1. Department of Curriculum and Instruction EMS 870 Course Title: Introduction to Literacy Consulting Credit Hours: 3

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1 1. Department of Curriculum and Instruction EMS 870 Course Title: Introduction to Literacy Consulting Credit Hours: 3 2. Course Description: An introduction to the roles, skills, responsibilities and dispositions needed for successful literacy consulting in grades Texts Toll, Cathy. (2005). The Literacy Coach s Survival Guide. International Reading Association. 4. Course Objectives Students completing this course will be able to: a. List the roles and responsibilities of the literacy coach and describe the characteristics of effective coaches. (IRA 1; KTS 7. 8, 10) b. Describe strategies for establishing credibility, trust, and mutual respect as the literacy coach. (IRA 2; KTS 7, 8, 10) c. Identify embedded professional development that meets KY D standards. (IRA 2; KTS 1, 8, 9, 10) d. Compare and contrast the literacy instruction needs of accomplished and struggling adolescent readers. (IRA 3; KTS 1, 2, 3, 4) e. Describe and provide examples of effective literacy instruction. (IRA 3; KTS 1, 2, 3, 4) f. Explain and provide examples of how strategy learning instruction can enhance literacy and learning in the content areas (IRA 4, 5, 6, 7; KTS 1, 2, 3, 4, 7) g. Locate and evaluate resources for teachers to use to improve literacy instruction. (IRA 3, 4, 5, 6, 7; KTS 1, 2, 3, 4, 8, 9, 10) h. Explain how the six language arts areas (listening, speaking, writing, observing, viewing and visually representing) interact across the content areas. (IRA 3, 4, 5, 6, 7; KTS 1, 2, 3, 4) i. Analyze the literacy skills needs in the various content areas. (IRA 3, 4, 5, 6, 7; KTS 1, 2, 3, 4, 5, 7) j. Analyze a school s assessment data and develop literacy goals. (IRA 3; KTS 5, 7, 8, 10) k. Identify, evaluate and utilize technology to enhance literacy skills and student learning in all content areas. (IRA 4, 5, 6, 7; KTS 1, 6) l. Develop an action plan for literacy consulting. (IRA 1; KTS 7, 8, 10) m. Develop a literacy consulting professional improvement plan. (IRA 1; KTS 7, 9, 10) 5. Evaluation In this course students will:

2 Actively participate in class activities and discussions. (10%) Reflect on assigned readings and class discussions. (10%) Research, practice, and make a multimedia presentation that demonstrates a research based literacy strategy. (30%) Begin the Literacy Coach s portfolio. (20%) Develop a Literacy Consulting lan. (30%) 6. Student rogress: Student progress is regularly recorded and maintained in the Blackboard course site.assignments will be assessed and returned to students in a timely manner. 7. Attendance olicy Absences equating 20% of class meetings will result in automatic failure. Failure to participate in the on-line class discussions within the required time limits posted in the class schedule constitutes a class absence. Class sessions missed as a result of late entry will be counted as absences. The student is responsible for presenting adequate reason for absence to the instructor in order to be given opportunity to make up missed work. (Adequate reasons include personal illness, death or serious illness in the immediate family, or participation in an approved university activity.) 8. Last day to drop course or to withdraw from the University are included in the class schedule. 9. Disability Statement: If you are registered with the Office of Services for Individuals with Disabilities, please make an appointment with the course instructor to discuss any academic accommodations you need. If you need academic accommodations and are not registered with the Office of Services for Individuals with Disabilities, please contact the Office on the third floor of the Student Services Building, by at disserv@eku.edu or by telephone at (859) V/TDD. Upon individual request, this syllabus can be made available in alternative forms. 10. Academic Integrity Statement: Students are advised that EKU s Academic Integrity policy will strictly be enforced in this course. The Academic Integrity policy is available at Questions regarding the policy may be directed to the Office of Academic Integrity. 11. Course Requirements Complete assigned readings. articipate in class discussion and activities. Develop a literacy consulting plan for the school year. Begin the Literacy Consulting ortfolio. Develop a multimedia presentation that illustrates at least one content area literacy strategy.

3 12. Course Outline Literacy Coaching model Effective Literacy Instruction Content Area Literacy strategies Leadership and professional development planning Strategic lanning Official An official EKU is established for each registered student, faculty, and staff member. All university communications sent via will be sent to this EKU address. Dorie Combs, h.d. Summer 2008 Course /N EMS 870 Course Title Introduction to Literacy Coaching RELATIONSHI TO: CONCETUAL FRAMEWORK ELEMENTS CF1: Knowledge - Enables candidates to construct understanding of the complexity and richness of the teaching/learning process. CF2: edagogical Skills - Enables the professional educator to facilitate learning for all

4 students. CF3: Dispositions - Includes the professional attitudes, values and beliefs that support student learning and development. CF4: Technology - Focuses on preparing candidates who are able to use educational technology to help all students learn. CF5: Diversity - Reflects the Unit s commitment to preparing candidates to support learning for all students College of Education Conceptual Framework K- Basic Knowledge, A- Application, A- ortfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments CF1 CF2 CF3 CF4 CF5 A A, KA A, A A TEACHER STANDARDS (2008) STANDARD 1: The teacher demonstrates applied content knowledge STANDARD 2: The teacher designs and plans instruction STANDARD 3: The teacher creates and maintains learning climate STANDARD 4: The teacher implements and manages instruction STANDARD 5: The teacher assesses and communicates learning results STANDARD 6: The teacher demonstrates the implementation of technology STANDARD 7: Reflects on and evaluates teaching and learning STANDARD 8: Collaborates with colleagues/parents/others STANDARD 9: Evaluates teaching and implements professional development STANDARD 10: rovides leadership within school/community/profession Kentucky Teacher Standards Advanced K- Basic Knowledge, A- Application, A- ortfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 TS9 TS10 K, A K, A K, A K, A

5 . EKU GOALS EKU-G1. To promote and support an inclusive climate that respects and celebrates diversity by attracting, developing and educating a diverse student, faculty, and staff population. EKU-G2. To continuously assess and improve the services and infrastructure of the University to support and maintain high quality programs. EKU-G 3. To promote learning through high quality programs, research, and support services. EKU-G4. To develop and enhance an environment facilitating intellectual curiosity, cultural opportunities and problem-solving abilities for members of the University community. EKU-G5. To increase and enhance external and internal constituency engagement, while maintaining a connection with the southeastern region of Kentucky. EKU Goals EKU-G1 EKU G2 EKU-G3 EKU-G4 EKU-G5 X X X X KERA Initiatives Identify the initiative number(s) for each category Learner rogram of Goals/Academic Studies: Expectations Understandings A.E. 1.1, 1.2, 1.3, 1.4 M, & H Reading & Writing rogram of Studies: Skills & Concepts M, & H Reading & Writing Core Content M, & H Reading & Writing ESB Themes K- Basic Knowledge, A- Application, A- ortfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments Code of Leadership COURSES Diversity Technology Literacy Ethics EMS 870 KA K, A. A, KA K, A SA International Reading Association 1. Foundational Knowledge

6 2. Instructional ractices and materials 3. Assessment, Diagnosis, & Evaluation 4. Literate Environment 5. rofessional Development