School For Education Mission StatementThe School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.
School For Education Vision StatementThe School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.
Park University School for Education Conceptual Framework
ED 521 Introduction to Literacy
FAP 2008 ED
Greene, Judy Ann
Assistant Professor, Literacy
M.A. Special Education
rm. 317 Copley Hall
T/R noon-2:00, F 11:00-1:00, or by appointment
August 18 – December 5
Blake, Brett Elizabeth, Blake, Robert W. (2005). Literacy Primer. New York: Peter Lang
Publishing. ISBN: 0-8204-7077-5
Freeman, David E., Freeman, Yvonne S. (2004). Essential Linguistics: What You Need to Know
To Teach Reading, ESL, Spelling, Phonics, and Grammar. New York: Heinemann.
Lyons, Carol A. (2003) Teaching Struggling Readers: How to Use Brain-Based Research to
Maximize Learning. Portsmouth, NH: Heinemann Publishers. ISBN: 0-325-00435-8
Walker, Barbara J. (2004). Techniques for Reading Assessment and Instruction. Upper Saddle,
NJ: Pearson Education. ISBN: 0-13-191360-3
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.Career Counseling - The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
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 an empathetic, mutually respectful relationship. In other words, teachers must model what they ask of and expect from the students they teach; they must enter the classroom with a disposition toward teaching-learning as an “us-we” instead of “me-them” effort.
Learning Outcomes: Core Learning Outcomes
Final Exam: Combined performance mastery task and summative knowledge test: (a) Literacy Strategy Lesson and Demonstration of content area literacy strategy instruction, (b) Post-Test over knowledge & terms
Link to Class RubricClass Assessment:
2. Readability Study (Core Learning Outcomes: 1 & 2; 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. OBSERVATION AND REFLECTIVE ANALYSIS (Core learning outcomes: 1-4; to be done out of class; rubric score): Students will observe literacy assessment and instruction in active classroom settings, then analyze their findings, and reflect on the links to course content.
There are two parts to this assignment.
(a) Students are required to complete a minimum of 8 hours of observation in a classroom setting. Those students who are currently teaching must observe 2 classrooms settings other than their own—(1) a reading specialist or learning disabilities and (2) language arts/communication arts. They may take notes during observations, if the classroom teacher approves. After observations, students will complete a Post-Session Reflection Sheet to keep a record of what was observed and the links to course content. A time log, signed by the classroom teacher, is required.
(b) Students will summarize their observations, analysis, and reflections in a presentation to the class. They may do so in the form of a PowerPoint presentation or a written report. Students will present their summaries, including the Post-Session Reflection Sheets (PSRS) to the instructor after their presentation.
4. MoSTEP entries: Student candidates must write entries covering the following:
1.2.7: The pre-service teacher models effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
184.108.40.206 models effective verbal/nonverbal communication skills.
220.127.116.11 demonstrates sensitivity to cultural, gender, intellectual, and physical ability
differences classroom communication and in responses to students’
18.104.22.168 supports and expands learner expression in speaking, writing, listening, and other
22.214.171.124 uses a variety of media communication tools.
o Entries will be evaluated using the SFE Portfolio Rubric and the DESE Rubric for Teacher Portfolios. Each rubric supports the other; together, they are excellent guides for knowing what and how to write portfolio entries. The SFE Portfolio Rubric is available in rm. 309 of Copley; the DESE Portfolio Rubric will be provided in eCompanion.
NOTE: these documents are too long to download & print for each use. They are to be used as resources, not for recording evaluation scores. Students will use an informal portfolio score sheet to record scores. This sheet, as well as other resources will be provided in eCompanion.
o Student candidates will be both authors and peer reviewers. You are to write your entries and exchange them with another candidate at the designated times listed in the table of course topics, dates, and assignments.
o Portfolio entries are never completely finished. As you continue to learn through instruction and experience career as a teacher, you could add and revise your portfolio entries. Therefore, while you should work toward revising your entries so they will be ready to add to your portfolio for formal reviews by faculty, do not expect that this will be the very last draft you will be asked to write.
participation points) During a class session, students will evaluate two samples of writing using the writing rubric provided.
Each student will design a literacy lesson for his or her particular content area using the lesson plan outline 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 will present the Anticipatory Set/Advanced Organizer, Objective and Its Purpose, and the 3 Teaching components (Input, Modeling, Checking) from the lesson plan outline that will be provided. They will present all these components of the lesson plan as teachers in a classroom setting. 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. Presentations should last no longer than 12 minutes.
Students submit a formal written Literacy Strategy Lesson using the provided format.
Beginning with the second class session, each student is to begin collecting all course materials and organize them inside a tabbed binder. This will serve as a resource for future use in other courses and students’ teaching career. Notebooks can be organized in whatever way that will render them easy and efficient to use in the future. Students are to bring their notebooks on the last day of class for completion check.
8. Pre- Assessment and Post-Test(Core learning outcome: Pre-assessment—n/a; Post-test—1-4; to be done in class, receives completion/point score) Duringthe 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, and will function as half of the final examination. It 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.
F WHAT YOU NEED TO KNOW ABOUT FINAL GRADES E
NOTE: final grades are calculated by points only, AND not BY THE percentage POSTED IN eCOMPANION.
Scenario A drafts (4 @ 10……………… 40 (show to instructor)
Finished CSTA (4 @ 25) ……………… 100 (submit in form according to model)
TOTAL POINTS: 400
A = 375 – 400 points
B = 360 - 374
C = 345 - 359
D = 330 – 344
F = 329 points or less
NOTE: final grades are calculated by points only, not percentages. Therefore, rely only rely on the point numbers and not percentages listed in eCompanion grade book.
Late Submission of Course Materials:
LATE SUBMISSION OF ASSIGNMENTS:
Classroom Rules of Conduct:
CLASSROOM RULES OF CONDUCT: Students are to demonstrate the same dispositions, 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:
· 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.
TENTATIVE COURSE DATES/TOPICS/ASSIGNMENTS
Topics/Assignments Assignments Due
?Introductions: people, course principles/guidelines, syllabus
(students read on their own, then come to 2nd session w/questions)
? Pre-assessment ? Pre-assessment
o Lecture & Activities: What a Long, Strange Trip It’s Been
? Bloom’s Taxonomy
? 6 Modalities of literacy
o Lecture & Activities: What a Long, Strange Trip It’s Been (Literacy Primer ch. 1)
? Give article for Response Write-Up
NOTE: We will meet for a longer time in order to honor Labor Day
LABOR DAY; NO CLASSES
? Assessment: Overview of formal, informal/authentic
? Readability/Readability formulae
? “Trip” cont’d: Literacy Primer ch. 2
? students exchange 1st drafts 1.2.7
? “Trip” cont’d: Literacy Primer ch. 3
? Assessment: methods & practice
? Manzo lectures 1 & 2: Why & What Teachers Should Know + Literacy Concepts
? Give Case Study Text Application (CSTA) #1
STUDENTS MAY NOW BEGIN OBSERVATIONS-CLASSROOM ASSISTANCE
? Debrief CSTA #1 Scenario A ? Show CSTA #1 Scenario A draft
? Manzo lecture: Interactive Instruction
? Strategies demonstration/practice
? Give CSTA #1, Scenario B
? Readability Study
? Debrief CSTA #1 Scenario .? CSTA #1
? Writing Strategies demonstration/practice o Writing Rubric Activity
? Give CSTA #2, Scenario A
? students exchange 2nd drafts 1.2.7
? Debrief CSTA #2, Scenario A ? Show CSTA #2 Scenario A draft
? Phases of reading: the B of B,D,A)
? Give CSTA #2, Scenario B
FALL RECESS; NO CLASSES
? Debrief CSTA, Scenario ? CSTA #2
? Phases of reading: the D of B, D, A
? Strategies demonstration/practice
? Give CSTA #3, Scenario A
? students exchange 3rd drafts 1.2.7
? Debrief CSTA #3, Scenario A
? Phases of reading: the A of B, D, A
? Give CSTA #3, Scenario B
? Debrief CSTA #3 Scenario ? CSTA #3
? Vocabulary & concept development
? Give CSTA #4, Scenario A
Students: bring all Literacy Strategy Lesson materials for next class!
? Debrief CSTA #4, Scenario A
? Potpourri of special needs: ELL, gifted, dyslexic, & the dissed
? Literacy Strategy Lesson—overviewed & explained
practice designing in pairs or triads
? Give CSTA #4, Scenario B
? students exchange 4th drafts 1.2.7
? Debrief CSTA #4, Scenario B ? CSTA #4
? Brain-based understanding of reading & writing
? Other methods, theories: McGuiness, Reading 1st, Dorothy Watson
ZPD, Marie Clay, the Goodmans, Marie Carbo
?Written Literacy Strategy Lesson
? LSL Demonstrations; demo the following components:
Intro, Presentation, Guided Practice (12 @ 10 minutes each;
feedback will have to be PDQ!)
STUDENTS NEED TO LET COOPERATING TEACHERS & CLASSROOM LEARNERS KNOW THIS IS NEXT TO LAST TIME FOR STUDENTS TO BE IN CLASSROOM
? Field Experience Report
o Field Experience Log Sheets
? “Final” draft 1.2.7 submitted to instructor
END OF FIELD EXPERIENCE
Intro, Presentation, Guided Practice, (3 @ 10 minutes each;
no time for feedback unless consensus agree to start class at 5:30)
? Post-Test o Post-Test
? IKTIK Notebook
NOTE: NO ASSIGNMENTS WILL RECEIVE POINTS IF SUBMITTED AFTER MIDNIGHT OF THIS CLASS.
Academic Honesty:As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2008-2009 Graduate Catalog Page 25
Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct. Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.
Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.
Park University 2008-2009 Graduate Catalog Page 25
Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2008-2009 Graduate Catalog Page 29Students 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.
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 Americans with Disabilities Act of 1990, regarding students with disabilities. In the case 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: http://www.park.edu/disability .
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Last Updated:8/13/2008 6:02:33 PM