Mansfield 2009 Student Syllabus Revised

EEDUC 5121 Literacy: The Integration of the Language Arts Mansfield, Massachusetts ~ N9014 February 6, 7, 8 and February 27, 28 and March 1 - Spring 2009 Fridays 5:00 PM- 10:00 PM, Saturdays and Sundays 8:00 AM- 5:00 PM Instructor: Gwen Barry Blumberg, Adjunct Faculty Lesley University School of Education Cambridge, Massachusetts (781) 391-8426 (Home) E-mail: [email protected] (write EDUC 5121 in subject line) [email protected] (write EDUC 5121 in subject line) Course Overview: This course will present current research, theories and practical classroom applications concerning effective literacy learning. Course participants will examine and discover developmentally appropriate practices for elementary education programs; effective ways to integrate children’s literature with basal readers and the entire curriculum; reading and language arts skills instruction using authentic contexts and experiences; classroom management and organization techniques; varied evaluation and assessment materials and methods; and strategies for using children’s literature and integrated curriculum to meet the learning needs of all students. Objectives: The participant will: 1. Develop an understanding of reading development and the relationship between reading and writing as well as the other language arts (listening and talking/ speaking). 2. Be able to use, employ and interpret various assessment strategies to group children accurately for inclass reading instruction. 3. Understand the differences between current trends and models in reading and writing instruction and identify best practices for each to employ in a classroom of heterogeneous students. 4. Understand the role of phonics in a literature-based reading program and be able to develop activities to foster phonemic development. 5. Understand how to educate and inform the parents of their students about their philosophy and best practices in literacy instruction. Required Readings: 1. Routman, Regie. 2000. Conversations: Strategies for Teaching, Learning and Evaluating. Portsmouth, NH: Heinemann. ISBN-10: 032500109X/ISBN-13: 978-0325001098

2. Bear, Donald, et al. 2008. Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, 4/E. Upper Saddle River, NJ: Prentice Hall. ISBN-10: 013223968X/ISBN-13: 9780132239684

3. Selected articles available on line and those distributed in class. All articles cited in the syllabus are available on line. (Persistent links to all articles through the Lesley library are on the last page of this document.)

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Highly Recommended Readings: Although not required, participants will find these references highly useful in the classroom setting. Phonics they Use by Patricia Cunningham *Making Words(or Making More Words) (for primary) by Patricia Cunningham *Making Big Words (or Making More Big Words) (for intermediate) by Patricia Cunningham Guided Reading (for primary teachers) by Irene Fountas and Gay Sue Pinnell Guiding Readers and Writers (for intermediate teachers) by Irene Fountas and Gay Sue Pinnell Word Matters by Irene Fountas and Gay Sue Pinnell *these texts will be discussed and utilized in class (second weekend) Evaluation: 1. Preparation of reflective response journals to assigned readings. The first weekend’s reading response journals will be collected on Sunday morning, 2/8/09. The second weekend’s reading response journals will be collected on Saturday morning, 2/28/09. Reflective journals that are complete prior to these dates may also be passed in via email. When utilizing this option, please send all journals as one document, and not as individual documents. (30 points (15 points per set)) Reflective Journals will be graded based upon the following criteria: 15-13 points

An excellent response is written for each of the assigned readings. o Thorough and complete thoughts, reactions and opinions are given. o Frequent references to other readings and personal experiences illustrate a connection to and an understanding of the reading. o Questions are asked and possible solutions are suggested. o Reasons beyond “I liked this” and “I didn’t like this” are given. o Reader has a sense that the journal writer interacted with the readings.

12-9 points

A good response is given for most of the assigned readings. o Thoughts about the reading are given, although specific examples and details and connections are not always provided. o Occasional references to other readings and personal experiences illustrate a connection to and an understanding of the reading o Questions are asked and possible solutions are suggested. o Reader is left wanting to hear more of the journal writer’s reaction.

8-5 points

Scant response is given for the majority of the assigned readings. o Responses are more of a summary than a reflection. o Personal thoughts about the reading are infrequently given. o References to other readings and personal experiences are rarely if ever included o Reader does not get a sense of the journal writer’s understanding of the assigned readings.

4-1 point(s)

Minimal if any response is given for most of the assigned reading. o Significant deficiencies in above scoring categories

2. Designated Field Based Assessment Assignment: An assessment of a child’s literacy skills to be obtained through the Observation Survey, student interviews and running records. This is due Friday, 2/27, and 5-10 minutes will be given to each course participant during this time to explain their findings in a small group. This assignment and all assessments will be thoroughly explained during the first weekend. Exemplars of student work will also be available during the first weekend. (30 points)

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3. Teaching Plan for Designated Field Based Assignment. A detailed lesson plan which will ensure that students in the course are prepared to evaluate their chosen student for the Observation Survey. The format of the plan will be covered in detail during the first weekend of class and plans are due by 2/17 via email. (10 points) 4. Instructional Plan: Participants will write a 3-5 page paper detailing how and what they plan to use in their future classrooms from what they have learned or begun to understand in this course. References to specific articles, books and discussions in class should be cited and a bibliography should be included with proper citations. This assignment will be thoroughly explained during the last day of class. (20 points) The instructional plan is due on or before March16, 2009 postmarked by the 16th. Each day the plan is late will result in the subtraction of one point per day for each day that is late. Plans and any other assignments that are more than three days late will not be accepted. The plan should be mailed along with a self-addressed, stamped envelope with proper postage (the envelope needs to be large enough to return assessment as well as any binders or folders that have been passed in) to: Gwen Barry Blumberg 6 Winford Way Medford, MA 02155

*please check the box that waives my signature when mailing

5. Class participation and preparation: Students are expected to be on time and present at all sessions and to contribute to in class discussions and activities. Students are expected to be prepared with all materials requested on the syllabus. (10 points) ASSIGNMENT SUMMARY:  Response/ Reflective Journals Set 1: due Sunday morning in class, 2/8/09 Chapters 1 Conversations Chapters 2 Conversations “Responding to the Rhetoric: Perspectives on Reading Instruction.” “More Reading Dinosaurs.” Chapter 3 Conversations “Introducing a New Storybook to Young Readers.” “Aren’t These Books for Little Kids?” Chapter 15 Conversations “A Caveat: Curriculum Integration Isn’t Always a Good Idea.” “Learning in the Park.” Chapter TBA from Words Their Way (waiting for new edition to arrive—will send chapter assignment via myLesley as soon as updated copy arrives)  Teaching Plans (for Assessment Assignment): due 2/17/09 via email  Response/ Reflective Journals Set 2: due Saturday morning in class 2/27/09

“National Clout of DIBELS Test Draws Scrutiny.” “Help for Struggling Upper-Grade Elementary Readers.” Chapter 6 Conversations: Page 3 of 12

“Our Students Are Ready for This: Comprehension Instruction in the Elementary School.” Chapter 10 Conversations “Struggling Readers Get Hooked on Writing.” Chapter 2 Words Their Way Chapter 3 Words Their Way Words Their Way 2 chapters of CHOICE from chapter 4 - 8  Observation Survey/ Field Based Assignment: due Friday in class, 2/27/09  Instructional Plan: mailed to Gwen’s home address by 3/16/09

GRADING POLICY: 1. All assignments (except for journal entries which may be handwritten) should be typed—12 font, 1.5 spacing, and 1 inch margins. 2. Grades will reflect the content of each assignment as well mechanics. Excessive grammatical and mechanical errors will result in a lower grade for that assignment. 3. Attendance for all portions of all sessions is expected and failure to attend all sessions will result in a lower final grade. 4. Once final grades have been turned into the registrar, they are final and are not subject to review. Demonstration of understanding and application of key concepts and evidence of growth throughout the course will be primary considerations in arriving at your final grade. In evaluating student work, attention will be given to the content, professional presentation, and respect for due dates on all assignments. Letter grades will be given to specified written assignments along with comments indicating strengths and areas to work on. All work should reflect graduate level standards: written papers must be typed, proofread and neatly presented. Any work not meeting these expectations may be returned without being read. Late assignments will lead to a reduced grade proportionate to the delay. In addition, attendance, promptness, class participation and daily preparation will be noted and factored into your final grade. Class will begin promptly. All students are expected to attend every class session from beginning to end, and to come prepared to participate fully in class discussions and activities. Assignments, including class readings, should be completed by the dates listed in the syllabus. Absenteeism and tardiness will negatively affect your final grade. Criteria for final grading are as follows: A

Student performance and products consistently demonstrate competencies and understandings at an exemplary level and in a timely manner, well exceeding expected standards of graduate school work.

A-

Student demonstrates required understandings and competencies at a high level of performance, well above average most of the time. Class participation, attendance and preparation is above average.

B+

Student demonstrates all expected competencies at a satisfactory standard of graduate level work.

B

Student performance and work is acceptable, but not all expectations are met.

B-

Student performance and work is minimally acceptable, with major deficiencies.

C

Student performance and work is below average, with significant areas of deficiency.

100-93=A, 92-90=A-, 89-87=B+, 86-83=B, 82-80=B-, 79-77=C+, 76-73=C, 72-70=C-

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It is not an automatic assumption that a student grade will be rounded up should their final grade be between two grades (i.e. an 86.5 (B) will not automatically become an 87 (B+)). Rounding the grade up or leaving it as a whole number is completely at the discretion of the professor based upon in-class participation, overall effort and quality of work. Once this decision is made, the grade is considered final and appeals for the half point will not be honored.

COURSE EVALUATION PROCESS: Students will be given time during the last half hour of the last class to complete evaluations for this course and for the instructor. Disability Services for Off-Campus Students Lesley University is committed to ensuring that all qualified students with disabilities are afforded an equal opportunity to participate in and benefit from its programs and services. To receive accommodations, a student must have a documented disability as defined by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA), and provide documentation of the disability. Eligibility for reasonable accommodations will be based on the documentation provided. If you are a student with a documented disability, or feel that you may have a disability, please contact: Laura J. Patey, Coordinator of Disability Services for Students 1-800-999-1959 ext. 8194, or 617-349-8194 (voice) 617-349-8544 (TTY) 617-349-8558 (fax) [email protected] (email) Portfolio Statement Students in licensure programs are expected to engage in development of a portfolio to document their growth during the period of their professional preparation. Students in initial teaching licensure programs should plan to collect and reflect upon at least one item from each course for inclusion in their portfolio. Details about the portfolio process at Lesley are presented in the portfolio Guidelines for Initial Licensure booklet that may be downloaded from the Lesley website at http://www.lesley.edu/soe.html or may be obtained in hard copy from the Special Education Office on the 2nd floor of 35 Mellen St. In addition, the process is discussed in the introductory course for several programs; EEDUC 5146 Issues in American Schooling, GARED 6110 Arts and Education: History and Philosophy, and ESPED 5100 Special Needs: An Inclusive Perspective; at posted meetings each semester; and on a videotape available on reserve at the Kresge Center. Questions regarding portfolios may be directed to Dr. Arlyn Roffman at [email protected] Academic Integrity Policy Academic honesty and integrity are essential to the existence and growth of an academic community. Each member of the Lesley community is charged with honoring and upholding the University’s policy, which includes information about documenting sources, plagiarism, cheating, fabrication, multiple submissions of work, abuse of academic materials, complicity/unauthorized assistance, and lying/tampering/theft. The complete policy can be found on the Lesley University Web page: http://www.lesley.edu/policies/catalog/integrity.html Attendance Policy The academic integrity of our programs depends on students attending all scheduled class meetings. Students should discuss with faculty, in advance, any portion of a class meeting they cannot attend. Absence from class may be reflected in the student’s grade. The complete attendance policy may be found on the School of Education web page at http://www.lesley.edu/soe/soepolicies.html#attendance Official Format for Student Work

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All School of Education students must use APA format for student papers, citations and bibliographies. The complete SOE policy may be found on the School of Education web page at http://www.lesley.edu/soe/soe-policies.html#format Lesley University Center for Academic Achievement Online Writing Support Service One-on-one online writing support is available to Lesley students enrolled in our National Programs. You can send in, by email, drafts of your papers to our online writing center. Writing advisors will review your work and provide you with feedback to: •

make suggestions for improving organization, clarity, and cohesiveness.

•

identify errors in punctuation, usage, and mechanics (including citation formats) and provide advice on correcting them.

•

answer any questions relating to research techniques and idea development.

This service is available for the entire duration of your enrollment at Lesley. What to send

1.

Submit drafts of papers (or a portion of a longer project) not exceeding 10 pages per assignment, 12 point font and double spaced. If your paper or project exceeds 10 pages, you need to select a portion of up to 10 pages to submit to an on-line writing advisor.

2.

Remember that the final structure and content of your paper is your responsibility. The writing advisor will provide guidance to correct errors and to identify areas for improvement.

3.

In your email message please let us know your name, cohort location, the course for which the paper is being written, the instructor, and brief responses to the following: •

Describe the assignment in as much detail as you can.

•

Provide any relevant detail such as length of paper or project, due date, or expected citation style.

•

What are the main difficulties you are having in completing the assignment at this point?

How to send it 1.

Please send your document as an email attachment. The document should be saved as a Microsoft Word or a Rich Text Format document.

2.

Submissions should be sent to the email address: [email protected]. Email is monitored between 9:00 AM and 5:00 PM, Monday through Friday. Receipt will be acknowledged.

3.

Your paper will be returned within two days (not including Saturday/Sunday and holidays). Keep this in mind in relation to when your assignment is due and how you will incorporate the feedback into the revisions of your work that you will hand in.

4.

If you have any difficulties sending your paper, please send a message to [email protected]. In case you are unable to send an email, you can leave a message at 617-349-8299, and you will be contacted by phone.

For more details on this service, please visit our website at the following URL: www.lesley.edu/academic_centers/caa/online_tutoring.html

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Tentative Class Schedule First Weekend Session One: Friday, February 6, 2009 I. Welcome and Introductions II. Explanation of course schedule, required text and assignments III. Individual Reflection: Who do we want to be as teachers? What does it mean to be a teaching professional? IV. Small Group Activity: K-W-L VI. Lecture: The various trends in language arts delivery and various approaches currently being discussed in the field of literacy •

In class discussion of: Clymer, Theodore. 1996. “The Utility of Phonic Generalizations in the Primary Grades.” The Reading Teacher (November): 183-187. Please print out a copy of this article and bring it to class. You do not need to journal this article.

VII. Lecture: Emergent Literacy: Stages of how children learn to read and write To have read and written a reflective journal for the first session: • Chapters 1 & 2 of Conversations •

Duffy, Ann M., et al. 2003. “Responding to the Rhetoric: Perspectives on Reading Instruction.” The Reading Teacher (April): 684-686.

•

Manning, Maryann. 2007. “More Reading Dinosaurs.” Teaching PreK-8 (March): 61-62.

Day Two: Saturday, February 7, 2009 I.

Schedule for the day

II.

View and discuss video: Successful Classrooms.

III.

Reading Histories

IV.

Presentation: Phonemic Awareness

V.

Emergent Reading and Writing (In class use of Words Their Way, bring your text)

VI. VII.

Observation Survey Video (Reading Recovery Council of New Zealand, 2002) and Guided PRACTICE Recap and Summary Page 7 of 12

To have read and written a reflective journal for today’s session: • Conversations chapter 3 • Clay, Marie. 1991. “Introducing a New Storybook to Young Readers.” The Reading Teacher (December): 264-272. •

Billman, Linda. 2002. “Aren’t These Books for Little Kids?” Educational Leadership (November): 48-51.

Day Three: Sunday, February 8, 2009 I.

Assessment: retellings, portfolios, running records

II.

The Whole Language Classroom and the selection and leveling of appropriate texts

III.

Favorite Books

IV.

Participants’ Reflections of the First Weekend

To have read and written a reflective journal for this session: • Conversations chapter 15 •

Brophy, Jere, and Janet Alleman. Unknown. “A Caveat: Curriculum Integration Isn’t Always a Good Idea.” Educational Leadership (unknown): 66.

•

Chard, Sylvia, and Marilyn Flockhart. 2002. “Learning in the Park.” Educational Leadership (November): 53-56.

•

Chapter 1 from Words Their Way

To bring to today’s session: • Two favorite picture books • A calculator (one that is easy to use… cell phones aren’t always ideal) • Reading Response Journals for assigned readings through weekend one, day 3.

Second Weekend Session One: Friday, February 27, 2009 I.

Introduction: Where have we been? Where are we going?

II.

Small group sharing of assessment assignment

III.

Models for delivering instruction

IV.

View and discuss Guided Reading: Classroom Management (Fountas and Pinnell, 2001) Video To bring from home: • Assessment assignment Page 8 of 12

To have read and written a reflective journal for this session: • Dessoff, Alan. 2007. “DIBELS Draws Doers & Doubters.” District Administration (August): 38-43. • Lubliner, Sheila. 2004. “Help for Struggling Upper-Grade Elementary Readers.” The Reading Teacher (February): 430-438. •

Chapter 2 Words Their Way ** NOTE** To earn 3 extra points, you must administer a WTW spelling inventory and score it using the appropriate sheets from the CD rom included with the book. Write a narrative hat explains the process and what you learned from doing this assessment with a student of your choice.

Session Two: Saturday, February 28, 2009 I.

Phonics in the whole language classroom

II.

Using real texts as books not basals In class reading and discussion of (these articles do not require a written response, but should be printed out and brought to class): •

Fielding, Linda, and Cathy Roller. 1992. Making Difficult Books Accessible and Easy Books Acceptable.” The Reading Teacher (May): 678-685.

•

Greenlee, Adele, and Dianne L. Monson. 1996. “The Lure of Series Books: Does it Affect Appreciation for Recommended Literature?” The Reading Teacher (November): 216-226.

•

Worthy, Jo. 1996. “A Matter of Interest: Literature That Hooks Reluctant Readers and Keeps Them Reading.” The Reading Teacher (Nov): 204-213.

II.

View and Discuss Video: A Close Up Look at Teaching Reading (Taberski, 1995)

IV.

Hands-on Strategies to Encourage Emergent Readers and Writers

IV.

Literature Discussions To bring from home: • Massachusetts English/ Language Arts Frameworks • Unlined, blank white note cards, one red marker, one black marker, 2-4 ziplock style bags (any size) and a single hole punch (optional). To have read and written a reflective journal for today’s session: •

Conversations: chapter 6

•

Barton, James, and Donna M. Sawyer. 2004. “Our Students Are Ready for This: Comprehension Instruction in the Elementary School.” The Reading Teacher (Dec/Jan): 334-347.

•

Words Their Way chapter 3 and two chapters of CHOICE from chapters 4 - 8 Page 9 of 12

To bring to today’s session: • Reading Response Journals for assigned readings through weekend two, day 3. • Massachusetts English/ Language Arts Frameworks (these are available on line, through the DOE or at the Lesley bookstore) • Unlined, blank white note cards, one red marker, one black marker, 2-4 ziplock style bags (any size) and a single hole punch (optional).

Session Three: Sunday, March 1, 2009 I.

Beyond Books: using Poetry, Music and Art in a language arts lesson

II.

Writing in the Elementary Classroom

III.

Integrating the Curriculum

IV.

Staying Current in the Classroom: in class distribution and examination of The Reading Teacher, the International Reading Teacher’s journal for elementary teachers

V.

Foundations of Reading Test

VI.

Farewell

To have read and written a reflective journal for today’s session (NOTE- reflective journals for the entire weekend are due on Saturday, AM in order for me to grade them and return them to you before leaving weekend two): •

Chapter 10 Conversations

•

Furr, Derek, and Gail A. Bauman. 2003. “Struggling Readers Get Hooked on Writing.” The Reading Teacher (March): 518-526.

To bring from home: • Two or more favorite poems to share with class (requirement: copy to give each person in the class one copy of each poem, your name should be on each poem)

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Articles to be read for EEDUC 5121- Mansfield February/ March

*Indicates that a response should be written for reflective journal (This information is also in the body of your syllabus) Clymer, Theodore. 1996. “The Utility of Phonic Generalizations in the Primary Grades.” The Reading Teacher (November): 183-187. http://lesley.ezproxy.blackboard.com/login?url=http://search.ebscohost.com/login.aspx?direct=true&db= aph&AN=9706083317&site=ehost-live

*Duffy, Ann M., et al. 2003. “Responding to the Rhetoric: Perspectives on Reading Instruction.” The Reading Teacher (April): 684686. http://lesley.ezproxy.blackboard.com/login?url=http://search.ebscohost.com/login.aspx?direct=true&db= aph&AN=9463621&site=ehost-live

*Manning, Maryann. 2007. “More Reading Dinosaurs.” Teaching PreK-8 (March): 61-62.

http://lesley.ezproxy.blackboard.com/login?url=http://search.ebscohost.com/login.aspx?direct=true&db= aph&AN=24225877&site=ehost-live

*Clay, Marie. 1991. “Introducing a New Storybook to Young Readers.” The Reading Teacher (December): 264-272. http://lesley.ezproxy.blackboard.com/login?url=http://search.ebscohost.com/login.aspx?direct=true&db= aph&AN=9201061223&site=ehost-live

*Billman, Linda. 2002. “Aren’t These Books for Little Kids?” Educational Leadership (November): 48-51.

http://lesley.ezproxy.blackboard.com/login?url=http://search.ebscohost.com/login.aspx?direct=true&db= aph&AN=7738499&site=ehost-live

*Lubliner, Sheila. 2004. “Help for Struggling Upper-Grade Elementary Readers.” The Reading Teacher (February): 430-438. http://lesley.ezproxy.blackboard.com/login?url=http://search.ebscohost.com/login.aspx?direct=true&db= aph&AN=12147620&site=ehost-live

*Dessoff, Alan. 2007. “DIBELS Draws Doers & Doubters.” District Administration (Aug 2007, Vol. 43 Issue 8): p38-43

http://web.ebscohost.com.lesley.ezproxy.blackboard.com/ehost/pdf?vid=6&hid=120&sid=392caafe-3fba4e48-8aa6-777d006701a2%40sessionmgr109 Fielding, Linda, and Cathy Roller. 1992. “Making Difficult Books Accessible and Easy Books Acceptable.” The Reading Teacher (May): 678-685. http://lesley.ezproxy.blackboard.com/login?url=http://search.ebscohost.com/login.aspx?direct=true&db= aph&AN=9208030872&site=ehost-live Greenlee, Adele, and Dianne L. Monson. 1996. “The Lure of Series Books: Does it Affect Appreciation for Recommended Literature?” The Reading Teacher (November): 216-226.

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http://lesley.ezproxy.blackboard.com/login?url=http://search.ebscohost.com/login.aspx?direct=true&db= aph&AN=9706083328&site=ehost-live Worthy, Jo. 1996. “A Matter of Interest: Literature That Hooks Reluctant Readers and Keeps Them Reading.” The Reading Teacher (Nov): 204-213. http://lesley.ezproxy.blackboard.com/login?url=http://search.ebscohost.com/login.aspx?direct=true&db= aph&AN=9706083324&site=ehost-live

*Barton, James, and Donna M. Sawyer. 2004. “Our Students Are Ready for This: Comprehension Instruction in the Elementary School.” The Reading Teacher (Dec/Jan): 334-347. http://lesley.ezproxy.blackboard.com/login?url=http://search.ebscohost.com/login.aspx?direct=true&db= aph&AN=11578549&site=ehost-live

*Brophy, Jere, and Janet Alleman. Unknown. “A Caveat: Curriculum Integration Isn’t Always a Good Idea.” Educational Leadership (unknown): 66. http://lesley.ezproxy.blackboard.com/login?url=http://search.ebscohost.com/login.aspx?direct=true&db= aph&AN=9111183574&site=ehost-live

*Chard, Sylvia, and Marilyn Flockhart. 2002. “Learning in the Park.” Educational Leadership (November): 53-56. http://lesley.ezproxy.blackboard.com/login?url=http://search.ebscohost.com/login.aspx?direct=true&db= aph&AN=7738516&site=ehost-live

*Furr, Derek, and Gail A. Bauman. 2003. “Struggling Readers Get Hooked on Writing.” The Reading Teacher (March): 518-526.

http://lesley.ezproxy.blackboard.com/login?url=http://search.ebscohost.com/login.aspx?direct=true&db= aph&AN=9463396&site=ehost-live

You can access the articles through the Lesley library web site from off campus. If you have any trouble with the persistent links above, go to the my library tab in my Lesley to access the articles. Follow the off campus directions.

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