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EDS 380 Literacy in the Secondary Classroom
Greene, Judy Ann


COURSE SYMBOL AND NUMBER:  ED 521

COURSE TITLE:  Introduction to Literacy

COURSE DESCRIPTOR :NA

TERM COURSE BEING TAUGHT:  Fall, 2005

NAME OF FACULTY MEMBER:  Judy Ann Greene

TITLE OF FACULTY MEMBER:  Assistant Professor of Education

FACULTY OFFICE LOCATION:  Copley Hall, Rm 317

FACULTY OFFICE HOURS:  M = 1:00-3:00, T = 1:00-3:00, R = 1:00-3:00 or by appointment

FACULTY OFFICE TELEPHONE NUMBER:  584-6421

FACULTY PARK EMAIL ADDRESS:  judy.greene@park.edu

OTHER FACULTY EMAIL ADDRESS:  NA

FACULTY WEB PAGE ADDRESS:  NA

DATES OF THE TERM:  August 22-December 16

CLASS SESSIONS DAYS: Mondays

CLASS SESSION TIME:  5:00-7:15

PREREQUISITE(S):  NA

CREDIT HOURS:  3

 

MISSION STATEMENT

The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

 

VISION STATEMENT

Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

 

COURSE DESCRIPTION:  An introduction to current theory and practice in the field of literacy.  Current theories, professional terminology in the literacy field, theory-based literacy instruction models, classroom assessment tools, and current issues in the literacy field will be reviewed, and classroom applications will be stressed.  Designed for graduate education students who have no prior coursework in literacy methods.

 

FACULTY’S EDUCATIONAL PHILOSOPHY:  Teachers must be willing learners who embody what they hope to cultivate in their students—curiosity and joy of learning, courage to risk being wrong, ability to connect the classroom to the world around it as a desirable way to enrich and empower genuine mobility in personal, social, and professional life.  Teachers must also have at heart, the understanding that little of value can be communicated without first establishing and maintaining a human, mutually respectful relationship.  In other words, teachers must model what they ask of and expect from the students they teach, and they must enter the classroom with a disposition toward teaching-learning as an “us-we” instead of “me-them” effort.

 

COURSE OBJECTIVES:  On completion of this course, students should be able to: 

 

  • Respond effectively to affective needs, challenges, and attitudes of students with reading problems.     
    • Relevant MoSTEP 1.2.3.1, 1.2.3.2, 1.2.3.4, 1.2.4.1, 1.2.5.1, 1.2.7.1, 1.2.10.2
    • Relevant ACEI Standards:  1, 2, 3.2, 3.4, 3.5, 5.1, 5.2
    • Assessment artifacts:  Readability Study, Assessment Profile, Post-Session Reflection Sheet

 

  • Identify and utilize professional language, vocabulary of literacy, and informal communication skills for a variety of purposes (e.g., research, professional development, teacher-student/parent relationship). .
    • Relevant MoSTEP 1.2.9, 1.2.10
    • Relevant ACEI Standards:  1, 2, 3.5, 5.1, 5.3, 5.4
    • Assessment artifacts:  Text Reflections, Readability Study, Lesson Demonstration/Plan & Feedback, Assessment Profile, Post-Session Reflection Sheet, Report/Observation Paper

 

  • Assess and analyze variety of texts , students’ learning needs and styles, to match materials and instruction to student.
    • Relevant MoSTEP 1.2.1, 1.2.2, 1.2.4, 1.2.5
    • Relevant ACEI Standards:  1, 2, 2.8, 3.1, 3.2, 4, 5.2
    • Assessment artifacts:  Readability Study

 

  • Select, construct, analyze, utilize multiple methods and different types of assessment, evaluation, and testing suitable for a variety of needs (e.g., instruction, achievement), and clearly communicate results to variety of audiences in facilitative manner.
    • Relevant MoSTEP 1.2.4, 1.2.8, 1.2.9
    • Relevant ACEI Standards:  1, 2, 4, 5.3, 5.4
    • Assessment artifacts:  Readability Study, Assessment Profile, Lesson Demonstration/Plan & Feedback

 

  • Organize and construct meaningful links among literacy modalities, content area knowledge and skills, literature, and the world as perceived by learners.
    • Relevant MoSTEP 1.2.1, 1.2.2, 1.2.3, 1.2.4, 1.2.5, 1.2.7
    • Relevant ACEI Standards:  1, 2, 2.8, 3.1, 3.3, 3.4
    • Assessment artifacts:  Post-Session Reflection Sheets, Lesson Demonstration/ Plan & Feedback

 

  • Identify, explain, design, and demonstrate models of teaching and learning literacy for content classroom, individual students’ remedial needs, and to facilitate higher order reading-writing-thinking.
    • Relevant MoSTEP 1.2.1, 1.2.2, 1.2.3., 1.2.4, 1.2.5, 1.2.6
    • Relevant ACEI Standards:  1, 2, 2.8, 3.1, 3.2, 3.3, 3.4, 5.1
    • Assessment artifacts:  Post-Session Reflection Sheets, Lesson Demonstration/ Plan & Feedback,

 

  • Read, observe, evaluate, and reflect upon their own and others’ pedagogical philosophy and practice for continual renewal and improvement of teaching performance.
    • Relevant MoSTEP 1.2.4, 1.2.9
    • Relevant ACEI Standards:  1, 2, 3.3, 5.2
    • Assessment artifacts:  Post-Session Reflection Sheets, Report/Observation Paper

 

COURSE TEXTBOOK(S):

 

Manzo, Anthony V., Manzo, Ula, Thomas, Matthew H.  (2005).  Content area literacy:  strategic             teaching for strategic learning.   Hoboken, NJ:  Wiley/Jossey-Bass Education. 

            SBN:  0-471-15167-X

 

Brett Elizabeth Blake and Robert W. Blake, (2005); Literacy primer.   New York:  Peter Lang

            Publishing    ISBN:  0-8204-7077-5

 

ACADEMIC HONESTY: Academic Honesty is required of all members of a learning community.  Hence, Park will not tolerate cheating or plagiarism on tests, examinations, papers or other course assignments.  Students who engage in such dishonesty may be given failing grades or expelled from Park.

 

PLAGIARISM: Plagiarism—the appropriation or imitation of the language or ideas of another person and presenting them as one’s original work—sometimes occurs through carelessness or ignorance.  Students who are uncertain about proper documentation of sources should consult their instructors.”

 

ATTENDANCE POLICY: Instructors are required to keep attendance records and report absences.  The instructor may excuse absences for cogent reasons, but missed work must be made up within the term of enrollment.  Work missed through unexcused absences must also be made up within the term of enrollment, but unexcused absences may carry further penalties.  In the event of two consecutive weeks of unexcused absences in a term of enrollment, the student will be administratively withdrawn, resulting in a grade of “F”.  An Incomplete will not be issued to a student who has unexcused or excessive absences recorded for a course.  Students receiving Military Tuition Assistance (TA) or Veterans Administration (VA) educational benefits must not exceed three unexcused absences in the term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.  Reports of F grade (attendance or academic) resulting from excessive absence for students receiving financial assistance from agencies not mentioned above will be reported to the appropriate agency.

 

·         Students may have no more than two (2) absences.

·         A third absence will drop the final course grade by one full letter grade.

·         A fifth absence will drop the final course grade by two letter grades.

  • It is considered standard professional courtesy for the student to notify the instructor by phone or email ahead of time of any and all absences or late arrival/early departures (excepting emergencies). 
  • In the event of an absence from tutoring session, students are required to:  (a) call and personally notify the cooperating teacher, apologizing for the absence; (b) speak to learner being tutored, apologizing for absence.  Students must obtain the school and, if applicable, teacher phone numbers before beginning involvement with the class.
  • The following will be unconditionally excused and require documentation:  medical or dental emergency, student’s hospitalization, serious illness of close family member, natural disasters (e.g., fires, flood, etc.), jury duty, unexpected military call-up, death in family.
  • The following will not be considered for excused status in excess of the two absences allowed:  job schedule, wedding or other family event, other class schedule, and other situations that are avoidable by responsible planning.  If students are in doubt, ask the instructor first.  The instructor will uphold the policies set out in this syllabus.

·         Late arrival and early departures of 15 minutes or more past the scheduled class starting and ending time each count ¼ of an absence.

 

LATE SUBMISSION OF COURSE MATERIALS:

 

Late assignments will result in loss of 1 point per day late.  Assignments should be submitted on time even if student is absent (excepting emergencies).  Use fax, email attachment, ask fellow class member and/or friend to deliver to instructor’s mailbox, rm. 309 on the third floor of Copley Hall, or to folder on instructor's office door, rm. 317.  Students are advised to submit assignments before their listed due date.  This will insure that there is enough time to revise an assignment to earn full points.  To further encourage students to submit assignments before they are due, no revisions for full points will be permitted after an assignment is due unless it was submitted early enough to receive feedback from the instructor. 

 

Each time an assignment is submitted for re-evaluation, it must be accompanied by the original assignment and instructor’s rubric/feedback/score to be considered for more points.

 

COURSE ASSESSMENT:

General Directions for Assignments:  Course Materials Packets will be provided for assignments requiring more detailed directions than space allows in this syllabus.  All assignments will receive points toward final grade.  Students are responsible for reading syllabus and Course Materials Packet to know what assignments are required, when they are due, how to do them, how they are scored, and any other pertinent information.  Questions and/or concerns regarding assignments will be handled before or after class, during breaks, during office hours, by appointment, or by phone or email.  It is important for students to raise these questions outside of class session time for three reasons:  (1) to insure all available class time is used to achieve course objectives, (2) demonstrate the desired teaching dispositions, and (3) insure that an assignment is not submitted with preventable errors.   If a question or concern is raised, and the instructor decides that the matter needs further clarification, explanation, or requires a change of any sort, the instructor will inform the class via email.  Ideas for improvement are also most welcome!  A significant portion of this course and syllabus is the result of previous students' creative and helpful ideas.

 

Email is essential to this course.  All students will need to check their PirateMail on a regular basis--at least twice a week.  Typically, several days may pass when no email is sent, only to be followed by several emails in one day.  Students are to notify the instructor as soon as possible if they have difficulty accessing their PirateMail accounts.  Students who do not regularly check email run the risk of losing points on assignments, misunderstanding important information, not having materials needed for an activity or assignment, etc.

 

Written Assignments:  Clear written and spoken communication is absolutely essential and expected for future classroom teachers.  We are all models of literacy to our learners.  The way learners see us use our literacy skills is what they will believe is correct and right for their own writing and speaking.  Therefore, all written and spoken communication will be subject to correction for basic standard English.  (This includes the instructor--to err is human!)   Students are expected to:  (1) use correct, standard English technical writing skills (i.e., "mechanics"--spelling, punctuation, grammar, capitalization, sentence structure, etc.); (2) proofread carefully for technical skills errors, missing words, missing letters, making  all necessary revisions; and (3) make certain terms and phrases are used correctly for meaning, and that what is written is easily understood by the reader.   Written assignments containing technical and content (sense) errors will be returned for revision before receiving points.  Any student needing help with particularly stubborn errors of basic writing skills will be referred to the Student Assistance Center if the instructor and student are unable to find time to work together.  Regarding style and formatting—in order to avoid confusion created by differing interpretations of proper APA, MLA, or Chicago/Turabian style, a model for all written assignments will be provided in the Course Materials Packet.  All students are expected to correctly follow the provided model for all typewritten assignments except Text Reflections and Post-Session Reflection Sheets.  Failure to use the model correctly will result in loss of points.

 

1.  Text Reflections  (to be done out of class; receives points for completion) Prepare for class lecture and discussion activities.  There are two parts to this assignment: 

 

(a)     Complete a provided Text Reflections sheet for text pieces as assigned in “Course Topics and Assignments" at the end of this syllabus.  Text Reflections may be typed or written by hand as long as the writing is legible.  Writing skills as described above will be part of the evaluation for points earned.  Text Reflections are due at the beginning of each class on the date listed in "Course Topics and Assignments."

 

(b)    On the flip side of the Text Reflections sheet, create a list of six (6) questions or activity tasks directly related to the assigned chapter's content.  All six questions/task statement should exemplify the six corresponding levels of Bloom’s Taxonomy.  I.e., the first question/task should call for a knowledge level response; the last question/task should call for an evaluative response.

 

            Text Reflections provides evidence of reading, comprehension, and reflection of text, as

            well as essential course elements.  

 

2.  Readability Study (to be done out of class; receives rubric point score):  There are two parts to this assignment—

 

(a) Each student will figure the readability level of one text of student’s

     choice using the following three formulae:  (i) Fry, (ii) Cloze, and (iii)

     Flesch-Kincaid in Microsoft Word programs).  The Fry and Cloze levels 

     must be done by hand.  Cloze "tests" do not need to be administered to

     learners or other persons to earn points; however, they should qualify

     for actual future use in a classroom setting.

 

(b)    Write a brief report that compares and contrasts the formulae, and discuss personal conclusions regarding the use of readability levels.  Include all work such as calculations and drafts, and submit to instructor at the beginning of class on date due (see “Course Topics and Assignments”). 

 

3.  Field Experience (out of class; participation/completion/rubric score):  Students are

required to complete 16 hours of combined tutoring and classroom observation-assistance. (No set amount of hours are required for either tutoring or classroom observation-assistance; any amount of hours for tutoring or classroom observation-assistance will work as long as both occur on a regular basis.)  Tutoring hours should be scheduled with one or more learners.  Students enrolled in ED 359C, currently teaching or working in actual school settings will be able to use their assigned practicum/school employment site; otherwise, alternative arrangements must be made with the assistance and approval of the instructor.  Contact information—school name and phone, and, where applicable, teacher name and phone—must be submitted to instructor before beginning the field experience.  There are 10-11 weeks scheduled for completion of the required 16 hours field experience.  (This works out to be roughly 1 ½ hours per week of field experience time.)  If students tutor one student on a regular basis, they should schedule two-four times a week for consecutive weeks, spending a set, predictable amount of time (no less than 15 minutes) with a student per session. 

 

This assignment has two separate components—Assessment and Tutoring.  

 

            Assessment—Assessment Profiles  Students will (i) gather information about one

          learner (e.g., age, grade level, literacy history and attitudes), (ii) conduct

            at least two different informal, assessments, (iii) analyze findings, (iv) use the

analysis to form conclusions regarding learners’ strengths and needs, (v) select appropriate strategies/methods for addressing learners’ needs, and (vi) evaluate the results of their instruction.  They will present i-vi in a written report using the provided format.  Ideally, this assessment should be used to design instruction for a learner the student will be tutoring, but even if not possible, assessment of at least one learner is still required.

 

Tutoring  (i) Tutors (i.e., students) and their learners will “debrief” after each tutoring session to develop their metacognitive skills and strengthen student-teacher relationship.  Both learner and tutor will complete a Post-Session Reflection Sheet (PSRS) after each tutoring session.  If learner is unable to write responses, the tutor is to ask and record learner’s responses.  (ii) Tutors will write an informal evaluation of learners’ progress after the last tutoring session with each learner.  Tutors make two copies of the both PSRS’s.  The first copy, if applicable, is given to the cooperating teacher; the second copy is brought to course class sessions to share during debriefing sessions with fellow students, and to submit to the instructor.  (Students keep original copies to use to inform instruction and guide tutoring activities.) 

 

4.  Report/Observation Paper (to be done out  of class; receives rubric score):  Students select a theory or method/strategy currently in use and relevant to their particular needs and interests.  This paper should first trace the historical development including origin, changes, and issues, then observe, record, and evaluate its use in assigned school settings.  The paper should conclude with a reflective conclusion articulating intellectual, emotional, and empathetic reactions.  Students may use their field experience in this or any other course during the current semester.  In tracing the historical development and issues attached to the theory or method/strategy, students are required to reference at least four different articles from four different professional journals that are nationally recognized and respected.  Park’s online library (EBSCO) is a good source for finding journals, as are the course texts.  Papers must follow the format model provided in the Course Materials Packet, and be no less than 10, no more than 15 full pages of text (excludes source references page).

 

5.  Interview (to be done out of class, receives rubric score):  Students are to gain an overview or collective perspective of literacy instruction as it occurs in actual school settings.  They will learn how veteran educators who are responsible for literacy instruction at a building level handle the challenges and issues inherent in remedial literacy instruction.  Students are responsible for finding and scheduling an interview with a working curriculum coordinator, building principal, education specialist, special educator, or any other qualified educator directly dealing with academic literacy matters.  Students are not to interview their cooperating classroom teachers or another regular classroom teacher for this assignment.  Interviews are to be written according the provided model format and be no less than three and no more than five full pages of text.  The following topics are to be asked and/or responded to; they should also form the report’s headings under which students report their findings:

 

            ¨ Most Common Literacy Needs of Students

            ¨ Most Serious Needs of Classroom Teachers in Literacy Instruction

            ¨ Most Serious Barriers for Classroom Teachers in Literacy Instruction

            ¨ What Works—Successful Approaches & Qualities of Instruction

            ¨ My Intellectual and Emotional Reactions

            ¨ My Insights and/or Changes in Personal Values and Ideas

 

            [NOTE:  “My . . . Reactions/Insights . . .” refer to Park student’s (author’s), not the

            person being interviewed.]

 

6.  Lesson Demonstration (in/out of class; rubric score for written component)  Each

     student will design a literacy lesson for his or her particular content area using the

      format       provided.  Students may confer with and assist each other; however, this

      assignment is       to be each student’s own final effort.  This assignment will bring together

      previous       assignments and activities to function as half of the course final “exam.”        The lesson must:  (a) incorporate the three modalities of acquiring literacy:  text =       reading and  writing, oral = speaking and listening, and visual = pictures/art seen and

      drawn, (b) use at least one comprehensive content area literacy strategy from the text or

      other source presented in class. 

 

Students present the lesson in a simulated classroom setting using actual materials.  Class members will role play learners.  The lesson will be followed by debriefing discussion in which “learners” will give feedback to “teacher” using a provided rubric to help the “teacher” revise and improve the plan and teaching skills.  The instructor will also provide feedback in a rubric. 

 

Students submit a formal written version of this lesson using the provided lesson plan format.  

 

7.  The $64,000 Question (in class; participation pts.):  This assignment will  take place

     during class in last scheduled session.  There are two parts to this assignment: 

 

a)       Each student will independently prepare a list of at least five (5) facilitative responses to learner’s traditional challenge in the classroom:  “Why do I have to read/write/do this?”  Responses must be based on (a) reflection of personal beliefs, attitudes, and history as classroom learner, and (b) observations and experience that have occurred during the term.  The responses will be scored for participation, not content.  All responses are welcome except those of a sarcastic and dismissive nature (e.g., “Because I said so,” “Don’t argue with me,” I have my education, now you get yours,” etc.) 

 

b)      Students will share their responses with class.  They should feel free to steal other students’ response to add to their list!

 

Dealing with this question/challenge effectively reflects an enlightened understanding of what prompts it, the teacher’s personal beliefs and attitudes toward learners, and their profession as a whole.  How teachers reply to “Why do I have to do this” can be the pivot point for putting another brick in the wall or for creating a community of willing learners. 

 

8.  I KNOW THAT I KNOW NOTEBOOK (in/out of class; completion pts):  Beginning with the

second class, each student is to begin collecting all course materials organized inside a tabbed binder.   This will serve as a resource for future use in other courses and students’ teaching career.  Students are to bring their notebooks on the last day of class for completion check.

 

9.  Pre- Assessment and Post-Test (to be done in class, receives completion/point score)  During the first class session, a fill-in-the-blank, short answer assessment will be given covering knowledge, concepts, and skills essential to course objectives.  This assessment will receive completion points only for a grade.  Results of the pre-assessment will be used, in part, to determine and finalize class session topics and learning activities.   Post-testing will cover the same knowledge, concepts, and skills as the pre-assessment.  The post-test will be a culminating, summative task, will function as half of the final examination on the day scheduled for final examinations, and will earn a raw point score grade.  Post-test scores will be compared with pre-assessment scores to determine effectiveness of instruction and student learning.

 

CLASSROOM RULES OF CONDUCT:   Students are to demonstrate the same dispositions, habits of mind, behavior, and responsibility they would expect from learners and peers in their own classrooms.  Therefore, the following will apply to all students enrolled in this course:

 

  • If students are representing themselves and Park University as pre-service educators, they are required to arrive on time to their assigned schools dressed in a professional manner—no bare midriffs, sagging pants, tight tops, etc.  If the instructor is on tutoring site, she will send home anyone who is inappropriately attired.  Students should ask the instructor if they are in doubt about appropriate attire.

 

  • Key moments can be sabotaged by ringing cell phones.  Receiving phone calls in class is rude to fellow class members, and disrespectful to the instructor; therefore, turn them off or on vibrate.

 

  • Wafting odors of burgers, chicken nuggets, and the sounds of salad can drive those who have not had time to forage to the brink of madness; therefore bring only a snack that can be quickly ingested and removed from sight and smell!  In the case of Watson Literacy Center, no food or drink is permitted in any area except for water which must be in a container with a tight-fitting lid.  Break times will be provided to relieve the need for colas, chips, etc.

 

  • All writing assignments should reflect the same level of literacy expected of teachers who teach it; therefore, students will be required to revise assignments containing technical writing errors (e.g., grammar, spelling, sentence structure, punctuation).  Scores will not be recorded for assignments containing significant, correctable technical errors.  Formal written assignments must be in APA format, including cover sheet format, (5th edition), including sheet and source citations.  “Full page” specifications for each assignment mean text—source citations do not qualify for page length.  Consult either an APA manual or one of the many excellent web sites for APA style such as www.apastyle.org.  Students are encouraged to revise and resubmit for a higher score. 

 

  • Speak and we will listen—with respect, from everyone.  Students should also exhibit polite consideration when speaking.

 

  • After the first week, class time will be restricted to learning activities only; questions about assignments, activities, and grades must therefore be brought to instructor’s attention before or after class, during break time, or through email.  Any questions, concerns, or suggestions the instructor deems relevant to the class as a whole will be handled and communicated primarily through Park’s Piratemail email system.  The instructor believes in continual improvement, and will make any changes or adaptations necessary to bring about the best learning experience possible.  Therefore, students should check their Piratemail at least twice a week so that they do not miss important news about assignments, activities, grades, etc.  

 

  • Computers make writing and revising much easier and more productive.  Students must recognize though that technology can also cause problems.  Printers run out of ink and hard drives crash.  Students must be responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes.

 

DISABILITY GUIDELINES: Park University is committed to meeting the needs of all students that meet the criteria for special assistance.  These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal.  It is Park University’s policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding students with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply.  Additional information concerning Park University’s policies and procedures related to disability can be found on the Park University web page: www.park.edu/disability

 

GRADING PLAN:  Points for final grade are earned as follows: 

 

·         Pre-Assessment                            must be completed to earn final grade

·         Text Reflections (13 @ 5 pts)                  65

·         Readability Study                           15

·         Assessment Profile                          25

·         Tutoring (Log sheets/PSRS’s)             must be completed to earn final grade

·         Interview                                             30

·         Report/Observation Paper               35

·         Lesson Demonstration                      35

·         Lesson Plan                                         40

·         $64,000                                                 15

·         I Know That I Know Notebook             15

·         Post-test                                          25       

                                         TOTAL POINTS:    300

 

            A = 90 – 100%             270 – 300 points

            B = 80 – 89%               240 – 269

            C = 70 – 79%               210- 239

            D = 60 – 69%               180 – 209

            F = 59% or lower            179 points or less

 

INCOMPLETES:  Incompletes are strictly limited to students who regularly attend and submit assignment on time and whose situation meets the criteria described in unconditionally excused absences.  It is Park policy that all incompletes be finalized in 60 days.  In complement to this policy, the instructor will compute the course grade with whatever assignments have been submitted at the end of 60 days.

 

 


TENTATIVE COURSE DATES/TOPICS/ASSIGNMENTS

Week

Date

Topics/Assignments                                                                            Assignments Due

1

M-8/22 

 

? Introductions:  people, course principles/guidelines, syllabus

(students read on their own, then come to 2nd session w/questions)

? Pre-assessment                                                                                              ? Pre-assessment

o  Lecture:  “Why & What Teachers Should Know,” “Literacy Concepts & Terminology”

 

2

M-8/29

? Syllabus Questions

o Socratic Seminar

? Bloom’s Taxonomy

? Literacy Primer Ch. 1                                                                                        o Text Reflection

 

 Begin “I Know That I Know” Notebook (start collecting course materials)

 

 

M-9/5

LABOR DAY; NO CLASSES

3

M-9/12

 

? Assessment:  Overview of formal, informal

? Readability/Formulae                                                                    

? Literacy Primer Ch. 2                                                                                        o Text Reflection

 

4

M-9/19

 

? Literacy Primer Ch. 3                                                                                        o Text Reflection

? Assessment:  Practice/Case Study Applications

o Instruction/Strategy

 

STUDENTS MAY NOW BEGIN TUTORING/OBSERVATION-ASSISTANCE  SESSIONS

 

5

M-9/26

? Burning Issues/Field Experience Debriefing                                                o  PSRS, If applicable

? Strategy Demonstration

o Manzo Text Ch. 3, “Interactive Instruction        ……………………………….………? Text Reflection

                                                                                                                         ? Readability Study

 

6

M-10/3

? Burning Issues/Field Experience Debriefing                                                o  PSRS, If applicable

? Ch. 4:  Into—“Prereading”                                                                                 o Text Reflection

? Strategies Demonstration/Practice

 

7

M-10/10

? Burning Issues/Field Experience Debriefing                                                o  PSRS, If applicable

? Ch. 5:  “Through—Methods for Guiding Silent Reading” …      ……  …………..…..? Txt Reflection

o Strategy Demonstration/Practice

? Socratic Seminar.

 

M-17

FALL RECESS; NO CLASSES

8

M-10/24

? Burning Issues/Field Experience Debriefing                                                o  PSRS, If applicable

? Ch. 6:  “Beyond—Methods for Postreading Schema”………………           …………? Text reflection

? Introduction to Lesson Plan for Demonstration & “Report”

                                                            …………….……………………..………….? Assessment Profile

 

Week

Date

Topics/Assignments                                                                            Assignments Due

9

M-10/31

? Burning Issues/Field Experience Debriefing                                                o  PSRS, If applicable

? Lesson Plan continued

? Ch. 6:  “Beyond—Methods for Postreading Schema        ”………………..……… …? Text reflection

? Strategy Demonstration/Practice

                                                                                                                                   ? Interview

10

R-11/7

? Burning Issues/Field Experience Debriefing                                                o  PSRS, If applicable

? Txt. Ch. 7:  “Vocabulary and Concept Development” …………………………….….? Text reflection

? Strategy Demonstration/Practice

 

11

M-11/14

? Burning Issues/Field Experience Debriefing                                                o  PSRS, If applicable

? Ch. 8:  “Beyond the Lines” …………………………….…………                                          .? Txt Refl

? Strategy Demonstration/Strategy

 

12

M-11/21

? Burning Issues/Field Experience Debriefing                                                o  PSRS, If applicable

? Ch. 9:  “Reading & Writing to Learn”……………………..………………………………….…….? Txt Refl

? Strategy Demonstration/Practice

 

13

M-11/28

? Burning Issues/Field Experience Debriefing                                                o  PSRS, If applicable

? Ch. 10:  “Interactive Assessment”   ……………………..…………………………………….…..? Txt Refl

? Lesson Demonstrations …..………………………                … ……………………………...? Feedback

                                                                                                          ? Report/Observation Paper

14

M-12/5

? Burning Issues/Field Experience Debriefing                                                o  PSRS, If applicable

? Ch. 11  “Reading, Learning & Remembering”                                                                   Txt Refl

? Lesson Demonstrations                                                       ……………………………...? Feedback

                                                                                                      ? Lesson Demonstration Report

                                                                                                        o Field Experience Log Sheets

 

END OF FIELD EXPERIENCE

 

15

M-12/12

6-7:15

? $64,000 Question

? Post-Test                                                                                                                 o Post-Test

                                                                                                                           ? IKTIK Notebook