Office Hours:

Mondays: 11:30-12:30; 3:00-5:00 Tuesdays: By Appointment

Thursdays: 11:30-12:30; 2:00-4:00

Office: EDH 201 F

CLASS HOURS: M, Th 9:30-11:20 EDH 224

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 preservice teachers learned the development of learning to read and write. In RE 4030 preservice 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 literacy—reading 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 children’s 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.

NCATE STANDARDS

READING ASSESSMENT

NC- North Carolina DPI Elementary Education Specialty Area Standards

Standard : Standard 1: Elementary teachers have a broad knowledge and understanding of the major concepts in English Language Arts and Literacy.

Indicator : Indicator 1: Teachers know the developmental stages of language acquisition.

Standard : Standard 7 : Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.

Indicator : 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 : 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 : Indicator 4: Teachers participate in the selection of textbooks and resource materials that augment the elementary curriculum such as atlases, maps, children’s literature, and software.

MULTI-TEXT STUDY

NC- North Carolina DPI Elementary Education Specialty Area Standards

Standard : Standard 1: Elementary teachers have a broad knowledge and understanding of the major concepts in English Language Arts and Literacy.

Indicator : 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 : 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 : 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 : Indicator 6: Teachers understand the importance of literacy for personal and social growth.

Standard : Standard 7 : Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.

Indicator : Indicator 2: Teachers understand and use an interdisciplinary approach to teaching by connecting and integrating language arts, mathematics, science, social studies, healthful living, and arts concepts and processes, with appropriate technologies to enhance their teaching.

Indicator : Indicator 3: Teachers promote new learning by using students’ prior knowledge, misconceptions, and interests when designing lessons.

Indicator : Indicator 5: Teachers assist students in developing multiple learning strategies to address discipline specific content, critical thinking, and problem solving skills.

Standard : 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 : Indicator 3: Teachers guide and encourage students to think critically about what they write and read.

Indicator : Indicator 4: Teachers encourage students’ enjoyment of reading.

Indicator : Indicator 5: Teachers provide students opportunities to explore the use of different genres of writing and speaking to a variety of audiences.

Indicator : Indicator 6: Teachers model Standard English.

Rental Textbook:

Gunning, T. (2003). Creating Literacy Instruction for All Children (4^th ed.)

Electronic Resources:

You need to print a copy of the North Carolina English Language Arts Curriculum for Grades 3-6. Access the following site and click on the links as noted below:

www.ncpublicschools.org/curriculum

English Language ArtsàStandard Course of Studyàcurriculum approved 2004àgrades 3-5àgrade 3, grade 4, grade 5,àgrades

and you will print a copy of the Written Language Developmental Continuum for 2nd -5th grades http://www.ncpublicschools.org/curriculum/languagearts/resources/k5/writ2

You need to print a copy of Bud, Not Buddy Packet Literary Unit Word Documents (Created by Dr. Beth Frye)
You will also need to print a copy of Uncle Jed's Barbershop/The Gardener Literary Unit (see below)

Required Children’s Books:

Purchase at Black Bear Books:

Bud, Not Buddy by Christopher Paul Curtis

Uncle Jed's Barbershop by Margaree King Mitchell

The Gardener by Sarah Stewart

Kids During the Great Depression by Lisa A. Wroble

Course Requirements

Attendance, Disposition and Participation: The learning that I aim for in this course (clarifying, testing, and justifying ideas) depends largely on your attendance and active participation. Attendance is expected for all classes. This class will involve much student participation, thus it is particularly important that you come prepared for class--complete readings and other writings--because class and group discussions will generally be based on them. Your participation in our class activities and discussions is important not only for your learning but also the learning of others. Participation and attendance are essential. You cannot participate if you are not here and if you are not prepared. Each of you is responsible for developing a professional disposition, and each of you is responsible for involving yourself in the class activities and discussions. In-Class Assignments cannot be made up. You just can’t make up a discussion that you missed in class. Included in this professional disposition is the attitude which you choose to embrace. I expect you to be excited and enthusiastic about this course. You are strongly encouraged to be prompt for each class. 2 tardies are equivalent to 1 absence. More than 1 absence will result in the lowering of your grade. For every class absence, you will have 3 percentage points deducted from your final course grade average.

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 must be submitted on time in order to be awarded the maximum number of points.

ASSIGNMENTS		Assignment and Due DATES	POINT VALUES
1. Attendance, Disposition, and Engagement in class activities Me Map	Daily January 12 (first draft); February 9 (final)		25 points 20 points
2.Uncle Jed's Barbershop/The Gardener Literary Study (See links below)	January 12-February 6/ Due: February 6		40 points
3. Bud, Not Buddy Interdisciplinary Literary Study (Outline)	February 13-March 20/Due: March 20		50points
4. Multi-Text Study	April 10		75 points
5. Reading Assessment	March 9		40 points

Total Points= 250 points

A standard expectation for homework during a week is 2 to 3 hours of work outside of class for every 1 credit hour. You should plan for 6 to 12 hours of homework every week, just for this class.

GRADING CRITERIA

Grading Scale (given as a percentage of the total points):

A = 94 -100
A- = 90-93
B+= 87-89
B = 83-86
B- = 80-82
C+ = 78-79
C = 76-77
C- = 74-75
D = 69-73

Grading Criteria

Block guidelines are used in determining grades: A work shows excellence in depth of thought as the expectations of the assignment are met; shows creativity, critical thinking; is technically superior; and well organized. A work is exceptional. B work meets the expectations; is technically accurate; and organized. C work meets the basic requirements but has some problems with technical expertise (mechanics) or organization. D work (or lower) does not meet the minimum requirements and/or has significant problems with technical expertise and organization.

_________________________________________________________________

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.

Course Topics--Thematic Syllabus

Building a Framework for Literacy Instruction

Creating an Environment for Balanced Literacy Instruction

Marinating Children in Literature (Fiction and Non-fiction)

Reading to Children (Read Aloud); Shared Reading; Guided Reading; Independent Reading

Providing Books in Your Classroom—Choices and Levels

Designing a Classroom and Literature Activities to Support Diverse Instructional Levels

Indirect and Explicit Instructional Approaches to Teaching Literacy

Whole language, basals, strategy expansion, supporting skills, using the basal as a resource, guided reading, discussion groups, leveling materials, instructional level, independent level, frustrational level, process writing

Integrating Technology into Language Arts Instruction

Writing Workshop

Reading Fluency: Assessment and Instruction

North Carolina Curriculum: English Language Arts

Developmentally Appropriate Reading Instruction

Reading aloud, partner reading, guided reading, silent reading, repeated reading,

Lesson Structures

Whole Class—Small Group (Leveled & Cooperative)—Paired—Individual

Supporting Skills through Direct Instruction: Word Study

Word Study—Spelling Instruction

Grammar

Supporting Skill Development in Context

Vocabulary Instruction

Comprehension

Responding to Literature (Discussion and Questioning)

Literature Circles

Literary Elements and Author's Style

Figurative Language

Writing Process Instruction

Content Area Literacy

Strategy instruction, reciprocal teaching, structure of expository texts

Integrating Reading and Writing Instruction with Content Areas

Formal and Informal Approaches to Assessment and Diagnosis

Developmental Spelling

WRI/IRI

(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.)

Links to Assignments

Merriam-Webster Online (Word of the day)

http://www.wordcentral.com/ (Word of the day for children)

Me-Map Assignment (Created by Dr. Frye)

Example Me Map Dr. Frye

ASU Student Examples: (Miss M. 1, Miss M. 2, Miss M. 3, Miss M. 4, Miss M. 5,

(Mr. B. 1, Mr. B. 2,) (Meet Miss F., Miss F. 1, Miss F. 2, Miss F. 3, Miss F. 4, Miss F. 5)

PowerPoint Me Map-Amy M.

Character Traits

Where I'm From

Writer's Workshop (Fiction)

I Am Poem

http://www.enchantedlearning.com/Dictionary.html

(Picture Dictionary that translates English into other languages; a wonderful tool!!!!)

Uncle Jed's Barbershop/The Gardener (created by Dr. Frye)

Assignment 1 for The Gardener

Anticipation/Reaction Guide

Concept Map

Vocabogram

Assignment 2 for The Gardener

DRTA Example: Uncle Jed's Barbershop

DRTA Example: Princess Furball

Reading (Learning) Log Example

Elements of a story

Comic Strip Story Map(Read, Write, Think)

Assignment 3 for The Gardener

Letter to a Character

Mini-Lesson Outline

See NCSCOS English/Language Arts Composition Products Guide (by grade level)

Picture Books that Feature Letters

Example Letters from Dear Peter Rabbit

readwritethinklessonplans: http://www.readwritethink.org/lessons/lesson_view.asp?id=322 (Genre study: The Jolly Postman: Writing Letters)

http://www.readwritethink.org/lessons/lesson_view.asp?id=85 (Writing authentic letters)

The Writing Process

Friendly Letters Mini-Lesson (student copy)

Friendly Letter Checklist

Friendly Letter Revision Guide

Writer's Workshop:Revision

6 + 1 Trait Writing: Scoring Guides

6 + 1 Lesson Plans

Vocabulary Instruction Examples

Vocabulary Instruction (Kucan Packet)

Vocabulary Exercises for Uncle Jed's Barbershop

NCSCOS Goals and Objectives for Language Arts--Word Study/Vocabulary

Merriam-Webster Online (Word of the day)

http://www.wordcentral.com/ (Word of the day for children)

Rubric for the The Gardener Packet Assignment

Examples of Integrated Language Arts/Social Studies

North Carolina Social Studies Goals and Objectives for Third Grade
(Uncle Jed's Barbershop and The Gardener)

North Carolina Social Studies Lesson--Third Grade
Materials from North Carolina State Adopted Social Studies Text

Sample Social Studies Unit with Uncle Jed's Barbershop

Sample Social Studies Quiz with Uncle Jed's Barbershop

Grammar

Website with many grammar sites!!!!! http://www.computerlab.kids.new.net/parts_of_speech_sites.htm

Grammar Gorilla Game http://www.funbrain.com/grammar/

Definitions and usage http://webster.commnet.edu/grammar/definitions.htm

Definitions and usage http://www.eduplace.com/tales/poshelp.html

Parts of Speech Mini Lesson (Created by Dr. Frye)

Writing

http://www.learnnc.org/learnnc/lessonp.nsf/homepage?openform (Learn NC)

Example: http://www.learnnc.com/LearnNC/lessonp.nsf/docunid/6AE6D72E7B6882A18525679B00761D40?opendocument (Said is Dead)

http://www.readwritethink.org/lessons/index.asp (ReadWriteThink)

Example: http://www.readwritethink.org/lessons/lesson_view.asp?id=291

http://www.writingproject.org/Resources/classroompractices.html (national writing project)

Tensing Up: Moving From Fluency to Flair

Working With Beginning Writers
Everything I Know About Teaching Language Arts I Learned at the Office Supply Store

Author to Author: How Text Influences Young Writers http://www.writingproject.org/cs/nwpp/print/nwpr/146

http://rubistar.4teachers.org/index.php (Making Rubrics)

NC Writing Assessment

http://www.ncpublicschools.org/docs/accountability/testing/writing/trainingmanual2004.pdf

(Training Manual for Writing Test)

http://www.ncpublicschools.org/accountability/testing/writing/WAScoringCriteria/indexscoringcriteria.html

(Writing Assessment and Scoring Model)

http://www.ncpublicschools.org/accountability/testing/writing/Guidesets/narrative.html

(Scoring Applications: Narrative Description)

NC End of Grade Testing

http://www.ncpublicschools.org/accountability/testing/eog/

Leu's Internet Workshop

http://www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/RT/2-02_Column/index.html

http://www.lite.iwarp.com/Ctadmin/actone.html

http://www.ikeepbookmarks.com/home.asp

Kids During the Great Depression Packet(Created by Dr. Frye)

Images from the Great Depression

Grace's Journal

http://edsitement.neh.gov/view_lesson_plan.asp?id=300

Bud, Not Buddy

Bud Packet Outline

BNB Interdisciplinary Literary Study Word Documents (Created by Dr. Frye)

Examples of Student Work:

Packet Covers

ABC Book Example

ABC book links

Oceanography ABC Books--Great lesson plan for science and language arts

ABC Books and Activities-- Sue LeBeau's comprehensive site for making ABC books

Lesson Plan for ABC Books

Comprehensive List of Published ABC Books

Example of ABC Book on Dinosaurs

Example of ABC Book with Young Children

Example of ABC Book with Poems for Each Letter--from Hans Christian Andersen : The A-B-C Book

Character Sketcher

Character Traits

Student Example Example Artistic Impression,

Figurative Language

Example 1, Example 2, Example 3

Internet Workshop

The Frog Princess Internet Workshop

Link to Child-Friendly Search Engines-http://www.nabss.org/irsearch.htm

iKeepBookmarks.com allows you to upload, and keep, your bookmarks on the web for free.
You can access them at any time, from any computer... anywhere!

Internet Workshop What am I? Example I Poem Example Artistic Representation

Discussion Director

Double Entry Diary Example from Bud, Not Buddy

I am Poems Links

Bud I Poem and Artistic Representation

Mr. Leahy's Class

How to Write an I am Poem

I am Poem Template 1 (pdf)

I am Poem Template 2

I am Poem Template 3

Online I am Poem Generator

Writing a Feature Story

Wanted Poster and examples

Reader's Theatre Aaron Shepard’s RT Page

The Reading Lady http://www.readinglady.com/

http://www.literacyconnections.com/ReadersTheater.html (Many resources for you)

http://teachingheart.net/readerstheater.htm (Wow! Many scripts)

http://bms.westport.k12.ct.us/mccormick/rt/RTHOME.htm (Scripts for upper elementary)

http://www.teacher.scholastic.com/products/instructor/readerstheater.htm

(Wonderful article with plenty of resources!)

http://www.lisablau.com/archives.html (Wonderful Scripts for Reader's Theatre)

Pictures of Third Graders Performing Folktales

Fables

Interactive Fables http://www.mce.k12tn.net/reading40/aesop.htm

Units on Folktales and Fables- Many Versions! http://www.emints.org/ethemes/resources/S00000376.shtml

EDSITEment Fable/Folktales (Grades 3-5) (Grades K-2)

Writing Fables and Fable Rubric

http://www.bluemountainmedia.com/Stories%26Proverbs/AesopFables.html

(Caribbean fables and folktales with audio samples)

Web-Based Thematic Unit

Reading Fluency

Multi-Text Study

Link to TaskStream Rubric
Example of Rationale
American Memory-Amazing Resource for you!
Frog Princess Examples
- Explanation/References/NCSCS Table
- Outline of Student Packet
- Integrated Packet

Helpful resources for choosing and leveling quality children's literature

Literature Database--Find Award-Winning Books, Searchable!

Caldecott Medal

Newbery Medal

List of Newbery Medal Winners

Children's Book Awards (1)

Children's Book Awards (2)

Children's Literature Lists, By Grade Level

Leveled Book List

Children's Book Lists By Level

Book Suggestions--Lists

Librarian's Book Lists

How many pages do they read? (formula)

Fry Readability Formula

http://school.discovery.com/schrockguide/fry/fry.html

Spache or Dale-Chall

http://www.interventioncentral.org/htmdocs/tools/okapi/okapi.shtml

Reader's Theatre

http://www.teacher.scholastic.com/products/instructor/readerstheater.htm

(Wonderful article with plenty of resources!)

http://www.lisablau.com/archives.html (Wonderful Scripts for Reader's Theatre)

Pictures of Third Graders Performing Folktales

Bloom's Taxonomy

http://www.ops.org/reading/blooms_taxonomy.html

Go through in class with Goldilocks

Go to http://www.officeport.com/edu/blooms.htm

http://achieve.psdr3.org/bloom.html

http://www.coun.uvic.ca/learn/program/hndouts/bloom.html

Literature Circles

The Bad Beginning

Story Map/Elements of a Story

http://www.eduplace.com/rdg/gen_act/pigs/story_mp.html

Story Mapping

Elements of Story Using Comic Strips: A Read Write Think Lesson Plan

Book Project

KWL

http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2kwl.htm

http://teachers.teach-nology.com/web_tools/graphic_org/kwl/

Writing Workshop

http://teacher.scholastic.com/writewit/index.htm

Biography

Fable

Poetry

http://www.berkeleyprep.org/lower/fourth/writing/poetry_patterns.htm

(Different forms)

http://www.cesa8.k12.wi.us/teares/it/webquests/Poetry/

(diamonte)

Figurative Language (simile poems)

http://www.bbc.co.uk/education/listenandwrite/similes/index.htm

http://teacher.scholastic.com/writewit/poetry/index.htm (Writing with description)

Love That Dog

Red Wheelbarrow by William Carlos Williams http://www.discoverwriting.com/april-may00.html

http://www.poets.org/poets/poets.cfm?45442B7C000C070709

http://edsitement.neh.gov/view_lesson_plan.asp?id=250

(haiku)

http://edsitement.neh.gov/view_lesson_plan.asp?id=404

(limerick)

http://edsitement.neh.gov/view_lesson_plan.asp?id=261

(Writing Poetry like the pros)

http://edsitement.neh.gov/view_lesson_plan.asp?id=301

(K-2 Poetry Workshop)

http://falcon.jmu.edu/~ramseyil/poeform.htm

(poetry forms)

http://www.poetryzone.ndirect.co.uk/content.htm

http://teacher.scholastic.com/writewit/poetry/index.htm

Academy of American Poets: Poets.org

Academy of American Poets: For educators

The Poets House

Poetry Daily

The International Library of Poetry

Funny Poetry for Children

Online Collection of Poetry

Teaching Poetry to Children

Learn how to write original poems/songs using rhythm and rhyme

Funny Poetry for Children

Poetry Theater

Poetry for Kids

Pizzaz! Poetry Resources

Forms of Poetry for Children

Found Poems

Found Poem Lesson Plan

Found Poem Explanation

Concrete Poem

Concrete Poem References

Concrete Poem Examples

Concrete Poem Lesson Plan

The List Poem

List Poems by 2nd Graders Reading Charlotte's Web

Shopping List Poem

The Electronic List Poem Generator

Haiku Poetry

History of Haiku

Teaching Haiku Poetry

How-To Haiku

Haiku Generator

Haiku Lesson Plan

Poems for Two Voices

Poems for Two Voices Lesson Plan

Poem for Two Voices Lesson Plan Social Studies

Poem for Two Voices Resources

I am Poems Links

How to Write an I am Poem

I am Poem Template 1 (pdf)

I am Poem Template 2

I am Poem Template 3

Online I am Poem Generator

Acrostic Poems for Children

Lessons with Acrostic Poems (Read, Write, Think)

Acrostic Poems with Children's Names

Funny Poetry for Children--Acrostic Poems

How to Write Acrostic Poems

Holes

Literary Packet (Online)

Literary Packet (Word Documents)

Figurative Language (simile poems)

http://www.bbc.co.uk/education/listenandwrite/similes/index.htm

http://teacher.scholastic.com/writewit/poetry/index.htm (Writing with description)

Interview with Louis Sachar

Green Lake Gazette Assignment

Flat Stanley Project

Flat Freddy (Lowell)

http://wheatley.lkdsb.net/lara.htm (Flat Lara)

http://www.unc.edu/~cblee/cindy.html (Flat Cindy)

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