EDEE 653 (Section 1): Theories and Strategies for Developing Literacies. Course. Spring Dr. Jennifer Barrett-Tatum. Instructor s Name:

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1 Course EDEE 653 (Section 1): Theories and Strategies for Developing Literacies Spring 2016 Instructor s Name: Meeting Time and Place: Office Hours: Dr. Jennifer Barrett-Tatum Wednesdays 4-6:45 p.m. TEDU Curriculum Lab T/R 9:30-10:30 am; 1:30-2 p.m.; Wed 3-4 p.m. Office Location: 86 Wentworth, #218 barrettmynesj@cofc.edu Course Description: Course Prerequisites: Course Outcomes/Student Competencies: This course examines 21st-century definitions and conceptualizations of "reading" and "text" through theories, methods, strategies and materials in teaching communication skills to early childhood and elementary school students. Aspects of listening, speaking, reading, writing, and viewing will be explored. Topics include literacy processes, supporting classroom diversity and meeting students' instructional literacy levels. EDEE 640 (EL) or EDEE 617 (EC) All teacher preparation programs in the School of Education (SOE) are guided by a commitment to Making the Teaching Learning Connection through three Elements of Teacher competency which are at the heart of the SOE Conceptual Framework: 1) understanding and valuing the learner, 2) knowing what and how to teach and assess and how to create an environment in which learning occurs, and 3) understanding themselves as professionals. These three competencies underlie all learning and assessment in this course; they help develop the knowledge, skills, and dispositions necessary to become an effective teacher. Understanding and Valuing the Learner 1. Demonstrate a thorough knowledge of the developmental process of literacy and all the factors involved in it (NCATE 1, 2b & 3a-e; NAEYC/EC 1, 4, 4a-c; SOE Standard II). 2. Demonstrate a thorough knowledge of the lexicon, syntax, history, varieties,

2 literature, and processes of the English language/language Arts (NCATE 2b & 3ae; NAEYC/EC 4 & 4a-c; SOE Standard II). 3. Demonstrate knowledge and understanding of first and second language development to design literacy programs and strategies that are effective and build on students skills and backgrounds (NCATE 1, 2b & 3a-e; NAEYC/EC 1, 4 &4a-c; SOE Standard I, II, III). 4. Design assessments to determine the level of students competence in their understanding and use of language and use the results of such assessments to design instruction (NCATE 4 & 3a-e; NAEYC/EC 3 & 4a-4b; SOE Standard VI). 5. Demonstrate an understanding of the different preconceptions, miscue patterns, and misconceptions that a student may exhibit and how these should be addressed instructionally. Knowing what and how to teach and assess and how to create an environment in which learning occurs 1. Demonstrate an ability to use effective instructional strategies, technologies, and varied language activities (including the use of children s literature) to help students become strategic beginning readers and respond to what they have read (NCATE 2b & 3a-e; NAEYC/EC 4 & 4a-c; SOE Standard III). 2. Demonstrate knowledge of all major approaches to reading and an ability to teach students using a balanced reading program that includes emphasis on the use of phonemic relationships, context, and text that has meaning for the students (NCATE 2b & 3a-e; NAEYC/EC 4b & 4a-c; SOE Standard III). 3. Demonstrate the ability to organize and manage a classroom climate within which all students have the desire to learn and to engage in emergent and early literacy (NCATE 3a-e & 5b, 5d; NAEYC/EC 4a-c & 5, 2; SOE Standard III &VI). Understanding Yourself As A Professional 1. Model effective use of the English language (NCATE 2b; NAEYC/EC 4b; SOE Standard V.) 2. Demonstrate the ability to communicate with, guide, and assist parents in fostering early and continued growth in literacy (NCATE 5b & 5c; NAEYC/EC 5 & 2; SOE Standard V. 3. Evaluate self-perceptions abut issues in teaching and learning (NCATE 5; NAEYC/EC; SOE Standards I, IV, V, VI, VII). 4. Collaborate and cooperate with other course participants in class and in the evaluation of course projects (NCATE 5; NAEYC/EC 5; SOE Standards I, II, III, IV). 5. Use technology to optimize instruction (NCATE 5; NAEYC/EC; SOE I, II, III, V). SOEHHP Disposition: How it is expressed in this

3 Professional Dispositions: Course Text: Belief that all students can learn. Value and respect for individual differences. Value of positive human interactions. Exhibition and encouragement of intellectual curiosity, enthusiasm about learning, and willingness to learn new ideas. Dedication to inquiry, reflection, and selfassessment. Value of collaborative and cooperative work. Sensitivity toward community and cultural contexts. Engagement in responsible and ethical practice. Development of professional mastery over time. Required: course: Participation in class discussion, lesson planning, course projects. Participation in class discussion, lesson planning, reflections. Participation and discussions, book club meetings. Book club meetings, class participation and discussions, course projects. Performance on quizzes, course projects, commitment to readings, reflections. Book club meetings, class discussions and activities. Course projects, class participation and discussions, book club meetings. Performance on quizzes, participation in class discussions and activities, interactions with professor, and peers in class (and in the field.) Performance over time, reflections, participation in class discussions and activities, performance on quizzes. Orehovec, B. & Alley, M. (2003). Revisiting the Reading Workshop: Management, Mini-Lessons, and Strategies. New York, NY: Scholastic. Fletcher, R. & Portalupi, J. (2001). Writing Workshop: The Essential Guide. Portsmouth, NH: Heinemann. Hiatt-Michael, D. B., Caspe, M., & Kreider, H. (2013). Promising Practices for

4 Engaging Families in Literacy. Charlotte, N.C.: Information Age Publishing (FREE download from CofC library) Choose one: Optional books: Making Nonfiction from Scratch, A Writer s Notebook: Unlocking the Writer Within You, How Writers Work: Finding a Process that Works for You, Live Writing, Mentor Author Mentor Texts, Guy-Write: What Every Guy Writer Needs to Know, Poetry Matters Grading Scale: Grade % Range A B C F... Below 73 Attendance Policy: This is an intensive demonstration methods class. You need to be here. No more than two absences are allowed. MORE THAN two absences results in a WA which converts to an F. Prompt arrival to class is also important. Excessive tardiness (arriving multiple times more than 15 minutes late) and/or leaving class early (leaving multiple times more than 15 minutes early) will result in a WA for the course which converts to an F. Honor Code: Lying, cheating, attempted cheating, and plagiarism are violations of our Honor Code that, when identified, are investigated. Each incident will be examined to determine the degree of deception involved. Incidents where the instructor determines the student s actions are clearly related to a misunderstanding will be handled by the instructor. A written intervention designed to help prevent the student from repeating the error will be given to the student. The intervention, submitted by form and signed by both the instructor and the student, will be forwarded to the Dean of Students and placed in the student s file. Cases of suspected academic dishonesty will be reported directly by the instructor and/or others having knowledge of the incident to the Dean of Students. A student found responsible by the Honor Board for academic dishonesty will receive a XF in the course, indicating failure of the course due to academic dishonesty. This grade will appear on the student s transcript for two years after which the student may petition for the X to be expunged. The student may also be placed on disciplinary probation, suspended (temporary removal) or expelled (permanent removal) from the College by the Honor Board. Students should be aware that unauthorized collaboration--working together

5 without permission-- is a form of cheating. Unless the instructor specifies that students can work together on an assignment, quiz and/or test, no collaboration during the completion of the assignment is permitted. Other forms of cheating include possessing or using an unauthorized study aid (which could include accessing information stored on a cell phone), copying from others exams, fabricating data, and giving unauthorized assistance. Research conducted and/or papers written for other classes cannot be used in whole or in part for any assignment in this class without obtaining prior permission from the instructor. Students can find the complete Honor Code and all related processes in the Student Handbook. ADA ACCOMMODATIONS: In compliance with the Americans with Disabilities Act (ADA), all qualified students are entitled to reasonable accommodations. The instructor must be notified during the first week of class of any accommodations needed. Once the Professor Notification Letter is received, take the letter to professors as early in the semester as possible (preferably during their office hours). The letter will document SNAP status and the accommodations to which you are entitled, while providing you the opportunity to arrange for timely service. Literacy Theory Presentation (15 points, see rubric) Select a literacy theory or theorist. Read corresponding reading. Prepare a presentation, fill in the blank or graphic organizer hand-out, and activity for your classmates. Presentation should be around 20 minutes in length. You are responsible for your classmates knowledge about this theory/theorist. These theories/theorists will be on course assessments. Key Points to include: 1) Definition 2) What conceptual framework does it fit under? 3) Who were the major contributing theorists? 4) What main concepts did they contribute to the theory? 5) How might this theory be applied in practice? Conceptual Overview Resources:

6 (very teacher friendly!!!, so helpful) Readers Workshop Week of Lesson Plans (5 points per day, 25 pts total, see rubric) May work with partner: For this assignment you must establish a reader s workshop for a five day cycle (include time frames). Your lessons must include the format detailed in your Reader s Workshop reading (please see the readings for specific details). There must be: a whole group mini-lesson whole group lessons must include a read aloud (may be a longer book with parts read each day). Selected book or books should have a completed attached quality checklist activities for your students (can be literacy stations) that align to what you taught in the minilesson 3 guided reading groups with lesson plans for each group What book(s) are they reading? If the groups are lower level books then it would be a new book per day b/c each book only has about 10 pages with few words. What is your guided reading mini-lesson (need standard)? (think 5 mins) What questions do you plan to ask based on Bloom s Taxonomy and your guided reading standard? How will you collect data on students in small group? What activity/pages will the group participate in once it leaves you? How often during the 5 day cycle will you meet with group and for how long? What type of assessment might you provide the group/individuals at the end of the 5 day cycle? Daily closing Writer s Workshop Week Planning (5 points for each day, 25 points total, see rubric) May work with partner: Writing workshop is paired with reader s workshop (include time frames). Writing standards are well paired with reading standards to aid in parallel growth in literacy development. For this assignment you will plan the same week s writing workshop that corresponds with your reader s workshop. You will use the Writer s Workshop Essentials book to provide structure and detail for the assignment. You will plan for a one week cycle of student writing production. It does not have to result in a final perfect copy, but should result in a final copy for assessment (i.e. children do not have to rewrite the entire letter and may cut and paste or have revisions within the document). Elements of lesson plans should include: Weekly main writing standard (ex. writing non-fiction, how to pieces)

7 Daily mini-lessons should focus on components of the main standard and supplement with grammatical standard (try not to teach all grammar in one lesson! Just pick one meaningful standard for the day). Modeling during mini-lesson should build toward final product and revisions each day. Each day should include 1-2 writing small groups (explain cycle and time frames) Each day should include writing conferences (20 children=4 students per day min.) Daily author s share Daily closing from teacher Word Study lessons for Week (1 point per day or station, 5 days total) May work with partner. For this assignment you will develop a list of 8-12 words (depending on age level). You will develop 4 mini-lessons, and 4 activities or stations for the students. The 5 th day will be the assessment. Details provided in your reading. See rubric. Book Club: (15 points, see rubric) In groups of 2-3 select one of Ralph Fletcher s writing books. Groups will read their selected book for class. Groups will prepare a presentation that summarizes the main ideas/concepts from the book and include an activity that helps support the concepts. Each group will select a date for presentation. Optional books: Making Nonfiction from Scratch, A Writer s Notebook: Unlocking the Writer Within You, How Writers Work: Finding a Process that Works for You, Live Writing, Mentor Author Mentor Texts, Guy-Write: What Every Guy Writer Needs to Know, Poetry Matters Literacy Assessment Portfolio (assessments 10 pts, analyses 10 points, reports 10 points=30 points, see rubric) You will conduct an age appropriate Literacy Assessment Portfolio with a child in your field placement or you may find your own case study student (Pre-Kindergarten-Grade 5). You will assess your student s literacy development using four literacy assessments that are developmentally appropriate. Drawing upon your selection of assessments, you will write an evaluation of your case study student s literacy learning using appropriate APA citations (may use any previous course readings). We will discuss this assessment portfolio project further in class. Possible assessments may include: 1) Reading fluency based: a. Letter/symbol recognition (ages 3-4) b. Upper/lower case alphabet knowledge (ages 3-5) c. Name writing (ages 3-4) d. Word per minute (5 and up) e. Running Record (6 and up)

8 2) Fluency Comprehension a. Retrospective Miscue Analysis (7 and up) 3) Comprehension a. Complete questions with all levels of Bloom s taxonomy (2-3 questions of the easier to mid levels); must include open and closed questions b. Story retell (see assessment process in Oaks) 4) Spelling a. CVC spelling (5 and under) b. Use grade level spelling words provided by Calkins (assess using Calkins) 5) Writing a. Picture and oral (5 and under) b. Use Calkins instructions by grade level for delivery and assessment analysis You will complete the portfolio and create to assessment evaluation reports. One report with citations for your administration and IEP team (10 points) and one summary information sheet with suggestions for improving literacy development for parent(s)/guardian(s) (5 points). The IEP report will be more detailed than parent summary sheet. Parent summary sheet should include where the child is developmentally, how that compares to grade level development and expectations, and provide a list of possible options for improving literacy skills (no matter where the child is at the moment). Due: Separate assessments to be conducted in field experience dates. Assignments Reader s Workshop Lessons 25 points Writer s Workshop Lessons 25 points Word Study Lessons 5 points Literacy Theory Presentation 15 points Literacy Assessment Portfolio 30 points Book Club 15 points Final 20 points Professionalism 15 points TOTAL POINTS 130 Course outline: (subject to change) Date Objective Assigned text(s) Item(s) Due W1: 1/13 Course Intro/Overview Literacy Theory Overview: Select Theorists Purchase 2 course texts Reading Workshop Writing Workshop W2: Literacy Understanding Language and Literacy Development (Oaks) Expectations for: Course, instructor, self

9 1/20 Development Stages W3: Cueing Systems, 1/27 Phonological Assessments, and Literacy State Standards Review RW and WW Assignments W:4 2/3 Reading Workshop The mini lesson and read aloud ; ; *Find readings for theorists Read your selected theorist/theory from Literacy Theory As Practice by Handsfield Find your own sources for your presenter and Read Reading Workshop Part 1: pp 7-50 Theory Presenters 1&2: Theory Presenters Alexis and Andrianna: Comment [WU1]: Library? W5: 2/10 W6: 2/17 Reading Workshop Guided Reading and Small Groups Writing Workshop Planning and instruction Reading Workshop Part 2: 73-86; Writing Workshop Part 1: Chs. 2, 6, 7, & 8 Theory Presenter Kelsey and Gaby: Theory Presenters Summer and Brenda: W7: 2/24 W8: 3/2 Writing Workshop Writing revisions and Assessment Spelling Development and Word Study Writing Workshop Part 2: Chs. 3, 4, & 5 1)Word Study by Diller (Oaks) 2) Read Baer s spelling dev. Stages (Oaks) RW Plans Due WW plans due 3/9 No class SPRING BREAK W9: Module in class 3/16 Writing and Spelling Assessment Word Study Plans due Revisions for RW and WW Due **Bring writing and spelling samples W10: 3/23 Fluency and Fluency Comprehension Assessment Running Records and Miscue Analysis (Oaks) Book Club Presentation : How Writer s

10 LP Writing -sample and spelling -sample collected and analyzed due W11: 3/30 Comprehension Assessment Techniques for Comprehension Assessment (Oaks) Narrative Assessment Protocol Module online Book Club Presentation Writer s Notebook: -WPM, RR, and Miscue Analysis due W12: 4/6 W13: 4/13 W14: 4/20 Close Reading Rigorous Reading (Oaks) Book Club Presentation : Guy Writers - Comprehensi on assessment and analysis due RTI and Parent communication FINAL (select video) olkit/part3-23literacyactivitiesinthehome.pdf Peer review portfolio and handouts/reports Book Club Presentation Live Writing -Bulleted list of talking points or suggestions for parent hand-outs Literacy Portfolio and reports Due Theory Presentation 15 points Item Presentation Less than 3 of the key point with brief, general info with no specifics, not Summarized 3-4 key points, provided some specifics, few compare and contrast points, Gave complete overview of all key points with appropriate detail. Easy to compare

11 Handout/Graphic Organizer Activity (can be related to key point 5) multimodal multimodal and contrast this theory to others, multimodal Bulleted items present Bulleted points, some Multiple points of entry fill in the blank, covered and engagement, fully most concepts covers concepts Is not clearly linked to theory Is somewhat linked to theory, does not really exemplify how the theory is incorporated into practice Is clearly linked to theory and connection is explicitly stated; activity exemplifies how the theory would be used in practice Book Club Presentation: Book Summary Implications for teaching Implications for writers/students Some main points are made, vague/unclear Few connections to teaching in the future, vague Few connections for how this helps writers, vague or overgeneralized Multiple main points are shared and defined, no examples present Some connections to future teaching, few details and examples provided Some connections for helping writers, few details and examples provided Multiple points are shared and defined with explicit examples Multiple connections to future teaching with detailed examples of how teachers may implement Multiple connections for how this helps writers with detailed examples of how students may implement Literacy Portfolio (each assessment is worth 6 points; 5 assessments=30 points) 0 pts 1 pt 2 pts Comments:

12 Assessment (student data and teacher scoring sheet) SD: Is not present; (or) is incomplete; (or) is incorrectly recorded/given TSS: Is not present; (or) is incomplete; (or) is incorrectly recorded/given SD: Present, but there are mistakes in recording or task presented TSS: Present, but there are mistakes in recording or task presented SD: Complete, record correctly (minimal to no errors), given correctly (minimal to no errors) TSS: Complete, record correctly (minimal to no errors), given correctly (minimal to no errors) Teacher Analysis Is not present; (or) is incomplete; (or) is incorrectly analyzed Present, but there are mistakes in analysis; (or) the analysis is very minimal, lacks depth Analysis is complete and in rich detail with minimal to no errors Teacher Evaluation 2 parts: reflection letter and parent letter FL:Is not present; (or) lacks description of literacy stage and instructional recommendation PL: Is not present, vague, does not have home recommendations Reflection is more of a summary of analysis; and/or lacks description of literacy stage and instructional recommendation as supported by text/research PL: Provides some details, home recommendations are unclear Reflection is thorough and describes literacy development stage and instructional recommendations as backed by text/research PL: Provides clear summary of skills development and detailed recommendations for home practices Reading Workshop Rubric (25 points-5 points per day) Mini-lesson with Purposeful 3 small group Small group RW lesson closing:

13 modeling, guided practice, and individual practice (see book model) selection of standards and appropriate text. Purposeful pairing of a small number of standards to a high quality text that is aligns to standards; this is whole group and small group texts planned from the following categories: (1) above, at, and below grade level, (2) skills-based group, (3) interestbased group. Each group needs standard, intro to book and vocab, group and individual scaffolding, plan to listen to individuals read activities planned/stations: Small group activities should be related to the book or literacy standards and may be down in small group, partners, or individually 1 point 1 point 1 point 1 point 1 point Closing includes individual share, wrapping up what was learned (see book description) Writing Workshop Rubric (25 points-5 points per day) Mini-lesson with modeling, guided practice, and individual practice (see book model) Purposeful selection of standards and appropriate text. Purposeful pairing of a small number of standards to a high quality text that is aligns to standards Small group planned for skillsbased small group. Plan for individual writing conferences. Individual or partner activities planned for writing goal 1 point 1 point 1 point 1 point 1 point WW lesson closing: Closing includes individual share, wrapping up what was learned (see book description)

14 Word Study Rubric (5 points) 1 Point per day: 4 days of mini lessons (5-10 mins) and activities. Lessons and activities for the 4 days must have a specific phonics theme (ex. ou vs. ow) 5 th day assessment (1 point)