LLED 350: Classroom Discourses: Elementary (3 credits)

LLED 350: Classroom Discourses: Elementary (3 credits) COURSE DESCRIPTION This course introduces teacher candidates to a number of perspectives relating to how children develop as language learners. It provides teacher candidates with an overview of the knowledge, skills and attitudes teacher candidates require to implement a language and literacy program appropriate to the needs of children in elementary classrooms. A central tenet of this course is that children learn language and literacy at different rates and need differentiated instruction and support. COURSE OBJECTIVES 1. Develop an understanding of children s language and literacy development. 2. Develop an understanding of the importance of context in language and literacy development. 3. Develop an understanding of the diverse roles and functions of language and literacy in children s lives. 4. Develop an understanding of language variation and its implications for meeting the needs of children from diverse backgrounds. 5. Develop an understanding of the role of language in learning. 6. Learn strategies to address the needs of individual children (i.e., small group instruction, one-on-one instruction; use of a range of modalities, and so forth). COURSE OUTLINE LLED 350 Classroom Discourses: Elementary (3 credits) and LLED 351 Literacy Practices and Assessment: Elementary (2 credits) build upon each other and are closely linked in that the two courses are rooted in the belief that language, in all its richness of form and function, is the foundation from which effective literacy evolves. Additionally, it is our belief that these two courses should be tightly linked to the field experience. To that end, each of three major topics (language development and oracy; early literacy learning; and, the texts and materials of literacy) includes a question to guide teacher candidates field observations and experiences. These teacher candidate observations will form a vital part of our LLED 350 and LLED 351 in-class course conversations. TEXTS (available at UBC Bookstore) Bainbridge, J. & Heydon, R. (2017). Constructing Meaning: Teaching Language and Literacy K-8. (6 th edition) Toronto, ON: Nelson Education Ltd. 1

Course Outline Weeks 1 to 3: Introduction to Language and Literacy Teaching and Learning (9 hours) Guiding Questions Literacy in the 21 st Century What does it mean to be literate in the 21 st century? What is the shifting nature of literacy? How might we define literacy in the 21 st century? Reading Constructing Meaning: Teaching Language and Literacy K-8 (text): Ch. 1: Introduction to Language and Literacy Teaching and Learning. (pp. 1-35) Assignment Language and Literacy Autobiography Guiding Questions Weeks 4, 5, 6, 7 Language, Language Arts and Early Literacy Learning Planning for Language and Literacy Teaching (4.5 hours) Structuring the Language Arts Program to address the needs of all children. What are the instructional components of multiliteracies pedagogies? How can the learners, time, and space be organized to maximize learning in different contexts? How can teachers plan and organize for diversity? Reading Constructing Meaning: Teaching Language and Literacy K-8 (text): Ch. 2: Planning for Language and Literacy Teaching. (pp. 36-70) Language Development and Oracy (4.5 hours) Language Development Guiding What are the major theories and concepts related to children s language Questions learning? What is the relationship between language and learning? Readings Constructing Meaning: Teaching Language and Literacy K-8 (text): Ch. 3: Language Development and Oracy (pp. 71-105) Diversity in children s language Guiding What are the social contexts of language development? Questions How can we meet the needs of children with language differences and support diverse language learners? What is the role of family in children s language and literacy development? Readings Hare, J. (2005). To Know Papers : Aboriginal Perspectives on Literacy. In Portraits of Literacy. J. Anderson, M. Kendrick, T. Rogers & S. Smyth (Eds.) New Jersey: Lawrence Erlbaum Associates 243-263. 2

Field Question Assignment Guiding Questions Readings Interview a teacher about the information-gathering tools he or she typically uses to collect information about children s language and literacy development. How does the teacher organize this information to share with parents? Lesson plan Young children s early literacy learning (3 hours) Early literacy What do we understand about young children s early literacy learning? How can we foster young children s interest in literacy? How can we assess early literacy? Constructing Meaning: Teaching Language and Literacy K-8 (text): Ch. 4: Early Literacy (pp. 106-150) TWO WEEK EDUC 321 PRACTICUM October 31- November 11 (All UBC classes for teacher candidates are cancelled) Weeks 8, 9, 10, 11, 12: Reading In-class Assignment/ Workshop 1 In-class Assignment/ Workshop 2 Guiding Questions Readings Guiding Questions Reading Assessment Running Record/Miscue Analysis B.C. Performance Standards: Reading What are the various ways that teachers have to assess students reading? In what ways and for what purposes can reading assessment be used? How do the ways the teacher chooses to assess reading forward a particular understanding of what reading is? Constructing Meaning: Teaching Language and Literacy K-8 (text): Ch. 5: The Nature and Assessment of Reading (pp. 151-189) B.C. Performance Standards: Reading http://www.bced.gov.bc.ca/perf_stands/reading.htm Reading Instruction What are the instructional components that teachers can use to construct a reading program? 3

Readings Constructing Meaning: Teaching Language and Literacy K-8 (text): Ch. 6: Reading Instruction: Major Components (pp. 190-220) Fostering the development of effective reading strategies Guiding What skills do children need to become independent readers? Questions How can the teacher support children in becoming independent readers? Readings Constructing Meaning: Teaching Language and Literacy K-8 (text): Ch. 7: Pedagogies to Foster Strategic Reading (pp. 221-259) Field Question Using the information learned in class, conduct a running record with a primary aged student to: 1) determine and appropriate instructional level reading text for this student; and 2) analyze to what extent the reader was able to use and coordinate grapho-phonemic, semantic and syntactic information from the text. BC MINISTRY OF EDUCATION AND UBC WEB RESOURCES Transforming BC's Curriculum The redesigned curriculum is now finalized for grades K-9 and will be in full implementation in all school districts in September of 2016. www.curriculum.gov.bc.ca. Starting Points in Planning with the Redesigned Curriculum https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/starting_points.pdf First People s Principles of Learning http://www.fnesc.ca/wordpress/wp-content/uploads/2015/05/pub-lfp-poster- Principles-of-Learning-First-Peoples-poster-11x17.pdf Full Day Kindergarten Program Guide http://www.bced.gov.bc.ca/early_learning/fdk/pdfs/fdk_program_guide.pdf The Primary Program: A Framework for Teaching http://www.bced.gov.bc.ca/primary_program/ BC Performance Standards: Reading http://www.bced.gov.bc.ca/perf_stands/reading.htm Teacher Regulation Branch Standards. http://www.bcteacherregulation.ca/documents/aboutus/standards/edu_stds.pdf Integrated Resource Packages (IRPs Former BC Curriculum) 4

English Language Arts K 7 Integrated Resource Package. http://www.bced.gov.bc.ca/irp/course.php?lang=en&subject=english_language_arts&cour se=english_language_arts_kindergarten_to_grade_7&year=2006 ASSESSMENT Grading system: Pass/Fail Pass is equivalent to at least B+ (76% in UBC s standard marking system). PARTICIPATION Participation is a requirement for this course. This means we expect students to engage actively in the learning experiences in the university classroom, in course readings and assignments, and in making connections with the related school experience classroom and seminar. You must be aware of the consequences for a lack of regular attendance. While specific participation activities may vary across sections, general participation expectations for all sections are: attendance (if you are not here, you cannot participate) communicating in French where possible being on time and staying throughout active engagement with learning experiences participation in discussions attentive listening participation in hands on/experiential activities participation in collaborative activities participation in shared reading experiences participation in shared assessment of children s writing providing class handouts, where applicable reflective writing participation in individual/group conferences as appropriate self and group evaluations peer feedback preparedness (required reading, required materials) WEEKLY READINGS There will be a chapter reading per week that will be discussed in class. All readings are mandatory. 5

Other Important Information ATTENDANCE POLICY If you must miss a class, notify your instructor immediately. The nature of the Teacher Education Program is participatory. Teacher candidates who miss a significant amount of class time (i.e. more than 15% of course hours) are normally required to repeat the course. Teacher candidates are not able to proceed to practicum until all prior courses are successfully completed. See the Teacher Education Program Policies and Guidelines Handbook. ACADEMIC MISCONDUCT Students are responsible for informing themselves of the guidelines of acceptable and nonacceptable conduct for graded assignments established by their instructors for specific courses and of the examples of academic misconduct set out below. Academic misconduct that is subject to disciplinary measures includes, but is not limited to, engaging in, attempting to engage in, or assisting others to engage, in any of the actions described below. Cheating, which may include, but is not limited to: falsification of any material subject to academic evaluation, including research data; use of or participation in unauthorized collaborative work; use or possession in an examination of any materials (including devices) other than those permitted by the examiner; use, possession, or facilitation of unauthorized means to complete an examination (e.g., receiving unauthorized assistance from another person, or providing that assistance); and dishonest practices that breach rules governing examinations or submissions for academic evaluation (see the Student Conduct during Examinations). Plagiarism, which is intellectual theft, occurs where an individual submits or presents the oral or written work of another person as his or her own. Scholarship quite properly rests upon examining and referring to the thoughts and writings of others. However, when another person's words (i.e. phrases, sentences, or paragraphs), ideas, or entire works are used, the author must be acknowledged in the text, in footnotes, in endnotes, or in another accepted form of academic citation. Where direct quotations are made, they must be clearly delineated (for example, within quotation marks or separately indented). Failure to provide proper attribution is plagiarism because it represents someone else's work as one's own. Plagiarism should not occur in submitted drafts or final works. A student who seeks assistance from a tutor or other scholastic aids must ensure that the work submitted is the student's own. Students are 6

responsible for ensuring that any work submitted does not constitute plagiarism. Students who are in any doubt as to what constitutes plagiarism should consult their instructor before handing in any assignments. Submitting the same, or substantially the same, essay, presentation, or assignment more than once (whether the earlier submission was at this or another institution) unless prior approval has been obtained from the instructor(s) to whom the assignment is to be submitted. Impersonating a candidate at an examination or other evaluation, facilitating the impersonation of a candidate, or availing oneself of the results of an impersonation. Submitting false records or information, orally or in writing, or failing to provide relevant information when requested. Falsifying or submitting false documents, transcripts, or other academic credentials. Description of Course Assignments Assignment 1. Personal Language and Literacy Autobiography Part 1 2. Personal Language and Literacy Autobiography Part 2 3. Lesson Plan DUE DATE ASSIGNMENT 1. PERSONAL LANGUAGE AND LITERACY AUTOBIOGRAPHY adapted from: http://www1.appstate.edu/~goodmanj/3850/literacyautobio/literacyautobio_revised.htm Part I: Due: TBA Please upload in a word document. (Bring a draft print copy to class for discussion on the due date). Questions for Planning Language and Literacy Autobiography 7

1. Do a search and find at least three (3) different definitions of literacy and/or descriptions of types of literacy. Only one may come from a dictionary. These must be significantly different from one another. List these here with sources (APA). 2. How do you define literacy? 3. Brainstorm three (3) unique areas of knowledge that you possess. List these here, and explain how each area fits within your definition. 4. For each of the three areas, explain specifically what it means to be "literate" in that area. What do you need to know or be able to do? 5. For each of the areas, explain what steps you went through to achieve literacy. Who taught you? What motivated you? What do you need to do to reach the next level of expertise? Discuss this in terms of Vygotsky s social constructivist model of learning (Constructing Meaning, p.8) 6. Areas of expertise have their own specific language. What are some of the terms that are associated with each of the areas you chose? 7. How would you characterize the group of people with whom you share these literacies? Name the group. 8. How do other people who don't share these literacies react to your interest and/or knowledge in these areas? Part II: Due (uploaded to Connect). Presentation to Small Group: Create an approximately 3-5 minute digital presentation that explores your thoughts about ONE of the three areas of literacy, providing details from your answers to the above questions. Be sure to include various definitions of literacy, as well as the relationship between your chosen literacy and the specific vocabulary this literacy involves. Also include the way you learned this literacy and how this literacy makes you a member of a community. Be creative in your use of digital tools such as Viva Video, Video Scribe, Stop Motion Studio, Haiku Deck, Piktochart, Prezi, imovie, puppet pals, Telegami, Animoto, etc. Upload your presentation to the course website (Connect). You will share your presentations within small groups on a negotiated day with your instructor. Part III: Due (in class assignment). Reflection. In consultation with your instructor, reflect on this process in general -- and your group discussion in particular -- noting the connections between what you are learning about literacy from your autobiography and your development as a teacher. Be sure to comment on the following issues: How an awareness of different kinds of literacy will help you affirm students with a variety of skills knowledge and processes and treat students individually; Reflections on how these experiences may enhance and/or constrain your teaching relationship with diverse literacy learners (e.g., how you perceive your learners, the pedagogical approaches you might adopt in your classroom) How culture affects an individual's beliefs and behaviors about literacy; 8

What the discussion with members of your group added to your understanding of the topic; How you can use this sort of sharing technique to help your students become more aware of one another's diverse backgrounds and skills. What you foresee on your own continued journey as a life-long literacy learner. DUE: (Uploaded to Connect) ASSIGNMENT 2: LESSON PLAN FOR READ ALOUD (SEE GRAPHIC ORGANIZER) Based on a multiliteracies pedagogies framework (Constructing Meaning p. 26), plan a read aloud lesson to use with a small group of students. Objectives must be referenced from the English Language Arts curriculum competencies in the new Transforming BC's Curriculum documents. Components of the Lesson Plan: Objective(s): Identify from English Language Arts curricular competencies in the new Transforming BC's Curriculum documents. Materials (texts, writing or drawing materials required for teacher and students). The book you choose to work with must have been published after 2006 (i.e., in the last 10 years) The structure of the lesson plan (in reading) is provided below. Lesson Body: A. Before Reading activities. Identify how you will: Activate and assess background knowledge Set purpose for reading Preview text and/or generate predictions B. During Reading activities Identify framework for discussing the text Identify amount of text to be read whole text or in chunks (write down page numbers or mark with post-it notes) Identify questions to check for understanding and stimulate thinking 9

C. After Reading activities Review the skill or strategy learned in the lesson with students Provide discussion points you will use to help students comprehend and respond to the text Describe a learning activity that will help students extend their language and understanding of the text D. Follow-up Activity Assessment: In what concrete ways do you know you have reached your objective? 10