i.e., before the last day).

Summarizers pull together and consolidate all the key ideas from the group. They are the last to make their entries, probably best done in the evening of the deadline day. Every participant  (except fellow Summarizers) should be named, and the contributions of each acknowledged in the summary. Summarizers should be organized and concise. Capture the essence. (If there are any group members who have not submitted by 8:00 p.m. of the deadline day, you do not have to wait for them — just summarize those who have submitted up to that time.)

Respond at least once to another member of your group with questions, clarifications, or other ideas. You will not likely be able to respond to the summarizer, as they will be summarizing all ideas and discussion at the end (Sunday).  The Summarizer will need to respond to at least one person during the week before you summarize.  This would be a good time to ask for clarification on ideas to help write the summary at the end.  Make your response postings before Sunday, November 3.