Master of Teaching Program

OISE University of Toronto MT Course Outline Form and Guide 1

Master of Teaching Program COURSE NUMBER:

CTL7085

COURSE TITLE:

Issues in Literacy

INSTRUCTOR NAME:

Dr. Mary Lynn Tessaro

SECTION/COHORT

Master of Teaching Program Year Two Cohort JI 232, Tuesday 1:00 to 4:00

MT Program Vision

Teaching excellence and scholarly research are the mutually reinforcing pillars of the Master of Teaching program. The program prepares candidates to become outstanding teachers and leaders who consult, critique, create and mobilize educational research. As a community, our faculty, students and graduates share a deep commitment to all learners and the building of a more just, equitable and sustainable world. 1. CONTACT INFORMATION for Course Instructor Dr. Mary Lynn Tessaro Office 11-158 Email: [email protected] (preferred contact method) but contact through Pepper is fine. I will respond to messages usually within 24 hours. Office hours: I will be available after each of our online classes for any questions you may have. *All course announcements will be made on Pepper, this includes communication in the event of instructor illness or in the event of unexpected circumstances. Readings for this course will also be posted on Pepper. According to the University of Toronto Policy on Official Correspondence with Students you are expected to monitor and retrieve your mail, including electronic messaging account[s] issued to you by the University, on a frequent and consistent basis. Students have the responsibility to recognize that certain communications may be time-critical. Students have the right to forward their University-issued electronic mail account to another electronic mail service provider address but remain responsible for ensuring that all University electronic message communication sent to the official University-issued account is received and read. Students need to regularly check their @utoronto.ca email address for official communication from OISE and their instructors.


2. Up-to-date Information on Coronavirus (COVID-19) from University of Toronto

and OISE: As the situation may evolve quickly in the context of the COVID-19 pandemic, and the University and the Institute may introduce new measures to respond to the situation, it is recommended that you frequently consult their dedicated web pages:

University of Toronto: https://www.utoronto.ca/message-from-the-university-regarding-the-coronavirus

• School of Graduate Studies: https://www.sgs.utoronto.ca/covid19

• OISE Office of the Registrar and Student Services: https://www.oise.utoronto.ca/orss/COVID-19.html

UCheck – COVID-19 Self-Assessment Provincial regulation and public health guidance require that post-secondary institutions implement COVID-19 health screening for anyone coming to campus. In order to comply with these directives, a self-assessment is now required for all members of our community, including faculty members, librarians, staff, and students, each day they visit any one of the three U of T campuses or any other property owned or operated by U of T. Please find more information about UCheck here: https://www.utoronto.ca/utogether/ucheck Absence Declaration on ACORN If you will be missing class time due to illness or other reasons, and may require consideration for missed academic work, you can formally declare an absence on ACORN. If you would like advising assistance related to your absence, please contact your department or OISE’s Office of the Registrar and Student Services. For more information on how to use ACORN to declare an absence, please see: https://help.acorn.utoronto.ca/blog/ufaqs/how-do-i-declare-an-absence/ 3. Course Description In this course, CTL 7085- Issues in Literacy, teacher candidates will explore theoretical and current issues in literacy spanning from Grade 4 through Grade 10. Integration with other subject areas and course work will be addressed. The experiences in this course are intended to help teacher candidates bridge theory and practice, and articulate personal beliefs and experiences related to literacy. Candidates will engage in critical analysis of literacy experiences. 4. Course Delivery Modes The delivery format for this course will be Online Synchronous/Asynchronous. We will be using Zoom and Pepper.


If you have been invited to join a video conference via Zoom, click the invitation link in our Issues in Literacy Pepper folder. You will be prompted to download the Zoom plugin; follow the prompts to join the meeting. You will be asked to verify that you would like to join the meeting using video from your device’s camera, and audio from your device’s microphone. Succeeding and Excelling in Online Learning Please see oiseonline.org, a resource put together by members of the OISE community to help students succeed and excel in online learning. Additional resources available from the School of Graduate Studies:

• Guide to Working from Home for Graduate/Postdoctoral Researchers

• SGS Graduate Wellness Portal

5. Learning Expectations

The following course outcomes are directly based on the College of Teachers’ Standards of Practice and the Seven Core Principles of the MT Program. The Professional Standards and Core Principles that relate to each outcome are italicized in bold. Key Ministry documents that will be infused throughout the course will be the Ontario Language Arts Curriculum, Learning for All and Growing Success. As a result of this course, candidates will:

¨ Have delved into their views and beliefs about literacy instruction in the context of the literature and the realities of the current educational landscape. Leadership in Learning Communities; Diversity and Social Justice ¨ Be able to identify current issues in literacy that have an effect on schools and teachers’ practice. Ongoing Professional Learning; Research Informed and Infused Practice ¨ Have deepened their knowledge of literacy instruction for Junior/Intermediate students Commitment to Students and Student learning; Teaching Excellence ¨ Have developed an understanding of current issues related to literacy and implications for practice in Ontario schools Professional Knowledge; Coherence ¨ Have considered strategies to deal with the challenges associated with these issues. Professional Practice; Equity, Diversity and Social Justice


6. Scope and Sequence of Course Content Class/Date Topic

Format

Class #1 Sept. 14

Introduction and course syllabus, conditions for effective literacy learning, powerful literacy

Synchronous/Asynchronous

Class #2 Sept. 21

Engagementinliteracylearning;corebeliefsaboutliteracyteaching


Class #3 Sept. 28

Focusonintermediateliteracy

Asynchronous

Class #4 Oct. 5

Mediaanddigitalliteracy


Class #5 Oct. 19

Individualoralpresentations;papersduethefollowingweek

Asynchronous

Class #6 Oct. 26

Graphic novels; Papers due Synchronous/Asynchronous

7. Course Assignments

Assignment Due Date % of total

mark Part 1: Oral response to literacy-focused question Oct. 19

50%

Part 2: Paper identifying and outlining the research that supports your oral response

Oct. 26

30%

Ongoing learning and professionalism In-class/online activities

6 classes

20%


Assignments (description, instructions, criteria for evaluation, etc.):

CTL 7085 Issues in Literacy Assignments In order to help you consolidate as well as express what you have learned in Language and Literacy classes and your practicums, your assignment will involve formulating a response to a specific question. Your response is both oral and written. PART 1: You will complete and record an individual, 5 MINUTE oral presentation which will be submitted into Dropbox. OPTION: On the oral presentation asynchronous class you may book a time with me to do your presentation live on zoom. It will not be necessary to record/upload your presentation if you complete PART 1 this way. PART 2: Your 2-3 page (double-spaced, 12-point font) written submission outlines the research utilized to develop your oral response. In this submission you should introduce a minimum of 3 research references and include an explanation of how this research supports your response. Your paper will be submitted one week after your oral presentation into Dropbox in our Pepper community. Please choose one of the questions below. If appropriate for your question you may respond by indicating a specific grade level.

1. As a principal in your school, please explain what I would observe if I walked into your classroom during the literacy block.

2. Describe your classroom writing program with a focus on engaging and motivating reluctant writers.

3. Describe your approach to teaching literacy and some of the experiences that have informed and influenced your approach.

4. Outline a plan for integrating literacy across the curriculum and use specific examples and strategies.

5. If you have had an opportunity to teach literacy lessons in your practicum, describe the most challenging aspect. What are the solutions/possible solutions to this challenge?


Issues in Literacy CTL 7085 Assignment (Oral Presentation) Evaluation Criteria for Oral Presentation (50%) Content Knowledge (40%) □ Demonstrates an exemplary level of knowledge of the topic presented; articulate use of appropriate literacy-related terms □ Demonstrates a very good knowledge of the topic presented; uses appropriate literacy-related terms □ Demonstrates a strong knowledge of the topic presented; uses some appropriate literacy-related terms □ Demonstrates a limited knowledge of the topic; limited use of literacy-related terms □ Demonstrates a very limited knowledge of the topic; evidence of little preparation /40 Communication Skills (10%) □ Displays exemplary communication skills including variance in tone and expression, eye contact, appropriate body language, voice volume □ Displays strong communication skills with some indicators in evidence including variance in tone and expression, eye contact, appropriate body language, or voice volume □ Displays satisfactory communication skills with a couple of indicators in evidence including variance in tone and expression, eye contact, appropriate body language, or voice volume □ Displays limited communication skills with one indicator in evidence which could include variance in tone and expression, eye contact, appropriate body language, or voice volume /10 Total: /50 Comments: Issues in Literacy CTL 7010 Written Assignment (2-3pages, double-spaced, 12 point font) Use of Research-Based Literature to support oral response (30%) □ Demonstrates an exemplary ability to identify supporting research literature; incorporates a minimum of 3 references to specific researchers and/or the research literature with robust explanation of how it supports your oral response topic □ Demonstrates a strong ability to identify supporting research literature with very good explanation of how it supports your oral response topic □ Demonstrates a good ability to identify supporting research literature; includes relevant references to the research literature □ Demonstrates a limited ability to integrate research literature Total: /30 Comments: Total for oral presentation and paper: /80


Professionalism On-going – 20% The goals of each issues class are:

• discuss views and beliefs about literacy education in the context of the literature and the realities of the current educational landscape

• identify current issues in literacy that have an effect on schools and teachers’ practice • practice collaborative skills

There will be a variety of learning activities in our online class. Your participation, enthusiasm and collaborative approach will contribute to this mark. On occasion, you will be asked to submit something that has been completed in class.


8. Listing of Additional Readings, Resources and Materials *All of the readings for our Issues in Literacy course will be posted in our Pepper community folder a minimum of one week prior to our class. The selected readings reflect a blend of theoretical, research-based and field-based reading. Below you will find additional websites and texts that are relevant and foundational in literacy. You may consult at your discretion.

International Reading Association: http://www.ira.org/

National Council of Teachers of English: http://www.ncte.org/

Read, Write, Think: http://www.readwritethink.org/index.asp

Allington, Richard, Cunningham, Patricia, (2007). Classrooms That Work, They Can All Read and Write, Third Edition. Toronto, ON: Pearson Benson, Vicki and Cummins, Carrice, (2000). The Power of Retelling: Developmental Steps for Building Comprehension. Bothell, WA: The Wright Group Booth, David, Swartz, Larry, (2004). Literacy Techniques for Building Successful Readers and Writers, Second Edition. Markham, ON: Pembroke Publishers Cole, Ardith D., (2003). Knee to Knee, Eye to Eye, Circling in on Comprehension. Portsmouth, NH: Heinemann Harwayne, Shelley, (2001). Writing Through Childhood, Rethinking Process and Product. Portsmouth, NH: Heinemann Kendall, Juli (2006). Writing Sense: Integrated Reading and Writing Lessons for English Language Learners, K-8. Markham, ON: Pembroke Publishers Lundy, Kathleen, (2007). Leap into Literacy: Teaching the Tough Stuff so it Sticks. Markham, ON.: Pembroke Publishers Rasinski, Timothy, Padak, Nancy, (2008). From Phonics to Fluency: Effective Teaching of Decoding and Recoding Fluency in Elementary School. Second Edition. Boston: Pearson Allyn and Bacon. Routman, Regie, (2003). Reading Essentials. Portsmouth, NH: Heinemann Routman, Regie, (2005). Writing Essentials, Portsmouth, NH: Heinemann Rycik, Mary Taylor, Rycik, James, (2007). Phonics and World Identification: instruction and Intervention, K-8. Pearson: Merrill Prentice Hall Smith, John, Elley, Warwick, (1997). How Children Learn to Read. Katonah, New York: Richard C. Owen Publishers, Inc.


Smith, John, Elley, Warwick, (1997).� How Children Learn to Write. Katonah, New York: Richard C. Owen Publishers, Inc. 9. Academic Support for Students

a. OSSC

OISE Student Success Centre (OSSC) offers a range of services, including one-on-one writing, Math and French language support. For more see: https://www.oise.utoronto.ca/orss/OISE_Student_Success_Centre.html#overview

b. OISE Library

The OISE Library provides research support on a range of topics from finding articles, to developing search strategies, to managing citations and generating bibliographies. Students are welcome to: • Request an one-on-one consultation with an OISE librarian (available by phone or online):

https://oise.library.utoronto.ca/research/book-consultation • Use the Ask Chat service to connect quickly online: https://oise.library.utoronto.ca/ask • Email or call your OISE Librarian directly. Our contact information is listed in our staff directory:

https://oise.library.utoronto.ca/aboutus-staff-directory 10. Procedures and Policies

a. University Assessment and Grading Practices Policy . Timely submission of assignments:

The instructor expects that all assignments will be submitted by their posted due date but extends a 48 hour grace period for the submission of late assignments. It is expected that arrangements for an alternate due date beyond that period, if required, will be made directly with the instructor no later than 2 days before the assignment is due. Decisions regarding accepting of late assignments will be made at the discretion of the instructor. Relevant accommodations outlined in a Letter of Accommodation or a Letter of Consideration generated by OISE’s Student Services Office will be respected.

Final Grade Determination Final Grade Determination: Assignments are graded in accordance with the evaluation criteria set out by the University – please refer to the University Assessment & Grading Practices Policy From the University Assessment and Grading Practices Policy 1.2.2.: Graduate Studies uses a truncated refined letter grade scale (as follows):

Letter Grade % A+ 90 - 100% A 85 - 89% A- 80 - 84% B+ 77 - 79% B 73 - 76%


B- 70 - 72% FZ 0- 69%

b.Continuity Planning in Case of Disruption to Classes and/or Field

The course syllabus is posted online on Pepper. Please refer to the syllabus for information about all course assignments, evaluation rubrics and/or marking schemes and any additional instructions that may be relevant in the event of an interruption of classes.

c.Academic Integrity

It is important to familiarize yourself with the University of Toronto’s policies and procedures on academic matters. The Code of Behaviour on Academic Matters pertains to all students and faculty at the University of Toronto. This document states that it is an offence for a student knowingly “to represent as one’s own any idea or expression of an idea or work of another in academic examination or term test or in connection with any other form of academic work, i.e. to commit plagiarism”. It also defines a number of other offences, which the University expects all students to know about and avoid. Please review the complete document. The University of Toronto also has a website dedicated to Academic Integrity and associated UofT resources, that includes: 1) Definitions of Academic Offenses, 2) “How Not to Plagiarize” , and 3) “Standard Documentation Formats”.

The U of T Centre for Teaching Support & Innovation (CTSI) has a resource for academic integrity in online/remote contexts.

d.Expectation of ethical and collegial conduct Cameras On/Off It is not a requirement to have cameras on during synchronous online learning time. Students are welcome to turn cameras on, and from time to time the instructor may invite cameras to be turned on in order to facilitate specific learning activities. Attendance If you know that you have to miss time online, whether it’s days in a row of asynchronous activity or a synchronous activity scheduled in Zoom, please email your instructor. Please see the guidelines for each assignment so that you know what is expected in order to make up for any missed content. e.Notice of Recording of Lectures or Online Interactions Students will be given notice that lectures or a lecture (online or in person) will be recorded, preferably well before the recorded class. Ideally, this notification will also be offered if the recording is being made by a student for their own personal use.

f.Freedom of Information and Protection of Privacy

Students need to regularly check their @utoronto.ca email address for official communication:


• “As of June 10, 2006, all Ontario universities have been covered by the Freedom of Information and Protection of Privacy Act (FIPPA). This Act supports access to University records and protection of privacy, including the protection of personal information about individuals that is held by the University and the provision of access for individuals to their personal information.”

Student’s Companion to the Policy on Sexual Violence and Sexual Harassment The companion guide to the University's Policy on Sexual Violence and Sexual Harassment is designed to help students and those who work with students understand and navigate the Policy and to address any questions about the Policy and the procedures surrounding it.

11. Creating an Inclusive Online Environment The University of Toronto is committed to equity, human rights and respect for diversity. All members of the learning environment in this course should strive to create an atmosphere of mutual respect where all members of our community can express themselves, engage with each other, and respect one another’s differences. U of T does not condone discrimination or harassment against any persons or communities. 12. University of Toronto Equity, Diversity and Excellence Statement

At the University of Toronto, we strive to be an equitable and inclusive community, rich with diversity, protecting the human rights of all persons, and based upon understanding and mutual respect for the dignity and worth of every person. We seek to ensure to the greatest extent possible that all students and employees enjoy the opportunity to participate as they see fit in the full range of activities that the University offers, and to achieve their full potential as members of the University community. Our support for equity is grounded in an institution-wide commitment to achieving a working, teaching, and learning environment that is free of discrimination and harassment as defined in the Ontario Human Rights Code. In striving to become an equitable community, we will also work to eliminate, reduce or mitigate the adverse effects of any barriers to full participation in University life that we find, including physical, environmental, attitudinal, communication or technological. https://governingcouncil.utoronto.ca/secretariat/policies/equity-diversity-and-excellence-statement-december-14-2006 Anti-Racism and Cultural Diversity Office https://antiracism.utoronto.ca/

Equity, Diversity, and Inclusion Reminder As we all adjust to online classes and lectures, and increasingly participate in virtual learning environments, students are reminded of the expectation that we all demonstrate respect for one another. As outlined in the Student Code of Conduct, the University of Toronto does not condone discrimination or harassment against any persons or communities especially when based on grounds protected under the Ontario Human Rights Code. The University of Toronto recognizes its commitment to human rights, equity and inclusion and acknowledges the disproportionate impact COVID-19 has on various parts of our community. COVID-19 is not isolated to people of any particular ethnic origin, place of origin or race. Equity, diversity and respect must remain integral as we continue to transition during these challenging times. The institution will monitor and address discriminatory comments or behaviour including on U of T’s online platforms and classrooms. In accordance with the Ontario Human Rights Code, no person shall engage in a course of vexatious conduct that is directed at one or more specific individuals, and that is based on the race, ancestry,


place of origin, colour, ethnic origin, citizenship, sexual orientation, gender identity, gender expression, age, marital status, family status or disability. This includes:

• Racial slurs or “jokes” • Insults due to racial identity • Online posts of cartoons or pictures, in a workplace or school that degrade persons of a

particular racial group • Name-calling due to race, colour, citizenship, place of origin, ancestry, ethnic background

or creed • Pseudonyms or handles that are inappropriate about ancestry, colour, citizenship, ethnicity,

place of origin, race, or religion • For more prohibited grounds for discrimination please visit:

http://www.ohrc.on.ca/en/ontario-human-rights-code

In the MT program, we believe diverse perspectives enrich the conversation and enliven the research process. In that spirit, we intend to conduct this course in a manner that clearly respects the diversity of students and their perspectives. Through course content, activities, and various materials, we will provide examples that respect and value a wide variety of perspectives. We welcome and appreciate any feedback and/or suggestions you might have to increase the value of diversity in this course.

13. Statement on Access & Disability Accommodations

In this course, Access and Accommodation are understood as: • A right protected by Canadian and international law; • Services provided to registered recipients by OISE, by UofT Accessibility Services, and/or by

any other service providers; • A process which requires continuous conversation, learning, work and/or negotiation among all

involved, including those who do and those who do not self-identity as disabled or as allies.

Your safety and wellbeing is more important than anything going on in class. Please feel free to reach out to me if you need to talk. Any student who faces challenges securing their food or housing or personal safety is urged to contact the OISE's Office of the Registrar and Student Services for support. Furthermore, please notify me if you are comfortable in doing so. This will enable me to provide any help that I can. What to do if you have an access and/or accommodation issue that you wish to address? The University of Toronto recommends that students register at Accessibility Services well in advance of classes to allow for timely arrangements. Located on the 4th Floor at 455 Spadina Avenue, 416-978-8060, [email protected]. Learn about your options by consulting the University’s accommodation information for faculty and staff: http://www.studentlife.utoronto.ca/as/faculty-and-staff#node-2090 At OISE, if you have questions about accommodations, contact Jeananne Robertson, Student Success Counsellor, [email protected] 416-978-2448; OISE, Room 8-226.


14. Coursework Extension

A coursework extension may be appropriate if academic (e.g., unexpected problems of research in a course) or non-academic (e.g., illness) reasons make it impossible for you to complete course requirements on time. Students may apply for an extension by submitting the course extension form to Terry Louisy ([email protected]) prior to the deadline for completion of course work. Students will need their instructor’s signature before submitting the form. When students are granted a course extension, the graduate unit will assign the temporary non-grade report SDF (Standing Deferred) until the final grade report is received. During an approved coursework extension, students will continue to pay tuition fees according to their program status (i.e., full-time or part-time, domestic, or international). If students are unable to complete the required coursework during the extension period, they may apply to Terry Louisy for a continuation of the extension. Second coursework extensions must also be considered by SGS. Second coursework extension requests must be made before the expiry date of the first extension period. Please find the relevant forms on course extension requests on the OISE ORSS Student Forms page – under the “Other Forms Related to Courses” tab: https://www.oise.utoronto.ca/orss/Student_Forms_Documentation_Requests.html

15. Accommodation of Religious Observances

It is the policy of the University of Toronto to arrange reasonable accommodation of the needs of students who observe religious holy days other than those already accommodated by ordinary scheduling and statutory holidays. Students have a responsibility to alert members of the teaching staff in a timely fashion to upcoming religious observances and anticipated absences. Instructors will make every reasonable effort to avoid scheduling tests, examinations, or other compulsory activities at these times. If compulsory activities are unavoidable, every reasonable opportunity should be given to these students to make up work that they miss, particularly in courses involving laboratory work. When the scheduling of tests or examinations cannot be avoided, students should be informed of the procedure to be followed to arrange to write at an alternate time. It is most important that no student be seriously disadvantaged because of their religious observances. However, in the scheduling of academic and other activities, it is also important to ensure that the accommodation of one group does not seriously disadvantage other groups within the University community. www.viceprovoststudents.utoronto.ca/policies-guidelines/accommodation-religious

16. Safety and Security

Please see OISE’s Safety and Security Reference Sheet, here: www.oise.utoronto.ca/cao/UserFiles/File/Security/OISE_Emergency_Response_Guide_REVISED_01-2020.pdf


17. Copyright & Intellectual Property

University of Toronto faculty, staff and students are both creators and users of material subject to the protections of the Copyright Act. Accordingly, all have both rights and obligations that arise from copyright law as it has been interpreted and applied by the courts. For guidance on whether or not fair dealing applies to the material you would like to use in your scholarly work, please consult the University of Toronto’s Copyright Fair Dealing Guidelines: www.provost.utoronto.ca/wp-content/uploads/sites/155/2018/06/Copyright-Guidelines.pdf You are encouraged to contact your Liaison Librarian (http://oise.library.utoronto.ca/aboutus-staff-directory) or UTL’s Scholarly Communications and Copyright Office ([email protected]) for assistance with any copyright questions or issues.

Course materials prepared by the instructor are considered by the University to be an instructor’s intellectual property covered by the Copyright Act, RSC 1985, c C-42. These materials are made available to you for your own study purposes, and cannot be shared outside of the class or “published” in any way. Lectures, whether in person or online, cannot be recorded without the instructor’s permission. Posting course materials or any recordings you may make to other websites without the express permission of the instructor will constitute copyright infringement.

Documents

Master of Teaching Program