SEED4503 News Page

News as of Friday morning, January 30, 2015. Today will be the last day that this group of candidates meets as college students. Monday, they must be teachers. However, I think that they are ready for it.

The final exam was well within the bounds for KR20 reliability, and there were no return items. This could be expected from a test item bank that has become as well picked-over as this one has in 25 of the last 30 years. The semester grades have been entered into Tech's computer network. There were almost all As with very few Bs. I think I will remember this particular Block for punctuality and time efficiency. You have turned in assignments on or ahead of time and I have raced to keep them graded. The grades are good.

I have been told that policies have not yet been written about the maintenance or disposal of web pages for faculty who have retired. When I look on the T: drive, I see folders for people who have been gone for half a decade. I am leaving my web pages up in case they are useful to anyone else. Ihave asked that my T: drive collections be maintained for as long as feasible. The alternative is to have new faculty and/or faculty who will be assuming my load to have to develop everything from scratch.

Block has been done in several different ways over the years. I was directly involved in Block for at least 25 of the last 29 years. At times, Block has been an assortment of separate courses (SEED4701, 4702, 4711, etc.) or has been done as one discrete course taught primarily by one faculty member (me, since 2000). The most satisfactory results have been had with having Block assigned to one teacher and with that person coordinating several guest speakers. The guest speakers usually include someone from the Norman Career Center, someone to explain the electronic portfolio, someone to explain the paperwork associated with the internship, and occasionally a carefully chosen person to give advice on professional development. Additions of other guest speakers to this already heterogeneous collection in Sid Womack's opinion has not usually worked out very well. Sometimes guest speakers, not knowing what these candidates have already learned, have done things that have been counterproductive.

This link may be helpful to you in researching law cases: . This link can help you research Arkansas' special education regulations: . A search engine that lawyers use heavily is ; you will be able to get at least some use out of it without having to buy a subscription.

The reading lesson plans: The assignment of three lesson plans exists to give you an opportunity to showcase what you have learned about content area reading. Your lesson plans should depict your public school students being prepared and guided through an assignment that involves their interaction with print (r-e-a-d-i-n-g). Be sure your lesson plans have reading in them. People who have "dusted off" old lesson plans for basketball chest passes, marching halftime shows, or training which finger to type which letter of the alphabet, and have handed them in as content area reading lesson plans have been disappointed in their grades. Don't hand in a lesson plan that has only a motor activity and no reading in it.

I'm saving this paragraph for questions about some of the assignments in content area reading: (1) Please use the textbook that you brought to class to analyze the readability level of a textbook. (2) Plot the grade level of that book in blue ink on the Fry readability formula page. (3). Make a hard copy of the passage or passages that you reviewed and make those next in the stack of papers that you are preparing. (4) Then re-write the 300 words that you analyzed, making the readability at least three grade levels lower than the original. Key to this is using shorter words and shorter sentences. (5) Use the Fry formula to check your re-written version. Put a red dot on the Fry page to show the post-tested readability.

As I said in class, gradually the authors of textbooks are wising up to the need to write to the readability levels of their intended users. But as little as five years ago, social studies, science, and literature books were consistently being written three to four grade levels above the average reading levels of their target users. There may still be times when you will need to re-write a few materials to make them usable for your students. Good reading material does not make students' eyes have to go back to look a second or third time at very many words.

Here and here are lesson plans in mathematics education and English education that include content area reading strategies. These lesson plans were written by interns like yourselves. These are not "show pieces" written expressly for Block but rather daily lesson plans during their student teaching experiences of half a dozen years ago. These two interns used content area reading strategies because (1) they work! and (2) they actually save time in the mid-to -long run rather than costing it. You may want to look these over as you write your plans.

Lesson plans that embrace the content area reading concept might include, but not be limited to, the inclusion of these key words: pre-reading; vocabulary; setting purposes for reading; silent reading; textbook; handout; comprehension questions; designating which questions to answer at the end of the chapter; attention to subheadings; reading for main idea; follow-up strategies; silent reading; oral reading; listen to pre-recorded reading (for students with disabilities); buddy system; scaffolding; constructivism .

We now have a way to access my Power Points and handouts from off campus in much the same way as if you had been on campus and within the Local Area Network. Either click or paste this location into your browser. Either Firefox or Explorer will take you to that FTP area; from there, just go to swdata to find folders for the classes I teach. None of those materials are copyrighted or have ingredients that are copyrighted.

The web link to the internship handbook is . From there you can click to open the ATU Internship Handbook in Microsoft Word. This is what you need in hard copy.

For the interns that I will supervise, the Womack's internship web page is now active and you may want to visit it to find out dates etc. Throughout the internship (student teaching) experience, I would encourage you to check in on the internship web page to see what is being sent to Womack's student teachers. The visitation schedule will likely not apply to you if you are not one of the five that I am working directly with. But the issues--such a portfolio, licensure, deadlines, career fair, positions open--are those that might apply to any of you.

There is a sample of how to do the law readings if you want to see it.

To see a model of the reading/literacy paper, click here.

Effective March 18, 2014, and in collaboration with the Pendergraft Library, I am referring everyone to the Library Guides website for back-up resources. takes you there. The web page you are on will serve mostly for announcements.

Fast facts for SEED4503

Return to Sid Womack's home page


Student work

Religion In School (Mark McGinty, Rebecca Pitts, Mark Meredith) Education in Colonial Times
A Nation At Risk (Marcia Brown, Katie Fix, Cecil Harris, Judy Whitlow) The Secondary School Movement (Kellie Bryan, Erin Dixon, Lance Fetters, Russell Sturdivant)
Freedom of Information Acts (Timothy Beers, Daniel Cooper, Heather Gordey) Education from 1910 to 1919 (Nick Bartmier, James Andrews, Joshua Nation )
Copyright Laws (Cassie Holt, Tim Morris, Beth Parks) Education in the 1920s (Jody Presson, Amy Treat, Eliah Drinkwitz)
No Child Left Behind (Matthan Black, Mark Harris, Brett McCutcheon, Randall Wood Education in the 1930s (Leeann Stine, Troy Rook, Karen Harrison)
Bullying (Russell Sturdivant, Lance Fetters, Kellie Bryan, Erin Dixon) Education in the late 1950s and 1960s
Schools and Dress Codes (Jennifer McKinney, Jennifer Hightower, Shawna Bull) Know Your Teacher Rights --Neal Plummer, Lee Young, Anna Drew Bertchy

Schedule of Law and History/Philosophy Reports

Wednesday, January 21, 2015--9:00 Midterm exam.



10:00--Mrs. Melanie Diffey, Norman Career Center, practical advice on letters of job application, resumes, and interview procedures.

Thursday, January 22 , 9: 00 A.M.--Law--Chloe Cox, Amanda Trammel, Emily Rains, Katie Davenport (Bullying); Shelbie Patterson, Dakota Shelton, Alisha Sears, Courtney Pipkin.


History/Philosophy at 10: 00--Angela Walker, Britanie Rich, Dylan Erwin, Caleb Ramberg (50s decade); Chris Turner, Melisa Musick, Nathan Lee;

Friday, January 23, 9: 00 A.M.-- Angela Walker, Britanie Rich, Dylan Erwin, Caleb Ramberg(student rights); D. J. Shaw, Nathan Edgin, C. J,. Tanner, Brad Tucker.

History/Philosophy at 10: 00-- Chandler Touchstone, Kristen Smith, Kevin Brown, Tonya Kirkpatrick (90s to present); Brittany Crosby, Retha Smith, Brandon Sorrells.

Monday, January 26-Law -- Retha Smith, Brittany Crosby, Brandon Sorrells; Chris Turner, Melissa Musick, Nathan Lee.


11:00--Cody Cone, Garett Lazenby; Andrew Burger;



History/Philosophy at 10:00--Cody Reid, Aaron Plugge, Tyler Reese, Anthony Brown; Shelbie Patterson, Dakota Shelton, Alisha Sears, Courtney Piplin.


11:00--Cameron Tate, Lewis Roberts (60s).

Tuesday, January 27-- 9: 00 - Cody Reid, Aaron Plugge, Tyler Reese, Anthony Brown; Kristen Smith Chandler Touchstone, Kevin Brown, Tonya Kirkpatrick (disability law).


11:00--Cameron Tate, Lewis Roberts.


D. J. Shaw, Nathan Edgin, Brad Tucker, C. J. Tanner; Chloe Cox, Amanda Trammel, Emily Rains, Karlie Davenport (1970s to 90s).

11:15--Andrew Burger, Cody Cone, Garrett Lazenby (1940s);


Wednesday, January 28, 9:00 --

9:00--Mrs June Lawson, Essential Paperwork for the Internship . Today's sessions will be in the large classroom in Pendergraft Library, room 300B.



10:00-- Dr. Tim Carter on How to Do the Portfolio in Taskstream .




Thursday, January 29 --9:00--

Professionalism--how to maintain it--Sid Womack

No later than 12: 00 noon--Final Exam. All assignments are due no later than 12:00 noon.


10:00 History/Philosophy--


Friday, January 30--papers from Block returned; details about internship.

10: 30 -- Meetings of college faculty with interns on a small-group or individual basis.


Email to Dr. Womack

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