O'byrne Syllabus Comps

Syllabus Response- W. I. O’Byrne 1 Running head: Syllabus Response

Comprehensive Exam: Syllabus Response

W. Ian O’Byrne University of Connecticut

Syllabus Response- W. I. O’Byrne 2

Syllabus Response Literacy Across the Curriculum: Reading and Writing in The Content Areas You are an assistant professor at the University of MichMaineCal. Your dean has assigned you the task of designing a new 3-credit course on reading and writing in the content areas for subject area teachers in the middle and high school. You are expected to provide students with researchbased preparation experiences in how to support literacy development in content area learning, as well as the new literacies you believe are required to effectively read, write, and communicate with Internet technologies. Your syllabus should meet the Category II standards (The Classroom Teacher) as these appear in Standards for Reading Professionals (International Reading Association, 2004 --Available at: http://www.reading.org/downloads/resources/545standards2003/index.html You can assume that these students are either juniors or seniors and have had course work in assessment and individual differences in learning, as well as regular field experiences in the schools. They are talented students with GPA’s above 3.0 (the minimum level for acceptance into the Secondary Education program). Your students will be in classrooms beginning with the fourth week of classes, for one day each week. You are also expected to run at least a portion of your course online, in a WebCT or similar environment. You will, however, meet for three hours once a week, for 14 weeks. Your assignment: Present your Dean with the following: · A syllabus for a 3 credit, 14 week course. · The textbook selected and a rationale for this choice (or a packet of readings that replaces the textbook) · Selected readings beyond the textbook, if you choose to use one. · Assignments and a brief description of weekly, in class activities. · Assessment procedures for assigning student grades. · A schedule.

Syllabus Response- W. I. O’Byrne 3 Literacy Across the Curriculum: Reading and Writing in The Content Areas University of MichMaineCal Instructor: W. Ian O’Byrne Course Description This course is designed to provide education majors at the secondary school level with the skills and instructional methods necessary to effectively teach reading and writing to adolescents in content area classrooms. The goal of this course is to provide educators with the instructional strategies needed to promote reading and writing across the curriculum, along with guidance in making these strategies happen in real world situations. The Standards for Reading Professionals (International Reading Association, 2004) and the Position Statement on New Literacies and 21st Century Technologies (International Reading Association, in press) helped frame the content and skills presented in this course. Content for the course will include a wide variety of materials that will provide educators with a working knowledge of the psychological and sociological forces that affect adolescent readers and writers. Experiences in this class will range from online/offline discussion, in-school fieldwork, to planning for classroom lessons. Educators will leave this class with the skills, tools and materials needed to start teaching and promoting reading and writing across the secondary school curriculum.

Course Objectives Students successfully completing this course will be able to: •

Demonstrate knowledge of effective online and offline reading processes, strategies and their use in the content area classroom.

•

Demonstrate knowledge of effective writing and content creation strategies used by adolescents and possibilities for instruction in the content area classroom.

•

Demonstrate knowledge of lesson planning and appropriate instructional methods to support adolescents’ reading and writing skills across all content areas.

•

Demonstrate knowledge of the varied needs of ALL readers and writers in the content area classroom, including but not limited to special needs students, English language learners, and struggling readers.

•

Use a variety of curricular materials in the planning and implementation of instructional practices, including online and offline sources, to support ALL learners.

•

Use instructional grouping options, including individual, small group, and whole class in providing instruction to ALL students.

Syllabus Response- W. I. O’Byrne 4 •

Demonstrate knowledge of assessment strategies, both formal and informal, and use the results to affect student achievement and engagement of ALL learners.

•

Demonstrate knowledge of scaffolding strategies and their use in the promoting reading and writing strategies by ALL learners.

•

Demonstrate knowledge of new literacies strategies and other instructional methods in bringing technology use into the content area classroom.

•

Demonstrate an ability to communicate professionally with all members of the school and local community in regard to student achievement and instructional practice.

•

Demonstrate an understanding of the use of journals, professional development opportunities, and membership in content area organizations to further professional growth. Resources for the Course

Required Texts Alvermann, D. E., Phelps, S. F., & Gillis, V. R. (2009). Content reading and literacy: Succeeding in today’s diverse classrooms (6th edition). Boston: Allyn & Bacon. Rationale: Selected because the text provides in-depth examples of literacy methods and strategies for content area teachers to employ with all learners. The authors address the literacy needs diverse students and English language learners, all while maintaining a research-based approach. The text also provides instructional models for use in integrating New Literacies and 21st Century Literacies work into subject area curricula. Finally, a companion website (MyEducationLab) provides educators with case studies, study plans and other interactive materials to assist in using the text. Leu, D. J., Leu, D. D., & Coiro, J. (2004). Teaching with the Internet: New literacies for new times (4th ed.). Norwood, MA: Christopher-Gordon. Rationale: Selected because it provides a new literacies perspective within which to integrate Internet and communication technologies into content area literacy instruction. The text provides modeled strategies for building new literacies skills, along with reading and writing skills across the content area classrooms. Websites are provided as resources to assist educators in embedding these skills in their lessons. Required Supplemental Readings Alvermann, D. (2008). A Hybrid Approach to Content Area Literacy. New Literacies: A Professional Development Wiki for Educators. Developed under the aegis of the Improving Teacher Quality Project (ITQP), a federally funded partnership between Montclair State University and East Orange School District, New Jersey.

Syllabus Response- W. I. O’Byrne 5 Available from: http://www.newlits.org/index.php?title=A_Hybrid_Approach_to_Content_Area_Literacy Biancarosa, G., & Snow, C. (2004). Reading next: A vision for action and research in middle and high school literacy—A report to Carnegie Corporation of New York (2nd ed.). Washington, DC: Alliance for Excellent Education. Beach, R., & O'Brien, D. (2005). Playing texts against each other in the multimodal English classroom. English in Education, 39(2), 44-59. Black, R. W. (2007). Digital Design: English Language Learners and Reader Reviews in Online Fiction. In M. Knobel and C. Lankshear (Eds), A New Literacies Sampler. New York: Peter Lang. Available: http://www.soe.jcu.edu.au/sampler Brozo, W., Shiel, G. & Topping, K. (2007). Engagement in reading: Lessons learned from three PISA countries. Journal of Adolescent & Adult Literacy, 51(4), 304-312. Castek, J., Zawilinski, L., O’Byrne, W. I., McVerry, J. G., & Leu, D. J. (in press). The New Literacies of Online Reading Comprehension: New opportunities and challenges for students with learning difficulties. In C. Wyatt-Smith & Elkins (Eds). Multiple perspectives on difficulties in learning literacy and numeracy. Chandler-Olcott, K., & Mahar, D. (2003). “Tech-savviness” meets multiliteracies: Exploring adolescent girls’ technology-mediated literacy practices. Reading Research Quarterly, 38, 356–85. Faux, F. (2005). Multimodality: how students with special educational needs create multimedia stories. Education, Communication & Information, 5(2), 167-181. Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools—A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education. Guthrie, J. T., and Davis, M. H. (2003). Motivating Struggling Readers in Middle School Through an Engagement Model of Classroom Practice. Reading and Writing Quarterly,19, 59–85. Hagood, M. (2008). Popular culture, identities, and new literacies research. In J. Coiro, M. Knobel, C. Lankshear, & D. Leu (Eds.), Handbook of research on new literacies. Mahwah, NJ: Erlbaum. Heller, R. & Greenleaf, C. (2007). Literacy instruction in the content areas: Getting to the core of middle and high school improvement. Washington, DC: Alliance for Excellent Education.Meltzer, J., Smith, N.C., & Clark, H. (2002). Adolescent literacy resources: Linking research and practice. Providence, RI: LAB.

Syllabus Response- W. I. O’Byrne 6 Hinchman, K.A., Alvermann, D.E., Boyd, F.B., Brozo, W.G., & Vacca, R.T. (2004). Supporting older students’ in- and out-of-school literacies. Journal of Adolescent & Adult Literacy, 47, 304–310. Jewitt, C., Kress, G., Ogborn, J., & Tsatsarelis, C. (2001). Exploring learning through visual, actional and linguistic communication: the multimodal environment of a science classroom. Educational Review, 53(1), 5-18. Karchmer, R. (2001). The journey ahead: Thirteen teachers report how the Internet influences literacy and literacy instruction in their K–12 classrooms. Reading Research Quarterly, 36, 4, 442-466. Kamil, M. (2003). Adolescents and literacy: Reading for the 21st century. Washington, DC: Alliance for Excellent Education. Kuiper, E., & Volman, M. (2008). The web as a source of information for students in K–12 education. In J. Coiro, M. Knobel, C. Lankshear, & D. Leu (Eds.), Handbook of research on new literacies. Mahwah, NJ: Erlbaum. Leu, D.J., Jr., Kinzer, C.K., Coiro, J., Cammack, D. (2004). Toward a theory of new literacies emerging from the Internet and other information and communication technologies. [Article reprinted from R.B. Ruddell & N. Unrau (Eds.), Theoretical Models and Processes of Reading, Fifth Edition (1568-1611). International Reading Association: Newark, DE.] [Online Serial]. Available: http://www.readingonline.org/newliteracies/lit_index.asp?HREF=/newliteracies/leu Leu, D. J., Jr., Zawilinski, L., Castek, J., Banjerjee, M., Housand, et al. (2007). What is new about the new literacies of online reading comprehension. In A. Berger, L. Rush, & J. Eakle (Eds.) Secondary school reading and writing: What research reveals for classroom practices. Chicago, IL: NCTLE/NCRLL. Luke, A. (2000). Critical literacy in Australia: A matter of context and standpoint. Journal of Adolescent and Adult Literacy, 43(5): 448-461. Merchant, G. (2007). Writing the future in the digital age. Literacy, 41(3), 118-128. Merchant, G. (2008). Digital writing in the early years. In J. Coiro, M. Knobel, C. Lankshear, & D. Leu (Eds.), Handbook of research on new literacies. Mahwah, NJ: Erlbaum. Moje, E. B., McIntosh-Ciechanowski, K., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39, 38–71. O’Brien, D. (2001, June). “At-risk” adolescents: Redefining competence through the multiliteracies of intermediality, visual arts, and representation. Reading Online, 4(11). Available:

Syllabus Response- W. I. O’Byrne 7 http://www.readingonline.org/newliteracies/lit_index.asp?HREF=/newliteracies/obrien/in dex.html O’Byrne, W. I. (2008) The audience is watching: Effectively using video in your classroom and in online spaces. Sigtel Bulletin [Online serial]. Retrieved March 5, 2009, from http://www.iste.org/Content/NavigationMenu/Membership/SIGs/SIGTel_Telelearning_/S IGTelBulletin/Archive/20082009/The_Audience_Is_Watching.htm. Phelps, S. (2005). Ten years of research on adolescent literacy, 1994-2004: A review. Naperville, IL: Learning Point Associates. Short, D.J., & Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners—A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education. Snow, C.E., & Biancarosa, G. (2003). Adolescent literacy and the achievement gap: What do we know and where do we go from here? New York: Carnegie Corporation of New York. Sturtevant, E.G. (2007). The literacy coach: A key to improving teaching and learning in secondary schools. Washington, DC: Alliance for Excellent Education. Torgesen, J.K., Houston, D.D., Rissman, L.M. Decker, S.M., Roberts, G., Vaughn, S., Wexler, J., Francis, D.J., Rivera, M.O., Lesaux, N. (2007). Academic literacy instruction for adolescents: A guidance document from the Center on Instruction. Portsmouth, NH: RMC Research Corporation, Center on Instruction. Zawilinski, L. (2009). HOT Blogging: A framework for blogging to promote higher order thinking. The Reading Teacher, 62(8), 650–661. Rationale: Each of these supplemental readings is intended to support and extend classroom discussion of topics beyond what the text provides. The readings also represent literature and research from journals that teachers will need as they continue their professional career. All supplemental readings will be available through WebCT. Supplemental Readings Batalova, J., Fix, M., & Murray, J. (2007). Measures of change: The demography and literacy of adolescent English learners—A report to Carnegie Corporation of New York. Washington, DC: Migration Policy Institute. Karchmer, R.A., Mallette, M.H., Kara-Soteriou, J., Leu, D.J., Jr. (Eds.). (2005). Innovative approaches to literacy education: Using the Internet to support new literacies. Newark, DE: International Reading Association. Meltzer, J., Smith, N.C., & Clark, H. (2002). Adolescent literacy resources: Linking research and practice. Providence, RI: LAB.

Syllabus Response- W. I. O’Byrne 8 Internet Resources Content Reading and Literacy, Companion Site (http://wps.ablongman.com/ab_alvermann_content_5/55/14315/3664858.cw/index.html) MyEducationLab interactive website (www.myeducationlab.com) ReadWriteThink (www.readwritethink.org) Teaching With the Internet, Companion Site (www.sp.uconn.edu/~djleu/fourth.html) WebCT online classroom (wolverinebearsquaredCT.michmainecal.edu) Rationale: The companion websites for both of the texts provide links to online sites, videos, and case studies that will be used to extended learning of the subjects. ReadWriteThink will be included to provide a model of online environments in which educators can share lesson and strategies. WebCT is the virtual classroom where we will conduct all online discussions and turn in assignments. Assignments & Grading Your grade is based on the following: 1. Attendance & in-class discussion [15%] 2. Online discussions [15%] 3. Article discussion leader [20%] 4. Instructional method review [20%] 5. Educator case study [30%] All rubrics for class will be constructed and revised by all members of the class. At the beginning of the semester I will begin a Google Doc with the rubrics for each of the assignments, and what I believe is a fair assessment of the work being done. All members of the class will have two weeks to edit and revise the rubrics to address any issues they have with the requirements. All assignments are to be completed and uploaded to WebCT. At the completion of the semester, all lesson plans created either by individual students or the class (along with all supporting materials) will be available online for students to add to their collection of professional materials. It is the hope of the instructor, that all of you will be able to take the lessons and modify them for use in your own classroom. 1. Attendance and participation (15%) Attendance is mandatory. Your presence and involvement in class discussions is one of the most important pieces of this class. You need the time to time to converse with colleagues and discuss the literature and materials presented in the course. Individual classroom discussion grades will be graded on a rubric scale of three points. The rubric can be found on the Google Doc containing the class rubrics. 2. Online discussions (15%)

Syllabus Response- W. I. O’Byrne 9 Throughout the course you will be expected to contribute in online discussions using WebCT, along with the in-class discussions during our face-to-face meetings. Each week the discussions will focus on a selected reading for the week, and will ask you to have read and now respond to the selection. You will respond a minimum of one time before our weekly class meeting, and one time after our class meeting. During class, we will save time to discuss face-to-face the selection or discussions that have arisen from the literature. The online discussions will be led each week by one of your peers. You are expected to involve yourself in the discussion. You may respond as often as you like, but the minimum you may respond is once before, and once after class. The rubric that will be used to assess your involvement in online discussions will be based on a threepoint scale. The rubric will assess whether or not you involve yourself in the discussion, attention to the literature, and depth of the discussion. The rubric can be found on the Google Doc containing the class rubrics. 3. Online discussion leader (20%) Each week all members of the class will be expected to contribute to discussions in the virtual classroom on WebCT. One week a semester, you will act as a Discussion Director (DD) for that week’s literature. You will be required to have read the week’s literature and write two prompts that address what you believe the pertinent issues of the literature are. You will post these prompts to the online discussion board the day after our face-to-face class session. As individuals read the literature, and respond to your prompts, it is your responsibility to lead a discussion of what you believe to be the essential parts of that week’s readings. In the face-to-face class, you will present a quick synopsis (5 minutes) of the week’s readings, and what points came up in the discussion. In class, we will then have time to discuss how the literature affects the greater elements of the course, and the effect on instruction. The rubric can be found on the Google Doc containing the class rubrics. 4. Instructional method review (20%) During the semester you will read and discuss various instructional methods that can be used to build the reading and writing literacies of adolescents in content areas. For this review, you are to select one of the methods or instructional strategies and compile all relevant literature on it. You are to write a review of the method, and critique the overall effectiveness of the method or strategy. You are to then write up a lesson plan, using the method or strategy in your content area classroom. Models for the lesson plan will be distributed during class activities. The rubric that will be used to assess the review of the method, and lesson plan will be available on the Google Doc containing the class rubrics. 5. Educator case study (30%) [FIELD ASSIGNMENT] During the semester you will be reading significant literature from the field, and discussing the concepts online and face-to-face in class. Starting at Week Four of the class, all of you will be in classrooms working with students. It is the expectation of the instructor that you all think about the pertinent literature and concepts, and think about how it will affect your instructional routine. For the final assignment of the class, you are to take one instructional strategy or model and write up a comprehensive lesson plan using the method of your choice. You are to teach that lesson at least once to a classroom. You will then write a response in which you capture the planning, implementation and overall reaction of using that method. You are to discuss your overall feelings and reactions to planning and delivering the instruction. You are also to focus on

Syllabus Response- W. I. O’Byrne 10 one student in your class in a section of your paper. Discuss the overall strengths and weaknesses of that student’s reading and writing ability. Share how your method was specifically targeted to assisting that one student. The overall response and analysis paper will be a 1000 word minimum. The rubric used to assess the lesson plan, supporting documents, and response paper will be available on the Google Doc containing the class rubrics. If for some reason you are unable to teach the lesson to a classroom, you must notify the instructor and we will both discuss alternative assignments.

Week Week One Content Literacy New Literacy Theory

Topics/Assignments Intro: Syllabus, overview of course, description of assignments & due dates. Sign up for Article Discussion Leaders.

Readings Alvermann, Phelps & Gillis Ch. 1

WebCT: Log on to WebCT. In the appropiate section on the discussion board within WebCT, introduce yourself. Share some information about yourself, where you will be teaching, and a significant experience you have had with reading/writing. Finish for homework.

Leu, Leu & Coiro Ch. 1

Think-Pair-Share: What is literacy? What is content area literacy? Discussion: Discuss Content Literacy and the reading process. Define New Literacies theory. Describe the five principles of independent reading. Cognitive/Social Constructionist Perspectives. Principles of effective literacy instruction. Close: Questions/concerns about the class. Share examples of response to the “What is Literacy” prompt. WebCT: Read & respond to Leu, D.J., Jr., Kinzer, C.K., Coiro, J., Cammack, D. (2004). Instructor will lead this DD role. Intro: What is literacy? What defines New Literacies? Week Two Content Literacy & Reading Methods New Literacy Theory

Lecture: Reading Methods (Reciprocal Teaching, Internet Reciprocal Teaching, Reading Apprenticeship, Strategic Instruction Method, Questioning the Author, etc.). Video case studies. Large Group: Discuss Reading Next, and differentiating instruction for all learners. Small groups: Discuss and report back on differences between reading methods. What skills and strategies are similar? What student skills or traits are focused on in each? Close: Why is differentiation of instruction an important piece of instructional planning and implementation? WebCT: First DD posting. Read & respond to Heller, R. & Greenleaf, C. (2007).

Alvermann, Phelps & Gillis Ch. 2 Leu, Leu & Coiro Ch. 2 Biancarosa, G., & Snow, C. (2004)

Syllabus Response- W. I. O’Byrne 11 Intro: DD leads discussion about article and online discussion. Week Three Reading attitudes & interests Instruction-al models

Lecture: Learning cycle & planning literacy lessons; five principles of adaptive instruction; lesson planning.

Alvermann, Phelps & Gillis Ch. 3 Leu, Leu & Coiro Ch. 3

Small group: List arguments for and against ability grouping. Compare and contrast different forms of grouping for instruction within each content area. Large group: Instructional models using the Internet (Internet workshop, Internet projects, Internet Inquiry). Detail examples of effective use of these models, and desired student skills. Close: Describe what the favorable learning environment will look like in your classroom. What skills, strategies and behaviors will you bring to your classroom in order to bring this goal to reality? WebCT: Second DD posting. Read & respond to Leu, D. J., Jr., Zawilinski, L., Castek, J., Banjerjee, M., Housand, et al. (2007). Assignment: Begin work on Instructional Method Review. Intro: DD leads discussion about article and online discussion

Week Four Lesson planning (English & Social Studies) Student & textbook grouping

Lecture: Factors to consider when planning for instruction. How frameworks can be used to structure lesson plans. Use of internet resources to aid in planning. Large group: As a think-aloud, plan a lesson, attaching appropriate frameworks as a group. Fill out lesson plan document and leave on Google Docs for future reference. Small groups: Compile a list of the Internet resources for use planning instruction. Compile a reference list of appropriate frameworks. Close: Write a sample lesson plan using methods described in this class. Include all pertinent frameworks in your lesson plan. Reminder: Students should be entering the classrooms this week. WebCT: Third DD posting. Read & respond to Jewitt, C., Kress, G., Ogborn, J., & Tsatsarelis, C. (2001).

Alvermann, Phelps & Gillis Ch. 4 Leu, Leu & Coiro Ch. 5 &6

Syllabus Response- W. I. O’Byrne 12

Week Five Lesson planning (Math & Science) Assessment, Rubrics

Small groups: Read & review lesson plans created by peers. Provide strengths and weaknesses of each lesson plan. Identify what strategies & frameworks are addressed within the lesson plan.

Alvermann, Phelps & Gillis Ch. 5 Leu, Leu & Coiro Ch. 7 &8

Lecture: Define types of assessment, and explain purposes along with strengths and weaknesses. Describe formal and informal assessments. Describe strategies for evaluating student work and assigning grades, including rubrics. Describe student portfolios and online digital portfolios. Video case studies. Large groups: Create a set of criteria and a rubric to score the lesson plans that have been created for class. Add this rubric to the class rubrics that are stored on the Google Docs page. Close: Students should use the lesson plan rubric to assess their own lesson plan. To leave class they should write up the grade they assigned themselves, along with some changes they plan to make to their lesson plan as a result of evaluating their work. WebCT: Fourth DD posting. Read & respond to Torgesen, J.K., Houston, D.D., Rissman, L.M. Decker, S.M., Roberts, G., Vaughn, S., Wexler, J., Francis, D.J., Rivera, M.O., Lesaux, N. (2007). Assignment: Bring in an example of a textbook that you will read with your students this year. Intro: DD leads discussion about article and online discussion.

Week Six

Questioning

Lecture: Activating prior knowledge when reading. Research based procedures in activating, assessing and building prior knowledge. K-W-L charts. The text and the reader in content area reading. Effective direct instruction techniques in reading comprehension. Questioning and techniques.

Prior knowledge and comprehension

Small group: In groups, break down one of the textbooks brought into class. Plan how you would introduce this text to the classroom, and methods you would use in providing access to the text for ALL readers. Each group will present their findings to the whole group.

Barriers to learning

Large group: Using the ideas presented in Alvermann (2008), use the five principles presented in the Hybrid Approach to Critical Literacy to revise and modify one of the lesson plans created in class. Post this revised plan to Google Docs. Close: What other barriers or variables (that we have not covered) do you see that affect the learning and literacy practices of adolescents? Reminder: Instructional Method Review due next week. WebCT: Fifth DD posting. Read & respond to Phelps, S. (2005).

Alvermann, Phelps & Gillis Ch. 6 & 7 Alvermann (2008)

Syllabus Response- W. I. O’Byrne 13 Intro: DD leads discussion about article and online discussion. Week Seven Reading to learn Vocabulary instruction Discussion and types of talk in the content area classroom

Alvermann, Phelps & Gillis Ch. 8 & 9

Lecture: How students learn vocabulary. Strategies for introducing and teaching vocabulary. Developing student independence with vocabulary (context clues, Internet resources, dictionaries, struggling readers, English language learners). Reinforcing vocabulary. Large group: As a think-aloud, plan a lesson using different talk techniques in the classroom (small-group discussion, peer-led literature circles). Include student reflection moments (reaction guides, journals, discussion webs, blogs, podcasts) Small groups: As a group, define critical literacy as it applies to the various content areas. What steps can be taken in order to teach critical awareness of texts? How can you incorporate critical media literacy in the curriculum? Share strategies with the large group. Close: What are three websites that you have used, that you would share with another teacher? Assignment: Instructional Method Review should be completed and uploaded to WebCT by the end of class. WebCT: Sixth DD posting. Read & respond to Kamil, M. (2003). Intro: DD leads discussion about article and online discussion.

Week Eight Writing

Lecture: What content area teachers need to know about writing (writing process, social construction of writing, writing & ICTs). Writing activities (learning logs, journals, summaries, reviews, guided writing). Writing and student inquiry. Eleven key elements of effective adolescent writing instruction. Video case studies. Small groups: Develop instructional models, methods and rules for responding to student writing. Codes of conduct should be developed for peer response sessions, teacher conferences, and formal evaluations. Share these with the larger group. Large group: As a think-aloud, create a lesson plan using ICTs and the writing process in the content area classroom. Use any of the writing methods involved so far. Use the HOT Blogging article as a guide in creating this lesson. Close: How is student inquiry related to writing? WebCT: Write a sample lesson plan using methods described in this class. Include all pertinent frameworks in your lesson plan.

Alvermann, Phelps & Gillis Ch. 10 Graham, S., & Perin, D. (2007) Merchant, G. (2007) Zawilinski, L. (2009)

Syllabus Response- W. I. O’Byrne 14

Week Nine Special Needs & Struggling Readers

Small groups: Read & review lesson plans created by peers. Provide strengths and weaknesses of each lesson plan. Identify what strategies & frameworks are addressed within the lesson plan. Lecture: Modifications, scaffolding strategies and multiple instructional models to support variability in literacy levels. Constructing rich, explicit knowledge goals. Use of real-world connections to literacy expectations. High-interest literature available to students. Direct instruction of reading strategies. Collaboration in literacy learning.

Leu, Leu & Coiro Ch. 9 Castek, J., Zawilinski, L., O’Byrne, W. I., McVerry, J. G., & Leu, D. J. (in press) Guthrie, J. & Davis, M. (2003)

Individually: Review the two previous lesson plans written for this class and assess the overall use of strategies that attend to the needs of ALL learners. Small groups: Share the two lesson plans created for this class and the assessment of instructional methods aimed at assisting ALL learners. Close: What changes will you make in the previous two lesson plans that you wrote, in order to scaffold ALL learners to achievement? WebCT: Seventh DD posting. Read & respond to O’Brien, D. (2001, June). Intro: DD leads discussion about article and online discussion. Week Ten English Language Learners & Limited English Proficient students

Lecture: Strategies for scaffolding English language learners (integrate multiple discourse methods, focus on vocab development, build and activate background knowledge, teach literacy through context and themes, effective use of technology, motivation). Definition of “academic literacy”. Large group: As a think-aloud, construct a lesson plan that includes the use of ICT tools (IM, blog, email, Google Translator) to scaffold ALL learners. Individually: Review the previous lesson plans that were constructed and reviewed for this class. Assess and revise according to instructional strategies covered in the last two sessions. Small groups: Share the revisions and edits made to the two lesson plans. Share how specific populations of students were targeted with the choice of instructional strategies. Close: What are possible ways to positively affect, and negatively affect student motivation as it applies to literacy? WebCT: Eighth DD posting. Read & respond to Kuiper, E., & Volman, M. (2008).

Leu, Leu & Coiro Ch. 10 & 11 Black, R. W. (2007) Short, D.J., & Fitzsimmons, S. (2007) Snow, C.E., & Biancarosa, G. (2003)

Syllabus Response- W. I. O’Byrne 15 Intro: DD leads discussion about article and online discussion. Week Eleven Learning & contributing to learning in the content area

Lecture: Motivation and student performance on assessments & how they study. Information literacy, accessing information using text, libraries & Internet tools. Integrate Preparing students for objective & subjective assessments. Study guides.

Alvermann, Phelps & Gillis Ch. 11 Brozo, W., Shiel, G. & Topping, K. (2007)

Large group: As a think-aloud, construct a lesson plan for using Internet resources for accessing prior knowledge on a topic with students as an introduction to a unit of study. Small groups: Construct a study guide for student use from a text currently being used by students. Close: Find three internet resources from the suggested links proposed by the Alvermann, Phelps & Gillis text that you would recommend to another teacher. WebCT: Ninth DD posting. Read & respond to Beach, R., & O'Brien, D. (2005). Intro: DD leads discussion about article and online discussion.

Week Twelve Critical literacy & Literature in the content area classroom

Lecture: Literature and the content area. Responding to literature. Instructional strategies to integrate literature into the content area classroom. Resources to find literature relevant to the content area. Literature to promote critical literacy and support diverse learners.

Alvermann, Phelps & Gillis Ch. 12 Luke, A. (2000)

Small groups: Using Luke’s example of instructing critical literacy, develop a quick lesson on critical literacy of an element of text of the group’s choosing. Each group will then present this lesson to the whole group. Close: In what ways is critical literacy important to your content area? In what ways is it impractical? WebCT: Tenth DD posting. Read & respond to Faux, F. (2005). Intro: DD leads discussion about article and online discussion.

Week Thirteen In-school & out of school literacies

Small groups: Each group will take one of the readings for the week. Develop a presentation for each of the pieces of literature that highlights the theory, research and instructional strategies involved. Close: What changes could you make in your instructional routine to address out of school literacies? Reminder: Educator Class Study due next week. All materials, plans and written pieces need to be uploaded to WebCT by the end of the semester. For class next week, you will need to have a presentation prepared outlining the goals of your lesson, and specific strategies used to assist ALL learners. WebCT: Eleventh DD posting. Read & respond to Sturtevant, E.G. (2007).

Chandler-Olcott, K., & Mahar, D. (2003). Hagood, M. (2008) Hinchman, K.A., Alvermann, D.E., Boyd, F.B., Brozo, W.G., & Vacca, R.T. (2004) Merchant, G. (2008) O’Byrne, W. I. (2008)

Syllabus Response- W. I. O’Byrne 16 Intro: DD leads discussion about article and online discussion. Week Fourteen Literacy coaching, PD & lifelong leadership

Large group: All members of the class present the final project of their Educator Class Study. All materials & plans are to be shared, along with significant edits or lessons learned through the process. The profile of the one student studied, and the results of strategies and skills intended to scaffold that learner are to be shared. Reminder: All materials, plans and written pieces of the Educator Class Study need to be uploaded to WebCT by the end of the semester. All lessons, plans, and materials will be burned on a disc and distributed to all members of the class. Close: What is literacy? What is content area literacy? What is New Literacies theory?

Alvermann, Phelps & Gillis Ch. 13