School For Education Mission StatementThe 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.
School For Education Vision StatementThe 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
ED 521 Introduction to Literacy
F1P 2010 ED
Greene, Judy Ann
M.A. Special Education, B.S. Language Arts,B.G.S Psychology, B.G.S English
Aug. 16-Oct. 9
5:00 - 9:30 PM
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: 0-13-191360-3
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
Additional Resources: n/a
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/.
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
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 RubricClass Assessment:
2. Readability Study: 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. “Show your work” by hand-marking selected text excerpts or use word processor markings. 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 (OBSERVATION AND REFLECTIVE ANALYSIS) Students will observe literacy assessment and/or instruction in active classroom settings, then analyze their findings, and reflect on the links to course content. If you are not currently teaching, and need a field experience placement, tell me ASAP!
There are two parts to this assignment.
(a) Observation: Students are required to complete a minimum of 3 hours of observation in a variety of classroom settings. Those of you who are currently teaching may observe other teachers of your chosen content subject, but you must also observe 1 setting other than your own, e.g., special services/specialist, an experienced inclusion teacher whose students have diverse literacy levels & needs, language arts/communication arts (if you teach math, science, social studies, etc.). Use your KWL from the 1st night of class to guide your observations. Take notes during observations, if the classroom teacher approves. After each observation, 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 each classroom/services teacher, is required. Be sure to include contact information for the school and the teachers’ names. NOTE: 15 extra credit points can be earned by completing 5 hours of Field Experience.
(b) Reflection: Students will summarize, analyze, and reflect on their field experience. To encourage you to apply the essential content of this course, your Reflection may be in the form of a PowerPoint presentation, drama, video, song/rap, or a written report. This will be what you submit for points toward a grade. (NOTE: this is your rubric; fulfilling each of the following earns full points, etc.)
§ Summary = essentials of what you did & what happened
§ Analysis =
i. how what you observed/heard did/did not relate to what you learned in this class
ii. how well it worked/did not work
§ Reflection = What you would do if you had been the teachers according to what you learned in this class? How worthwhile was your field experience? Refer to your KWL from the 1st class session. Did anything in the K column need to be changed? Were you able to fill in the W column with any answers? Does anything remain in the L column?
§ Whatever form your Reflection takes, it must present the above components in an easily identifiable way. Points will be deducted for each component I cannot easily & immediately locate.
In addition, you will share your experience with the class in your chosen format.
“Shares” are informal, and should last no longer than 7 minutes.
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
126.96.36.199 models effective verbal/nonverbal communication skills.
188.8.131.52 demonstrates sensitivity to cultural, gender, intellectual, and physical ability differences
classroom communication and in responses to students’ communications.
184.108.40.206 supports and expands learner expression in speaking, writing, listening, and other
220.127.116.11 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. These are best used as resource guides, not for recording evaluation scores.
o Students will complete drafts of this standard for their portfolios. You will address the Quality and Performance Indicators by writing at least 3 drafts for each standard. Each draft must be submitted to 2 different members of the class for peer review using the SFE Portfoliio Rubric and Peer Review Sheets provided in eCompanion. (I suggest you get a copy of the SFE Rubric from the main office in rm. 309 as it is a hefty document!) Exchange your first 2 drafts & submit the third according to the due dates in the Class Schedule. Points are earned for:
(a) 2 drafts, (b) 2 peer reviews, and (c) a 3rd draft revised according to peer feedback.
(b) Each of the first 2 drafts must be attached to a peer review sheet along with the third draft when submitted to the instructor. NOTE: the final draft submitted to instructor is still considered to be a draft and does not receive final approval.
5. WRITING RUBRIC ACTIVITY During a class session, students will evaluate two samples of writing using the writing rubric provided.
6. Literacy Strategy Lesson Each student will design a literacy lesson for his or her particular content area. Students may confer with and assist each other; however, this assignment is to be each student’s own final effort. This assignment will bring together previous assignments and activities to function as half of the course final “exam.” The lesson must: (a) incorporate the three modalities of acquiring literacy: text = reading and writing, oral = speaking and listening, and visual = pictures/art seen and drawn; (b) use at least one comprehension content area literacy strategy from the text or other source presented in class.
Students will write a script of the strategy lesson/activity using the lesson plan format provided in eCompanion. You will then present it in a simulated version of a lesson/learning activity that could/will actually be used in your own classroom: Here is what is expected in your scripted lesson & presentation:
1. Tell us the strategy & its purpose (Objective).
2. Introduce it in the context of an authentic content subject task/assignment (e.g., analyze research, dramatize an excerpt from literary text, read source document & discuss an historical event, make connections among mathematical discoveries and their impact on local community issues). This introduction should be done in such a way that activates schema and motivates a desire to learn (Anticipatory Set/Advanced Organizer).
3. Tell us new information we need to learn & use the strategy (Input),
4. Demonstrate the strategy the way you want us to use it during our simulated lesson (Modeling).
5. Have us drive our new knowledge/skills into long-term recall by asking us to analyze & evaluate the lesson/activity in an active, engaging way (Closure)
Plan your presentation to be no longer than 12 minutes—the instructor will keep a timer. Since this is a brief part of an entire literacy lesson/activity simulation, bring only those materials, e.g., paper, documents, etc., necessary to give us a good idea of what we would be using if there was time for a complete lesson/activity.
The lesson will be followed by a 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.
7. Pre- Assessment and Post-Test Duringthe first class session, a fill-in-the-blank, short answer assessment will be given covering knowledge, concepts, and skills essential to course objectives. Results of the pre-assessment will be used, in part, to determine session topics and learning activities. I’ll give your pre-assessment back to you, ungraded, the 2nd session so you can use it as a guide to study for the Post-Test. The Post-Test will contain the same, but not all, items on the pre-assessment. It is culminating, summative task, & is half of the final examination, and will earn a raw point score.
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. IGNORE PERCENTAGES IN eCOMPANION!!!
Finished CSTA (2 @ 55) ……………… 110 (submit in form according to model)
TOTAL POINTS: 500
Did you complete & reflect on 5 hours or more of Field Experience? You get 15 extra (“insurance”) points!
A = 500 – 470 points
B = 469 - 440
C = 439 - 410
D = 409 – 380
F = 379 points or less
NOTE: one more time: 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:
Classroom Rules of Conduct:
TENTATIVE COURSE DATES/TOPICS/ASSIGNMENTS
?Introductions: people, syllabus
? Contact info/? Who needs a field placement?
? KWL: as a teacher, what do you already know, want to know about reading & writing? (You will use this to guide your Field Experience observations)
o Lecture & Activities: What Is Reading? What’s Up with Writing? Why isn’t son pronounced sawn? Why are we supposed to be quiet in libraries?
TOPIC: This is your brain on literacy
? Uses of brain-based understanding of reading & writing
? 6 Modalities of literacy
? Bloom’s Taxonomy
TOPIC: Why do I have to teach reading? Assuming I want to (or will have to), what do I do? How do I start? How do I know what students need? How do I become good at it?
? Readability/Readability formulae
? Assessments of reading/writing
? Informal classroom assessments: ? CLOZE, ? ITI, ? Authenticity!!
? CSTA #1 group conversation about Candace
? DUE: CSTA #1 Candace
? DUE: Exchange 1st drafts 1.2.7
STUDENTS SHOULD BEGIN FIELD EXPERIENCE!!
TOPIC: Why do I have to teach writing? How do I do it? How do I become good at it?
? 6 Trait Writing
? Writing rubrics
? Writing rubric activity
? Peer editing
? Future of handwriting
? DUE: writing rubric activity (done in class; there is nothing to submit)
? DUE: Readability Study
TOPIC: How do I become good at this stuff?
? More strategies & activities
? The B & D of BDA
? Vocabulary & concept development
TOPIC: How do become good at this stuff? How do I use this stuff in my subject area?
? The D & A BDA
? CSTA #2 group conversation about Jeremy
? DUE: CSTA #3 Jeremy
TOPIC: The world of the struggling reader & writer: ELL, gifted, dyslexic, & the generally dissed
? DUE: Literacy Strategy Lesson (written; so I can give feedback in preparation for simulation presentation
TOPIC: whatever we didn’t get to or didn’t do enough of
? DUE: MoSTEP 1.2.7 3rd draft w/previous 2 drafts attached to peer reviews
? DUE: Literacy Strategy Lesson Presentation/Simulation
? DUE: Field Experience “Shares”
? DUE: signed/initialed Field Experience Log Sheets
? DUE: Post-Test (did you use the Pre-Assessment to study? The only reason for not earning full points is . . . (I’m always amazed that anyone would fail this.)
NOTE: IF YOU SUBMIT ANY ASSIGNMENT AFTER MIDNIGHT OF THIS NIGHT,
I WILL NOT LOOK AT IT.
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 2010-2011 Graduate Catalog Page 20
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 2010-2011 Graduate Catalog Page 20
Instructors 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 2010-2011 Graduate Catalog Page 24Students may have no absences in an 8-week course.
• An unexcused absence will drop the final course grade by one full letter grade.
• 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. Documentation is required.
• It is considered standard professional courtesy for the student to notify the instructor by email ahead of time of any and all absences or late arrival/early departures (excepting emergencies).
• In the event of an absence from a field experience/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 not be excused: 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: 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, by appointment, or by 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; working in your planner or an assignment is not allowed during class sessions. You can expect me to call out your name & ask you to cease and desist from this disrespectful behavior.
Written Assignments: Clear written and spoken communication is absolutely essential and expected for classroom teachers. We are all models of literacy to our learners, peers, administrators, parents, etc, 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—it is called Model for Formal Writing. Use it. Students are expected to correctly follow the provided this model for all typewritten assignments. Failure to use the model correctly will result in loss of points.
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Last Updated:8/11/2010 5:15:13 PM