EDS 380 Literacy in the Secondary Classroom
FA 2006 HO
Greene, Judy Ann
Assistant Professor, Literacy, School for Education
M.A.PC II Reading Specialist
M/F = 8:30-10:30 T = 11:30-1:30, or by appointment
August 21-December 15
11:00 - 12:40 PM
To be taken simultaneously with/or after ED 359C
Textbook: Beck, Isabel, L, McKeown, Margaret G., Kucan, Linda (2002). Bringing Words to Life. New York:
Guilford Press Publishers. Publishing ISBN: 1-57230-753-6
Beers, Kylene. (2003). When Kids Can't Read, What Teachers Can Do. New York: Heinemann.
Fisher, Douglas, Brozo, William G., Frey, Nancy, Ivey, Gay. (2007). 50 Content Area Strategies
for Adolescent Literacy. Upper Saddle, NJ: Pearson Education. ISBN: 0-13-174544-1
Johnston, Peter H. (2004). Choice Words: How Our Language Affects Children's Learning.
Portland, ME: Stenhouse Publishers. ISBN: 1-57110-3899
Moore, David W., Hinchman, Kathleen. (2006). Teaching Adolescents Who Struggle with
Reading. Boston: Pearson Education. ISBN: 0-205-46606-0
Textbooks can be purchased though the MBS bookstore
Textbooks can be purchased though 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
Class Assessment: 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!)
Students are responsible for reading the syllabus 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. If a question or concern is raised, and the instructor decides that the matter needs further clarification, explanation, or requires a change of any sort, the instructor will inform the class via email. Ideas for improvement are also most welcome! A significant portion of this course and syllabus is the result of previous students' creative and helpful ideas.
All assignments are due at the beginning of class; homework is not allowed during class sessions. Students working on assignments in class will be asked to put it away or leave class.
Email is essential to this course. All students will need to check their PirateMail on a regular basis. The instructor regrets that she cannot risk sending to email addresses other than Park's. Typically, several days may pass when no email is sent, only to be followed by several emails in one day. Thus, students are strongly encouraged to check email at least twice a week or run the risk of losing points on assignments, misunderstanding important information, not having materials needed for an activity or assignment, etc.
Written Assignments: Clear written and spoken communication is absolutely essential and expected for future classroom teachers. We are all models of literacy to our learners, and are judged accordingly. 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, basic, standard English writing skills (i.e., grammar, usage, and mechanics—spelling, punctuation, grammar, capitalization, sentence structure, etc.); (2) proofread carefully for technical skills errors, missing words, missing letters, making all necessary revisions; and (3) make certain terms, phrases, and grammar are used correctly for meaning, and that the reader/listener can easily understand what is written/spoken.
Any student needing help with particularly stubborn errors of basic writing skills will be referred to the Student Assistance Center if the instructor and student are unable to find time to work together.
Regarding style and formatting—in order to avoid confusion created by differing interpretations of proper APA, MLA, or Chicago/Turabian style, a model for all written assignments is provided in eCompanion. All students are expected to correctly follow the provided model for all typewritten assignments except Case Study Text Applications and Post-Session Reflection Sheets. Failure to use the model correctly will result in loss of points.
1. Case Study Textbook Applications (To be done out of class; receives point score)) Prepare for class lectures and activities. Students will apply their understanding of the information in all assigned textbooks to “solve” each assigned case study. Case studies and a form will be provided for this assignment in eCompanion. Responses may be typed or written by hand as long as the writing is legible. Case Study Textbook Applications are due at the beginning of each class on the date listed in "Course Topics and Assignments." (Core learning outcomes 1 - 5)
2. READABILITY STUDY (to be done out of class; receives rubric point score): There are two parts to this assignment—
(a) Each student will figure the readability level of one text of student's
choice using the following three formulae: (i) Fry, (ii) Cloze, and (iii)
Flesch-Kincaid (in Microsoft Word programs). The Fry and Cloze levels
must be done by hand. Cloze "tests" do not need to be administered to
learners or other persons to earn points; however, they should qualify
for actual future use in a classroom setting.
(b) Write a brief report that compares and contrasts the formulae, and discuss personal conclusions regarding the use of readability levels. Include all work such as calculations and drafts, and submit to instructor at the beginning of class on date due (see “Course Topics and Assignments”). (Core learning outcomes 1, 3 & 4)
3. FIELD EXPERIENCE REPORT (out of class; rubric score): Students are required to complete 20 hours of combined classroom assistance & tutoring with learners in their assigned classroom setting. Students enrolled in ED 359C should be able to use their assigned practicum site; otherwise, alternative arrangements must be made with the assistance and approval of the instructor. Given the typical structure of the high school classroom and ages of the students, each student must adapt her or his field experience according to the cooperating teacher's curriculum needs and teaching style. In order to insure that each student can achieve the outcomes at the standards required by this course, he or she is responsible for the following: (Core learning outcomes 1-5)
1. Develop an approved plan for field experience activities.
· Observe the teacher and learners for no more than two hours in the classroom, then confer with the cooperating teacher regarding a plan for the best way to assist students in their literacy needs. (These two hours count toward the total of 20 required for this course.) It may be helpful for students to show this syllabus section to the cooperating teacher. NOTE: It is imperative that the cooperating teacher understand and commit to the student's assessing for and tutoring in literacy skills, not another content area subject.
· This plan must describe how the student will perform the two required components of the field experience described below—assessment and tutoring.
· This plan must include a regular schedule of days and times for when the student's literacy field experience will occur. Students are expected to adhere to this schedule so that the cooperating teacher and learners can rely upon predictable, non-disruptive activity from Park students.
· Each student will write a proposal for the plan and have the cooperating teacher to sign it to communicate her or his approval and support for how the student will conduct assessment and tutoring in the classroom. This plan may be handwritten and informal.
· Students submit the plan to the instructor. If it allows for sufficient practice of assessment and tutoring, the instructor will approve the plan, and they may begin assessment and tutoring. The proposed plan must also include contact information—school name and phone, teacher name and phone extension.
· Log sheets will be provided to track attendance and tutoring time. Students give the log sheet to the cooperating teacher after each session for initialed confirmation. Initialed, completed log sheets will be submitted to instructor on due date listed in “Topics/Activities” table.
2. Conduct assessment & tutoring
· With permission of the learner(s), gather information about one or more learner (e.g., age, grade level, literacy history and attitudes). Ideally, students should assess & tutor two learners; however, at least one learner is required.
· Conduct at least two different informal assessments learned in class.
· Use assessment results to form conclusions regarding learners' strengths and needs in reading and writing.
· Select appropriate strategies/methods for addressing learners' needs, and begin tutoring.
· After each tutoring “session,” students complete a Post-Session Reflection Sheet (PSRS), then submit a copy of all PSRS to instructor as scheduled.
· After tutoring is completed, students conduct post-assessment of learners who received tutoring, and complete final PSRS reflecting on tutoring overall.
3. Write Report
· Using Field Experience Report Directions & Rubric, report on field experience so that instructor, peers, and cooperating teacher can ascertain student's knowledge and skills of using best practices for literacy in secondary setting.
NOTE: Field Experience Report is due at beginning of class on scheduled day. Reports submitted after start of class will not be considered for grade points.
4. INTERVIEW (to be done out of class, receives rubric point score): Students are to gain an overview or collective perspective of literacy instruction as it occurs in actual school settings. They will learn how veteran educators who are responsible for literacy instruction at a building level handle the challenges and issues inherent in remedial literacy instruction. Students are responsible for finding and scheduling an interview with a working curriculum coordinator, building principal, education specialist, special educator, or any other qualified educator directly dealing with academic literacy matters. Students are not to interview their cooperating classroom teachers or another regular classroom teacher for this assignment. Interviews are to be written according the provided model format and be no less than three and no more than five full pages of text. The following topics are to be asked and/or responded to; they should also form the report's headings under which students report their findings: (Core learning outcome 1)
¨ Most Common Literacy Needs of Students
¨ Most Serious Needs of Classroom Teachers in Literacy Instruction
¨ Most Serious Barriers for Classroom Teachers in Literacy Instruction
¨ What Works—Successful Approaches & Qualities of Instruction
¨ My Intellectual and Emotional Reactions
¨ My Insights and/or Changes in Personal Values and Ideas
[NOTE: “My Insights . . .” refers to Park student's, not the person being interviewed.]
5. LITERACY STRATEGY LESSON/DEMONSTRATION (in/out of class; rubric point score) Each student will design a literacy lesson for his or her particular content area. 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.
There are two parts to this assignment—the written version and the “live” version. Each student will select, at random, a classroom literacy scenario and a format for creating & writing their lesson. They submit their written lessons to the instructor and present the lesson in a simulated classroom setting using actual materials. Class members will role-play learners. The lesson will be followed by debriefing discussion in which “learners” will give feedback to “teacher” using a provided rubric to help the “teacher” revise and improve the plan and teaching skills. The instructor will also provide feedback in a rubric.
Students submit a formal Literacy Strategy Lesson using the provided format. (Core learning outcomes 1 -5)
6. THE $64,000 QUESTION (in class; point score): This assignment will take place during class in last scheduled session. There are two parts to this assignment:
a) Each student will independently prepare a list of at least five (5) facilitative responses to learner's traditional challenge in the classroom: “Why do I have to read/write/do this?” Responses must be based on (a) reflection of personal beliefs, attitudes, and history as classroom learner, and (b) observations and experience that have occurred during the term. The responses will be scored for participation, not content. All responses are welcome except those of a sarcastic and dismissive nature (e.g., “Because I said so,” “Don't argue with me,” I have my education, now you get yours,” etc.)
b) Students will share their responses with class. They should feel free to steal other students' response to add to their list!
Dealing with this question/challenge effectively reflects an enlightened understanding of what prompts it, the teacher's personal beliefs and attitudes toward learners, and their profession as a whole. How teachers reply to “Why do I have to do this” can be the pivot point for putting another brick in the wall or for creating a community of willing learners. (Core learning outcomes 1, 2, 5)
7. I KNOW THAT I KNOW NOTEBOOK aka IKTIKN (in/out of class; point score): 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 a student will find easy and efficient to use in the future. Students are to bring their notebooks on the last day of class for completion check. (Does not directly address core learning outcomes; this serves as resource for students' future use.)
8. PRE-ASSESSMENT AND COURSE CONTENT POST-TEST (to be done in class; point scores) During the first class session, a fill-in-the-blank, short answer assessment will be given covering knowledge, concepts, and skills essential to course objectives. This assessment will receive completion points only for a grade. Results of the pre-assessment will be used, in part, to determine and finalize class session topics and learning activities. Post-testing will cover the same knowledge, concepts, and skills as the pre-assessment. The post-test will be a culminating, summative task, and will function as half of the final examination. It will earn a raw point score grade. Course Content Post-Test scores will be compared with pre-assessment scores to determine effectiveness of instruction and student learning. (Post-Test addresses core learning outcomes 1-5; however it cannot be used in portfolio.)
Grading: GRADING PLAN: Points for final grade are earned as follows:
· Pre-Assessment 25
· Case Study Text Applications (8 @ 15 pts each) 120
· Readability Study 20
· Field Experience Report: 60
· Post-Session Reflection Sheets must submit all to earn final grade
· Log sheet 15
· Interview 30
· $64,000 20
· Literacy Strategy Lesson (written) 30
· Literacy Strategy Demonstration 20
· I Know That I Know Notebook 20
· Course Content Post-Test 50
TOTAL POINTS: 400
A = 375 – 400 B = 354 – 374
C = 333 – 353 D = 313-332
F = 312 points or less
NOTE: grades are calculated by points, not percentages; disregard eCompanion percentage figures when checking points/grade online.
INCOMPLETES: Incompletes are strictly limited to students who regularly attend and submit assignment on time and whose situation meets the criteria described in unconditionally excused absences. It is Park policy that all incompletes be finalized in 60 days. In complement to this policy, the instructor will compute the course grade with whatever assignments have been submitted at the end of 60 days.
Late Submission of Course Materials: All assignments, even if late, must be submitted to earn a final grade for this course. Late assignments will result in loss of 1 point per day until submitted. Assignments should be submitted on time even if student is absent (excepting emergencies). Use fax, email attachment, and/or ask fellow class member, friend to deliver to instructor's mailbox, rm. 309 on the third floor of Copley Hall. Students are advised to submit assignments before their listed due date. This is to insure that those who wish to revise an assignment will be able to improve their demonstration of course objectives, as well as work toward earning full points. To further encourage students to submit assignments early, except for Text Reflections, no revisions will be considered after an assignment is due unless it was submitted before the due date in time to receive feedback from the instructor. Also, each time an assignment is submitted for re-evaluation, it must be accompanied by the original assignment and instructor's rubric/feedback/score to b considered for revision and earn more points.
Classroom Rules of Conduct: : Students are to demonstrate the same dispositions, habits of mind, behavior, and responsibility they would expect from learners and peers in their own classrooms. Therefore, the following will apply to all students enrolled in this course:
· In the event of an absence from tutoring session, students are required to call and personally notify the cooperating teacher and, if possible, speak to the learner being tutored, apologizing for the absence. Students must obtain the school and, if applicable, teacher phone numbers before beginning involvement as tutor.
· If students are representing themselves and Park University as pre-service educators, they are required to arrive on time to their assigned schools dressed in a professional manner—no bare midriffs, sagging pants, tight tops, etc. If the instructor is on tutoring site, she will send home anyone who is inappropriately attired. Students should ask the instructor if they are in doubt about appropriate attire.
· Ringing cell phones can sabotage key moments. Receiving phone calls in class is rude to fellow class members, and disrespectful to the instructor; therefore, turn them off or on vibrate.
· Wafting odors of burgers, chicken nuggets, and the sounds of salad can drive those who have not had time to forage to the brink of madness; therefore bring only a snack that can be quickly ingested and removed from sight and smell! In the case of Watson Literacy Center, no food or drink is permitted in any area except for water which must be in a container with a tight-fitting lid. Break times will be provided to relieve the need for colas, chips, etc.
· Speak and we will listen—with respect, from everyone. Students should also exhibit polite consideration when speaking.
Course Topic/Dates/Assignments: Week Date Topics/Assignments ASSIGNMENTS DUE
1 M-8/21 ? Introductions: people, course principles/guidelines, syllabus (students read on their own, then come to 2nd session w/questions)? Pre-assessment………………………………………………………………………………..? Pre-assessment
2 F-8/25 Begin Foundations? What Is Reading? What is literacy?? 6 Modalities of Literacy? Socratic SeminarBegin “I Know That I Know” Notebook (start collecting course materials)
3 M-8/28 ? Language of Teaching-Learning? Give Case Study Text Application (CSTA) #1—Teacher's Letter Home
4 F-9/1 ? Debrief CSTA #1……………………………………………………………………………………..…? CSTA #1? Brains + Emotion + (Reading + Writing) = X? Give CSTA #2—What's Up with This?
M-9/4 LABOR DAY—NO CLASSES
5 F-9/8 Begin Assessment? Debrief CSTA #2…………………………………………………………………………………………? CSTA #2? Assessment of Literacy in the “Regular” Classroom Where Do They Need to Go? ? Submit Field Experience Plan
6 M-9/11 ? Readability—Leaping Over Chasms?? Clozed-Open? ITINOTE: begin field experience for EDS 380
7 F-9/15 ? We're All Bad Readers—Assessing Strengths & Needs Authentically? Give CSTA #3—Assessment
8 M-9/18 ? Feedback!? Power of the Metacognitive? Video—Wiggins
9 F-9/22 ? Debrief CSTA #3…….………………………………………………………………………………….? CSTA #3? Did They Get There?? Give CSTA #4—Content Instruction ? Readability Study ? Post-Session Reflection Sheet (PSRS)
10 M-9/25 Begin Content Area Literacy Instruction? Content Area Literacy—What Is It and How Do They/I Get It?? Regular Readers & the Needy Readers? Manzo Lectures, uno & dos ? Readability Study
11 F-9/29 ? Debrief CSTA #4……………….………………………………………………………………………..? CSTA #4? Manzo Lecture, tres? Video? Give CSTA #5—Content Area Literacy
12 M-10/2 ? Content Area Strategies—Manzo Lecture 12? Literacy Study Skills? Got Purpose?—Tovani activity ? Assessment Profile
13 F-10/6 ? Debrief CSTA #5…………………………………………………………………………………………? CSTA #5? B, D, & A? FRAME? Give CSTA #6—Vocabulary ? PSRS
14 M-10/9 ? ReQuest? Barrie Bennett materials—“We are scientists & artists.”
15 F-10/13 Begin Vocabulary? Debrief CSTA #6………………………………………………………………………………………..? CSTA #6? Vocabulary—Not Just for Dictionaries Anymore? Run to the Store Before They Run Out of Milk! Tasty Tidbits
OCTOBER 16 & 20 = FALL RECESS; NO CLASS
16 M-10/23 ? A Few Vocab Strategies to Get You Started in the Right Direction
17 F-10/27 ? But Wait! There's More! (Vocabulary strategies/activities)? Give CSTA #7—Writing ? PSRS
18 M-10/30 Begin Writing ? Do I Have to Teach Writing, Too?? Definition of Insanity—Evaluating Written Work? Writing Rubric, Peer Editing
19 F-11/3 ? Debrief CSTA #7………………………………………………………………………………………..? CSTA #7? Rubricize This!
20 M-11/3 Begin Struggling Readers/Writers? Experience the World of Struggling Readers? The 3 D's of Needs? Random selection of classroom scenarios for Literacy Strategy Lesson ? Interview
F-11/10 VETERAN'S DAY = NO CLASSES
21 M-11/13 ? Why? How? Dyslexia Demystified? What Can I Do? ? Give CSTA #8—Strugglers Among the Sloggers & Swifties
22 F-11/17 ? More strategies: Glass Analysis, Graphic Organizers Reader Response, & Readers' Workshop ? PSRS
23 M-11/20 ? Debrief CSTA #8………………………………………………………………………………………..? CSTA #8? But Wait! There's More! 3-Level Guides, mnemonics? Video
F –11/24 THANKSGIVING BREAK; NO CLASS
24 M-11/27 ? ELL—Don't Shout, I Can Think!Last Day of Field Experience
25 F-12/1 ? Socratic Seminar—the Best for Everyone & Everything ? Written Literacy Strategy Lesson
26 M-12/4 o Lesson Demonstrations & feedback ? Field Experience Report
27 F-12/8 LAST DAY, REGULAR CLASSo Lesson Demonstrations & feedback
28 FINAL EXAM? Course Content Post-Test…………………………………………………………………………….? Post-test? $64,000 Question…………………………………………………………………………..? $64,000 Question ? IKTIK Notebooks
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 2006-2007 Undergraduate Catalog Page 87
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2006-2007 Undergraduate Catalog Page 89-90· Students may have no more than two (2) absences.
· A third absence will drop the final course grade by one full letter grade.
· A fifth absence will drop the final course grade by two letter grades.
· It is considered standard professional courtesy for the student to notify the instructor by phone or email ahead of time of any and all absences or late arrival/early departures (excepting emergencies).
· In the event of an absence from tutoring session, students are required to: (a) call and personally notify the cooperating teacher, apologizing for the absence; (b) speak to learner being tutored, apologizing for absence. Students must obtain the school and, if applicable, teacher phone numbers before beginning involvement with the class.
· The following will be unconditionally excused and require documentation: medical or dental emergency, student's hospitalization, serious illness of close family member, natural disasters (e.g., fires, flood, etc.), jury duty, unexpected military call-up, death in family.
· The following will not be considered for excused status in excess of the two absences allowed: job schedule, wedding or other family event, other class schedule, and other situations that are avoidable by responsible planning. If students are in doubt, ask the instructor first. The instructor will uphold the policies set out in this syllabus.
· Late arrival and early departures of 15 minutes or more past the scheduled class starting and ending time each count ¼ of an absence.
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 .
Additional Information:NOTE TO STUDENTS: a properly formatted and updated version of this syllabus is available online via eCompanion or as a hard copy from instructor.
Last Updated:8/18/2006 1:00:58 PM