Foundations of Literacy

This course focuses on early reading and writing development (K-3). We will explore critical issues of literacy acquisition, assessment, and instruction. We will pay special attention 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.

Required Texts:

Patricia Cunningham and Richard Allington. (2007). Classrooms That Work: They Can All Read and Write (4th ed.). Allyn and Bacon (CTW).

Patricia Cunningham, Dorothy Hall, and Cheryl Sigmon. (1999). The Teacher's Guide to the Four Blocks. Carson-Dellosa. (TGFB)

Individual Needs: Appalachian State University is committed to making reasonable accommodations for individuals with documented qualifying disabilities in accordance with the Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. Those seeking accommodations based on a substantially limiting disability must contact and register with The Office of Disability Services (ODS) at http://www.ods.appstate.edu or 828-262-3056. Once registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations.

University Writing Center: The University Writing Center (Rm 008, Belk Library & Information Commons) is open Monday-Thursday (9am-6pm) and on Friday (9am-1pm). Consultants will work with you one-on-one and provide assistance with style, organization, content, voice, grammar, and documentation (including MLA and APA formats). In addition to your draft and/or any pre-writing notes, bring your assignment to your session. For more information, visit www.writingcenter.appstate.edu. To make an appointment, call 262-3144.

Professionalism:

Attendance. The expectations for this class are identical to those of your future school employers. Tardiness is unacceptable and will result in a lower community of practice grade initially and a lower overall grade if persistent (see Grading). Excused absences should: (1) be few and far between, (2) have a very strong justification, and (3) be accompanied by notification of instructor PRIOR to the class meeting (anything else counts as an unexcused absence). Arrangements should be made with classmates to make up missed assignments and activities. If, after checking with classmates, you still have questions, see me.

Inclement Weather. If Appalachian State University is open, our class will meet. I do not expect, nor desire, that you risk life and limb to attend class. I do expect you to communicate your inability to attend, should that be the case. You should expect a virtual class meeting when on-campus classes are cancelled. You should download a copy of the class phone tree here.

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 are going to 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.AcademicAffairs.appstate.edu/academic_integrity_index.htm).

Behavior expectations. Be professional. That is, beyond attending every class, arriving promptly, and being prepared, consider the impact of your behavior on others' learning. Loud food is a no-no. Cell phones, Blackberries, and anything else that generates noise should be turned off during class. Instant messaging is inappropriate. If you have an idea or a question, share it. If you disagree with my views or those of classmates, challenge the ideas, not the person. If you need something different in class to learn better, arrange a meeting with me. Be a good listener. Be a good contributor. Leave your competitive juices at the door and work hard to be a good colleague to your classmates. Class work and life work beyond the focus of any given class meeting should be put on hold during class.

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.

NCDPI 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 #4: Teachers know and 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 #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.

NCDPI 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.

Assignments:
Assignments for this class are designed for one of three purposes: (1) to enable you to better understand and contribute to each class meeting, (2) to better prepare you to teach the complete range of students who will enter your classroom from year to year after you complete your studies at Appalachian State University, and (3) to increase your ability to identify and employ resources for continuing education throughout your teaching career. If you find yourself tempted to skip readings, because they're "not on the test," please remember "the test" is the 5-8 year-old child who comes into your classroom someday needing your help in order to learn to read. You owe it to that child ethically and professionally to be as prepared as possible.

Readings are included for each topical area to be addressed. You are expected to complete the readings prior to each class in order to make informed contributions to discussions and reflections.

Grading:

Grades are not the focus of professional educators but rather learning how to help children learn more and better. Your challenge this semester is that you are an unusual hybrid: both an undergraduate student (who has to have certain grades to remain a student, to be eligible for financial aid, to keep parents happy...) and a pre-professional educator, who must focus on learning how to teach more effectively. You have played the grades game long enough and well enough to get into college; now it is incumbent upon you to prepare to become the best teacher you can become. Points are awarded as outlined below. An A = 90-100, B = 80-89, C = 70-79, and D = 60-69.

Equal Opportunity Policy
Appalachian State University is committed to providing equal opportunity in education and employment to all applicants, students, and employees. The university does not discriminate in access to its educational programs and activities, or with respect to hiring or the terms and conditions of employment, on the basis of race, color, national origin, religion, creed, sex, gender identity and expression, political affiliation, age, disability, veteran status, or sexual orientation. The university actively promotes diversity among students and employees.

Rubrics for all assignments are found here:

Small Tasks (?? pts.)	Community of Professional Practice (?? pts.)	E-Pals Project (?? pts.)
	Take-Home Final Exam (?? pts.)

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Last modified by David Koppenhaver on 8/26/08.