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ED 521 Introduction to Literacy
Greene, Judy Ann


Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

ED 521 Introduction to Literacy

Semester

FAP 2008 EDZ

Faculty

Greene, Judy Ann

Title

Assistant Professor, Literacy

Degrees/Certificates

M.A. Special Education

Office Location

rm. 317 Copley Hall

Office Hours

T/R noon-2:00, F 11:00-1:00, or by appointment

Daytime Phone

816-584-6421

Other Phone

---

E-Mail

judy.greene@park.edu

---

Web Page

http://---

Semester Dates

August 18 – December 5

Class Days

Mondays

Class Time

5:00-7:15

Credit Hours

3


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.

            ISBN: 0-325-00274-6

Lyons, Carol A. (2003) Teaching Struggling Readers: How to Use Brain-Based Research to

Maximize Learning. Portsmouth, NH: Heinemann Publishers. ISBN: 0-325-00435-8

Walker, Barbara J. (2004). Techniques for Reading Assessment and Instruction. Upper Saddle,

 NJ: Pearson Education. ISBN: 0-13-191360-3

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

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:
ED521 Introduction to Literacy: An introduction to current and practice in the field of literacy. Current theories, professional terminology in the literacy field, theory-based literacy instruction models, classroom assessment tools, and current issues in the literacy field will be reviewed, and classroom applications will be stressed. Designed for graduate education students who have no prior coursework in literacy methods. A minimum of three (3) hours of practicum experience in the field is required. (Offered in 16-week format).

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

  1. Identify and utilize professional language, vocabulary of literacy, and informal communication skills for a variety of purposes (e.g., research, professional development, teacher-student/parent relationship).
  2. Select, construct, analyze, utilize multiple methods and different types of assessment, evaluation, and testing suitable for a variety of needs, and clearly communicate results to a variety of audiences in facilitative manner.
  3. Identify, explain, design, and demonstrate models of effective teaching and learning of literacy modalities for content classroom, individual students' affective & remedial needs, and to facilitate higher order reading-writing-thinking.
  4. Read, observe, evaluate, and reflect upon their own and others' pedagogical philosophy and practice for continual renewal and improvement of teaching performance.


  Instructor Learning Outcomes
  1. 1. Identify and utilize linguistic knowledge, history & vocabulary of literacy, and informal communication skills for a variety of purposes (e.g., research, professional development, teacher-student/parent relationship).
  2. 2. Select, construct, analyze, utilize multiple methods and different types of assessment, evaluation, and testing suitable for a variety of needs, and clearly communicate results to variety of audiences in facilitative manner.
  3. 3. Identify, explain, design, and demonstrate models of effective teaching and learning of literacy modalities for content classroom, individual students' affective & remedial needs, and to facilitate higher order reading-writing-thinking.
  4. 4. Read, observe, evaluate, and reflect upon their own and others' pedagogical philosophy and practice for continual renewal and improvement of teaching performance.
Core Assessment:

Final Exam:  Combined performance mastery task and summative knowledge test:  (a) Literacy Strategy Lesson and Demonstration of content area literacy strategy instruction, (b) Post-Test over knowledge & terms

Link to Class Rubric

Class Assessment:
 

ASSIGNMENTS:

 

  1.  Case Study Textbook Applications (CSTA; Core learning outcomes: 1-4To be done out of class; receives rubric 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 model will be provided.  Each CSTA has a beginning Scenario A, followed by the rest of the story in Scenario B. Students are required to bring their Scenario A draft to class as listed in the table of Dates, Topics, Assignments to prepare for class discussion, after which, Scenario B will be given. The finished CSTA will be due as listed in the Dates, Topics, Assignments table.

2. Readability Study (Core Learning Outcomes: 1 & 2; to be done out of class; receives rubric point score): There are two parts to this assignment—

(a) Each student will figure the readability level of one text of student’s choice using the following three formulae: (i) Fry, (ii) Cloze, and (iii) Flesch-Kincaid (in Microsoft Word programs). The Fry and Cloze levels  must be done by hand. Cloze "tests" do not need to be administered to learners or other persons to earn points; however, they should qualify for actual future use in a classroom setting.

(b)    Write a brief report that compares and contrasts the formulae, and discuss personal conclusions regarding the use of readability levels. Include all work such as calculations and drafts, and submit to instructor at the beginning of class on date due (see “Course Topics and Assignments”). 

3. OBSERVATION AND REFLECTIVE ANALYSIS (Core learning outcomes: 1-4; to be done out of class; rubric score): Students will observe literacy assessment and instruction in active classroom settings, then analyze their findings, and reflect on the links to course content.

 

     There are two parts to this assignment. 

(a)     Students are required to complete a minimum of 8 hours of observation in a classroom setting. Those students who are currently teaching must observe 2 classrooms settings other than their own—(1) a reading specialist or learning disabilities and (2) language arts/communication arts. They may take notes during observations, if the classroom teacher approves. After observations, students will complete a Post-Session Reflection Sheet to keep a record of what was observed and the links to course content. A time log, signed by the classroom teacher, is required.

(b)    Students will summarize their observations, analysis, and reflections in a presentation to the class. They may do so in the form of a PowerPoint presentation or a written report. Students will present their summaries, including the Post-Session Reflection Sheets (PSRS) to the instructor after their presentation.

 4. MoSTEP entries: Student candidates must write entries covering the following:

            1.2.7: The pre-service teacher models effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

                        1.2.7.1 models effective verbal/nonverbal communication skills.

                        1.2.7.2 demonstrates sensitivity to cultural, gender, intellectual, and physical ability

                                    differences classroom communication and in responses to students’

communications.

                        1.2.7.3 supports and expands learner expression in speaking, writing, listening, and other

media.

                        1.2.7.4 uses a variety of media communication tools.

o             Entries will be evaluated using the SFE Portfolio Rubric and the DESE Rubric for Teacher Portfolios.  Each rubric supports the other; together, they are excellent guides for knowing what and how to write portfolio entries. The SFE Portfolio Rubric is available in rm. 309 of Copley; the DESE Portfolio Rubric will be provided in eCompanion.

                   NOTE: these documents are too long to download & print for each use. They are to be used as resources, not for recording evaluation scores. Students will use an informal portfolio score sheet to record scores. This sheet, as well as other resources will be provided in eCompanion.

o         Student candidates will be both authors and peer reviewers. You are to write your entries and exchange them with another candidate at the designated times listed in the table of course topics, dates, and assignments.

o         Portfolio entries are never completely finished. As you continue to learn through instruction and experience career as a teacher, you could add and revise your portfolio entries. Therefore, while you should work toward revising your entries so they will be ready to add to your portfolio for formal reviews by faculty, do not expect that this will be the very last draft you will be asked to write. 

  1. 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.

  1. Literacy Strategy Lesson(Core learning outcomes: 1 - 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 lesson plan outline provided. Students may confer with and assist each other; however, this assignment is to be each student’s own final effort. This assignment will bring together previous assignments and activities to function as half of the course final “exam.” The lesson must: (a) incorporate the three modalities of acquiring literacy: text = reading and writing, oral = speaking and listening, and visual = pictures/art seen and drawn; (b) use at least one comprehensive content area literacy strategy from the text or other source presented in class

Students will present the Anticipatory Set/Advanced Organizer, Objective and Its Purpose, and the 3 Teaching components (Input, Modeling, Checking) from the lesson plan outline that will be provided. They will present all these components of the lesson plan as teachers in a classroom setting. The lesson will be followed by debriefing discussion in which “learners” will give feedback to “teacher” using a provided rubric to help the “teacher” revise and improve the plan and teaching skills. The instructor will also provide feedback in a rubric. Presentations should last no longer than 12 minutes.

Students submit a formal written Literacy Strategy Lesson using the provided format. 

  1. I KNOW THAT I KNOW NOTEBOOK aka IKTIKN (Core learning outcome: n/a; to be done 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.

8. Pre- Assessment and Post-Test(Core learning outcome: Pre-assessment—n/a; Post-test—1-4; to be done in class, receives completion/point score) Duringthe first class session, a fill-in-the-blank, short answer assessment will be given covering knowledge, concepts, and skills essential to course objectives. This assessment will receive completion points only for a grade. Results of the pre-assessment will be used, in part, to determine and finalize class session topics and learning activities.   Post-testing will cover the same knowledge, concepts, and skills as the pre-assessment. The post-test will be a culminating, summative task, and will function as half of the final examination. It will earn a raw point score grade. Post-test scores will be compared with pre-assessment scores to determine effectiveness of instruction and student learning.

Grading:
 

F     WHAT YOU NEED TO KNOW ABOUT FINAL GRADES    E

NOTE: final grades are calculated by points only, AND not BY THE percentage POSTED IN eCOMPANION.

  • Pre-Assessment                                                 5
  • Case Study Text Applications

                  Scenario A drafts (4 @ 10……………… 40 (show to instructor)

                  Finished CSTA (4 @ 25) ……………… 100 (submit in form according to model)

  • Readability Study                                              20
  • Observation and Reflective Analysis                 50
  • Signed log record of observation timemust submit to earn final grade
  • MoSTEP 1.2.7                            30
  • Writing Rubric Activity                                       15
  • Literacy Strategy Lesson (written)                     60
  • Literacy Strategy Demonstration                        20
  • I Know That I Know Notebook               10
  • Post-test                                                          50     

                                           TOTAL POINTS:    400

A = 375 – 400 points     

B = 360 - 374

C = 345 - 359

D = 330 – 344

F = 329 points or less

NOTE: final grades are calculated by points only, not percentages. Therefore, rely only rely on the point numbers and not percentages listed in eCompanion grade book.

Late Submission of Course Materials:
 

LATE SUBMISSION OF ASSIGNMENTS:

 

  • 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.
  • 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 on or 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 after the due date 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:
 

CLASSROOM RULES OF CONDUCT: Students are to demonstrate the same dispositions, behavior, and responsibility they would expect from learners and peers in their own classrooms. Therefore, the following will apply to all students enrolled in this course:

·        Email is essential to this course. All students will need to check their PirateMail on a regular basis--at least twice a week. Typically, several days may pass when no email is sent, only to be followed by several emails in one day. Students are to notify the instructor as soon as possible if they have difficulty accessing their PirateMail accounts. Students who do not regularly check email run the risk of losing points on assignments, misunderstanding important information, not having materials needed for an activity or assignment, etc.

  • 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.
  • Making/Receiving phone calls and/or texting during class sessions is rude to fellow class members and disrespectful to the instructor. Personal electronic communication devices should not be used during class sessions unless there is an emergency.
  • Speak and we will listen—with respect, from everyone. Students should also exhibit polite consideration when speaking.
  • Computers can make it easier to do assignments; however, students must recognize that technology can also cause problems--printers run out of ink, hard drives crash.   Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes.

Course Topic/Dates/Assignments:
 

TENTATIVE COURSE DATES/TOPICS/ASSIGNMENTS

 

Week

Date

Topics/Assignments                                                                      Assignments Due

 

1

M-8/18

?Introductions: people, course principles/guidelines, syllabus

(students read on their own, then come to 2nd session w/questions)

? Pre-assessment                                                                                      ? Pre-assessment

o Lecture & Activities: What a Long, Strange Trip It’s Been

2

M-8/25

5:00-8:15

? Bloom’s Taxonomy 

? 6 Modalities of literacy

o Lecture & Activities: What a Long, Strange Trip It’s Been (Literacy Primer ch. 1)

? Give article for Response Write-Up

NOTE: We will meet for a longer time in order to honor Labor Day

M-9/1

 

 

LABOR DAY; NO CLASSES

 

 

3

M-9/8

5:00-8:15

? Assessment: Overview of formal, informal/authentic

? Readability/Readability formulae

? “Trip” cont’d: Literacy Primer ch. 2

                                                                                      ? students exchange 1st drafts 1.2.7

NOTE: We will meet for a longer time in order to honor Labor Day

4

M-9/15

? “Trip” cont’d: Literacy Primer ch. 3

? Assessment: methods & practice

? Manzo lectures 1 & 2: Why & What Teachers Should Know + Literacy Concepts

? Give Case Study Text Application (CSTA)  #1

 

 

STUDENTS MAY NOW BEGIN OBSERVATIONS-CLASSROOM ASSISTANCE

5

M-9/22

? Debrief CSTA #1 Scenario A                                             ? Show CSTA #1 Scenario A draft

? Manzo lecture: Interactive Instruction

? Strategies demonstration/practice

? Give CSTA #1, Scenario B

                                                                                                                 ? Readability Study

6

M-9/29

? Debrief CSTA #1 Scenario                                                                                  .? CSTA #1

? Writing Strategies demonstration/practice                                     o Writing Rubric Activity

? Give CSTA #2, Scenario A

                                                                                     ? students exchange 2nd drafts 1.2.7

7

M-10/6

? Debrief CSTA #2, Scenario A                                            ? Show CSTA #2 Scenario A draft

? Phases of reading: the B of B,D,A)

? QAR

? Give CSTA #2, Scenario B

M-13

 

FALL RECESS; NO CLASSES

 

 

8

M-10/20

? Debrief CSTA, Scenario                                                                                      ? CSTA #2

? Phases of reading: the D of B, D, A

? Strategies demonstration/practice

? Give CSTA #3, Scenario A

? PSRS

                                                                                      ? students exchange 3rd drafts 1.2.7

9

M-10/27

? Debrief CSTA #3, Scenario A

? Phases of reading: the A of B, D, A

? Strategies demonstration/practice

? Give CSTA #3, Scenario B

                                                                                                                            ? Interview

 

10

R-11/3

? Debrief CSTA #3 Scenario                                                                                  ? CSTA #3

? Vocabulary & concept development

? Strategies demonstration/practice

? Give CSTA #4, Scenario A

Students: bring all Literacy Strategy Lesson materials for next class!

11

M-11/10

? Debrief CSTA #4, Scenario A  

? Potpourri of special needs: ELL, gifted, dyslexic, & the dissed

? Literacy Strategy Lesson—overviewed & explained

      practice designing in pairs or triads

? Give CSTA #4, Scenario B

                                                                                                                                                  o PSRS

                                                                                      ? students exchange 4th drafts 1.2.7

12

M-11/17

? Debrief CSTA #4, Scenario B                                                                              ? CSTA #4

? Brain-based understanding of reading & writing

? Other methods, theories: McGuiness, Reading 1st, Dorothy Watson

     ZPD, Marie Clay, the Goodmans, Marie Carbo

                                                                                          ?Written Literacy Strategy Lesson

13

M-11/24

? LSL Demonstrations; demo the following components:

     Intro, Presentation, Guided Practice (12 @ 10 minutes each;

     feedback will have to be PDQ!)

STUDENTS NEED TO LET COOPERATING TEACHERS & CLASSROOM LEARNERS KNOW THIS IS NEXT TO LAST TIME FOR STUDENTS TO BE IN CLASSROOM

14

M-12/1

? LSL Demonstrations; demo the following components:

     Intro, Presentation, Guided Practice (12 @ 10 minutes each;

     feedback will have to be PDQ!)

                                                                                                      ? Field Experience Report

                                                                                                o Field Experience Log Sheets

                                                                           ? “Final” draft 1.2.7 submitted to instructor

END OF FIELD EXPERIENCE

15

M-

12/8

? LSL Demonstrations; demo the following components:

     Intro, Presentation, Guided Practice, (3 @ 10 minutes each;

     no time for feedback unless consensus agree to start class at 5:30)

? Post-Test                                                                                                         o Post-Test

                                                                                                                   ? IKTIK Notebook

NOTE: NO ASSIGNMENTS WILL RECEIVE POINTS IF SUBMITTED AFTER MIDNIGHT OF THIS CLASS.

Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2008-2009 Graduate Catalog Page 25

Plagiarism:

Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2008-2009 Graduate Catalog Page 25


Students will receive instruction in the proper usage of source materials. If you are is unsure whether or not something you submit will be considered plagiarized, you are expected to ask the instructor beforehand.  Therefore, plagiarism will not be tolerated in any assignment in this class. A student's first offense will receive a "0" grade/points for the assignment in question and additional instruction from the Writing Center.  Any further offense will result in a grade of "F" for the course.

Attendance Policy:

Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2008-2009 Graduate Catalog Page 29
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.

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 .

Bibliography:
 

COURSE BIBLIOGRAPHY

 

Adler, Mortimer J., Van Doren, Charles (1972). How to Read a Book: Revised and Updated  Edition. New  York: Touchstone. ISBN: 0-671-21209-5

Bennett, Barrie, Rolheiser, Carol. (2001). Beyond Monet. Toronto, Ontario: Bookation, Inc.            ISBN:  0-9695388-3-9

Beers, Kylene. (2003) When Kids Can’t Read. Heinemann Publishers. ISBN: 0-86709-519-9

Birsh, Judith R. (2005). Multisensory Teaching of Basic Language Skills, 2e. Baltimore, MD:           Paul H.             Brookes Publishing Co. ISBN: 1-55766-676-8

Blake, Brett Elizabeth, Blake, Robert W. (2005). Literacy Primer. New York: Peter Lang

            Publishing. ISBN: 0-8204-7077-5

Copeland, Matt. (2005). Socratic Circles: Fostering Critical and Creative Thinking in Middle           and High             School. Portland, ME: Stenhouse Publishers. ISBN: 1-57110394-5

Delpit, Lisa. (2002). The Skin that We Speak. New York: New Press ISBN: 1-56584-820

Duffy, Gerald G. (2003) Explaining Reading A Resource for Teaching Concepts, Skills, and

            Strategies. New York: Guilford Press. ISBN: 1-57230-877-X

Faltis, Christian J., Coulter, Cathy A. (2008). Teaching English Learners and Immigrant        Students in Secondary             School. Upper Saddle, NJ: Pearson Merrill Prentice-Hall.

 ISBN: 0-13-119241-8

Fountas, Irene C., Pinnell, Gay Su. (2006) Teaching for Comprehension and Fluency: Thinking,       Talking, and             Writing About Reading, K-8. Heinemann Publishers. 

ISBN: 0-325-00308-4

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.

            ISBN: 0-325-00274-6

Gallagher, Kelly. (2003) Reading Reasons: Motivational Mini-Lessons for Middle and High             School.             Stenhouse        Publishers. ISBN: 1-57110-356-2

Goodman, Yetta M., Marek, Ann M. (1996). Retrospective Miscue Analysis: Revaluing Readers        and Reading.             Katonah, NY: Richard C. Owen Publishers, Inc. ISBN: 1-878450-85-9

Gunning, Thomas G. (2006). Assessing and Correcting Reading and Writing Difficulties, 3rd ed.

            Boston: Pearson Education Publishers.   ISBN: 0-205-44526-5

Harvey, Stephanie, Goudvis, Anne. (2007). Strategies that Work: Teaching Comprehension for       Understanding             And Engagement, 2e. Portland, ME: Stenhouse Publishers. 

ISBN: 978-1-57110-481-6

Johnston, Peter H. (2004) Choice Words: How Our Language Affects Children’s Learning. Portland, ME:  Stenhouse Publishers. ISBN: 1-57110-3899

LeDoux, Joseph. (2002). The Synaptic Self. New York, NY: Viking. ISBN: 0-670-03028-7

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

Manzo, Anthony V., Manzo, Ula C. (1993). Literacy Disorders: Holistic Diagnosis and         Remediation. Fort             Worth: Harcourt Brace Jovanovich College Publishers. 

ISBN: 0-03-072633-6

McGuinness, Diane. (1999). Why Our Children Can't Read and What We Can Do About It:     A Scientific           Revolution in Reading. New York: Touchstone ISBN 0684853566

Mueller, Pamela N. (2001). Lifers: Learning from At-Risk Adolescent Readers. Boston, MA:            Pearson

            Merrill Prentice-Hall. ISBN: 0-13-191360-3

Pinker, Steven. (1994). The Language Instinct. New York: Harper Collins. ISBN: 

            0-06-095833-2

Sousa, David A. (2001). How the Brain Learns, 2e. Thousand Oaks, CA: Corwin Press. ISBN:         076197765-1

Tovani, Chris. (2004) Do I Really Have to Teach Reading? Stenhouse Publishers. 

ISBN: 1-57110-376-7

Tracey, Diane H., Morrow, Lesley Mandel. (2006) Lenses on Reading; An Introduction to

            Theories and Models. New York: The Guilford Press. ISBN: 1593852975



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Analysis                                                                                                                                                                                                                                                   
Outcomes
2-4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
(a—Literacy Strategy Lesson & Demonstration)  Each student will design a literacystrategy 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.  Students submit a formal LSL using the provided format.  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.



(b Summative Post-Test)  Each student will take a post-test over course knowledge, terms, concepts; some items call for responses that demonstrate desired professional teaching dispositions for literacy.

(a) LSL&D contains all of 2 and adds:  teach a strategy that can be used across content area subjects, can be used by classroom learners before, during, and/or after reading content area text.  (b) Post-Test has 100% accuracy for multiple-choice and case study application items 
(a—Literacy Strategy Lesson & Demonstration)  Each student will design a literacystrategy 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.  Students submit a formal LSL using the provided format.  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.



(b Summative Post-Test)  Each student will take a post-test over course knowledge, terms, concepts; some items call for responses that demonstrate desired professional teaching dispositions for literacy.

(a) LSL&D specifically identifies the most essential, immediate skills & needs from the classroom scenario; specifically identifies individual, diverse needs of struggling and gifted classroom learners; teaches a strategy that logically and directly addresses the most essential skills and needs; provides adaptations for struggling and gifted learners; is likely to result in classroom learners using text to gain content knowledge and skills and/or conceptual understanding.  (b) Post-Test has at least 99-90% accuracy for multiple-choice and case study application items 
(a—Literacy Strategy Lesson & Demonstration)  Each student will design a literacystrategy 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.  Students submit a formal LSL using the provided format.  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.



(b Summative Post-Test)  Each student will take a post-test over course knowledge, terms, concepts; some items call for responses that demonstrate desired professional teaching dispositions for literacy.

.  (a) LSL&D lacks specific identification of essential, immediate skills &/or needs from classroom scenario; teach a literacy strategy that does not directly address learners' literacy skills & needs; does not provide for individual, diverse needs.  (b) Post-Test has 89-75% accuracy for multiple-choice and case study application items. 
(a—Literacy Strategy Lesson & Demonstration)  Each student will design a literacystrategy 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.  Students submit a formal LSL using the provided format.  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.



(b Summative Post-Test)  Each student will take a post-test over course knowledge, terms, concepts; some items call for responses that demonstrate desired professional teaching dispositions for literacy.

.  (a) LSL&D does not:  identify either skills or needs, teach a literacy strategy.  (b) Post-Test has less than 75% accuracy for multiple-choice and case study application items 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1&4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
(a—Literacy Strategy Lesson & Demonstration)  Each student will design a literacystrategy 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.  Students submit a formal LSL using the provided format.  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.



(b Summative Post-Test)  Each student will take a post-test over course knowledge, terms, concepts; some items call for responses that demonstrate desired professional teaching dispositions for literacy.

LSL&D contains all of 2 and adds:  knowledge & skills from other Park course work; scripted example of the lesson 
(a—Literacy Strategy Lesson & Demonstration)  Each student will design a literacystrategy 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.  Students submit a formal LSL using the provided format.  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.



(b Summative Post-Test)  Each student will take a post-test over course knowledge, terms, concepts; some items call for responses that demonstrate desired professional teaching dispositions for literacy.

LSL&D contains a combination of knowledge & skills, and the six literacy modalities that can be identified directly from course content to form an original literacy strategy lesson. 
(a—Literacy Strategy Lesson & Demonstration)  Each student will design a literacystrategy 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.  Students submit a formal LSL using the provided format.  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.



(b Summative Post-Test)  Each student will take a post-test over course knowledge, terms, concepts; some items call for responses that demonstrate desired professional teaching dispositions for literacy.

LSL&D lacks combination of knowledge, skills identifiable from course content; lack one-three literacy modalities. 
(a—Literacy Strategy Lesson & Demonstration)  Each student will design a literacystrategy 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.  Students submit a formal LSL using the provided format.  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.



(b Summative Post-Test)  Each student will take a post-test over course knowledge, terms, concepts; some items call for responses that demonstrate desired professional teaching dispositions for literacy.

LSL&D lacks  identifiable course content knowledge, skills; all six literacy modalities 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
(a—Literacy Strategy Lesson & Demonstration)  Each student will design a literacystrategy 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.  Students submit a formal LSL using the provided format.  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.



(b Summative Post-Test)  Each student will take a post-test over course knowledge, terms, concepts; some items call for responses that demonstrate desired professional teaching dispositions for literacy.

.  LSL&D contains all of 2 and adds: (a) self-initiated seeking & application of peer rubric feedback to revise & improve effectiveness, (b) articulates Zone of Proximal Development, and specifically identifies & explains how student/teacher will evaluate learners' correct understanding & use of new knowledge, skills (readiness) during Guided Practice & Independent Practice as part of scaffolding instruction. 
(a—Literacy Strategy Lesson & Demonstration)  Each student will design a literacystrategy 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.  Students submit a formal LSL using the provided format.  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.



(b Summative Post-Test)  Each student will take a post-test over course knowledge, terms, concepts; some items call for responses that demonstrate desired professional teaching dispositions for literacy.

LSL&D contains:  the two required evaluation components under unlined headings; specifically delineates a structure for student/teacher to scaffold instruction so that it is used to check for classroom learners' correct understanding of new knowledge, skills (readiness);  Self-Evaluation and Recap components allow classroom learners to check their own accuracy, and the value of the lesson itself. 
(a—Literacy Strategy Lesson & Demonstration)  Each student will design a literacystrategy 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.  Students submit a formal LSL using the provided format.  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.



(b Summative Post-Test)  Each student will take a post-test over course knowledge, terms, concepts; some items call for responses that demonstrate desired professional teaching dispositions for literacy.

LSL&D contains one of the two required evaluation components and/or without a heading; has description but no delineated structure for scaffolding instruction that determines classroom learners' correct understanding & use of new knowledge & skills (readiness); student/teacher evaluates classroom learners' accuracy & understanding instead of the learners themselves during Self-Evaluation component, and tells students the value of the lesson during Recap 
(a—Literacy Strategy Lesson & Demonstration)  Each student will design a literacystrategy 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.  Students submit a formal LSL using the provided format.  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.



(b Summative Post-Test)  Each student will take a post-test over course knowledge, terms, concepts; some items call for responses that demonstrate desired professional teaching dispositions for literacy.

LSL&D does not contain either of the two required evaluative components; lacks all evidence of scaffolding to evaluate instructional components to determine learner readiness. 
Application                                                                                                                                                                                                                                                
Outcomes
1-4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
(a—Literacy Strategy Lesson & Demonstration)  Each student will design a literacystrategy 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.  Students submit a formal LSL using the provided format.  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.



(b Summative Post-Test)  Each student will take a post-test over course knowledge, terms, concepts; some items call for responses that demonstrate desired professional teaching dispositions for literacy.

(a) LSL&D contain all of 2 and adds:  needed no revision to earn full points.  (b) Post-Test is 100% accurate for use of core content knowledge & skills responses. 
(a—Literacy Strategy Lesson & Demonstration)  Each student will design a literacystrategy 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.  Students submit a formal LSL using the provided format.  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.



(b Summative Post-Test)  Each student will take a post-test over course knowledge, terms, concepts; some items call for responses that demonstrate desired professional teaching dispositions for literacy.

(a) Each LSL component: explicitly identifies & describes its purpose as stated in course materials with 95-100% accuracy; is dependent upon & supportive of the preceding & following component; forms a coherent whole that achieves its purpose successfully as demonstrated by successful learning performance of classroom learners.  (b) Post-Test is 99-90% accurate for use of core content knowledge & skills responses; has overall accuracy of score of 99-90%. 
(a—Literacy Strategy Lesson & Demonstration)  Each student will design a literacystrategy 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.  Students submit a formal LSL using the provided format.  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.



(b Summative Post-Test)  Each student will take a post-test over course knowledge, terms, concepts; some items call for responses that demonstrate desired professional teaching dispositions for literacy.

(a) LSL lacks: explicit identification &/or description of the purpose of one-three component(s) as stated in course materials; consistent accuracy in identification and/or description of one-three components; consistent interdependent and/or supportive relationship to other components; coherent wholeness so that its overall purpose results in unsuccessful learning performance of classroom learners.  (b) Post-Test is 89-75% accurate for use of core content knowledge & skills responses; has overall accuracy of score of 89-75%. 
(a—Literacy Strategy Lesson & Demonstration)  Each student will design a literacystrategy 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.  Students submit a formal LSL using the provided format.  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.



(b Summative Post-Test)  Each student will take a post-test over course knowledge, terms, concepts; some items call for responses that demonstrate desired professional teaching dispositions for literacy.

(a) LSL lacks: identification &/or description of the purpose of 4+ component(s) as stated in course materials; accuracy in identification and/or description of 4+ components; an7 interdependent and/or supportive relationship to other components; any coherent wholeness so that its overall purpose results in inability of classroom learners to attempt performance task.  (b) Post-Test is less than 75% accurate for use of core content knowledge & skills responses; has overall accuracy of score less than 75%. 
Technical/Professional Skills                                                                                                                                                                                                                              
Outcomes
1, 2, & 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
(a—LSL&D)  The written component of the LSL will demonstrate student's ability to use professional writing skills; the demonstration component will demonstrate ability to use oral and interpersonal communication.



(b—Post-Test)  The post-test contains short-answer items that provide evidence of writing skills.

All of 2 and adds:  (a) LSL contains 0 minor technical writing errors for standard English; employs professional tone throughout (i.e., formal phrasing, no slang) excepting teacher script to learners, that is publish-ready & could be easily understood by teachers/specialist, and parents; professional and technical terms/phrases used in responses are -100% correctly used; adds discussion piece that lists and provides rationale for strategies considered & rejected.  (b) Post-Test contains 0 errors in technical writing skills. 
(a—LSL&D)  The written component of the LSL will demonstrate student's ability to use professional writing skills; the demonstration component will demonstrate ability to use oral and interpersonal communication.



(b—Post-Test)  The post-test contains short-answer items that provide evidence of writing skills.

(a) LSL contains 1-2 minor errors in technical writing skills, e.g., standard English capitalization, punctuation, spelling, grammar, sentence structure; content completely & correctly follows provided format so that identification of components is rendered immediate; professional and technical terms/phrases used in responses are 95-100% correctly used; contains identifiable evidence of understanding principles of facilitative communication through consistent, appropriate use of specific phrases and skills, as well as logical, and reflective rationale explaining process of selecting strategy and designing lesson.  (b) Post-Test contains 1-2 minor errors in technical writing skills. 
(a—LSL&D)  The written component of the LSL will demonstrate student's ability to use professional writing skills; the demonstration component will demonstrate ability to use oral and interpersonal communication.



(b—Post-Test)  The post-test contains short-answer items that provide evidence of writing skills.

(a) LSL contains 3-5 errors in basic technical writing skills, e.g., standard English capitalization, punctuation, spelling, grammar, sentence structure; content inconsistently follows provided format so that identification of components is rendered difficult; professional and technical terms/phrases used in responses are 85-94% correctly used; inconsistent use of facilitative communication phrases and skills as well as somewhat illogical & reflective rationale for selecting strategy; (b) Post-Test contains 1-5 errors in technical writing skills. 
(a—LSL&D)  The written component of the LSL will demonstrate student's ability to use professional writing skills; the demonstration component will demonstrate ability to use oral and interpersonal communication.



(b—Post-Test)  The post-test contains short-answer items that provide evidence of writing skills.

(a) LSL contain 6+ errors in basic technical writing skills, e.g., standard English capitalization, punctuation, spelling, grammar, sentence structure; content does not follow provided format, so that identification of components is rendered  very difficult to impossible; professional and technical terms/phrases used in responses are less than 85% correct.  (b) Post-Test contains 6+ errors in technical writing skills. 
Professional Disposition                                                                                                                                                                                                                                   
Outcomes
1, 2, & 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
(a—LSL&D)  The written & demonstration component of the LSL&D will demonstrate student's knowledge of and ability to respond appropriately to learners' cultural and literacy learning differences and needs..



(b—Post-Test)  The post-test contains items that allow students to demonstrate knowledge & understanding of literacy learning differences & needs.

 All of 2 and adds: written component and oral inquiry seeking clarification & validation of appropriate understanding/communication 
(a—LSL&D)  The written & demonstration component of the LSL&D will demonstrate student's knowledge of and ability to respond appropriately to learners' cultural and literacy learning differences and needs..



(b—Post-Test)  The post-test contains items that allow students to demonstrate knowledge & understanding of literacy learning differences & needs.

LSL&D contains clear/consistent use of phrases and nonverbal communication demonstrating recognition, sensitivity, & respect for cultural differences & values, as well as planning that accommodates for differences and special needs in academic capacity & performance levels 
(a—LSL&D)  The written & demonstration component of the LSL&D will demonstrate student's knowledge of and ability to respond appropriately to learners' cultural and literacy learning differences and needs..



(b—Post-Test)  The post-test contains items that allow students to demonstrate knowledge & understanding of literacy learning differences & needs.

LSL&D lacks consistent use of phrases and nonverbal communication demonstrating recognition, sensitivity, & respect for cultural differences & values, as well as planning for differences in academic capacity & performance levels 
(a—LSL&D)  The written & demonstration component of the LSL&D will demonstrate student's knowledge of and ability to respond appropriately to learners' cultural and literacy learning differences and needs..



(b—Post-Test)  The post-test contains items that allow students to demonstrate knowledge & understanding of literacy learning differences & needs.

LSL&D lacks attempt at addressing cultural and/or differences and special needs in academic capacity & performance levels 
Leadership Skills                                                                                                                                                                                                                                          
Outcomes
1, 4, & 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
(a) LSL&D:  Class time is provided to design the LSL, and thus allows students to demonstrate team work, collaboration, initiative, and creative problem-solving.



(b—Post-Test)  The post-test allows for, but does not call for, more than required response to items.

(a) All of 2 and adds: seeks to work with more than one student during provided class time, makes opportunity outside of provided class time to work with other students; poses questions and issues, then actively participates in discussion regarding answers/possible solutions; (b) adds question(s) or issue to required response to test item, then attempts to answer/resolve it. 
(a) LSL&D:  Class time is provided to design the LSL, and thus allows students to demonstrate team work, collaboration, initiative, and creative problem-solving.



(b—Post-Test)  The post-test allows for, but does not call for, more than required response to items.

 Student uses provided class time to actively ask for & give written feedback on rubric; uses provided class time to work with at least one other student in creating LSL. 
(a) LSL&D:  Class time is provided to design the LSL, and thus allows students to demonstrate team work, collaboration, initiative, and creative problem-solving.



(b—Post-Test)  The post-test allows for, but does not call for, more than required response to items.

Student uses provided class time to work with at least one other student in creating LSL, but does not seek feedback. 
(a) LSL&D:  Class time is provided to design the LSL, and thus allows students to demonstrate team work, collaboration, initiative, and creative problem-solving.



(b—Post-Test)  The post-test allows for, but does not call for, more than required response to items.

Student does not use provided class time to work with other student(s), and does not attempt to seek or give feedback. 

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Last Updated:8/13/2008 6:03:36 PM