Course Information Literacy Development and Assessment (K-4th) Office: Wham 323M Phone: Term: Fall :30-11:30

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1 Course Information Course Title: Credit Hours: Instructor: Literacy Development and Assessment (K-4th) 3 hours Dr. Christie McIntyre Office: Wham 323M Phone: cherimc@siu.edu Term: Fall 2015 Classes: Monday 8:30-11:30 Location: Wham 308 Catalog Description: CI Literacy Development and Assessment (PreK-4th grade).this course builds on the literacy foundations and instructional models course and explores the variables that affect literacy development at the P-4 level. Teacher candidates will learn to employ all four strands of the English/language arts (reading, writing, speaking, and listening) to teach literacy concepts and strategies across the curriculum to accommodate all learners in culturally responsive classrooms. Emphasis will be placed on an understanding of the reading process; the content of reading instruction; and scientifically based reading research, methods, and materials used in balanced reading instruction and assessment. Prerequisite: Grade C or better in CI 431 or consent of the instructor. Co-requisite: EC and ELED majors must take EDUC 302 and EDUC 319. Instructional Objectives: The teacher candidate will 1. Identify various theories about oral and written language in the early years. 2. Apply various theories of early reading and writing development to lesson plans. 3. Select and use appropriate assessment techniques with early readers and writers. 4. Select and use appropriate strategies to teach and assess comprehension, fluency, word identification, and vocabulary. 5. Describe a variety of methods for reading and writing instruction. 6. Evaluate commercial literacy materials. 7. Describe how to differentiate instruction within a variety of learning contexts and with diverse populations of learners, including second-language learners.

2 8. Explore the role of technology in early literacy learning. Conceptual Framework Connections to the TEP Conceptual Framework The three major tenets of SIU s Teacher Education Program are Engagement, Literacies, and Identities. Reflective educational leaders are ethical and reflective practitioners who exhibit professional engagement by providing leadership in the learning community and serve as advocates for students, parents or guardians, and the profession. Reflective educational leaders understand the vast array of literacies students need to function in today s modern society. This includes knowledge of reading, writing, and aural communication within the content area as well as media, scientific and quantitative literacy. Reflective educational leaders understand the diverse characteristics and abilities of all students and how these students develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences which influence the students identities. During this course, teacher candidates will engage in discourses within the college classroom and experiences in a primary classroom at a local school that will address each of these tenets, which have also been aligned to the course assessments. Standards ACEI Development, Learning, and Motivation--Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and

3 young adolescents to construct learning opportunities that support individual studentsâ development, acquisition of knowledge, and motivation.. ACEI Reading, Writing, and Oral Languageâ Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas. ACEI Adaptation to diverse studentsâ Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students. ACEI Development of critical thinking and problem solvingâ Candidates understand and use a variety of teaching strategies that encourage elementary studentsâ development of critical thinking and problem solving. ACEI Assessment for instructionâ Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student. IL-PTS STANDARD: Teaching Diverse Students â The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning. IL-PTS STANDARD: Content Area and Pedagogical Knowledge â The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice. IL-PTS STANDARD: Planning for Differentiated Instruction â The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement. IL-PTS STANDARD: Instructional Delivery â The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student. IL-PTS

4 STANDARD: Reading, Writing, and Oral Communication â The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge. IL-PTS STANDARD: Assessment â The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student. NAEYC-INI OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES - Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child. NAEYC-INI a Understanding the goals, benefits, and uses of assessment â including its use in development of appropriate goals, curriculum, and teaching strategies for young children NAEYC-INI b Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments NAEYC-INI c Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection. NAEYC-INI d Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities. NAEYC-INI USING DEVELOPMENTALLY EFFECTIVE APPROACHES - Candidates prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on childrenâ s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Candidates know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each childâ s development and learning. NAEYC-INI a Understanding positive relationships and supportive interactions as the foundation of their work with young children NAEYC-INI b

5 Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology NAEYC-INI c Using a broad repertoire of developmentally appropriate teaching /learning approaches NAEYC-INI d Reflecting on own practice to promote positive outcomes for each child NAEYC-INI USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM - Candidates prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child. NAEYC-INI a Understanding content knowledge and resources in academic disciplines: language and literacy; the arts â music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies. NAEYC-INI b Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines 5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child. NAEYC-INI c Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child. Tentative Outline Date Aug. 24 Aug. 31 Sept. 14 Sept. 21 Tentative Course Calendar Topic Reading Assignments Assignments Due Course Introduction Becoming an Effective Teacher of Reading Tompkins, ch. 1 Examining Children s Literacy Quiz Tompkins, ch. 2 Development Assessing Children s Literacy Tompkins, ch. 3 Development Quiz Breaking the Alphabetic Code Tompkins, ch. 4 Scaffolding Children s Reading Development Tompkins, ch. 10 Quiz

6 The Learner, the Teacher, the Text, and the Context: Sociocultural Approaches to Early Literacy for English Language Duke & Bennett- Armistead, ch. 4 Learners Decoding Skills and Word Recognition & Bear, ch. 1 Sept. 28 Developmental Word Knowledge Quiz Getting Started: The Assessment of Orthographic Development Bear, ch. 2 Oct. 5 PSI Assessment at local school Analyze PSI scores in class Bear, ch. 3 Word Study for Learners in the Emergent Bear, ch. 4, 5, or Quiz or Letter-Name Alphabetic Stage 6 Oct. 19 Developing Fluent Readers and Writers Tompkins, ch. 6 PSI in LiveText Implement PSI Activity at local school Oct. 26 Scaffolding Children s Writing Quiz Tompkins, ch. 11 Development Writing Effectiveness & Assessment Biggam, ch. 8 PSI Reflection in Nov. 2 LT Writing Conventions TBA Quiz Expanding Children's Knowledge of Tompkins, ch. 7 Nov. 9 Words: Strategies for Vocabulary Quiz Assessing Literacy Skills (ISEL) ISEL handouts Creating a Balanced Literacy Framework Prologue & Gradual Release Miller, prologue Nov. 16 & Final ISEL Project Creating a Community of Readers & Writers ch. 1& 2 Nov. 23 Reader s Workshop & Book Selection Miller, ch. 3 &4 Schema (Comprehension) Miller, ch. 5 Reading Response Visual Representation (Comprehension) Miller, ch. 6 & 7 Nov.30 Inferring & Asking Questions (Comprehension) Miller, ch. 8 & 9 Non-fiction and Synthesizing Information Miller, ch.10, 11 Reading Response (Comprehension) & Epilogue Dec. 7 Writing: Teaching Children to Compose Duke & Bennett- Informational Texts Armistead, ch. 6 Dec. 14 Final Presentations of BLFs BLF Reading Responses

7 Reading Quizzes At the beginning of some classes, you will be given a brief quiz based on the assigned readings. This is to support your retention and comprehension of course content. Quizzes can only be made-up for excused absences. Your average score on the quizzes will comprise 15% of your grade. Reading Journal At the beginning of some classes, you will turn in a one-page typed reflection based on the assigned readings or you will be asked to respond online using a formative assessment activity. This is to provide you and the instructor with information about your progress during the course. These activities can only be made-up for excused absences. (10% of your grade) Assessment Activities You will be asked to participate in scoring literacy assessments, determining the strengths and needs of the students, planning instruction that is developmentally appropriate, and implementing instructional activities for the children you assess. Upon completion of the instruction in each classroom, you will reflect on the experience and write literacy goals for the children. Your participation in the activities along with your reflections will be included in the evaluation. 1. Illinois Snapshot of Early Literacy (ISEL) - You have been placed in a kindergarten, first, or second grade clinical placement where you will ask your cooperating teacher to assist you in the selection of one child for the ISEL assessment. After we review the procedures in class, you will use your next observation visit as an opportunity to assess the child. You will analyze the results and develop a literacy lesson plan for this child and implement it in your field placement classroom. (10% of your grade) 2. Words Their Way Primary Spelling Inventory (PSI) We will review the procedures for this assessment in class; then we will visit a classroom in Carbondale to complete the PSI assignment. We will analyze the results together in class at SIU. Then you will develop an activity for a small group of children and implement it at the school. (20% of your grade) Assignment Templates and Rubrics: CI 432.Spring 2015.ISEL Project

8 ISEL Rubric (Spring 2014) WTW Project WTW Project rubric Literacy Lesson Plan You will develop a lesson plan that will support the literacy skills of the kindergartners in your field placement. We will go over the format in class and discuss potential activities. You will submit a lesson plan using the format in LiveText. After receiving approval from the instructor and your cooperating teacher, you will implement the lesson in your practicum placement. This will comprise 20% of your grade. Template: Balanced Literacy Framework You will develop a plan for a balanced literacy program that addresses the developmental needs of your learners and incorporates reading, writing, speaking, and listening. The BLF will constitute two hours of daily literacy instruction for one week. It is a comprehensive plan that can be integrated with other content areas. Your score on this assignment will comprise 25% of your grade. Template: Rubric: Examples of Balanced Literacy Frameworks from Prior Students Class Participation The success of this course depends on the commitment of each of you to being an active learner. Thus, it is important that you attend each class session and your are prepared to discuss the reading assignment. Class participation will be noted weekly. Two or more unexcused absences and/or consistently late assignments will result in your final grade being lowered by a letter grade. Click on the following rubric to view expectations for your participation: Class Participation. Grading Policy Grades will be computed using the following formula.

9 Assignment Score Weight Reading Quizzes X.15 Reading Journal X.10 ISEL Project X.10 PSI Project X.20 Comprehension Lesson Plan X.20 Balanced Literacy Framework X.25 Final Points **Add the scores in the final column for your final grade. A final grade may be lowered due to two or more absences from class. An Incomplete can be given if the required two Gateway Portfolio artifacts and rationales are not turned in at the end of the semester to the ecfaculty LiveText account. Academic Dishonesty Academic dishonesty by a student degrades the student's character and reputation and impedes the teaching-learning process. Any action intended to obtain credit for work that is not one's own is considered academic dishonesty or cheating. Academic dishonesty may include, but is not limited to, the following: 1. Submitting another student's work as one's own. 2. Copying from another student's test, or allowing another student to copy during a test. 3. Using materials that are not permitted during a test. 4. Copying or having someone other than the student prepare the student's paper, project, report, or take-home test for which credit is given. 5. Permitting another student to copy or writing another student's project, report, paper, or takehome test. 6. Plagiarizing (presenting material as one's own original work when, in fact, the material is copied from a published source without adequate documentation). Those who are involved in cheating or academic dishonesty are subject to penalties, including one or more of the following: 1. A grade of zero for that assignment or component of the course. 2. A grade reduction or failing grade for the course.

10 3. A card recommending that the student not be retained in the program. 4. Suspension or expulsion from the program. Required Texts and Readings Bear, D., Invernizzi, M., Templeton, S. & Johnston, F. (2013). Words their way: Word study for phonics, vocabulary, and spelling instruction. Columbus, Ohio: Pearson. Miller, D. (2013). Reading with meaning: Teaching comprehension in the primary grades. Portland, Maine: Stenhouse. Osborne, N. (1999). Rubrics for elementary assessment. Livonia, MI: Osborne Press. Thompson, G. E. (2011). Literacy in the early grades: A successful start for Pre-K-4 Readers and Writers. Boston:Pearson. Additional required readings are attached to this section. Attachments What_Is_Guided_Reading.pdf Locating_Reading_Difficulties.pdf Tompkins ch_2.pdf Guided_Reading_Withi...Literacy_Program.pdf Tompkins_ch1.pdf The_Joy_of_Writing.pdf What_Is_Interactive_Writing.pdf Biggam_ch._8.pdf Optional Texts and Readings ISEL book set can be purchased for $45. Optional articles are attached below. Attachments Teaching_With_Less_Talking.pdf Everything_you_wante...ow_about_phonics.pdf Meeting_Indivdual_Ne...lexible_Grouping.pdf Addressing_Bilingual...gular_First_g 61478

11 Invented_spellings_in_Room_112.pdf Reexamining_Continui...d_Discontinuties.pdf When_Will_I_Learn_to_Read.pdf Symbolic_Play.pdf Emergency Procedures Southern Illinois University Carbondale is committed to providing a safe and healthy environment for study and work. Because some health and safety circumstances are beyond our control, we ask that you become familiar with the SIUC Emergency Response Plan and Building Emergency Response Team (BERT) program. Emergency response information is available on posters in buildings on campus, available on the BERT's website at Department of Public Safety's website (disaster drop down) and in the Emergency Reponse Guidelines pamphlet. Know how to respond to each type of emergency. Instructors will provide guidance and direction to students in the classroom in the event of an emergency affecting your location. It is important that you follow these instructions and stay with your instructor during an evacuation or sheltering emergency. The Building Emergency Response Team will provide assistance to your instructor in evacuating the building or sheltering within the facility. Academic Dishonesty The Student Conduct Code of SIU clearly spells out the University policy on Academic Dishonesty. Courses involving the use of the computer require extra consideration, because computer work is easily copied. This departmental policy is intended to provide additional guidelines for such cases. A copy of this policy will be included in the departmental student handbook and will also be available on the IMS website. Each faculty member will have a copy for his or her own use and for distribution to students. Definition of Academic Dishonesty We define academic dishonesty to mean turning in material created by someone else and representing it as your own work or permitting others to represent your work as their own. The following guidelines may be used to help in determining whether or not academic dishonesty has occurred: 1.The student turns in work (i.e., computer work) that is identical to or extremely similar to work turned in by another student or students, unless identical work is the expected norm.

12 2.When confronted, the student cannot explain the details of his or her work and the methods used to arrive at the solution. Some Examples: Academic Dishonesty has occurred: When a student turns in work created by someone else and represents it as his or her own work. When a student permits someone else to turn in his or her work and represent it as his or her own work. When a student copies work from another student. When a student copies answers from another student on a quiz, exam, or test. When a student uses notes or materials of any kind during a quiz, exam, or test (unless it is announced by the instructor as open notes or open book ). When a student deliberately changes parts of computer work in an attempt to disguise the origin. When two or more students collaborate on a project that is supposed to be completed individually. Academic Dishonesty has not occurred: When students have the instructor s permission to collaborate on a project. When students receive appropriate help from instructors, graduate assistants, or other staff members involved with the course. When students help each other with syntax errors or other application-specific information that makes computer work easier. When students participate in a general discussion about the assignment, such as discussing the requirements for the assignment or general strategies for completion of the assignment. Penalty for Academic Dishonesty

13 of F. First offense: from a zero on the specific lab/assignment/project/exam to course grade Second offense: from course grade of F to suspension from the department. Third offense: permanent suspension from the department. Records of academic dishonesty will be maintained in the student s file in the departmental advisor s office, as well as in a master academic dishonesty file in the department chair s office. When an incidence of academic dishonesty occurs, the faculty member will meet with the department chair to discuss the situation and determine the appropriate penalty. Syllabus Attachment Fall 2015 IMPORTANT DATES * Semester Class Begins.08/24/2015 Last day to add a class (without instructor permission):..08/30/2015 Last day to withdraw completely and receive a 100% refund:...09/06/2015 Last day to drop a course using SalukiNet:..11/01/2015 Last day to file diploma application (for name to appear in Commencement program): /18/2015 Final examinations: 12/14 12/18/2015 Note: For outreach, internet, and short course drop/add dates, visit Registrar s Academic webpage FALL SEMESTER HOLIDAYS Labor Day Holiday 09/07/2015 Fall Break 10/10 10/13/2015

14 Veterans Day Holiday 11/11/2015 Thanksgiving Vacation 11/25 11/29/2015 WITHDRAWAL POLICY ~ Undergraduate only Students who officially register for a session may not withdraw merely by the stop-ping of attendance. An official withdrawal form needs to be initiated by the student and processed by the University. For the proper procedures to follow when dropping courses and when withdrawing from the University, please visit INCOMPLETE POLICY~ Undergraduate only An INC is assigned when, for reasons beyond their control, students engaged in passing work are unable to complete all class assignments. An INC must be changed to a completed grade within one semester following the term in which the course was taken, or graduation, whichever occurs first. Should the student fail to complete the course within the time period designated, that is, by no later than the end of the semester following the term in which the course was taken, or graduation, whichever occurs first, the incomplete will be converted to a grade of F and the grade will be computed in the student's grade point average. For more information please visit: REPEAT POLICY An undergraduate student may, for the purpose of raising a grade, enroll in a course for credit no more than two times (two total enrollments) unless otherwise noted in the course description. For students receiving a letter grade of A, B, C, D, or F, the course repetition must occur at Southern Illinois University Carbondale. Only the most recent (last) grade will be calculated in the overall GPA and count toward hours earned. See full policy at GRADUATE POLICIES Graduate policies often vary from Undergraduate policies. To view the applicable policies for graduate students, please visit DISABILITY POLICY Disability Support Services provides the required academic and programmatic sup-port services to students with permanent and temporary disabilities. DSS provides centralized coordination and referral services. To utilize DSS services, students must come to the DSS to open cases. The process involves interviews, reviews of student-supplied documentation, and completion of Disability Accommodation Agreements. PLAGIARISM CODE

15 MORRIS LIBRARY HOURS SAFETY AWARENESS FACTS AND EDUCATION Title IX makes it clear that violence and harassment based on sex and gender is a Civil Rights offense subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories such as race, national origin, etc. If you or someone you know has been harassed or assaulted, you can find the appropriate resources here: SALUKI CARES The purpose of Saluki Cares is to develop, facilitate and coordinate a university-wide program of care and support for students in any type of distress physical, emotional, financial, or personal. By working closely with faculty, staff, students and their families, SIU will continue to display a culture of care and demonstrate to our students and their families that they are an important part of the community. For Information on Saluki Cares: (618) , or siucares@siu.edu, EMERGENCY PROCEDURES Southern Illinois University Carbondale is committed to providing a safe and healthy environment for study and work. We ask that you become familiar with the SIU Emergency Response Plan and Build-ing Emergency Response Team (BERT) programs. Please reference the Building Emergency Response Protocols for Syllabus attachments on the following pages. It is important that you follow these instructions and stay with your instructor during an evacuation or sheltering emergency. INCLUSIVE EXCELLENCE SIU contains people from all walks of life, from many different cultures and sub-cultures, and representing all strata of society, nationalities, ethnicities, lifestyles, and affiliations. Learning from and working with people who differ is an important part of education as well an essential preparation for any career. For more information please visit: LEARNING AND SUPPORT SERVICES Help is within reach. Learning support services offers free tutoring on campus and math labs. To find more information please visit the Center for Learning and Support Services website: Tutoring: Math Labs WRITING CENTER The Writing Center offers free tutoring services to all SIU students and faculty. To find a Center or Schedule an appointment please visit AFFIRMATIVE ACTION & EQUAL OPPORTUNITY

16 Our office's main focus is to ensure that the university complies with federal and state equity policies and handles reporting and investigating of discrimination cases. For more information visit: Additional Resources Available: SALUKINET: ADVISEMENT: SIU ONLINE: