Department of Teaching and Learning

 

EDRD 4500 70 and 71

Literacy Methods I1

FALL 2012

Instructor:                   Beth Morton Christian, Ed.D.

Phone:                         615-230-3706

E-mail:                         bchristian1@tnstate.edu

Homepage:                 http://faculty.tnstate.edu/bchristian1

Office Location:         VSCC Annex 300 Bldg. 103B

Class Days/Times:     Wednesdays 8:00-4:00 (blocked with EDCI 4620 Field Study

Office Hours:             Mondays 11-3

                                   Wednesdays 8-9 

     

Prerequisites: Admission to Teacher Education

                         Background Check

                         EDCI 3500 and 220

 

 Co-requisites: EDCI 4500 and EDCI 4620

 
Course Description Elearn Knowledge, Skills, and Dispositions Grading System/Requirements
Course Assignments Field Study Requirements Field Study Schedule Course Calendar

Required Texts:

Tomkins, G. (2009). Literacy in the 21st Century: A Balanced Approach. New York: Prentice-Hall.   (This text is used during the Pre-requisite course, EDRD 3500, Literacy I)

 

Suggested/Optional Texts:

Cunningham, P. & Allington, R. (2006) Classrooms that Work: They Can All Read and Write. Allyn & Bacon. (Fourth Edition)

 

Other Fees:

NOTE: Students will be required to purchase supplemental resources/materials not to exceed $25.00

Course Description: This course, designed to be taken during the first semester of the senior year, builds on Literacy Methods I.  Emphasis in EDRD 4500 is on assessment and interventions with struggling readers and writers. This course begins with a review of general methodology in reading and writing and moves into assessment covering Informal Reading Inventories, running record, cloze procedure, miscue analysis and connects findings with a variety of instructional strategies and techniques for children and adolescents who struggle with various aspects of becoming literate. Strategies and intervention techniques are tied to both assessment and state standards. EDRD 4500 is designed to integrate reading, writing, and technology with content material e.g., social studies, humanities, math, and science.

 

Rationale: In order to become a competent professional, the prospective elementary teacher must have knowledge of assessment tools and techniques as well as what to do with the information once it is acquired.  This course provides opportunities and experiences for developing and refining these skills in real classrooms. This course facilitates the acquisition, understanding, and ability of the prospective elementary teacher to assess learners, plan for and carry out instruction, and evaluate learning (their students’ growth as well as their own) in these areas.

 

 

Knowledge: The purpose of this course is to prepare teachers who are facilitators of learning in multicultural settings, as well as teachers who are competent, caring professionals. This course is designed to meet the skills and knowledge base recommended by both the State Department of Education and NCATE in conjunction with the standards set forth by International Reading Association and National Council of Teachers of English.

 (Below are the International Reading Association’s Standards for Reading Professionals that align with this course. )

  • 1.1Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction.
  • 1.2Demonstrate knowledge of reading research and histories of reading.
  • 1.3Demonstrate knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity.
  • 1.4Demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading.
  • 2.1Use instructional grouping options (individual, small-group, whole-class, and computer-based) as appropriate for accomplishing given purposes.
  • 2.2Use a wide range of instructional practices, approaches and methods, including technology-based practices, for learners at different stages of development and from differing cultural and linguistic backgrounds.
  • 2.3Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds
  • 4.1 Use students' interests, reading abilities, and backgrounds as foundations for the reading and writing program.
  • 4.2 Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds.
  • 4.3 Model reading and writing enthusiastically as valued lifelong activities.
  • 4.4 Motivate learners to be lifelong readers.

 

 

Course Proficiencies*

 (*Course proficiencies are based on the seven (7) Key Performance Areas which have identified by the Professional Education Unit.  The complete listing of Key Performance Areas is available at www.tnstate.edu/coeweb -> student resources -> key performance areas.)

KSD 1 Plan:

1a3.    Identifies goals and objectives that include the key concepts of the content area and are developmentally appropriate for all students.

1a4.    Includes goals and objectives that emphasize higher order thinking skills appropriate to the content area and the students.

1b1.   Uses state performance indicators and classroom assessments within the

content area to obtain information about students, their achievement, and uses

this information to design and deliver appropriate instruction.

1b3.    Selects research-based strategies, methods, activities, and materials validated

as sound practice within the content area.

1b4.    Designs instruction to cause students to integrate content knowledge, skills, and

            inquiry across content areas.

1b5.    Designs instruction that utilizes materials, human and community resources, and

            technology in ways appropriate to the content area.

1c2. Plans and designs content instruction that is developmentally appropriate and includes strategies, activities, and assessments appropriate to the content and learner.

KSD 3 Evaluate

3a1. Aligns classroom assessments with state performance indicators and grade level accomplishments.

KSD 7 Specialize

7a2.    Demonstrates competence in development of and application of content-specific pedagogical skills based on Tennessee and specialized professional association (SPA) criteria.

 

 Dispositions

D1. Plan: Value learners’ experiences and strengths as a basis for growth and their errors as learning opportunities.

D5. Model Professionalism: Consistently demonstrate caring, fairness, responsibility, professional dress and behaviors, appropriate interactions, professional standards and ethics, commitment to service, and respect for all learners and constituents.

 

Field Experience Information

 

The field experience requirements for this course are facilitated through the co-requisite, EDCI 4620, Field Studies in Education.

 

 

Instructional Strategies

 

Lecture

Discussion

Laboratory Exercises

Technology (instructor)

Field Experience

Log/Diary/Journal

Individual Presentations

Group Discussions

Group Presentations

 

 

1)   Academic Integrity - You are responsible for what you achieve in this class; therefore neither cheating nor plagiarism will be tolerated.  Any material taken from another work must be documented, and in no case should one represent another’s work as one’s own, this includes information received from others during examinations or submitting another’s assignments, papers, etc. as one’s own.  Students involved in collaborative research, to avoid questions of plagiarism, should exercise extreme caution.  If in doubt, students should check with the major professor.  In addition to the other possible disciplinary sanctions which may be imposed through the regular institutional procedures as a result of academic misconduct, the instructor has the authority to assign an “F” or a zero for the exercise or examination, or to assign an “F” in the course.

2)   Classroom conduct – The instructor has the primary responsibility for control over classroom behavior and maintenance of academic integrity, and can order temporary removal or exclusion from the classroom of any student engaged in disruptive conduct or conduct in violation of the general rules and regulations of the institution.

3)   Official Course Enrollment - Students who are not on the official class roll may not remain in class.  These students must leave class and may not return to class until they enroll in the course and their names show up on the official class roster.  Please make sure you are in the correct section.

4)   Disabled Student Services – Any student who has a condition which might interfere with his/her performance in class is required to contact the office of Disabled Student Services.  This office is located in room #117 Floyd Payne Student Center.  The phone number is 963-7400.  They will provide you with a document stating what type of classroom accommodations, if any, are to be made by the instructor.  The student is to give a copy of this document to the instructor no later than the end of the second week of class.  Failure to do so will result in the instructor making no special accommodations of any kind. 

5)   Classroom Dispositions - Reading and writing assignments and group interaction as well as individual contributions are required. If you are absent for a “group” project, you will negatively affect the learning process for the other students. In a college environment, students should expect to spend one to three hours out of class for every hour they are in class. Some students will need to spend many more hours than others searching, reading and evaluating books and other reading activities as well as all writing all the assignments. The students and the instructor will treat all individuals with respect. Disruptive, rude, or hostile behavior undermines the class experience for everyone in the class and will be grounds for failure. Each student has expectations for his or her own learning and success in the course. No one should be confronted with unacceptable classroom demeanor. Please consult the RRCC Handbook and Calendar for FERPA, Student Code of Conduct, and Student Rights and Responsibilities.
Format: Each class session will include some combination of lecture/discussions and simulation experiences, small and large group activities, audio-visual presentations, demonstrations, group events, and reflection on individual learning.  All events are designed to stimulate personal association with and application and critical understanding of the information presented.

Course Assignments: (600 pts)-See Course Calendar for Due Date-Click on Assignment for Detailed Instructions:

  1. Professionalism and Participation: (100 pts)

  2. NCRA Meeting Learning Log       (100 pts) 

  3. Literacy Assessments Log             (100 pts)

  4. Reading/Writing Workshop            (100 pts)

  5. Common Core ELA Action Plan     (100 pts)

  6. Three Lesson Sequence Draft        (100 pts)

Grading System= 600 pts Total

 

A=93-100% =558-600

B=85-92%   =  510-557

C=75-84%   = 450-409

D=70-75%=420-449

F=69% and below = 419 or below
Other Course Requirements (that may affect your grade)

a. Attend and participate in class. Missing more than one three-hour session will affect your professionalism grade and/or your overall grade in the class.

 

b. In the event that a class is missed, inform you instructor immediately. Be responsible for information discussed and make arrangements with classmates or others to obtain the information.

 

c. Participate in discussions in a professional way. We may discuss controversial topics and you may disagree with ideas presented by others. While you can question a person's idea, personal attacks will not be allowed. Class members not respecting others' right to learn will be asked to leave the classroom and need to speak to the instructor before returning.

 

d. Submit assignments on time. LATE ASSIGNMENTS WILL ONLY BE ACCEPTED TWO DAYS BEYOND THE DUE DATE AND WILL RESULT IN A 15%  GRADE REDUCTION.  Exceptions will only be made for validated medical or emergency situations.  Due dates are firm, so plan ahead!

 

e. Cell phones must be turned off during class. NO TEXTING. Cell phones may be left on in the silent/vibrate mode in emergence situations.

Other Good Books for Novice Teachers:

 

Anderson, C. 2000. How’s It Going? A Practical Guide to Conferring with Student

Writers. Portsmouth, NH: Heinemann.

 

Atwell, N.  1998.  In the Middle, 2nd Ed.  Portsmouth, NH:  Heinemann.

 

Barron, M.  1990.  I learned to read and write the way I learned to talk. Katonah, NY: Richard                   C. Owen.

 

Cambourne, B. and J. Turbill. 1987. Coping with Chaos. Portsmouth, NH:

Heinemann.

 

Caulkins, L. 1994.  The Art of Teaching Writing. Portsmouth, NH:  Heinemann.

 

Caulkins, L.  2000.  The Art of Teaching Reading. Portsmouth, NH:  Heinemann.

 

Fisher, B. 1998. Joyful Learning, 2nd ed. Portsmouth, NH: Heinemann.

 

Fletcher, R. and J. Portalupi. 2001. Writing Workshop: The Essential Guide

Portsmouth, NH: Heinemann

Fletcher, R.  and J. Portalupi, 2007.   Craft Lessons, 2nd Ed.  Portsmouth, NH:  Heinemann.

 

Freeman, D. and Y. Freeman. 2000. Teaching Reading in Multilingual Classrooms.

            Portsmouth, NH: Heinemann.

 

Heard, G.  1998.  Awakening the Heart.  Portsmouth, NH:  Heinemann.

 

Heard, G.  2002.  The Revision Toolbox.  Portsmouth, NH:  Heinemann.

 

Hindley, J. 1996. In the Company of Children. York, ME: Stenhouse.

 

Johnston, P. 2000. Running Records: A Self-Tutoring Guide. York, ME: Stenhouse.

 

Keene, Ellin and S. Zimmerman.  2007.  Mosaic of Thought, 2nd ed.  Portsmouth, NH: 

            Heinemann.              

 

Mooney, M.  1990.  Reading to, with, and by.  Katonah, NY:  Richard C. Owen.

 

Nelson, J. 1987.  Positive discipline.  New York: Balantine Books.

 

Opitz, M. 2000. Rhymes and Reasons: Literature for Language Play and Phonological

            Awareness. Portsmouth, NH: Heinemann.

 

Opitz, M. and M. Ford. 2001. Reaching Readers: Flexible and Innovative Strategies

            for Guided Reading. Portsmouth, NH: Heinemann.

 

Owocki, G. 2001. Make Way for Literacy! Teaching the Way Young Children Learn.

            Portsmouth, NH: Heinemann.

 

Parsons, S.  2005.  First Grade Writers.   Portsmouth,  NH:  Heinemann.

 

Peterson, R. 1990. Life in a Crowded Place.  Portsmouth, NH: Heinemann.

 

Peterson, R. & Eeds, M. 1990.   Grand conversation: Literature groups in action.  Jefferson                       City, MO: Scholastic.

 

Rief, L.  Seeking Diversity: Language Arts with Adolescents. Portsmouth, NH:

Heinemann.

 

Short, K. & Pierce, K. 1990.  Talking about books: Creating literate communities.  Portsmouth, NH: Heinemann.

The Major Journals in Elem. Reading/Lang. Arts

 

Elementary School Journal

5 issues per year

            This journal covers all subject areas, reports research, and presents think pieces for and by teachers, researchers, administrators, and teacher educators.

 

Holistic Education Review

2 issues per year

            This is a forum for innovative, experimental, leading-edge ideas in education.  It explores and challenges traditional assumptions and methods of mainstream education.  The journal seeks to explain humanistic alternative approaches to education.

 

The Horn Book

6 issues per year

            This journal presents announcements of forthcoming works and reviews of children's literature.  Covering fiction and nonfiction genres, the magazine also offers articles on using literature in the classroom.

 

Language Arts

8 issues per year

            This journal is the elementary language arts journal for the National Council of Teachers of English.  Each monthly issue is themed.  The journal contains articles dealing with issues in language arts and literacy development.

 

The New Advocate

4 issues per year

            This journal promotes children's literature in the classroom and issues related to more humanistic instruction.  Reviews of children's literature are also included.

 

The Reading Teacher

9 issues per year

            This journal focuses on practical application articles.  It is the elementary journal of the International Reading Association.  Included in this publication is "Children's Choices", a list of books chosen by children as their favorites.