EDLIT 371 Literacy in the Classroom Syllabus

Instructor: Office: A.F. Gray 300A Phone:Email:

Course DescriptionThis course prepares students to develop reading and language arts skill, including speaking, listening, and writing for age 3 through grade 8. It includes an emphasis on reading readiness, emergent literacy, assessment, methods, materials, recent research, and theoretical sound practices for improvement and instruction of reading and language arts skills. It is taken in conjunction with a 100-hour practicum (ED491).

This course meets requirements for ECE/Elementary licensure authorizations.

Learning Outcomes

Upon successful completion of the course, the student will be able to:

• Articulate and apply insights for a balanced approach to teaching literacy - emergent literacy, phonics programs, comprehension, content area reading and study skills

• Distinguish between whole-language, basal, sight word, and literature based reading

• programs as well as DIBELS, DRA, Reading Recovery, and Direct Instruction methods

• Know and incorporate the Oregon Standards for literacy in instructional plans• Connect reading and writing; vocabulary and literacy in learning outcomes and

lessons• Design lessons, choose materials, and deliver instruction that differentiate for

the learning• needs of diverse students• Support literacy through appropriate assessment• Integrate technology into instruction• Successfully teach in a clinical setting

TextbooksFox, B.J. (2013). Phonics and word study for the teacher o reading: Programmed for self instruction. (11th ed.). Peason. ISBN: 9780132838092Herrell, A.L., & Jordan, M. (2008). 50 strategies for teaching English language learners. (5th ed.)., Pearson. ISBN-13: 978-0-13-700518-5.Owocki, G. (2012). The common core lesson book K-5: Working with increasingly

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complex literature, informational text, and foundational reading skills.Ray, K.W. (1999). Wondrous words: Writers and writing in the elementary classroom. Urbana, IL: National Council of Teachers of English. ISBN:9780814158166Routman, R. (2003). Reading essentials. Portsmouth, NH: Heinemann.

Loaner chapters from TextsClay, M.M. (2002). An observation survey of early literacy achievement. Portsmouth, NH: Heineman. Fountas, I.C., & Pinnell, G.S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann. Pinnell, G.S., & Fountas, I.C. (1998). Word matters: Teaching phonics and spelling in the reading/writing classroom. Portsmouth, NH: Heinemann.

State and National StandardsThis course supports the development of knowledge, skills, abilities, and professional dispositions for the Oregon Initial Teaching License, as provided in Oregon Administrative Rule 584-018-0105, and the Interstate Teacher Assessment and Support Consortium (InTASC) standards. (See Appendix A)

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Biblical Characteristics and Standards

Not only will this course support students in developing content specific skills, but it will also require students to reflect upon the critical dispositions necessary to be effective and empathetic. (See Appendix B).

Instructional Technology Policy for Education Courses

The course intentionally and authentically integrates technology into teaching and learning, incorporating the ISTE/NETS Standards. Teacher and student tools include the internet, web applications, software, and hardware, in any or all of the following activities:

• Display of information• Storage of information• Exploration of content, materials, and models• Collaboration• Skill development• Application of skills• Organization of information• Problem solving• Design and construction of projects

Students will learn with and through technology, thus increasing their technology literacy and their ability to design and develop curriculum and teaching strategies in their own classrooms; build connections with their tech-savvy, internet-native students; and conduct future research in areas of interest. You are permitted to use laptops or tablets during class for course use only!

ADA PolicyAny student who has a documented disability that may require accommodation to fully participate in this class should contact Dr. Denise Haugen, the Director of Career and Life Counseling Center at 503-571-1119 as soon as possible.Students with an Accommodation Plan through the Career and Life Counseling Center who would like to discuss the plan with the instructor should make an appointment. Students who wish to discuss emergency medical information or special arrangements in case the building must be evacuated should also make an appointment to meet with the instructor.

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Course Requirements

Class Attendance and Participation Come ready to participate: to read, write, listen, and interact demonstrating critical, analytical and reflective process for each class session. Your punctual attendance is crucial. Please notify me if you must be absent. For any class sessions missed, you will lose10 points toward the course grade, and will still be required to complete all assignments according to the syllabus. In the case of significant extenuating circumstances, 5 of the 10 points can be earned back. “Significant extenuating circumstances” do not include family vacations, work, weddings, or minor illnesses.

Late WorkAn assignment turned in late will be lowered one letter grade per week that it is late. Assignments not turned in at least one week before grades are due to the Registrar’s Office will not be accepted

Course Readings (Worth 2 points each, due at the end of each week in Moodle)It is essential that you keep up with the readings. The content of the readings is your introduction to what will be covered during class time. The class lectures and activities will be applications of what you will be reading in your texts; so in order to understand, you must have read the chapters beforehand. You will demonstrate your knowledge of the readings through your conversations during class discussions and your participation in class activities.

You will be required to respond to focus questions for each assigned chapter reading. The focus questions will be provided online in Moodle. Responses should demonstrate critical thinking as well as a personal connection to the material based on your understanding and interpretation of the course reading materials.

Quiz 1 and 2 (each quiz is worth 25 points) You will learn how to analyze students’ reading and writing during the course. This skill is essential and takes years of practice to master. However, we will learn and practice the basics of analysis throughout the course. We will practice as a class during several sessions. Finally, you will take two open-notes/book quizzes that will require you to analyze students’ reading and writing.

2 Reading Lesson Plans (20 points each lesson) You will create, teach, and video record the delivery of two reading lessons in this course- a Read Aloud and a Shared Reading. Both of these lessons will be uploaded to Moodle. The following are the instructions and procedures for this assignment:

Materials you will need for this assignment:● Cell phone camera, WPC’s digital camera, or ipad video app

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● youtube account (you will automatically have a youtube account if you open a free gmail account.)

Read Aloud and Shared Reading Lesson Instructions:1. Watch the instructional video in Moodle provided by professor. This will be a youtube

video of the professor teaching. 2. Write a lesson plan using the provided lesson plan format template on Moodle. The

lesson should be no more than 10 min. You will need to find a children’s picture book on your own to complete this lesson. Discuss with your mentor teacher the appropriate book to use.

3. Submit your lesson plan for feedback to professor by indicated date on syllabus calendar.

4. Once you have professor approval, record yourself delivering your lesson plan to your PK-5 students and upload it to youtube.

Delivering and Uploading Lesson:5. Have your supervisor or mentor teacher record you and observe you teach.6. Upload the youtube link to Moodle site. See syllabus calendar for due date.7. Upload your lesson plan to Moodle with a link to your youtube video and a reflection

answering the following questions: What did I do well in delivering my lesson? What do I need to work on in order to improve lesson delivery? The answer to each reflection question should be at least half a page long using 12 inch font and double-spaced.

8. Upload your supervisor and/or mentor teacher’s observation of your lesson.

Running Record Analysis (used in the student teaching placement classroom) (11 points)For this assignment, you will need to choose a student struggling with reading. Your task will be to conduct a formal running record and analyze it. Discuss the results with your mentor teacher and use the results to plan next steps for the students. Bring all materials to class.

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The Urban Project (See “Urban Project Assessment” at the end of syllabus for complete description and rubric of this project) (75 points)This is a major assessment of the teacher candidate’s ability to understand learner development, learning differences, and learning environments as delineated in OAR 584-018-0100 (TRSPC standard 1 and InTASC Standards 1,2, and 3). Additionally, the project is responsive to the Warner Pacific College mission as an institution that embraces the city and its diversity, by preparing teachers to work effectively in the urban classroom.

The primary outcomes of the Project for the teacher candidate are: To increase awareness of the characteristics and environments of the urban student,

teacher, and classroom.

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To assess one’s own attributes, strengths, biases, and expertise that will impact success as an urban teacher, and to identify resources for personal and professional growth.

To develop a repertoire of strategies to motivate, reach, and engage urban students in learning.

This section of the course will center around nine essential questions related to urban education. Throughout the semester, you will engage in conversations, activities, and observations that require you to consider how teaching in an urban environment has a unique set of skills and knowledge required. The assessment will include a collection of portfolio materials as well as a synthesizing essay. Details and a rubric for this project will be provided in class. The courses schedule reflects activities related to the project.

Literacy Binder You will be required to keep a literacy binder in which all of your materials and work completed in this course will be collected. It is your responsibility to organize the binder using dividers and labeled tabs. The purpose for this binder is so that you have an easy and organized binder for when you teach literacy during your student teaching and once you get your own classroom. Although no points are assigned to this requirement, you will not receive your final grade until this binder is complete, turned in, and checked by the professor. (See the course calendar for due date.)

Points and Grades

Course Readings 24 pointsQuiz 1 25 pointsQuiz 2 25 pointsRead Aloud Lesson Plan 20 pointsShared Reading Lesson Plan 20 pointsRunning Record Analysis 11 pointsUrban Project 75 pointsTotal 200 points

180-200 points = A160-179 points = B140-159 points = C120-139 points = DLess than 120 = F

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Course Calendar

Date Class Topics Readings/Assignments Due Next Time

Session 1Tuesday

1/13

● Reading Foundations

● syllabus

● RE text: c. 4 (the optimal learning model) pp.41-62

Session 2Thursday

1/15

Reading and Writing and the Optimal Learning Model/Gradual Release Model

Assessment drives instruction: Running Record 1

RE text: c. 1 and 2 (teaching life and bond with students)

Phonics & Word Study: Part 1 (pp. 1-28).

Session 31/20

Running Record 2 and other assessments

Reading discussion.

● RE text: c. 5 & 8 (classroom lib. and comprehension)

● Bring laptop to class

Session 41/22

● Practice running record● Read Aloud: what is it? why is it

important?

● Write draft of Read Aloud lesson plan- bring 5 copies.● Watch video on moodle site● Phonics & Word Study: Part 2

Session 5 1/27

Group editing read aloud lesson Practice running record

● TEACH READ ALOUD LESSON IN YOUR CLASSROOM THIS WEEK. RECORD YOUR SELF AND UPLOAD BY ???

● RE text: c. 7 & 9 (assessment and shared reading)

Session 61/29

Practice Running Record Shared Reading: another specific

structure/purpose mini-lesson

Shared Reading draft lesson plan Watch video on moodle site Phonics & Word Study: Part 3

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Session 72/3

Practice Running Record Group editing shared reading

lesson

TEACH SHARED READING LESSON IN YOUR CLASSROOM THIS WEEK. RECORD YOUR SELF AND UPLOAD BY TO MOODLE BY 2/19

RE text: c. 6, 10, and 12 (Independent reading, guided reading, and you have limited time)

Session 82/5

Chapter discussion● Independent Reading- Student

conferencing

● Practice for quiz on Thursday!● Urban Project- Conduct running record assessment on identified student(s). See Urban Project instructions for details.● Phonics & Word Study: Part 4

Session 92/10

Guided Reading QUIZ 1-Running Record

● G.R. text: c. 13 (Learning About Letters and Words) Professor will provide● Pick up word works packet and identify your assigned project● Urban Project- bring data to class.

Session 102/12

● Using effective literacy stations● Urban Project- data analysis

discussion.

● W.M. text: c. 1, 2, and 3 (Eight Principles of Literacy Learning, Designing a Quality Literacy Program, and Becoming a Word Solver)

● Phonics & Word Study: Part 5

Session 112/17

● Chapter discussion● Leveling children’s books

(professor will provide)

● G.R. text: c. 11 (Selecting and Introducing Books) professor will provide

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Session 122/19

● Writing: Oregon Writing Scoring Guide

● Common Core

G.R. text: c. 12 and 14 (Teaching for Strategies and Shifts Over Time) professor will provide

Phonics & Word Study: Part 6

Session 132/24

● Common Core● Guided Reading in the Upper elementary grades discussion

W.W. text: c. 1 and 2 (Reading like Writers and Craft of Writing).

Session 142/26

Writers’ Workshop: Video W.W. text: c. 3,4, and 5 (Envisioning Text Possibilities, Reading Aloud, Studying Writers’ Office Work)

Phonics & Word Study: Part 6

Session 153/3

Urban Project Work Writers’ Workshop: Writing

Developmental Model

W.W. text: c. 6 (Organized Inquiry)

Session 163/5 Urban Project work

Writing Workshop: Experiencing Woodray’s writing model.

W.W. text: c. 7,8, 9, and 10 (An Invitation to My Library, Another Invitation to My Library, Selecting Books for Craft Study, and Growing Taller in Our Teaching)

Phonics & Word Study: Part 7

Session 173/10 Urban Project

Writing Workshop: explore lesson plan format.

Urban Project

W.W. text: c. 11 and 12(Planning for the Workshop and Focus Lessons)

Session 183/12

● Writing Scoring guide Practice

Urban Project

H&J Readings: In your group of 3 or 4, read your ESL strategy.

Phonics & Word Study: Part 8

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Session 19

3/17

Writing Workshop Urban Project work.

Organize your materials for quiz 2

Common Core text: pp. xv, xvi, xcii, xix, and xx

Running Record Analysis Assignment (see details above) due 4/9

Session 203/19

QUIZ 2

Urban Project work

Common Core text: Anchor 1

Spring Break

3/23-3/27

Session 213/31

Tuesday

Urban Project materials

O.S. text: c. 4 (Concepts About Print)

Session 224/2

Thursday

Urban Project work

Concepts about print practice

W.M. reading discussion

Urban Project materials

H&J Readings: In your group of 3 or 4, read your ESL strategy.

W.M. text: c. 9 (What Children Need to Know About Letters and Words)

O.S. text: c. 6 (Observation tasks for Letter Identification, Word Reading, Writing Vocabulary, and Hearing and Recording Sounds in Words)

Session 234/7

Tuesday

● Urban Project work

● Assessments

Phonics

W.M text: c. 11, 12, and 13 (Word-Solving Strategies: Organize to Teach, Teaching for Print and Sound Knowledge, and Word

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Explorers: Teaching Strategies that Promote Active Inquiry)

Session 244/9

Thursday Phonics and assessment

● W.M. text: c. 14 (A Comprehensive Word Study System)● H&J Readings: In your group of 3 or 4, read your ESL strategy.● Common Core text: Anchor 2

Session 25

4/14

Tuesday

Visit Children’s Learning Center to conduct literacy assessments

Urban Project work

Urban Project materials

W.M. text: c. 15 (Interactive Writing Workshop: Developing Word-Solving Strategies)

Session 26

4/16Thursday

Urban Project work

DIBLES

O.S. text: c 7

Urban Project materials

H&J Readings: In your group of 3 or 4, read your ESL strategy.

Common Core text: Anchor 3

Session 274/21

Tuesday

DIBLES

Urban Project work Urban Project materials H&J Readings: In your group

of 3 or 4, read your ESL strategy.

Session 284/23

Thursday

Urban Project work Urban Project materials H&J Readings: In your group

of 3 or 4, read your ESL strategy.

Common Core text: Anchor 4

Session 294/27

TuesdayWriting

Common Core text: Anchor 5 and 6

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Session 304/30

Thursday

WritingCourse evals

O.S. text: c. 8Common Core text: Anchor 7

Final’s Week Urban Project due

The provisions of this syllabus may be added to, deleted from, or otherwise changed if, in consultation with the department chair, the instructor deems it necessary to achieve course objectives. The student will be notified in advance of any such changes.

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Appendix A

OAR 584-018-0100

INTASC Standards InTASC Performances, Knowledge, and Critical Dispositions

1(b) LearningDifferences(InTASC 2)

2) Learning Differences: The teacher usesunderstanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Performances2(e) The teacherincorporates tools of language development into planning and instruction, including strategies for making content accessible to English language learners and for evaluating and supporting their development of English proficiency.

Essential Knowledge 2(i) The teacher knows about second language acquisition processes and knows how to incorporate instructional strategies and resources to support language 2(a) Content

Knowledge(InTASC 4)

4) Content Knowledge: The teacherunderstands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learningexperiences that make these aspects of the discipline accessible

Performances 4(h) The teachercreates opportunities for students to learn, practice, and master academic language in their content.

2(b) Applicationof Content(InTASC 5)

5) Application of Content: The teacherunderstands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving

Performances 5(h) The teacherdevelops and implements supports for learner literacy development across content areas.

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3(c) InstructionalStrategies(InTASC 8)

8) Instructional Strategies: The teacherunderstands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge inmeaningful ways.

Performances 8(h) The teacher uses avariety of instructional strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes.

Essential Knowledge 8(m) The teacher understands how multiple forms of communication (oral, written, nonverbal, digital, visual) convey ideas, foster self-expression, and build relationships.

Critical Dispositions 8(q). The teacher values the variety of ways people communicate and encourages learners to develop and use multiple forms of communication.

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Appendix B

Biblical Standards and Characteristics

Students preparing to go into the world as educators should prepare themselves by reflecting upon and displaying Biblical characteristics.

WisdomStudents shall display: knowledge, understanding, insight, discernment, maturity, sound judgment and decision-making, and humility.

“Blessed are those who find wisdom, those who gain understanding, for she is more profitable than silver and yields better returns than gold.” Proverbs 3:13-14

The teacher with wisdom pursues deep understanding of learners and the learning process. The teacher is an expert in relevant content areas and can make content accessible and meaningful to all students. The teacher establishes a supportive learning environment and successfully manages emerging problems. The teacher makes sound decisions based on data, research, best practice, and knowledge of learning and individual learners. (InTASC 1--Learner Development; 2--Learning Differences; 3--Learning Environments; 4—Content; 5--Content Application; 6—Assessment; 7--Planning for Instruction.)

PurposeStudents, as teachers, display persistence, drive, inquiry, creativity, and patience.

“In a large house there are articles not only of gold and silver, but also of wood and clay; some are for special purposes and some for common use. Those who cleanse themselves from the latter will be instruments for special purposes, made holy, useful to the Master and prepared to do any good work.” II Timothy 2:20-21

“Where there is no counsel, purposes are frustrated, but with many counselors they are accomplished.” Proverbs 15:22

The teacher with purpose pursues pedagogical expertise and performance in order to reach and teach all students, maximize learning, and close the achievement gap for struggling students. The teacher takes ownership for student learning and works in collaboration with others to ensure learning occurs. (InTASC 8--Instruction Strategies; 10--Leadership and Collaboration.)

Calling

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Students, as teachers, should display commitment, desire, enthusiasm, optimism, dependability, fortitude, authenticity, selflessness, compassion, consideration, and leadership.

“…walk worthy of the calling to which you have been called with complete lowliness of mind (humility) and meekness (unselfishness, gentleness, mildness), with patience, bearing with one another and making allowances because you love one another.” Ephesians 4:1-2.

The teacher with calling possesses the values, beliefs, and attributes to persist and thrive in a complex, diverse, and increasingly difficult school setting. The teacher is prepared and able to

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meet the challenges and demands of his/her chosen career. (InTASC Critical Dispositions inStandards 1-10.)

ExcellenceThe student, as teacher, should display integrity, honor, distinction, and diligence.“…learn to sense what is vital, and approve and prize what is excellent and of real value…” Philippians 1:10.

“For the rest, brethren, whatever is true, whatever is worthy of reverence and is honorable and seemly, whatever is just, whatever is pure, whatever is lovely and lovable, whatever is kind and winsome and gracious, if there is any virtue and excellence, if there is anything worthy of praise, think on and weigh and take account of these things.” Philippians 4:8

A teacher of excellence seeks opportunities for continual improvement, collaboration, communication, leadership, and life-long learning. The teacher maintains high personal standards and engages in meaningful reflection in order to improve practice for the benefit of students and to advance the profession. (InTASC 9—Professional Learning and Ethical Practice;10—Leadership and Collaboration.

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Urban Project Assessment

The Urban Project is a major assessment of the teacher candidate’s ability to understand learner development, learning differences, and learning environments as delineated in OAR 584-018-0100 (TSPC standard 1 and InTASC Standards 1, 2, and 3.) Additionally, the Project is responsive to the Warner Pacific College mission as an institution that embraces the city and its diversity, by preparing teachers to work effectively in the urban classroom.

The primary outcomes of the Project for the teacher candidate are:

1) to increase awareness of the characteristics and environments of the urban student, teacher, and classroom.

2) to assess one’s own attributes, strengths, biases, and expertise that will impact success as an urban teacher, and to identify resources for personal and professional growth.

3) to develop a repertoire of strategies to motivate, reach, and engage urban students in learning.

A portfolio is the product by which a teacher candidate’s attainment of the outcomes is assessed. The portfolio notebook will consist of two parts:

A) A synthesis essay related to the seven questions posed in the Project. The essay is a reflective analysis of the knowledge and meanings gained during the Project. These would include:

i. How difficult or easy, unsatisfying or rewarding, and/or ineffective or effective the teacher candidate believes it would be to work in an urban school, based on understandings of himself/herself and understandings of the urban setting;

ii. What attributes, experience, and skills the teacher candidate now has that would benefit and support urban students; and

iii. What knowledge, understandings, and skills the teacher candidate still needs to develop in order to be successful in the urban classroom.

The essay should seamlessly blend theory, philosophy, practicality, and personal perspective. Anecdotes from the candidate’s experience are encouraged if they communicate an essential point.

The essay will be 8-10 pages in length (double-spaced, APA style) and will appear as the first section of the portfolio notebook. It will comprise 50% of the total grade.

B) The notes, assignments, and resources collated for each of the nine topics of the Project. These will be displayed in the portfolio notebook behind tabs for each topic.

The documents in this section of the portfolio will comprise 50% of the total grade.

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Urban ProjectEssential Questions and Plan of Study

1. Who is a student in an urban environment?

2. What is the impact of poverty in urban environments?

3. What does it mean to teach in an urban environment? What are the characteristics of a successful educator in an urban setting?

4. What does good urban teaching look like?

5. How do we motivate students in urban environments within content areas?

6. How can multiple literacies be used to promote literacy in urban settings?

7. What is the impact of gang activity in urban school settings?

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