EDUC 473 Course Syllabus

Class 1:  May 9   "Where are we now?  The Big Picture"

Overview:   In this class we will take a brief historical tour of how reading has changed us, as individuals and as a society.  We will also begin to look at some of the current ideas in teaching literacy.

Introduction:  Getting to know you.    I will ask each student to say a few words, mainly to find out what interests you have and whether you are in PDP, have finished your practicum or have been teaching for a while.  Also, I'd like to know what grades you plan to teach so I can adjust the focus of the class.  I will pass an e-mail list around so we may contact one another (optional to share with class). We will briefly go over the course description, requirements and our goals for the course.

Brief lecture:  I would like to present in a general way some of the key points that we will gradually be covering during our semester.  The goal of this course is to introduce the teaching of reading and to begin to understand some of the areas and issues and how they will play a dynamic role in your future teaching.  We will be looking at major ideas in literacy theory, new research in the teaching of reading, and demonstrate how reading and writing go hand in hand.  

Group Reading:  We will read a short article, “In Pursuit of an Illusion” and then get into groups to discuss some of the ideas.   Brainstorm some of the things that appeal to you, what you agree or disagree with, or feel are not within your expectations.  Jot down a few ideas and we will get back together for a large group discussion. 

Optional:   If you would like to learn how to access the class website and blog, you are invited to come to the computer lab. 

COURSE REQUIREMENTS:

Students are expected:

-                   To attend classes, demonstrate professionalism by actively and respectively engaging in readings, discussions and group activities, and present ideas at the Literacy Fair (Participation grade - 20%);

-                   Maintain a reading log (20%);

-                   Submit a Portfolio (60%) that consists of 3 revised mini-assignments: 1) present a reading lesson, then write up the lesson that includes a response to class feedback, 2) write a short essay on a reading topic that interests you, and 3) write a children’s story.  All of these mini-assignments will be of practical value in future teaching.

-                   Please note:  there is no final exam

1.  Course Reading Assignments (on going through the semester – included in participation grade – 20% of final grade.)  Chapters from our textbook, Reading and Writing in Elementary Classrooms by Cunningham, Moore, Cunningham and Moore (from now on abbreviated as “CMCM”), and articles posted online or handed out in class will be assigned.   Our course textbook is on reserve in the W.A.C. Bennett Library.  Today, I will ask you to read Chapter 1 and 2 of CMCM for Class Two, where we will discuss key points in class.  (You will also begin a Reading Log in response to these chapters.  See next entry.)

2.  Reading Log/ Blog (on going, due Class 10 – 20% of final grade.)  This will become an excellent record of your development as reading teachers.  You should post once after each class, about some aspect of the reading, class activities or discussions.  Choose one or two ideas to write about; you don’t need to write more than two paragraphs for each entry.   These log entries are not summaries or reworded excerpts from the reading or class activities; they are your own ideas that either extend our class’s understanding, deepen our knowledge or take the form of a personal response.  You can critique the ideas you encounter, compare them to your personal experiences.  Tell the class what you find interesting and why, or what you disagree with.  We want to tap into the class’s collective wealth of knowledge and share what we know.

** Note on technology:  It is best to keep a Word document of your log entries on your computer, each entry dated, and from that, cut and paste to the Blog site.  When the logs are due in Class 10, you can send it to me via e-mail as an attachment.  Another option is to do the log on paper if you do not have regular access to a computer or the Internet.  You are welcome to create artwork and/or include books, objects and so on, especially to bring to the Literacy Fair (below). 

Here is the Blog address: http://reading07.blogspot.com/  You can see the dates and chapter headings, and where you should post your entries under “Comments” at the bottom right of each prompt.  Feel free to comment on other people’s postings as well.  This is the place to continue our discussions.  Welcome to the 21^st century classroom!

3.  Portfolio Assignments:

a.       Reading Lesson Presentation (middle weeks of the semester – 20% of final grade.)  Part One:  In a group, create a reading lesson that demonstrates to the class some reading strategies. Each person will present one part; for example, one person may introduce the lesson, another might do the actual lesson and another might discuss the rationale behind the lesson.   Assume your audience knows little about teaching reading.  Approximate time for total presentation:  20 minutes.  Questions from the class to follow.  (Have a look at some presentations done in previous classes:  2005 , 2005 -2 ,  2006:  473a ,  &  473b .

Afterwards, each group will e-mail Sue their full lesson plan to be posted on the class website.  The class will post their feedback on the blog. 

Part Two:  Due the week after the Lesson Presentation -- each group member will write their own 2-3 single space page discussion of the lesson plan, respond to class feedback and provide a rationale about the decisions made to teach the lesson in this manner.  You will receive feedback from Sue and then revise before submitting as part of the Portfolio (due in Class 12).

b.     Short Essay on topic of your choice related to teaching reading (due week 8 –20% of final grade).  Choose a topic in an area of reading that interests you and write a 2-3 single space essay.  If you are not sure the topic is appropriate, please clear it with me.  You will receive feedback on the essay, be able to revise, and then resubmit as part of the Portfolio for a grade.

c.      Short Story (due week 10 – 20% of final grade).  As part of our class activities connected to teaching writing and learning about the writing process, you will develop a children’s story, receive feedback from the class and be able to revise before submitting as part of the Portfolio for a grade. 

Grading:  In all of the graded assignments above, I am looking for the quality of your ideas.  I would like for you to show me how well you have understood the material we have covered and to demonstrate what you have learned.  There is much flexibility in what you do but it must relate directly back to the material we have read and discussed in this class.  By expressing your own thoughts clearly you will reveal the effort you have put into grappling with the ideas.  I encourage you to do what is most personally useful to your teaching and to be creative in the way you handle your assignments.  If at any time you have specific questions about the criteria for assignments, please do not hesitate to contact me. 

**Due dates are firm.  Late assignments cannot be accepted.  Assignments must be handed in at the end of class on the due date.  My goal is to give you feedback and return your work quickly so you will have as much time as possible to revise for the Portfolio. 

Avoiding plagiarism:  all work submitted for a grade must be original work, created by you, for this class.  I realize it is a normal part of teaching to borrow activities and ideas from other teachers, especially from lessons, and there is a fine line as to what constitutes being “original”.  What is important is not to take large parts or chunks of other lesson plans, essays or other ideas and rework them for this class.   You may use an isolated activity or an idea as long as you have obviously adapted it or implemented it for your own assignment in a way that uniquely relates to the material we are covering.

Literacy Fair (last class – part of participation grade – 20%).  Time to celebrate your achievement and show off your work!  We will bring our very best ideas to class – reading activities, games, books, posters, resources, etc. – and share our knowledge.  These ideas may be from our Portfolio, Reading Log or teaching experiences.  Each student will have a few minutes to explain his or her work to the class as a whole, and then we will have time to walk around and examine the work in detail.   

I'm greatly looking forward to going on this journey with you!    Enjoy! 

MAY 2007

Class 2:  May 16  "Emergent Literacy and Developing Phonemic Awareness"

Reading for today’s discussions -  Chapters One and Two (CMCM)

-  Class comes together.   We discuss any questions about the course, blog, etc.

-  Reading as developmental, emergent process.   Teaching phonemic awareness.

-  Surveying children’s literature.

Class 3:  May 23     "Phonics and Spelling"

Reading -- Chapter Four (CMCM), Handout: Chap. 4, 5, & 6 (R&P)

-  Decoding & word identification: onsets, rimes, blending, segmenting and sorting. 

-  Charts – matching strategies and activities.

-  Magazines:  My Big Backyard/Ranger Rick – practice lessons.

Sign up for Reading Lesson Presentations – criteria.

Class 4:  May 30   “Prior Knowledge and Word Learning”

Reading— Chapter Five (CMCM), and Handout: Chap. 13 (R&P)

-  Activating what students know; when to introduce vocabulary.

-  Video:  What Children Need in Order to Read – Marilyn Adams. 

-  Charts – more strategies. 

Time in second half of class to meet in groups. 

JUNE 2007

Class 5:  June 6  “Fluency”

Reading --  Chapter Three   (CMCM) and Handout Ch. 14 (R&P)

-  Reading Lesson Presentations begin – First groups (** Lesson plans due-- e-mail to Sue)

- Crossing the bridge between word identification and comprehension; high frequency words, word walls and repeated readings

-  Blog entry:  post feedback to Lesson Presentation Groups

(For next class:  Bring in or recall your favorite children’s book)

Class 6:  June 13   “Children’s Literature”

Reading--  Chapter Six (CMCM)

-  Reading Lesson Presentations – Second groups (** Lesson plans due-- e-mail to Sue)

(**First groups – Assignment 1:   Lessons and rationales due)

-  Hypothetical questions.  Review activity – Round robin. 

-  The wonderful world of children’s literature – sharing books

-  Blog entry:  post feedback to Lesson Presentation Groups

Class 7:  June 20   “Comprehension”

Reading --  Chapter Seven (CMCM)

(***Second groups:  Assignment 1: Lessons and rationales due)

-  Case studies

-  Comprehension

-  Highlights magazines

 Class 8:  June 27   “Writing”

Reading -- Chapter Eight (CMCM)

(***Assignment 2:  Short essay due)

-  How writing reinforces reading

-  Writing workshop

(For next class, bring a draft of a children’s story)

JULY 2007

Class 9:  July 4  “The Writing Process & Revision”

Reading -- Chapter Eight (CMCM)

-  Steps of revision

-  Using student work to teach writing and assessment

-  Peer feedback

(Last Blog entry)

Class 10:  July 11   “Assessment and Planning”

Reading--  Chapters Nine and Ten (CMCM)

(*** Assignment 3:  Children’s story due.  ***Reading Logs/Blogs due)

-  Assessment and Instructional Planning; balanced Literacy.

Class 11:  July 18  “Marginalized Students”

-  ESL, Multiculturalism, Special needs students. 

-  Formal and Informal learning

-  Technology in the classroom

-  Looking at multicultural literature

Class 12:  July 25   “Unit and Year Long Planning”

(*** Portfolios due) 

-  Looking at IRPs

-  Some overarching themes

-  The year long plan

AUGUST 2007 

Class 13:  Aug. 1^st   “Literacy Fair”

-  Aims of literacy

-  Social development, identity, and individual well-being.  Middle school and beyond. 

-  Critical literacy:   finding bias, propaganda and reading between the lines.

-  Revisit first article, “In Pursuit of an Illusion” – compare, discuss.

-  Literacy Fair, sharing our ideas.