Literacy 101Course Outline

Understanding makes reading worthwhile and fun . . .

Designer: Ani Campbell

Introduction

The purpose of Literacy 101 is to encourage and advance 9th grade literacy

Course Outline

• Description• Course Goal• Objectives• Performance Objectives• Learning Activities• Learning Assessment Tools• Course Evaluation

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Literacy 101 is based on Moore and Kearsley’s theory of Transactional Distance. (Dick, Carey, & Carey, 2003, p. 96). It follows a constructivist approach, thus making it a ‘learner centered’ approach rather than a ‘job skills’ approach.

Teaching modules are based on the following components:

Description

Literacy 101 was designed for use by instructors of 9th grade English. It may also be adapted for use in teaching literacy to other high school grades and adults.

Course Goal

To lessen (and in the case of some students, eliminate) the gap between the national standard for reading, comprehension and/or writing abilities of 9th grade students, and their actual abilities in the stated areas of literacy.

Objectives

Assess initial reading/comprehension abilities of students

Provide students with learning plan Teach visualization Teach recognition of genres Increase student vocabulary Provide students with appropriate

literary works

Setting objectives will ensure that instructors meet the goal of the course

Objectives -- (Continued)

Assess student progression Advance levels of teaching as

appropriate Final analysis of student learning Course evaluation

Performance Objectives

Obtain understanding of student level of ability

Student understands purpose of portfolio

Student to grasp concept of visualization

Student to recognize basic genres

Student increases vocabulary by minumum of 10 words

Whether students are informed of performance objectives or not, they should be included in the lesson plan so that measurement may be taken at each teaching module.

Performance Objectives -- (Cont.)

Student reads minimum of 3 works during semester

Student to recognize his/her progression

Student is empowered to select advanced reading

Student is encouraged by his/her progress

Student adds input to improve the course

Learning Activities

Online literacy assessment exercise Students maintain portfolio of their progress Online activity associating words with

appropriate visuals Provide students with lecture or other

description of various genre Provide students with short pieces from each

genre Assess understanding with matching quiz

Select words from among works studied

Learning activities are based on the course and performance objectives, and should be designed to meet those objectives while enhancing student learning. Learning should be fun!

Learning Activities (cont.)

Students to read from suggested works Students may suggest alternative reading. Proceed

upon approval of instructor One-on-one discussion with students

Quiz (either oral or written) to assess comprehension Provide advanced levels of reading as

appropriate Final one-on-one with students

Quiz or written essay to assess comprehension of latest work read

Students to complete online evaluation (eg. Zoomerang)

Learning Assessment Tools

Portfolio Oral questions Short answer and essay questions Online assessments Group discussions Student-teacher discussions Grading rubric Written papers Team projects

Sources: http://www.letsgolearn.com/teacher.html

These tools follow an holistic and constructivist approach to teaching. They mirror formats that students will face in the work environment.

Learning Objectives

Determine initial level of learner ability

Determine best exercise(s) to increase learner ability

Assess advanced abilities Promote further learning Bring students to 9th grade ability

and beyond (if applicable)

Course Evaluation

Online evaluation survey Student self-assessments

The success or failure of a course is made evident by the ability of students to learn, to gain confidence in the material studied, and to be motivated to continue learning. A well-designed end-of-course evaluation will provide the instructor with the necessary feedback that s/he needs to improve instruction.

References

• Brown University (2005, March). Literacy: Introduction. Retrieved March 21, 2005, from http://www.alliance.brown.edu/topics/literacy.shtml

• Dick, W., Carey, L., & Carey, J. O. (2003). Sections One - Six. In (Ed.), Courseware Authoring (Custom Edition for University of Phoenix ed., pp. 3-168). Boston,

Massachusetts: Pearson Custom Publishing.• Lewin, T. (2004, April 14). In Cities, a Battle to Improve

Teenage Literacy. Retrieved February 21, 2005, from http://www.susanohanian.org/atrocity_fetch.php?id=2214