ED 416 Teaching Literacy in the K-8 Curriculum

ED 416 Teaching Literacy in the K-8 Curriculum

4 credits

Fall 2011 Mondays 6:00 to 8:00 p.m.

Instructor: Deborah Eriksen.E-mail:

Phone: 789-4120

Web Meeting/Elluminate Live: Go to our class site at log in and go to “WebMeet” for our class sessions. Log in well before class time so you can call the Help Desk for assistance if you encounter difficulties. If you have difficulty with your audio/microphone, go to “Tools” and “Audio” and “Audio Setup Wizard.”

UAS Technology Support Help Desk: 796-6400 or 1-877-465-6400 and or

Order Texts: All books may be purchased from MBS at direct.mbsbooks.com/ualaska.htm or 1-800-325-3252.

Course Content

This course is required for those enrolled in the Bachelor of Arts in Elementary Education program. It is to be taken in the fall of their senior/capstone year. It will be taken concurrently with the following methods courses: ED 415 (social studies), ED 426 (math and science), ED 320 A, C and D (art, music and drama) and ED 494 (field work/practicum).

Course Description

This course is designed to give students philosophical underpinnings and practical strategies, methods and resources for making the teaching and learning of literacy an active process.

Relationship to Conceptual Framework

This course will help students reflect on ways to engage students actively in their learning. It will also help them to identify what it means to be an informed, reflective and responsive teacher of literacy.

Center for Teacher Education Mission

To identify, prepare and strengthen effective teachers for sustained contributions to students and the education profession in rural and urban setting in Alaska and nationally.

Text(s) and Other Readings

Fletcher, R. & Portalupi, J. (2001). Writing workshop. Heinemann.

Fountas, I. & Pinnell, G. (1996). GuidedReading: Good First Teaching for All Children. Heinemann.

Fountas, I. & Pinnell, G. (2001). Guiding Readers and Writers Grades 3-6. Heinemann.

Supplemental References and Materials:

Additional articles may be given as needed on various topics.

Overall Program Goal:

You will become an informed, reflective and responsive teacher of primary and intermediate language arts. You will demonstrate a high level of competence in the use of the English language arts, and know, understand, and use concepts from reading, language and child development to teach reading, writing, speaking, viewing, listening and thinking skills and to help students successfully apply their developing skills to many different situations, materials and ideas.

Performance Tasks and their Relationship to the SOE Conceptual Framework

Performance Objective / Performance Task (Instructions are detailed later in syllabus.) / SOE Conceptual Framework Goal # and Performance Standard
1. Candidates will develop and practice a philosophy of literacy instruction that is informed by knowledge of children’s literacy development and best classroom practice. / An APA paper detailing an “ideal literacy program” for primary or intermediate grades. The paper should include your philosophy of literacy with documentation of its practice in the classroom.
30% of final grade / #1--Teachers articulate, maintain, and develop a philosophy of education that they also demonstrate in practice: (a) Support their philosophy of education with research-based theory and evidence. (K) (b) Apply philosophy, beliefs, and theory to practice. (S)
#4—Teachers possess current academic content knowledge: (a) Demonstrate knowledge of the content area taught, including structure of curriculum, the tools of inquiry, central concepts, and connections to other areas of knowledge. (K)
#5—Teachers facilitate student learning by using assessment to guide planning, instruction, and modification of teaching practice: (a) Understand how to plan for instruction that is based on student needs and curriculum goals. (K)
2. Candidates will demonstrate knowledge of how students learn and develop by matching teaching strategies to cognitive and developmental levels of students. / A case study that documents the literacy development of one child over the course of the semester.
25% of final grade / #2--Teachers understand how human development affects learning and apply that understanding to practice: (a) Identify ways students’ developmental levels affect their thinking processes and learning. (K) (b) Accommodate differences in how students learn based on knowledge of individual’s social, emotional, and intellectual maturation. (S)
#3—Teachers differentiate instruction with respect for individual and cultural characteristics. (a) Identify strategies for differentiating instruction based on student differences (K)
3. Candidates will facilitate, monitor and assess student development as readers, writers and thinkers by using a variety of instructional strategies, high quality literature, and authentic, performance-based assessments. / You will develop and teach three different literacy lessons to students, including reading, writing, and one in the content area. A reflection will be required upon completion. One of these lessons will be evaluated by your host teacher.
15% of final grade / #3—Teachers differentiate instruction with respect for individual and cultural characteristics. (a) Identify strategies for differentiating instruction based on student differences (K)
#4—Teachers possess current academic content knowledge: (a) Demonstrate knowledge of the content area taught, including structure of curriculum, the tools of inquiry, central concepts, and connections to other areas of knowledge. (K)
#5—Teachers facilitate student learning by using assessment to guide planning, instruction, and modification of teaching practice: (a) Understand how to plan for instruction that is based on student needs and curriculum goals. (K) (b) Plan, teach, and assess for optimal student learning. (S)
4. Candidates will strive for professionalism. / Professionalism is shown by attendance and full participation. Written responses will be checked for conventions and should be thorough.
30% of final grade / #8—Teachers develop and maintain professional, moral, and ethical attitudes, behaviors, relationships, and habits of mind. (a)Keep current in knowledge o content and teaching practice. (K) (b) Participate in and contribute to the teaching profession. (S)

Encouragement

Each and every one of you is hereby encouraged to consult with me early in the semester regarding any necessary accommodations which will assist you in your learning. I consider myself to be approachable, flexible, and available to students who desire to see or speak to me. If needed, please see me before or after class. Otherwise, please call (789-4120) or e-mail () me. If a student has a documented disability for which they require academic or programmatic accommodations, please contact the Disability Support Services (DDS) office @ 796-6439 as soon as possible.

Grading Scale (UAS does NOT mail grades to students; go to UA Online for your grades)

Letter GradeTotal Points

A 90-100

B 80-89

C 70-79

** A grade of “C” (not “C-“) is the lowest grade accepted for credit in all CTE programs **

D 60-69

** A passing grade cannot be achieved without a positive recommendation from your practicum host teacher **

Policies

Students are expected to attend each class and be active participants. They must inform me if they will be absent. Attendance and active participation comprise 10% of course grade. Assignments are to be completed as assigned in a timely manner. I will reduce assignment scores by 1/2 if they are late; keeping up each week is vital!

Field-based Course Component

Students are currently involved in a field experience/practicum in a Juneau elementary classroom.

Technological Competencies

Students will use a word processor to complete the APA style document (with RefWorks or other) of resources for the teaching of literacy. Students will make extensive use of the internet and other resources and will gain these skills/strategies through a presentation from UAS Outreach Services Librarian and Education Department Liaison personnel.

Additional Writing/Other Expectations

It is imperative that each of us be ever mindful of how we present ourselves in our written and verbal communications. This is a wise habit to develop early on in your process of becoming a professional educator. Throughout your pre-service career and when you are in a classroom, you will be called upon to respond verbally and/or in writing to conversations, notes, memos, letters, etc. to/from parents, administrators, students, colleagues, etc. many, many, many times each day. Most of these will have to be done “on the fly.” Being mindful of this early on will help you to be cognizant of your written (and spoken) word and how both serve to represent you to others. Before sending or handing in your documents, consider the following: have someone proof your documents; use spelling and grammar check for word processing documents and for e-mails; and, reread (silently and/or out loud) your documents.

Diversity

Issues of diversity will be addressed through text readings, experiences in field experience/practicum and several presentations by instructor and fellow students and internet/other resources.

Course/Instructor Evaluation

Toward the end of this course, students will be able to submit an evaluation of the course during class time. This process will be covered in class and the evaluation can be found on the UAS Online class site. I appreciate the input of students and will incorporate it in my planning for the future.

Bibliography of lesson planning web sites:

alasklool.orgdiscovery.com/lessonplansteachnet.comedweek.org

lessonplanz.comlessonplansearch.comteachers.net/lessons/proteacher.com

Case Study Assignment

This assignment requires you to track a student over a period of time, monitoring their literacy development. You should be collecting pieces or artifacts (copies are fine) from your child throughout the semester. This might include:

• Spelling tests
• Writing assignments
• Free writes or a journal entry
• Content area assignments
• Reading reflections
• Informal reading inventories
• Reading attitude survey
• Any other information you think might be beneficial in demonstrating the growth, struggles, and/or strengths of your child

Before you begin to discuss the pieces you have selected, give some background information on your child. Then describe the pieces you have chosen and why, as well as reflect on what you see. Is the child making growth? What are his/her biggest struggles and why (if you can tell)? What can they do well and what is difficult for them? How is this child progressing in their literacy development? How best does your child learn? How might instruction be differentiated to better meet the needs of this child? Discuss home support and/or parent involvement. Paint a picture for me of the child based on the pieces in the portfolio. Your paper should indicate that you have a strong understanding of the child and his/her abilities. Remember that you are applying your knowledge of literacy as you complete this assignment. Be sure to scan work samples discussed in your paper.

Grades:

An “A” paper is thoughtful and thorough, clearly describing the child and his/her needs and strengths. I should be able to gain a solid understanding of your student based on your reflection and artifacts.

A “B” paper defines the strengths and needs of the child, but does not give a thorough description of the child. The reader is left with some questions about the student.

I will not accept a paper below a “B”. I encourage you to have me look at drafts of your writing or to look carefully at the guidelines I have given as you write. I will be sharing an example of an “A” paper with you in class.

Ideal Literacy Program Assignment

The purpose of this assignment is for you to design your own literacy program (writing and reading, including spelling) based on what you have learned in this course and in your practicum classrooms that reflects best practices. We have read selections from various books, as well as shared what takes place in our own classrooms. Using this as a guide, I would like you to provide me with a detailed look into your “dream” classroom (choose the grade level you are currently observing).

• What would reading and writing look like?
• How would you teach it?
• How would you teach specific skills and strategies?
• How would you incorporate literacy into the content areas?
• How would you monitor student growth and how would you assess?
• What would you do for those who were struggling?
• How much time would you spend on reading/writing/spelling?
• What would a typical day look like?
• You might discuss the way you would set up your classroom.
• You might include a “typical” daily schedule.
• Include philosophy that backs up your thinking. This can be incorporated throughout the paper, or you might just discuss it in one section.

Remember that this is how you would like to teach literacy right now in an ideal setting. We all know that sometimes in the real world, schedules can vary; students are pulled out, etc. However, the purpose of this assignment is to get you thinking about what you believe is important and why. This may serve as a backbone or reference for your own teaching down the road. You may use the class texts as references, but include other references as well. The format of this paper is to be APA style.

Grades:

An “A” paper will be thoughtful and descriptive. It should leave me with no questions as to how your day is set up. It will provide a clear and insightful understanding of the philosophy that backs up what you believe is best practice. The paper should be thorough, touching all areas of literacy, including how you might adapt or include reading in the content areas. You cite resources other than the class textbooks.

A “B” paper is thorough and descriptive, but leaves a few holes or questions as to what you are doing or why you are doing it. A clear understanding of philosophy is included. All areas of literacy are covered.

If you fall beneath the “A” or “B” category, I will not accept your paper. You will have to make additions and/or changes and resubmit it to me. I am more than willing to look at drafts of your paper along the way so you may be certain that your paper is on track. I will also provide an example of an “A” paper in class.

Three Literacy Lessons

You will be developing, teaching, and reflecting on three lessons over the semester. One should be a reading lesson, one a writing lesson, and the other in the content area. These lessons should incorporate some of the strategies and/or methods we have discussed in class. Please use the lesson plan format located in the resources section on our class website. Be clear and specific as you write up your lessons—don’t assume I know what you are doing! Please include any handouts or worksheets that you provide for students. Your lesson should have a tangible outcome; it is not a mini-lesson. I would also like you to complete a thorough reflection of your lesson. Remember that this is how we improve our teaching—by reflecting on what went well, what did not, and how we might improve things next time. You will need to have one of these lessons evaluated by your host teacher. The evaluation will be given to me.

Reading Reflections and Literacy Journal

Reading reflections will be submitted weekly and correspond with the week’s assigned reading. I will post the questions you are to address or reflect upon under announcements on the class website. These must be submitted prior to 4pm on Monday nights.

You will be asked to keep a literacy journal in your practicum classroom. Document and reflect on what you are seeing in regards to reading and writing throughout the day. You will post your journal on our class website.

You will have other various assignments throughout the semester in addition to the reading reflections and literacy journals. All of these assignments, as well as your class attendance will be a part of your “professionalism” grade.

CLASS SCHEDULE

(Please note that assignments listed are due the following week.)

(Reading reflection questions for chapters assigned will be posted online.)

9/12Introductions, syllabus, projects, guided reading and writing overview

Assignments:1. Read chapters 3, 4, 5 in Good First Teaching

2. Read chapters 4, 5, 6 and pgs. 111-114 in Grades 3-6

3. Begin Literacy journal

4. Start thinking about a student for the case study

9/19Setting up—what does guided reading and writing look like?

Assignments:1.Read chapters 6 & 7 in Good First Teaching

2. Read chapters 10, 27 & 28 in Grades 3-6

3. Literacy journal

4. Consider the assessments used in your classroom and/or school. Be ready to share and discuss next week.

9/26Assessment

Assignments:1. Read chapters 8, 9, 10, 11 in Good First Teaching

2. Read chapters 11, 12, 13, 14 and pgs. 249-250 in Grades 3-6

3. Literacy journal

4. What does the reading program in your classroom look like? Be ready to share.

10/3Grouping, text selection, leveling

Assignments: 1. Read chapters 12 &13 in Good First Teaching

2. Read chapters 3, 20, 22 in Grades 3-6

3. Literacy journal

4. What does the spelling program in your classroom look like? Be ready to share.

10/10Word strategies, word study, spelling

Assignments:1. First draft of Ideal Literacy Program posted/emailed.

2. “Progress report” on case study in class

3. Read chapters 18, 19, 21 in Grades 3-6

4. Literacy journal

10/17Comprehension and case study update

Assignments:1. Read chapters 7, 8, 9, 10 (revisit) and pgs. 186-187 in Grades 3-6

2. Read chapters 15, 16, 17 and pgs. 299-300 in Grades 3-6

3. Plan and teach your reading lesson

4. Literacy journal (last week)

5. Bring the name of book you might use to model comprehension strategies to students.

10/24Independent reading and literature study

Assignments:(Due November 7)

1. Read chapters 23, 24, 26 in Grades 3-6

2. Share how literacy is integrated into the content area in your classroom.

.

10/31WORK NIGHT/NO CLASS—please work on your ideal literacy program, literacy lessons and case study!

11/7Content area literacy, nonfiction, and poetry

Assignments:1. Read chapter 25 in Grades 3-6

2. Revisit chapter 3 in Good First Teaching

3. Plan and teach your content area lesson

4. What does writing look like in your room? Be ready to share.

11/14Writing

Assignments:1. Read chapters 1-6 in Writing Workshop

2. Plan and teach your writing lesson

11/21Writing

Assignments:1. Read chapters 7-12 in Writing Workshop

2. Bring the name of a book you could use to teach a writing strategy to students.

11/28Writing

Assignments:1. Three lessons (reading, writing, content area) due 12/6

2. Case study due 12/6

3. Ideal Literacy Program paper due 12/13

12/5Present/share case study and three literacy lessons

12/12Present Ideal Literacy Program