Assignments and Evaluation Criteria

Class resources

Resource File Presentation (O-3)

The resource file will be evaluated on the inclusion, organization, and quality of information. It could be a large 3-ring binde, /file folder or file box and contain, but not be limited to, the following: weekly reflective reflective reading journal, materials reflecting the course goals, children's literature notebook/log, poetry book, basal text evaluation and report, professional involvement reports, in class activities and all class handouts.

Reading Text Reflective Journal (O-1)

The reading text reflective journal will be evaluated on the inclusion, organization, and quality of information. A spiral notebook with sections labeled and current so it may be reviewed at anytime. Entries should include answers to the reading text chapter questions and weekly reflections on class activities that discuss how class and text ideas can be used by teachers and how they might benefit their students.

Children's Literature Notebook/Log (O-1, 2, & 4)

The children's literature notebook will be evaluated on the inclusion, organization, and quality of information. Three ring notebook - divided into sections labeled and current so it may be reviewed at anytime. Literature Activities notes and summaries (O-1, 2, & 4), book notes with genre information and story elements information (O-1), and Children's Literatue Text chapter reflections (O-1).

Data File/Notebook/Reports for Children's Literature Read and Viewed

Literature file/notebook/reports information

Will be evaluated on the quality and/or accuracy of information included. Only quality literature is acceptable. Books generally not considered quality are Walt Disney Books, Sesame Street, Golden Books, Berenstain Bears, Nancy Drew/Hardy Boys, Care Bears, Sweet Valley Twins/High, Baby-sitters Club, Ninja Turtles, Goose Bumps, Peanuts and books written for TV shows and movies. If you are not sure of the quality of a particular book, discuss it with an instructor.

Basal Text Evaluation and Report (O-3)

The basal evaluation and report will be evaluated on the inclusion, organization, quality of information and whether each student has worked with a partner(s) to evaluate a basal text and write a final report. The evaluation should include the following criteria with the results summarized in the final report.

• Integration of language arts (is it emphasized during reading instruction and also in the content areas).
• Quality literature is viewed as the driving force in the elementary school.
• Reading and writing are linked specifically as mutually supportive processes.
• Appealing, high-quality literature is included in the basal readers and supplemental listings.
• Quality literature is emphasized for independent or recreational reading.
• A well balanced and representative variety of cultures are included in the selections.
• All cultures and information are represented in an unbiased manner.
• Information is accurate.
• Lesson recommendations reflect the idea that reading is an interactive, constructive, and strategic process.
• Lessons give explicit attention to teaching decoding skills.
• Lessons give explicit strategies for teaching comprehension.
• Instruction includes literature from tradebooks and other real world sources.
• Instructional notes include suggestions of how to activate students prior knowledge in story preparation.
• Thinking and problem-solving abilities are taught through literature.
• Cooperative and partner grouping is encouraged.
• Assessment is viewed as ongoing and is linked directly to instruction using a variety of informal and formal measure.
• A real partnership is fostered between the school’s elementary reading program and the home.

Plan and teach a Mini-Lessons (O-3, 4, & 5)

The mini-lesson plan and the mini-lesson itself will be evaluated on the inclusion and power of starting a lesson by focusing all students' attention and assessing their understanding/skill of the selected topic, providing activities to involve the students' in learning, assessing the students progress until they are successful and able to use the targeted ideas/skills in a variety of situations. The plan, self evalutions and reflection, and peer evaluation will be submitted for review by the professor.

Literature Circles and Conversations (O-2, 3, 4, & 5)

Will be evauated on participation within the group and execution of their specific role within the team to achieve individual and team goals.

Poetry Book (O-3)

The poetry book will be evaluated on the inclusion poems created by each individual's team as well as poetry created individually. Each student must have at least 10 poems. Five of the poems must be the student's original pieces. The other five may be selected from the group's poems.

Child Activity

Half day literacy experience with elementary/middle school students.

Websites Analysis (O-3, 4, & 5)

Will be evaluated on the inclusion of at least ten sites. To include an author's site, reader's theater site, several award sites, teacher resource sites, sites that would relate to different diverse populations of students, and sites particularly for students that would motivate them to read, write, listen, or watch quality literature. Sites will be appropriately referenced and described to include the value of the site for teachers and students.

Professional Experience Meetings (O-3, 4, & 5)

Will be evaluated by the participation in a professional development experience such as an IRA meeting, reading in-service in a public school, volunteer experience at city library and the submission of areflective paper after the completion of the experience and describing the value of the experience for the student as a professional and the eventual affect it may have on his/her students. (Minimum:1-2 pages in length)

Quizzes and Tests and Final Exam (O-3)

Quizzes, tests and final will be evaluated by the accuracy of information given for assigned reading, lectures and presentations. Children's literature midterm comprehensive test. Pre and post phonics test. Reading tests.

Phonics Activities (O-3 & 4)

Phonics activities will be evaluated by the completion of the activities and the accuracy of answers on a post test. Each student will complete a phonics packet that includes the 70 phonograms described in the Nebraska Reading Standards and work with another student to familiarize each other on how to instruct children to learn phonics.

Robert D. Sweetland's Professional Notebook ©