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APPALACHIAN STATE UNIVERSITY
Development of Literacy for Learning
COURSE SYLLABUS RE 4030 BLOCK 433
Spring 2006
Dr. Beth M. Frye
PHONE: OFFICE (262-7623) HOME (263-0274)
E-MAIL: [email protected]
(Homepage)
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
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| MULTI-TEXT STUDY NC- North Carolina DPI Elementary Education Specialty Area Standards |
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 Standard
: Standard 1: Elementary teachers have a broad knowledge and
understanding of the major concepts in English Language Arts and
Literacy. |
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Standard
: Standard 7 : Elementary teachers use developmentally appropriate
strategies to design and deliver instruction in all areas of the
elementary curriculum. |
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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. |
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Rental Textbook:
Gunning, T. (2003). Creating Literacy Instruction for All Children (4th 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
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| 1. Attendance, Disposition, and Engagement in class activities | Daily January 12 (first draft); February 9 (final) |
25 points 20 points |
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| 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 | |
| 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
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.
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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)
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
- Assignment 2 for The Gardener
- Assignment 3 for The Gardener
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)
Friendly Letters Mini-Lesson (student copy)
Friendly Letter Revision Guide
- Rubric for the The Gardener Packet Assignment
- Examples of Integrated Language Arts/Social Studies
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
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)
(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
Kids During the Great Depression Packet(Created by Dr. Frye)
Grace's Journal
http://edsitement.neh.gov/view_lesson_plan.asp?id=300
BNB Interdisciplinary Literary Study Word Documents (Created by Dr. Frye)
Examples of Student Work:
- 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
Student Example Example Artistic Impression,
Figurative Language
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
Double Entry Diary Example from Bud, Not Buddy
I am Poems Links
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)
Example of Rationale
American Memory-Amazing Resource for you!
Frog Princess Examples
Helpful resources for choosing and leveling quality children's literature
- Literature Database--Find Award-Winning Books, Searchable!
- Caldecott Medal
- Newbery Medal
- Children's Book Awards (1)
- Children's Book Awards (2)
- Children's Literature Lists, By Grade Level
- 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
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
http://www.eduplace.com/rdg/gen_act/pigs/story_mp.html
Elements of Story Using Comic Strips: A Read Write Think Lesson
Plan
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
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
- 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
- Concrete Poem
- The List Poem
- Haiku Poetry
- History of Haiku
- Teaching Haiku Poetry
- Poems for Two Voices
- I am Poems Links
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)
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