1. Welcome to CE310 Children’s Literacy
Unit 1: A Comprehensive Approach to Literacy Instruction
Class will start at 9 PM, ET
Please turn up the volume on your computer to access the audio feature of this seminar.

2. Instructor Information
Instructor Name: Himi Cooper
Credentials:
BS, Elementary Education
MS, Elementary Education & Curriculum and Instruction
K – 12 Reading Endorsed
K – 12 ESOL Endorsed
Instructor Contact Information:
Kaplan Address:
AIM Instant Messenger:
Name: himicoop
Cell Phone:

3. "Once you learn to read, you will be forever free."
Thought for today…
"Once you learn to read, you will be forever free."
— Frederick Douglass

4. Agenda Welcome Getting to Know Each Other Course Overview
Syllabus Review
Course Expectations
Unit 1 Assignment
Literacy Development & Literacy Instruction
Emergent Literacy and Scientifically Based Read Research Approaches
Print Rich Environments
Q & A

5. Introductions
Please share… Tell us your name, your home state, and a little bit about your educational and professional goals.

6. Netiquette is…
Since most of our communication will be online let’s talk about netiquette.
1- Be friendly, positive and self-reflective. When people cannot see you, and also do not know you, feelings can be hurt if you are not careful in how you express yourself. The old saying, think before you speak is important here. Think before you write. One word of advice is do not respond when you feel angry. Wait. Write it down somewhere and come back to it. When you do, you may find that you no longer feel the same way as you did when you wrote it, because you have had time to reflect about the situation. Last, if you still feel the need to be heard, then edit before you post, and write it in terms that are easily embraced. This is also true when you feel a critique is necessary, say it in a positive tone. Reread what you have written to be sure it is positive.
2- Use proper language and titles. Do not use slang or even profane words in an online education environment, even if they are words you consider, "not so bad," as they will sound offensive to the reader. Do not refer to your professor as "Doc" or by his or her first name, unless it is acceptable with him or her to do so. Also, do not use caps lock when writing. It will insinuate yelling. That would hurt someone's feelings and possibly give him or her the wrong impression of you.
3- Use effective communication. This takes practice and thoughtful writing. Try to speak and write clearly at all times. Again, reread before you respond. Define and restate your words when necessary. Correct a misunderstanding right away. Chances are, if one person felt a certain way about what you said, then another may have as well. Likewise, be mindful of chosen words and joking. Let's say for example, I write, "get out!" This slang term can be interpreted in several ways, either positively or negatively.
4- Professionalism. Leave the characters like smiley faces, and instant message abbreviations out. Your friends may like it, but chances are, your professor will not. Save it for personal conversations or definitely ask for permission before using them. They may be interpreted as childish or too casual for the online education environment. Last, always say please and thank you.
5- Ask for clarification. If you are unsure of what was said, or the instructor's directive, or are trying to interpret a person's expressions, then ask again. Do not sit in silence either misunderstanding or feeling offended. Do not interrupt though, wait until there is a break in the conversation, or until the open interaction occurs. Your instructor will appreciate your responsiveness and maturity. A simple way to do this is to say (or write), "I did not understand...", always keeping the onus for the misunderstanding on yourself.
Read more:

7. Course Description
This course focuses on how children’s literature experiences contribute to children’s literacy skills. Students will be introduced to a balanced reading framework: shared, modeled, guided, and some independent reading and writing strategies. Reading fluency and comprehension strategies will be emphasized. How to apply assessment strategies including running reading records, anecdotal records of reading progress, and pre-emergent and emergent literacy scales will be introduced.

8. Course Outcomes
CE310-1: Demonstrate strategies for teaching fluency and comprehension
CE310-2: Examine the relatedness of reading and writing skills in children’s literacy development
CE310-3: Apply appropriate assessment strategies for early reading and writing
CE310-4: Compare children’s literature in a variety of genres
GEL-1.1: Demonstrate college-level communication through the composition of original materials in Standard American English
GEL-8.2 Use principles of sound reasoning

9. How can the syllabus help you succeed in this course?
Course Syllabus
Why is your syllabus so
important?
How can the syllabus help
you succeed in this course?
Why is your syllabus so important?
Syllabus contain all important course information; course description, policies, important dates, projects, rubrics, grading policy.
It is very important that you read the syllabus carefully and refer to it if you have questions.
Syllabus -- This document contains all essential information about course content and policies. Please print the syllabus and read it carefully. Refer to it often during the course.

10. Course Syllabus Can be found under “Course Home” and in “Doc Sharing”
Course & Instructor Information
Course Outcomes, Assignments & Assessments
Grading of Assignments
Rubrics
Late Work Policy
E-Book: Teaching Language and Literacy, Preschool Through the Elementary Grades

11. Course Overview Unit 1: A Comprehensive Approach
Unit 2: Stages of Literacy Development
Unit 3: Early Literacy Strategies
Unit 4: Reading and Writing Experiences
Unit 5: Assessment
Unit 6: Teaching Reading
Unit 7: Teaching Writing
Unit 8: Teaching Mechanics of Writing
Unit 9: A Comprehensive Early Literacy
Experience
Unit 10: Literacy Resources and Career
Plans

12. Course Expectations Read Announcements Use Course Resources
Complete and submit each unit’s assignments by Tuesday by 11: 59 P.M. ET
Post to the discussion board early in the unit week and review your post several times throughout the week and respond to your classmates and me.
Attend Live Seminar or Complete Option 2
Complete Course Assignments
Late Policy
Rubrics (Discussion, Seminar, Projects)

13. Course Assignments Unit Assignments Include:
Readings, activities, videos, study guides, discussion board post, seminar, graded reviews, and projects
Study Guides: units 1-8 (25 points each)
Graded Reviews: units 1,2 4, 5, 7, 8, (40 points ea.)
Projects: unit 3 & 6 (95 points) , unit 9 (100 points)
I will send an announcement for each unit to your Kaplan account. I will also post an announcement on the course home page.
Please read the project information CAREFULLY, so you know what is expected for each project. Also, review the rubric for each project…this will give you details about each project.

14. Discussion Board Participation Rubric
Discussion Grading Criteria - Point Range Total: 30 points
0-20 points
Content: Clear connections and references to previous and/or current unit materials with career related examples, posts are on topic and contributes to the quality of the discussion and makes reference to course readings, unit materials or other relevant sources
0-5 points
Participation: Student answers all questions, meaningfully responds to classmates 2+ times and promotes continued discussion with responses to classmates that add value by advancing the group’s discussion
Mechanics: Grammar and spelling is correct and meets minimum word requirement
-Please remember to answer the entire question.  I am looking for quality in the responses that you give. The initial response to a question should be at least 150 words….I am looking for a quality post. ALSO, your post needs to be SUPPORTED by a citation and reference. (cite your statement and have a reference, APA format)
--  Please try and respond to the discussion board early on during the unit week.  Please remember that the discussion board provides our "conversation" for the unit and/or topic.
--  Please respond to at least 2 classmates for the
question (with quality.)  I encourage you to post on at
least 2 different days.
--  Please check the discussion board a few times a
week to see if a classmate or myself has asked you a
question that needs a response.

15. Seminar Requirements
Seminar Participation (synchronous discussion):  You can participate in seminar through either 1 of the 2 options listed on the seminar page for each Unit.
Seminar Option 1: Seminars will be held on Monday evenings at 9:00 PM ET OR
Seminar Option 2:  Respond to the seminar discussion questions listed.  

16. Study Guide Rubric Content 20 points
All sections of the study guide are completed
At least 1-2 sentences are provided in each area (identified with red lines)
Satisfactory summary is included identifying main points of the reading(s)
Mechanics/Structure 5 points
Use of the study guide document from the unit
Use of student’s own words (no copying/plagiarism)
Spelling, Grammar checked
Clear writing, smooth transitions
Complete sentences (no sentence fragments, run-ons)
Subject/Verb agreement, punctuation, capitalization, etc. 
Double-spaced

17. What is plagiarism?
Plagiarism -- The Kaplan University (2005) plagiarism policy says that “plagiarism refers to academic dishonesty that can be intentional or unintentional. This can be the result of attempting to recycle your own work from another course or semester, inaccurately citing the work of someone else, failing to give credit to someone else for his or her ideas or writing, failing to summarize or paraphrase a quote in your own words, or anything else that falsely represents any part of your work.” This definition means that plagiarism is knowingly or unknowingly representing the work of another as your own work.
Kaplan University considers academic honesty to be one of its highest values. Students are expected to be the sole authors of their work. Use of another person’s work or ideas must be accompanied by specific citations and references. Though not a comprehensive or exhaustive list, the syllabus provides
some examples of dishonesty or
unethical and unprofessional behavior.
Please review this policy!!!!
When in doubt, please cite your
resources.

18. Late Policy Late Projects:
Projects are due Tuesday 11:59 pm ET of their assigned Unit. Late projects will be deducted -5 points per week late/maximum penalty of -20 points.
Incompletes
The deadline for requesting an incomplete for this term is November 19, 2012. 
Incomplete coursework is due December 7,
Extenuating Circumstances:
Even if you are late it is still worth getting them in…please do contact me if something comes up and you are going to have to be late. I won’t be able to help if I don’t know that you are having a problem.
 If you have extenuating circumstances that prevent you from completing projects, quizzes or participating in the class, please contact the instructor to make alternative arrangements.
Incompletes
Incompletes provide students with limited additional time to complete coursework after the term’s end.  To be considered for an incomplete, you should have completed approximately 75% of the coursework.  Please see the Kaplan University catalog for further information.  Whether or not to grant an incomplete is your instructor’s decision. The deadline for requesting an incomplete for the July

19. Extenuating Circumstances
If you have an extenuating circumstance that prevents you from completing course work, please contact me.
I am here to work with your and help you succeed!

20. Please remember, I am here to help you succeed!
Grading
I would like to go over some important details about grading:
It is my obligation to follow the rubrics for grading. I encourage you to read the rubrics and assignment instructions carefully.
Pay close attention to the “A” criteria and work towards that goal. “Strive for the A”.
I will follow the rubric as well for the discussion thread (DQ).
Please remember, I am here to help you succeed!
Rubric -- A grading rubric outlines the standards for each grade level for a specific project: what an "A" project would accomplish, a "B" project, etc.
All course projects submitted on time will be graded within five days of their due date (the Sunday of the following unit). Late projects will be graded within five days of their submission date. Discussion and seminar grades will be updated each week no later than Sunday of the week following the Unit’s completion

21. How could you contact me?
Gmail Chat:
himilse cooper
Course Questions
Text me
Call me:
Course Questions:
This is there to help everyone share information and concerns.
I will make sure to answer your questions within 24 hours.
Also, you can always me and I will make sure to reply within 24 hours.

22. Seminar Question
What questions do you have about the course syllabus? What expectations do you have of this course?

23. Unit 1 Assignments Introduce Yourself Readings
Chapter 1 in E-book: Teaching Language & Literacy
Complete Unit 1 Study Guide
Activities
Videos (2)-on literacy environments
Flashcards
Graded Review
Discussion Board Participation
Seminar (Option #1 or #2)

24. Unit 1 Outcomes
Identify government initiatives and policies that have impacted the approach to literacy instruction
Compare the perspectives of the approaches of emergent literacy and scientifically based reading research
Identify teaching principles that support literacy development at young ages
Course outcomes practiced in this unit:
CE310-2: Examine the relatedness of reading and writing skills in children’s literacy

25. Literacy Development & Instruction
What does “literacy development” and “literacy instruction” mean?
What We Know About Early Language and Literacy Development
Early language and literacy (reading and writing) develop- ment begins in the first three years of life and is closely linked to a child's earliest experiences with books and sto- ries. The interactions that young children have with such literacy materials as books, paper, and crayons, and with the adults in their lives are the building blocks for lan- guage, reading and writing development. This relatively new understanding of early literacy development comple- ments the current research supporting the critical role of early experiences in shaping brain development.
Recent research supports an interactive and experiential process of learning spoken and written language skills that begins in early infancy. We now know that children gain significant knowledge of language, reading, and writ- ing long before they enter school. Children learn to talk, read, and write through such social literacy experiences as adults or older children interacting with them using books and other literacy materials, including magazines, markers, and paper. Simply put, early literacy research states that:
Language, reading, and writing skills develop at the same time and are intimately linked.
Early literacy development is a continuous develop- mental process that begins in the first years of life.
Early literacy skills develop in real life settings through positive interactions with literacy materials and other people.

26. Five Essential Components of Effective Reading Instruction
How can we teach all children to read accurately, rapidly, and with comprehension by the end of third grade?
The National Reading Panel Report provides an answer to this question.
Scientific research that clearly shows effective reading instruction addresses five critical areas:
Phonemic awareness
Phonics
Fluency
Vocabulary
Comprehension
These five areas were incorporated into the No Child Left Behind Act and the Reading First
Source:
There are many approaches to teaching these five essential components. These approaches differ in how much guidance or direction teachers provide as their students are learning new skills, how clearly and directly teachers explain new skills, whether they demonstrate exactly how to use a specific skill, and whether the skills are taught in a thoughtful sequence. Scientific research reviewed by the National Reading Panel revealed that these different approaches or methods of teaching the five essential components are not equally effective. The most reliably effective approach is called systematic and explicit instruction.
Systematic instruction reflects several important characteristics. Skills and concepts are taught in a planned, logically progressive sequence. For example, certain sounds (those that are easier to learn or those used more often in the words students will read) are taught before other sounds. Lessons focus on clearly defined objectives that are stated in terms of what students will do. Multiple practice activities are scheduled purposefully to help students master and retain new skills. Students work on carefully designed tasks that give them opportunities to apply what they have been taught. Assessments are designed and used in a timely fashion to monitor skill acquisition as well as students’ ability to apply new skills, to retain them over time, and to use them independently.
Effective Reading Instruction? 1
Explicit instruction means the teacher states clearly what is being taught and models effectively how it is used by a skilled reader. For example, in demonstrating how to blend sounds to pronounce an unfamiliar word, explicit instruction might sound like this: “I’ll show you how to sound out this word. Listen carefully. I’ll say the sound for each letter without stopping between the sounds.” Explicit instruction ensures students’ attention is drawn to important features of an example or demonstration.

27. What does effective instruction look like?
Phonemic awareness - Phonemic awareness is commonly defined as the understanding that spoken words are made up of separate units of sound that are blended together when words are pronounced.
Phonics - phonics as a set of rules that specify the relationship between letters in the spelling of words and the sounds of spoken language.
Fluency - fluency is recognizing the words in a text rapidly and accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language.
Vocabulary - refers to words we need to know to communicate with others. There are four types of vocabulary: listening, speaking, reading, and writing.
Comprehension - Comprehension involves constructing meaning that is reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood. Comprehension is the final goal of reading instruction.
Source:
Phonemic awareness helps young children use more advanced ways of learning new words. It is only a means by which children come to understand that words are made up of individual sounds.
What Is the Purpose of Phonics Instruction?
Phonics instruction is intended to help young readers understand and use the alphabetic principle. This principle says there is a systematic, if sometimes irregular, relationship between graphemes (letters and letter combinations) and phonemes (individual speech sounds). Effective phonics instruction enables children to use these relationships to read and spell words accurately and rapidly. Phonics instruction also serves as a memory aid that helps students remember and apply rules and generalizations for matching sounds and letters. Systematic phonics instruction was shown to produce substantial improvement in reading and spelling in kindergarten through sixth grade, especially for younger children who were at risk of future reading failure and disabled readers.
Phonics instruction should be explicit and systematic. Explicit phonics instruction requires the teacher to explain clearly and directly that certain letters or letter combinations represent certain sounds. (“The sound /d/ is spelled with the letter d.”) Systematic phonics instruction utilizes a predetermined sequence of letter-sound relationships rather than teaching letter-sound relationships randomly as students encounter them in stories and books. It also includes lots of practice using letter-sound relationships the students have been taught.
Phonics instruction is a means to an end. And, that end is reading connected text. The lesson progresses from recognizing letter-sound relationships to using those relationships to read decodable connected text. The teacher keeps this end in view throughout the lesson so that students understand that the purpose of learning new phonic generalizations and spelling patterns is to help them read more proficiently.
Fluency - the nonfluent reader, difficulty with word recognition slows down the process and takes up valuable resources that are necessary for comprehension. Reading becomes a slow, labor-intensive process that only fitfully results in understanding.
Vocabulary also plays an important role in comprehension. Research dealing with the effective vocabulary instruction shows instructional practices that improve comprehension is ongoing, vocabulary instruction and teaching vocabulary words prior to making reading assignments
Good readers
use comprehension strategies to extend and enrich their understanding of what they are reading
They are aware of their own thinking processes, and they use different comprehension strategies as they read
comprehension strategies 
 comprehension monitoring, cooperative learning, using graphic story maps, answering questions about what has been read, having students create their own questions about what they have read, using prior knowledge to connect what they read to what they already know, and summarizing what they have read.

28. What are some examples of early literacy experiences?

29. Early Literacy Experiences
1. Rich talk
2. Storybook reading
3. Phonological awareness activities
4. Alphabet activities
5. Support for emergent reading
6. Support for emergent writing
7. Shared book experience.
8. Integrated, content-focused activities.
Source:
use rare words—words that children are unlikely to encounter in everyday conversations;
• extend children’s comments into more descriptive, grammatically mature statements;
• discuss cognitively challenging content—topics that are not immediately present, that involve knowledge about the world, or that encourage children to reflect on language as an object;
• listen and respond to what children have to say.
Read aloud to your class once or twice a day, exposing children to numerous enjoyable stories, poems, and information books. Provide supportive conversations and activities before, during, and after reading. 
Repeated reading of favorite books builds familiarity, increasing the likelihood that children will attempt to read those books on their own.
Provide activities that increase children’s aware- ness of the sounds of language. These activities include playing games and listening to stories, poems, and songs that involve
Engage children with materials that promote identification of the letters of the alphabet, including ABC books magnetic letters alphabet blocks and puzzles • alphabet charts
Encourage children to attempt to read books and other types of print by providing
Encourage children to use emergent forms of writing, such as scribble writing, random letter strings, and invented spelling, by providing
• a writing center stocked with pens, pencils, markers, paper, and book-making materials;
Read Big Books and other enlarged texts to children, and point to the print as it is read. While introducing and reading the text, draw children’s attention to basic concepts of print such as
• the distinction between pictures and print;
• left-to-right, top-to-bottom sequence; • book concepts (cover, title, page).
Provide opportunities for children to investigate topics that are of interest to them. The objective is for children to use oral language, reading, and writing to learn about the
world.

30. Speaking, Listening, Reading and Writing
What is the connection between speaking, listening, reading and writing?
What are some of the principles that effective educators can use to help support these skills?
Every language is contains four basic principles– they are all made up of reading, writing, speaking and listening. These four principles are intrinsically linked but also very different. They must all be mastered to become fluent in a language but they all have their own unique traits. People can be good at one and poor at another.
But at the same time, there is little chance of learning a language well if the person learning does not master all four.
They are all language arts, and they all draw from the same ability to translate ideas to words and vice versa. Listening is the first language art, and babies start identifying sounds and speech patterns before they're born. Speaking is the second language art, and cannot develop until the person knows the sounds of the language and has some understanding that these sounds represent things in the real world. Reading and writing develop after listening and speaking, and the theory now is that they should be taught together. Once students have phonemic awareness, the ability to identify the different sounds of a language, and learn that these sounds are represented by letters of the alphabet, then reading helps them practice decoding and writing helps them practice encoding. Learning is much more than encoding and decoding words, though. Students who cannot read can still do a lot of very "high-level" thinking about the meaning of a story, the causes and effects and the purpose of the story.
Reading
Reading may well be the first discipline that a new student of a language comes into contact with. Seeing the words of a language on paper will often be the first place people see the language, at least knowingly. It is here, in this discipline, that learners will begin to see how the language is out together and how the sentences are formed and words come together to make sense. Reading is all about understanding the written word and therefore it is only natural that once you have been reading for a while you will want to progress to writing.
Writing
Writing is where the language learner starts to actually create language himself or herself. It may be writing a letter or a shirt anecdote from their teacher but when the student puts pen to paper they begin to use the language for themselves as well as understand it as they do in reading. Writing has the big advantage that when something has been written down, it can be revised and worked at until correct, thus helping the learner to eradicate their mistakes – something which cannot be done when the learner starts speaking.
Speaking
Speaking is the most used aspect of language for most people. Unfortunately, it is also pretty tricky to master. A person who speaks a foreign language has no time to correct themselves – once the words have been spoken, they are out there, right or wrong. Speaking to other people who are fluent in the language is the only way to get better and practice in this field really does make perfect. But in all truth, the only way to perfect speaking skills to hold conversations and to do that one must be able to listen as well.
Listening
Listening is probably the hardest discipline to master for new speakers of a language. It is an interpreting discipline like reading but unlike reading, there is no time to re read the words and look them up. It is a verbal discipline like speaking, but you are not in control and must understand what is being said. But until you can listen to, and follow, a conversation in the language you are learning, you will never be truly fluent.

31. Use a Variety of Strategies and Activities
Create a print-rich and language-rich classroom environment
Scaffold instruction
Encourage reflection and revision integrating listening, speaking, reading and writing
Connect learners in cooperative groups and pair sharing
Emphasize vocabulary
Source:
Variety of lessons
In school and in life, students face a diversity of circumstances that require language skills. For this reason, experience with a variety of reading, writing and speaking activities in school can help learners acquire the skills they need to be successful.
They need, for example, to practice varied kinds of reading and writing. Teachers may present general guidelines for all writing, but specific types of writing, such as poems and essays, may require specific lessons.
Students can benefit from practice at writing about the results of their own research, as well as expressing their own feelings and experiences. The writing strategies involved in each form usually require explicit teaching, frequent practice and information given to students about their progress.
Create a print-rich and language-rich classroom. In the primary grades, immerse students in a print-rich environment that reinforces their awareness of text. Design learning centers that encourage young children to engage in active exploration, and then to talk and write about their learning experiences. Integrate technology as a tool for enabling students to tell and write stories.
Scaffold learners. Use a variety of tools, including technology, to support students as they develop literacy skills and move from dependence to independence over time. Talking books and other multimedia resources help readers connect sounds and images with print.
Encourage reflection and revision. Reading and writing skills develop at the same time. Encourage students to re-read and revise written work by providing them with specific feedback. Word processing and other technologies make the revision process easier; for example, "talking" books read text back to students so they can hear it. Technology facilitates peer review, enabling students to read and respond to one another's work, and also connect with an audience.
Connect learners. Increase student motivation to read and write by connecting learners with audiences beyond the classroom, and even outside their own country. Social learning enhances children's literacy skills.
Emphasize vocabulary. Words are the building blocks of literacy. Use developmentally appropriate methods and varied experiences to help students expand their knowledge of vocabulary. For example, word walls are effective for younger students; older students can build their own glossaries of new terms, using a class Web site, blog, wiki, or other online collaborative tool. Introduce terms that will help student understand subject matter, and provide multiple exposures to new words.

32. Activities to Connect Reading, Writing, Listening and Speaking
Use a variety of literature
Read and respond to text orally and in writing
Listen and respond to text orally and in writing
Reflect and share ideas about a variety of literature in cooperative groups
Listen to and use new vocabulary in speaking, reading and writing acitivities
Engage in discussions about a variety of books, topics or movies
Investigate specific topics and respond in writing and orally
Listen to student authored stories and respond
Listen and takes written notes
Compare notes with peers
Organize and present oral presentation and speeches
Discuss ideas orally and in writing with peer groups
Research and debate topics
Interviews
Dramatic Presentations and Skits
Evaluate and respond to presentations orally and in writing
Role Play
Share personal experiences
Provide opportunities for focused listening
Listen to music and respond to it orally and in writing
Associate visuals with spoken and written language
These are just a few ideas… Feel free to share your own…

33. “Reading Wars”
How does the Emergent Literacy Approach differ from the Scientifically Based Reading Research Approach? How can a comprehensive literacy program blend elements from both?

34. Literacy Approaches- Emergent Literacy Approach Print-rich settings
High quality literature
Frequent storybook reading with embedded instruction
Shared reading experiences (with instruction)
Shared writing experiences (with instruction)
Projects/thematic units linking language, reading and writing
Meaningful reading/writing opportunities

35. Scientifically Based Reading Research Approach (SBRR)
Skills based approach (oral language, phonological awareness, alphabet knowledge, concepts about print)
Based on “core knowledge” necessary to be good readers
Explicit, systematic instruction
Whole class & small group skills instruction
Skill practice

36. Blended Instruction: A Comprehensive Literacy Program
Includes elements of both Emergent Literacy and SBRR
Print rich environments
Storybook reading
Shared writing
Projects/themes
Meaningful center-based literacy activities
Explicit instruction and practice of skills

37. Print Rich Environments
What is a print rich environment? Why is it so important?

38. Looking Ahead Unit 2: Stages of Literacy Development Requirements:
Complete:
required readings, study guide, activities and the graded review
Participate on the discussion board
Participate in live seminar or complete option #2

39. Ways to get help!!! Email me! Chat with me on AIM!
Post your questions to the course Question Discussion Board!
Call me!
Better yet, let me know if you need me to call you!

40. What office is there which involves more responsibility, which requires more qualifications, and which ought, therefore, to be more honorable than teaching?
Harriet Martineau