Alexander Center CVCC
Course Syllabus RE 4030 (3 hr) Spring
2007
Development of Literacy for Learning
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Instructor: Dr. Woodrow Trathen Office: 326 A EDH
Telephone:
828 262-6056 (Office) E-mail: trathenwr@iplm3.appstate.edu
Class
hours: R 6:00
PM to 9:00 PM Alexander Center of
CVCC
Office
hours: R 4:00 PM
to 6:00 PM
By
Appointment
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Course
Description
RE
4030. Development of Literacy for Learning (3).
This course further develops issues covered in RE 3030,
Foundations of Literacy, with special attention to upper elementary grades (3-6).
Topics explored in this course include reading comprehension and vocabulary
development, instructional strategies to promote development in all language
arts (reading, writing, listening, speaking, visually representing), and
effective methods to integrate language arts across the curriculum. Several
projects will be developed for implementation during the field experience to
put into practice concepts and strategies learned in the course. Prerequisite: RE
3030, Foundations of Literacy.
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Course
Overview
Beginning readers and writers need to develop an
understanding of the alphabetic principle (in order to decode words) and begin
to use their knowledge of how letters represent sounds and how those letters
and sounds make up words. Through focused word study and shared, guided, and
independent reading and writing, they build an understanding about written
language and develop their print processing skills. This is the foundation for
using literacy—reading and writing—to learn. As students solidify
their print processing skills (decoding accurately and automatically) and make
meaning from the text, they become more proficient readers. When most students
reach grades three though six, they are ready to focus their attention on
comprehension, discussion, vocabulary, and writing. The texts they read include
both fiction and non-fiction.
How do you assess students’ reading fluency and word
knowledge? How can you support students in their efforts to understand,
interpret, and respond to literature and expository texts in meaningful and
creative ways? What kinds of assignments do you create, and how do you
assess the work that students do? How do you determine the appropriate
instructional-level material that students should be reading?
This course is designed to help you begin developing answers
to these questions, and, through a field placement, to try out instructional
methods with students. It is also an opportunity for you to participate in a
social constructivist learning environment—a setting in which the primary
focus is individual and collaborative student effort to construct meaning from
texts.
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Course
Goals and Objectives
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Textbook—Web Site:
http://www.ltl.appstate.edu/reading_resources/index.htm
North Carolina Standard Course of Study: (on-line) http://www.ncpublicschools.org/curriculum/
See English/Language Arts Curriculum
Standard Course of Study (Curriculum Approved 2004)
Grade Level Curriculum grades 3-5 (all parts)
Also, language arts resources
http://www.ncpublicschools.org/curriculum/languagearts/elementary/
Trade
Books—Purchase at Black Bear Books
Dave Barry and Ridley Pearson (2004) Peter and the
Starcatchers.
Richard Platt and Chris Riddell (2001) Pirate Diary Journal of Jake Carpenter .
Mary Pope Osborne (1994) Pirates Past Noon.
Barnaby Harward (2006) The Best Book of Pirates.
Tom Lichtenheld (2000) Everything I know about Pirates.
John Scieszka and Lane Smith (2004) Not-So-Jolly, Roger (Time Warp
Trio).
Also
Required (Various Trade Books): Materials distributed in class.
Recommended:
Aimee Buckner (2005) Notebook Know-How: Strategies for The Writer's Notebook. (ASU
Bookstore)
Bob Blaisdell (1995) Favorite Greek Myths. (Get at
Amazon.com)
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Course
Requirements
Attendance, Disposition and Participation:
Attendance is expected for all classes in block. The learning that I
expect for you in this course (clarifying, testing, and justifying ideas)
depends largely on your attendance and active participation. In addition,
this class will involve much student participation, and it is particularly
important that you come prepared for class by completing readings and other
assignments. You cannot participate if you
are not here and if you are not prepared. Each of you is responsible for
developing a professional disposition. The professional disposition I would
like you to present is one where you are excited and enthusiastic about
teaching reading/language arts, where you complete every assignment to the best
of your abilities, where you are engaged in class activities and discussions,
and where you are in class (every class) on time and ready to work. To this
end, in my grading system 2 times tardy is equivalent to 1 time absent. More
than 1 time absent will reduce your grade: 5 percentage points for each
absence.
Academic honesty and integrity are expected of all
students. Any work that you or your team submits must be your own
work. Any ideas, information, approaches, or formats that you use based on
the work of others must be acknowledged by citing the appropriate sources.
Assignments: All assignments must be
submitted on time in order to be eligible to be awarded maximum credit. I
reserve the right to lower your grade for late assignments.
|
Assignments |
Start
Dates and Due
Dates |
Percentage
Final
Grade |
|
1. Attendance, Disposition, and
Engagement in Class Activities |
Daily |
10 % |
|
2. Portrait Poem or Me Map
Draft
Completed
Reflection |
Due |
5 % |
|
3. Interdisciplinary Literary
Study (1) Pirates
Past Noon Not-So-Jolly,
Roger Pirate
Diary |
Due |
10 %
|
|
4. Interdisciplinary Literary
Study (2) Peter
and the Starcatchers The
Best Book of Pirates Everything
I Know about Pirates |
Due |
25 %
|
|
5. Multi-Text Study and Unit * |
Due |
30 % |
|
6. Reading Fluency Assessment
& Reflection * |
Due |
15 % |
|
7. Daily Reading & Reading Log |
Daily, Periodic
Grading |
5
% |
|
Note: * Indicates an assignment that will
be placed on Task Stream and will be part of the student portfolio |
|
Total =
100 % |
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Block guidelines are used in determining grades: A work
shows excellence in depth of thought as the expectations of the assignment are
met; shows creativity, critical thinking; is technically superior; and well
organized. A work is exceptional. B work meets the expectations; is technically
accurate; and organized. C work meets the basic requirements but has some
problems with technical expertise (mechanics) or organization. D work (or lower)
does not meet the minimum requirements and/or has significant problems with
technical expertise and organization.
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We will
have a course web site to use for assignments and resources.
Reading
Resources: http://www.ltl.appstate.edu/reading_resources/index.htm
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Course Topics--Thematic Syllabus
(University-Based)
Introductions--Building a
Framework for Literacy Instruction
What
is the Reading Process?
Word
Recognition
Comprehension--Schema
Theory
Fluency
Emergent
Literacy
Creating
an Environment for Literacy Instruction
Marinating
Children in Literature
Reading
to Children
Providing
Books in Your Classroom—Choices and Levels
Designing
a Classroom and Activities
Indirect and Explicit
Instructional Approaches to Teaching Literacy
whole
language, language experience, basals, schema-theoretic, strategy expansion,
supporting skills, using the basal as a resource, DRTA, discussion circles
Basals
Children's
Literature
Picture
Books
Predictable
Books (Early Readers)
Novels
& Stories
North Carolina
Curriculum: English/Language Arts
Developmentally
Appropriate Reading Instruction
partner
reading, silent reading
Lessons
Structures
Whole
Class
Small
Group
Leveled
Cooperative
Individual
Supporting Skill
Development in Context
Vocabulary
Instruction
Comprehension
Responding
to Literature (Discussion and Questioning)
Content
Area Literacy
strategy instruction, reciprocal teaching, structure
of texts
Integrating
Reading and Writing Instruction with Content Areas
Formal
and Informal Approaches to Assessment and Diagnosis
IRI, WRI, standardized tests
(Note: This is not an
exhaustive list of topics. It indicates both topics and themes. Some will be
taken up in the order suggested here; others will be woven throughout the
course. Specific assignments will
be made in class, and classes will be adjusted based on developing needs and
interests.)
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