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Block 414 Course Syllabus
Spring 2006 RE 3030 (3 hr)
Foundations of Literacy Instructor: Dr. Woodrow Trathen Office: 326 A
EDH Telephone: 828 262-6056 (Office) E-mail: trathenwr@iplm3.appstate.edu 828
406-0514 (Cell) trathenwr@hotmail.com 828
265-1952 (Home) Class hours: M W 1:30 PM to 3:30 PM in EDH 113 (M)
& EDH 214 (W) Office hours: M W 10:30
AM to 11:45 AM and M 3:30 PM to 5:00
PM By Appointment (other times as
well) Course
Description RE 3030. Foundations of Literacy (3). RE
3030 focuses on early reading and writing development (K-3). Students will
explore critical issues of literacy acquisition, assessment, instruction, and
intervention. Special attention will be given to effective methods for
reading, writing, and word knowledge instruction, including materials,
strategies, and organization to meet the needs of all learners. Selected
assessment and instructional activities will be designed for implementation
with elementary students during field placement experiences. 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. The focus of this course is the instruction
that helps students build these foundations of literacy. For typical students
learning to read takes place in grades K through 2. When most students
reach grades 3 though 6, they are ready to focus their attention on using
reading as a tool to learn information. The texts they read include both
fiction and non-fiction. How do you assess
students’ literacy development? How can you support students in their efforts
to understand what reading is and how language is used to convey meaning?
What kinds of assignments do you create that will assist students as they
attempt to unlock the code between written and spoken language? 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. Course Goals and Objectives
Methods of Teaching
Teaching
methods will include a combination of lecture and discussion, demonstration
of instructional strategies, application of instructional strategies,
hands-on practicum experiences, and observed or videotaped examples of
strategies in the classroom. Students are encouraged to share concerns via
e-mail and/or discussions with me.
Textbook—Purchase at the
ASU bookstore Required: Darrell Morris & Robert E. Slavin (2003). Every
Child Reading. Recommended: (Amazon.com) Darrell Morris (2005). The Donald R. Bear, Marcia Invernizzi, Shane R. Templeton, &
Francine Johnston (2003). Words
Their Way, Third Edition.
Prentice Hall. Trade Books—Purchase Required: Alan McDonald & Gwyneth Williamson (2001). Beware
of the Bears. Tiger Tales. James Marshall (1998).
Goldilocks and the Three Bears. Puffin Books (Paperback) Mary Pope Osborne & Sal Murdocca (1998). Polar Bears Past Bedtime (Magic Tree House
12). Random House. Also Required: Selected readings and materials. (Will be made available) (Various
trade books): Materials distributed in class. We will have a
course Web site to use for assignments and resources. There will be selected
Web sites for required reading and viewing, which will be accessible from the
class Web site. For now we will use the reading resources Web page until
construction on the RE 3030 Web site is complete. Reading Resources: http://www.ltl.appstate.edu/reading_resources/index.htm
See
English/Language Arts Curriculum
Standard Course
of Study (Curriculum Approved 2004)
Grade Level
Curriculum grades K-2 (all parts)
Also, language arts resources http://www.ncpublicschools.org/curriculum/languagearts/elementary/
There
are several documents you will want to examine thoughtfully. Course Requirements Attendance, Disposition and Participation: The expectations for this class are identical to those of your
future school employers. Tardiness is unacceptable. Attendance is expected
for all classes in block and all days in field placement. If for some reason
you are unable to make it to class, you must notify me prior to class
(however, note grading policy below). The learning that I expect for you
in this course (understanding, 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 prior to class. 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: A letter grade for each absence. Ethics: Again, the
expectations for this class are identical to those of your future school
employers. You are entering a profession in which you will serve as a model
for children’s beliefs and behaviors. Parents will trust their children’s
safety, health, education, and happiness to you each school year. You must,
therefore, hold yourself to the highest standards of academic and personal
integrity. Please review the Appalachian State University Academic Integrity
Code ( http://www.judicialaffairs.appstate.edu/files/documents/academic_integrity.pdf
). 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, images, or formats that you use based on the work of
others must be acknowledged by citing the appropriate sources. Professional behavior expectations of our community of learners: As will be expected of you as an employed teacher, your most
considerate, professional behavior is expected at all times. That is, beyond
attending every class and every field placement day, arriving promptly, and
being prepared, consider the impact of your behavior on others’ learning.
Cell phones and other potential annoyances should be left at the door or
disabled. If you have an idea or a question, share it. If you need
clarification ask for it. If you disagree with my views or those of
classmates, challenge the ideas not the person. Be a good listener. Be an
active contributor, but leave your competitive juices at the door and work
hard to be a good colleague to me and to your classmates. Class work and
lifework beyond the focus of any given class meeting should be put on hold
during class. If you have any individual needs requiring instructional
accommodation, please talk to me as soon as possible to assist my ability to
work with you. Please feel welcome to discuss with me concerns you have about
class, block, and school. I am here to assist your learning. 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.
Grading Criteria
Most
assignments will be graded on a three-point scale. Rubrics will be
provided. Major assignments include the read aloud performance,
in-class assignments, teaching packet notebook, literacy assessment and
instructional interpretation, internship reflection, and the knowledge exams.
Major assignments, excluding the exams and internship reflection, may be
redone if first drafts receive less than a 3. Individual project research and
sharing is an optional assignment that also will be graded on a 3-point
scale. It will be factored into your grade as outlined below. My expectation is that no one will
score lower than a B. Here is the breakdown of grades: B (a) 3 on each major assignment; (b) A- average on exams (c) late to class (or early departure from
class) no more than once; (d) no unexcused absences. C (a) at least 2 on all major projects; (b) B- average on exams (c) late to class (or early departure from class)
no more than twice; (d) 1 or fewer excused absences from
practicum and 1 or fewer unexcused absences from class. You and I will meet
to discuss your future in the program and the profession. D Either (a) failure to achieve any one
of the criteria a-d for a C, or (b) 3 class absences. You and I will meet to
discuss your future in the program and the profession. F Either (a) failure to achieve any two
of criteria a-d for a C, or (b) 4 or more class absences. You and I will meet
to discuss your future in the program and the profession. Note: Completion of an original, thoughtful, and substantial contribution to our learning in
this class in the form of individual project research and sharing can increase your final grade by up to one
full letter depending on quality of the work. So, to earn an A you must meet all of the criteria for a B
and complete the individual project research and sharing with a high degree
of effort, thoughtfulness, and quality of presentation.
Course
Topics--Thematic Syllabus (University-Based) Introductions--Building a
Framework for Literacy Instruction What
is the Word
Recognition Comprehension--Schema
Theory Fluency Emergent
Literacy Creating an
Environment for Literacy Instruction Marinating
Children in Literature 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, DRTA, Text
Talk Basals Children's
Literature Picture
Books Predictable
Books (Early Readers) Novels
& Stories Developmentally Appropriate partner
reading, silent reading Lessons
Structures Whole
Class Small
Group Leveled Cooperative Individual Supporting Skill Development in
Context Phonics
Instruction, Phonemic Awareness, Alphabet Knowledge Spelling,
Vocabulary Instruction Comprehension Responding
to Literature (Discussion and Questioning) Strategy
Instruction and Visual Representation Informal
Approaches to Assessment and Diagnosis ERSI,
Spelling, WRI (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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NCDPI Standards and Indicators
Your instruction and experiences in
this course will help you begin to meet several of the North Carolina
Department of Instruction (NCDPI) standards for elementary education
teachers.
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Standards and Indicators
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Standard
1: Elementary teachers have a broad
knowledge and understanding of the major concepts in English Language Arts
and Literacy. |
Indicator 1: Teachers know the developmental stages of
language acquisition.
Indicator 2: Teachers know and understand influences on dialect.
Indicator 3: Teachers know and understand a diverse range
of historical and contemporary literatures, including various genres of
American, British, and World, as well as literatures written by women and
authors of colors and works written for children and young adults.
Indicator 4: Teachers understand the elementary school
child’s social, cultural, linguistic, cognitive, and affective backgrounds as
they relate to the ability to develop effective communication processes
(listening, speaking, reading, and writing).
Indicator 5: Teachers know and understand that reading is
taught as a process of constructing meaning through the interaction of the
reader’s existing knowledge, the information suggested by the written language,
and the context of the reading situation.
Indicator 6: Teachers understand the importance of
literacy for personal and social growth.
Indicator 7: Teachers know and understand that the English
language continually changes.
Indicator 8: Teachers know and understand written and oral
composition processes. They understand:
˜ The
written language as a symbolic system.
˜ The
phonemic, morphemic, semantic, syntactic, and pragmatic systems of language and
their relation to the reading and writing process.
˜ The
importance of teaching grammar and usage in context.
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Standard
7: Elementary teachers use
developmentally appropriate strategies to design and deliver instruction in
all areas of the elementary curriculum. |
Indicator 1: Teachers develop and implement the pacing
and alignment of curriculum that is consistent with the NC SCOS, LEA standards
and pacing guides, and national standards in all subject areas.
Indicator 3: Teachers promote new learning by using
students’ prior knowledge, misconceptions, and interests when designing
lessons.
Indicator 4: Teachers implement a variety of teaching and
communication strategies for instruction.
Indicator 6: Teachers modify instruction and assessments
to meet the needs of individual students.
Indicator 7: Teachers develop and use a variety of formal
and alternative assessment strategies as an integral part of instruction and
learning appropriate for assessing individual, peer, team, and collaborative
skills.
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Standard
8: Teachers design instructional
programs and strategies that build on students’ experiences and existing
language skills to help students become competent, effective users of
language. |
Indicator 1: Teachers teach children to read with a
balanced instructional program that includes an emphasis on the use of letter/sound
relationships (phonics), context (semantic and syntactic), and text that has
meaning for students.
Indicator 2: Teachers help students use a variety of
strategies to monitor their own reading comprehension.
Indicator 3: Teachers guide and encourage students to
think critically about what they write and read.
Indicator 4: Teachers encourage students’ enjoyment of
reading.
Indicator 5: Teachers provide students opportunities to
explore the use of different genres of writing and speaking to a variety of
audiences.
Indicator 6: Teachers model Standard English.