<p> Language and Literacy (EDTE 309A) Spring, 2004</p><p>Instructor: Dr. Joan P. Gipe Office: Howe Avenue Elementary School and Benicia Hall 1023 Office Hours: 3:30-4 PM Tuesday (prior to seminar meetings); 12:00-3:00 PM Thurs. (Howe Avenue Elementary); or by appointment (Howe Avenue or Benicia Hall 1023) Contact: email: [email protected] </p><p>Course Prerequisites: Admission to Multiple Subject Credential Program. Course Description: This course provides the foundations in developing those understandings, attitudes and competencies that will enable participants to become effective facilitators of language, literacy and reading growth for all learners.</p><p>Required Texts for EDTE 309A: Gipe, J. (2002). Multiple paths to literacy, 5th ed. Upper Saddle River, NJ: Merrill/Prentice Hall. ISBN # 0-13-030899-4 [R: I, II, III, IV/S: 7Aa, d/T: 1A] Zarrillo, J. (2002). Ready for RICA: A test preparation guide for California’s Reading Instruction Competence Assessment. Upper Saddle River, NJ: Merrill/Prentice Hall. ISBN# 0- 13-041295-3 [R: I, II, III, IV/S: 7Aa, h/T: 1A1]</p><p>Related Texts: Peregoy, S.F., and Boyle, O.F. (2001). Reading, writing, & learning in ESL: A resource book for K-12 teachers. New York: Addison Wesley Longman. ISBN# 0-8013-3249-4 California Department of Education. (1999). English-Language Arts Content Standards for California Public Schools, Kindergarten Through Grade Twelve. [Available online at http://goldmine.cde.ca.gov/board/pdf/reading.pdf ]</p><p>Instructor's Goals for Teaching/Learning: Based on my personal philosophy of teaching and learning, I organize my courses to facilitate the following: 1. an openness to a variety of ideas about literacy assessment and instruction. 2. an active commitment to honesty. 3. an ability to work productively with others. 4. a commitment to personal achievement. 5. a sense of responsibility for one's own behavior. 6. self-esteem and self-confidence. 7. a commitment to one's own values. 8. respect for others and their viewpoints. 9. a lifelong love of learning. 10. the capacity to think for oneself and to make wise decisions.</p><p>Throughout the semester students are invited to provide feedback regarding the effectiveness of the course structures and course activities toward achieving these goals. </p><p>Instructor's Expectations for Students and Course Content:</p><p>1 Upon completion of this course, each student will have: 1. grown in understanding principles of language and literacy assessment and instruction, and developed an ability to plan and implement a comprehensive program of systematic instruction based upon research. 2. investigated, and critically discussed, theories, methods, materials, principles, practices and strategies for language and literacy instruction, to include systematic, explicit and meaningfully-applied instruction. 3. interpreted the professional literature and observed ways the information available in the literature transfers to teaching contexts (through classroom connections, field notes, and lesson planning). 4. learned to plan instruction that is aligned with state-adopted content standards and the Reading Language Arts Framework. 5. been exposed to instructional programs adopted by the State Board of Education. 6. gained knowledge of important terminology related to literacy instruction. 7. examined and interpreted student writing samples, and analyzed spelling for spelling patterns or stages of development (orthography), and the phonological structure of the English language. 8. participated in the writing process, and with a variety of writing genre. 9. accrued knowledge of self as a literate person.</p><p>Course Requirements: There are many possibilities for activities that will assist students in achieving course goals. Those activities required by each student are listed below. Built into these activities are choices for students to make, such as selecting a particular topic of interest to explore through Book Club (Literature Circle) groups, and selecting literacy artifacts for class sharing. Attendance is mandatory and there are no excused absences without appropriate documentation (e.g., doctor’s note). Fieldwork is part of this course and professional behavior is expected at all times (see Professionalism document for the San Juan PDS Center).</p><p>Descriptions of Required Course Activities for EDTE 309A</p><p>1. CLASSROOM CONNECTIONS. Maintain and submit weekly records on required readings and group work as directed. (See attached weekly “classroom connections” example for guidelines, and course agenda for required readings.) These weekly records are not accepted past the date due. [R: I, II, III, IV/ S: 7Aa, h/T: 1A2] 2. EARLY LITERACY TRADITIONS. This autobiographical activity is intended to help students become aware of how reading and writing are traditionally used in home and community settings and how these uses have influenced their ideas, beliefs, and assumptions about reading and writing. The instructor will model this activity, and subsequent student artifacts will be shared orally in class. [R: III 10.2, IV 11.2, 11.4/S: 7Ae/ T: 1A4] 3. REQUIRED COMPREHENSION LESSON. Prepare one directed reading (or listening)- thinking activity (DRTA or DLTA), and implement it with a group of elementary school students. The final copy of this lesson plan must be TYPED. The instructor will demonstrate this lesson, and guidelines that utilize the SIOP model will be provided for lesson format. THE INSTRUCTOR MUST APPROVE the DRTA or DLTA lesson plan</p><p>2 BEFORE IT IS TAUGHT. A classroom teacher (CT) must observe this lesson and provide evaluative feedback using the Reaction Sheet provided. Following the teaching of this plan, an analysis of the lesson is required. This typed analysis must: address how the plan met or exceeded content standards and language objectives; discuss any aspects of the lesson that were changed during teaching and why; include a reflection about the lesson’s effectiveness and what should be changed, or what should occur next for the students and why; and provide a scoring analysis of the evaluation activity designed for the lesson, with actual student work samples attached. The entire packet (from preplanning through first draft to final draft and analysis, plus observer (CT) feedback) must be submitted following the implementation of the lesson. Separate due dates exist for the planning stages of this assignment. See the agenda for due dates. [R: I1.3, 2.1, 2.2, III 7.3, 7.5, 8.1, 8.2/S: 7Ab, ci, cii/T: 1A1, 3, 5, 6] 4. BOOK CLUB. Participate fully in a Book Club (Literature Circle) experience. Read from a professional journal (provided by the instructor) articles of choice, fulfill circle discussion responsibilities, share in whole class discussions, and complete a written “debriefing” form for each Book Club session. [R: III 7.5, 8.2, 8.3, 9.2, 10.1, 10.2, IV 11.2, 11.4, 12.3/ S: 7Ab/T: 1A2, 4] 5. LITERACY FIELDWORK NOTEBOOK. Each Phase I student teacher is required to provide specific assistance to individuals or small groups of elementary students, to include second language learners and students with special needs, on a regular basis over the course of the semester. The specific assignment is to be determined by the individual schools participating in the San Juan PDS Center. Respective principals will provide the details of this assignment. Each student will maintain a notebook that documents their work with elementary students to include dates, activities planned/implemented, and a reflection on each day’s work. For student teachers also taking EDBM 170, tutoring a second language learner fulfills this assignment. [R: I 1.1, 1.2, 1.3, 2.1, 2.2, II, III, IV as determined by students worked with/S: 7Aa, d, i/T: 1A 5, 6, 8, 9] 6. WORD IDENTIFICATION MINI-LESSON. Locate, as appropriate to the grade level you are working with, a phonemic awareness, phonics, sight word, structural analysis, context clue, or dictionary lesson plan on the Internet. Critique the plan using provided guidelines that include criteria for achieving comprehensible input, and modify the plan so that you address grade level California content standards as well as language objectives. Then teach the mini-lesson to a small group of students needing that particular skill. Audiotape this lesson as it is being taught. Following the teaching of this plan, an analysis of the lesson is required as well as an analysis of how comprehensible your lesson was in terms of your own speech (guidelines for this latter part will be provided). This typed analysis must: address how the plan met or exceeded content standards and language objectives; discuss any aspects of the lesson that were changed during teaching and why; include a reflection about the lesson’s effectiveness and what should be changed, or what should occur next for the students and why; and provide an analysis of student performance, with actual student work samples attached. [R: I 2.1, 2.2, II 3.3, 4.2, 4.3, 5.2, 5.4, 5.5, 5.6, IV 11.4, 13.2, 13.3/S: 7Aa, d, f/T: 1A 1, 2, 9]</p><p>3 Evaluation and Grading for EDTE 309A: Each student can earn a total of 100 points. The breakdown is as follows:</p><p>Final Grade Breakdown Classroom Connections (self-evaluated) 30 points Early Literacy Traditions (instructor-evaluated) 5 points DRTA or DLTA Lesson (instructor-evaluated) 25 points (5/10/10) Book Club Participation (self-evaluated) 10 points Literacy Fieldwork Notebook (self-and instructor-evaluated) 10 points Word Identification Mini-Lesson (instructor-evaluated) 15 points Professionalism (instructor-evaluated, based on 5 points attendance, participation, honesty, promptness, responsibility) TOTAL POSSIBLE POINTS: 100 points</p><p>Grading (most likely): A = 93-100; A- = 90-92; B+ = 87-89; B = 83-86; B- = 80-82; C+ = 77- 79; C = 73-76; C- = 70-72; D = 60-69; F = Below 60</p><p>COURSE AGENDA</p><p>The reading assignments listed in the agenda should be completed prior to the date to which they are assigned in order to facilitate class discussion. Due dates for assignments are firm. No assignments will be accepted after the due date without PRIOR permission from the instructor. (Refer to the agenda for respective due dates.) Attendance is crucial to successful completion of this course. Communicate with the instructor regarding any absence, prior to the class meeting, if possible. ALWAYS CALL THE SCHOOL AND YOUR CT REGARDING ANY ABSENCE OR TARDINESS. ACT PROFESSIONALLY AT ALL TIMES.</p><p>Week 1 (January 29) Overview and routines (e.g., Classroom connections are due each week; that is, the first connections work is due Week 2, February 5; thus, it is Week 2 Classroom Connections. Discuss criteria for self-evaluation. BRING THE RELEVANT TEXTBOOK AND MATERIALS TO EVERY CLASS. Review beliefs about reading/teaching, home and community literacy practices. Early Literacy Traditions (in class demo). Questions and concerns. ASSIGNMENT: EARLY LITERACY TRADITIONS. Due: February 5.</p><p>Week 2 (February 5) Share Early Literacy Traditions and discuss speaking strategies and applications. Dimensions of the language arts (reading, writing, listening, speaking, viewing, visually representing), and academic (textual), functional, and recreational reading. [R: III 9.2, 10.1, IV 11.2, 13.2/S: 7Aci, ciii, e/T: 1A6] Define emergent, beginning, developing, and proficient readers. Cueing systems. Cloze procedure purposes and formats (instruction vs assessment). [R: I 1.2, 1.3, II 5.4, III 7.1, 9.1, IV 12.1, 13.3/S: 7Aa/T: 1A9] Discuss Book Club goals and independent reading. [R: III 7.3, 7.4, 7.5, 8.1, 8.2, 9.2, 10.1, 10.2/S: 7Ab/T: 1A4] Book Club groups decide on reading</p><p>4 assignments for Week 6. Discuss Literature Circle job sheets as ways to facilitate initial Book Club discussions. First Classroom Connections group discussions [R: III 9.3/S: 7Ah, i/T: 1A4]. Use Reciprocal Teaching format in discussion groups. Black History Month: Readers Theatre demonstration [R: IV 11.4/S: 7Aciii/T: 1A4] Readings: Gipe, Ch. 1; Zarrillo, Ch. 2; See also Peregoy & Boyle, Ch. 5</p><p>Week 3 (February 12) Analytic teaching. Early intervention techniques in a classroom setting. Language acquisition: oral language development. English language learners.[R: IV 11.2, 11.4, 13.2, 13.3/S: 7Aa/T: 1A2] Formal vs informal language. Classroom Connections discussion. [R: I 2.1, 2.2, IV 11.2, 11.4/S: 7Aa, ciii/T: 1A5] Reading comprehension and listening strategies. DRTA: a reading comprehension strategy/DLTA: a listening application. Begin DLTA demonstration lesson, if time permits. Use direct instruction lesson plan format with attention to SIOP as a guide. [R: I 2.1, 2.2, III 7.3, 7.4, 7.5, 8.3/S: 7Aa, b, cii, d/T: 1A1, 3, 6, 8]</p><p>Readings: Gipe, Chs. 2, 3, 4; See also Peregoy & Boyle, Ch. 4</p><p>Week 4 (February 19) No class. SJUSD closed. Use this week to read ahead—there is much reading required prior to February 26th class.</p><p>Week 5 (February 26) Complete Demonstration lesson: DLTA. Summarizing, questioning, and making inferences. Determining the effectiveness of instruction and students’ proficiency after instruction. [R: I 1.1, 1.3, III 7.1, 8.1, IV 11.1, 12.1/S: 7Aa/T: 1A8, 9] Lesson preplanning work due Week 7.</p><p>Readings: Read pdf files available on Dr. Gipe’s web page for DRTA strategy and read Gipe text, pp. 241, 243-244 in Ch. 10; also see Gipe, Ch. 11 for lesson activity ideas using narrative text, or Ch. 12 if using expository text for this lesson, and Ch. 14 for integrating the arts with your lessons. Literature appreciation: see online text set collections on Dr. Gipe’s web page, and also visit http://www.carolhurst.com and http://www.ucalgary.ca/~dkbrown/rteacher.html in order to select quality literature titles (narrative and expository), books that reflect cultural diversity, and ideas for how to teach with children’s literature. All groups will share lesson preparation ideas in class (e.g., Literary Response and analysis activities, graphic organizers, and other visual structures). Gipe, Chs. 9, 11, 14; Zarrillo, Chs. 7, 8; Seealso Peregoy & Boyle, Chs. 3, 7</p><p>Week 6 (March 4) Book Clubs begin. Writing strategies and applications. Conventions of writing. Modes of discourse—comprehending and producing narrative, expository, persuasive and descriptive texts. Classroom connections discussion. [R: III 9.2, IV 11.3/S: 7Aa, d/T: 1A2]</p><p>Readings: Book Club assignment. Gipe, Ch. 7; Zarrillo, Chs. 6, 13; See also Peregoy & Boyle, Ch. 6</p><p>Week 7 (March 11)</p><p>5 Early literacy development: phonemic awareness. The nature of the reading process: context as an aid to word identification/constructing meaning. The role of phonics in literacy development: decoding and word analysis. Sound/symbol codes. Phonics Test for Teachers. [R: II 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 5.4, 5.5, 5.6/S: 7Ad/T: 1A7] PREPLANNING WORK DUE FOR DRTA OR DLTA.</p><p>Readings: Retrieve and complete the Phonics Test for Teachers found online (Gipe webpage); An online resource that might help you is: http://english.glendale.cc.ca.us/phonics.rules.html </p><p>Week 8 (March 18) Book Clubs—Session 2. Word recognition skills instruction: systematic vocabulary development, morphology, context clues, fluency. Decodable text, predictable texts, leveled books. Demonstration phonics lesson for whole-part-whole sequence. Classroom Connections discussion. [R: II 5.1, 5.2, 5.3, 5.4, IV 12.2, 12.3/S: 7Ad, h/T: 1A3, 7] First Draft of DRTA/DLTA LESSON PLAN DUE Week 9. Locate an online lesson plan for a word recognition skill that your placement students would benefit from (consult with your CT). Bring this lesson to our next class for critiquing.</p><p>Readings: Gipe, Ch. 8; Zarrillo, Chs. 3, 4, 5; Book Club assignment.</p><p>Week 9 (March 25) Spelling instruction. Meaning vocabulary. (Visual structures: Roots and Branches graphic organizer activity). Classroom Connections discussion. [R: II 6.2, 6.3, IV 12.1, 12.2, 12.3/S: 7Af, h/T: 1A 7, 8] DLTA LESSON PLAN Draft # 1 DUE. Online word recognition lesson plan due for critiquing purposes.</p><p>Readings: Gipe, Ch. 10; Zarrillo, Ch. 12</p><p>Week 10 (April 1) Book Clubs—Session 3. BOOK CLUB PARTICIPATION MATERIALS WILL BE DUE AT THE END OF THIS LAST SESSION, SO HAVE ALL PREVIOUS DEBRIEFINGS AND YOUR NOTES OR LOG READY TO TURN IN TODAY. You will be asked to self-evaluate your Book Club efforts. Write your score (8 points maximum) and a justification on the back of today’s debriefing page. LAST DAY TO SUBMIT DRTA OR DLTA PLANS FOR APPROVAL BEFORE TEACHING. This DLTA lesson should be taught by the end of Week 13, because STAR testing is scheduled from April 26-May 7, and there is a final write-up/analysis that is required for completing the DLTA lesson plan packet. The final packet is due May 6. Begin literacy assessment. Ongoing diagnostic strategies that guide teaching and assessment: emphasis on ongoing assessment. Fluency, Running Records & Informal Reading Inventories (IRIs).[R: I 1.1, 1.2, 1.3, II 3.1, 4.1, 5.1, 5.3, 6.1, III 7.1, 7.2, 8.1, 9.1, IV 11.1, 12.1, 13.1/S: 7Ai/T: 1A9] </p><p>Readings: Complete Book Club readings. Gipe, Chs. 5, 6; Zarrillo, Chs. 1, 10, 11; See also Peregoy & Boyle, Ch. 10. Arrange to gather literacy data. Administer spelling test in Gipe, p.</p><p>6 399, and gather/administer other classroom assessments for Week 12.</p><p>Week 11 (April 5-9) SPRING RECESS</p><p>Week 12 (April 15) Continue literacy assessment. Scoring and interpretation, bring any data you have to class. Classroom Connections. </p><p>Readings: Same as Week 10;</p><p>Week 13 (April 22) Clarify word recognition mini-lesson to be taught before Week 16.</p><p>Week 14 (April 29) Content area reading (and writing). Classroom Connections. [R: III 9.2, 9.3 IV 12.2, 12.3/S: 7A ci, cii/T: 1A8]</p><p>Readings: Gipe, Chs. 12, 13; Zarrillo, Ch. 9; See also Peregoy & Boyle, Chs. 8, 9</p><p>Week 15 (May 6) DLTA packet due. Literacy Fieldwork Notebook due May 13.</p><p>Assignment: Take the Zarrillo sample RICA examination with scores due May 13 [R: I 1.3/S: 7A h/T: 1A1] (See also for further practice: http://www.stanswartz.com/RICA/RICA %20practice.html or locate RICA Practice Test through http://www.rica.nesinc.com </p><p>Week 16 (May 13) Last day of class. Word recognition mini-lesson packet due. Literacy Fieldwork Notebook due. Practice RICA exam scores due. Planning for EDTE 309B.</p><p>7 SUMMARY OF DUE DATES</p><p>Starting February 5 For each week that a reading is required, Classroom Connections work is also required to be submitted that day as well. (Feb. 5, 12, 26, March 4, 18, 25, April 1 or 15, 29 ) for eight total submissions. February 5 Early Literacy Traditions March 4 First Book Club reading March 11 Phonics Test for Teachers (print out from Gipe webpage) March 11 DLTA Preplan March 18 Second Book Club reading March 25 First draft of complete DLTA lesson plan AND online word recognition lesson located online April 1 Final Book Club reading AND Book Club materials and evaluation due April 1 FINAL deadline date for revised DLTA lesson plans. April 15 Data from spelling test and other assessments (will be scored and/or interpreted in class). April 15 Word recognition mini-lesson plan modifications due May 6 DLTA packet due May 13 Literacy Fieldwork Notebook due May 13 Word Recognition Mini-lesson packet due May 13 Practice RICA exam scores due</p><p>8 WEEK 2 CLASSROOM CONNECTIONS (Readings) FORMAT GUIDELINES</p><p>NOTE: This GUIDELINES SHEET contains the directions and format to follow for ALL your Classroom Connections work. Keep this sheet handy for future reference. It is also available on Dr. Gipe’s webpage (www.csus.edu/indiv/g/gipeJ/jpg1.htm) by clicking on CSUS Courses and locating EDTE 309A/B. Click there and then go to Course Syllabus. You can also get to my webpage by finding my name listed as CSUS faculty at the Faculty Webpage link on the CSUS home page.</p><p>Name:______Date: ______</p><p>Literacy Artifact: Attach original or copy, preferred, or describe in detail. This artifact is something that you will bring from your classroom placement or fieldwork to share with your small group, the whole class, or to post to our classroom mural. Ideally, it will be something related to the topic read about for the week assigned, but this might not always be possible. To accompany the artifact, write a sentence stating the purpose or give any explanation needed. Also identify how the artifact connects to the RICA Domains; for example, a spelling test would connect to Domain II, 6.1 Assessing spelling.</p><p>Most Important Literacy Term: What is one literacy term that you think is most important to remember from this reading, and why? What page is it on/where is it located? Using the context of the passage, be prepared to explain this term in your own words. Relate an example from the classroom, or from your own experience, that illustrates that you understand the term. Write this information to bring with you to class.</p><p>Reflections/Connections: In writing, reflect on your reading. If you are at a loss for something to write, try connecting the readings to something you have observed or experienced directly. Use these guiding questions to help you.</p><p>REFLECTIONS/STORIES: Share one of your own experiences as a student (or as a teacher) in relation to this information (e.g., Tell about a time when.... or This reminds me of ....)? Or relate this information to the teaching practices you have observed being used by others. CONNECTIONS: Where/how does this information connect to the RICA domains, or to the Multiple Intelligences, or to another course you have taken or are taking, or to the reading programs used at Howe Avenue or Greer or Kingswood Elementary Schools? Be explicit by giving an example.</p><p>Quotables: Select, and share with your table group 1 or 2 quotes that you think are especially significant from your reading this week. Tell why you chose each quote. </p><p>Self-Evaluation: 1 2 3 4 (Score your effort, 4 is highest)</p><p>JUSTIFICATION: (Explain your score.)</p><p>9 Gipe: 1 2 3 4 (I will agree or disagree, but only if we are miles apart will I need to talk to you about your criteria.)</p><p>10</p>