SECTION: 418
FALL 2006
326A Edwin
828-262-6056 (Office) 828-406-0514
(Cell)
Mondays & Wednesdays 3:00-4:50 PM Edwin
Duncan Hall 01A
Office Hours
Monday
& Wednesday 12:00-2:30 PM
Tuesday
& Thursday 10:30-11:50 AM
By
Appointment
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.
Books—Purchase at Black Bear Books
Required:
Darrell Morris & Robert E. Slavin
(2003). Every Child Reading.
Jon Scieszka
& Lane Smith (1989). The
True Story of the Three Little Pigs. Penguin.
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.
Coursepack: SOS
Printing (Next to Fat Cats Video and Mellow Mushroom)
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.
Course website: Additional readings and resources will be made available through our class website:
Reading Resources
http://www.ltl.appstate.edu/reading_resources/index.htm
http://www.ncpublicschools.org/curriculum/
See English/Language Arts
Also, language arts resources
http://www.ncpublicschools.org/curriculum/languagearts/elementary
Details
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: 1 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/academicintegrity.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, 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 |
Due
Dates |
|
1.
Attendance, Disposition, Participation In-Class Assignments |
Daily
|
|
2. Text Talk Lesson Presentation |
To
Be Scheduled |
|
3. Planned Lessons o
Text Talk o
DRTA o
Literature Circle Roles |
September
6, 2006 September
25, 2006 October
9, 2006 |
|
4.
Knowledge Exams o
Mid-term o
Final |
October
16, 2006 December
4, 2006 |
|
5. Lesson Portfolio o Text Talk o DRTA o Literature
Circle Roles |
November
27, 2006 |
|
6. Literacy Assessment and Instructional
Interpretation * Data Collected Entered into TaskStream |
November
15, 2006 November
29, 2006 |
|
Note: * Indicates an assignment that will be placed on TaskStream and
will be part of the student portfolio |
|
Most assignments will be graded on a three-point
scale—exception being the exams. Rubrics will be provided. Major
assignments in class and the planned lessons may be redone if first drafts
receive less than a 3. These redone assignments will be turned in as part of
the Lesson Portfolio and will include the original assignment as well as the
revised version of the assignment.
Criteria
for the final class grade are:
A (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.
B (a) 2.5 on each major assignment;
(b) B+ 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.
See the Daily Plans for a
more detailed, day-by-day plan of activities.
Important Dates:
|
Monday |
|
Wednesday |
||
|
|
|
|
August 23 |
First Day of Class |
|
August 28 |
Day 2 |
|
August 30 |
Day 3 |
|
September 4 |
Holiday No Class |
|
September 6 |
Day 4 Text Talk Lesson |
|
September 11 |
Day 5 |
|
September 13 |
Day 6 |
|
September 18 |
Day 7 |
|
September 20 |
Day 8 |
|
September 25 |
Day 9 DRTA Lesson |
|
September 27 |
Day 10 |
|
October 2 |
Day 11 |
|
October 4 |
Day 12 |
|
October 9 |
Day 13 Literature Circle
Roles |
|
October 11 |
Day 14 |
|
October 16 |
Day 15 Midterm Exam |
|
October 18 |
Day 16 Fall Break Follows |
|
October 23 |
Internship Day 1 |
|
October 25 |
Internship Day 2 |
|
October 30 |
Day 17 Back for workday |
|
November 1 |
Internship Day 3 |
|
November 6 |
Internship Day 4 |
|
November 8 |
Internship Day 5 |
|
November 13 |
Internship Day 6 |
|
November 15 |
Internship Day 7 Assessment Data Collected
|
|
November 20 |
Internship Day 8 Last Day Internship |
|
November 22 |
Holiday No Class |
|
November 27 |
Day 18 Lesson Portfolio
Due Internship
Reflection |
|
November 29 |
Day 19 Assessment Due TaskStream |
|
December 4 |
Day 20 Last Day Class Final Exam Due |
|
December 6 |
Reading Day No Class |
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.
NCDPI Standards and Indicators
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.
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.
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.