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Department of Curriculum and Instruction Eastern Kentucky University MAEd programs would sunset as of January 2013, forcing students to complete their existing programs by December of 2012 or move to the newly redesigned programs. In restructuring their programs, graduate faculty in the Department of Curriculum and Instruction realized an opportunity to provide options that were fully online to serve students in their service region, many of whom were driving more than an hour to attend EKU’s on-campus graduate programs. As a result, the department launched its first fully online graduate programs in Fall 2011 semester with the MAEd and Rank 1 in Library Science. Less than a year later, work began on redesigning the MAEd in Elementary Education to be a fully online program.
In this issue: Featured Articles Online Teacher Leader Program ........................... 1 Online Library Program begin Fall 2013 ............. 2 Children’s literature ............................................... 2 Applied Learning .................................................... 3 Kentucky Literacy Celebration .............................. 4 CARTE .................................................................... 5 School Supply Drive ............................................... 6 Space Station Downlink ......................................... 7 Pre-service teacher attends NASA Teacher Institute ........................................................................ 7 Graduate selected for Pearson Model Classroom Program ....................................................................... 7 Tech Tip ....................................................................... 8 Literature Tip............................................................... 9 Featured Students and Graduates of EKU’s C&I Jonathan Greer .................................................... 10 Luci Rini ............................................................... 10 Susan Lewis .......................................................... 10 Tammy Board ....................................................... 11
The MAEd in Elementary Education serves students who obtained their bachelor’s degrees and certifications in teaching students in grades P-5. As of March 5, 2013, 65 students were admitted into the MAEd in Elementary Education program, with 26 of those students enrolled in courses during the first 8 week session. Thus far, students report that they prefer the two 8 – week sessions that allow them to focus on a single, compacted course in that time frame over the 16 – week, full semester courses. All courses offered in the online programs have gone through a rigorous review process using the Quality Matters Standards for online instruction.
Students who prefer traditional campus based programs and face-to-face courses continue to have options for campus – based programs, including MAEds in Gifted Education, Middle Grades Education, Reading and Writing P-12, and Secondary Education. A host of certification only programs are also offered. Information on all of the graduate programs offered by the Department of Curriculum and Instruction is available at http://www.curriculum.eku.edu/graduate-programs. For more information or to speak to someone about our programs, contact Dr. Faye Deters, Graduate Coordinator for the Department of Curriculum and Instruction at email@example.com; John Hepner, Administrative Assistant, at John.firstname.lastname@example.org; or call 859-6222155.
Teacher Leader Program Master’s Degree Offers Expanded Online Options In January, 2013 EKU’s Department of Curriculum and Instruction added a new online Masters of Arts in Education option to the Masters programs currently available. Eligible students can now apply to the fully online MAEd in Elementary Education program. Graduate students now have two 100% online MAEd programs to choose from, along with several blended and on campus options. The MAEd and Rank 1 in Library Science were already available as 100% online programs. In the spring of 2011, the Education Professional Standards Board (EPSB) mandated that all of Kentucky’s institutions of higher education include a Teacher Leader Endorsement in their Masters of Arts in Education programs. EPSB further mandated that all of the existing
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April 2013 information on the new program can be found on the EKU library science program website at http://libraryscience.eku.edu/ or by contacting the library program coordinator, Dr. Ralph Turner at email@example.com
New 8-Week M.A.Ed. Online Library Science Program anticipated to begin Fall 2013
Eastern Kentucky University's Master of Arts in Education (M.A.Ed.) in Library Science has long offered a uniquely effective learning and professional opportunity focusing on the collaborative aspects of school librarianship and educational technology, with an emphasis on creative thinking. EKU is pleased to announce the launch of our NEW library science program, expected to begin Fall 2013, upon the final approval by the Educational and Professional Standards Board (EPSB). The newly revised curriculum has been streamlined for greater effectiveness and provides more choices and latitude so that students may custom tailor the program to suit their individual needs. Some of the highlights include: •
Children’s Literature Award By DIANA PORTER
Children’s Choice is a joint project of the International Reading Association (IRA) and the Children’s Book Council (CBC). Begun in 1974, the Children’s Choice award gives readers, grades K-6, an opportunity to voice their opinions about books that are written for their grade level. Each year, approximately 12,000 children from across different regions in the United States read and vote on 500-700 books titles that have been donated by U.S. children’s book publishers. This year the total book titles were 589. The Children’s Book Council (CBC) donates five copies of each of the books that are at level K-2 and level 3-4 with seven copies of level 5-6 books donated. With multiple copies, the total number of books to be distributed for the 2013 award totaled approximately 3500. Schools who participate keep the books to build their school or classroom libraries.
Reduced Credit Hours. The required credit hours
for the program will decrease from the present 37 to 30-33, which leads to a reduction in the cost and period of education. • Wider Course Selection. Students will be allowed to select from 7 different optional tracks to be completed along with the required core library science courses. This wider selective opportunity gives students a greater flexibility to meet their own educational needs: o Extended library science track, o Instructional computer technology track, o Teacher leader track, o Literacy track, o Reading track, o Gifted education track, o School safety track. • Intensive 8-week 100% Online Courses. This program is 100% online, and many courses are offered in 8-week intensive courses, rather than 16week regular semester courses, which give students the opportunity to complete the program faster. • Initial Certification. For students entering the program from outside the education field, this certification allows for immediate entry to school librarian positions. In summary, the newly revised library science program provides students with a 21st century education, costing far less and providing a much broader choice for their educational experience, customized to their specific educational needs and demands. More detailed
To facilitate this project, team leaders are selected from five areas of the United States. For Area 5, Illinois, Indiana, Kentucky, Michigan, Ohio, Tennessee, Virginia, West Virginia, and Wisconsin, Diana Porter, Associate Professor of literacy in the Department of Curriculum and Instruction at Eastern Kentucky University, was chosen to lead the project from 2012-2014. Team leaders are alerted that this project takes a great deal of cooperation, support, and enthusiasm from participating schools to be effective. In addition, this project requires that participating schools represent a variety of communities and populations across the area. These schools must be dedicated to incorporating these books into classroom activities. Therefore, after careful consideration, Dr. Porter placed the books at the following schools and selected the following teachers/librarians:
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Model Laboratory School – Sarah Shaffer Estill County – Kristy Floyd Monticello Independent – Angela Ballinger White Hall Elementary – Pam Clawson Madison Middle School – Felica White
reading list can assist teachers, librarians, parents, and others in finding books that children have told us they truly enjoy reading!
In each region, a total of 2,500 children read and vote upon the books: 1000 are readers in grades K-2; 750 are readers in grades 3-4; and 750 are readers in grades 5-6. Children rate books read using the provided rating sheets. A book can be given one of the following ratings: • Yes – 3 points • Maybe – 2 points • No – 1 point
Applied Learning: Pre-service Teachers spent more time in K-12 Classrooms Teacher education majors at Eastern Kentucky University are already veterans of the classroom when they begin student teaching in their senior year. As part of EKU’s Applied Learning in Teaching Program, teacher candidates accumulate 240 hours of P12 school-based field experiences prior to student teaching. That’s 40 hours more than the Kentucky Education Professional Standards Board now requires.
The top 100 books, recommended by children themselves, are determined once votes from all areas have been submitted and tallied. Kentucky children alone submitted over 7,800 votes!
“It’s not enough for us to merely do the minimum,” explained Dr. Dorie Combs, chair of EKU’s Department of Curriculum and Instruction. “We want to do more.”
Completion of this task required extensive teamwork. The College of Education graciously allowed Dr. Porter to store the books in the faculty lounge on fourth floor in the Combs building. John Hepner, Administrative Assistant for Graduate Programs, assisted in transporting, unpacking and recording the books as they arrived. The Department of Curriculum and Instruction supported the purchase of bank boxes to organize and distribute the books and the team leader’s attendance at the IRA convention. Sarah Shaffer recruited high school students from Model Laboratory School to assist in sorting, labeling, and packing the books for distribution. Each of the teachers/librarians transported books, monitored titles received, labeled, rotated books to various classrooms to ensure equal exposure, tallied votes, and submitted totals. This project could not have been completed without the dedication, cooperation, and collaboration of teachers/librarians and students at EKU and surrounding schools!
The program consists of a series of five Applied Learning courses that are completed as co-requisites to designated teacher education courses. Beginning typically with the second semester of their freshman year or first semester of their sophomore year, students apply what they are learning in their EKU classes by working a minimum of 40 hours each semester in an area school. As they proceed through a degree program, their inschool responsibilities continue to grow. For example, during their first semester in the program, the student might tutor individual students or work with small groups under the direction of the teachersupervisor, observe and perform other teacher tasks, help at school events, assist clubs and organizations, look for and reflect on activities that promote creativity and collaboration among the students, observe a school sitebased council and much more.
Voting for the 2013 choices ended on February 1st, and Dr. Porter completed one-fifth of the annotations for publication. The top titles, proudly chosen in part by our Kentucky children, will be announced at the annual IRA convention. The convention takes place in San Antonio, Texas, from April 19-22. Once unveiled, the annotated Children’s Choices will be posted on the IRA website: www.reading.org. To access this list, click on Resources (on the left hand side of the page), select Reading Lists, and then select Children’s Choice. Choices from past years (1998-2012) can also be found at this site.
Immediately before they serve as student teachers, they co-teach, collaborate and assess student learning, plan and teach at least one complete lesson, participate in a school-based learning community, and complete at least eight hours of professional development experiences. The final semester of the program requires 80 field hours. In between, participants tutor students, participate in service learning projects and activities involving parents and families, assist with assessments and use of evaluation results, observe professional learning communities, develop a classroom management plan, and much more.
This valuable resource should be used to promote reading to our young readers in Area 5. The annual annotated
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“By the time they are out on the job, our students are going to be very seasoned and much better prepared,” Combs said. “They will have had more varied experiences in different schools with diverse populations and will be much more confident.”
willingness to take on teacher tasks. Also at ClarkMoores, teacher-supervisor Diana Flener was pleased to discover Jordan Newman’s ability to help students think through problems and creatively bridge the instruction to real-world applications.
Conversely, a small number of students learn through the field experiences that teaching isn’t for them.
EKU’s Department of Curriculum and Instruction has partnered with the University’s Cooperative Education program to better track the Applied Learning in Teaching students’ progress.
“We don’t want students to spend three years only to find out that they made the wrong choice,” Combs said. “We are helping students confirm their choice a lot sooner.” This fall, 400 EKU students at various stages in the program were placed in schools in Madison County, as well as schools in the Corbin, London, Manchester, Danville and Somerset areas, in their hometowns whenever possible. In Spring 2013 the program, which also includes special education majors, will expand to Fayette, Clark and Estill counties and to the Middle College at EKU and draw perhaps 500-600 students.
Kentucky Literacy Celebration with First Lady Jane Beshear By DIANA PORTER
First Lady Jane Beshear visited EKU on March 7th from
“Over time,” Combs predicted, “we’ll see an even greater partnership with schools as they see how they can best utilize our students.” The immediate benefits to the students are obvious. But it’s also a boon to the partnering school districts, which gain an infusion of eager-to-learn helpers at no cost (the students do earn academic credit). “Madison County Schools works very hard, at all levels, to provide intentional and individualized instruction to our students based on formative assessment data,” said Gina Lakes, director of professional development with the district. “This allows teachers, and other staff members in the classrooms, to work closely with students to improve learning, and in turn, student achievement.
11:00 a.m. – 12:00 noon as part of the third annual Kentucky Literacy Celebration. Mrs. Beshear joined with the Collaborative Center for Literacy Development (CCLD) to celebrate literacy across Kentucky. Literacy faculty at EKU eagerly highlighted a few of the institution’s many accomplishments. First, the faculty chose to actively involve the First Lady in reading aloud to second graders from Model Elementary. She read a book that was one of the titles chosen for the 2013 Children’s Choice Award. Since the Model Laboratory School students were involved in selecting the books for this award, they were familiar with the title. Mrs. Beshear commented on the fact that while it is enjoyable for children to discover new titles, they always welcome the rereading of favorites. Once the First Lady had finished reading the book, additional EKU faculty continued the read aloud by sharing one of their personal favorites with the second-graders.
“The EKU Applied Learning students, as well as the methods students and student teachers from EKU, increase the ratio of adult-to-student contact for instruction in our classrooms. Madison County Schools is thrilled with the opportunity to have the additional instructional hands we are gaining through the new Applied Learning courses. Additionally, the flexibility of the Applied Learning students’ schedules allows for these EKU students to provide assistance in our afterschool tutoring programs as well. After nearly one semester of having the Applied Learning students in our buildings, our teachers and principals are asking how they can get more assigned to their buildings.” At Clark-Moores Middle School, teacher-supervisor Kristy Little marveled about the professionalism of teacher candidate M. Taylor Hill, as well as his
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Next, Mrs. Beshear was whisked off to the Noel Center
Connecting the Colonels with the Common Core: Using Professional Learning Communities (PLCs) for Curricular Alignment When the Kentucky legislature passed Senate Bill 1 (later to be designated “Unbridled Learning”), public institutions of higher education in Kentucky were compelled to abide by new mandates. Specifically, higher education institutions were charged with expectations such as the following: to forge partnerships across higher education and P-12, to reduce remediation rates among incoming students, to increase retention and graduation rates, and to train faculty in College and Career Readiness. Senate Bill 1 (SB1) included other changes related to assessment and teacher preparation as well. Subsequently, Kentucky legislators adopted the Common Core standards, identifying them as the Kentucky Core Academic Standards (KCAS) for math, English/language arts, and content area literacy.
Discovery Classroom. In this session, she answered questions that were prepared by students in two of the ELE/EME 445 Foundation in Reading courses. The students’ questions spanned across several topics, ranging from our rank in literacy scores across the nation to the English Language Learner (ELL) strategies witnessed in classrooms by Mrs. Beshear when traveling the state. She offered a wealth of information in the limited time that was scheduled for this section of the event.
Using a grant from the Council on Postsecondary Education (CPE), EKU’s College of Education partnered with the campus Faculty Learning Center to design a professional development model that would meet SB1 mandates. Organizers for the work (Hal Blythe, Dorie Combs, Ginni Fair, Charlie Sweet) synthesized the Faculty Learning Community model (Cox) that is common in higher education with the Professional Learning Community model (Stiggins and Dufour) that is more common in P-12 environments to create a version that would empower and challenge faculty at EKU. In addition, organizers designed a logistic structure – “Embedded” PLCs (E-PLCs) - to ensure that the PLCs, which were working on Common Core (i.e., KCAS) alignment, preserved fidelity to the purpose and process of the larger initiative. This initiative, the Curriculum Alignment for Retention and Transition at Eastern (CARTE), primarily targeted alignment of syllabi for priority courses (namely, those impacting General Education, developmental, and teacher preparation courses) and development of faculty expertise in assessment and instruction.
Finally, the visit culminated in the Grand Reading Room where EKU literacy faculty and students showcased the Kentucky Writing Project, a digital story project completed in collaboration with the Kentucky Horse Park, Madison Middle School and EKU students in the Middle Grades language arts methods courses. The project, entitled “Horse Tales” was made up of digital projects completed in response to Kentucky Bluegrass Award books. The theme of the Kentucky Literacy Celebration was “Bridges,” and the numerous connections that appeared across the day’s activities, through both integration and collaboration, exemplified that theme. For more information about the Kentucky Literacy Celebration, visit the Collaborative Center for Literacy Development’s webpage at www.kentuckyliteracy.org/ The website features photography that captures the “many wonderful physical bridges of Kentucky,” as well as events throughout the week that capture how “literacy spans to connect various aspects of life and learning.”
Since beginning this work in January of 2011, CARTE participants have successfully aligned over 50 syllabi with the Kentucky Core Academic Standards. Over 60 higher education faculty from the College of Education and the College of Arts and Sciences were primary participants and leaders in this initiative. Five
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disciplinary PLCs, including math (Cheryl Crowe, facilitator), English (Lisa Bosley, facilitator), natural sciences (Martin Brock, facilitator), social sciences (Chris Taylor, facilitator), and teacher education (Krista Althauser and Faye Deters, co-facilitators), utilzed intradisciplinary and interdisciplinary collaboration to strengthen their understanding of SB1 and KCAS and to impact the teaching and learning in their classes. At EKU, courses in anthropology, sociology, math, English, economics, literacy, and history – to name a few – have since been aligned to the College and Career Readiness expectations. In addition, over 200 EKU faculty, adjuncts, administrators, etc., have been trained on Common Core/SB1 mandates.
School Supply Drive The Kentucky Education Association-Student Program at Eastern Kentucky University, Corbin Campus, recently conducted a school supply drive for North Laurel Middle School. The students were able to collect hundreds of school supplies for the school. [Pictured from left to right: Frank Wilkerson-Assistant Principal NLMS; Steve Morris-Principal NLMS; Judy Smith-EKU; Connie Hodge-EKU; Rachel Gindorf-EKU; Destiny Parsley-EKU; Genene Elliott-EKU; Jamie DykesEKU; Whitney Howard-EKU]
Not only have these EKU PLCs been successful with course alignment and faculty development, but faculty members and organizers of the work have also had opportunities to share the process and successes of the initiative at local, state, and national venues.
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April 2013 toured Rocket Park and the Space Vehicle Mockup Center. At JSC, she saw both the current mission control and the control room used during the Apollo missions. She also toured Rocket Park and the Space Vehicle Mockup Center.
EKU Hosts Space Station Live Downlink for Middle School Students
Friday, January 11, EKU hosted a live downlink from the International Space Station and 23 middle school students were selected to ask questions of Astronaut Dr. Tom Mashburn. In addition to the downlink itself, the middle school student teams worked with their teachers to create one of three projects: a solar oven, a straw truss, or a heavy lifting crane. The projects were judged by EKU faculty and students. Later in the day, the students were able to see a Planetarium show and participate in science lab activities led by EKU faculty, students and Model Lab Astronomy Club members.
The Pre-Service Teacher Institute is a summer residential session for Early Childhood, Elementary Education, and Middle School Education (K-8) majors preparing to teach in an elementary or middle school classroom. College students from diverse backgrounds spent an exciting time at NASA Johnson Space Center in Houston, TX, where they were exposed to science, technology, engineering and math (STEM) enrichment activities for their classrooms. Pre-service teachers were able to meet NASA personnel and tour Johnson Space Center facilities while learning to incorporate NASA's cutting-edge research into STEM lesson plans for elementary and middle school students.
From "EKU to the Big Blue Marble" was a collaborative event organized by EKU's STEM-H Office, the Department of Curriculum & Instruction, the EKU Planetarium, KET, and GEAR Up. Forty-six schools and approximately 160 middle school students participated.
Jacqueline was honored to meet the legendary Christopher Kraft, for whom the Mission Control Building is named, and astronaut Clay Anderson. She participated in hands-on activities about mathematics, robotics, rocketry, landforms, and more. She and her fellow pre-service teachers learned about programs for their future classrooms like earthKAM and moonKAM, where you can register your classroom and request images to be taken from space. They were also certified to handle lunar and meteorite sample disks and can borrow the samples for their classrooms and communities. They learned about the location of NASA’s Education Resource Centers where they provide free educational publications, videos, and other materials to teachers.
Dr. Melinda Wilder, Dr. April Blakely and Dr. Dorie Combs were members of the proposal development and event planning committee. Dr. Noel Byrd, Dr. Margaret Moore, and Dr. Diana Porter also participated as volunteers during the day. Adjunct Faculty Sarah Shaffer (Model Lab School) and Vickie Moberly (EKU Educational Extension Agent) also were members of the planning committee. Watch KET's broadcast of the ISS Downlink event here: http://www.ket.org/cgibin/cheetah/watch_video.pl?nola=KNASA_000000&altd ir=&template= For additional information, go here: http://www.eku.edu/news/area-middle-schoolers-willtalk-space-station-as...
Jacqueline said, “We were told that the JSC PSTI program is like drinking from a fire hose and for me this rings true. I recommend this program to all pre-service teachers looking to find innovative, relevant, and standards-based ways to incorporate STEM in their classroom.”
Jacqueline Hurd attends NASA Teacher Institute
The NASA PSTI program is free to participants. Learn more about the program at http://education.jsc.nasa.gov/psti/
Jacqueline Hurd, a middle grades certification student in the Department of Curriculum and Instruction, recently attended a Pre-Service Teacher Institute (PSTI) at Johnson Space Center. Jacqueline toured the facilities of the Johnson Space Center and the Houston Space Center. At JSC, she saw both the current mission control and the control room used during the Apollo missions. She also
Hannah Walls selected for Pearson Model Classroom Program
Bate Middle School teacher and Curriculum and Instruction graduate Hannah Walls attended a seminar in 7
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April 2013 3. Select Text • Ctrl+LeftClick .................... Select a sentence • TripleLeftClick ................. Select a paragraph • Ctrl+a ......................... Select entire document 4. Undo, Copy and Paste • Ctrl+c ................. Copy selected text or object • Ctrl+v ................ Paste selected text or object • Ctrl+y ............................. Redo the last action • Ctrl+z .............................. Undo the last action 5. Edit Documents • Ctrl+Enter ........................... Insert page break • Ctrl+k .................................Insert a hyperlink 6. Formats • Ctrl+Shift+c ....................... Copy formatting* • Ctrl+Shift+v ...................... Paste formatting*
Washington, DC, sponsored by the Pearson Foundation, during the 2012 summer break. “Mission Possible” allowed teachers to study innovative techniques for bringing projectbased instruction into their classrooms. Ms. Walls developed a unit called “Preserving Appalachia” for use with her middle grades language arts students. When she returned to the classroom this semester, she challenged her students to preserve the Appalachian culture through the medium of a museum. Students are collaborating with the Smithsonian, via Skype, to design a student-curated museum in their Danville community. Students are working with community members to record oral history accounts that will be part of their exhibit. They have invited local experts to their classroom and linked with Smithsonian historians. Ms. Walls is in her second year of teaching at Bate Middle School in Danville, KY. She states, “Every day I learn something new. I make it my goal to never stop being a student myself. I want to learn. I want my students to learn. And I want to teach them what EKU taught me – to teach others to learn.”
*: Copy and paste just formats, not value or content (i.e., what you can read).
Tech Tip #2: Using Macros to Speed Up Your Work in Microsoft Word 2010 A macro is a way to create a shortcut for a task, so that it allows users to record a series of actions you perform on a document and to repeat them in future. By creating a macro based on a repetitive task, you have the ability to perform the task in one button click or a keyboard shortcut.
Here is a simple example of creating a Macro that records two actions (i.e., first, apply the font size 20, and second apply a text highlight in yellow):
By KWAN YI
Step #1. Set a Macro # 1.1: To record a Macro, go to View tab, and from Macros button, click Record Macro… option.
Tech Tip #1: Useful Keyboard Shortcuts for Microsoft Word 2010
# 1.2: It will bring up Record Macro dialog, allowing you to enter a Macro name, say ‘FormatMacro’. Under Assign macro to, click Keyboard button to assign a hotkey and then okay button.
1. Manage Word Documents • Ctrl+n .......................... Create new document • Ctrl+w .................................. Close document • Ctrl+s ..................................... Save document • Ctrl+p ..................................... Print document 2. Navigate within Documents • Home/End ...................................................... ..............Jump to the beginning /end of a line • Ctrl+ArrowUp/Ctrl+ArrowDown .................. ...................... Jump one paragraph up / down • Ctrl+Home/Ctrl+End ..................................... ........... Jump to beginning / end of document
# 1.3: Place cursor in Press new shortcut key box, and assign a hotkey by pressing keys combination (i.e., press the following keys at a same time from your keyboard – (1) control key; (2) shift key; and (3) m key), and then click OK. Step #2. Record a Macro You will see recorder-like image with pointer, indicating that macro is being recorded. Then, select 20 from the
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font size button, and then select yellow color from text highlight button.
So how can this standard be applied efficiently in a content-focused classroom? One instructional strategy, a “Textual Collage,” might be useful and can be easily adapted to various grade levels. First of all, choose texts that are manageable in length and content. Depending upon the age of your students, this text may be a few paragraphs to several pages in length. Then prompt students with a question BEFORE they read. This question should be open ended enough so that students can read one or more fairly short texts to help them answer the question. (With younger students, teachers may read the texts aloud to the students.) Students may have different responses to the question, and the question should force students to draw a conclusion or to think at high levels. Have the students write the question at the TOP of their paper. (Again, younger students may do this together as a class, with the teacher facilitating the discussion.)
Step #3. Execute the recorded Macro Now you will select text to apply the series of actions (i.e., apply the font size 20 and text highlight in yellow) and press the specified hotkey (i.e., Control key + Shift + m) to run the macro ‘FormatMacro.’
LITERATURE TIP By GINNI FAIR
Literacy Link: Digging into the Kentucky Core Academic Standards for Content Area Literacy
After students read, they should ANSWER the question in a 2-3 sentence response. This response goes in the CENTER of the page. Then have students draw at least five extensions or “arms” (like a web) out from the center response. At the end of those “arms,” have students write the EXACT statements from the text that supports the conclusions that they indicated in their 2-3 sentence response. This teaches students to use direct evidence from the text instead of just depending on their own opinions. The teacher can then use this activity as a way to prompt thoughtful class discussions, to lead to a summary writing exercise, or to help students write an essay.
One noteworthy addition to the Kentucky standards is the group of content area literacy standards. The ten reading and ten writing standards require content area teachers to use literacy as a springboard for advancing their students’ critical and creative understanding of the subject matter. This “Literacy Link” installment will suggest a few ways for teachers to help their students meet the rigor of the first reading standard: Students should read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
While the new content area literacy standards may seem daunting to teachers, a few strategic teaching techniques such as a “Textual Collage” can help teachers still focus on the content while supporting their students’ development as literate, critical thinkers.
This standard requires students to use explicit examples from text to support the inferences or conclusions that they draw. For example, if a student draws a conclusion about the water cycle, then (s)he should be able to state or write the direct evidence from the text that helped him/her draw that conclusion. While students’ background knowledge and understanding are important, this standard emphasizes the need for text dependency. This standard reminds teachers that having students state an opinion or answer questions that rely solely on their own personal background experiences or agendas fails to help them use text to formulate their observations. Helping students directly cite text is imperative in assisting the transition from basic reading and comprehending to applying or creating new ideas. Students’ critical comprehension of text is important, and teaching them to rely on explicit and implied content within the text helps them form accurate interpretations of that text.
What have you been doing since graduating from EKU’s Department of Curriculum and Instruction? Send an update about your career and we will publish it in the next newsletter. Be sure to include the year you graduated and the degree(s) you earned. Send information to CandInewletter@eku.edu
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FEATURED STUDENTS/GRADUATES OF EKU’S DEPARTMENT OF CURRICULUM AND INSTRUCTTION
Featured Alumnus: Lucy Rini Lucy graduated in 2010 with a Bachelor of Arts in French Education and is currently working on a Masters of Education with an emphasis in English as a Second Language. She will graduate December 2013.
Featured Undergraduate: Jonathan Greer Jonathan is pursuing his middle school certification in middle grades, with subject emphases in English/language arts and social studies. He will graduate in December 2013. Prior to attending EKU, Jonathan received an Education Studies Bachelor’s degree from Berea College in 2002.
Where has she worked in public education? She is in her second year of teaching high school French at Western Hills High School in Frankfort, Kentucky. Her thoughts about her experience at EKU: She had many helpful professors, including Dr. King and Dr. Carter in the French department and Dr. Kristofik in the English department. Her student teaching semester at Madison Central High School was the most beneficial hands-on experience that helped prepare her to be a teacher.
Where has he worked in public education? He has worked in public education for several years now. When he initially graduated from Berea College, he was a substitute teacher for Fayette County Public Schools. After moving to Richmond a few years later, he began working in Madison County as a para-educator. This position has given him more insight into how to effectively include all students, regardless of their challenges.
Fun facts about Lucy: She taught English in Blois, France after graduation and before working at Western Hills. She plays USTA tennis and coaches the high school tennis team at WHHS. Go Wolverines! She is a proud Model Lab School graduate. Her grandparents met in the ravine at EKU in 1946 and have been married 67 years.
His thoughts about his experience at EKU: Jonathan says that one of his greatest experiences was observing a middle school classroom. Prior to that particular experience, he had only been in elementary and high school classrooms, but being part of a middle school classroom helped reaffirm his career choice. Jonathan explains, “While at EKU as a non-traditional student, I have more challenges but it has made the journey richer.” He believes that this degree means so much to him because as an older student, he has a deeper appreciation for college education.
Featured Graduate Student: Susan Lewis Previous career: Susan worked for over 30 years as a social policy analyst for issues including child welfare, child support, child custody, mental health, child fatality, lead poisoning, domestic violence, juvenile justice, child day care, early intervention services, licensure of professionals, etc. She worked for three branches of state government as well as the federal and local government and a private
Fun facts about Jonathan: He has been playing the piano for about ten years, and he enjoys singing in choirs. He also really enjoys both reading and writing poetry.
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non-profit organization. Her last position, before deciding to become a teacher, was as a Program Analyst for the Federal Government Department of Defense. Her career in public education: Susan teaches sixth grade Science at Clark Middle School in Winchester Ky.
and reading specialist at Garrard County High working with Striving Readers II grant. Her thoughts about Curriculum and Instruction graduate programs: “The literacy instruction I received at Eastern Kentucky University absolutely prepared me for the all situations I subsequently encountered in the classroom! I feel the literacy specialist degree I received at EKU to have been a turning point for me in my career as an educator,” Tammy said. She noted that Eastern professors taught her the craft of teaching. “I owe EKU a debt of gratitude that has doubled many times over the 14+ years I have served as a fulltime educator!”
Her thoughts about Curriculum and Instruction graduate programs: According to Susan, the best thing about EKU's graduate programs is the quality of the professors and the real-world teaching experience they bring to the table. The advisors and professors offer support and encouragement and yet guide students to maintain realistic expectations and perspective. Susan said, “When I returned to graduate school, I felt like I was unlike any other student and that I was on this path alone. I was delighted to discover that I was not the only one in my situation. The camaraderie and friendships developed with other grad students in similar situations is an important benefit of the EKU graduate environment.”
Fun facts about Tammy: Tammy’s grandchildren are the most wonderful thing in her life. She loves reading to them or the children reading to her. Tammy also loves to read, especially on her Kindle. Sanibel Island Florida is her favorite place on earth to vacation!
Fun facts about Susan: She LOVES ROLLERCOASTERS! Her ideal vacation would be to spend a month hiking through Alaska (in the summertime!). Susan’s favorite band is RED and she will travel nearly anywhere to see them live.
The Eclectic Educator is published twice a year by the Department of Curriculum and Instruction at Eastern Kentucky University: 521 Lancaster Ave. 215 Combs Bldg. Richmond, KY 40475 Phone: (859) 622-2154/2155 E-mail: CandInewsletter@eku.edu
Featured Graduate: Tammy Board Tammy earned her undergraduate elementary certification, middle grades English endorsement, Master of Arts in Elementary Education, Rank I Reading and Writing Specialist, and English Consultant Certification from EKU’s Department of Curriculum and Instruction. She is currently completing her doctorate degree in literacy
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at the University of Kentucky. Her career in public education: Tammy is currently the Intermediate Language Arts teacher at Waynesburg Elementary in Lincoln County. She also works as an adjunct professor for EKU and UK. She previously worked as a middle grades reading specialist at McGuffey Center in Lincoln County School; director of the middle school teaching program and a middle school content literacy instructor at the University of Kentucky,