Section 001(For Section 004 See End of This Document)

Language Arts Education 340 Section 001(for Section 004 see end of this document) Spring 2009 Monday 9:30-12:15

Instructor--Dr. Kathy R. Fox, [email protected] Drop-in Office Hours: Wednesday—10-12:00, 7:45-8:15(pm) Alternate Fridays--10:30-2:00 Other appointment hours may be arranged Office Phone: 962-3219 Room 267, Ed Building

Texts and materials: Required texts: EDN 340 Reader, which includes selected chapters from Vacca, Vacca and Gove. Reading and learning to read. Allyn and Bacon. 6th edition & Dow & Baer. Self paced phonics: A text for educators. Pearson, 4th edition. Recommended: Put reading first: The research building blocks for teaching children to read. Available from USDE at www.nifl.gov or 1-800-228-8813. This is a free document. -Selected handouts from Instructor -Selected children’s texts Required material: 1-2 cassettes for copying your teaching video onto DVD-Rs. You will share this work in class and then keep your copy.

It is recommended that you keep a notebook (or 3 ring binder) with lesson plans, notes, quickwrites, and articles from instructor. Include a front page for Table of Contents. Use dividers to separate by readings, assignments, forms, lesson plans, etc.

Purpose: This course is designed first and foremost to encourage students to delve into literacy and the language arts. The course is also designed to aid students in their growth as effective decision-makers and reflective practitioners, including presentation strategies.

Learning Engagements:

1. Class reading assignments, activities and discussions. Your participation counts as 10% of your grade. (*Please see note below.) 2. Online Journal Discussions with cohort group: Discussion entries will include prompts on classroom questions and events from our lab experiences. Discussion entry must be logged by 5 pm of the assigned date to count for credit. 3. Weekly Quickwrites on readings from texts. 4. Completion of self paced phonics workbook, page 71, in text. This completed work is due on Monday, March 16. 5. Present shared reading, language experience, writing mini-lesson or guided reading lesson plans to each other—Small group format. This assignment counts in your participation grade. 8. Choose one from 8A or 8B below: 8A.Paper: Choose one of the following topics: “Reading First” “Reading Recovery” “Write From the Beginning” Direct Instruction A Balanced Reading Program Writers’ Workshop Write a research paper, complete with introduction, learning theory upon which program is based, and current status of program. A bibliography of sources must also be included. Paper should be between 5-7 pages and is due on the Monday March 23, 2009. 8B. Community mapping exercise. This includes reading of Neuman & Celano article, completion of the community mapping graphic and photo display. Graphic information due on Monday, April 20, 2009. 6. Video reflection: You will video yourself teaching a minimum of two times in order to reflect upon your teaching practice. You will share one section of the video with your classroom cohort and instructors during a guided reflection session at both midterm and final exam (Part 1) day. A written reflection will be due on the following day. 7. Final exam (part 2)-modeled from the PRAXIS II, including definitions and essay on classroom practice. Grading: As noted above, your grades are dependent on your assignment completion. To earn an A in this class you must meet all of the criteria on time and to the expectations we will develop and discuss in class. Please feel encouraged to bring your work to me as you progress so that you can feel confident of the process as well as the product.

*Participation: Classroom discussions and activities are a valuable part of our learning experiences. Just as you will want your students to participate both through attentive listening and active discussion, I want the same for you. Please be conscious of how you represent yourself as a contributing member of our group and as a future educator.

A note on absences…It stands to reason that your attendance is important to your growth in this class. It is also important to us as a learning community. Exceeding two absences in EDN 340 will affect your grade and should be discussed with the instructor. Attendance will be taken at each class meeting. Class Schedule January 12: Orientation to reading foundations course with Dr. Fox Orientation to ED Lab with Mr. Brinkley No Child Left Behind and current status of literacy instruction Reading First and Five components of successful literacy development Lisa Delpit’s 10 guidelines Community mapping guidelines & assignment. Read: Neuman & Celano, Community Literacy Resources. (To be distributed), Vacca, Vacca and Gove, Chapter 1 January 16: First online discussion. Log onto Discussion Board by 5 pm. January 26: Holdaway and Shared Reading –impact on classrooms and communities Big Book Lesson demonstration Read: Vacca, Vacca and Gove, Chapter 2 Dow & Baer, Chapter 1 January 26: Guided Reading--impact on classrooms Lesson demonstration Phonics instruction…the debate and the how-to Direct Instruction Model Reading: Dow & Baer, Chapter 2, Vacca, Vacca and Gove, Chapter 3 February 2: Comprehension strategies Questions for comprehension Diagnostic assessment: Dow & Baer, Chapter 8 (in class) Running Records and Miscue Analysis Read: Vacca, Vacca and Gove, Chapter 6 February 9: Award Winning Teachers: What do they say? Video presentation and discussion Read: Vacca, Vacca & Gove, Chapter 4 February 16: No Class Read: Vacca, Vacca & Gove, Chapter 6 February 23: Language Experience Approach/Model Writing/Letter of the Week/Journals Writers Workshop, book making and publication Read: Handouts on Writers Workshop (To be distributed), Vacca, Vacca and Gove, Chapter 6 continue March 2: Read Across America Celebration—practice read alouds in class Guided Video Reflection Protocol Written reflections due by Friday, March 6, 5:00 pm March 9 & 11: Spring Break--No class, no online discussion board Class resumes March 16 March 16: Self paced phonics cumulative quiz (pg 71) due today Class discussion March 23: Paper Due: See topics on course description Present direct instruction, shared reading, language experience, writing mini- lesson or guided reading lessons to each other Use your classroom experience and present what is familiar to you Finalize lesson plans to submit to Dr. Fox on Taskstream by Monday,3/16, 5 pm March 30: Parent Involvement How to make your classroom parent friendly: Ho, Fox and Gonzales, 2007. Homework and nightly reading as family literacy April 6: Prepare homework packets in class April 13: Observations of classrooms—Group field trip Daily Schedules and Scope and Sequence Review Vacca, Vacca & Gove, survey appendices April 20: Community Mapping Exercise Due Reports & Discussion Take-Home Exam Distributed April 27: “Sponge” day Exam day: Video Reflection 2. A written reflection is due by 5 pm on the following day. Language Arts Education 340 Section 004 Spring 2009 Monday & Wednesday 12:30-1:45

Instructor--Dr. Kathy R. Fox, [email protected] Drop-in Office Hours: Wednesday—10-12:00, 7:45-9:00(pm) Alternate Fridays--10:30-2:00 Other appointment hours may be arranged Office Phone: 962-3219 Room 267, Ed Building

Texts and materials: Required texts: EDN 340 Reader, which includes selected chapters from Vacca, Vacca and Gove. Reading and learning to read. Allyn and Bacon. 6th edition & Dow & Baer. Self paced phonics: A text for educators. Pearson, 4th edition. Recommended: Put reading first: The research building blocks for teaching children to read. Available from USDE at www.nifl.gov or 1-800-228-8813. This is a free document. -Selected handouts from Instructor -Selected children’s texts Required material: 1-2 cassettes for copying your teaching video onto DVD-Rs. You will share this work in class and then keep your copy.

It is recommended that you keep a notebook (or 3 ring binder) with lesson plans, notes, quickwrites, and articles from instructor. Include a front page for Table of Contents. Use dividers to separate by readings, assignments, forms, lesson plans, etc.

Purpose: This course is designed first and foremost to encourage students to delve into literacy and the language arts. The course is also designed to aid students in their growth as effective decision-makers and reflective practitioners, including presentation strategies.

Learning Engagements:

1. Class reading assignments, activities and discussions. Your participation counts as 10% of your grade. (*Please see note below.) 2. Online Journal Discussions with cohort group: Discussion entries will include prompts on classroom questions and events from our lab experiences. Discussion entry must be logged by 5 pm of the assigned date to count for credit. 3. Weekly Quickwrites on readings from texts. 4. Completion of self paced phonics workbook, page 71, in text. This completed work is due on Monday, March 16. 5. Present shared reading, language experience, writing mini-lesson or guided reading lesson plans to each other—Small group format. This assignment counts in your participation grade. 8. Choose one from 8A or 8B below: 8A.Paper: Choose one of the following topics: “Reading First” “Reading Recovery” “Write From the Beginning” Direct Instruction A Balanced Reading Program Writers’ Workshop Write a research paper, complete with introduction, learning theory upon which program is based, and current status of program. A bibliography of sources must also be included. Paper should be between 5-7 pages and is due on the Monday March 23, 2009. 8B. Community mapping exercise. This includes reading of Neuman & Celano article, completion of the community mapping graphic and photo display. Graphic information due on Monday, April 20, 2009. 6. Video reflection: You will video yourself teaching a minimum of two times in order to reflect upon your teaching practice. You will share one section of the video with your classroom cohort and instructors during a guided reflection session at both midterm and final exam (Part 1) day. A written reflection will be due on the following day. 7. Final exam (part 2)-modeled from the PRAXIS II, including definitions and essay on classroom practice. Grading: As noted above, your grades are dependent on your assignment completion. To earn an A in this class you must meet all of the criteria on time and to the expectations we will develop and discuss in class. Please feel encouraged to bring your work to me as you progress so that you can feel confident of the process as well as the product.

*Participation: Classroom discussions and activities are a valuable part of our learning experiences. Just as you will want your students to participate both through attentive listening and active discussion, I want the same for you. Please be conscious of how you represent yourself as a contributing member of our group and as a future educator.

A note on absences…It stands to reason that your attendance is important to your growth in this class. It is also important to us as a learning community. Exceeding two absences in EDN 340 will affect your grade and should be discussed with the instructor. Attendance will be taken at each class meeting. Class Schedule January 7: Orientation to reading foundations course with Dr. Fox Orientation to ED Lab with Mr. Brinkley Read: Vacca, Vacca and Gove, Chapter 1 January 12: No Child Left Behind and current status of literacy instruction Reading First and Five components of successful literacy development Lisa Delpit’s 10 guidelines Community mapping guidelines & assignment. Read: Neuman & Celano, Community Literacy Resources. (To be distributed) January 14: Holdaway and Shared Reading –impact on classrooms and communities Big Book Lesson demonstration Read: Vacca, Vacca and Gove, Chapter 2 Dow & Baer, Chapter 1 January 16: First online discussion. Log onto Discussion Board by 5 pm. January 21: Top-down and Bottoms up processing and instruction Continue, Chapter 2, Vacca, et al January 26: Guided Reading--impact on classrooms Lesson demonstration Read: Vacca, Vacca and Gove, Chapter 3 January 28: Phonics instruction…the debate and the how-to Direct Instruction Model Reading: Dow & Baer, Chapter 2 February 2: Comprehension strategies Questions for comprehension Read: Vacca, Vacca and Gove, Chapter 6 February 4: Diagnostic assessment: Dow & Baer, Chapter 8 (in class) Running Records and Miscue Analysis February 9: Award Winning Teachers: What do they say? Video presentation and discussion February 11: Continue with video and discussion Read: Vacca, Vacca & Gove, Chapter 4 February 16: No Class February 18: Integrated Literacy Approach Read: Vacca, Vacca & Gove, Chapter 6 February 23: Language Experience Approach/Model Writing/Letter of the Week/Journals Read: Vacca, Vacca and Gove, Chapter 6 continue February 25: Writers Workshop, book making and publication Read: Handouts on Writers Workshop (To be distributed) March 2: Read Across America Celebration—practice read alouds in class March 4: Guided Video Reflection Protocol Written reflections due by Friday, March 6, 5:00 pm March 9 & 11: Spring Break--No class, no online discussion board Class resumes March 16 March 16: Self paced phonics cumulative quiz (pg 71) due today Class discussion March 23: Paper Due: See topics on course description Present direct instruction, shared reading, language experience, writing mini- lesson or guided reading lessons to each other Use your classroom experience and present what is familiar to you Finalize lesson plans to submit to Dr. Fox on Taskstream by Monday,3/16, 5 pm March 30: Parent Involvement How to make your classroom parent friendly: Ho, Fox and Gonzales, 2007. April 1: Homework and nightly reading as family literacy April 6: Prepare homework packets April 8: Continued April 13: Observations of classrooms—Group field trip April 15: Daily Schedules and Scope and Sequence Review Vacca, Vacca & Gove, include appendices April 20: Community Mapping Exercise Due Reports & Discussion April 22: Continued Take-Home Exam Distributed April 27: “Sponge” day Exam day: Video Reflection 2. A written reflection is due by 5 pm on the following day.