COURSE SYMBOL AND NUMBER: EDM 380
COURSE TITLE: Literacy for Middle School Teachers
COURSE DESCRIPTOR :NA
TERM COURSE BEING TAUGHT: Spring, 2006
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: T = noon-3:00; R = noon-3:00; or by appointment
FACULTY OFFICE TELEPHONE NUMBER: 584-6421
FACULTY PARK EMAIL ADDRESS: firstname.lastname@example.org
OTHER FACULTY EMAIL ADDRESS: NA
FACULTY WEB PAGE ADDRESS: NA
DATES OF THE TERM: January 9-May 7
CLASS SESSIONS DAYS: Mondays & Fridays
CLASS SESSION TIME: 11:00-1:40 at Plaza Middle School
PREREQUISITE(S): To be taken simultaneously with/or after ED 359C
CREDIT HOURS: 4
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.
Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.
COURSE DESCRIPTION: Theories and techniques of teaching reading and study skills in the middle school classroom are explored, including the connections between reading, writing, hearing, talking, and thinking. Students are expected to do actual tutoring of a student or students for the laboratory portion of this course.
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 in a facilitative manner to challenges associated with cognitive and affective needs particular to middle school learners with diverse literacy skills. (Relevant MoSTEP Standards: 22.214.171.124, 126.96.36.199, 188.8.131.52, 184.108.40.206, 220.127.116.11, 18.104.22.168; IRA Standards: 1.1, 1.3, 2.2, 2.3, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 5.2; NMSA Standards--Knowledge: 1.1, 1.2, 1.3, 1.7, 3.1, 3.2, 3.6, 3.10, 4.3, 5.2, 5.3, 5.7, 5.8, 6.2, 6.3, 6.9, 7.2; Performance: 1.2, 1.3, 1.4, 1.5, 1.6, 1.8, 1.10, 3.1, 3.2, 3.3, 3.5, 3.6, 4.1, 4.3, 5.1, 5.2, 5.4, 5.8, 6.3, 6.6, 7.1) Assessment Artifacts: Readability Study, Post-Session Reflection Sheets, feedback for Lesson Plan/Demonstration, Field Experience Report, $64,000 Question.
· Know, understand, and use principles and terms of literacy instruction to communicate effectively with middle school learners, professional peers, and parents. (Relevant MoSTEP Standards: 1.2.9, 22.214.171.124; IRA Standards: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 4.1, 4.2, 4.3, 4.4; NMSA Standards--Knowledge: 1.3, 1.7, 2.5, 6.3, 6.4, 6.9, 7.3, 7.4, 7.5; Performance: 1.4, 1.10, 2.3, 3.10, 4.4, 5.4, 5.10, 6.1, 7.3) Assessment Artifacts: Text Reflections, Readability Study, Post-Session Reflection Sheets, Report/Observation Paper, feedback for Lesson Plan/Demonstration, Field Experience Report.
· Identify, explain, and use various types of assessment that result in aligning instruction and middle school learners with literacy materials and tasks, and which allows for continual evaluation of instructional effectiveness. (Relevant MoSTEP Standards: 1.2.1, 1.2.2, 1.2.4, 1.2.5; IRA Standards: 1.3, 1.4, 3.1, 3.2, 3.3, 3.4; NMSA Standards--Knowledge: 3.4, 3.7, 3.8, 32.10, 3.11, 5.2, 5.3, 5.4, 5.6, 5.9; Performance: 3.8, 3.9, 5.8) Assessment Artifacts: Readability Study, feedback for Lesson Plan/Demonstration, Field Experience Report
· Identify, explain, and use evidence-based strategic whole group and differentiated literacy instruction to improve and enrich all levels of middle school content literacy skills. (Relevant MoSTEP Standards: 1.2.1., 1.2.2., 1.2.3, 1.2.4, 1.2.5, 1.2.6; IRA Standards: 1.4, 2.1, 2.2, 2.3, 4.1; NMSA Standards—Knowledge: 1.2, 3.1, 3.2, 3.10, 4.3, 4.4, 5.1, 5.2, 5.6, 5.9, 7.9, 7.10; Performance: 1.2, 1.3, 1.5, 3.1, 3.4, 3.5, 3.6, 3.9, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.5, 5.6, 7.5) Assessment Artifacts: Readability Study, Post-Session Reflection Sheets, Report/Observation Paper, YA Threesies, feedback for Lesson Plan/Demonstration.
· Organize and construct meaningful links among literacy modalities, knowledge and skills, supplemental texts, and life situations to particular middle school content area literacies. (Relevant MoSTEP Standards: 1.2.1., 1.2.2., 1.2.3, 1.2.4, 1.2.5, 1.2.7; IRA Standards: 1.4, 2.2, 2.3, 4.1, 4.2, 4.3, 5.1; NMSA Standards—Knowledge: 1.7, 3.1, 3.2, 3.3, 3.6, 4.1, 4.2, 4.3, 4.4, 5.7, 6.2, 6.7; Performance: 1.3, 1.5, 1.7, 1.9, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.9, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 5.1, 5.2, 5.4, 6.3, 6.4) Assessment Artifacts: YA Threesies, feedback for Lesson Plan/Demonstration.
Manzo, Anthony, Manzo, Ula, and Thomas, Matthew. (2005) Content Area Literacy: Strategic
Teaching for Strategic Learning. Wiley Jossey-Bass Education. ISBN: 0-471-15167-X
Tovani, Chris. (2004) Do I Really Have to Teach Reading? Stenhouse Publishers.
Johnson, Peter H. (2004) Choice Words. Stenhouse Publishers. ISBN: 1-57110-389-9
Lyons, Carol A. (2003) Teaching Struggling Readers. Heinemann Publishers.
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 in a 16-week course that meets twice a week/no more than one (1) absence in a 16-week course that meets once a week.
· 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.
· Late arrival and early departures of 15 minutes or more past the scheduled class starting and ending time each count ¼ of an absence.
SUBMISSION OF COURSE ASSIGNMENTS:
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, ask fellow class member and/or friend to deliver to instructor’s mailbox, rm. 309 on the third floor of Copley Hall, or to box on instructor's office door. Students are advised to submit assignments before their listed due date. Assignments submitted before the due date are eligible for revision for full points until the last scheduled day of class. To support this policy, assignments submitted on the due date or after will not be eligible for revision. Assignments may be submitted in person or emailed to establish early submission; however, the instructor will not print, evaluate, or score emailed assignments. All assignments must be submitted in hard copy on the day they are due. If technology problems make this impossible, a hard copy must be turned in to the instructor by midnight of the due date to be considered as submitted on time.
Email is essential to this course. All email correspondence will be through Park University PirateMail. Students must 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.
General Directions for Assignments: Course materials too detailed or lengthy for this syllabus (rubrics, directions, handouts, etc.) will be provided for students to download and print from eCompanion. (NOTE: before printing, adjust the font size to avoid overlarge type and excessive amounts of pages!) All assignments are required to earn a final grade whether or not they earn points. Students are responsible for reading syllabus and course materials 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 unnecessary errors. If a question or concern is raised that the instructor deems important for the entire class, the instructor will inform the class via email. Ideas for improvement are most welcome! A significant portion of this course is the result of previous students' creative and helpful ideas.
Formal Written Assignments (all typed assignments): Clear written and spoken communication is absolutely essential and expected for 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) develop paragraphs and the body of a paper so that knowledge, skills, and understanding is clearly discernible; (3) make certain terms and phrases are used correctly for meaning, and that what is written is easily understood by the reader (4) proofread carefully for technical skills errors, missing words, missing letters, making all necessary revisions. Points will be deducted from typed, written assignments containing technical and content (sense) errors. Any student needing help with particularly stubborn errors of basic writing skills are encouraged, and may be required, to use the excellent services at Park’s Student Assistance Center. Regarding style and formatting--since students historically have been confused by their professors about what is 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 this provided model for all written assignments except Text Reflections and Post-Session Reflection Sheets. Failure to use the model correctly will result in loss of points.
COURSE ASSIGNMENTS REQUIRED TO EARN POINTS/TO RECEIVE FINAL COURSE GRADE
[NOTE: THIS IS TENTATIVE AS OF 12/14/05]
1. Text Reflections (to be done out of class; receives point score 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) discussion questions or activity tasks directly related to the assigned chapter's content. Each question should exemplify a corresponding level of Bloom’s Taxonomy as covered in class and explained in the provided handout. E.g., the first question/task should call for a knowledge level response; the last question/task should call for an evaluative response.
2. Readability Study (described in Course Materials Packet; 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 students’
choice using the following three formulae: (i) Fry, (ii) Cloze, and (iii) Flesch-Kincaid in Microsoft Word programs). The Fry and Cloze must be done by hand. The Cloze does not need to be administered to earn points; however, they should be ready 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.
3. YA Threesies (to be done out of class; receives rubric score) This assignment has three parts.
a) Find and read three (3) trade books written for adolescents (ages 12-18). Books must be linked to content area, and must be listed in a bona fide Young Adult Literature list.
b) Prepare a summary of the books using a graphic organizer from text or other source presented in class (e.g., Venn diagram, Fishbone, Frayers, etc.)
c) Design three (3) activities and/or strategies from course texts or as presented in class sessions that link all three books, and that use all three literacy modalities: text (reading and writing), oral (speaking and listening), and visual (viewing and visual representation).
Students will share (informal discussion; not simulated demonstration) their YA Threesies project with the class, providing a copy for each fellow class member.
4. Literacy Strategy Lessons and Demonstrations (described in Course Materials Packet; to be done in/out of class)
Strategy Lessons (receives completion/rubric score): Each student will use the provided format and rubric to create three strategy lessons appropriate for the literacy skills related to their content area. (Note: this is not the department lesson plan format.) Each lesson must: (a) incorporate a strategy from the course texts or as presented in class that is specifically designed to improve one or more literacy skills; (b) incorporate the three modalities of acquiring literacy into the lesson's learning activities--text (reading/writing), oral (speaking/listening), and visual (graphic depiction/student-created drawing). Time will be provided in class for students to collaborate in creating and revising each other's Literacy Strategy Lessons; however, each student must submit his or her own individual Literacy Strategy Lessons.
Lesson Demonstrations: (to be done in class; receives completion/rubric score) Each student will present his or her Literacy Strategy Lessons in a simulated classroom situation. Fellow class members will role play learners in a particular content area classroom. Students are expected to demonstrate the “language of learning” as described in the required text, Choice Words. Each lesson demonstration will be followed by a feedback-discussion session in which “learners” will give feedback to “teacher" to help the “teacher” revise and improve the plan and teaching skills. The instructor will also provide feedback. This assignment will function as the course mid-term “exam.”
NOTE: The first two lessons & demonstrations are intended to prepare for mastery, and will receive completion points; the third written lesson & demonstration are considered summative, mastery performance tasks and will earn rubric points. They will occur during the last week of the course, and will comprise ½ of the Final Exam for this course.
5. Report AND Observation Paper (to be done out of class; receives rubric score): Each student is to select a literacy theory/method/strategy currently in use and relevant to their particular needs and interests. Students are to research and observe the use of their chosen topic in the school to which they have been assigned for practicum hours. This paper should be at least 10 full pages of text, cite sources on a separate page, and adhere to the Model for Formal Writing provided by the instructor. Students are required to use at least four hard copy articles in journals published by four of the following educational organizations: IRA, ASCD, Phi Delta Kappan, NCTE, AERA, NCTM, NMSA, NCSS, NSTA. Copies of the four articles must be submitted with the paper. Internet sources may also be included. Park’s online and on-site library is a good source for materials, as are the course texts—ask a reference librarian for help. There are two parts to this paper—(1) historical development, (2) observation of actual use in school settings. Each topic and subtopic must appear as underlined headings in the paper followed by students’ findings and discussion.
History & Development should comprise no more than 50% of the paper. It should include: (a) the origin of the topic, (b) how it developed, (c) changes since its beginning, and (d) any current issues associated with it.
Classroom Observation should comprise at least 50% of the paper. It should: (a) contain explicit description and specific examples of how topic was implemented; (b) compare and contrast what was observed in the classroom with what was read in the literature; (c) analyze effectiveness in the school/classroom, (c) conclusions about the overall value to teachers and learners.
In cases where the chosen topic is not used in the classroom, students are to compare and contrast the topic with any literacy method or strategy that is used in the assigned school setting, then: (a) provide explicit description and specific examples of the method/strategy used in the setting; (b) analyze how the chosen topic might be incorporated or adapted for use in the assigned setting; (c) compare & contrast benefits of chosen theory/method/strategy with the one used in school setting.
6. I Know That I Know Notebook (to be done in/out of class; receives point score): Beginning with the second class, each student is to begin collecting course materials and organize them in a binder so that they can serve as a resource for future needs. This is essentially the same thing as a resource notebook for future use in other courses and as classroom teacher. Points (5 points for each section) will be earned for: (a) binder labeled with course name, (b) table of contents, listing sections according to students' preferences, and (c) each section clearly labeled & tabbed. Students are to bring their notebooks on one of the last two days of class to receive points.
7. Course Pre- Assessment and Post-Test (to be done in class, Pre-Assessment receives completion/Post-Test receives point score) During the first class session, a fill-in-the-blank, short answer assessment will be given covering course knowledge, concepts, and skills. Results of the pre-assessment will be used, in part, to determine and finalize class session topics and learning activities. A post-test will cover the same knowledge, concepts, and skills as the pre-assessment. The post-test will be a culminating, summative task, will function as the second half of the final examination, 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. The instructor will address and/or hold students accountable for the following:
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
NOTE: SESSION TOPICS AND ASSIGNMENTS DUE DATES ARE TENTATIVE AS OF 12/14/05:
Topics/Assignments Assignments Due
? Introductions: people, course, procedures, syllabus
? What is reading? What is literacy? What about middle school literacy?
? Bloom’s Taxonomy
? Manzo text chapters 1 & 2: Why & What Teachers Should Know,
Concepts & Terms to Get Started—lecture, discussion
? Assign chapters in Choice Words
? Field Experience Explained—who, what, where, when, how
? Manzo txt ch 3—Elements, Frameworks for Interactive Instruction-lecture,
discussion .………………………………………………………………………………….? Text Reflection
? Practice DR-TA & 3-Phase Graphic Organizer
? Choice Words chs 1 & 2—assigned students share, class discuss,
? Burning Issues— (sharing & debriefing of field experiences)
? Lyons’ Txt. Ch. 2 & 3, Attention, Movement, & Learning; Language &
? STARR presentation: “Teaching with the Brain in Mind”
? Burning Issues
? Manzo txt ch 10—Assessment; ? Tovani txt ch 8—Assessment ……………..? Txt Refl (2 as 1)
? STARR presentation—“Making the Assessment Connection”
? Manzo txt ch 4—Pre-reading Methods..………………………………………………………….? txt refl
? Lyons’ txt ch 4—Emotion, Memory & Learning
? Literacy Strategy Lesson Demonstrations ? LSL Demo
? Burning Issues
? Tovani txt chs 4 & 5—Connecting Stus w/Text, “Why Am I Reading This?”..……? txt rfl (2 as 1)
? Choice Words—ch 3; designated students share, discuss, Socratic Seminar
Topics/Assignments Assignments Due
? Manzo txt ch 5—Silent Reading
? Learn & practice Graphic Organizers
? Readability Study
? Tovani txt ch 2—“So What?” of Reading Comprehension …………………………………….? txt refl
? STARR—“Asking the Right Questions”
? Burning Issues
? Tovani txt ch 3—Modeling…………………………………………………………………………..? txt refl
? Practice Oral Reading Strategy (Think-Aloud, Manzo pgs 37-41)
? Manzo txt ch 7—Strategies for Vocabulary .…………………………………………………….? txt refl
? Practice various strategies
? Choice Words ch 4—designated student share, discuss, Socratic Seminar
? Manzo txt ch 9—Reading & Writing to Learn ……………………………………………………? txt refl
? STARR—Writing Across the Curriculum
? Manzo txt ch 11, Tovani ch 6—Reading, Remembering……………………………? txt refl (2 as 1)
? Practice Cornell Note-taking, Visualization
? Choice Words ch 5—designated student share, discuss, Socratic Seminar
? Tovani txt ch 7—Group Work Instruction ……………………..……..…..…………………....? txt refl
? STARR—Cooperative Learning
SPRING RECESS; NO CLASS
? Manzo txt ch 6—Postreading Schema …………………………………………………………....? txt refl
? Practice Guided Reading Procedure
? Manzo txt ch 8—Critical Reading & Writing .…………………………………..……………....? txt refl
? Practice Polar Opposites, REAP
? Share YA Threesies …..……………………………………………………………………….? YA Threesies
? Socratic Seminar (taught as strategy/method; packets given)
? Manzo txt ch 13--Support ELL & LD ………..…………………………………..……………....? txt refl
? Practice Glass Analysis, Discuss ASCD articles on ELL instruction
(No fooling; class is really going to be held)
? Lyons’ txt ch 17, LD & AD(HD)
? STARR—Differentiated Learning
? Lyons’ txt ch 6—Teaching Hard-to-Teach Students
? Socratic Seminar—“I Won’t Learn from You”
? Lyons’ txt ch 5—Teaching Reluctant, Unmotivated Students
? STARR—“Motivating All Students”
? Choice Words, chs 6, 7, & 8 designated students share, discuss, Soc. Seminar
? Lyons’ txt chs 9 & 10—Expert Teachers
? Socratic Seminar—To Be announced
GOOD FRIDAY—NO CLASS
? Report & Observation Paper
? LSL (Written)
? Literacy Lesson Demonstrations ? LSL Demo
? Final Exam
? IKTIK Notebook
GRADING PLAN: Points for final grade are earned as follows:
Teaching Dispositions (Meets or Exceeds) 25
Pre-Assessment for Course Required for final grade
Text Reflections (13 @ 5) 65
Readability Study 20
YA Threesies 35
Report and Observation Paper 45
Literacy Strategy Lesson #1 & 2 (2 @ 30) 60
Lesson Demonstration # 1 & 2 (2 @ 15) 30
3rd Literacy Strategy Lesson (written) 30
3rd Literacy Strategy Demonstration 15
I Know That I Know Notebook 15
TOTAL POINTS: 370
A = 345 – 370 points
B = 325 - 344
C = 305 - 324
D = 285 – 304
F = 285 points or less
INCOMPLETES: Incompletes are strictly limited to students who regularly attend, submit assignments 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.
OTHER: Time will be set aside during most class sessions for questions, concerns, and special experiences (“Burning Issues”) students may have regarding literacy: implementing strategies, tutor-learner relationships, current events in education, break-throughs/successes, etc. These sessions are called “Burning Issues,’ and will be limited to 10 minutes.