University of Hawaii - Manoa
Institute for Teacher Education
ITE 313 (Cohort 415) – Literature & Literacy I - Fall 2006
Instructor: Greg Swimelar
Email: gregswim@gmail.com
Telephone: (mobile) 224-4503
Class time: Monday from 8:00 a.m. to 10:30 a.m.
Classroom: Wist 233 (2nd floor at top of stairs from CRC)
Course Outcomes:
Pre-service teachers will have a conceptual and practical grasp of:
the balanced approach to literacy instruction and goals for students’ literacy learning consistent with this approach,
the strategies needed to implement the writers’ workshop (process approach to writing),
the strategies needed to implement the readers’ workshop (literature-based instruction, including word identification ), and
assessment approaches to the writer’s and readers’ workshops.
Literature & Literacy I will focus more on the methods of teaching writing, and Literature & Literacy II will focus more on reading; however one cannot study one without the other, therefore there will be a integration of the two when conditions allow.
The pre-service teacher will be able to use modeled writing as a teaching approach.
The pre-service teacher will be able to conduct one-on-one writing conferences with individual students.
The pre-service teacher will demonstrate to children how a book can be used to create one’s own writing (the reading-writing connection; innovation on text)
The pre-service teacher will have under control five methods for helping an inexperienced writer get published and view himself/herself as a writer: innovation on text; use of the writing process; playing secretary; beginning dialogue correspondence; encouraging temporary spelling.
The pre-service teacher will be able to explain how a child-centered system for learning to spell can be managed.
The pre-service teacher will be able to demonstrate several ways to assess student literacy.
The pre-service teacher will be able to explain and demonstrate how grammar, usage, mechanics, and spelling can be learned in a writer’s workshop
The pre-service teacher will be able to describe and explain the elements in Brian Cambourne’s “Conditions of Learning” and “Principles of Engagement,” models and be able to apply these tools to actual classroom teaching and management.
Each pre-service teacher will produce writing representing at least three genres, as a result of his/her work during Writer’s Workshop. A minimum of at least three pages of writing will be published in a cohort anthology.
Course Description:
As an elementary or early childhood pre-service teacher, you will face the challenge of developing your students’ literacy – their ability to read and write. This course will prepare you to meet this challenge by giving you an understanding of literacy as both a social and cognitive process. You will increase your understanding through a variety of class activities, including participation in the writer’s workshop, whole-class and small-group discussions, viewing of videotapes, instructor demonstrations, and peer demonstrations.
Required Reading:
Graves, Donald. Writing: Teachers and Children at Work, Heinemann, 1983
Fox, Mem. Radical Reflections, Harcourt-Brace, 1993
Recommended Reading:
Cambourne, Brian. The Whole Story: Natural Learning and the Acquisition of Literacy in the Classroom. Ashton Scholastic, 1988
Au, Kathryn, H., Carroll, J.H., and Scheu, J.A. Balanced Literacy Instruction: A Pre-service teacher’s Resource Book, Second Edition, Norwood, MA: Christopher-Gordon Publishers, 2001.
Au, Kathryn. Literacy in Multicultural Settings. Harcourt Brace, 1993
Hindley, Joanne. In the Company of Children. Stenhouse Publishers, 1996
Taberski, Sharon. On Solid Ground: Strategies for Teaching Reading K-3. Heinemann, 2000
Keene, Ellin Oliver and Susan Zimmerman. Mosaic of Thought: Teaching Comprehension in a Reader's Workshop. Heinemann. 1997.
Dombey, Henrietta and Margaret Moustafa & the staff of the Centre for Language in Primary Education. Whole to Part Phonics: How Children Learn to Read and Spell. Heinemann, 1998.
Fountas, Irene C. and Gay Su Pinnell. Guided Reading: Good First Teaching for All Children. Heinemann, 1996.
Cunningham, Patricia M. Phonics They Use: Words for Reading and Writing. Harper Collins College Publishers, 1995
Fountas, Irene C. and Gay Su Pinnell. Matching Books to Readers: Using Leveled Books in Guided Reading. Heinemann, 1999.
Fisher, Bobbie and Emily Fisher Medvic. Perspectives on Shared Reading: Planning and Practice, Heinemann, 2000.
Graves, Donald. A Fresh Look at Writing. Heinemann. Heinemann, 1994.
Atwell, Nanci. In the Middle: New Understandings About Writing, Reading, and Learning. Heinemann, 1998.
Calkins, Lucy. The Art of Teaching Writing, (New Edition), Heinemann, 1994
Calkins, Lucy. The Art of Teaching Reading, Longman/Addison-Wesley, 2001
Griffin, Patrick, Patricia G. Smith, and Lois E. Burrill. The American Literacy Profile Scales: A Framework for Authentic Assessment. Heinemann.
Griffin, Patrick, Patricia G. Smith, and Noel Rdige. The Literacy Profiles in Practice: Toward Authentic Assessment, Heinemann, 2001
Ohanian, Susan. One Size Fits Few: The Folly of Educational Standards. 1999
Anderson, Carl. How’s It Going? A Practical Guide to Conferring with Student Writers. Heinemann, 2000.
Holdaway, Don. The Foundations of Literacy. Ashton Scholastic. 1979.
Harvey, Stephanie and Anne Goudvis. Strategies That Work: Teaching Comprehension to Enhance Understanding. Stenhouse Publishers, 2000.
Expectations:
Attend all classes and be on time for class.
Participate actively in class discussions and activities. Come to class prepared. Do the assigned readings and reflections on those readings before class. Readings are needed as background. You will need to come with questions, comments, or concerns from the readings. You are responsible for the information in the readings even if it is not covered in class.
Obtain ownership of your work rather than be merely a “completer” of work
Take risks with your writing
Prepare the equivalent of a one page double-spaced reflection on your readings for each class. Post this on our listserve or “our place on the web” so that others can benefit from your “take” on the reading. The purpose of these weekly reflections is to help you and our cohort focus on the important concepts covered in the readings even if it is not covered in class.
Read all the reflections of our other cohort members as well as any responses that the instructor may have to any reflections. Once a week, prior to class – send a public reflection on another student’s reflection.
Ask for clarifications about activities, projects, and lectures as needed. The instructor will provide assistance, but it is the student’s responsibility to let the instructor know when you need help. Please feel free to speak with the instructor before and after class and on other days by email or phone.
Complete the following:
The activities in the “Pre-Service Teacher’s Pacing Outline” (see last page)
Book Talk – Presentation of books by a well-known author
Published piece – at least three pages of published work to be included in the Cohort Kupulau
Anthology – work that was begun and shaped in our classroom writer’s workshop.
Maintain a “reflection notebook” that will include reflections on what we learn in class as well as what you learn in the field. I will occasionally read these and respond positively to them.
Maintain your Writer’s Folder containing your drafts and writings that you do in our workshop
Self-assessment --for the last class turn in a 1 to 3 page (double-spaced) self-assessment. What did you learn? What will you use? What’s your next step in your growth plan?
Requirements and Grading:
Expectations 2,3,4, and 7 – 10 points
Attendance at all classes -- 10 points
Reflections of readings and on fellow cohort members’ reflections – 15 points
Quizzes -- 10 points
Self Assessment 10 points
Personal Reflections (in class) to be written in “reflection notebook” – 5 points
Completion of Field Assignments with reflections (with accompanying documentation or evidence) – 15 points
Book Talk – 5 points
Completion of published piece in camera-ready condition – 5 points
Maintenance of “reflection notebook” for classes – 10 points
Final Memory Attempt – 5 points
Total = 100 points
Note: All written work will be considered as a PASS unless the instructor informs the pre-service teacher that a grade is a
high pass, low pass, or unacceptable. All unacceptables or low passes must be re-done.
Class Schedule:
August 21 – Yo! Yes? (shared reading) Introductions, expectations, overview of the course, review of syllabus, decide where to place our reading reflections (email or a web location). Get everyone’s email address. “Writing folders” and reflection journals” will be kept on laptop. Bring your laptops every time.
CONDITIONS OF LEARNING, INTRODUCTION OF THE WRITING FOLDER, MINI LESSONS ON THE WRITING PROCESS AND THE STRUCTURE OF A WRITER'S WORKSHOP, MODELED WRITING -- BRAINSTORMING, AND DRAFTING, LEADING THE SHARING PART OF WRITER'S WORKSHOP]
What is a workshop approach to teaching?
What is a writer’s workshop?
Mini-Lessons as part of writer’s workshop
Activity time as part of writer’s workshop
Sharing time as part of writer’s workshop
Assessment in writer’s workshop
Questions about writer’s workshop
Recommended readings for writer’s workshop
BETWEEN SESSION ACTIVITY:
Obtain textbook. Study your notes for test on Modeled Writing. What is it? Why do we do it? How do you do it?
August 28
[MINI LESSON: MODELED WRITING – BRAINSTORMING AND DRAFTING AT FIRST GRADE]
[MINI LESSON: SHARED READING
BETWEEN SESSION ACTIVITY: Study your notes for test on Shared Reading. What is it? Why do we do it? How do you do it?
September 11 --
[MINI LESSON: REVISING]
BETWEEN SESSION ACTIVITY : Study your notes for test on “the 8 conditions of learning.” Be able to list them and write a paragraph about why they are important to a teacher.
September 18
MINI LESSON: EDITING
BETWEEN SESSION ACTIVITY: Study notes for test on “the four principles of engagement.” Be able write them out. Then choose one of the principles and write a paragraph about how you can establish that particular principle in your classroom.
September 25 -- MINI LESSON: INNOVATION ON TEXT AND PUBLISHING A CHILDREN'S BOOK
October 2 -- MINI LECTURE: THE CONCEPT OF GENRE IN WRITING
MINI LESSON: DEMONSTRATION OF A ONE-ON-ONE CONFERENCE
October 9 – FIRST MEMORY ATTEMPT
MINI LESSON: DEVELOPMENTAL STAGES OF WRITING
October 16 – THE READING PROCESS
MODELING SHARED READING
October 23 – USING A RUNNING RECORD AS A TEACHING TOOL
October 30 --
MINI LECTURE: HELPING STRUGGLING WRITERS BECOME EXPERIENCED WRITERS
November 6 --
MATCHING BOOKS TO CHILDREN; TUBBING BOOKS, LEVELING BOOKS
KEEPING TRACK OF STUDENT PROGRESS IN READING
November 13 --
PRESENTATION: MANAGING A GENRE STUDY
November 20 -- MINI LECTURE: SPELLING AS PART OF THE WRITING PROCESS
November 27 – FINAL MEMORY ATTEMPT
MINI LESSON: ASSESSMENT OF LITERACY (Running Records, Retellings, Profile Assessments)
December 4 – Self-Assessment Due – Presentation of Cohort Anthology (title to be decided by cohort) – Bringing it all together.
Format of Class:
8:00 – 8:30 Discussion of readings or test
8:30 –8:45 Mini Lesson or Demonstration
8:45 --9:30 Writing time and individual conferences (take a break sometime during this period)
9:30 – 9:45 Break
9:45 – 10:00 Sharing time
10:00 – 10:10 Learning Journal Reflection
10:00 – 10:30 Learning activity or textbook reading time
At times a lecture/presentation will replace the mini lesson and will of necessity be longer.
Anthology Assignments:
Cover Design:
Cover Title:
Table of Contents Design and Typing:
About the Authors Page:
Dedication Page, if any:
Editors of Final Copy:
Research on where to publish:
Note: This is a “working document;” some changes may be made to reflect the needs, interests, and understandings of the students.
FIELD ASSIGNMENTS
Each activity must be checked off and dated by the student when completed. This form must be shared with the instructor, the coordinator, and the mentor periodically and prior to our last class.
Instructional Activities
Date Completed
Activity
Conduct very informal “chats” with as many students as possible. Example: “Tell me… what do you do when you get stuck when reading?” “Do you ever do anything else?” (This is to determine what reading strategies a child believes he/she has control over when reading, i.e. which cue systems are working. This will tell us what strategies need to be modeled for the student.)
Learn all student names, their individual interests, and their special experiences ASAP; be ready to attempt to reproduce this information from memory in class on October 9th, then again a final attempt on November 25th.
Do several or many shared readings (w/ whole class, small group, or individual)
Do a several or many “read alouds” or book talks.
With mentor permission, conduct one “affective” interview with a student or with the whole class, after we discuss the procedure in class. (Tony Stead protocol)
Conduct at least one “modeled writing.” (Writing in front of the kids while thinking aloud.)
Teach or facilitate at least two language arts learning activities (writer’s workshop, reader’s workshop, modeled writing, shared reading, conferencing, leading a “share session,” spelling, guided reading, grammar mini lesson, handwriting lesson). At least one of the lessons must involve the use of literature.
Name _____________________________________ School____________________________
Mentor________________________________________
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