EMERGENT LITERACY - coe.wayne.edu firstname.lastname@example.org Course Description Examination of a variety of theories, ... Emergent Literacy Literacy Reading . 17 Emergent ...
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@example.com 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/Activity 1. Students will be familiar with and know how to effectively use in instruction literature (childrens, 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. (18.104.22.168., 22.214.171.124, 126.96.36.199, 188.8.131.52/5.2,5.3, 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 mailto:firstname.lastname@example.orgPlease 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, (184.108.40.206, 220.127.116.11, 18.104.22.168, 22.214.171.124, 126.96.36.199, 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, (188.8.131.52, 184.108.40.206, 3.1.4, 3.4.4, 3.4.5, 220.127.116.11, 18.104.22.168/1.5, 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, 22.214.171.124/2.2, 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, (126.96.36.199., 188.8.131.52, 184.108.40.206, 220.127.116.11, 18.104.22.168/2.5, 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, (22.214.171.124, 126.96.36.199/ 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. (188.8.131.52/5.7) 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. (184.108.40.206.1, 220.127.116.11, 4.2.1, 18.104.22.168, 22.214.171.124, 126.96.36.199, 188.8.131.52, 184.108.40.206, 220.127.116.11, 18.104.22.168, 22.214.171.124, 126.96.36.199, 188.8.131.52, 184.108.40.206, 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, 220.127.116.11, 18.104.22.168, 22.214.171.124, 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. (126.96.36.199, 3.2.6, 188.8.131.52, 184.108.40.206, 220.127.116.11/5.5) 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. (18.104.22.168, 4.1.2, 22.214.171.124, 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. (126.96.36.199/5.8) 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. (188.8.131.52, 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.(184.108.40.206/16.2) 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. https://owl.english.purdue.edu/owl/resource/560/01/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 WSUs online periodicals (http://library.wayne.edu/resources/journals/). http://elibrary.wayne.edu/record=b2832047~S47http://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. http://www.balancedreading.com/simple.htmlPlease 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 anotherplease 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 weeks 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 hadnt thought of that, I agree) and instead respond in ways that show critical thought and invite response (e.g., I havent 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. Almasis 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 areasat 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 wont 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 childs 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 childs instructional reading level. - Conduct one or more running record sessions with the childyou 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 students 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 childs 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 worththis 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 moduleyou 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 Universitys 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 students 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 http://doso.wayne.edu/assets/student-code-of-conduct-brochure.pdfhttp://doso.wayne.edu/assets/student-code-of-conduct-brochure.pdfhttp://bulletins.wayne.edu/ubk-output/index.htmlhttp://www.bulletins.wayne.edu/gbk-output/index.htmlPlease 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 = 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. http://www.clas.wayne.edu/writing/http://www.clas.wayne.edu/unit-inner.asp?WebPageID=1330Please 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 modulethere 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 http://www.balancedreading.com/simple.htmlhttp://www.balancedreading.com/simple.htmlPlease 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 Analysiswrite 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 AnalysisHave 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.