ࡱ> 7 )BbjbjUU "d7|7|)>lxxxxxxxDDDD,pT3Lvm$"3$3$3$3$3$3$3$c5 76H3xH3Ixx]3IIIxx"3I"3IIQ!v0|xx1 0!D014s30318x81Ixxxx RE 4030 Development of Literacy for Learning Fall 2007 Instructor: Amie B. Snow Tuesdays and Fridays 11:00-12:50 ED 225 Email:  HYPERLINK "mailto:amiesnow@hotmail.com" amiesnow@hotmail.com Phone: Home- 336-985-0992 Cell- 336-577-9370 Office Hours: I do not have an office where I can meet with students. However, I am available at the following times, by appointment: Tuesdays: 9:00 10:45 & 1:15-2:45 Wednesdays: 5:30 7:30 Fridays: 9:00 10:45 Teaching is a process of becoming that continues throughout life, never completely achieved, never completely defined. This is the challenge and the fun of being a teacher there is not ultimate end to the process. ~Frances Mayforth~ The essence of education is not to stuff you with facts but to help you discover your uniqueness, to teach you how to develop it, and then to show you how to give it away. ~Leo Buscaglia~ Course Description: This course further develops issues covered in RE 3030, Foundations of Literacy, with special attention to upper elementary grades (3-6). In RE 3030 pre-service teachers learned the development of learning to read and write. In RE 4030 pre-service teachers will learn about upper elementary students and their focus on vocabulary, comprehension, and writing. The texts these students read include not only literature, but also informational texts for science, social studies and mathematics. Topics explored in this class include reading comprehension and vocabulary development, instructional strategies to promote development in all language arts (reading, writing, listening, speaking, visually representing), effective methods to integrate language arts across the curriculum, and reading/writing assessment. An assessment project will be developed for implementation during the field experience to put into practice concepts and strategies learned in the course. Course Overview: Beginning readers and writers need to develop an understanding of the alphabetic principle and begin to use their knowledge of how letters represent sounds and how those letters and sounds make up words, in order to decode words. Through shared, guided, and independent reading and writing, they build an understanding about written language. This is the foundation for using literacyreading and writing-- to learn. As students solidify their decoding skills (decoding accurately and automatically) and make meaning from the text, they are becoming more proficient readers. When 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 those answers with students. It is also an opportunity for you to participate in a social constructivist learning environment, a setting in which student effort--individual and collaborative--to construct meaning is the primary focus. Course Goals and Objectives: To work as members of a community of learners who care about and enjoy our collaboration To begin building a deeper understanding of the kinds of texts that students in grades three though six are expected to read To become familiar with the kinds of teacher and student resources used to teach reading/language arts To become familiar with the North Carolina Standard Course of Study for English/Language Arts, and North Carolina writing assessments To begin building an understanding of instructional strategies, including questioning/discussion, that support student comprehension of texts To begin building an understanding of vocabulary development and instructional strategies to support that development, including elements of word study such as word roots and affixes To begin building a deeper understanding of writing and aspects of the craft of writing, including the conventions of grammar, mechanics, and usage To develop thoughtful and motivating language arts assignments and rubrics related to childrens literature and content-area texts, including integrated unit plans and weekly lesson plans for before, during, and after reading To become aware of specific assessments that help teachers determine students reading levels and the kinds of resources and participation structures that allow all students to read at their instructional levels To become aware of professional resources and organizations that support and inspire language arts teachers To become familiar with the social-constructivist nature of comprehension. To develop an understanding of how to integrate language arts across the curriculum. To develop an understanding of how to weave technology into language arts. Course Materials: Please print out the first two on-line materials and have these in your binders by our second class! *1. North Carolina Standard Course of Study (on-line):  HYPERLINK "http://www.ncpublicschools.org/curriculum/" http://www.ncpublicschools.org/curriculum/ Follow these links: English/Language Arts ( Standard Course of Study ( Curriculum Approved: 2004 ( Grade 3, Grade 4, Grade 5, & Grade 6 *2. Written Language Developmental Continuum (on-line):  HYPERLINK "http://www.ncpublicschools.org/curriculum/languagearts/elementary/writ2" http://www.ncpublicschools.org/curriculum/languagearts/elementary/writ2 *Also check out the Language Arts Resources you do not need to print these pieces out but should refer to them and see what is available on this website.  HYPERLINK "http://www.ncpublicschools.org/curriculum/languagearts/elementary/" http://www.ncpublicschools.org/curriculum/languagearts/elementary/ *You will also need a binder to keep all daily assignments completed in and outside of class. We will be working through a multi-text unit in class together to help you learn how to prepare one on your own. You will need a place to keep all of these assignments. In class we will discuss ways to organize your work. This binder will be reviewed in the middle of October before you begin your full time assistantships. *I will provide you with a composition notebook that you will use for your writing journal. This journal will be reviewed at the every other week. Childrens Books to be Purchased from ASUs Bookstore: Peter and the Starcatchers by Dave Barry & Ridley Pearson The Not-So-Jolly Roger (The Time Warp Trio) by Jon Scieszka Pirates Past Noon by Mary Pope Osborne Pirate Diary: The Journal of Jake Carpenter by Richard Platt & Chris Riddell Everything I Know about Pirates by Tom Lichtenheld The Ballad of the Pirate Queens by Jane Yolen The Best Book of Pirates by Barnaby Harward Notebook Know-How: Strategies for Writers Notebook by Aimee Buckner Course Requirements Regular class attendance and timely completion of readings and assignments (30 Points) Active participation and engagement promotes deeper learning come to class prepared and express your thoughts. Missing more than one class will result in lowering your final grade by 5 percentage points for each absence. Two times tardy is equivalent to one absence. You will be completing readings and assignments that will be due every class. To gain the most from this class, you need to be here, be involved and be prepared. Remember that you are working toward becoming a teacher. With that career decision, there comes a great deal of responsibility, starting with your willingness to work hard and learn new things. I want you to be excited about this class and the work you are completing for it. I expect that you complete each assignment to the best of your ability, keeping in mind that your contributions to our class enhance the learning of your classmates as well as yourself. 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. All assignments both daily assignments and major assignments - are to be submitted on time. All readings must be completed for each class period. Your preparation is essential to the success of this class. Major Assignments *Me Map (25 points) I will provide an additional explanation sheet for this assignment. The Me Map will give you a way to introduce yourself to the students in your internship. I would also like for you to try this out, or something similar with your children to introduce themselves to you. These student-created Me Maps can be on smaller paper and you may need to shorten the amount of writing depending on your grade level. In addition you need to write a short one page, double-spaced, reflection on how you liked creating your Me Map and how it went doing Me Maps with your students. We will discuss this more in class. You will also have a separate assignment sheet to help you. *Reading Assessment (40 points) You will each complete a reading assessment on an upper elementary student. An explanation of this assignment will be posted on our website by Friday, August 24th. We will also practice conducting an Informal Reading Inventory assessment before you conduct it on your own. The following standards will be met after completing this assignment. NCATE Standards Reading Assessment NC North Carolina DPI Elementary Education Specialty Area Standards 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. Standard 7: Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum. 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 16: Elementary teachers develop as leaders in their schools and communities by staying informed about educational policy issues and supporting professional development. Elementary teachers participate in co-curricular activities, provide leadership in student and curriculum involvement, and connect these activities to the development of citizenship ideals in their students. Indicator 4: Teachers participate in the selection of textbooks and resource materials that augment the elementary curriculum such as atlases, maps, childrens literature, and software. *The Not-So-Jolly Roger Multi-Text Study & Peter and the Star-Catchers Multi-Text Study (50 points EACH) These two multi-text studies will be conducted together throughout the semester. You will be responsible for reading the materials and completing the daily assignments for each class. These assignments will be guides for you as you complete your own multi-text study. There will be more information on these 2 multi-text studies on our class website. *Multi-Text Study (75 points) After completing 2 multi-text studies in class, you will work on your own multi-text set. More information for this project will follow on our class website. Multi-Text Study NC North Carolina DPI Elementary Education Specialty Area Standards Standard 1: Elementary teachers have a broad knowledge and understanding of the major concepts in English Language Arts and Literacy. 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 color and works written for children and young adults. Indicator 4: Teachers understand the elementary school childs social, cultural, linguistic, cognitive, and affective backgrounds as they relate to the ability to develop effective communication processes (listening, thinking, reading, and writing). Indicator 5: Teachers know and understand that reading is taught as a process of constructing meaning through the interaction of the readers 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. Standard 7: Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum. Indicator 2: Teachers understand and use an interdisciplinary approach to teaching by connecting and integrating language arts, mathematics, social studies, healthful living, and arts concepts and processes, with appropriate technologies to enhance their teaching. Indicator 3: Teachers promote new learning by using students prior knowledge, misconceptions, and interests when designing lessons. Indicator 5: Teachers assist students in developing multiple learning strategies to address discipline specific content, critical thinking, and problem solving skills. 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 and team 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 3: Teachers guide and encourage students to think critically about what they read and write. Indicator 4: Teachers encourage students enjoyment of reading. Indicator 5: Teacher provides students opportunities to explore the use of different genres of writing and speaking to a variety of audiences. Indicator 6: Teachers model Standard English. *Writing Journal (50 points) Keeping a notebook is a process. Its something that gets you leads you from one thought to another until you, too, experience the writers joy discovering something you didnt know you knew. ~Aimee Buckner~ Using Aimee Buckners book, Notebook Know-How: Strategies for the Writers Notebook, we will work our way through how to create readers and writers in an upper elementary classroom. I will be writing in a journal with you as we learn how to organize a writers notebook. We will not have time to do everything in Buckners book, but we will attempt to gain a beginning understanding that you will be able to take with you into your future classroom. In class we will try out some of the strategies described in the book each Tuesday. Then you will be expected to write at least 2 entries each week OUTSIDE OF IN CLASS ENTRIES. I will review the notebooks every other Friday. These entries may be assigned prompts, additions to what we have accomplished in class or free writing entries. We will talk more about this the first class. Summary of Assignments, Due Dates & Points ASSIGNMENTDUE DATEPOINTSAttendance, Participation, Attitude & Daily AssignmentsDaily30 pointsMe MapRough Draft - August 28th; Final Draft September 18th 25 pointsReading AssessmentOctober 19th40 pointsNot So Jolly Roger StudyIn Stages40 pointsPeter and the Starcatchers StudyIn Stages40 pointsMulti-Text StudyWell decide together.75 pointsWriting Journal4 Due Dates- August 31st, September 14th, September 28th, October 26th50 pointsTotal Points300 points /<c d e f þp`UIB CJOJQJ5CJOJQJ\aJB*CJOJQJph5B*CJOJQJ\aJ$ph>*B*CJOJQJaJ$ph%56B*CJOJQJ\]aJ$ph5B*CJ OJQJ\aJ$ph 0JOJQJjOJQJUjOJQJUOJQJ5B*OJQJ\aJ$ph5B*CJ(OJQJ\aJ$phB*CJOJQJaJ$ph"jB*CJOJQJUaJ$ph1;<U}~ud f }$a$$a$ $p^p`a$$a$)Bf v w |}~vwefAB$%fgQ׶ÈÃÃÃÃÃÃ~Ãnnn5B*CJOJQJ\aJphCJaJOJQJ>*B*CJOJQJaJph OJQJ^JB*OJQJphB*CJOJQJ^JaJphB*OJQJ^JaJphCJOJQJaJCJOJQJ^JaJ OJQJaJOJQJ^JaJCJOJQJaJ5>*CJOJQJ\^JaJ+wfB%gRSTUVWXj$ & Fa$ & F$ & Fa$$a$$a$[$\$QRWXi@ABlmo12op>w?a! 3 4 ꓋6OJQJ]5CJOJQJ\jʧOJQJUjOJQJU jOJQJ >*OJQJ 0JOJQJjxOJQJUjOJQJU5>*CJOJQJ\OJQJ CJOJQJB*OJQJph5jkno1o>?vwa3  & F3 4 H !!$ $+%,%%%&&$&(((5*6*F*G*Z*[*\***)+ & F^4 H !!!$ $>$+%,%%&&$&(((~))5*F*G*\*p.)/+/,//001111;;< @ @7@S@T@@@@@@@@@AAAA@AAAvAwAAAAAAA٩٩٩٩٩٩٩56>*OJQJ\]6OJQJ]CJ>*CJ H*OJQJ 5>*\>*5OJQJ\OJQJ5CJOJQJ\ CJOJQJ5>*CJOJQJ\ 5CJ \B)+*+w+x+,,,,o.p.*/+/,//0011111 2 222^^ & F & F & F & F^2334455556677"8#88899j:k:::;;;;; & F & F & F & F;;;;<<<>> @ @7@8@C@L@S@ $$Ifa$$If$a$S@T@@@@@@@@@@AAA${rr,{rr{rr $$Ifa$$If~$$IflFc ," Y p 06    4 la A,A6A@AAAbAlAvAwAAAAAArrr~$$IflFc ," Y p 06    4 la $$Ifa$$If AAAAB B B%B(B)B CJOJQJ5OJQJ\56>*OJQJ\] H*OJQJOJQJ AB B BBB%B&B(B)Bxhrxpp$If~$$IflFc ," Y p 06    4 la $$Ifa$ 1h/ =!"#$%DdS   C A..\..\Application Data\Microsoft\Media Catalog\Downloaded Clips\cla4\j0410915.wmf2US u#QOw1D`!)S u#QOwje _7)g4x|uV$ 4P]Au GPoC=(uճYRCjDTFin &zhFYꚇj~QJZ˃Zi.oQ';fQSs:MʩWr͉w| qlcF!}JVul/{{ړ0{۽v+=]Gwjmv] 貝I)tN3v,BGm:h{^ەvَöm h3k3nsr+uxiYO {>ǩ),b^ԨFT|W:kEn^w#4=)P%F@׀x_|Tg?u[S& |~51Fj?:I)O~FsV xNoah/z? 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