Syllabus

Monday, Tuesday, Wednesday, Thursday 9:00-11:30 AM     Summer 2012 (June 18-July 12, 2012)
 * EDU 306 Children's Literature **

Instructor: Michelle Weber Course Credits: 3 credits Phone: (563) 663-1507 (cell) Office Hours: Appointments arranged E-mail: mweber@dbq.edu or miweber@dbqschools.org Location: LIB 218

http://udchildrenslit2011.wikispaces.com/

No class on Wednesday July 4th. Enjoy the holiday!

Course Description: Evaluation and utilization of various genres and elements of literature with focus on literature for children in grades K-6. Examines the different ways children can be involved in developing an appreciation for and an interest in literature. Emphasis on extensive reading and evaluation of titles appropriate to various grade levels.

Required Texts:

__ Diary of a Wimpy Kid __ – Abrams __ Hunger Games __ - Collins __ Seedfolks __ – Fleischman __ The Giver __ – Lois Lowry __ Sarah, Plain and Tall __ – Patricia Maclachlan __ Bridge to Terabithia __ – Katherine Paterson __ Pink and Say __ – Patricia Polacco __ Where the Sidewalk Ends __ – Shel Silverstein __ Read-Aloud Handbook __ (6th edition) – Jim Trelease

2. Quizzes 3. Book Project 4. Literature Circle Activities || NCTE: 1, 2, 3, 6, 7, 8 || 2. Literature Circle Activities || NCTE: 9, 10, 11, 12 || 2. Read Aloud Activity || NCTE: 1, 2, 3, 4, 8 || 2. Participation in Class Activities and Class Discussions 3. Independent Work due on Time 4. Exhibit Teacher Education Professional Dispositions ||  ||
 * COURSE LEARNING OUTCOME || MEANS OF ASSESSMENT || STANDARDS ||
 * 1. Demonstrate knowledge of children’s literature for modeling the reading and writing of varied genres, including fiction and nonfiction, technology- and media-based information, and nonprint materials. || 1. Read Aloud Activity
 * 2. Uses texts at multiple levels, representing broad interests, and reflect varied cultures, linguistic backgrounds, and perspectives. || 1. Genre Reading Log
 * 3. Match text complexities to the proficiencies and needs of readers || 1. Genre Reading Log
 * 4. Demonstrate the professional dispositions of an effective teacher || 1. Attendance
 * 5. Engage in serious and quality discussions on character and ethics in teachers || 1. Participation in Class Activities and Class Discussions ||  ||


 * Performance Expectations: **
 * 1) Attend all class sessions and other required activities.
 * 2) Have and use all textbooks and required materials.
 * 3) Meet all deadlines.
 * 4) Prepare adequately for each session using appropriate study strategies.
 * 5) Do your own work.
 * 6) Listen actively and carefully in class, including following all directions.
 * 7) Participate in class activities and discussions.
 * 8) Write and speak effectively and appropriately.

>
 * Technology Requirements and Computing Facilities: **
 * 1) ** Electronic Communication ** : Students are expected to check their UD email accounts regularly for course updates and University announcements. Instructions for forwarding email from a dbq.edu account can be found at the Technology Services link on the UD web page.
 * 1) ** Electronic Devices: ** All cell phones, pagers, PDA’s, and all other electronic devices not medically necessary will be turned off during class times unless permission is given by the instructor. As part of emergency preparedness, faculty may choose to ask all students to leave cell phones on, set on “vibrate” and kept in a pack or bag during class. Only if all cell phones vibrate simultaneously, indicating an emergency message, may the student’s phone be accessed.s

> Students in EDU306 are evaluated using a variety of assessment methods, which include: (Attendance, Reading Party, Read Aloud activity)
 * Student Evaluation & Grading: **
 * 1) Course Requirements:
 * Complete all assigned **Readings, Exams, and Quizzes**
 * Design an individual **Book Project**
 * Complete a **Genre Reading Log**
 * Participate in a **Read Aloud Activity** & **Reading Day**
 * Participate in a **Literature Circle Activities** via Moodle
 * Participate in all class discussions
 * 1) Weighted Assessment Strategy
 * Quizzes 25%
 * Book Project 25%
 * Genre Reading Log 25%
 * Literatures Circles on Moodle 15%
 * Class Participation in Activities 10%

A 100-97 C 78-74 A- 96-93 C- 73-70 (Repeat Course) B+ 92-90 D+ 69-66 B 89-86 D 65-62 B- 85-82 D- 61-58 C+ 81-79 F 57 or below
 * 1) Grading Scale:


 * Course Administrative Information: **

> Exams will include information from class lectures, class activities, and reading assignments. It is the responsibility of each student to read, ask questions, and take notes. Students who miss tests and assignments on scheduled dates may not be permitted to make them up. If the instructor does allow a student to make up a missed test or assignment, it is at the instructor’s discretion to make the maximum grade achievable at only 80% of the total number of points. Thus, any errors the student may commit on the make-up test, or other major assignment, will be deducted from the 80% maximum.
 * 1) Late policy and attendance:
 * Students are expected to attend every class on time. It is the student’s responsibility to notify the instructor in advance of any absence and obtain missed assignments.
 * **__ Students in EDU306 will be allowed only one absence __**** . A second absence will result in one letter grade lower for the course. **
 * Students who fail to attend class may be subject to Administrative Withdrawal procedures.
 * **__ Further, students who miss more than 3 class sessions during the session will be required to repeat the course __**.
 * 1) Tests/work make-up:

Written work is expected to be of college quality. Papers are to be electronically processed, with pages stapled together. Since preservice teacher will eventually serve as role models for their own students, written work will be evaluated on the basis of the common rubric used in Teacher Education, which assesses proper grammar, spelling and usage, content, etc. Written assignments are due the class period for which they were required.
 * 1) Written Assignments:

“The University of Dubuque expects students to be honest in academic matters. We expect each person on the campus to be forthright and direct, and to value integrity in all his/her dealings. Activities and attitudes should be consistent with high academic standards and Christian commitment and should be consistent with the Mission and Values of the University.” (University of Dubuque Student Handbook, 2008-2009). Please see the “Values Violations” section of the UD Student Handbook for appropriate definitions, procedures, and possible sanctions related to Academic Dishonesty. ([])
 * Academic Dishonesty Policy **

The Academic Success Center for the University of Dubuque is located on the second floor of the Myers Library. The phone to the Center is 589-3262. This center can assist you in developing basic academic skills and can provide tutoring referrals. Please contact your instructor to discuss Academic Success Center services that might assist you in achieving course outcomes.
 * Academic Success Center **

Librarians are available to assist you in every stage of research assignments. The Reference Desk is located on the first floor of the Myers Library. The phone to the Reference Desk is 589-3770. Librarians also answer questions by email (reference@dbq.edu) and instant message (screen name: udreference). Librarians can assist you in developing basic academic research skills and provide referrals as needed. Each academic department has an assigned librarian. Please contact your instructor to discuss library materials and services that will assist you in achieving course outcomes.
 * Library Support **

Reasonable accommodations are available for students who have documented disability. Please notify Professor Weber during the first week of class of any accommodations needed for the course. Late notification may cause the requested accommodations to be unavailable. Confidentially of all requests will be maintained. All requested accommodations must be approved through the Academic Success Center, 2nd floor Myers Library (589-3262).
 * Americans with Disabilities Act **

This syllabus, course calendar and other attending documents are subject to change during the semester.

Class schedule: (subject to change)

Overview of the Syllabus & Assignments Literature Circles / Moodle Tour of the Curriculum Library || __ Seedfolks __ || __ Read __ : Trelease Intro and Ch 1 (pg. xi – 22)
 * ** Date ** || ** Discussion Topics & Activities **  ||  ** Literature Circles on Moodle **  ||  ** Readings for Next Class **  ||
 * ** June 18 ** || Introductions and Favorite Books

Literature Circles: Read and participate in discussion on Moodle (see pg. 9-11). || You… the reading role model Why Read Aloud? Literary Elements in Children’s Literature Introduction to Children’s Literature Genres || __ Seedfolks __ || __ Read: __ Trelease, Ch 2, pg. 23-48.
 * ** June 19 ** || What is a good book?

Literature Circles: Read and participate in discussion on Moodle (see pg. 9-11). || John Newbery Award When to Read-Aloud? || __ Sarah, Plain & Tall __ || Literature Circles: Read and participate in discussion on Moodle (see pg. 9-11). ||
 * ** June 20 ** || Randolph Caldecott Award
 * ** June 21 ** || Picture Books


 * QUIZ: ** **(**See pg. 12 for topics) || __ Sarah, Plain & Tall __ || Read: __Where the Sidewalk Ends__

Literature Circles: Read and participate in discussion on Moodle (see pg. 9-11). ||
 * ** June 25 ** || Picture Books & Poetry || __ Bridge to Terabithia __ || Literature Circles: Read and participate in discussion on Moodle (see pg. 9-11). ||
 * ** June 26 ** || Realistic Fiction || __ Bridge to Terabithia __ || __ Read: __ Trelease, Ch 3, pg. 49-74.

Literature Circles: Read and participate in discussion on Moodle (see pg. 9-11). ||
 * ** June 27 ** || Fantasy & Science Fiction

pg. 75-103.
 * DUE: ** You will be presenting your read aloud to the class today. || __ Diary of a Wimpy Kid __ || __ Read: __ Trelease, Ch 4-5,

Literature Circles: Read and participate in discussion on Moodle (see pg. 9-11). ||
 * ** June 28 ** || Folklore || __ Diary of a Wimpy Kid __ || Literature Circles: Read and participate in discussion on Moodle (see pg. 9-11). ||

Welcome Katelyn Wolff & Anne Marie Gruber
 * ** Date ** || ** Discussion Topics & Activities **  ||  ** Literature Circles on Moodle **  ||  ** Readings for Next Class **  ||
 * ** July 2 ** || Bilingual Literature & Resources for Spanish speakers

Multicultural Literature || __ The Giver __ || Literature Circles: Read and participate in discussion on Moodle (see pg. 9-11). ||
 * ** July 3 ** || Historical Fiction

Read “Pink and Say” || __ The Giver __ || Literature Circles: Read and participate in discussion on Moodle (see pg. 9-11). ||
 * ** July 4 ** ||


 * NO CLASS TODAY – HAPPY 4TH OF JULY ** || __ The Giver __ || DUE: Book Project

Literature Circles: Read and participate in discussion on Moodle (see pg. 9-11). ||
 * ** July 5 ** || Informational Books (non-fiction)

Be prepared to share this with your classmates today. || __ The Giver __
 * DUE: ** Book Project (see pg. 7)

__ The Hunger Games __ || __ Read: __ Trelease, Ch 8-9, pg. 137-176.

Literature Circles: Read and participate in discussion on Moodle (see pg. 9-11). ||
 * ** July 9 ** || Biography (non-fiction)

Beyond the picture books… chapter books of all genres! Resources for older students. || __ The Hunger Games __ || Literature Circles: Read and participate in discussion on Moodle (see pg. 9-11). ||
 * ** July 10 ** || Reading Party! (see pg. 12)

Sensitive topics in children’s literature Censorship Non-print materials |||| ** No final exam for this course. ** ||
 * DUE: ** 2 books to read-aloud and 1 activity to complement one of your chosen books. || __ The Hunger Games __ || Literature Circles: Read and participate in discussion on Moodle (see pg. 9-11). ||
 * ** July 11 ** || Technology & Media-based information
 * E-readers (Kindle, Nook, iPad)
 * Interactive books
 * Read-alouds online
 * DUE: ** Genre Reading Log (see pg. 8) || __ The Hunger Games __ || Literature Circles: Read and participate in discussion on Moodle (see pg. 9-11). ||
 * ** July 12 ** || Cultural Diverse Literature

__ BOOK PROJECT __ **DUE: JULY 5** Choose one of your favorite children’s books. Respond to it in some way. Possible responses include.
 * Make an interactive board or display, using pictures and other graphics
 * Construct a model related to the story
 * Create an artistic, poetic, or musical response
 * Report or research on a related topic of interest, creatively bound
 * Put together a “stuff box”
 * Make an author board or display, using several resources and graphics
 * Create a PowerPoint
 * Dress up like a favorite book character and plan a book talk
 * Make a diorama (a shoebox scene or setting from the book)
 * Write a character interview
 * Write a play based on the book
 * Rewrite a favorite picture book with original illustrations or photos
 * Create a presentation using Prezi, Museum Box, or Glogster (all web-based presentation programs)
 * Make a board game based on your book
 * Make a video about your book
 * More ideas: []

**This project needs to be an original project not used for any other course**

__ GRADING FOR PROJECTS __

A = superior effort; great care taken in planning and preparation; great creativity shown; superior presentation

B = beyond satisfactory effort; more care taken in planning and preparation; more creativity shown; some extra effort demonstrated in the presentation

C = satisfactory effort; some planning and preparation evident; some creativity shown; acceptable presentation, but no extra effort

D = unsatisfactory effort; last-minute work

__ GENRE READING LOG __ **DUE: JULY 11** You will complete a reading log for 50 children’s book during this course. A reading log is simply a way to organize books you’ve been exposed to so you have a resource at your fingertips for your future classrooms. Your goals are to read as many good children’s book as you can, and develop a love of reading yourself. Your love of reading good children’s books will be shared with children. This reading experience will also help you match a student with a meaningful book. It will prepare you to talk about many books with children and encourage them to read for enjoyment.

For each book, you will share:


 * Title
 * Author
 * Book Type (Picture book or Novel)
 * Genre (Realistic fiction, Historical fiction, Science fiction, Folklore, Fantasy, Poetry, Nonfiction, and Biography)
 * You need a minimum of 5 books from each genre. The remaining 10 books can be from any genre.
 * 1-2 sentence response about the book (This can really help you to know what the book is about quickly).
 * Your rating (Don’t read; Pretty Good; A Must Read)
 * **__ A maximum of 10 books can be ones shown during class. The purpose of this assignment is to READ children’s literature. __**

Nice to have, but not required:
 * Lexile level or reading level
 * Age level that would enjoy the book
 * Notes about how you’d use it.

Organization: How you organize this reading log is ultimately up to you. A reading log worksheet is included in the wiki /moodle and you may download and print out the pages if you prefer to have a hard copy. You may also choose to download and type your entries into the worksheet. You could create a wiki with your reading log typed into the page (creating your own wiki at wikispaces.com is not difficult). You could create a Google document spreadsheet or form to organize your reading log (an example is provided on the wiki). I personally encourage you to use technology if possible, as you are more likely to use your reading log in the future if it easily accessible.

__ GRADING FOR GENRE READING LOG: __

A = superior effort; wide-range of reading exhibited (picture books, chapter books, short novels, novels, etc.); every genre included; neatly printed, written, or typed; responses are thoughtful; at least 50 books listed.

B = beyond satisfactory effort; a range of reading exhibited; most genres included; neatly printed, written, or typed; most responses are thoughtful; at least 40 books listed.

C = satisfactory effort; limited range of reading exhibited; most genres included; some responses included; at least 30 books listed.

D = unsatisfactory effort demonstrated

__ LITERATURE CIRCLES __ **DUE:** **VARIABLE** (see below)

In literature circles, small groups of students gather together to discuss a piece of literature in depth. The discussion is guided by students' response to what they have read. You may hear talk about events and characters in the book, the author's craft, or personal experiences related to the story. Literature circles provide a way for students to engage in critical thinking and reflection as they read, discuss, and respond to books. Collaboration is at the heart of this approach. Students reshape and add onto their understanding as they construct meaning with other readers. Finally, literature circles guide students to deeper understanding of what they read through structured discussion and extended written and artistic response. (From Lit Circles: [])

All responses for Literature Circles will be posted in the appropriate forums on Moodle.

__ GRADING FOR LITERATURE CIRCLES: __

A = superior effort; Completed all required postings and responses to classmate; often posted more times than necessary to extend discussion. Postings provided “food for thought” and showed comprehension of the material. Responses provided discussion points and were well thought out.

B = beyond satisfactory effort; Completed all required postings and responses to classmates. Postings showed adequate comprehension of material read.

C = satisfactory effort; Completed most postings and responses. Postings were simple and did not always extend discussion.

D = unsatisfactory effort demonstrated; Completed many postings and responses, but responses were short or unrelated to the book read.

__ Seedfolks __ **Read & Discuss:** June 18-19
 * 1) Create 1 post in this forum. Choose one of the characters from the story that you connected with. Why did you connect with this character? Your response should be at least 1 paragraph long.
 * 2) Post at least two "meaningful" responses to your classmate’s notes. (A meaningful response is at least 2 sentences long).

__ Sarah, Plain and Tall __ **Read & Discuss:** June 19-22 > > > > __ Bridge to Terabithia __ **Read & Discuss:** June 22-26
 * 1) Select one question from each topic area (plot, theme, and character).
 * 2) Post your answer for each question (3 posts total). Your answer should be at least 1 paragraph long.
 * 3) Post at least two "meaningful" responses to your classmate’s notes. (A meaningful response is at least 2 sentences long).
 * Thinking about the plot **
 * 1) Why does Sarah come to stay with this family?
 * 2) Why do the children worry that Sarah may leave them?
 * 3) What things does Sarah do that make the reader understand she will stay on the prairie?
 * Thinking about themes **
 * 1) What do you think is the most important theme in //Sarah, Plain and Tall?//
 * 2) What are some different kinds of families that you know?
 * 3) Have you ever had a new beginning in your life? What was it? How did it change things for you?
 * Thinking about the characters **
 * 1) Is there a character in //Sarah, Plain and Tall// you think is a little like you? How so? If not, do any of the characters seem like someone else in your life? in what ways?
 * 2) Which of the characters do you like the most? the least? Why?
 * 3) Are Anna and Caleb similar to kids you know who are the same age? How are they different?
 * 1) Choose 2 of the 6 prompts listed below. Complete 2 separate postings sharing your response to the questions you've chosen. Your answer should be at least 1 paragraph long.
 * 2) Post at least two "meaningful" responses to your classmates notes. (A meaningful response is at least 2 sentences long).


 * Friendship **

How do Jess and Leslie become friends? What interests and feelings regarding other people do they share? How are they different? Describe these characters from different backgrounds who become best friends.


 * Moving in **

When Leslie explains that her parents have moved to the country to reassess their value structure, Jess observes, “But you’re the one that’s gotta pay.” What do you think Jess means? Do you agree with him? Why or why not? Can you think of situations from real life that are similar to the one Leslie faces?


 * Families **

Family members can affect the psychological well-being of one another, both positively and negatively. How does this statement apply to the Aarons and Burke families in //Bridge to Terabithia,// citing examples from the text. Can you think of situations from real life that are similar to the ones the each family faces?


 * Growth Chart **

By the end of the novel, Jess has changed in important ways and has learned a great deal about himself and others. Write about Jess’s growth and development over the course of the novel. As you write, consider these questions: What lessons does Jess learn? From whom? What strengths does he discover in himself and in others? What new beliefs and values does he develop? Which experiences are especially valuable to him?


 * Terabithia **

Terabithia is a place where Jess and Leslie can escape from everyday cares and pres- sures and indulge in the life of the imagination. Write about the importance of the imagination as a means of escape from the problems and stresses of everyday life. Can dreaming and imagining be productive activities, or are they just a waste of time? Think about Leslie and Jess’s experiences as you write.


 * Personal Response **

How did you respond to the ending of //Bridge to Terabithia?// What other endings might the story have had? Would it have changed your opinion of the book if the endings had been different?

__ Diary of a Wimpy Kid __ **Read & Discuss:** June 27-29
 * 1) Complete 2 postings in this forum, answering the following questions. Your answer should be at least 1 paragraph long.
 * 2) Post at least two "meaningful" responses to your classmates notes. (A meaningful response is at least 2 sentences long).

1. Are Greg and Rowley portrayed as typical middle school boys? Cite specific events in the story made this book realistic?

2. You will encounter a reluctant reader during your teaching career or even with children you know. Is this a book that you'd recommend to a reluctant reader? Why or why not? Cite specific examples from the story that would appeal to a reluctant reader.

__ The Giver __ **Read & Discuss:** June 29-July 5
 * 1) Choose 1 question from each of the topics listed below. Create 3 separate postings to share your answer. Your answer should be at least one paragraph in length.
 * 2) You will need to comment on at least 2 postings from your classmates with a thoughtful response. Thoughtful responses are at least 2 sentences in length.

1. What do //you// think is the most important theme in //The Giver?// Explain your answer. 2. How much would you be willing to give up to live in a safe and secure world? Would you give up as much as the people in Jonas’s community? 3. What are the good and bad things about Jonas’s family?
 * Thinking about the themes **
 * Connections
 * Sameness vs. Diversity
 * Family
 * Honesty
 * Choice
 * Freedom vs. Security
 * Individuality


 * Thinking about the characters **
 * 1) Who would you rather have for a friend, Jonas or Asher? Why?
 * 2) Do you think The Giver would be a good grandfather? Why or why not?
 * 3) What does Gabe represent at the end of this book?
 * 4) How can Jonas’s father be so fond of children and still perform releases?


 * Thinking about what others think about The Giver **
 * 1) Do you think that //The Giver// seems like an award-winning book? What other Newbery Medal–winning books have you read? How does //The Giver// compare?
 * 2) How does the subject of censorship relate to the theme of //The Giver?// What do you think the leaders in Jonas’s community would say about censorship? What would Jonas and The Giver say?
 * 3) How do you imagine //The Giver// ends? Would you like to see the ending more spelled out? Why or why not?

__ The Hunger Games __ **Read & Discuss:** July 5-11
 * 1) Choose 3 of the 6 questions below to answer. Create 3 postings in this forum answering the questions. Your answers should be at least 1 paragraph long.
 * 2) Comment on at least 2 other postings. Your responses/comments should be thoughtful and at least 2 sentences long.


 * 1) How does Katniss feel about the country of Panem? Why does she need to make her face “an indifferent mask” and be careful what she says in public?


 * 1) Before the Games start, Peeta tells Katniss,“. . . I want to die as myself . . . I don’t want them to change me in there.Turn me into some kind of monster that I’m not.”What does this tell you about Peeta? What does he fear more than death? Is he able to stay true to himself during the Games?


 * 1) Why does Katniss ignore Haymitch’s advice to head directly away from the Cornucopia? Did she do the right thing to fight for equipment? What are the most important skills she has for staying alive? Her knowledge of nature? Her skill with a bow and arrow? Her trapping ability? What qualities of her personality keep her going? Her capacity for love? Her intelligence? Her self-control?


 * 1) When does Katniss first realize that Peeta does care for her and is trying to keep her alive? When does she realize her own feelings for him? Did Haymitch think all along that he could keep them both alive by stressing the love story? Are they actually in love?


 * 1) What do you think is the cruelest part of the Hunger Games? What kind of people would devise this spectacle for the entertainment of their populace? Can you see parallels between these Games and the society that condones them, and other related events and cultures in the history of the world?

__ QUIZ __ **DUE: JUNE 21** Quiz over the following topics
 * 1) Reality TV has been a part of the entertainment world since the early days of television (with shows such as //Candid Camera// and the //Miss America Pageant),// but in the 21st century there has been a tremendous growth of competitive shows and survival shows. Discuss this phenomenon with respect to //The Hunger Games. What// other aspects of our popular culture do you see reflected in this story?
 * Genres of Children’s Literature (briefly understand what each is)
 * Children’s book awards
 * Importance of Reading Aloud
 * Elements of a Good Book

__ READING PARTY __ **DUE: JULY 10 (or tbd)**

We will be hosting a “reading party” on Tuesday, July 10th (or other workable date) during our class time. This event will give you practice reading books aloud to children and create an activity that accompanies your book for the children to participate in.


 * Example: ** Read aloud __The Rainbow Fish__; then have the children watercolor paint fish and add a shiny scale.

You will need to choose at least 2 books to read aloud to a small group of children (preschool – 4th grade). You will also need to create an activity to go with one of your books.

Professor Weber has invited children to participate (children of her teacher friends at Jefferson), however if you know children between the ages of 3-9 that you would like to invite that is fine!

Standards for English Language Arts
 * 1) Students read a wide range of print and non-print texts to build and understanding of texts, or themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.


 * 1) Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g. philosophical, ethical, aesthetic) of human experiences.


 * 1) Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g. sound-letter correspondence, sentence structure, context, graphics).


 * 1) Students adjust their use of spoken, written, and visual language (e.g. conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.


 * 1) Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.


 * 1) Students apply knowledge of language structure, language conventions (e.g. spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.


 * 1) Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g. print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.


 * 1) Students use a variety of technological and information resources (e.g. libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.


 * 1) Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

10.Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.

11.Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

12.Students use spoken, written, and visual language to accomplish their own purposes (e.g. for learning, enjoyment, persuasion, and the exchange of information).

** Sponsored by NCTE and IRA **