Happy New Year.....and ......
Syllabus: ITE 314 - Cohort 415 (A Working Draft – 1-8-07)
University of Hawaii, Manoa
College of Education
ITE 314: Literacy and Literature II
Elementary Cohort 415 - Spring 2007
I. Descriptive Information:
Catalog description: Teaching strategies based on current theories of language will be
modeled within an integrated whole language curriculum appropriate for multicultural classrooms.
Credits: 3
Focus: Writing Intensive
Pre-requisites: Admission to UHM teacher education program; ITE 313
Co-requisites: Admission to UHM teacher education program; ITE 317
Intended audience: Students in UHM teacher education program
Instructor: Greg Swimelar
Office Hours: By appointment
Telephone: (c) 224-4503
E-mail: gregswim@gmail.com
Class meetings: Mondays, January 8–April 30, 2007, 8:00–10:30, Room 105
Grading: A+,A,A-,B+,B,B-,C+,C,C-,……… etc.
Focus designation: This course has been approved as writing-intensive (WI) and you will receive a WI credit upon successful completion of the course requirements. Writing will contribute significantly to the course grade and will take a variety of forms (e.g., journals, progress reports, reaction/reflection essays, performance critiques, planning, topic of choice, and documenting a case study). The Writing Workshop is recommended for enhancing your written communication skills. Call 956-7619 for an appointment.
Disability statement: If you have a disability and related access needs, please contact the KOKUA program (UH Disabled Student Services Office) at 956-7511, KOKUA@hawaii.edu, or go to Room 013 in the Queen Lili‘uokalani Center for Student Services. Please know that I will work with you and KOKUA to meet your access needs based on disability documentation.
Professional Dispositions Statement: The professional dispositions shared in this course reflect the standards and expectations of the College of Education, the Institute for Teacher Education, and the Elementary and Early Childhood Education Program. Teacher candidates must demonstrate acceptable or target professional dispositions during all program-related activities (i.e., coursework, field experiences, meetings, and conferences). Any category marked with a “U” requires a conference, plan of assistance for improvement, or dismissal. Professional dispositions can be found on the EECE website at: http://www.hawaii.edu/coe/departments/ite/index.html
Ethical behavior: All work you submit as yours must include proper documentation and crediting of sources. Failure to properly introduce and document paraphrased material or borrowed ideas is plagiarism. Plagiarism carries serious consequences and possible dismissal from the program. See the UH General and Graduate Information Catalog under “Student Regulations” and the UH Student Conduct Code for specific guidelines related to plagiarism.
Laptop computers: The following are specific expectations for laptop use in our classroom:
1. You need to bring your laptop to every class unless otherwise instructed.
2. The legitimate educational purpose of our class is to help prepare you for your professional career. Part of your development as a professional is learning the ability to practice and model courtesy and respect for your colleagues and instructors. Accordingly, engaging in personal emails, instant messaging, games and web surfing are not appropriate activities during class time.
3. Please turn on your laptops before class and keep the screens down until we are ready to use them. The other option is to leave them off until requested to turn them on.
4. Demonstrate ethical and responsible behavior during class and on the UH network.
5. Please charge your batteries before class.
6. When in class, please spend time only on the tasks associated with this course.
7. In general, use your laptops in class as you would expect your students to use theirs.
II. Standards-Based Education
During your teacher education program, you will find yourself immersed in standards-based education. The College of Education (COE) and the Institute for Teacher Education (ITE) set standards for teacher candidates. The Hawai‘i Teacher Standards Board (HTSB) sets standards for Hawai‘i teachers. The Hawai‘i Content and Performance Standards (HCPS II) for K-12 students are set by the Hawai‘i Department of Education. In addition, many of your teacher education courses will integrate standards from professional organizations (e.g., the International Reading Association).
Standards describe what teachers and students at all levels should know, be able to do, and care about. The College of Education Conceptual Framework and the Institute for Teacher Education require teacher candidates to be knowledgeable, effective, and caring. These three standards are a part of all learning experiences in your teacher education program. Here’s an overview, with Hawaiian proverbs from ‘Olelo No‘eau:
Knowledgeable
Teacher candidates are knowledgeable about content, pedagogy, and professionalism; human growth and development; and the physical, mental, emotional, and social needs of students with diverse backgrounds and learning needs.
E lawe i ke a‘o malama, a e ‘oi mau ka na‘auao: He who takes his teachings and applies them increases his knowledge (Pukui, Mary Kawena.1983. ‘Olelo No‘eau 328. Honolulu, Bishop Museum Press).
‘A‘ohe pau ka ‘ike i ka halau ho‘okahi: All knowledge is not taught in the same school. One can learn from many sources (Pukui, Mary Kawena. 1983. ‘Olelo No‘eau 203. Honolulu, Bishop Museum Press).
b. Effective
Teacher candidates have the professional experience and skills to teach so that all children can learn.
Ho a‘e ka ‘ike he‘enalu i ka hokua o ka ‘ale: Show [your] knowledge of surfing on the back of the wave. Talking about one’s knowledge and skill is not enough; let it be proven (Pukui, Mary Kawena. 1983. ‘Olelo No‘eau 1013. Honolulu, Bishop Museum Press).
c. Caring
Teacher candidates care about students and their families and communities, teaching and learning, and their own professional development.
E kuahui like i ka hana: Let everybody pitch in and work together (Pukui, Mary Kawena. 1983. ‘Olelo No‘eau 323. Honolulu, Bishop Museum Press).
III. Goals, Content, and Objectives
Course Overview:
ITE 314: This is the second course in the two-semester language arts sequence. You will gain deeper theoretical and practical understandings of issues relating to literacy, learning, instruction, strategies, and assessment of language arts skills and processes at different grade and developmental levels in the elementary school. The focus of this class will be on the interrelatedness of reading, writing, listening and speaking, with an emphasis on reading.
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 reader’s workshop (process approach to learning to read),
the strategies needed to implement the readers’ workshop (literature-based instruction, including word identification ), and
assessment approaches for 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.
The pre-service teacher will be able to use the following strategies as a teacher of reading:
Shared reading – whole group and one-on-one
Reading “to, with, and by”
Conducting individual reading conferences
Using running records as a teaching tool
Using running records as an assessment tool
Analyzing running records to determine what strategies a child has control over
Using “retellings” as an assessment tool
Helping students to select “just right” books
Organizing and managing a classroom library
Tubbing books
Keeping a graphic record of student progress through the use of a reading folder, running records, and retellings
Book talks
Organizing a classroom library
Conducting a “genre study”
Managing guided reading
Modeling reading comprehension strategies
Matching children to books
Managing a reader’s workshop
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 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 the professional genre of teaching, as well as a piece of writing in a genre of his or her choice. A minimum of at least three pages of writing will be published in a cohort anthology.
Required Reading:
Taberski, Sharon. On Solid Ground: Strategies for Teaching Reading. Heinemann.
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
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
Tompkins, Gail E. Literacy for the 21st Century: A Balanced Approach. Merrill Prentice-Hall. 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 and be on time for all classes.
Participate actively in class discussions and activities. Do the assigned readings and reflections on the readings before class. Be prepared to ask questions, make comments, or raise concerns from the readings. You are responsible for the information in the readings even if it is not covered in class.
Obtain ownership for your work rather than be merely being “completer” of work.
Take risks with your writing.
Prepare the equivalent of a minimum one-half page single-spaced reflection on your readings for each class. Post this on our blog so that others can benefit from your “take” on the reading. The purpose of these weekly reflections is to help you and your cohort focus on the important concepts covered in the readings.
Read all the reflections of our other cohort members as well as any responses that the instructor may have to any of your colleague’s reflections. Once every three weeks, prior to class – post 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, or by mutual agreement.
Complete the following:
The activities in the “Pre-Service Teacher’s Pacing Outline”
Book Talk – Presentation of children’s book to our class
Published piece – at least three pages of published work to be included in the cohort anthology
Maintain an “electronic reflection learning journal” that will include reflections on what we learn in class. The last ten minutes of class time will be reserved for this. Email your reflection to Greg at gregswim@gmail.com at the end of each class.
Maintain an eWriter’s Folder containing your drafts and writings that you do in our writer’s workshop during class.
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:
January 8 – Welcome to the second course in Literature and Literacy, catching up on each other’s business, expectations, overview of the course, review of syllabus, review the conditions of learning and the principles of engagement. If time permits – lecture/presentation on the Process of Learning to Read. Bring your laptops every time.
BETWEEN SESSION ACTIVITY:
Obtain textbooks. Read for next class: Contents, Forward, Acknowledgements, and Introduction of On Solid Ground – and post your reflection on our blog. Look, don’t just write about what you read – but how did what you read hit you? Use your real voice – don’t mess around – we want to know what you think and how this stuff really hit you, OK
January 15 (MLK Day – Do we have class?)
Read for next class: Read Chapter 1 – pages 2 through page 8 – On Solid Ground by Sharon Taberski: “From Where Are Your Thinking?”
January 22 --
Read for next class: Chapter 2: Defining Your Goals
January 29
Read for next class: Chapter 3: Creating a Purposeful Environment and Daily Schedule
February 5
Read for next class: Part Two – “Assessing Children to Determine Their Strengths and Needs” -- Chapter 4: “Reading Conferences: Creating a Context for Assessment”
February 12
Read for next class: Chapter 5: “Taking Records of Children’s Oral Reading”
February 19
Read for next class: Chapter 6: “Retelling and Reading Discussions”
February 26
Read for next class: Part 3: “Demonstrating Strategies: Whole Class, Small Group, One-on-One” Chapter 7: “Read Aloud and Shared Reading: Demonstrating Strategies in Whole-Class Settings”
March 5
Read for next class: Chapter 8: “Guided Reading: Demonstrating Strategies in Small-Group Settings”
March 12
Read for next class: Chapter 9: Word Study Groups: Analyzing Words for Their Phonetic, Structural, and Morphemic Features
March 19
Read for next class: Chapter 10: “Teaching Reading Strategies One-on-One”
April 2
Read for next class: Part Four: Offering Children Opportunities for Practice and Response,” Chapter 11: “Matching Children with Books for Independent Reading”
April 9
Read for next class: Chapter 12: “Independent Reading: A Time for Practice”
April 16
Read for next class: Chapter 13: “A Time for Response”
April 23
Read for next class: Appendices pages 183-203, and “Works Cited” pages 205-208.
April 30
To be determined
Anthology Assignments:
Cover Design:
Cover Title:
Table of Contents Design and Typing:
About the Authors Page:
Dedication Page, if any:
Editors of Final Copy:
Note: This is a “working document;” some changes may be made to reflect the needs, interests, and understandings of the students.
Pre-service Teacher Listing of Language Arts Trials to be Conducted in the Field
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 27th.
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________________________________________
Comments:
Syllabus: ITE 314 - Cohort 415 (A Working Draft – 1-8-07)
University of Hawaii, Manoa
College of Education
ITE 314: Literacy and Literature II
Elementary Cohort 415 - Spring 2007
I. Descriptive Information:
Catalog description: Teaching strategies based on current theories of language will be
modeled within an integrated whole language curriculum appropriate for multicultural classrooms.
Credits: 3
Focus: Writing Intensive
Pre-requisites: Admission to UHM teacher education program; ITE 313
Co-requisites: Admission to UHM teacher education program; ITE 317
Intended audience: Students in UHM teacher education program
Instructor: Greg Swimelar
Office Hours: By appointment
Telephone: (c) 224-4503
E-mail: gregswim@gmail.com
Class meetings: Mondays, January 8–April 30, 2007, 8:00–10:30, Room 105
Grading: A+,A,A-,B+,B,B-,C+,C,C-,……… etc.
Focus designation: This course has been approved as writing-intensive (WI) and you will receive a WI credit upon successful completion of the course requirements. Writing will contribute significantly to the course grade and will take a variety of forms (e.g., journals, progress reports, reaction/reflection essays, performance critiques, planning, topic of choice, and documenting a case study). The Writing Workshop is recommended for enhancing your written communication skills. Call 956-7619 for an appointment.
Disability statement: If you have a disability and related access needs, please contact the KOKUA program (UH Disabled Student Services Office) at 956-7511, KOKUA@hawaii.edu, or go to Room 013 in the Queen Lili‘uokalani Center for Student Services. Please know that I will work with you and KOKUA to meet your access needs based on disability documentation.
Professional Dispositions Statement: The professional dispositions shared in this course reflect the standards and expectations of the College of Education, the Institute for Teacher Education, and the Elementary and Early Childhood Education Program. Teacher candidates must demonstrate acceptable or target professional dispositions during all program-related activities (i.e., coursework, field experiences, meetings, and conferences). Any category marked with a “U” requires a conference, plan of assistance for improvement, or dismissal. Professional dispositions can be found on the EECE website at: http://www.hawaii.edu/coe/departments/ite/index.html
Ethical behavior: All work you submit as yours must include proper documentation and crediting of sources. Failure to properly introduce and document paraphrased material or borrowed ideas is plagiarism. Plagiarism carries serious consequences and possible dismissal from the program. See the UH General and Graduate Information Catalog under “Student Regulations” and the UH Student Conduct Code for specific guidelines related to plagiarism.
Laptop computers: The following are specific expectations for laptop use in our classroom:
1. You need to bring your laptop to every class unless otherwise instructed.
2. The legitimate educational purpose of our class is to help prepare you for your professional career. Part of your development as a professional is learning the ability to practice and model courtesy and respect for your colleagues and instructors. Accordingly, engaging in personal emails, instant messaging, games and web surfing are not appropriate activities during class time.
3. Please turn on your laptops before class and keep the screens down until we are ready to use them. The other option is to leave them off until requested to turn them on.
4. Demonstrate ethical and responsible behavior during class and on the UH network.
5. Please charge your batteries before class.
6. When in class, please spend time only on the tasks associated with this course.
7. In general, use your laptops in class as you would expect your students to use theirs.
II. Standards-Based Education
During your teacher education program, you will find yourself immersed in standards-based education. The College of Education (COE) and the Institute for Teacher Education (ITE) set standards for teacher candidates. The Hawai‘i Teacher Standards Board (HTSB) sets standards for Hawai‘i teachers. The Hawai‘i Content and Performance Standards (HCPS II) for K-12 students are set by the Hawai‘i Department of Education. In addition, many of your teacher education courses will integrate standards from professional organizations (e.g., the International Reading Association).
Standards describe what teachers and students at all levels should know, be able to do, and care about. The College of Education Conceptual Framework and the Institute for Teacher Education require teacher candidates to be knowledgeable, effective, and caring. These three standards are a part of all learning experiences in your teacher education program. Here’s an overview, with Hawaiian proverbs from ‘Olelo No‘eau:
Knowledgeable
Teacher candidates are knowledgeable about content, pedagogy, and professionalism; human growth and development; and the physical, mental, emotional, and social needs of students with diverse backgrounds and learning needs.
E lawe i ke a‘o malama, a e ‘oi mau ka na‘auao: He who takes his teachings and applies them increases his knowledge (Pukui, Mary Kawena.1983. ‘Olelo No‘eau 328. Honolulu, Bishop Museum Press).
‘A‘ohe pau ka ‘ike i ka halau ho‘okahi: All knowledge is not taught in the same school. One can learn from many sources (Pukui, Mary Kawena. 1983. ‘Olelo No‘eau 203. Honolulu, Bishop Museum Press).
b. Effective
Teacher candidates have the professional experience and skills to teach so that all children can learn.
Ho a‘e ka ‘ike he‘enalu i ka hokua o ka ‘ale: Show [your] knowledge of surfing on the back of the wave. Talking about one’s knowledge and skill is not enough; let it be proven (Pukui, Mary Kawena. 1983. ‘Olelo No‘eau 1013. Honolulu, Bishop Museum Press).
c. Caring
Teacher candidates care about students and their families and communities, teaching and learning, and their own professional development.
E kuahui like i ka hana: Let everybody pitch in and work together (Pukui, Mary Kawena. 1983. ‘Olelo No‘eau 323. Honolulu, Bishop Museum Press).
III. Goals, Content, and Objectives
Course Overview:
ITE 314: This is the second course in the two-semester language arts sequence. You will gain deeper theoretical and practical understandings of issues relating to literacy, learning, instruction, strategies, and assessment of language arts skills and processes at different grade and developmental levels in the elementary school. The focus of this class will be on the interrelatedness of reading, writing, listening and speaking, with an emphasis on reading.
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 reader’s workshop (process approach to learning to read),
the strategies needed to implement the readers’ workshop (literature-based instruction, including word identification ), and
assessment approaches for 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.
The pre-service teacher will be able to use the following strategies as a teacher of reading:
Shared reading – whole group and one-on-one
Reading “to, with, and by”
Conducting individual reading conferences
Using running records as a teaching tool
Using running records as an assessment tool
Analyzing running records to determine what strategies a child has control over
Using “retellings” as an assessment tool
Helping students to select “just right” books
Organizing and managing a classroom library
Tubbing books
Keeping a graphic record of student progress through the use of a reading folder, running records, and retellings
Book talks
Organizing a classroom library
Conducting a “genre study”
Managing guided reading
Modeling reading comprehension strategies
Matching children to books
Managing a reader’s workshop
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 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 the professional genre of teaching, as well as a piece of writing in a genre of his or her choice. A minimum of at least three pages of writing will be published in a cohort anthology.
Required Reading:
Taberski, Sharon. On Solid Ground: Strategies for Teaching Reading. Heinemann.
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
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
Tompkins, Gail E. Literacy for the 21st Century: A Balanced Approach. Merrill Prentice-Hall. 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 and be on time for all classes.
Participate actively in class discussions and activities. Do the assigned readings and reflections on the readings before class. Be prepared to ask questions, make comments, or raise concerns from the readings. You are responsible for the information in the readings even if it is not covered in class.
Obtain ownership for your work rather than be merely being “completer” of work.
Take risks with your writing.
Prepare the equivalent of a minimum one-half page single-spaced reflection on your readings for each class. Post this on our blog so that others can benefit from your “take” on the reading. The purpose of these weekly reflections is to help you and your cohort focus on the important concepts covered in the readings.
Read all the reflections of our other cohort members as well as any responses that the instructor may have to any of your colleague’s reflections. Once every three weeks, prior to class – post 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, or by mutual agreement.
Complete the following:
The activities in the “Pre-Service Teacher’s Pacing Outline”
Book Talk – Presentation of children’s book to our class
Published piece – at least three pages of published work to be included in the cohort anthology
Maintain an “electronic reflection learning journal” that will include reflections on what we learn in class. The last ten minutes of class time will be reserved for this. Email your reflection to Greg at gregswim@gmail.com at the end of each class.
Maintain an eWriter’s Folder containing your drafts and writings that you do in our writer’s workshop during class.
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:
January 8 – Welcome to the second course in Literature and Literacy, catching up on each other’s business, expectations, overview of the course, review of syllabus, review the conditions of learning and the principles of engagement. If time permits – lecture/presentation on the Process of Learning to Read. Bring your laptops every time.
BETWEEN SESSION ACTIVITY:
Obtain textbooks. Read for next class: Contents, Forward, Acknowledgements, and Introduction of On Solid Ground – and post your reflection on our blog. Look, don’t just write about what you read – but how did what you read hit you? Use your real voice – don’t mess around – we want to know what you think and how this stuff really hit you, OK
January 15 (MLK Day – Do we have class?)
Read for next class: Read Chapter 1 – pages 2 through page 8 – On Solid Ground by Sharon Taberski: “From Where Are Your Thinking?”
January 22 --
Read for next class: Chapter 2: Defining Your Goals
January 29
Read for next class: Chapter 3: Creating a Purposeful Environment and Daily Schedule
February 5
Read for next class: Part Two – “Assessing Children to Determine Their Strengths and Needs” -- Chapter 4: “Reading Conferences: Creating a Context for Assessment”
February 12
Read for next class: Chapter 5: “Taking Records of Children’s Oral Reading”
February 19
Read for next class: Chapter 6: “Retelling and Reading Discussions”
February 26
Read for next class: Part 3: “Demonstrating Strategies: Whole Class, Small Group, One-on-One” Chapter 7: “Read Aloud and Shared Reading: Demonstrating Strategies in Whole-Class Settings”
March 5
Read for next class: Chapter 8: “Guided Reading: Demonstrating Strategies in Small-Group Settings”
March 12
Read for next class: Chapter 9: Word Study Groups: Analyzing Words for Their Phonetic, Structural, and Morphemic Features
March 19
Read for next class: Chapter 10: “Teaching Reading Strategies One-on-One”
April 2
Read for next class: Part Four: Offering Children Opportunities for Practice and Response,” Chapter 11: “Matching Children with Books for Independent Reading”
April 9
Read for next class: Chapter 12: “Independent Reading: A Time for Practice”
April 16
Read for next class: Chapter 13: “A Time for Response”
April 23
Read for next class: Appendices pages 183-203, and “Works Cited” pages 205-208.
April 30
To be determined
Anthology Assignments:
Cover Design:
Cover Title:
Table of Contents Design and Typing:
About the Authors Page:
Dedication Page, if any:
Editors of Final Copy:
Note: This is a “working document;” some changes may be made to reflect the needs, interests, and understandings of the students.
Pre-service Teacher Listing of Language Arts Trials to be Conducted in the Field
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 27th.
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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