8
EDC 423 Section 4
Teaching Comprehension and Response in Elementary School
Fall 2010
Meetings: Tues/Thurs 11:00-12:15 AM Dr. Julie Coiro
Location: Chafee 219 Office: 615 Chafee
Office Hours: Tues 2:00-3:15 Phone: (401) 874-4872
or by appointment Email:
Prerequisites:
Acceptance into teacher education plus EDC 312/512, or graduate standing
Course Description:
This course is a major professional course that prepares you to teach literacy in grades 3-6. Through class discussions, activities, observations, and assignments, you will examine the philosophy, materials, and methods underlying the effective use of narrative and expository texts in elementary classrooms. Course discussions will focus on the relationship between research and theory in comprehension and vocabulary development, and effective methods for teaching, organizing, and managing literacy instruction for a classroom of diverse students.
Course readings, activities, and requirements are designed to help you gain knowledge and skills necessary to achieve Rhode Island Beginning Teacher Standards 2 and 3 (for literacy content and development) at the Introduction and Development levels, and components of Standards 4, 5, 7, 8, 9, 10, and 11 at the Introduction and/or Development level. They are also designed to meet the cumulative achievement of Standards 1, 2, 3, & 4 of the International Reading Association’s Standards for Reading Professionals (2003), Classroom Teacher Candidates area.
Course Goals:
· To provide an opportunity for teacher candidates to model reading and writing as lifelong activities (RIBTS 1.3; IRA 4.3)
· To build teacher candidates’ understanding of the reading process as it relates to narrative and expository texts (RIBTS 2.1, 3,1, 10.2; IRA 1.1, 1.2, 1.4)
· To build teacher candidates’ understanding of the skills, strategies, and behaviors of proficient and struggling readers (RIBTS 2.1, 3,1, 10.2; IRA 1.1, 1.2, 1.4)
· To assist teacher candidates in identifying criteria for choosing trade books for the elementary classroom (RIBTS 1.1, 1.2, 2.3; IRA 2.3; 4.2)
· To provide teacher candidates the opportunity to become familiar with a variety of authors, genres, and texts used in elementary classrooms (RIBTS 1.1, 1.2, 2.3; IRA 4.2)
· To provide teacher candidates the opportunity to investigate and share instructional strategies for teaching comprehension and vocabulary through trade books to meet the needs of diverse learners (RIBTS 5; 7.1, 10.3; IRA 2.1,2.2, 2.3)
· To assist teacher candidates in administering and in using reading assessments for instructional decision making (RIBTS 9.2; IRA 3.2, 3.4)
· To assist teacher candidates in coordinating texts and student needs (RIBTS 3.3, 4.1, 4.4; IRA 1.3; 2.1, 2.2; 4.1)
· To provide a forum for teacher candidates to explore the integration of trade books across the curriculum (RIBTS 10.3; IRA 2.1, 2.2)
· To provide a forum for teacher candidates to discuss, evaluate, and share a variety of trade books with others (RIBTS 7.1; IRA 4.4)
Required Readings:
Texts
Hancock, M. (2008). A celebration of literature and response: Children, books, and teachers in K-8 classrooms (3rd ed.). Upper Saddle River, NJ: Pearson / Merrill.
Kelley, M. J. & Clausen-Grace, N. (2007). Comprehension shouldn't be silent: From strategy instruction to student independence. Newark, DE: International Reading Association.
Articles
Bearse, C. I. (1992). The fairy tale connection in children’s stories: Cinderella meets Sleeping Beauty. The Reading Teacher, 45, 688-695.
Beck, I., McKeown, M. G., & Kucan, L. (2002). Choosing words to teach (Chapter 2 in Bringing words to life: Robust vocabulary instruction. New York, NY: Guilford Press.
Block, C. C. & Israel, S. E. (2004). The ABCs of performing highly effective think-alouds. The Reading Teacher, 58(2), 154-166.
Deeney, T. A. (2010). One-minute fluency measures: Mixed messages in assessment and instruction. The Reading Teacher, 63(6), 440-450.
Leu, D. J. (2002). Internet Workshop: Making time for literacy. [Exploring literacy on the Internet department]. The Reading Teacher, 55(5). Retrieved January 20, 2008 from http://www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/RT/2-02_Column/index.html
Rupley, W., Logan, J., & Nichols, W. (1999). Vocabulary instruction in a balanced reading program. The Reading Teacher, 52, 336-346.
Sweet, A. P. & Guthrie, J. T. (1996). How children’s motivations relate to literacy development and instruction. The Reading Teacher, 49, 660-662.
Worthy, J. (2002). What makes intermediate grade students want to read? The Reading Teacher, 55, 568-569.
Internet Websites
1. Ashliman, D. L. (1998-2005). Cinderella (Multiple Versions). Retrieved January 20, 2008 from http://www.pitt.edu/~dash/type0510a.html
2. Knox. P. (2001). Cinderella Around the World: A Telecollaborative Internet Project. Retrieved January 20, 2008 from http://kids-learn.org/cinderella/
3. Random House (2001-2008). Magic Treehouse: Companion to Vacation Under the Volcano. Retrieved January 20, 2008 from http://www.randomhouse.com/kids/magictreehouse/volcano.html
4. EDC425 Wikispace: http://www.edc425uri.wikispaces.com
Children’s trade books ** THERE IS AN ADDITIONAL $8.00 fee required to cover the costs of three trade books. Please pay by Sept. 16 in cash or make checks payable to Julie Coiro.
Haddix, Margaret Peterson. (1995). Running out of time. New York, NY: Aladdin Paperbacks.
Osborn, Mary Pope. (1998). Magic Tree House #13: Vacation under the volcano. New York, NY:Random House Publishers.
Giff, Patricia Reilly. (2002). Pictures of Hollis Woods. New York: Scholastic, Inc.
Course Requirements and Grading:
This course is an opportunity for you, as a prospective teacher, to become part of a community of learners who are committed to learning through reading, writing, discussing, and collaborating. To be a part of that community, you need to attend every class meeting and participate thoughtfully in all activities. Points will be deducted for missed classes (10 points), tardiness (5 points), and late assignments (points equivalent to one letter grade per assignment). In order to earn the maximum number of points for each activity listed below, please arrive at all class sessions on time and complete all assignments in a timely manner. If you miss one class, you may request a makeup assignment, which is eligible for up to ½ of the class points (5 points).
Academic honesty and integrity are expected of all students. Any work that you submit must be your own work. Any ideas, information, approaches, or formats that you use based on the work of others must be acknowledged by citing the appropriate sources. Citations must follow the format of the Publication Manual of the American Psychological Association, 5th Edition. (Quick reference sheets can usually be found on the web.)
All course assignments (listed below) are designed to help you meet the Rhode Island Beginning Teacher Standards and the Classroom Teacher portion of the IRA Standards for Reading Professionals. They are also designed to help you demonstrate your understanding of literacy instruction recommended in the Rhode Island Reading Policy. Each assignment is worth a number of points. The points earned for each assignment divided by the total number of possible points will yield a percentage. Grades will be assigned to percentages as follows:
94-100% = A 90-93% = A- 87-89% = B+
84-86% = B 80-83% = B- 77-79% = C+
Course evaluation is based on your participation and success in the following learning opportunities:
1. Participation: Your dispositions toward learning demonstrated through 1) prompt attendance at all class periods, 2) active participation in all class activities, 3) demonstrated understanding of course readings and preparedness for classroom discussions, and 4) professional interactions with colleagues and instructors (RIBTS 11.2, 11.4, 11.5 – Introduction; IRA 5.1, 5.3, 5.4) (260 points)
2. Quizzes (2): Comprehensive understanding of key concepts related to literacy teaching demonstrated through your satisfactory performance on assessments (RIBTS 2.1, 3.1– Development; IRA 1) (50 and 43 points)
3. Lesson Plan: Your understanding of literacy instruction demonstrated by you creating a literacy lesson plan focused on comprehension and vocabulary. (RIBTS 2.2, 2.3, 2.5, 2.6, 2.7, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 8.3, 8.4, 9.2, 9.3, 9.5 - Development; IRA 2.1, 2.2) (125 points)
4. Discovery Memos: Reflection on readings as demonstrated through discovery memos (RIBTS 2.1, 3.1, 10.2 - Development; IRA 1.1, 1.2) (2 @ 25 points each)
5. Book Talk: Participating in a literate community as demonstrated by you presenting one book talk to your colleagues (RIBTS 7.1, 11.5; IRA 5) (25 points)
6. Book Activities: Participation in and response to literature as demonstrated by your timely and thoughtful completion of book activities (e.g. adapted poem, literature response journal, story maps, character analyses, international book festival presentation, etc.) (RIBTS 3.3, 5; 7.1; 8.4; IRA 4) (12 activities @ ranging from 10-72 pts each for a total of 318 points)
EDC 423 COURSE SCHEDULE PART 1
Sept. 9 (Th) / Course Introduction – Criteria for Selecting Quality Literature / · Sign up for book talk date
Sept. 14 (T) / Introduction – Metacognitive Strategies / · GENRE: Hancock: Ch. 1 Reader Response
· STRATEGY: K&G: Ch. 1 Metacognitive Framework & PREVIEW Ch. 2 / · Come prepared with 2 questions from your reading
Sept. 16 (Th) / Exploring Poetry for Children and Embedded Strategy Instruction / · GENRE: Hancock: Ch. 2 Books & Readers
· STRATEGY: K&G: Ch. 2 Laying the Foundation for the Metacognitive Framework
Sept. 21 (T) / Poetry Workshop – Writing/Adapting Poems / · GENRE: Hancock: Ch. 5 Poetry
· RESPONSE: Hancock: Ch. 11 Literature as a Model for Writing / · Book Activity #1:
Poem Adaptation
(In-Class Assignment)
Sept. 23 (Th) / Motivating Young Readers
Strategy Instruction – Modeling and Gradual Release of Responsibility / · STRATEGY: K&G: Ch. 4 Promoting Engagement
· Worthy (2002) and Sweet & Guthrie (1996) Articles on Motivation
Sept. 28 (T) / Exploring Picture Books
[In the library] / · GENRE: Hancock: Ch. 3 Picture Books
· STRATEGY: K&G: Ch. 5 Predicting
Sept. 30 (Th) / Picture Books, Conversations, and Embedded Strategy Instruction
Pass out Cinderella Books / · GENRE: Hancock: Ch. 4 (p. 95-108) Traditional Tales
· RESPONSE: K&B: Ch. 3 Cultivating Conversations / · Discovery Memo #1 Motivating Readers
Oct. 5 (T) / Fairy Tales: Meet with Your Partner During Class (Read Cinderella and map out Fairy Tale Characteristics in Table) / · Website Readings for Book Activity #2: Cinderella Multiple Versions and Cinderella Around the World
· Bearse (1992) Article: Fairy Tale Connection
Oct. 7 (Th) / Fairy Tales and Fables:
Review Assignments / · STRATEGY: K&G: Ch. 6 Making Connections
· Block & Israel (2004) ABC’s of Effective Think-Alouds / · Book Activity #2:
Fairy Tale Connections
Oct. 12 (T) / Traditional Trickster Tales, and Embedded Strategy Instruction / · GENRE: Hancock: Ch. 4 (p. 109-126) Modern Fantasy
· STRATEGY: K&G: Ch. 8 Visualizing / · Book Activity #3: Strategy Instruction Script with Cinderella Text
Oct. 14 (Th) / Quiz #1
Fantasy / Fiction
Magic Treehouse: Vacation Under The Volcano / · Study for Quiz #1
· Read Vacation Under the Volcano (all chapters)
EDC 423 COURSE SCHEDULE (PART 2)
Oct. 19 (T) / Fantasy & Non-Fiction Magic Treehouse / Embedded Strategy Instruction / · GENRE: Hancock: Ch 7 Informational Books
· RESPONSE: Hancock: Ch. 13 Response to Nonfiction
Oct. 21 (Th) / Exploring Basal Readers [In the library] / · RESPONSE: Hancock Ch. 14 Interdisciplinary and Intertextual Connections
· STRATEGY: K&G: Ch. 7 Asking Questions / · Book Activity #4 and #5: Strategy scripts for Vacation Under the Volcano
Oct. 26 (T) / Non-Fiction Text / Internet Projects / · Leu (2002) Article: Internet Workshop / · Discovery Memo #2: Internet Workshop/Project
Oct. 28 (Th) / Realistic Fiction / Pictures of Hollis Woods / · Hollis Woods - Chapters 1-5
(p. 1-54)
· GENRE: Hancock Ch. 6 (p. 149-163) Realistic Fiction / · Book Activity #6: Vacation Under the Volcano
Nov. 2 (T) / Realistic Fiction / Pictures of Hollis Woods / Literature Circles / · Hollis Woods, Chapter 6-11
(p. 55-109)
· RESPONSE: Hancock Ch. 9 Talking about Books / · Be prepared for a literature circle discussion today
Nov. 4 (Th) / Realistic Fiction / Pictures of Hollis Woods and Embedded Strategy Instruction / · Hollis Woods, Chapters 12-18 (p. 110-166)
· STRATEGY: K&G: Ch. 9 Summarizing / · Book Activity #7 & #8:
Pictures of Hollis Woods
Nov. 9 (T) / Writing Literacy Lesson Objectives / Action Comprehension Strategies / · Response: Hancock Ch. 15 Assessment
· Study for Quiz #2 / · Come prepared to apply objectives to your lesson
Nov. 11 (Th) / Historical Fiction / Running out of Time / · Running Out of Time, Chapters 1-8
· GENRE: Hancock Ch. 6 (p. 163-181) Historical Fiction / · Rough Draft/Outline of Reading & Thinking Plan Due
Nov. 16 (T) / Historical Fiction / Running out of Time and Embedded Strategy Instruction / · Running Out of Time, Chapters 9-16
· RESPONSE: Hancock Ch. 10 Written Reflections
Nov. 18 (Th) / Wrap Up Running out of Time & Journaling / · Running Out of Time, Chapters 17-24 / · Book Activity 9 & 10: Running Out of Time
Nov. 23 (T) / Multicultural Literature and International Literature / · GENRE: Hancock Ch. 8 Multicultural and International Literature
· RESPONSE: Hancock Ch. 12: Responding with Drama, Art, and Music / · Reading & Thinking Lesson Plan Due
EDC 423 COURSE SCHEDULE (PART 3)
Nov. 30 (T) / Meet with Group to Plan Book Festival Activities / · Study for Quiz #2 / · Book Activity 11: International Children’s Digital Library (** hold onto for Book Festival)
Dec. 2 (Th) / QUIZ #2 / Work on Book Festival Activities
Dec. 7 (T) / International Book Festival – Part I / · First Set of Groups Share Responses / · Book Activity #12 Festival Assignment: Group 1
Dec. 9 (Th) / International Book Festival – Part II / · Second Set of Groups Share Responses / · Book Activity #12 Festival Assignment: Group 2
PROFESSIONAL DISPOSITIONS EXPECTED IN THIS CLASS
To prepare you for life as a professional educator, you are also expected to display the following dispositions in your interactions with students and professors in our classroom community.
Professional Dispositions / General Indicators1. Commitment to Teaching / Demonstrates and articulates an interest in and a commitment to teaching
2. Responsibility / Keeps appointments and adheres to policies and deadlines. Meets attendance requirements and is prepared for class.
3. Overall Enthusiasm / Engages in the learning process. Demonstrates a strong desire to become a member of the profession.
4. Maturity and Professional Demeanor / Personal issues do not interfere with the candidate’s performance in a professional environment.
5. Interpersonal Skills / Relates well with others. Models tact, sensitivity, respect, and acceptance of others.
6. Professionalism and Professional Judgment / Demonstrates and models appropriate appearance, behavior, and attitude when interacting with members of the school community.
7. Group Participation / Collaborates well with others and contributes to group performance.
8. Reflective Practitioner / Seeks and accepts feedback and incorporates suggestions into practice. Is able to reflectively analyze and interpret information.
9. Ethical Conduct / Shows integrity and demonstrates ethical conduct as determined by the professional codes of ethics (e.g., National Education Association)
EDC423 ASSIGNMENT SHEET - Dr. Coiro