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Please note that this is a DRAFT and all information is subject to change before classes begin and as the class
evolves.
1
EMERGENT LITERACY
COURSE SYLLABUS
DIVISION: Teacher Education
PROGRAM AREA: Reading, Language & Literature
COURSE: RDG 7100, Emergent Literacy
SECTION: 001/27169
TERM/YEAR: Winter 2017
COURSE CREDITS: 3
DAY/TIME: Online
LOCATION: Online
INSTRUCTOR: June A. Reed
Office: 260 College of Education
Cell Phone: 248-808-0157
Office Hours: Tuesday: 3:00-4:30 pm (260 Education)
Tuesday: 7:40-8:10 (260 Education)
PLEASE EMAIL OR TEXT IN ADVANCE
FOR AN APPOINTMENT
E-mail: [email protected]
Course Description
Examination of a variety of theories, organizations and instructional strategies involved in the
beginning stages of literacy and their applications in the classroom.
Course Standards (Michigan Dept. of Ed. Standards/International Reading Assoc. Standards)
and Outcomes
Standard Outcome Assignment/Activ
ity
1. Students will be familiar with and know
how to effectively use in instruction
literature (children’s, young adult, adult)
that reflects the multicultural diversity of
society and the quality of life in an urban
environment; represents a variety of genre
(traditional, informational, poetic, number
books, alphabet books, etc.); meets
accepted standards of good literature; and
facilitates learning to read and write,
because of factors such as content, interest,
style, and language. (3.3.1.1., 3.4.1.2,
3.1.2.6, 4.2.2.1/5.2,5.3, 10.2)
Design a text set, varying
along lines of genre,
format, cultural focus,
and difficulty, to be used
as part of an integrated
unit. Describe the
characteristics and
appropriateness of each
text.
Authentic
Literacy Unit
2. In relation to the process of becoming
literate, students will understand and be
able to describe:
-- --
a. the process of becoming literate in first
and second languages including the
Across the semester,
create and refine written
Discussion
Boards
Please note that this is a DRAFT and all information is subject to change before classes begin and as the class
evolves.
2
factors that affect those processes and
strategies for addressing development of
all cueing systems, (3.1.2.3, 3.1.2.4,
3.4.2.1, 3.4.2.2, 4.1.3.4, 3.4.6/3.3, 6.6)
and/or graphical
descriptions of reading
and literacy.
Miscue Analysis
b. the various models of reading and the
instructional materials and methods that
follow from each, (3.1.1.1, 3.1.2.1,
3.1.4, 3.4.4, 3.4.5, 4.1.1.2, 4.1.3.3/1.5,
1.6, 2.1, 6.1, 6.2)
Create lesson outlines
using research-based
pedagogy.
Discussion
Boards
Presentation on
Assigned
Readings
c. the various methods of writing
instruction and their relationship to the
models of reading (2.3, 3.3.4, 3.4.3,
4.1.3.7/2.2, 9.1, 9.2)
Across the semester,
create and refine written
and/or graphical
descriptions of writing
and literacy.
Discussion
Boards
Presentation on
Assigned
Readings
d. the interrelationship among all language
processes, especially reading and
writing, (2.1.2.2., 3.1.1.2, 3.2.2.5,
3.4.1.5, 4.1.1.1/2.5, 2.6, 2.13, 5.6)
Across the semester,
create and refine written
and/or graphical
descriptions of literacy.
Authentic
Literacy Unit
Miscue Analysis
e. the impact of cultural diversity and an
urban environment on language
development, (3.1.1.3, 3.1.2.2/ 1.7, 3.1,
3.2)
Describe the multiple
components of culture
and discourse; create
written reflections of the
role of culture in literacy
in multiple readings.
Book Club
f. The impact of technology on language
development. (3.1.1.6/5.7)
Create written reflections
of the role of technology
in literacy in multiple
readings; create written
reflections on your own
use of technology in
literacy
Discussion
Boards
In-Class
Activities
3. Students will be able to describe traditional
and alternative evaluation methods and the
differences between them, evaluate
progress of diverse learners in reading and
writing in a variety of ways and
communicate progress to parents.
(4.1.3.1.1, 4.1.3.8, 4.2.1, 4.2.1.1, 4.2.1.2,
4.2.1.2, 4.2.1.4, 4.2.1.5, 4.2.1.6, 4.2.1.7,
4.2.3.4, 4.2.2.3, 4.2.2.4, 4.2.2.5, 5.1,
5.2/2.6, 2.2, 4.1, 4.3, 10.2, 11.4, 11.5)
Review assessment data
(formal and informal) in
order to evaluate the
information that can be
reliably and validly
obtained from them and
create a plan for
additional instruction and
assessment.
Case Study
Discussion
Boards
In-Class
Activities
Presentation on
Assigned
Readings
4. Students will be able to plan a classroom
that respects the cultural diversity of
Plan a unit to
authentically engage
Authentic
Literacy Unit
Please note that this is a DRAFT and all information is subject to change before classes begin and as the class
evolves.
3
students, invites children to become literate
and provides a warm, supportive
environment for diverse learners with
opportunities in all aspects of literacy.
(3.3.1, 3.4.1.3, 3.1.2.5, 4.1.1.3, 5.5.2/2.2,
2.13, 5.4, 7.6, 9.3, 12.1)
diverse learners in all
aspects of literacy.
5. Students will be able to plan instruction
that develops critical thinking skills
through a variety of texts including oral,
written and visual and that develops critical
response using a variety of forms of
communication. (3.1.2.7, 3.2.6, 3.4.1.4,
4.1.1.8, 4.1.3.1/5.5)
Plan a unit to
authentically engage
diverse learners in all
aspects of literacy.
Authentic
Literacy Unit
6. Students will be able to plan instruction
that takes advantage of an urban
environment and current technology,
respects the cultural diversity of students
and uses that diversity to an advantage and
considers the contextual factors of the
classroom. (4.1.1.7, 4.1.2, 3.1.2.4, 5.3/ 2.9,
12.7)
Plan a unit to
authentically engage
diverse learners in all
aspects of literacy.
Authentic
Literacy Unit
7. Students will be able to enlist parents as
partners in literacy development.
(3.4.1.7/5.8)
Based on assessment
data, create a parent letter
describing student
progress and research-
based activities that
parents and children can
engage in to support
literacy.
Discussion
Boards
Book Clubs
Case Study
8. For their own professional growth, students
will become reflective teachers. They will
be able to critically consider and evaluate
material they are reading for this course and
various methods and materials for
instruction and apply content to their own
teaching. (1.5.2.9, 5.6.4/13.5, 16.2)
Respond in writing to
readings and colleagues
in ways that indicate
application of new ideas
to prior knowledge and
practice.
Talking Points
Book Clubs
9. Students will be able to access information
through LUIS, ERIC, Educational Indexes
and other sources.(4.2.1.9/16.2)
Identify appropriate
academic journal articles
through a database search
related to constructs of
literacy and pedagogy.
Presentation on
Assigned
Readings
Case Study
10. Students will be able to read and respond
critically to assigned and self-selected
material relevant to course content. (2.10,
Respond in writing to
readings and colleagues
in ways that indicate
Discussion
Boards
Book Clubs
Please note that this is a DRAFT and all information is subject to change before classes begin and as the class
evolves.
4
2.12/16.1)
application of new ideas
to prior knowledge and
practice.
Resources
You will need access to appropriate technology to complete this course:
- Microsoft Office Applications: Word and PowerPoint
- A computer with video and audio capabilities (having a headphones with a microphone
helps, but is not required)
- Occasional Access to a scanner
- Regular internet access that does not block sites such as YouTube
In addition, later in the semester you will need access to one reader who is reading below grade
level or having difficulty with reading. This person can be of any age, but MUST be having
difficulties and also a strong enough reader to be reading connected text (at least 2-3 sentences
on a page). Please contact me immediately if you foresee finding a reader as a problem; I will be
happy to help.
Required Text
There is one required textbook for this course:
Wilde, S. (2000). Miscue analysis made easy: Building on student strengths. Portsmouth, NH:
Heinemann.
This book is available at the WSU bookstore and through various online retailers. You will also
need to purchase or otherwise obtain one book for our book club assignment, selected from a list
that will be provided for you. All course work for this class is expected to adhere to APA writing
format, per the sixth edition publication manual. You will probably use this style guide a lot as
you work through your course sequence, but whether you choose to purchase the manual or find
the information through another source (I like
https://owl.english.purdue.edu/owl/resource/560/01/) is up to you. Please note that not owning
the manual will not be seen as a valid reason for not adhering to APA formatting. All other
materials will be available electronically, thus you will need regular access to the internet.
References
These references will be provided to you electronically on Blackboard within the
appropriate module. Please note that copyright issues make it necessary for these to be up
for a limited time.
Almasi, J. (1996). A new view of discussion. In L. B. Gambrell & J. Almasi (Eds.), Lively
Discussions! Fostering Engaged Reading (pp. 2-24). Newark, DE: International Reading
Association.
Anderson, C. A. (2000). What are all the other students doing? Classroom management in the
writing workshop. In How's it going? A practical guide to conferring with students (pp.
224). Portsmouth, NH: Heinemann.
Anderson, C. A. (2005). Linking assessment and instruction: Designing individual learning plans
for students. In Assessing Writers (pp. 141-163). Portsmouth, NH: Heinemann.
Please note that this is a DRAFT and all information is subject to change before classes begin and as the class
evolves.
5
Compton-Lilly, C. (2005). Nuances of error: Considerations relevant to African American
Vernacular English and learning to read. Literacy Teaching and Learning, 10, 43-58.
Duke, N. K., Pressley, M., & Hilden, K. (2004). Difficulties with reading comprehension. In C.
A. Stone, E. R. Silliman, B. J. Ehren & K. Apel (Eds.), Handbook of language and
literacy development and disorders (pp. 501-520). New York: Guilford.
Echevarria, J., Vogt, M., & Short, D. (2008). Strategies. In Making content comprehensible for
English learners: The SIOP model (3rd ed., pp. 94-113). Boston, MA: Pearson Allyn and
Bacon.
Goldenberg, C. (2004). Literacy for all children in the increasingly diverse schools of the United
States. In R. B. Ruddell & N. J. Unrau (Eds.), Theoretical models and processes of
reading (pp. 1636-1666). Newark, DE: International Reading Association.
Goodman, K. S. (1996). Learning and teaching reading and writing. In On reading: A common-
sense look at the nature of language and the science of reading (pp. 117-146).
Portsmouth, NH: Heinemann.
Krashen, S. (2003). Principles of language acquisition. In Explorations in language acquisition
and use (pp. 1-14). Porstmouth, NH: Heinemann.
McGill-Franzen, A. (2006). Ten minutes that may change a life. In Kindergarten literacy:
Matching assessment and instruction in kindergarten (pp. 35-84). New York: Scholastic.
Pressley, M., Duke, N. K., Gaskins, I. W., Fingeret, L., Halladay, J., Hilden, K., et al. (2008).
Working with struggling readers: Why we must get beyond the Simple View of Reading
and visions of how it might be done. In Gutkin T. & Reynolds C. R. (Eds.), The
Handbook of School Psychology (4th ed., pp. 522-546). New York: Wiley.
Roberts, K. L., & Duke, N. K. (2009). Comprehension in the elementary grades: The research
base. In K. Ganske & D. Fisher (Eds.), A Comprehensive Look at Comprehension (pp.
22-45). Guildford: New York.
Strickland, K., & Strickland, J. (2000). Writing assessment. In Making Assessment Elementary
(pp. 66-91). Heinemann: Portsmouth, NH.
This reference is available online through WSU Libraries (NetLibrary platform).
Blachowicz, C. L. Z. (2000). Vocabulary instruction. In M. L. Kamil, P. B. Mosenthal, P. D.
Pearson & R. Barr (Eds.), Handbook of reading research (Vol. III, pp. 503-523).
Mahwah, NJ: Lawrence Erlbaum Associates.
You can link to the book here http://elibrary.wayne.edu/record=b2832047~S47
These articles are available through WSU’s online periodicals
(http://library.wayne.edu/resources/journals/).
Please note that this is a DRAFT and all information is subject to change before classes begin and as the class
evolves.
6
Please note that I have added the issue number as a convenience to you; this is NOT proper
APA format in most cases. When you cite these sources, please make sure you use the
appropriate APA format.
Andrade, H., Buff, C., Terry, J., Erano, M., & Paolino, S. (2009). Assessment-driven
improvements in middle school students' writing. Middle School Journal, 40(4), 4-12.
Blachowicz, C. L. Z., & Obrochta, C. (2005). Vocabulary visits: Virtual field trips for content
vocabulary development. Reading Teacher, 59(3), 262-268.
Boyd-Batstone. (2004). Focused anecdotal records assessment: A tool for standards-based
authentic assessment. Reading Teacher, 58(3), 230-239.
Chuang, H.-K., Joshi, R. M., & Dixon, L. Q. (2012). Cross-language transfer of reading ability:
Evidence from Taiwanese ninth-grade adolescents. Journal of Literacy Research, 44(1),
97-119. doi: 10.1177/1086296X11431157
Duffelmeyer, F. A., Kruse, A. E., Merkley, D. J., & Fyfe, S. A. (1994). Further validation and
enhancement of the Names Test. The Reading Teacher, 48(2), 118-128.
Duke, N. K. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade.
Reading Research Quarterly, 35(2), 202-224.
Ehri, L. C., & McCormick, S. (1998). Phases of word learning: Implications for instruction with
delayed and disabled readers. Reading and writing quarterly: Overcoming learning
difficulties, 14(2), 135-163.
Hudson, R. F., Lane, H. B., & Pullen, P. C. (2011). Reading fluency assessment and instruction:
What, why, and how? Reading Teacher, 58, 702-214.
Ivey, G., & Broaddus, K. (2007). A formative experiment investigating literacy engagement
among adolescent Latina/o students just beginning to read, write, and speak English.
Reading Research Quarterly, 42(4), 512-545.
Jordan, G. E., Snow, C. E., & Porche, M. V. (2000). Project EASE: The effect of a family
literacy project on kindergarten students' early literacy skills. Reading Research
Quarterly, 35(4), 524-546.
Kamberelis, G. (1999). Genre development and learning: Children writing stories, science
reports, and poems. Research in the Teaching of English, 33(4), 403-460.
Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices.
Journal of Educational Psychology, 95(1), 3-21.
Lenski, S. D., Ehlers-Zavala, F., Daniel, M. C., & Sun-Irminger, X. (2006). Assessing English-
language learners in mainstream classrooms. The Reading Teacher, 60(1), 24-34.
Mays, L. (2008). The cultural divide of discourse: Understanding how English-language learners'
primary Discourse influences acquisition of literacy. Reading Teacher, 61, 415-418.
Please note that this is a DRAFT and all information is subject to change before classes begin and as the class
evolves.
7
McIntyre, E. (2007). Story discussion in the primary grades: Balancing authenticity and explicit
teaching. The Reading Teacher, 60(7), 610-620.
Neuman, S. B., & Roskos, K. (1992). Literacy objects as cultural tools: Effects on children's
literacy behaviors in play. Reading Research Quarterly, 27, 203-225.
Shanahan, T., Mulhern, M., & Rodriguez-Brown, F. (1995). Project FLAME: Lessons learned
from a family literacy program for linguistic minority families. The Reading Teacher, 48,
586-593.
Stahl, K. A. D., & Bravo, M. (2010). Contemporary vocabulary assessment for content areas.
Reading Teacher, 63, 566-578.
Teale, W. H. (2008). What counts? Literacy assessment in urban schools. Reading Teacher,
62(4), 358-361.
Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child
Development, 69(3), 848-872.
Zhang, S., & Duke, N. K. (2011). The impact of instruction in the WWWDOT framework on
students' disposition and ability to evaluate web sites as sources of information.
Elementary School Journal, 112, 132-154.
Internet Resource
Wren, S. (2006). Developing research-based resources for the balanced reading teacher: The
Simple View of Reading: R=DxC. Retrieved August 22, 2010, from
http://www.balancedreading.com/simple.html
Assignments
Book Clubs
By the first week of class, I will present several books on particular facets of literacy from which
you may choose. You will then form a book club with others who have selected the same book.
On the weeks indicated in this syllabus, you will meet with your group. Your group can decide
whether to meet synchronously via video chat (BlackBoard Collaborate, Skype, Google
Hangouts, or the like) or asynchronously through a blog on BlackBoard. After each meeting,
each group member will be asked to respond to a series of short answer questions as a form of
reflection on your meeting.
In your first meeting, you will set a schedule for completing your book study by the 13th week of
class. You will then spend the next four meetings discussing both the content of the book and the
ways in which you are actively working to make sense of it as you read (e.g., notes, highlighting,
graphic organizers, looking up information to clarify, etc.). The last week of class, each group
will creatively (but informally) share key ideas from the book that have influenced the way you
think about literacy and learners. You may use some of your book club time in the weeks leading
up to this to discuss and plan what and how you would like to share, such as by creating a
PowerPoint slides with voice over, a Prezi, or a podcast.
Please note that this is a DRAFT and all information is subject to change before classes begin and as the class
evolves.
8
As a point of reference, other groups should be able to read/view/listen to this presentation in
about 5 minutes or so. Your grade for this assignment will be based on your preparedness and
evidence of meaningful interaction with the text, which I will gauge via your reflections after
each meeting and depth of thinking evident in your presentation.
Responses to Assigned Reading
At the beginning of the semester, you will choose a week/topic for which you (and possibly one
or two other colleagues) will be the “expert”. That week, you will be responsible for reading the
selections assigned to the full class, as well as one or two additional assigned pieces and a
relevant selection of your choice (one additional article per group that is NOT listed on the
syllabus). The additional article should be a peer-reviewed, research journal article found
through WSUs online journal collection. (Hint: Research articles are rarely less than 15 pages
and typically include standard elements like an introduction, review of the literature, methods,
results, discussion, and conclusion.) On your week, you will be responsible for creating a
presentation on the topic (e.g., phonics)—what it is, how it contributes to overall literacy, what
we know about it in terms of teaching and learning.
This presentation can take a variety of formats, such as PowerPoint (ideally with voice over, but
also could be annotated heavily in the notes section), Prezi, videos of yourselves explaining or
demonstrating things, podcasts, or a combination of several formats. Presentations should be
engaging (i.e., require participants to do more than just watch/listen). This might mean that there
are links to video, activities, or webpages; that you share student work for classmates to analyze;
that you lead them through an activity or game related to the topic; etcetera. Please plan this
well in advance to allow yourselves time to learn both the content and to engage in any
technology tutorials you will need before creating the presentations. You will also be in
charge of hosting on online forum for discussion of the articles the class read, which will involve
both starting the discussion and checking in on a daily basis to respond to your colleagues and
facilitate deepening of the discussion. Your presentation and discussion should guide students to
connect what they have read for the week with their own experiences, but also to the new
information that you share (from the articles that only your group read).
For both the presentation and discussion, you are expected to go beyond summarization and
general evaluation and to make connections to other things you have read and things we have
done in class as well as to your personal life and/or your teaching. You should read from a
critical stance and raise questions about things that you do not understand and/or things on which
you might find yourself in disagreement with the authors. Your discussion should be modeled on
the best practices outlined by Almasi (1996), which you will read before our second class
meeting, though the format will obviously be different, as it will be online and asynchronous.
Due dates are group-specific, as follows:
Three weeks before the first day of your presentation week: Complete the readings assigned to
the full class. Email me (copying all group members) the APA citation and abstract for the
additional article that your group has selected (see full assignment for criteria). I will respond to
you as to whether it is appropriate or you need to select another—please do not begin work on
your presentation before receiving approval. Once your article is approved, all group members
should read and discuss it, as it relates to the other readings for the week and your personal
experiences.
Please note that this is a DRAFT and all information is subject to change before classes begin and as the class
evolves.
9
One week before the first day of your presentation week: Submit your completed presentation
and opening discussion prompts for review. I will give feedback within 48 hours and you will be
expected to revise accordingly.
Two days before the first day of your presentation week: Turn in your final presentation and
discussion prompts. I will post the presentation within the rest of the module and give you
feedback on the revised prompts. Alert me to your needs regarding discussion boards so that I
can set them up for you to use during your week.
The night before the first day of your presentation week: Open your discussion board (which I
will create for you) by posting your prompts.
During your presentation week: ALL group members will monitor the discussion board on a
daily basis, responding to colleagues in ways that deepen thinking. If your presentation required
colleagues to submit or post anything, you will also monitor and respond to those things.
One week after the last day of your presentation week: You will turn in a written reflection on
your experience.
As you can see, you will have a variety of responsibilities in the weeks leading up to and
following your presentation, so you will want to choose your topic based on both interest and the
constraints of your schedule. In the weeks leading up to the presentation, you need to be
checking email on a daily basis for feedback from me and your group members.
On the weeks that you are not presenting, you will be expected to engage in the module created
by me or by your colleagues and me, including engaging in a discussion board based on the
readings. You are expected to both post your own reflections and ideas that clearly link to the
week’s readings, as well as to build substantively on the ideas of your peers. “Substantively”
means that you go beyond general evaluation (e.g., “great idea”, “I hadn’t thought of that”, “I
agree”) and instead respond in ways that show critical thought and invite response (e.g., “I
haven’t asked my students to take the lead in discussions because I know that there are specific
things that I need to cover and they might not bring them up. Almasi’s examples show kids
digging deeper into ideas and doing some great thinking, but how do I balance that with
standards? Have you tried it with your kids?”).
Your responses to the readings will be evaluated based on depth of thought and demonstration of
critical thinking. I have found that many people struggle to move beyond summarization for this
assignment. If you feel that this might be difficult (or if you just prefer this method), you might
want to draft your initial response by thinking about a quote from the readings (or other course
material) that prompted your thought, and then your response to it.
Authentic Literacy Unit
Either individually or working with a partner (this tends to work best with a partner, but in the
event that logistics or topical interests do no not align, you can work alone), you will design and
construct an authentic literacy unit for a particular grade level or levels (authentic literacy will be
introduced in class). The unit will include:
A description of the authentic task or topic and how it is meaningful to your particular
group of students and their community. In other words, why will these kids really feel a
need to participate in this project? What makes it go beyond engaging to authentic?
A collection of resources for the students to use (e.g., texts on multiple levels, multi-
media, people, sites to visit, etc.) and accompanying, annotated reference list in APA
Please note that this is a DRAFT and all information is subject to change before classes begin and as the class
evolves.
10
format. NOTE: you will need to actually read or view each of these resources in order to
complete this requirement.
A table listing 6 possible authentic activities or lessons, brief descriptions of each, student
objectives, standards (literacy and other content areas—at least one literacy standard for
each lesson is required) explicitly addressed, texts from the text set used, and elements of
the activity/lesson that make it authentic. The full unit may entail more than six, but you
only need to write up six.
A brief (1-2 double-spaced pages) description of how this unit and your facilitation will
engage and support students at multiple levels of literacy. What about it makes it
appropriate and accessible for ALL learners?
Due Dates:
Week 9: Annotated reference list due for peer review
Week 10: Complete reference list section of rubric with comments for the peer whose reference
list you reviewed. Email to me and peer.
Week 11: Presentation of your unit (PowerPoint, Prezi, Video, etc.) due on day one. Peer
completion of presentation section of the rubric due on day four; email to me and peer. Use the
feedback on the presentation (worth fewer points) to revise your final paper (worth more points)
before submitting week 12.
Week 12: Submit full paper, including revised annotated reference list.
When you present in week 11, you are expected to show resources, to the extent possible (e.g., in
most cases, it will likely be impractical for you to show your human resources, but texts, videos,
supplies for some activities, websites, etc. should be represented). These presentations have two
main purposes: (1) to share resources and instructional ideas with colleagues who may find them
useful in their own teaching, and (2) to get valuable feedback on elements of your project (e.g.,
level of authenticity, diversity of resources, inclusion of all required elements) before submitting
the final written product. Both of these purposes require that your written project be essentially
complete (even though you won’t turn it in that week), but that you have also planned time to
make revisions.
Miscue Analysis
As part of learning how to look carefully at individual students as readers, you will be
conducting a full miscue analysis with one student of your choosing (please see me right away if
you need help identifying a student). This assignment will align with our reading of Miscue
Analysis Made Easy (Wilde, 2000). In brief, you will do the following activities:
- Conduct a brief (5 minutes or so) interview with the child’s teacher, which may or may
not be you This can be done over the phone, if necessary, and the purpose is to get a
rough idea of the perceived strengths and needs of the child as a reader, as well as ideas
for appropriate books to use for the miscue analysis. Conducting this interview with the
teacher is ideal, but if it is absolutely not possible, please see me for alternatives.
- Interview the child about reading and his or her interests (more on this in class).
- Locate 3-5 books that you believe will be below, at, and above the child’s instructional
reading level.
- Conduct one or more running record sessions with the child—you need to conduct one
for which the child is reading at the instructional level, so it may take more than one try.
Plan accordingly.
Please note that this is a DRAFT and all information is subject to change before classes begin and as the class
evolves.
11
- Conduct one or more retellings with the child.
- Analyze and report on the running record(s) and retelling(s).
Please note that there are specific methods for doing many of these things which we will be
reading about and discussing as a class. Working ahead on this project is not to your advantage.
Written Products will include:
- A written summary of the teacher interview (paragraph)
- A written summary of the child interview (paragraph)
- A running record
- Transcript of a retelling
- Full miscue analysis
- Narrative explaining the results of the miscue analysis
- Brief reflection on the experience, linking it to course readings and discussion
Case Study
At the beginning of the course, you will be assigned to a group of 3-5 colleagues “introduced” to
a case study student. The student is a real student in a real classroom. Although you will not meet
the student (he or she will remain anonymous), the student’s classroom teacher will describe him
or her in a video clip, describing the child in general and as a literacy learner. You will also have
access to assessment information and work samples and opportunities to ask the teacher follow-
up questions. Across the semester, as a group, you will discuss what you are learning about the
child’s strengths and needs in relation to the constructs of literacy that we are learning about in
class. By the 14th week of class, you will have produced the following (constructed across the
semester, see due dates on course schedule):
Group Meeting Notes:
- Due periodically across the semester, these are informal notes documenting your
discussion of your case study student as you learn more about both the student and
constructs of literacy.
-
Case Study Analytic Report:
- Two areas of academic strength and/or interest: You will write one paragraph for each,
which should include citations and/or specific reference to evidence of the strength or
interest (e.g., work samples, particular pieces of an assessment, excerpts from teacher
email or other communication) and research-based (include citations) activities, lessons,
or instructional techniques that the teacher might employ to build on it.
- Two areas of academic need: You will write one paragraph for each, which should
include citations and/or specific reference to evidence of the need and research-based
(include citations) activities, lessons, or instructional techniques that the teacher might
employ to strengthen it.
- Two areas for which you have remaining questions: You will write one paragraph for
each, detailing what prompted the curiosity or concern (e.g., work samples, particular
pieces of an assessment, excerpts from teacher email or other communication), and
description of a research-based (include at least one citation) form of assessment that
could be used to learn more.
*This report will be shared with the classroom teachers, so write accordingly*
Parent Letter and Rationale:
- A one-page (double spaced) parent letter that describes, in a professional and accessible
way the strengths, interests, and needs of the student and at least three activities that the
Please note that this is a DRAFT and all information is subject to change before classes begin and as the class
evolves.
12
family could engage in at home to build related literacy skills.
- One to three paragraphs describing the research base for each of the three suggested
activities.
Supplementary Activity Log:
- A log of any group discussions that did not occur on the discussion forum created for this
assignment, so that I can gauge additional contributions of each group member. This
should include when you met (date and time frame), how you met, and who did or said
what (briefly, not verbatim).
Class Policies
This is a graduate level class, and as such (per WSU policy) you should expect to spend, on
average, 2:45 “in class” (doing things like viewing powerPoints and completing activities) and 3
hours “outside” of class on course activities (readings, responses, assignments, etc.) for every
one credit hour that the course is worth—this course is worth three. This means that, in total, you
should expect to spend 12 hours or so per week on this course, though some weeks might be
slightly less and some slightly more, depending on assignments. People handle this in a variety
of ways. Some people designate two-three hours per day for studying, while others prefer larger
blocks of time on fewer days. How you choose to organize your time is, of course, your decision,
but it is wise to plan ahead. Please be sure to check assignment due dates on the introductory
page for each module—you cannot typically save all of the work until the last day or two of the
module because many involve responding to each other, as classmates. You should plan on
logging in at least every other day.
You are expected to complete all modules and are responsible for material covered in each.
During each module, you will be engaged in a variety of activities that require you to learn in a
collaborative manner; therefore, your participation and preparedness are necessary. The modules
are planned to happen in order and rely on peer interaction, so please do not work ahead. Non-
graded responses that are incomplete will be recorded and will contribute to your total
participation grade. Because others will not likely benefit from (or see) late contributions to
ungraded assignments, you will not be given credit for ungraded work submitted after the due
date.
Academic Dishonesty/Plagiarism:
The College of Education has a “zero tolerance” approach to plagiarism and other forms of
academic dishonesty. (See Student Code of Conduct http://doso.wayne.edu/assets/student-code-
of-conduct-brochure.pdf). Plagiarism includes copying material (any more than 5 consecutive
words) from outside texts or presenting outside information as if it were your own by not
crediting authors through citations. It can be deliberate or unintended. Specific examples of
academic dishonesty, including what constitutes plagiarism, can be found in the University’s
Undergraduate Bulletin (http://bulletins.wayne.edu/ubk-output/index.html) and Graduate Catalog
(http://www.bulletins.wayne.edu/gbk-output/index.html) under the heading “Student Ethics.”
These university policies are also included as a link on Blackboard within each course in which
students are enrolled. It is every student’s responsibility to read these documents to be aware
which actions are defined as plagiarism and academic dishonesty. Sanctions could include failure
in the course involved, probation and expulsion, so students are advised to think carefully and
thoroughly, ask for help from instructors if it is needed, and make smart decisions about their
academic work. To enforce this policy, all outside references must be submitted with
assignments (see APA, 6th Edition for guidance on in-text citations and reference lists). If you are
Please note that this is a DRAFT and all information is subject to change before classes begin and as the class
evolves.
13
unsure as to whether you may be plagiarizing, please see me in advance and I will be happy to
help you sort things out. General Note on Grading
The College of Education faculty members strive to implement assessment measures that
reflect a variety of strategies in order to evaluate a student's performance in a course. For
undergraduates and post-degree students C grades will be awarded for satisfactory work that
satisfies all course requirements; B grades will be awarded for very good work, and A grades
will be reserved for outstanding performance. [For graduate students B grades will be awarded
for satisfactory work that satisfies all course requirements; B+ grades will be awarded for very
good work, and A grades will be reserved for outstanding performance.] Please note that there is
a distribution of grades from A-F within the College of Education and that plusses and minuses
are recorded and distinguish distinct grade point averages.
Grading
All assignments are due by midnight on the date listed. All components of your “Response to
Assigned Reading” presentation will be emailed directly to me; all other assignments will be
posted (i.e., on discussion forums) or submitted to dropboxes on our BlackBoard site.
Assignments will be lowered one letter grade for each week or partial week that they are late.
Thus if your assignments earns a grade of B+ but is one week (or part of a week) late, the grade
is lowered to a B. Assignments that are more than two weeks late will not be accepted.
All assignments will be evaluated as follows:
Responses to Assigned Reading (Presentations/Discussions) 20%
Authentic Literacy Unit 20%
Book Clubs 10%
Miscue Analysis 20%
Case Study 10%
Participation 20%
Total 100%
Rubrics for each assignment are available on Blackboard under the “Assignments” tab. The
grading scale is as follows:
A = 96-100 (3.9-4.00)
A- = 90-95 (3.7-3.8)
B+ = 87-89 (3.4-3.6)
B = 84-86 (3.0-3.3)
B- = 80-83 (2.8-2.9)
C+ = 77-79 (2.5-2.7)
C = 74-76 (2.00)
F = <74
Enrollment/Withdrawal Policy
Please note that this is a DRAFT and all information is subject to change before classes begin and as the class
evolves.
14
Beginning in Fall 2011, students must add classes no later than the end of the first week of
classes. This includes online classes. Students may continue to drop classes (with full
tuition cancellation) through the first two weeks of the term.
Students who withdraw from a course after the end of the 4th week of class will receive a grade
of WP, WF, or WN.
o WP will be awarded if the student is passing the course (based on work due to
date) at the time the withdrawal is requested
o WF will be awarded if the student is failing the course (based on work due to
date) at the time the withdrawal is requested
o WN will be awarded if no materials have been submitted, and so there is no basis
for a grade
Students must submit their withdrawal request on-line through Pipeline. The faculty member
must approve the withdrawal request before it becomes final, and students should continue to
attend class until they receive notification via email that the withdrawal has been approved.
Beginning in Fall 2011, the last day to withdraw will be at the end of the 10th full week of
classes. The withdrawal date for courses longer or shorter than the full 15-week terms will be
adjusted proportionately.
Attention Students with Disabilities:
If you have a documented disability that requires accommodations, you will need to register with
Student Disability Services (SDS) for coordination of your academic accommodations. The
Student Disability Services (SDS) office is located at 1600 David Adamany Undergraduate
Library in the Student Academic Success Services department. SDS telephone number is 313-
577-1851 or 313-577-3365 (TDD only). Once you have your accommodations in place, I will be
glad to meet with you privately during my office hours to discuss your special needs. Student
Disability Services’ mission is to assist the university in creating an accessible community where
students with disabilities have an equal opportunity to fully participate in their educational
experience at Wayne State University.
Please be aware that a delay in getting SDS accommodation letters for the current semester may
hinder the availability or facilitation of those accommodations in a timely manner. Therefore, it
is in your best interest to get your accommodation letters as early in the semester as possible.
Religious Observance Policy:
Because of the extraordinary variety of religious affiliations represented in the University student
body and staff, the Wayne State University calendar makes no provision for religious holidays. It
is University policy, however, to respect the faith and religious obligations of the individual.
Students who find that their classes or examinations involve conflicts with their religious
observances are expected to notify their instructors well in advance so that alternative
arrangements as suitable as possible may be worked out.
Wayne State University Writing Center:
Wayne State University Writing Center:
The Writing Center (2nd floor, UGL) provides individual tutoring consultations free of charge for
students at Wayne State University. While the center serves both graduate and undergraduate
students, undergraduate students in General Education courses, including composition courses, receive
priority for tutoring appointments. The Writing Center serves as a resource for writers, providing
Please note that this is a DRAFT and all information is subject to change before classes begin and as the class
evolves.
15
tutoring sessions on the range of activities in the writing process – considering the audience, analyzing
the assignment or genre, brainstorming, researching, writing drafts, revising, editing, and preparing
documentation. The Writing Center is not an editing or proofreading service; rather, students are
guided as they engage collaboratively in the process of academic writing, from developing an idea to
correctly citing sources. To make an appointment, consult the Writing Center website:
http://www.clas.wayne.edu/writing/.
To submit material for online tutoring, consult the Writing Center HOOT website (Hypertext One-on-
One Tutoring) http://www.clas.wayne.edu/unit-inner.asp?WebPageID=1330.
Teacher Education Policy Statement on Graduate Student Dispositions and Academic Progress
Professionalism:
Students admitted to a graduate program within the Division of Teacher Education are expected
to conduct themselves professionally. The graduate student must exhibit personal and
professional behaviors, including but not limited to integrity, honesty, and respect for others.
Individuals must use practical judgment to determine how to behave in a variety of situations. In
classes, students are expected to give and accept constructive feedback. In addition, they are
expected to take an active role in their learning and contribute to the learning of their peers.
Professional Expectations:
Developing professionalism is one of the skills that the division emphasizes. The degree of
professionalism that students develop in all of their interactions in the Wayne State University
community will impact their ability to achieve their goals both in Teacher Education and in their
career.
* The teacher takes initiative to grow and develop with colleagues through interactions that
enhance practice and support student learning.
* The teacher understands the expectations of the profession including codes of ethics,
professional standards of practice, and relevant law and policy.
Academic Standards and Requirements:
Graduate students must make consistent and adequate progress toward degrees, endorsements,
and/or certifications in their programs. In an effort to ensure program integrity in the Teacher
Education Division, students must adhere to professional expectations and meet the following
standards and requirements:
* Students who receive 2 grades of C+ or below will not be permitted to complete the program.
* Repeating courses to improve grades is only permitted once.
* Grade Point Averages must be 3.0 or higher for the coursework that is on the Plan of Work.
* Plans of Work must be completed in the first semester after being admitted into the program
for Master level students and before 18 credits for Doctoral level students.
Please note that this is a DRAFT and all information is subject to change before classes begin and as the class
evolves.
16
* Students must meet with academic faculty advisors on a regular basis. Doctoral students must
complete an annual reviews and an IDP.
TENTATIVE SCHEDULE OF MODULES (Adjustments may be made as the course evolves)
Modules run Sunday-Saturday. Please be sure to log in on day one or two of the module to check
due dates for the module—there will typically be multiple due dates, particularly for posting and
responding to discussion board posts)
Date/
Module Topic Readings Assignments*
(1)
1/10-
1/16
Introductions
Course Expectations
and assignments
Book Clubs
Library Resources
Literacy Beliefs –
TORP
“The Reading Wars”-
Skills-Based v. Phonics
v. Whole Language
Michigan Standards for
Reading Teachers/Specialists
Sign up for presentations
Choose book club books
Complete Welcome Survey
(2)
1/17-
1/23
SPEAKING AND
LISTENING-
discussion based
models v. IRE
How to read a research
article
Almasi (1996) (BB)
McIntyre (2007)
Course Documents
Carefully read course
documents and post any
questions to the provided
forum
(3)
1/24-
1/30
Emergent Literacy
The “Simple View” of
Literacy
Discuss
Authentic Literacy &
AL assignment
Wren
(http://www.balancedreading.
com/simple.html)
Pressley, et. al (2008) (BB)
Presenter Text:
Whitehurst & Lonigan (1998)
Book Club (set schedule)
(4)
1/31-
2/6
Literacy Assessment-
Reading
Running Records
Discuss Case Study
Lenski, Ehlers-Zavala,
Daniel, Sun-Irminger (2006)
Teale (2008)
Submit topic and
description for authentic
literacy unit
Case Study: Group Meeting
Notes
(5)
2/7-
2/13
Emergent Writing* and
writing assessment*
Creating Writing
Rubrics
Running Records
Anderson (2005) (BB)
Miscue Analysis Chapters 3,
4, 5
Presenter Texts:
Andrade et al. (2009)
Strickland & Strickland
Book Club
Please note that this is a DRAFT and all information is subject to change before classes begin and as the class
evolves.
17
(2000) (BB)
(6)
2/14-
2/20
Reading as Situated
Language
VOCABULARY*,
COMPREHENSION*
Vocabulary Field Trips
Running Records
Goodman (1996) (BB)
Miscue Analysis Chapters 6,
7, Appendices A & I
Presenter Texts:
Stahl & Bravo (2010)
Blachowicz (2000)-
Electronic version through
WSU library
Select a student for your
miscue analysis work
Case Study: Group Meeting
Notes
(7)
2/21-
2/27
Emergent
Reading/Mental
Processes
FLUENCY*,
COMPREHENSION*
Running Records
Hudson, Lane, & Pullen
(2011)
Miscue Analysis Chapters 8,
9, Appendices C, D, & E
Presenter Text:
Ehri & McCormick (1998)
Roberts & Duke (2009)
Miscue Analysis—write up
of teacher and student
interviews
Submit annotated
text/resource lists for
authentic literacy unit to for
peer review
Book Club
(8)
2/28-
3/6
Emergent
Reading/language
PHONEMMIC
AWARENESS* AND
PHONICS (incl. stages
of spelling)*
Known Words &
Dictation Assessments
Running Records
Duffelmeyer, Kruse, Merkley
& Fyfe (1994)
Miscue Analysis Chapters 10,
11, Appendices F & G
Presenter Text:
McGill-Franzen (2006) (BB)
Miscue Analysis—Have
completed running record
ready for analysis
Book Club
(9)
3/7-
3/12
Literacy and Diversity
Adichie (2009) (video link
posted on Blackboard)
Compton-Lilly (2005) (BB)
Miscue Analysis Chapters 10,
11
Authentic Literacy Unit
Presentations
Authentic Literacy Unit full
draft of unit due for peer
review
Case Study: Group Meeting
Notes
WSU Spring Break 3/13-3/19
(10)
3/20-
3/27
Literacy-rich
Classrooms/classrooms
the optimize learning*
Anderson (2000) (BB)
Echevarria, Vogt, & Short
(2008) (BB)
Presenter Text:
Neuman & Roskos (1992)
Miscue Analysis report due
(full analysis of miscue
analysis, transcript of
retelling, narrative
explanation, reflection)
(11) Authentic Literacy Book Club
Please note that this is a DRAFT and all information is subject to change before classes begin and as the class
evolves.
18
3/28-
4/3
Motivation and
Attitudes toward
Literacy
Authentic Literacy Unit
feedback due to peers
(12)
4/4-
4/10
Family Literacy
Jordan, Snow & Porche
(2000)
Shanahan, Mulhern, &
Rodriguez-Brown (1995)
Written Authentic Literacy
Unit Due
Case Study: Group Meeting
Notes
(13)
4/11-
4/17
English Language
Learners*
Krashen (2003) (BB)
Mays (2008)
Presenter Text:
Chuang, Joshi, & Dixon
(2012)
Case Study: Analytic
Report
(14)
4/18-
4-24
Critical Review of Web
Resources
Zhang & Duke (2011)
Case Study: Teacher Letter
and Rationale;
Supplementary Activity Log
(15)
4/25-
4/30
Course Wrap-Up (note
that this is a shorter
module due to the
semester end date)
Book Club (sharing of
learning and experiences)
(all work must be turned in
by midnight, 4/27)
*Discussion board posts and responses to prompts/activities within each module are expected
each week in addition to these formal assignments.