University of Wisconsin-Milwaukee Department of Curriculum and Instruction CURRINS 537: Literacy 2: Assessing and Teaching Literacy Beyond the Primary Years Course Syllabus Section 001 Class Meets Tuesdays, 12:30-3:10 pm; Class Meeting Location: Enderis 109 Section 002 Class Meets Thursdays, 5:00-7:40 pm; Class Meeting Location: Bolton 281

Instructor: Ruth Short, Ph.D. E-mail: [email protected] Office: Enderis 271 Office Phone: 414-229-4536 Fax: 414-229-5571 Office Hours: Tuesday 3:30-4:30, Thursday 3:00- 4:00 and by appt.

Catalog Description: CURRINS 537: Literacy 2: Assessing and Teaching Literacy Through Early Adolescence. 3 cr. U/G. Addresses the role of reading and language arts assessment and instruction with diverse learners in 1st-8th grade classrooms with particular emphasis on comprehension, vocabulary, and disciplinary literacy.

Course Description: The course addresses the role of reading and language arts with diverse learners in first through eighth grade classrooms, with a greater emphasis on grades three through eight, and the interrelationship of literacy instruction with the other curricular areas. The primary objectives are to promote and develop assessment and instruction of comprehension, vocabulary and disciplinary literacy.

Credits: This course is offered for 3 undergraduate or graduate credits. You can anticipate at least 144 hours of work for this three-credit course. This includes 37.5 hours of face-to-face meetings and 105.5 hours completing the required course requirements including completion of assigned course readings and required written projects (i.e. lesson and unit plans).

Course Objectives: Students will be able to... 1. Express a deep understanding of the foundations of disciplinary literacy and the factors that affect reading and writing development across the curriculum;

2. Incorporate the varied contexts of literacy instruction into assessment, lesson plans, and discussion;

3. Administer and analyze Informal Reading Inventories, and then use this data to plan appropriate instruction;

4. Identify and build upon students’ strengths and how to develop student engagement in reading and writing in order to design appropriate instructional strategies that individualize instruction;

1 5. Display a broad knowledge of literacy strategies and instructional techniques that support reading and writing.

6. Identify, select and teach appropriate comprehension strategies to meet learners’ needs as they attempt to understand narrative, persuasive and informational texts across disciplines.

7. Identify, select and apply appropriate vocabulary instructional strategies to meet learners’ needs as they engage with various forms of text.

8. Demonstrate an understanding of implementing literature circles, selecting appropriate reading materials for a variety of readers and interests, and managing multiple small groups simultaneously.

9. Draw upon the Common Core State Standards in planning literacy learning activities.

Texts and Required Materials: Books for this course are available for purchase at the UWM Campus Bookstore (http://bookstore.uwm.edu/home.aspx) or online.

Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2012). Words their way: Word study for phonics, vocabulary, and spelling instruction, 5th edition. Boston, MA: Pearson.

Fisher, D. and Frey, N. (2012). Improving Adolescent Literacy: Content Area Strategies at Work, 3rd. ed. Boston, MA: Pearson.

Leslie, L. and Caldwell, J. S. (2010). Qualitative Reading Inventory, 5th edition. Boston, MA: Pearson.

Recommended Texts: Tomlinson, C. A. & McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.

Optional texts, consult with the instructor prior to purchasing: Beers, K. (2003). When kids can’t read: What teachers can do. Portsmouth, NH: Heinemann.

Cobb, C. and Blachowicz, C. (2014). No more "look up the list" vocabulary instruction. Portsmouth, NH: Heinemann.

Fisher, D. and Frey, N. (2008). Word-wise and content-rich, grades 7-12: Five essential steps to teaching academic vocabulary. Portsmouth, NH: Heinemann.

Additional Readings posted to D2L Beach, R. (2012). Constructing digital learning commons in the literacy classroom. Journal of Adolescent and Adult Literacy, 55(5), 338-351.

Bean, T. & O’Brien, D. (2012/13). Past and future directions in content area literacy. Journal of

2 Adolescent and Adult Literacy, 56(4), 275-278.

Conradi, K., Jang, B. G., Bryant, C., Craft, A. & McKenna, M. C. (2013). Measuring adolescents’ attitudes toward reading: A classroom survey. Journal of Adolescent and Adult Literacy, 56 (7), 565–576.

Fisher, D. & Frey, N. (2013). Close reading as an intervention for struggling middle school readers. Journal of Adolescent & Adult Literacy, 57 (5), 367–376.

Gambrell, L. (2011). Seven rules of engagement: What’s most important to know about motivation to read. The Reading Teacher, 65 (3), 172–178.

Glaus, M. (2014). Text complexity and young adult literature: Establishing its place. Journal of Adolescent & Adult Literacy, 57(5), 407–416.

Hill, A. E. (2014). Using interdisciplinary, project-based, multimodal activities to facilitate literacy across the content areas. Journal of Adolescent & Adult Literacy , 57(6), 450– 460.

Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction: What, why, and how? The Reading Teacher, 58, (8), 702-714.

Lenski, S. (2011/12). What RtI means for content area teachers. Journal of Adolescent & Adult Literacy, 55(4), 276-282.

Manyak, P. C., Von Gunten, H., Autenrieth, D., Gillis, C. Mastre-O’Farrell, Irvine-McDermott, E., Baumann, J. & Blachowicz, C. (2014). Four practical principles for enhancing vocabulary instruction. The Reading Teacher, 68 (1), 13-23.

Pearson, P.D., Hiebert, E.H., & Kamil, M.L. (2007). Vocabulary assessment: What we know and what we need to do. Reading Research Quarterly, 42,2, 282-296.

Peterson, D. S. & Taylor, B. M. (2012). Using higher order questioning to accelerate students’ growth in reading. The Reading Teacher, 65 (5), 295–304.

Spitler, E. (2011/12). From resistance to advocacy for math literacy: One teacher’s identity transformation. Journal of Adolescent & Adult Literacy, 55(4), 306-315.

Wixson, K.K. & Valencia, S.W. CCSS-ELA: Suggestions and Cautions for Addressing Text Complexity. The Reading Teacher, 67 (6), 430–434.

Useful websites: http://www.eduplace.com/graphicorganizer http://www.freeology.com/graphicorgs

3 http://sciencenotebooks.org

Assignments: All written work will be submitted in hardcopy to the professor during the class the assignment is due. Self-selected Reading – (5 points, due Sept. 9/11) You will choose an article from The Reading Teacher, the Journal of Adolescent and Adult Literacy, or some other professional journal approved by your professor. This article should address reading comprehension, the use of informational or multimodal texts in content area classrooms, vocabulary development and instruction, assessment, writing or something literacy related. (Please consult with your instructor if you are unsure of journal or topic approval.) You will be responsible for writing an article summary as well as addressing how you would apply the information to your own teaching. Summaries will be shared in class. Include a copy of the journal article when handing in your article summary. You must include the correct and complete citation for the article using APA 6th ed. format in your written summary.

Assessment Project – (15 points, due Oct. 14/16) Students will complete an assessment project consisting of the following: ● QRI case study. ● Words Their Way spelling inventory of the same student. ● Produce a final assessment report reporting the results of all assessments.

Word Study Lesson – (5 points, due Oct. 21/23) You will choose a word study lesson that is appropriate to the level, strengths and needs of the struggling student with whom you are working. You will teach this lesson with your student and reflect on the experience.

Guided Reading Lessons – (2 @ 5 points each = 10 points, due Nov. 18/20 and 25/27*) You will plan and implement a series of two guided reading lessons with a small group of students that includes your initial case study student. You will plan and teach two, guided reading lessons that include a comprehension strategy using the gradual release of responsibility model. This lesson will follow the MCEA Lesson Plan Template. Cite the specific standards (Wisconsin or Common Core) you aim to address in your teaching (link on D2L). A written reflection will also be required. *Due to the Thanksgiving holiday, students in the Thursday evening section of class will be expected to submit the second Guided Reading lesson to D2L Dropbox. All other assignments must be turned in as hardcopy.)

Disciplinary Literacy Lessons – (2 @ 7.5 points each = 15 points, due Oct. 28/30 and Nov. 11/13) You will plan and implement two disciplinary literacy (reading and/or writing) lessons for a small or whole group of students in your clinical experience classroom. Use a lesson from one of your content areas and modify it to include a disciplinary literacy strategy. Cite the specific standards (Wisconsin or Common Core) you aim to address in your teaching (link on D2L). You will include a vocabulary mini-lesson in each. Examples of these include: Student Activated Vocabulary Instruction, Word Walls, Word Maps, Semantic Webs, Semantic Gradients, The Frayer Model, Morphemic Analysis, etc. The lessons should address the needs of various reading levels of students in the class. (Prior to teaching these lessons in the field, you will teach

4 them in class to a small group of your peers. Peer feedback will be provided after each lesson is taught.)

Literature Circles - (10 points, evals done and handed in class weekly during the Literature Circle section of the course with final reflection due Nov. 4/6) After hearing about several contemporary Y.A. novels, each small group (3 or 4 persons per group) will select and read a book of its choice. The group will meet during class time in literature circles, with each person being a weekly discussion director and rotating the other literature circle roles. Your group will need to devise a form for self-evaluation and group evaluation. Models of evaluations will be shared in class. Each person must complete both types of forms (self and group) each time your group meets. You will turn in forms weekly. You will also compose and submit a written reflection on the Literature Circle experience. Some time will be allotted in class for completion of this assignment, but you will be required to do the actual reading of the books outside of class. This book may also be used for the multimodal text set project if it fits with your topic. Failure to meet with your group during class will result in a reduction of points for this assignment. Be sure to have your group determined evaluation forms available for use in hardcopy each week your group meets in class as these must be turned in prior to you leaving class.

Unit – (20 points) This will be compiled but not actually taught in the field. (Small group presentations will be the last two weeks of class, Dec. 2/4 and 9/11) You will create a unit that includes the following components:  Themed Multimodal Text Set - Using the changing notion of the word “text” to include more than textbooks or printed material, you will put together a set of “texts” that develops an identified theme. These “texts” will represent varying levels of text complexity and genre. A model set and rubric will be shared in class. You will present your “text” set to the class including an annotated bibliography following APA 6th edition format. Identify the genre of each “text.”  UbD Unit Plan – Following the UbD model of planning, develop a themed unit that teaches a literacy central focus. Your unit will include sequenced learning activities that incorporate WHERETO (from UbD) and address vocabulary instruction, the development of a central focus from the Common Core State Standards, (comprehension strategy), writing in response to reading, and a graphic organizer in a well developed learning plan. You will not write lesson plans for the unit, but you will follow the UbD model of planning.

Final Examination – 20 points (Please do not ask to take the exam early.) Day section: Wednesday, Dec. 17 from 12:30-2:30. Location TBD Evening section: Thursday, Dec. 18 from 5:00-7:00 pm. Location TBD A final examination will be administered to all students. The exam will be comprehensive covering assigned readings, lectures, discussions and demonstrations. The central question of the exam will focus on a very probable open-ended question that will be posed on the Wisconsin Foundations of Reading test. More information will be provided later in the semester.

*Graduate Project – (50 points)

5 Individuals taking the class for graduate credit are required to do an additional assignment. They will choose a topic to investigate in consultation with the professor. First, students will use ERIC and Google Scholar to find articles on the topic within the past five years (at least 5 research-based articles, more if you select brief articles). The articles will be summarized and analyzed in an annotated bibliography. Finally, the student will write a 10-page paper on your topic explaining the idea, theory, research and application in classrooms. Individual presentations will be made to the rest of the class, so be sure to include an effective means of sharing information.

Grading Undergraduate Graduate Self-selected Reading 5 points 5 points Assessment Project 15 points 15 points Word Study Lesson 5 points 5 points Guided Reading Lessons (2) 5 points each = 10 5 points each = 10 points points Disciplinary Literacy Lessons (2) 7.5 points each = 15 7.5 points each = points 15 points Comprehension Unit 20 points 20 points Literature Circle 10 points 10 points Final Exam 20 points 20 points Graduate Student Project 50 points 100 points 150 points

Undergraduate Grading Scale: 94-100 = A 88-90 = B+ 78-81 = C+ 69-71 = D+ 91-93 = A- 85-87 = B 75-77 = C 66-68 = D 82-84 = B- 72-72 = C- 60-65 = D- below 60 = F *Graduate Grading Scale: 125-133 = A 117-119 = B+ 103-108 = C+ 92–97 = D+ 120–124 = A- 113-116 = B 99- 102 = C 87-91 = D 109-112 = B- 96-98 = C- 80-86 = D- Below 79 = F

The grade of a C or better must be earned in this course in order for it to fulfill the professional requirements of the Middle Childhood-Early Adolescence Teacher Certification program. This course cannot be taken for credit/no credit

Course Calendar, Content and Modules: Week Topic Reading/Assignments

1. Review of Literacy1class Bean & O’Brien: Past and future direction in content area literacy, JAAL Sept. 2/4 Disciplinary Literacy and Response to Intervention (RtI) Lenski: What RtI means for content area

6 In-class activities related to Disciplinary teachers, JAAL Literacy using Day of Tears Day of Tears - J.Lester

2. Common Core State Standards (CCSS) View and discuss CCSS (available app) Text Complexity Fisher & Frey, Chapter 1: Ensuring all Sept. students read, write, think 9/11 View www.TextProject.org Glaus: Text complexity, JAAL Allow for sharing of self-selected readings Wixson & Valencia: Suggestions and Cautions for addressing text complexity, RT *Due: Self-selected reading written summary (w/article attached)

3. Assessment: Reading, comprehension, Words Their Way, QRI/IRI retelling, and spelling inventory Sept. Fisher & Frey, Chapter 9: Taking stock: 16/18 Standards, assessment and high-stakes testing

4. Assessment continued, Disciplinary In-class analysis of individual student literacy lesson introduction work Sept. 23/25 Fisher & Frey, Chapter 2: Setting the stage: Building background through anticipatory activities *Bring QRI and WTW to class to assist with analysis

5. Multimodal text sets, Word study lesson Words Their Way, QRI Sept. Literature Circles: Introduction In-class time for lit circle book selection 30/Oct. 2 Fisher & Frey, Chapter 3: Word for word: Vocabulary development across the curriculum Beach: Constructing digital learning commons, JAAL

6. Assessment Project review and analysis *Peer teaching of disciplinary literacy lesson: bring materials for peers Oct. 7/9 Disciplinary literacy lesson #1 in class peer teaching Fisher & Frey, Chapter 4: Well read: Promoting comprehension through read

7 Literature circles meet, develop self- and alouds and shared reading. group evaluation sheets and discuss first section of books selected Gambrell: Seven rules of engagement, JAAL. Condradi et.al: Measuring adolescents’ attitudes toward reading. JAAL

7. Small group Guided reading *Assessment project due Oct. Literature Circle discussion & eval time Fisher & Frey, Chapter 5: Why Ask? 14/16 Questioning strategies in the classroom. Peterson & Taylor: Using higher order questioning, RT

8. Comprehension strategies and graphic *Word study lesson due organizers Oct. Fisher & Frey, Chapter 6: Picture this: 21/23 Literature Circle discussion & eval time Graphic organizers in the classroom. Fisher & Frey: Close reading, JAAL

9. Vocabulary and mini-lessons Pearson, Hiebert, & Kamil: Vocabulary assessment, RRQ Oct. Comprehension strategies and graphic 28/30 organizers Manyak et. al: Four practical principles for vocab instruction. RT Literature Circle discussion and eval time *Disciplinary Literacy Lesson #1 due

10. Multimodal text sets *Peer teaching of disciplinary literacy lesson: bring materials for peers Nov. 4/6 Disciplinary Literacy lesson #2 in class peer teaching Fisher & Frey, Chapter 7: Getting it down: Making and taking notes across the curriculum Literature Circle reflection due

11. Multimodal text sets & Literacy Central Fisher & Frey, Chapter 8: Powerful Focus (see CCSS) pens: Writing to learn with adolescents Nov. 11/13 Writing Across the Disciplines *Disciplinary Literacy Lesson #2 due Hill: Using interdisciplinary, project- based multimodal activities, JAAL

12. Teaching for understanding & fluency *Guided Reading Lesson #1 due Nov.18/2 Hudson, et al: Reading fluency 0

8 assessment and instruction, RT

13. Fluency and Comprehension: How Guided Reading Lesson #2 due (Tues, closely are they linked? paper copy, Thursday D2L dropbox) Nov. 25/27 Spitler: From resistance to advocacy, JAAL Thanksgiving Holiday (Thursday)

14. Comprehension Units and Catch-up In-class presentations Dec. 2/4

15. Comprehension Units and Review In-class presentations Dec. 9/11

Abbreviations used above: JAAL = Journal of Adolescent and Adult Literacy RT = The Reading Teacher RRQ = Reading Research Quarterly

Wisconsin State Teaching Standards and Core Guiding Principle addressed in CURRINS 557: Standard #1 Learner Differences Standard #2 Learner Development Standard #3 Learning Environments Standard #4 Content Knowledge Standard #5 Innovative Applications of Content Standard #6 Assessment Standard #7Planning for Instruction Standard#8 Instructional Strategies Standard #9 Reflective Practitioner/Learning From One’s Own Practice Standard #10: Leadership and Collaboration

Core Guiding Principle All programs at UWM leading to licensure by the Wisconsin Department of Public Instruction have adopted a unified guiding principle centered on advocating for and providing an equitable education to all students, within a culture of inspiration, high expectations, accountability and quality services.

Individuals licensed through UWM demonstrate an understanding of the unique characteristics of urban contexts and keep issues of race, class, culture, and language at the forefront of their work. Candidates have substantive knowledge about the varieties of urban contexts and cultures, the forces that maintain poverty, and other powerful historic and contemporary beliefs and

9 traditions that support discrimination in society. They understand how other social identities, including gender, disability, sexual orientation, and religion, intersect with the forces of poverty, cultural traditions, language, and racism and lead to inequity in teaching and learning.

This Urban Education/Equity Principle is aligned with UWM's commitment to the urban community and influences our interpretation of state licensing standards and how they are assessed. Throughout their programs and in their portfolios, candidates address the Urban Education/Equity Principle as they interpret the performance standards of the applicable license.

Course Policies Attendance - It is expected that you will attend all class meetings. In the event that you find it impossible to attend, you should notify me via e-mail or phone prior to the class meeting. The grade calculation described above assumes daily class attendance. One absence may occur without penalty, but beginning with the second absence final grades may be lowered by an interval (ex. A to A-, B+ to B, etc.). Babysitting problems (multiple), friends’ problems, deaths of friends’ families, work, and ongoing transportation issues are not acceptable excuses. If you know you will miss a class in advance, make arrangements with a class member to collect handouts and to share notes. You are responsible for readings and in-class work when you are absent. Two tardies are equal to one absence and will count the same way. Desire 2 Learn – Course materials will be made available on D2L each week. From time to time it will be necessary to send a message to the class. Therefore it is essential that you verify your ability to access D2L early in the semester and contact Learning Technology Center if you have any difficulties (414-229-4040 or [email protected] or go to Bolton 225). To access D2L go to the UWM homepage and find D2L link at the very top of the page. Due Dates – Assignments are due on the date indicated in the syllabus, even if you are absent. Late work may receive a grade reduction of 1 interval for each day between the due date and the date it is turned in (e.g. one day is B to B-). In cases of documented (in writing) extenuating circumstances (e.g. medical emergency, illness, death), contact me so we can decide how to work things out. Electronic Devises - Turn off phones and other beeping, ringing or singing electronic devices during class. Only answer phones during class in transition times or in emergencies. Quality of Written Work – All written work submitted to meet course requirements must be typed, unless otherwise noted. It is assumed that work submitted is in final draft unless specifically stated in the course syllabi. Work must include correct punctuation, capitalization, and spelling. Any work cited in this class must be referenced following APA 6th Edition. APA Formatting: All typed papers should be word processed, double spaced, 12 pt. font with one inch margins using Times New Roman and proofread. When citing references, use American Psychological Association's 6th edition format. For help, see http://www.liu.edu/cwis/cwp/library/workshop/citapa.htm.

University Policies:

10 *additional information regarding these policies is found at http://www.uwm.edu/Dept/SecU/SyllabusLinks.pdf

1. Students with disabilities. Notice to these students should appear prominently in the syllabus so that special accommodations are provided in a timely manner. http://www4.uwm.edu/sac/SACltr.pdf 2. Religious observances. Accommodations for absences due to religious observance should be noted. http://www4.uwm.edu/secu/docs/other/S1.5.htm 3. Students called to active military duty. Accommodations for absences due to call-up of reserves to active military duty should be noted. Students: http://www4.uwm.edu/current_students/military_call_up.cfm Employees: http://www4.uwm.edu/secu/docs/other/S40.htm 4. Incompletes. A notation of "incomplete" may be given in lieu of a final grade to a student who has carried a subject successfully until the end of a semester but who, because of illness or other unusual and substantiated cause beyond the student's control, has been unable to take or complete the final examination or to complete some limited amount of term work. http://www4.uwm.edu/secu/docs/other/S31.pdf 5. Discriminatory conduct (such as sexual harassment). Discriminatory conduct will not be tolerated by the University. It poisons the work and learning environment of the University and threatens the careers, educational experience, and well-being of students, faculty, and staff. http://www4.uwm.edu/secu/docs/other/S47.pdf 6. Academic misconduct. Cheating on exams or plagiarism are violations of the academic honor code and carry severe sanctions, including failing a course or even suspension or dismissal from the University. http://www4.uwm.edu/acad_aff/policy/academicmisconduct.cfm 7. Complaint procedures. Students may direct complaints to the head of the academic unit or department in which the complaint occurs. If the complaint allegedly violates a specific university policy, it may be directed to the head of the department or academic unit in which the complaint occurred or to the appropriate university office responsible for enforcing the policy. http://www4.uwm.edu/secu/docs/other/S49.7.htm 8. Grade appeal procedures. A student may appeal a grade on the grounds that it is based on a capricious or arbitrary decision of the course instructor. Such an appeal shall follow the established procedures adopted by the department, college, or school in which the course resides or in the case of graduate students, the Graduate School. These procedures are available in writing from the respective department chairperson or the Academic Dean of the College/School. http://www4.uwm.edu/secu/docs/other/S28.htm 9. Other The final exam requirement, the final exam date requirement, etc. http://www4.uwm.edu/secu/docs/other/S22.htm 10. Selected Academic and Administrative Policy 24.5, Firearms and Dangerous Weapons Policy.

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