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EDE 380 Literacy for Early Childhood and Elementary Teachers
Lofflin, Kathy Ehrig


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

EDE 380 Literacy for Early Childhood and Elementary Teachers

Semester

FA 2006 HO

Faculty

Lofflin, Kathy Ehrig

Title

Assistant Professor of Education

Degrees/Certificates

Ph.D
M.A.
B.A

Office Location

MA330A

Office Hours

Tuesdays and Thursdays, 8:00-8:30; 11:30-12:00; 2:00-4:00; Wednesdays by appointment

Daytime Phone

816-584-6419

E-Mail

klofflin@park.edu

Semester Dates

August 21-December 15, 2006

Class Days

--T-R--

Class Time

8:45 - 11:25 AM

Prerequisites

Admission to Teacher Education, and must either have successfully completed or be currently enrolled in EDE 325, Modern Grammar.

Credit Hours

6


Textbook:

All three of the following are required and are necessary to do well in this course.

 

 

Fox, Barbara J.  (2005).  Phonics for the teacher of reading (9th ed.).

             Upper Saddle River, NJ:  Merrill.  ISBN 0-13-117799-0

 

Vacca, Jo Anne L., Vacca, Richard T., Gove, Mary K., Burkey, Linda, Lenhart, Lisa A., & McKeon, Christine  (2006).   Reading and learning to read (6th ed.).  Boston:  Allyn & Bacon.  ISBN 0-205-43154-2

 

Wilde, Sandra.  (2000).  Miscue analysis made easy:  Building on student strengths.  Portsmouth NH:  Heinemann.  ISBN 0-325-00239-8

 

Additional Resources:

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 helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
Teaching literacy as a lifelong endeavor including reading research, emergent literacy/reading readiness, writing, listening and speaking in order to prepare students to become competent communicators. Emphasis on the development and organization of an authentic language arts program including the principles and practices which will lead to literacy. Observations in a variety of settings, including early childhood programs and elementary classrooms enable the student to learn about the support of emergent literacy and the delivery of literacy instruction in the primary grades. PREREQUISITES: EN231 or EDU/ EN 325 and admission to the School for Education. To be taken concurrently with Practicum. 6:0:6

Educational Philosophy:

The instructor's philosophy and approach to teaching any professional education course may be summed up in one word:  engagement.

            Engagement means full involvement by both instructor and students.  When someone is engaged, he/she places her/his full attention on the learning task at hand, and is fully “into” the learning activities of the moment rather than thinking about or attending to anything else.  She/he consistently pays attention, watches/listens carefully, and works to make the most of every learning opportunity.  Neither interruptions nor distractions, nor “just getting by”, is permitted.  Learning time is sacred, and important.  The instructor is committed to being fully engaged when she is teaching or working with students and their work, and she expects the same engagement level of students when they are in class or working on assignments.  Indeed, when students later work in the classroom as teachers, the children they will work with deserve nothing less than full engagement.

            The instructor will endeavor to set up the classroom environment to maximize engagement. Some strategies for this will include hands-on activities, cooperative and collaborative learning, a stress on higher level learning outcomes  (application, analysis, synthesis, and evaluation),  providing “scaffolding” to help students succeed at their highest ability levels,  stressing real-life and cross-disciplinary connections, requiring individual accountability for learning, and facilitating response opportunities for all students.   But engagement is not the instructor's task alone.  Taking responsibility for making the most of the learning opportunities of the course will also be expected of each student.

Learning Outcomes:
  Core Learning Outcomes

  1. Describe current theoretical models of literacy learning, discuss the implications of those models for literacy instruction, and begin to develop their own grounded theoretical stances on literacy and literacy instruction. (Relevant MOSTEP Standards:  1.2.2, 1.2.3, 1.2.9; School of Education Conceptual Framework:  Knowledge 2, 3,4, Skills 8, 17, Dispositions 5, 9, 10, 16)
  2. Build a working knowledge of the language and vocabulary used by literacy educators, and will use that knowledge to inform their instructional practice.  (Relevant MOSTEP Standard:  1.2.1; School of Education Conceptual Framework:  Knowledge 4, 7, Skills 9, 15, Dispositions 5, 16)
  3. Competently present literacy lessons using a variety of frameworks. (Relevant MOSTEP Standards:  1.2.1, 1.2.5, 1.2.6, 1.2.7; School of Education Conceptual Framework: Knowledge 6, Skills 4, 5, 6, 10, 12,13, 19, Dispositions 2, 3, 10, 18, 23, 24, 25)
  4. Critically observe literacy instruction in school settings across a range of age levels and will reflect on the implications of what they observed for their own future practice. (Relevant MOSTEP Standards:  1.2.2, 1.2.9; School of Education Conceptual Framework:  Knowledge 2, 8, Skills 8, 17, Dispositions 7, 9, 15)
  5. Describe how children acquire literacy and how children's literacy develops as they mature, keeping the emergent nature of literacy in mind as they develop literacy instruction. (Relevant MOSTEP Standard:  1.2.2; School of Education Conceptual Framework:  Knowledge 1, 2, 9, Skills 1, Dispositions 1, 8)
  6. Describe and practice using some basic tools used in literacy assessment, including both formal and informal/authentic approaches.  (Relevant MOSTEP Standard:  1.2.8; School of Education Conceptual Framework:  Knowledge 12, Skills 1, 2, 8, 9, 14, Dispositions 1, 8)
  7. Design instructional plans that address children's literacy needs within contexts that are authentic and meaningful for early childhood and elementary school students, and that integrate all literacy modalities: print literacy(reading, writing), oral literacy (speaking, listening), and visual literacy (viewing, visually representing). (Relevant MOSTEP Standards:  1.2.1, 1.2.3, 1.2.5; School of Education Conceptual Framework:  Knowledge 6, Skills 5, 6, 11, 12, Dispositions 3)
  8. Design literacy instruction that addresses the literacy needs of children in authentic contexts and that also meets state and national standards, and reflect on how a teacher can balance children's needs with the demands of mandated literacy programs, state and national mandates, and standardized testing. (Relevant MOSTEP Standards:  1.2.4, 1.2.9; School of Education Conceptual Framework:  Knowledge 5, 10, 11, 12, Skills 2, 7, 15, Dispositions 7, 8, 12, 13, 14)
  9. Discover opportunities for ongoing professional development in the field of literacy education, and begin planning to take advantage of some of those opportunities. (Relevant MOSTEP Standard:  1.2.9; School of Education Conceptual Framework:  Knowledge 7, 9, Skills 7, 16, 17, 18, Dispositions 4, 5, 9, 10, 16, 17, 18, 25)


Core Assessment:
Literacy Instructional Modules

Class Assessment:

Each of the requirements listed below will result in a percentage grade.  Each of the items will be weighted as indicated in parentheses below.  Each percentage will be weighted and a course average calculated to determine the final course grade.

 

            1.  Homework assignments (20%)

            2.  Fox text completion (10%)

            3.  Literacy Instructional Module #1:

Timely completion of draft of Part A (5%)

Complete, final draft of Module Parts A & B, plus cooperating teacher's evaluation (15%)

4.  Literacy Instructional Module #2 (25%)

Note:  This is the “Core Assessment” for EDE 380.

            5.  Miscue Analysis Project (15%)

            6.  Final:  Reflective pieces relating designated MoStep Standards to learning in EDE 380 (10%).

 

Further details about these projects will be provided in class.

Grading:

1.  Homework assignments (96 points possible; 20% of grade).  There are two parts to this segment, the literacy autobiography, and weekly reading assignments.  These are described below.

 

q      Literacy Autobiography (10 points possible)

This will be completed early in the semester.  In it, you will describe (in as much detail as you can) your experiences with literacy from your earliest memories until now.   Develop this essay chronologically, starting from earliest memories at home.  Include the time before you actually read and wrote, describing any literacy activities that might have occurred in your home.  Do you remember when you discovered you could read?  Trace your development as a reader and writer (or as a non-reader and non-writer if that is applicable; those experiences may be even more significant) through your school years and into your present adult life.  How has reading and writing been important in your life—in positive or negative ways?  How do you describe yourself as a reader and writer then and now?  If you are a parent or work with children in any way right now, include literacy experiences related to those children.  Your instructor will share her literacy autobiography with the class early in the semester.  You can use that as a guideline, but each person's story will be different.

            This essay will be graded primarily on the level of development, and (to a lesser extent) on timely completion and mechanics.  A highly developed paper goes into detail and provides a number of specific examples to illustrate points. The ten points possible will be distributed as follows:

Development:

Discussion of early literacy (2 points possible)

Discussion of school years (2 points possible)

Discussion of adult life       (2 points possible)

General level of reflection   (2 points possible)

 

 

Mechanics:  (2 points if satisfactory)

Timely completion: (1 point deducted from total for each late day)             

 

q      Weekly readings from course texts as indicated in course schedule (6 points possible for each of 11 reading assignments from the Vacca text, 10 points possible for each of 2 reading assignments from the Wilde text, total of 86 points possible)

 

 

Readings assigned for each week will usually be due each Tuesday at the beginning of class, unless otherwise noted.  For each of the 11 reading assignments from the Vacca text, answer in paragraph form the following three questions covering the reading:

 

1)  What do you think the author's purpose(s) were for writing the chapter(s) or articles?  Why did they write what they did, and what do you think they hoped to accomplish? In other words, what was the point?

 

2)  What idea(s) in the reading struck you as most useful and why?  There is a lot of flexibility possible in your approach to this question.  An idea may strike you because it "resonates" with experience, because it seems particularly reasonable or valuable, or because you can easily picture how you would use it in your future classroom.

 

3)  What do you think is the most problematic or controversial idea in the text?  What are the issues and views involved and why do you see it as problematic or controversial?   If an idea puzzles you or provokes a negative reaction as you read, this would be the place to discuss that, though a negative reaction is not necessary for you to see an idea as problematic or controversial.

NOTE:  Writing that you cannot find a problem or controversy will result in a “0” for this portion.  You need to “dig” and find something.

 

For each of the three questions, you will earn a rating of 2, 1, or 0.  A "2" will result from a well-developed paragraph, with examples.  A "1" will result from a minimally developed paragraph, and a 0 will result from a completely unsatisfactory or missing paragraph.  There are 6 total points possible for each assignment.   

 

As you prepare your work, bear in mind that the instructor has two purposes for weekly homework assignments:  1) to make sure that you read and engage with text assignments each week, and 2) to make sure you are engaging with the texts at a fairly high level of thinking.  If she is satisfied that these things are happening for you, you will earn a high rating on homework assignments.

 

For each of the two multi-chapter readings from the Wilde text, the instructor will provide in advance 5 study questions that you will need to answer fully and turn in on the Tuesdays of the weeks they are due.   They will be scored on a similar basis as was done for the questions for the Vacca reading, with ratings of 2, 1, or 0 possible for each study question.  For each reading, a total of 10 points is possible.

 

There are 11 assignments from the Vacca text (66 total points possible), 2 assignments from the Wilde text (20 total points possible) and the Literacy Autobiography (10 points possible), for a grand total of 96 points possible.  At the end of the semester, the number of points earned will be compared with the number of points possible, and a percentage will be computed for this portion of the course grade.

 

Important Notice: For all homework, work turned in one class meeting late will have one point deducted; work turned in two class periods late will have two points deducted.  Work turned in later two class meetings after it is due will not be accepted and will not be graded.  

 

 

2.  Fox text (10% of grade).

 

You should complete all of the Fox text by the date given on the schedule.  Fill out all the blanks and do all the exercises, reviews, and tests.  For exercises done on separate paper (as instructed in the text), slip the paper in the book at the appropriate point and staple or paper clip the paper to the page.  Everything must be completed; in fact, this part of the grade will be based entirely upon completion (pages will be counted).  On the due date, a percentage of the total pages that have been completed will be calculated.  If all pages are complete and the book is turned in on time, a 100% will be recorded.  If the book is turned in late, 10% will be deducted for each class meeting that the book is late.  Points will be deducted for any missing pages.  A page will be considered “missing” if any part of that page is incomplete, so please make sure you have filled in every blank and completed every page.

            A few words about the assignment:  There is a varying response from students to this text.  Some actually enjoy it, others can take or leave it but have no problems, others find it annoying but work it through, and a few sometimes are distressed by it.  Be aware of, and reflect upon, the reasons for these feelings, especially if you are one of those who experiences distress. 

There is more than one purpose for this assignment.  Not the least of these is the need for you to really reflect on how instruction about language, such as phonics concepts, should be presented to children.  Think about the pros and cons of teaching such concepts explicitly (as is done in this workbook) versus more implicitly.  This is an issue that is controversial right now (and always really has been).  Just as each preservice teacher is different, and reacts differently to explicit instruction in phonics, so each child is different.  There are many thorny issues when we look at phonics instruction, including the matter of dialects and language variations which can be problematic, and other issues, such as the fact that many phonics "generalizations" are by no means as clear-cut as some published programs try to say they are.  We will make time to discuss issues, feelings, and frustrations as you complete the workbook.  This is an important course outcome.  If you do experience undue frustration, beyond what class discussions can alleviate, see the instructor early and talk it out.  Above all, do not procrastinate on this assignment.  Doing a little each day seems to work better than a lot in a few days.

A second purpose is that teachers do need to have some facility with phonics terminology, no matter what their eventual stance toward explicit vs. implicit phonics instruction turns out to be.  Teachers are expected to be able to talk about these concepts and use them.  The workbook is an efficient way of starting the process of building this critical professional vocabulary.  We are doing it early in the semester, and rather rapidly, so that the vocabulary you learn can then be utilized as we move on to higher level concerns, like how to put together instruction that helps children learn to read and meets their literacy needs.  Even if you believe that all phonics learning should be implicitly acquired through natural texts, you still need to know about phonics concepts so that you can devise good opportunities for implicit learning.  In fact, such a teacher needs to know even more than the teacher who advocates explicit methods, because explicit methods are often laid out and scripted, and implicit teaching requires "thinking on one's feet" and providing scaffolding as needed. 

 

3. Miscue Analysis Project (15% of grade).   This project serves two purposes in the course:  1) You will learn a useful set of assessment procedures that will help you discover children's reading strengths rather than focusing on what is “wrong” with a child's reading.  2)  The project in many ways ties together everything we will have learned about literacy up to that point; miscue analysis truly gives you a “window on the reading process.”  Thus, the project is appropriately placed in the second half of the course and serves an activity where you can tie together everything you have learned up to that point.

 Miscue analysis procedures look at the nature of the child's miscues (a miscue is whenever a child reads something that is different from what is printed in the text) rather than simply counting them or seeing them as "errors."  Then we have the child tell what she/he remembers from what was read (retelling) and analyze that information to understand how the child constructed meaning from the story or passage.  Complete instruction in these procedures will be given in class, and a complete description is provided in the Wilde text.  You will then be practicing the procedures by using them with a child, possibly a child at your practicum site, though with permission, you may complete the procedures with other children than those at your practicum site.  A detailed packet of materials will be provided and gone over in class, and we will practice with the procedures before you do it “for real.”  If you are curious about the procedure before then, see the Wilde text, where procedures are also explained and examples are given.

            A grading rubric for this project will be provided well in advance of the due date, and a percentage grade will be derived from ratings on that rubric.

 

4.  Literacy Instructional Module #1 (5% of grade for completion of draft of Part A; 15% of grade for completion of final draft of Parts A and B)

A detailed rubric will be provided in class and discussed at length. For a description of the project, see the description for Literacy Instructional Module #2, below.  The components of both modules will be the same, though they will deal with two separate teaching episodes.  In some practicum settings, both modules will be completed in the same classroom; in other settings, the two modules will be completed in two different classrooms.

Although the basic structure of the two modules will be same, they will be graded differently.  Because it is expected that you will incorporate learning from Module #1 as you complete Module #2, Module #2 will be weighted more heavily in the final grade, and the instructor will monitor progress more closely on Module #1, when you will still be learning to put the module together.  Note on the schedule that Module #1 will be submitted in two steps.  The first step will be a draft of Part A (Preteaching Elements), which is comprised of Sections 1-4.  This submission will be considered a draft, and the instructor will give you detailed feedback on your work.  In most cases, this draft will be submitted before the instruction in it is implemented with children, so that any feedback from the instructor can be integrated.  The draft will be graded on the basis of timely completion only.  If this draft is submitted on time, a 100% will be recorded.  For each class period that it is late, 10% will be deducted.

The final draft will include both Parts A (Preteaching Elements, Sections 1-4) and B (Post-teaching Elements, Sections 5-7), plus a cooperating teacher's evaluation, which will be provided and discussed in class.  The project should have seven separate sections, each clearly labeled.  Each section should cover the elements outlined on the project's rubric. The rubric also has an eighth section that assesses mechanical aspects.

 

5.  Literacy Instructional Module #2 (25% of grade)

 

GENERAL DESCRIPTION OF LITERACY INSTRUCTIONAL MODULE PROJECT

 

Please Note:  Literacy Instructional Module #2 is the “Core Assessment” for EDE380.

 

            Each Literacy Instructional Module documents your experience planning, implementing, and assessing a literacy teaching episode with actual children in your assigned practicum classroom. Two different grading rubrics have been designed; one is a developmental rubric that will be used for grading and as a guide to help you complete your project.  The developmental rubric will be distributed and discussed in depth in class.

The second rubric, the University's Core Assessment Rubric, is attached to this syllabus; this document will only be used for Literacy Instructional Module #2, and will be used for University-wide assessment purposes, but not for grading purposes.  It is attached at the end of this syllabus for informational and administrative purposes only.

 

The following description is a brief overview of the project; many more details are on the rubrics, and all requirements will be discussed fully in class.

 

            Each Literacy Instructional Module submitted must have the following seven sections fully developed and clearly labeled:

 

Part A:  PRE-TEACHING ELEMENTS (to be completed prior to teaching the module)

 

1.  Background information on the teaching situation is in a short essay.

 

Here, you will be researching information on the school, the classroom, and the specific students you will teach.  You also will be expected to discuss how school factors, classroom factors, and student factors will affect your planning to teach each specific module.

 

2.  Learning Outcomes/Objectives are specified and aligned with standards.

 

In this section you will be writing 2-7 outcome statements specific to the module you will teach, and you will be aligning each outcome with state and national literacy standards (information will be provided in class).  The content of these outcomes/objectives should be negotiated with the practicum cooperating teacher in advance of teaching and should fit with school/district curricula.

 

3.  An appropriate instructional plan to meet the outcomes is presented.

 

You will need to outline, before you teach the module, a plan for instruction that will meet the learning outcomes/objectives you specified in Section #2 above.  You will be planning and developing theory-based literacy instructional activities.  Each module must have at least two theory-based activities in its plan (you may and should include more if needed to meet the specified learning outcomes).  Activities must be designed by the student (NOT the cooperating teacher!) and must be adapted from one of the following sources: 

 

1) the Vacca course text, Reading and Learning to Read,

2) the instructor's class presentations and/or demonstrations,

3) articles in The Reading Teacher or Language Arts journals (these journals will be introduced in class, and are available in the Watson Literacy Center resource area, in the University library, and some articles can even be accessed online).

4) the web site, www.readwritethink.org, a joint web site of the International Reading Association and the National Council of Teachers of English.

 

 Any strategy not from one of the above sources must be cleared in advance with the course instructor.  Ideas from other web sites and journals are likely to be approved, as long as the instructor determines that the source is reputable and the activity is theory-based.  Ideas that are heavily worksheet-oriented or that are published and “ready-made” are not likely to be approved unless they are of very high quality and are theory based. You are expected to develop the activities in your plan to fit the desired outcomes, the content, and the particular children you will teach.  Ideas taken from each of the sources listed above must be clearly documented within the plan.

 

 

4.  A strategy for assessing the outcomes of instruction is included.

 

This portion describes how you will document whether your students met the outcomes in Section #2 above.  This portion must be filled out in advance, before you teach the module.  It is required that your plan include examples of at least one tangible artifact that will demonstrate and assess student learning, and that you have a method for assessing that artifact, preferably something you can attach to examples of student work.  Non-tangible assessments like “participation” or “observation” will not be sufficient, though such assessments can certainly be a small part of this section. 

 

NOTE:  For the first module, Sections 1-4 will be turned in to the instructor in draft form prior to your teaching of the module, and must receive instructor approval before you teach the module.  It also is important that you share your plans with your cooperating teacher prior to teaching.  For this reason, it is recommended that you begin planning well in advance of your expected teaching day(s).  For the second module, instructor feedback will be available if students submit drafts in a timely manner, but submission of a first draft is not strictly required for that module.  Those who receive grades below 80% on the first module's final draft are strongly urged to submit a draft for Module #2.

 

 

PART B:  POST-TEACHING ELEMENTS  (to be completed after teaching the module)

 

5.  The implementation of the instruction is documented.

 

This part is your anecdotal report of what actually happened when you implemented your plan.  In most cases, you will have to alter your plan “in-flight”; document those alterations in this section.  You will not be penalized for instruction not going according to plan; it is better to make adjustments than to go on with instruction that is not working.  Your grade here will be based on how you reacted to the authentic situation and the amount of detail you provide.  See the grading rubrics for more information. 

 

6.  Student learning is documented.

 

Here, you return to your Outcomes from Section #2 and your Assessment Strategy from Section #4, and you present the evidence of learning that your Assessment Strategy provided.  You will not be penalized if students do not meet the outcomes, but you will be for failure to discuss and account for that.  You will be expected to discuss strategies for helping the students meet the outcomes in the future. A representative sample of student work, along with any assessment instruments you created and used to assess the work, should be included and referred to here.  For this section, think in terms of a clear, concise, and relatively straightforward description of what your students learned (or did not learn, if that is the case).  Save reflections about your own learning for Section 7, below.

 

7.  The teacher is able to think reflectively about instruction. 

 

In this final section, you reflect in depth on your own learning as a result of teaching the module.  Specific areas that need to be developed in this short essay are outlined in the grading rubric; all listed areas must be  specifically addressed.

 

8. The work is mechanically acceptable.

 

Professional-looking, correctly written work is required of all teachers; a section delineating areas that will be assessed is included as “Section 8” on the instructor's grading rubric.  This part of the rubric will be an overall assessment and does not require its own separate, labeled section.

 

 

For the final drafts of both Module #1 and Module #2, the following procedures will be followed:

 

  • The grade on a late module will be reduced by 10%.

 

  • The cooperating teacher's evaluation must be completely filled out and signed for each module.

 

  • A document verifying authenticity of your work, signed by you and your practicum cooperating teacher, is submitted for each module.  This document will be distributed in class. The final draft will not be graded without the signed authenticity document.

 

  • If work is found to be plagiarized, fabricated, or inauthentic in any way, consequences identical to those outlined under the earlier section, PLAGIARISM, will result. 

Late Submission of Course Materials:

No weekly homework will be accepted more than one week (two class periods) late; one point will be deducted for homework that is one class meeting late, and two points will be deducted for homework that is two class meetings late. For the Fox text, the grade will be reduced by 10% for each class meeting that it is late.   For the remaining course requirements, late work will be accepted at any time until the final, but the grade will be reduced one time by 10% (one grade level). Absolutely no late work of any kind will be accepted after the time of the scheduled final.  NOTE:  The instructor is always willing to accept work that is submitted early!

Classroom Rules of Conduct:

Students are expected to act professionally in the classroom.  That means not monopolizing discussions, and showing courtesy, politeness, and kindness to everyone in the room (including both students and the instructor).  No swearing, coarse language, threatening behavior, shouting, or putdowns of any person or group of persons will be permitted.  The instructor will make one verbal correction, but if the behavior continues, administrators will be consulted as to appropriate consequences.

 

Please turn off all cell phones, pagers, and instant messaging devices before entering the classroom.  No calls are to be taken during class time.

 

No food or drink is permitted in the classroom, office, or resource areas of the Watson Literacy Center, except for plain water in a container with a tight-fitting lid.  Drinks and food should be consumed during the class break outside the Center.

 

Please do not bring children under age 5 into the classroom for any reason.  We love the little ones, but small children are almost always a distraction.  Children age 5 and over may visit in extreme emergencies, but only with advance clearance, and with the understanding that if the child becomes tired or distracts the class in any way, the adult responsible will immediately take the child out of the classroom.  And please, do not bring a child of any age into the classroom if she or he has a potentially communicable illness.

 

Please help us keep the classroom clean.  "Police" your area before you leave and throw away any trash.  Do not "stuff" trash containers if they are already full.  Please find another container or take the trash with you.

 

Please regularly check your electronic mail.  The instructor will gather e-mail addresses on the first day of class.  Not only does this mean more timely information, but it also it is more economical (the University spends thousands of dollars a year on copying each year that could be used for better things) and better for the environment.  Sometimes you may want to print things out, but other times a document is just as useful (or more so) as an electronic file.

Course Topic/Dates/Assignments:

COURSE TOPICS/DATES/ASSIGNMENTS:

Week

Date

Topics/Assignments

1

August 22-24

 

Topics: 

Course introduction

  • Theoretical orientations to literacy
  • Your Literacy Autobiography
  • An example of student-centered instruction: The DRTA model

Reading:  Read syllabus carefully on your own.

Assignment:  Start on Fox text immediately.  Make a plan for timely completion.  Due date is Sept. 28.

2

August 29-31

 

 

Topics:

The Literacy Instructional Module

  • Format and components
  • Expectations
  • State standards and grade-level expectations for Communication Arts
  • Resources for instructional ideas

Homework due:  Vacca, Ch. 1 and 2 (one set of questions for both chapters—combine them)   Reminder:  Readings will always be due on Tuesdays, starting this week.

3

September 5-7

 

           

 

 

Topics:

Working with words:  Part 1

  • Sight words
  • Phonics:  implicit and explicit approaches
  • The LEA model
  • Word wall lessons

Homework due:  Questions for Vacca, Ch. 6 (Note:  We will be skipping around in the Vacca text, so please pay close attention to chapter numbers for each week!)

Assignment due:

Literacy Autobiography, due Sept.7. 

4

September 12-14

 

 

Topics:

Working with words:  Part 2

  • Structural Analysis
  • Context clues
  • Cloze lessons
  • Vocabulary development strategies
  • Semantic/Story Impressions model
  • Fluency

Homework due:  Questions for Vacca, Ch. 7

5

September 19-21

 

 

 

Topic:

Reading Comprehension:  Part 1

  • Levels of comprehension
  • Retelling
  • Story mapping
  • “Main ideas” and supporting details
  • The KWL model

Homework due:  Questions for Vacca, Ch. 8

 

6

 

September 26-28

 

 

Topics:

Reading Comprehension, Part 2

  • Making inferences
  • Figurative language
  • Non-fiction text structures
  • Graphic organizers
  • Venn Diagrams and T-charts
  • Comparison/Contrast demonstration lesson

Homework due: Questions for  Vacca, Ch. 9

Assignment due:

Fox text completed, turned in no later than Sept. 28. 

7

October 3-5

 

 

Topics: 

Literacy assessment:  Part 1

  • Assessment basics
  • Informal/Authentic literacy assessments
  • Making rubrics, scoring guides, and checklists
  • Conferencing

Homework due:  Questions for Vacca, Ch. 5

8

October 10-13

 

(October 15-22 is Fall Recess; classes will not meet that week.)

Topics: 

Literacy Assessment:  Part 2

  • Formal literacy assessment
  • Assessing text difficulty
  • Readability
  • Cloze procedure
  • Assessing the reader
  • Standardized test scores
  • Informal reading inventories
  • IRI analysis activity

Homework due:  Questions for Vacca, Ch. 14

Assignment due:  Literacy Instructional Module #1, Part A, Pre-Teaching Elements (first four sections) due no later than Oct. 13.  Note:  Completion grade only for this draft.

 

9

October 24-26

 

 

 

Topics:

Literacy Development:  Part 1

  • “Letters to Grandpa”: Looking at a child's literacy development over time
  • Prerequisites for Literacy
  • “Ages and Stages” vs. a continuum of development

Homework due:  Questions for Vacca, Ch. 3

10

Oct. 31-Nov.2 

 

Topics: 

Literacy Development:  Part 2

  • Analysis of literacy artifacts activity (in class)
  • Phonemic awareness:  implicit and explicit approaches
  • Shared reading/shared writing models

Homework due:  Questions for Vacca, Ch. 4

11

November 7-9

 

 

Topics: 

Miscue Analysis: Part 1

  • A window on the reading process
  • Cueing systems
  • Michaela reads The Relatives Came
  • Preparing for miscue analysis
  • The Reading Interview
  • Gathering Data           

Homework due:  Questions for Wilde, Ch. 1-6 (Instructor will provide study questions for these chapters.)

Assignment: 

Complete Literacy Instructional Module #1 (Parts A, B, and Cooperating Teacher's Evaluation) is due no later than Nov. 9. Late submission will result in a 10% grade reduction.

12

November 14-16

 

 

Topic:

Miscue analysis:  Part 2

  • Coding sentences for Syntactic Acceptability, Semantic Acceptability, and Meaning Change
  • Coding for Graphic Similarity
  • Literacy Strengths and Concerns
  • Project expectations

Homework due:  Questions for Wilde, Ch. 7-11 (Instructor will provide study questions for these chapters.)

13

November 21

 

 

 

(November 23 is Thanksgiving Day; class will not meet on that day.)

Topics:

Reading-writing connections

  • The writing process
  • Learning to write 
  • Writing to learn

Homework due:  Questions for Vacca, Ch. 11

14

November 28-30

 

 

Topics:

Literacy Programs and Mandates:  Nov. 28

  • Published literacy programs
  • Basal analysis activity
  • “Balanced” literacy programs

Miscue analysis workshop day: Nov. 30 (bring raw data from the child you worked with to class)

Homework due:  Questions for Vacca, Ch. 13

15

December 5-7

 

 

Topics:  

Literacy Programs and Mandates, cont'd:  Dec. 5

  • Federal Mandates:  No Child Left Behind
  • State and local mandates
  • Intervention programs:  Reading First, Reading Recovery

Professional Development in Literacy:  Dec. 7

Group research activity in class:

  • Professional organizations and groups
  • Professional journals
  • Professional resources on the Internet

Activity:  Revisiting Theoretical Orientations to literacy (Dec. 7)

Homework due:  No reading this week.

Assignment:  Miscue analysis project is due no later than Dec. 7.  Late submission will result in a 10% grade reduction.

16

         Finals Week:

Scheduled Final is Thursday, December 14, 8:00-10:00.

 

 

 

Final:  Writing reflective pieces in class for designated MoStep standards, related to learning in EDE 380 (more information to be provided in class well in advance of the final date).

Assignment due:  Literacy Instructional Module #2, parts A and B, with cooperating teacher's evaluation, is due absolutely no later than Dec. 14.  Absolutely no work of any kind will be accepted after this date.

 

 

 

 

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2006-2007 Undergraduate Catalog Page 87-89

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate Catalog Page 87
From the course instructor:  You really only hurt yourself when you steal another's work or take short cuts.  Your learning will suffer.  Plagiarism is a serious offense for these reasons, but also because it denigrates the work of those who did put out the effort, and betrays the trust inherent in the student-teacher relationship.  In cases where plagiarism/cheating is discovered, I will certainly do the following:
• The offense will be reported to the Associate Dean and/or higher college administrators.
• A conference will be held to resolve the matter.
Depending on the student's response to the conference, one of the following will also occur:
• A failing grade for the course will be given.
• A zero for the specific assignment will be given.
• The work must be redone in a timely fashion under conditions that will not allow plagiarism or cheating (i.e., closely supervised).
• The matter will be referred to administrators for a determination of consequences.

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "WH".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2006-2007 Undergraduate Catalog Page 89-90
From the course instructor:  More importantly even than all of the above, your attendance is required because it is essential to your learning.  Try not to miss even a single day.  We will cover much material, plus, many activities involve cooperative work and teacher demonstrations that can never really be replaced.  Shoot for perfect attendance, and do what it takes to make that happen.  
         Because I believe attendance is an important component of the course, but also because I know that humans and their lives are not always perfect, I do have an attendance policy of my own for this class.  Here it is:

1.  One absence will be excused, no questions asked.  Do not use this if you can avoid it.  Save it for those unexpected things that come up.

2.  A second absence will be excused for any of the following reasons:
• Minor illness
• Child care problems
• Car trouble, other transportation problems
• Unavoidable doctor/dentist appointments (try hard to schedule otherwise)
• Other cases at the instructor's discretion
Please call and notify the instructor in advance if possible.  Get these kinds of problems dealt with.  Conscientious students (and teachers) always have backup plans.  I will not excuse this type of absence indefinitely--just once.

         If you have a third absence not related to the "unconditional" excuses below, your course grade will be reduced by one letter.  If you have three more, the grade will be reduced by two letters, and so on.  Passing the class implies, at the very least, that you had the contact hours.

3.  The following absences will be excused unconditionally (documentation needed):
• Your hospitalization
• Serious illness of a close family member
• Natural disasters, fires, etc.
• Jury duty
• Military call-up (unexpected)
• Death in the family
• Athletic events for Park athletes on the team
• Professional education conferences (must clear in advance with instructor)

NOTICE TO ATHLETES:  I must have personal notification from you, face-to-face, in advance of absences due to athletic events.  No absences for practices will be excused.  I will check absences against communications from coaches.  Any work that is due on a day you will be gone is due before you go, or you may give it to a fellow student to hand in that day.  If it's not in, the late work policy as stated in this syllabus will be followed.

If you do have to be absent, regardless of the reason, you are responsible for making up the work.  The instructor will not provide notes or tutorials for missed class meetings except for the most unusual sorts of circumstances.  The best strategy is to find a few classmates you can trust early in the semester, exchange phone numbers and e-mails, and make a plan about what to do in case of unavoidable absences.  Note:  For the two excused absences, any assignments are due immediately (the first class period you are back in class) upon your return.  For unexcused absences, the work will be reduced as would any late work (see section below on LATE SUBMISSION OF COURSE MATERIALS as well as specifics under each assignment in the GRADING PLAN section below).

4.  The following absences will never be excused:
•"I have to go to work."  Don't schedule work during class time!  You should also not come late or leave class early for work.
•"We planned a trip/a wedding/an event six months ago."  Don't plan that way.  If class doesn't take top priority, make plans to take the class another semester.
•"I have to get to another class."  Again, don't double-schedule, and allow clearances.
•"My child (or other family member) has an event at school (or elsewhere)."  That's what the one "no questions asked" absence is for.  Plan ahead and save it for that if you know it's coming.  Do not plan on more than one excused absence for events such as these.
•Any absence that will occur repeatedly on a regular basis, no matter what the reason.  Do not plan on the instructor excusing repeated absences.
•Anything else that is really avoidable.  Always check with the instructor first.  Don't assume.

5.  Tardiness policy:  Tardiness is distracting and disrespectful to the class and to the instructor, and many times important information is given during the first few minutes of class.  Promptness is very important for teachers, and is very important to your instructor.  Therefore, the following policy will be followed:
•Tardiness will be recorded if you enter the classroom after the instructor has finished taking roll.  The instructor will take roll promptly at 8:45, so it is best to be in the classroom at least five minutes early.  That means you are in the classroom (not in the halls or in the smoking area).  If just your property (e.g., books, coat) is in the classroom but not you, then you are still tardy.
•Three tardies will equal one absence, no matter what the reason.   The few that are excused should account for the rare occasions when a tardy is unavoidable.  Do NOT plan to be tardy on a regular basis.  The times courses meet are well publicized in advance, so you should make advance arrangements for family and job responsibilities in such a way that you are not late for class.  If you expect those responsibilities to cause tardiness on a regular basis, don't take this course now.
•Since only two absences will be excused, that means that a total of six tardies will lead to a grade reduction of one grade level.  If the student also has absences, however, fewer tardies will be excusable.  For example, a student could receive a grade reduction if she or he has one absence and four tardies.

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:7/25/2006 12:15:34 PM