Western Kentucky University
College of
Education and Behavioral Sciences
Special
Instructional Programs
Syllabus Outline
Spring 2006
Instructor: Dr. Lucy
Maples Office Phone: 270-745-3617
Office Hours: MW 10-12 and 1:30-3, T 10-12 Email: lucile.maples@wku.edu
Homepage: http://edtech.wku.edu/~lmaples
Course
Calendar: http://edtech.wku.edu/~lmaples/320calendar.htm
Required texts:
Curtis, C. P. (1997). The Watsons Go to Birmingham—1963. Yearling.
Paulsen, G. (1996). Hatchet. Aladdin.
Tompkins, G. E. (2006). Literacy for the 21st Century, 4th Edition. Upper Saddle River,
NJ: Pearson Education, Inc.
Recommended text:
Yopp, R.
H. & Yopp, H. K. (2005). Literature-Based Reading Activities, 4th
Edition. Allyn & Bacon.
Course Description:
An introduction to reading instruction for primary and middle grade children; includes an examination of reading needs, teaching methods, materials, and resources related to reading skills development. Field experiences in public schools and/or other appropriate settings away from campus are required in this course. Students are responsible for arranging their own transportation to designated or assigned sites.
Rationale:
This course will provide elementary education majors with an introduction to reading and writing concepts appropriate for primary and middle grade children. The content will include exposure to teaching methods, materials, and resources necessary to effectively teach reading and writing to all students.
Prerequisites: ELED 250, PSY 310
Requirements for Field Experience: Criminal background check, physical and TB test. These MUST be on file with Sheila Raines in Teacher Services, Tate Page Hall 408, before you can begin your field experience.
Course Objectives and Assessment:
Teacher education students can demonstrate knowledge of reading and writing concepts and developmentally appropriate instruction by providing evidence for each of Kentucky's New Teacher Standards (NTS):
I. Designs/plans instruction
II. Creates/maintains learning climates
III. Implements/manages learning climates
IV. Assesses and communicates learning results
V. Reflects/evaluates
teaching/learning
VI. Collaborates with colleagues/parents/others
VII. Engages in professional development
VIII. Knowledge of content
IX. Technology
Course Disposition(s) Statement:
· The teacher appreciates individual variation within each area of development, shows respect for the diverse talents of all learners, and is committed to help them develop self-confidence and competence.
· The teacher believes that all children can learn at high levels and persists in helping all children achieve success.
· The teacher recognizes the power of language for fostering self-expression, identity development, and learning.
· The teacher values ongoing assessment as essential to the instructional process and recognizes that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning.
KERA Elements Addressed:
Curriculum Outcomes
Goals and Valued Outcomes
Performance Tasks
Integrated Curriculum
Expanded Use of Technology
Primary Program (Seven Attributes)
Critical Student Performances: (to be included in Electronic
Portfolio)
Designing and Implementing Literacy Instruction
Shared Book Experience
Examining Contextual Factors in Literacy Development
Instructional Methods and Activities:
Lecture, demonstrations, discussion, group work, reading, written assignments, Web-supported, field experiences
Attendance:
Class attendance and active participation is expected. If you miss a class you are responsible for all work missed. More than two absences may result in the lowering of the final grade. Two tardies amount to one absence. Students are required to complete all field experience hours and assignments for LTCY 320 in order to receive a final grade in the course.
Assignments:
All assignments are due at the beginning of class on the
due date. Late assignments will be deducted 10% of the total
possible score per class period. (Chapter assignments worth 10
points will be deducted 5 points per class period.) Assignments will not be accepted more than
one week late except in extraordinary circumstances with advance discussion and
agreement between student and instructor. This policy is instituted primarily
to prevent students from becoming overloaded at the end of the semester.
It is expected that you will read and reflect on required readings prior to each specified class session. Selected course readings will help you develop the knowledge and theoretical base needed for teaching diverse learners in a reading/language arts classroom.
All work must be typed unless otherwise noted. Word processing must be done either in Microsoft WORD or in .rtf (rich text format). NO "Works" files - we cannot open those files on the Electronic Portfolio. Please use the following format for all typed work (unless otherwise noted):
· 12 pt font
· DOUBLE SPACE
· Times New Roman, Arial, or San Serif fonts ONLY
· Include your NAME, date, and title of assignment on all work. No attempt will be made to match ANONYMOUS papers with students.
· Do not EVER (EVER) turn in the DRAFT copy of your work. All work should be PROOFREAD for grammar, spelling, mechanics, and accuracy as specified by the instructions for each assignment.
Keep a copy of all assignments in your portfolio (and
backed up on your electronic portfolio). If an assignment is lost, the
burden to replace it in a timely manner rests with you.
Course Requirements and Evaluation:
TASK 1: Who am I?
a. Personal
Literacy Autobiography (25 points)—You will be required to write a 2-3 page
autobiography of your literacy experiences from your earliest knowledge of
reading and writing to the present time.
You should focus on memorable moments, both positive and negative, that
have impacted your current view of literacy.
b. Me
Box and Reflection (25 points)— You will create a box that includes 3-5
artifacts that represent your life. You
will also cover the box in a creative manner to further explain/describe
yourself. You will use your Me Box to introduce yourself to our college
classroom. You will also use it to
introduce yourself to your field experience classroom. After your first visit to your field
experience classroom, you will write a 1-2 page reflection on your Me Box and
how it was received by your elementary students.
TASK 2: Learning the basics of
literacy
a. Class
participation/use of strategies (150 points)
·
Graphic organizer (10 pts)
·
Venn diagram (10 pts)
·
Quickwrite (10 pts)
·
KWL Chart (10 pts)
·
Anticipation Guide (10 pts)
·
Idiom Poster (10 pts)
·
Word Map (10 pts)
·
Connections Chart (10 pts)
·
Other classroom activities
·
Phonemic awareness and phonics activities
b. Exams
·
Four over Tompkins text (50 points each = 200
points)
·
Handwriting—Manuscript and Cursive
(pass/fail)--The link below contains practice sheets and instruction on the
formation of letters for both Zaner-Bloser and D'Nealian handwriting. You are ON YOUR OWN to
practice these letters and be prepared to correctly form letters, write neatly,
evenly, and "in line" (no up-hill, down-hill). You will
also be asked to REPRODUCE two lines each of both Zaner-Bloser
and D.Nealian handwriting (both manuscript and
cursive) using a poem selected by the instructor. This will be completed
IN CLASS (without visual aids) on the specified handwriting paper (see the
"information" listed below). Your performance on the in-class
handwriting assessment will be used to determine your pass/fail handwriting
grade. http://www.abcteach.com/directory/basics/handwriting/
TASK 3: Connecting literacy and literature
a. Book reviews and reflections (100 points)--You will be responsible for
turning in two book reviews of the trade books listed at the beginning of the
syllabus. Each book review should include a brief description of the story and
main character(s) (1/3 of review). The remainder of the review should be
your reflections on the book, its value for use in the classroom and ways it
could be implemented, and any issues surrounding the use of the book in an
elementary classroom. Each book review should be 2-3 pages in
length,
typed, double-spaced, using 10-12 pt.
font. Each book review counts 50
points for a total of 100 points.
· Hatchet
· The Watsons Go to Birmingham—1963
b. Literature Focus Unit (100 points)-- You will select a book from the list of
Newbery Award and Honor Books and create an entire unit for teaching this
book in an elementary classroom. Your focus unit will be due near the end of the semester. You will also give a 10-minute presentation to the class using visuals and technology highlighting your unit. The literature focus unit counts 100 points.
a. Professionalism (50 points)—One of the most important aspects of becoming
a teacher is learning appropriate professional behavior. Professionalism is expected in both the college classroom and your field experience classroom.
· College classroom professionalism includes: arriving and departing class at the appropriate time, coming prepared by having chapters already reviewed and assignments ready to turn in to the professor, and treating both classmates and professor in a respectful manner in both classroom discussions and emails.
· Field experience professionalism includes:
i. ALWAYS arriving at the time agreed upon with your field experience teacher. (If an emergency arises and you cannot be there, BE SURE TO CONTACT YOUR PLACEMENT TEACHER.)
ii. Dressing appropriately—This means NO sweat pants, flip-flops, or bellies showing. You are no longer a student in this setting, rather a potential teacher. Preferred dress includes tucked-in shirts with skirt (not too short) or pants for ladies and collared shirts and slacks for men. Jeans are borderline for both ladies and men.
iii. Show initiative in the classroom. Don’t just sit there. Ask the teacher what you can do. Notice students that might need additional assistance with an assignment. Be pro-active!
b. Shared Literature Experience (50 points)—The purpose of this assignment is to provide you with experience in sharing and involving elementary students in appropriate quality children’s literature as part of a balanced reading instructional program. A second purpose of this assignment is to provide experience in building oral language, sight word recognition, and enjoyment of reading by doing echo reading and choral reading of a poem. (Students must be active participants in the read aloud by echoing, chanting, responding, etc.) Components of this requirement include: conducting an interest inventory with students (Day 1), creating a 10-book annotated bibliography based upon results of interest inventory, selecting a book from bibliography to involve students in interactive read-aloud (Day 2), involving students in choral or echo reading of poem related to read-aloud book (Day 2).
c. Examining Contextual Factors (50 points)—The purpose of this assignment is to provide you with an opportunity to observe elementary children as they engage in literacy events and note distinguishing developmental behaviors and characteristics. You will select one child to observe and interview before writing a 2-3 page paper describing that child’s literacy experiences and approximate developmental levels related to reading, writing, listening, and speaking (Days 1, 2, 3).
Sample paper: http://www.pampetty.com/320contextualsample.htm
d. Designing and Implementing Literacy Instruction (50 points)—The
purpose of this assignment is to provide you with an opportunity to plan and teach a reading lesson using an appropriate text or trade book encompassing a variety of genre of literature. (DRTA or DLTA) You will select an appropriate multicultural picture book and teach a reading lesson using DRTA/DLTA format (Day 3).
Sample DRTA: http://www.pampetty.com/420guidedreadingDRTA.htm
Evaluation and Grade Assignment:
Assessment will include written assignments, cognitive tests, performance
events, and evaluation of student plans for reading instruction. The
student must achieve at least minimum competency in every area; otherwise the
course must be repeated. All assignments will be graded on spelling and
grammar, as well as content. Specific guidelines for each assignment
will be given as the assignments are introduced.
Final grades for LTCY 320 will be based on an 800 point scale:
Grade
Percentages Points
A
93-100
744-800
B
85-92
680-743
C
77-84
616-679
D
70-76
560-615
F 69 or
less 559 or
less
NOTE: To receive a final grade in LTCY 320 you must complete all components of the field experience and related assignments required for the course AND you must upload all critical performances to the Electronic Portfolio.
Word to the Wise: You will get OUT of this course exactly what you put IN. You will note that there are no points for "hard work" ... that is a given.
Plagiarism Policy: To represent ideas or interpretations taken from another source as one's own is plagiarism. Plagiarism is a serious offense. The academic work of students must be their own. Students must give the author(s) credit for any source material used. To lift content directly from a source without giving credit is a flagrant act. To present a borrowed passage after having changed a few words, even if the source is cited, is also plagiarism.
Plagiarism will not be tolerated in this class. Be especially careful about citing internet sources. If plagiarism is found, the student will receive a zero for that assignment and risks the possibility of an F for the course.
Disability Accommodations Statement: "Students with disabilities who require accommodations (academic adjustment and/or auxiliary aids or services) for this course must contact the Office for Student Disability Services, Room 445, Potter Hall. The OFSDS telephone number is (270) 745-5004 V/TDD. Please DO NOT request accommodations directly from the professor or instructor without a letter of accommodation from the Office for Student Disability Services."
The Fine Print: The following statements should be noted carefully.
1. You are
required to attend all field experience days. If you miss any time in the field
you must make that time up by planning an alternative time with your
teacher. I have to receive written notification by you (email is fine)
that you have made up the time. Any falsification of field time will
endanger your continuance in this course and possibly your program of study at
WKU.
2. All field activities must be attended IN FULL.
3. ALL ASSIGNMENTS WILL BE GRADED FOR CONTENT AND MECHANICS.
4. Please keep a copy of all assignments handed in. In the highly unlikely event that an assignment is lost, you will need to provide another copy in a timely manner.
5. Late assignments will be deducted 10% of the total possible score per class period. Assignments will not be accepted more than one week late except in extraordinary circumstances with advance discussion and agreement between student and instructor.
6. My expectations
are high, but my goal is for you to be successful and to leave this university
with the skills you need to be the best reading teacher possible.
The previously-stated policy on late work applies even in circumstances when the student is given an incomplete ("X") for failure to upload an assignment to the Electronic Portfolio System. Students requesting an incomplete for another reason must contact the instructor to ask for an incomplete, which may or may not be granted, depending on the instructor's judgment regarding the circumstances of the student's request. According to the catalog on Undergraduate Catalog p.28/Graduate Catalog, p.13, “A grade of ‘X’ (incomplete) is given only when a relatively small amount of work is not completed because of illness or other reason satisfactory to the instructor. “An ‘X’ received by a student will automatically become an “F” unless removed within twelve (12) weeks of the next full term (summer excluded). The grade of ‘X’ will continue to appear as the initial grade on the student’s transcript, along with the revised grade.
Please turn off all cell phones.
Supplementary Resources
Books:
Adams, M.J. (1990). Beginning to
read: Thinking and learning about print. Cambridge, MA:
MIT Press.
Allington, R.L., & Walmsley,
S.A. (1995). No quick fix. New York, NY:
Teacher's College Press.
Aston-Warner,
S. (1963). Teacher. New York, NY: Simon and Shuster, Inc.
Atwell, N.
(1987). In the middle: Writing, reading, and learning with
adolescents. Montclair, NJ: Boynton/Cook.
Calkins,
L. (1994). The art of teaching writing.
Portsmouth, NH: Heinemann.
Cambourne, B. (1988). The whole story:
Natural learning and the acquisition of literacy in the classroom.
NY: Scholastic.
Cunningham,
P.M. (1991). Phonics they use: Words for reading and
writing. NY: Harper-Collins.
Delpit, L. (1995). Other people's
children: Cultural conflict in the classroom. NY: New
Press.
Dyson,
A.H. (1989). Multiple worlds of child writers: Friends
learning to write. NY: Teacher's College Press.
Harste, J.C., & Woodward, V, & Burke, C.
(1984). Language stories and literacy lessons. Portsmouth, NH: Heinemann.
Henderson,
E. (1990). Teaching spelling (2nd Ed.). Boston:
Houghton-Mifflin.
Holdaway, D. (1979). Foundations of
literacy. Sydney: Ashton-Scholastic.
Jacobs,
J.S., & Tunnell, M.O. (1996). Children's
literature, briefly. Englewood Cliffs, NJ:
Merrill/Prentice-Hall.
Kobrin, B. (1988). Eyeopeners!
New York, NY: Penguin Books.
Meltzer, M. (1994). Nonfiction for the
classroom: Milton Meltzer on writing, history
and social responsibility. NY: Teacher's College Press.
Routman, R. (1991). Invitations:
Changing as teachers and learners. Portsmouth, NH: Heinemann.
Journals:
Journal Reading Research Quarterly
Language Arts
The Journal for Adolescent and Adult Literacy
Reading Improvement
The Journal for Literacy Research
Journal of Reading Behavior
The Reading Teacher
Phi Delta Kappan
Harvard Educational Review
Reading Psychology
Journal of Negro Education
Reading Research and Instruction
Reading Horizons
Educational Researcher
Elementary School
Website
Addresses:
Teacher-oriented sites:
Kentucky Department of Education: http://www.kde.state.ky.us
International Reading Association: http://www.reading.org
Children's Literature Web Guide: http://www.ucalgary.ca/~dkbrown
ERIC Clearinghouse on Reading, English, &
Communication:
http://www.indiana.edu/~eric_rec/index.html
Booklist(reviews): http://www.ala.org/booklist/
Pam Petty's Educational Websites: http://www.pampetty.com
Child-oriented sites:
Kids on the Web: www.zen.org/~brendan/kids.html
Jan Brett's Home Page: www.janbrett.com
Ann Arbor District Library Kids' Page: www.annarbor.lib.mi.us/kidspg/kidspg2.htm
All links within body of syllabus copyright 2002-2005, Dr. Pam Petty.
EXTRA! EXTRA! READ ALL ABOUT
IT!
Want extra credit? You may extend your field experience from 10 hours to 20 hours if you desire and your cooperating teacher is willing. Simply offer your services in the classroom (or another setting approved by your facilitator or professor, such as an after-school program) for 10 hours of service learning. These cannot be hours for which you are paid! Have your cooperating teacher sign your log showing an additional 10 hours, complete a 1-2 page reflection on your time spent, and turn in to your facilitator or professor for a possible 50 points extra credit!