X425 and L525 focus on teaching struggling readers and English as a second language (ESL). The RELATE decision model is used in developing, implementing, and evaluating program progress for the learner(s). Instruction is planned for a classroom, s mall group, or one-to-one setting; and in each module the theoretical base for instructional techniques is discussed. At the conclusion of L525/X425, you will have the knowledge to:

1. Develop and implement an individualized program appropriate to your learner's reading and writing needs.

2. Develop a plan for evaluating the learner and program and make recommendations for instructional revision.

3. Select and discuss particular strategies, organization plans, and resources that could be considered when working in intervention and remedial settings.

4. Develop bibliography about course topics.

5. Develop projects directly related to your learner's needs and interests.

Choose one of the following textbooks according to your interests. If you cannot find these textbooks at the IU Bookstore, check Amazon.com.

• McCormick, S. (2002). Instructing students who have literacy problems, 3rd edition. Upper Saddle River, NJ: Merrill. (Amazon.com lists used copies for $60.00)
• Gebhard, J. (2000). Teaching English as a foreign or secondary language: A self-development and methodology guide. (paperback). Ann Arbor: University of Michigan Press. ISBN: 0-472-08231-0.

It is required that each student choose one of the following based on a specific area of interest:

• Working with adolescents: Atwell, N. (1987). In the middle: Writing, reading, and learning with adolescents. Portsmouth, NH: Heinemann.
• Writing: Calkins, L. (1986). The art of teaching writing. Portsmouth, NH: Heinemann.
• Phonics and word analysis: Musstafa, M. (1997). Beyond traditional phonics: Research discoveries and reading instruction. Portsmouth, NH: Heinemann.
• Thematic learning (K-8): Gamberg, R., Kwak, W., Hutchings, M. and Altheim, J. (1988). Learning and loving it: Theme studies in the classroom. Portsmouth, NH: Heinemann.
  

In addition to textbook reading, most modules are accompanied by comments from the instructor. Some of the words in the comments are underlined links to other sites which might offer detailed explanations, examples, visuals, or samples of other's work. These sites are included to support your learning and are often helpful in preparing assignments.

How to Submit Your Assignments

         You may submit your written assignments and projects in one of three ways: through the U.S. Post Office and another mail delivery service (Fed-Ex, etc.) to my home address (postmarked by due date for U.S.-based students), through e-mail to me using attached files*, or through “cut and paste” into an e-mail to me. You may only use the attached files option if your computer has Virex or another effective program for detecting/eliminating computer viruses. This has been a big problem in distance education courses I have taught in the past, so please take this requirement seriously!

         For non-U.S.-based distance education students, I suggest one of the two electronic submission options due to slow mail times.

         The discussion question responses will be submitted directly to the Oncourse learning management system.. More instructions on this will be provided later.

Late Work Policy

         Assignments are due by midnight of the due date. Exceptions will be made at the instructor’s discretion, but this is a rare occurrence and generally involves a serious medical or other personal emergency. Late assignments’ grades will be deducted one full letter grade for each weekday they are late. It is better to turn in a rough draft on time than to turn in a late assignment or no assignment at all! Assignments that need further work will be returned to you within ten (10) days for revision before a final grade is assigned.

Spring 2006 Semester L525 Assignments

         There will be six written assignments due this session, including your participation in Oncourse discussions.  A major assignment is the construction of a cross-curricular thematic unit.  You will also implement this unit with a student, and evaluate your success. In addition, L525 students must complete an annotated bibliography.

ASSIGNMENTS in L525/X425

Students are also reminded of upcoming assignments and their due dates in weekly class e-mails. DO NOT use the assignment descriptions/instructions given in the Modules, as some of them have been modified or even omitted for this term. Specific directions will also be posted in Oncourse.

         Please note that most of your assignments are based on interviews, testing and other information you will have gathered from your tutorial sessions.

     All written assignments can be sent to me via the Oncourse email system. More specific  instruction on how to submit assignments and other guidelines appear later on this web page.

L525 SYLLABUS for Spring 2006

Note: This syllabus is subject to change.  Current students should pay attention to Oncourse postings and email messages from the instructor for up-to-date information.

         Specifics on each assignment, plus your weekly readings (textbook and modules) assignments will be provided in whole-class weekly e-mail messages, and will also be posted at Oncourse Forum under the Schedule.

WEEK ONE (January 10-15)

Please submit a one to two paragraph self-introduction to the class. Post it to the appropriate Oncourse Discussion Forum under the Intouch tab. This is a non-graded exercise.

Your other responsibilities: recruit your tutee (the person you will work with all session) and set the place, time and date for your first tutorial, purchase your textbooks and begin reading this week's assignments, navigate the L525/X425 web site and our Oncourse Forum (instructions and password will be sent in your second class e-mail) to familiarize yourself with these resources.

Assignment: Submit a short introduction to Oncourse under the In Touch tab, in the Discussion Forum. More specific instructions for this are found under the Schedule tab.

Directions for the annotated bibliography assigment will be posted this week, although the annotated bibliography is not due until the end of class.

WEEK TWO (January 16-22)

Oncourse discussions begin.

Assignment #1: Language Autobiography or Reading Interview.

Directions for the annotated bibliography and book review assignments will be posted this week under the schedule tab. Please note that these assignments are not due until later in the semester.

WEEK THREE (January 23-29)

DUE: Assignment #1: Language Autobiography or Reading Interview.

(New) Assignment #2: IRI or RELATE lesson plan.

Participate in Oncourse discussions.

WEEK FOUR (January 30-February 5)

DUE: Assignment #2: IRI or RELATE lesson plan.

(New) Assignment #3: Unit Plan Proposal

WEEK FIVE (February 6-12)

Continue working on unit plan proposal.

Begin tutoring if possible.

WEEK SIX (February 13-19)

DUE: Assignment #3: Unit Plan Proposal

Continue tutoring. Implement unit.

Respond to discussion questions

WEEK SEVEN (February 20-26)

Continue tutoring: respond to discussion questions.

WEEK EIGHT (February 27-March 5)

Continue tutoring: respond to discussion questions.

WEEK NINE (March 6-12)

Continue tutoring: respond to discussion questions.

WEEK TEN (March 13-19) SPRING BREAK

Continue tutoring: respond to discussion questions as necessary.

WEEK ELEVEN (March 20-26)

Continue tutoring: respond to discussion questions.

WEEK TWELVE (March 27-April 2)

DUE: Assignment #5: Annotated Bibliography.

Continue tutoring: respond to discussion questions.

WEEK THIRTEEN (April 3-April 9)

Continue tutoring: respond to discussion questions.

WEEK FOURTEEN (April 10-16)

Continue tutoring: respond to discussion questions.

DUE Assignment #4: Textbook Review

WEEK FIFTEEN (April 17-30)

DUE: Final Revision of Unit and Comments.

APRIL 30-MAY 6: Final Exam Days!
All work due by May 3.

FOR GRADUATE STUDENTS ONLY;

Annotated Bibliography: 4-5 journal articles relating to a similar topic or theme. Ex: Using young adult novels in the content area classroom. Ex: Modifying curriculum for the ESL student. Ex: Working with struggling middle school readers. Ex: Latino young adult literature. These journal articles must be available full-text on-line or you must mail photocopies of them in to me so that I may also read them.

ONCOURSE DISCUSSION QUESTIONS

SUMMARY OF DISCUSSION QUESTION TOPICS and RESPONSE DUE DATES

You will be e-mailed during the second week of the course with instructions about where to find these questions and when/how to respond

HOW YOUR L525/X425 FINAL COURSE GRADE IS DETERMINED:

Grading for L525:

• Assignment #1: Autobiography or interview 15%
• Assignment #2: IRI or Relate 15%
• Assignment #3: Unit Proposal and Unit (Case Study) 25%
• Assignment #4: Book Review 15%
• Assignment #5: Annotated bibliography 15%
• Assignment #6: Oncourse Discussion Question Responses 15%

Grading for X425:

• Assignment #1: Autobiography or interview 15%
• Assignment #2: IRI or Relate 20%
• Assignment #3: Unit Proposal and Unit 30%
• Assignment #5: Book Review 20%
• Assignment #6: Oncourse Discussion Question Responses 15%

Note: No annotated bibliography is required in X425

DISCUSSION QUESTION RESPONSE DUE DATES

  You will  post your answers in Oncourse in the Discussion Forum under the In Touch tab. You do not have to wait until the due date to post an answer; you may respond and post at any time after receiving the question. Questions relate to readings and assignments from previous weeks.

Question #1                 To be announced--ask instructor

Question #2                 To be announced--ask instructor

Question #3                 To be announced--ask instructor

Question #4                 To be announced--ask instructor

Question #5                 To be announced--ask instructor

Feedback

The following rubric will be followed for grading assignments. If there are changed, students will be notified.

1. Followed all directions carefully.

2. Showed evidence of learning from reading modules, assignments, and textbooks. (Examples: quotes, important concepts cited, etc...)

3. Written clearly; well-organized.

4. Resulted in an exceptionally-thorough, professional product. (Examples: Unit is exceptional in both content, thoroughness, appearance. It is worthy of sharing with colleagues or publishing for wide audience.)

5. Shows awareness of student needs.

6. Exhibits excellent creativity. (Unit or writing is motivating and unique. It does not draw primarily materials that have been published or copied from other sources.)

GRADING SCALE:

97.5-100%   =       A+

92.6-97.5%  =       A

90.1-92.5%  =       A-

87.6-90%     =       B+              

82.6-87.5%  =       B      

80.1-82.5%  =       B-              

77.6-80%     =       C+

72.6-77.5%  =       C      

Contacting the Instructor

The instructor will contact students once a week, usually in a general email, to touch base on student progress, etc. Assignment feedback/grades are generally provided within 7-10 days after receiving the work. These will be provided directly to students through an e-mail with the subject line: “L525/X425 Assignment #1 Feedback/Grade.”

Students are welcome to contact the instructor through e-mail at any time during the course with questions, comments, concerns, etc. The instructor usually responds to student e-mails within two days.

In the event that you have a computer-related emergency or other personal emergency, you may elect to contact me by telephone. My home number and address will be provided in an email message during the first full week of class.

 Students should write “L525: Personal” or “X425: Personal” on the subject line for all e-mails intended for the instructor only. If you would not mind the instructor sharing your e-mail message (if it pertains to the course, naturally!), omit the word “personal” on the subject line. An example of such an e-mail might be one about a book you want to recommend to classmates.

The instructor may request your permission to share a particularly outstanding assignment or project with your classmates.

Attached Files (Attachments) and Virus Protection

No attached files (attachments) may be submitted to the instructor by students who do not have Virex or another effective virus detection/elimination project on their computers. This is for the protection of all of us! If you do not have a virus protection program and will not be getting one this session, please submit your assignments and projects through the U.S. mail or other home delivery service or through the “cut and paste” e-mail method. If you need instructions for how to do a “cut and paste” e-mail submission, please e-mail me. IU students can download the Norton Antivirus protection program from IUWare, or purchase it at a discount from the IU Bookstore.

Following is a listing of course modules and major topics. Please note that some modules are required, and some are supplementary. Click on the underlined module to see an in-depth discussion of each topic, related readings, and assignments.

ONCOURSE & MODULE ACCESS INFORMATION Important Note!! The passwords for Oncourse and the modules are now the same. To login to Oncourse: Go to http://oncourse.iu.edu. Use your IU Network ID to enter Oncourse. If you do not have one, go to http://itaccounts.iu.edu and choose "I am a Student" and "I need to Create my first IU computing accounts and passwords." Then fill out the rest of the forms. To view the modules: When you click on the Module title listed below, you will need to login using your IU Network ID and password.

Module 1: (required)

Professionalism

The reading process

Principles of intervention/remediation

Module 2: (required)

RELATE Model

Selecting a learner

Describing learner characteristics

Setting goals and objectives

Lesson plans that make you think

Module 3: (required)

Informal interest inventory/reading interview

Building on interest

Using authentic literature in creative ways

Language Experience Approach

Module 4: (required)

The learner as inquirer

Designing theme units

High-interest/low-vocabulary

Rewriting materials

Readability formulas

Using audiotapes

Progress charts

Module 5: (required)

The case study process

Process writing

Literature circles

Story boards

 

Module 6: (supplementary)

Reading and writing for real purposes

Using newspapers and magazines

Comprehension strategies

Bookmaking

Module 7: (supplementary)

Phonics and word analysis and how they fit into the whole curriculum

Module 8: (required)

The affective component of reading

Creating a learning community

Teaching at-risk learners

Bibliotheraphy

Module 9: (supplementary)

Helping struggling readers in the content areas

Module 10: (supplementary)

What to remember when setting up a reading program

Module 11: (supplementary)

Evaluating your instruction

Reflecting on the course

Course Author: Hope Elkins, Ph.D., Indiana University