ED 521 Introduction to Literacy
FAP 2006 ED
Greene, Judy Ann
Assistant Professor of Literacy, School for Education
M.A.PC Reading Specialist II
M = 1:00-3:00, T/R = 11:30-1:30 or by appointment
August 21-December 15
5:00 - 7:15 PM
Textbook: Blake, Brett Elizabeth, Blake, Robert W. (2005). Literacy Primer. New York: Peter Lang
Publishing. ISBN: 0-8204-7077-5
Freeman, David E., Freeman, Yvonne S. (2004). Essential Linguistics: What You Need to Know
To Teach Reading, ESL, Spelling, Phonics, and Grammar. New York: Heinemann.
Lyons, Carol A. (2003) Teaching Struggling Readers: How to Use Brain-Based Research to Maximize Learning. Portsmouth, NH: Heinemann Publishers. ISBN: 0-325-00435-8
Walker, Barbara J. (2004). Techniques for Reading Assessment and Instruction. Upper Saddle,
NJ: Pearson Education. ISBN: 0-13-171360-3
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 email@example.com 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: CORE ASSESSMENT:
All Park University courses must include a core assessment that measures the relevant Departmental Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities. The core assessment for this course is the Final Exam. It is a combined summative performance mastery task (Literacy Strategy Lesson and Demonstration) and summative knowledge test (Course Content Post-Test).
For the Literacy Strategy Lesson, each student will design, write, and demonstrate a strategy lesson to strengthen literacy skills for learners in his or her particular content area. It must address the literacy skills and needs of a randomly chosen authentic classroom scenario using a given format. This assignment brings together course knowledge, skills, and dispositions, as well as conceptual understanding gained from the course text, activities, and “non-Core Assessment” assignments. The Course Content Post-Test is a summative measure of students' mastery of essential terms and knowledge required by the course. Together, the Literacy Strategy Lesson and the Course Content Post-Test account for 25% of the total grade.
CORE RUBRICS: The Core Rubric for the Literacy Strategy Lesson is available online via eCompanion or in hard copy form from the instructor. There is no rubric for the Course Content Post-Test; it receives a point score for accuracy.
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 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. Points have been deducted as a result of students' not following syllabus and course materials in eCompanion because they assumed that they already knew how to do an assignment.
· 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 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.
· All assignments are due at the beginning of class; homework is not allowed during class sessions.
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 (Core learning outcomes: 1-4. To be done out of class; receives point score for completion) 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."
2. READABILITY STUDY (Core Learning Outcomes: 1 & 2; to be done out of class; receives rubric point score): There are two parts to this assignment—
(a) Each student will figure the readability level of one text of student's choice using the following three formulae: (i) Fry, (ii) Cloze, and (iii) Flesch-Kincaid (in Microsoft Word programs). The Fry and Cloze levels must be done by hand. Cloze "tests" do not need to be administered to learners or other persons to earn points; however, they should qualify for actual future use in a classroom setting.
(b) Write a brief report that compares and contrasts the formulae, and discuss personal conclusions regarding the use of readability levels. Include all work such as calculations and drafts, and submit to instructor at the beginning of class on date due (see “Course Topics and Assignments”).
3. FIELD EXPERIENCE (Core learning outcomes: 1-4; to be done out of class; rubric score): Students are required to complete 16 hours of combined tutoring and classroom observation-assistance. (No set amount of hours are required for either tutoring or classroom observation-assistance; any amount of hours for tutoring or classroom observation-assistance will work as long as both occur on a regular basis.) Students currently teaching or working in actual school settings will be able to use their classroom site; otherwise, alternative arrangements must be made with the assistance and approval of the instructor. There are 10-11 weeks scheduled for completion of the required 16 hours field experience. (This works out to be roughly 1 ½ hours per week of field experience time.) Given the variability in classroom settings, each student must adapt her or his field experience according to their own or 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
This assignment has two separate components—Assessment and Tutoring.
1. Develop an approved plan for field experience activities.
· Confer with the cooperating teacher regarding a plan for the best way to assist students in their literacy needs. If working with a cooperating teacher, It may be helpful for students to show this syllabus section to the teacher. 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.
· If working with a cooperating teacher, students are to have the cooperating teacher sign the plan to communicate her or his approval and support for how the student will conduct assessment and tutoring of literacy skills 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 (Core learning outcomes 4; to be done out of class, receives rubric score): Students are to gain an overview & perspective of literacy instruction as it occurs in actual school settings. They will learn how veteran educators responsible for literacy instruction at a building level see 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 for written assignments, and be no less than three and no more than five full pages of text. The following topics are to be asked and/or responded to; they should also form the report's headings under which students report their findings:
¨ Most Common Literacy Needs of Students
¨ Most Serious Needs of Classroom Teachers in Literacy Instruction
¨ Most Serious Barriers for Classroom Teachers in Literacy Instruction
¨ What Works—Successful Approaches & Qualities of Instruction
¨ My Intellectual and Emotional Reactions
¨ My Insights and/or Changes in Personal Values and Ideas (Park student's)
5. RESPONSE WRITE-UP (Core learning outcomes: 1 & 4; done out of class; receives rubric points) Using an article provided by the instructor, students will write a formal response. Responses are to be written according the provided model for written assignments, 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:
¨ Overall Summary
¨ The Most Important Thing Teachers, Learners, and Parents Should Know
¨ The Most Interesting Thing in This Article
¨ Personal Observations/Experiences Illustrating Key Points
¨ How I Will Use Brain-Based Learning Information in the Classroom
¨ Questions I Have about Learning and the Brain
Students will share sections of this write-up in class during a Socratic-styled
6. WRITING RUBRIC ACTIVITY (Core learning outcomes: 2 & 3) to be done in class; receives
participation points) During a class session, students will evaluate two samples of writing using the writing rubric provided.
7. LITERACY STRATEGY LESSON (Core learning outcomes: 1, 3, 4; to be done in/out of class; receives rubric scores) Each student will design a literacy lesson for his or her particular content area using the format provided. Students may confer with and assist each other; however, this assignment is to be each student's own final effort. This assignment will bring together previous assignments and activities to function as half of the course final “exam.” The lesson must: (a) incorporate the three modalities of acquiring literacy: text = reading and writing, oral = speaking and listening, and visual = pictures/art seen and drawn, (b) use at least one comprehensive content area literacy strategy from the text or other source presented in class.
Students present the lesson in a simulated classroom setting using actual materials. Class members will role play learners. The lesson will be followed by debriefing discussion in which “learners” will give feedback to “teacher” using a provided rubric to help the “teacher” revise and improve the plan and teaching skills. The instructor will also provide feedback in a rubric.
Students submit a formal written Literacy Strategy Lesson using the provided format.
8. I KNOW THAT I KNOW NOTEBOOK aka IKTIKN (in/out of class; completion pts):
Beginning with the second class session, each student is to begin collecting all course materials and organize them inside a tabbed binder. This will serve as a resource for future use in other courses and students' teaching career. Notebooks can be organized in whatever way that will render them easy and efficient to use in the future. Students are to bring their notebooks on the last day of class for completion check.
9. PRE- ASSESSMENT AND POST-TEST (to be done in class, receives completion/point score) During the first class session, a fill-in-the-blank, short answer assessment will be given covering knowledge, concepts, and skills essential to course objectives. This assessment will receive completion points only for a grade. Results of the pre-assessment will be used, in part, to determine and finalize class session topics and learning activities. Post-testing will cover the same knowledge, concepts, and skills as the pre-assessment. The post-test will be a culminating, summative task, and will function as half of the final examination. It will earn a raw point score grade. Post-test scores will be compared with pre-assessment scores to determine effectiveness of instruction and student learning.
Grading: GRADING PLAN: Points for final grade are earned as follows:
· Pre-Assessment completion needed to earn final grade
· Case Study Text Applications (8 @ 15 pts) 130
· Readability Study 20
· Field Experience Report: 50
· Post-Session Reflection Sheets must submit all to earn final grade
· Log sheet must submit to earn final grade
· Interview 30
· Response Write-up 30
· Writing Rubric Activity 15
· Literacy Strategy Lesson (written) 45
· Literacy Strategy Demonstration 20
· I Know That I Know Notebook 10
· Post-test 50
TOTAL POINTS: 400
A = 375 – 400 points
B = 354 - 374
C = 333 - 353
D = 313-332
F = 312 points or less
INCOMPLETES: Incompletes are strictly limited to students who regularly attend and submit assignment on time and whose situation meets the criteria described in unconditionally excused absences. It is Park policy that all incompletes be finalized in 60 days. In complement to this policy, the instructor will compute the course grade with whatever assignments have been submitted at the end of 60 days.
Late Submission of Course Materials: · 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.
· All assignments are required in order to earn a final grade whether or not they earn points.
· Late assignments will result in loss of 1 point per day late.
· Students are advised to submit assignments before their listed due date.
§ Assignments submitted before the due dates are eligible for revision for full points until the week before 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.
§ Each time an assignment is submitted for re-evaluation, the original or most recent draft must be attached with a copy of the instructor's rubric scoring/written feedback. The instructor will return a re-submitted assignment that does not have draft(s) and feedback without looking at it.
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/observation 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.
· Key moments can be sabotaged by ringing cell phones. Receiving phone calls in class is rude to fellow class members, and disrespectful to the instructor; therefore, turn them off or on vibrate.
· Wafting odors of burgers, chicken nuggets, and the sounds of salad can drive those who have not had time to forage to the brink of madness; therefore bring only a snack that can be quickly ingested and removed from sight and smell! In the case of Watson Literacy Center, no food or drink is permitted in any area except for water which must be in a container with a tight-fitting lid. Break times will be provided to relieve the need for colas, chips, etc.
· 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-assessmento Lecture & Activities: What a Long, Strange Trip It's Been
2 M-8/28 ? Syllabus Questions? Bloom's Taxonomy? 6 Modalities of Literacy? DIspositions BEGIN “I KNOW THAT I KNOW” NOTEBOOK (START COLLECTING COURSE MATERIALS)
M-9/4 LABOR DAY; NO CLASSES
3 M-9/11 ? Assessment: Overview of formal, informal? Readability/Formulae
4 M-9/18 ? Assessment: Practice/Case Study Applicationso Instruction/StrategySTUDENTS MAY NOW BEGIN TUTORING/OBSERVATION-ASSISTANCE SESSIONS
5 M-9/25 ? Readability Study
6 M-10/2 ? Strategies Demonstration/Practice o Writing Rubric Activity
7 M-10/9 ? Brain Storm Socratic Conversation. o Brain Storm Write-Up
M-16 FALL RECESS; NO CLASSES
8 M-10/23 o PSRS, If applicable
9 M-10/30 ? Interview
11 M-11/13 o PSRS, If applicable Written Literacy Strategy Lesson
13 M-11/27 ? Lesson Demonstrations …..……………………… … ……………………………...? Feedback ? Report/Observation Paper
14 M-12/4 ? Burning Issues/Field Experience Debriefing o PSRS, If applicable? Lesson Demonstrations ……………………………...? Feedback ? Field Experience “Report o Field Experience Log Sheets END OF FIELD EXPERIENCE
15 M-12/ ? $64,000 Question? Post-Test o Post-Test ? IKTIK Notebook
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 Graduate Catalog Page 23-24
Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct. Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.
Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.
Park University 2006-2007 Graduate Catalog Page 23-24
Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences in excess of four (4) class periods, in a 16-week semester (or 2, in an 8-week term) will be reported to the Director of the individual graduate program, or to the Dean, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified by mail that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2006-2007 Graduate Catalog Page 27· 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 version of this syllabus is available online via eCompanion or in hard copy version from the instructor.
Last Updated:8/18/2006 1:12:55 PM