Dr.

McKool ELD 308 Spring 2012

Mission Statement

The School of Education prepares undergraduate and graduate students for professional careers in education, organizations, and agencies in the diverse American society. The School of Education fosters the intellectual, personal, and social development of each student for a changing world by creating and providing programs that embody the highest academic and professional standards. The School of Education develops students who are committed, knowledgeable, and reflective and who value service, ethical behavior and the improvement of ones self and profession. The School of Education promotes a climate of scholarly inquiry, high expectations for achievement, and best professional practices, while establishing beneficial relationships with the public and exchanging relevant ideas and services that speak to emerging needs.

ELD 308 Fostering Language and Literacy: A School View Spring 2012 Dr. Sharon McKool Memorial Hall Room 102N Phone # 609-895-5527 smckool@rider.edu Office Hours: Tuesdays 10:50-11:50, Thursdays 1:00-3:00 or by appointment Synopsis of the School of Education Conceptual Framework Fostering The goal of the School of Education at Rider University is to foster continuous growth in our students by providing an environment in which it is safe to experiment, take risks, and make mistakes without sacrificing professional or academic rigor. Our goal is to foster this growth by faculty modeling of desirable behaviors; by providing a balance of classroom learning and supervised field experience; by providing opportunities for on-going independent and supported reflection on practice; and by encouraging novice and experienced educators to develop attitudes and behaviors that will support their professional growth. Commitment Commitment is a value highly prized by the School of Education, serving as an essential cornerstone for our teaching and learning. Commitment is a set of connected attitudes, values, and beliefs that result in professional behaviors expected of dedicated educators. In teaching and practice the faculty models these professional behaviors and encourages and expects their development in our students and graduates. Knowledge In the School of Education, we emphasize both content and pedagogical knowledge as we prepare our students. We design classroom and field experiences to help students learn this knowledge and apply it in practice. Students are expected to use their technological expertise as a tool in learning and to reference relevant standards when either planning for or reflecting on their own classroom work, as well as that with their own students or clients. Reflection The School of Education defines reflection as the process of thinking clearly and deliberately to promote understanding and to actively foster the exercise of in depth thinking about professional practice. We believe that reflection, grounded in active experience, has value for developing educators, when practiced consistently and systematically through such activities as classroom observation, continuous self-assessment, and journal writing. Professionalism Becoming an expert professional educator requires a career-long commitment to reflective experimentation and skill building. Novice and experienced educators enrolled in the School of Education are on a career-long path toward professionalism and are not viewed as totally developed and experienced professionals upon graduation. Our goal is to encourage students to become thoughtful, creative problem-solvers as they begin and refine the acquisition of craft and knowledge in their ongoing journey toward higher levels of professional success. (April 2003)

Dr. McKool ELD 308 Spring 2012

Course Overview

It is an interesting time for pre-K 12 literacy education. The advent of No Child Left Behind and the National Reading Panel Report has brought literacy education into the national spotlight. Initially, the focus rested on pre-k to grade 3 classrooms. With the advent of Reading Next, Writing Next, and funding sources such as the Striving Readers grant, the interest has extended into the upper grades as well. This course builds upon the theory, research, and pedagogy studied in ELD 307. ELD 308 strives to provide the tools and resources necessary for effective literacy instruction in the upper elementary grades (3-5). The purpose of the course is to investigate literacy development in the upper grades across ability levels. There are three distinct shifts the course will take - all of which build on one another in the hopes of motivating a critical understanding of elementary grade literacy instruction. We will begin our study with an overview of key research and theories that describe the design of effective language arts programs. This initial investigation is intended to provide multiple lenses for considering specific research based language arts pedagogical models. Included in this study will be an investigation of how these different instructional practices, strategies, and assessment tools can support one another in the overall literacy development of our older students. Finally, we will consider how different classroom contexts and local, state, and federal policy and standards affect literacy teaching and learning in the intermediate and upper grades. Course Objectives Knowledge 1. Define reading and an integrated language arts curriculum 2. Describe factors that influence development in oral language and reading and writing abilities, to include individual growth, interest, motivation, and curriculum content and organization 3. Integrate the teaching of reading and writing with content subjects 4. Organize a curriculum for teaching reading/language arts in the elementary grades 5. Understand current models of reading/writing processes Applications 1. Select appropriate materials for teaching reading/language arts 2. Describe and use varied approaches, methods, and programs for teaching reading/language arts in individual and group settings 3. Use current technology in the teaching of reading/language arts 4. Plan for the inclusion of special needs students during literacy activities 5. Assess students progress in language and literacy development, report this in varied ways, and plan for future instruction 6. Adapt instruction to individual differences in student development of language abilities Attitudes 1. Accept varied developmental levels of language and literacy abilities within a class and grade level 2. Understand the demands of culturally and linguistically different students as literacy activities are planned and experienced 3. Examine ones own attitudes towards literacy activities and understand their impact upon ones own work 4. Examine ones perceptions regarding nonstandard dialects of English
Overview of Assignments and Dates Professionalism documented throughout Literacy autobiography Uploaded to Taskstream 2/2 Lesson Plan Sets set 1 due: 9/29, set 2 due: 10/18 (upload one mini-lesson to Taskstream) Literature Circle reflection 10/4 Field Portfolio draft due 10/11, final version due 12/1 Professional Discussion Group Paper 11/1 Assessment Portfolio due 11/8 Mid-term Exam 11/22 Writers Workshop reflection and writing 12/8

Dr. McKool ELD 308 Spring 2012

Required Reading Fountas, I.C. & Pinnell. 2001. G.S. Guiding Readers and Writers Grades 3-6. Portsmouth, NH: Heinemann. Freeman & Freeman. 2007. English language learners: the essential guide. NY: Scholastic. Miller, D. (2009). The book whisperer. San Fransisco, CA: Jossey-Bass. Duffy, G. (2009) Explaining reading (2nd ed.). Guidford Press. Classroom teaching clips Classroom teaching clips available at Annenberg Media http://www.learner.org/resources/series182.htm (reading) (denoted as clip #s throughout the syllabus) http://www.learner.org/resources/series205.html (writing)
http://successatthecore.com - classroom clips, student work and other artifacts, assessments, and commentary http://meetmeatthecorner.org - Rider grad founded this virtual field trip site for NYC students; videos & commentary

U.S. Department of Eudcation, Office of the Deputy Secretary (2004). No child left behind: A toolkit for teachers. Washington, D.C. (distributed in class) NCLB Access on-line at: http://www.ed.gov/teachers/nclbguide/nclb-teachers-toolkit.pdf (NCLB) New Jersey language arts/literacy core content standards - http://www.state.nj.us/njded/cccs/s3_lal.htm (NJCCS) New Jersey professional teaching standards - http://www.state.nj.us/njded/profdev/profstand/ (NJPTS) ***You will also be asked to select and purchase a piece of young adult fiction as well as a professional text ***Throughout the semester, core readings may be supplemented with articles. Recommended Reading Armbruster, B., Lehr, F. & Osborn, J. (2001). Put reading first: The research building blocks for teaching children to read K - 3. Center for the Improvement of Early Reading Achievement Review journals in the field. Consider: The Journal of Adolescent & Adult Literacy and The Reading Teacher International Reading Association. Language Arts and English Journal National Council of Teachers of English.

Become involved in the profession. Join a professional organizations and attend professional development conferences. Consider: *Student Education Association, Rider University (SEA) there are multiple opportunities for involvement and multiple professional experiences the organization plans get involved!!! *New Jersey Reading Association *New Jersey Council of Teachers of English *International Reading Association *National Council of Teachers of English Within the course outline you will find appropriate national and state standards being addressed. This is not to suggest that other standards not listed arent being discussed, but instead highlights the core areas being covered. This syllabus reflect s the belief that literacy learning is an integrated experience and should be seen as the synthesis of reading, writing, listening, speaking, viewing and media literacy. Additionally, to continue to develop as professionals we need to constantly evaluate both the content with which we work as well as the pedagogical moves we use to engage our students.

Dr. McKool ELD 308 Spring 2012

In reviewing the national and state standards it is important to be attentive to all areas discussed, in order to best meet the needs of our students. Additionally, all assignments in the course reflect the integration of national, state and local content standards as well as professional teaching standards. A complete overview of the language arts/literacy standards as well as general professional standards is found at the end of this syllabus. These include: Phase I IRA Standard 2 Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions of human experience IRA Standard 11 Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities NJCCS 3.1 & 3.2 Reading & Writing processes NJ Professional Teaching Standards 1.2 The evolving nature of the discipline or subject matter knowledge NJ Professional Teaching Standard 2.2 How students construct knowledge Phase II IRA/NCTE Standard 3 Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts IRA/NCTE Standard 4 Students adjust their use of spoken, written, and visual language IRA/NCTE Standard 5 Students employ a wide range of strategies as they write NJCCS - 3.1, 3.2, 3.3, 3.4 Reading, Writing, Listening, Speaking NJPTS 4.1 How to plan for instruction NJPTS 4.2 Available and appropriate resources NJPTS 4.3 Techniques for modifying NJPTS 4.11 Use assessment to inform instruction NJPTS 6.2 How the classroom environment influences learning Phase III - IRA/NCTE Standard 8 Students use a variety of technological and informational resources - IRA/NCTE Standard 9 Students develop an understanding of and respect for diversity in language use, , and dialects - IRA/NCTE Standard 10 Students whose first language is not English make use of their first language - NJCCS Standard - 3.5 Viewing and Media Literacy - NJPTS Standard 5 Teachers shall understand and use multiple assessment strategies - NJPTS Standard 7 Teachers shall adapt and modify instruction to accommodate the special learning needs - NJPTS Standard 9 Teachers shall build relationships with parents - NJPTS Standard 10 Teachers shall participate as active, responsible members of the professional community Department of Teacher Education Policies Regarding Attendance, Grades, and Retention of All Written Assignments in Education Courses 1. Attendance Policy: Students are required to attend all class meetings and field experiences and to be there on time. Absences and lateness may affect your grade in the course. 2. Minimum Acceptable Grade Policy: Students must achieve a grade of C+ or higher in all education courses. A grade of C or lower will require repetition of the course before continuing in the program. 3. Retention of all Submitted Work Policy: Students are required to retain electronic copies of all assignments in Education classes until graduation. ELD professors and Student Teaching supervisors may ask for these, and you may need to submit them to an electronic portfolio. 4. Cell phones: Cell phones and similar devices (e.g., Blackberries) should be neither seen nor heard in the classroom or at any field site associated with this course. Assignments 1) Professionalism (25 points) Participation in the form of preparation for class and contributions to classroom discussions and activities is expected. You are expected to arrive to class on time and stay for the entire duration. Missing one class and multiple late arrivals/early departures will influence your grade. Missing two classes will result in your final grade being lowered a full grade.

Dr. McKool ELD 308 Spring 2012

A good class requires meaningful participation and careful, critical reading. Throughout the semester you will be asked to engage in multiple forms of assessment designed to support your understanding of the assigned readings as well as support your development of strategies for supporting readers and writers. You will use a readers notebook to document your learning from your text readings. I encourage you to take notes while reading, reflect upon your connections to the field, and to record questions that you have. The readers notebook will be used during class discussions and will be handed i n at the end of the semester. Professionalism in the field is expected as well. This includes considerate and careful communication with your cooperating teacher, assuming teaching responsibilities as assigned within the classroom, and considerate and responsive interactions with children. Throughout the semester you will submit 2 letters to your cooperating teacher that contextualize your experience. Please be sure to use your Rider email for all communication. Materials and information will also be posted on blackboard. 2) Lesson Plans 50 points total (25 each set) Set 1 Due: Sept. 29, Set 2 Due: Oct. 18 Lesson planning is at the heart of teaching. For your students, revisiting texts multiple times is a powerful teaching tool and one that allows them to grow as readers and writers. Over the course of the semester you will develop two sets of lesson plans that connect to two different texts. Each of these sets of plans will include an interactive read aloud, a reading mini-lesson, and a writing mini-lesson. The first set of plans should focus on a piece of adolescent literature (fiction or non-fiction) and the second should focus on a non-fiction text that you could use to teach either science or social studies. I recommend you consider connecting this to work for ELD 376. We will be working with specific content materials in class, and you should use them for this assignment. **One of these lesson plans will be used as a key assessment and uploaded to Taskstream. Specific directions for format and materials will be posted on Blackboard and discussed in class. 3) Literature Circle and Writers Workshop participation and reflection (30 points: 15 points each) Due: Oct. 4; Due: Dec. 8 As a class, we will select several adolescent novels to read in literature circles. You will select one of these novels to read and discuss in a literature circle with other classmates. You will be required to get your own copy of this novel by purchasing it at a local bookstore or by checking it out from a library, and to bring it to class for your literature circle meetings. You will be asked to write a reflective paper about your participation in this literature circle and how you will implement this instructional practice in your own classroom. You will also participate in Writer's Workshop throughout the semester. You are required to write for one hour outside of class each week. You will then develop one piece of personal writing, as well as revision of your literacy autobiography from last semester which will be uploaded on Taskstream, by working through the stages of the writing process. These two pieces of writing will be developed until they both reach the final stage, and you will be given an opportunity to share your writing with your peers at the end of the semester. You will also be asked to write a reflective paper about your own personal experience with writing workshop and how you will use this instructional practice in your own classroom. 4) EXAM (50 points) Due: Nov. 22 This exam will consist of about 5 essay questions that investigate the underlying concepts, instructional organizations, and strategies of teaching and assessing literacy in grades 3-6. Attention should be given to the text, outside readings, class discussions and activities, and connections to the field. 5) Assessment Portfolio (50 points) Due: Nov. 8 It is important that you select a child to work with throughout the semester. This child should be between 3 rd and 5th grade, and can be a student from your field experience. Detailed instructions for this assignment will be provided in class and on Blackboard. Throughout the semester, we will discuss different informal assessment measures and activities that help guide instructional decisions. You have learned about many of these in ELD 307. After we discuss these measures in class, you will be asked to take some time to work with the student to try the tool out. The tools include: (a) Reading and Writing inventories ________ (b) Running Record and DRA or IRI ________ (c) Writing Sample ________

Dr. McKool ELD 308 Spring 2012

(d) Word Study Evaluation ________

Based on the above data, you will be asked to develop an action plan for the childs literacy development. (4 6 p.) Your plan should include the following: Demographic information describe the child (1/2 1p.) Synthesis of your evaluations when you study the assessments and activities collectively, what do they show about the childs literacy development (1 2 p.) Plan for success what types of instruction would help this childs literacy development? Provide specific recommendations for further work in the language arts what should happen in the areas of reading, writing, word study, etc. (2 3 p.) You are expected to consult core readings as well as professional journals to support your plans for instruction. 6) Professional Discussion Group Work and Paper (20 points) Paper Due: Nov. 1 You will participate in a professional discussion group this semester where as a group you select a professional text on literacy, discuss it, and present it to our class. Groups will be formed based on interest, and will engage in dialogue and activities centered on the theoretical and pedagogical presentations of literacy instruction offered in the texts. We will share these in class in an informal way. Possible texts will be introduced in class, are included in this syllabus, and can be purchased in the Rider bookstore. 7) Field Portfolio (25 points) Final Portfolio Due: Dec. 1
You will create a virtual portfolio (wiki) that demonstrates your growth as a teacher across the entire semester and will be inclusive of your individual assignments as well as reflect your work in the field. All work will be uploaded to this site. This is an opportunity to consider how a multimodal platform can support your professional reflection and growth as a teacher as well as a tool to consider for your work with children. This is an opportunity we will investigate together as we discover new ideas and ways of learning about literacy instruction through multimodal tools. Consider organizing your portfolios around the following questions: 1. What is your identity as a teacher? 2. How have the lessons your have taught resulted in student growth? http://www.wikispaces.com/site/for/teachers The wiki is a multimodal platform that allows you to organize your professional wok in multiple ways. Some things to include: o Video clips of your teaching with accompanying lesson plan for at least two lessons. Keep in mind that when getting ready to teach you also need to think about how you will design your instruction, organize activities and students, and manage classroom expectations. Classroom organization and management is a critical component to everything we do as teachers. This should be reflected in your plans as well as your reflective statements. For these lessons, post a reflection of how the lesson was implemented and what you learned about yourself as a teacher. You must submit a draft of a lesson to the instructor as well as your cooperating teacher PRIOR to teaching. o Your cooperating teacher will provide feedback on your lesson using a form provided or a written narrative. Please share this feedback with the instructor and post the form. o Student work samples should be included that demonstrate student success. o Photographs and/or video of classroom experiences in each of these areas that shows evidence of your beliefs about effective instruction as well as your own teaching moments. Photographs must be accompanied by a written description. o Other activities that you do that are related to instruction may also be posted These include activities like a message board you have established, an interactive bulletin board that involves reading or writing, media based literacy activities, etc. Use your texts and weblinks provided for additional suggestions. o Include in the portfolio evidence of a professional experience and what you learned from it. o Upload all activities/assignments from the semester (see syllabus for details) 8) Summative evaluation (50 points) You will write a reflective narrative (written as a letter to me, Dr. McKool) where you use your written reflections, photographs and/or videos, student artifacts, and course readings to describe your beliefs about effective literacy instruction in grades 3-6. Cite all work consulted. You will also create a two day literacy block plan which develops from your literacy philosophy. The details will be discussed in class.

300 TOTAL POINTS

Dr. McKool ELD 308 Spring 2012

Submission of Work You are expected to turn in original work. Any work submitted that is not your own will result in an F for the assignment and potentially an F for the course and, where applicable, University involvement. All work is due on the date assigned. Points will be deducted from assignments submitted late. Grades, which will be posted on Blackboard, will be based on total earned points for assignments. Total Points Possible = 275 Grading: IF YOU DO NOT EARN A C+ OR HIGHER YOU WILL HAVE TO REPEAT THE COURSE. A 93 100 B80 - 82 A90 92 C+ 77 - 79 B+ 87 89 C 73 - 76 B 83 86 C70 72

E-Packet Resources Full PDF files located on Blackboard Barone, D. & Wright, T. (2008). Literacy instruction with digital and media technologies. The Reading Teacher, 62,292 302. Berne, J. & Clark, K. (2008). Focusing literature discussion groups on comprehension strategies. The Reading Teacher, 62, 74 79. Blair, T. , Rupley, W. & Nichols, W.D. (2007). The effective teacher of reading: Considering the what and how of instruction. The Reading Teacher, 60 433 -438. Bromley, K. (2007). Nine things every teacher should know about words and vocabulary instruction. Journal of Adolescent and Adult Literacy, 50, 528 537. Brozo, W. & Flynt, E. (2007). Content literacy: Fundamental toolkit elements. The Reading Teacher, 61, 192 194. Casey, H.K. (2008/2009). Engaging the disengaged: Using learning clubs to support struggling readers and writers. Journal of Adolescent and Adult Literacy, 52. 284 294. Fisher, D. & Frey, N. (2007). Implementing a school wide literacy framework: Improving achievement in an urban elementar school. The Reading Teacher, 61, 32 43. Gill, S. (2008). The comprehension matrix: A tool for designing comprehension instruction. The Reading Teacher, 62, 106 113. Helsel, L. & Greenberg, D. (2007). Helping struggling readers succeed: A self regulated strategy instruction program. The Reading Teacher, 60, 752 760. Hornoff, M. (2008). Readings tests as genre study. The Reading Teacher, 62, 69 73. Johnson, A.S. et al., (2008). Textual encounters of three kinds: Engaging in reading through community astronomy night. The Reading Teacher, 62, 52 43. Kersten, J. & Pardo, L. (2007). Finessing and hybridizing innovative literacy practices in reading first classrooms. The Reading Teacher, 61, 146 154. Mesmer, E. & Mesmer, H. (2008). Response to intervention (RTI): What teachers of reading need to know. The Reading Teacher, 62, 280 290.

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Stevens, L.P. (2008). Adolescent literacy policy. Journal of Adolescent and Adult Literacy, 52, 70 73. Parsons, S. (2007). Providing all students ACCESS to self regulated literacy learning. The Reading Teacher, 62, 628 635.

Wilson, A. (2008). Moving beyond the page in content area literacy: Comprehension instruction for multimodal texts in science. The Reading Teacher, 62, 153 156. Wilson, A.A. (2008). Motivating young writers through write talks: Real writers, real audiences, real purposes. The Reading Teacher, 61, 485 487. Yoon, B. (2007). Offering or limiting opportunity: Teachers roles and approaches to English Language Learners participation in literacy activities. The Reading Teacher, 61, 216 225.

Tentative Schedule Tuesday January 24 Thursday January 26

Class focus: The Big Question: What is literacy and how does it develop? Course overview: Syllabus Introduce Professional Portfolios Select literature circle texts Writing Workshop review NJ CCSS

Class focus: Investigating Teaching Perspectives & Pedagogies -The Three Block Framework Writing Workshop-Literacy Autobiography Discuss literature circles Reading: GRW Opening: Ericas Day, ch. 1 -6 Miller 1-2, Classroom clip 1 - reading Due: draft of letter to cooperating teacher

January 31

Class Focus: Responsive Literacy Instruction: Independent Reading -How does differentiating instruction support the range of literacy learners in the classroom space? -What are the tools for navigating readers/writers workshop? Literature Circle Meeting 1 Writing Workshop-Literacy Autobiography Reading: GRW ch., 7, 8, 9, 10 Miller 3-4 Classroom clip 2 reading, Classroom clip 10 writing Due: Bring LC book to class and written reflection

February 2

Guided reading: What, when, and how? -What systems and structures support literacy development in the elementary grades? -What methods of instruction do we use across these multiple systems to support literacy development in the elementary grades? Reading: GRW 11-14; Upload Literacy Autobiography to Taskstream Lesson plan workshop -bring one lesson plan from last semester -bring in Explaining Reading

Literature Circle Meeting 2 Introduce Assessment Portfolios Child Interviews February 9 FIELD Draw a classroom map of your room and reflect upon the setup. Observe and write up a literacy lesson.

February 7 Phase II

FIELD ORIENTATION (10:20-11:20) Technology Workshop with Carol Olson Literature Circle Meeting 3 Reading: GRW Ch. 15-17

Dr. McKool ELD 308 Spring 2012

Email cooperating teacher intro. letter Provide documentation of TB test

February 14

Class focus: Teaching Comprehension -What does it mean to comprehend? -What methods support literal, interpretive, and critical comprehension? Literature Circle Meeting 4 Running Records Formation of PDG groups Writing Workshop Due: Lesson plan set #1 Order PDG text Reading: GRW ch. 4, 18 19, e-packet Gill Miller 5-7 Classroom clip 5 writing

February 16

FIELD

February 21

Class focus: Vocabulary/Word Study -What is the role of vocabulary and word study in the intermediate grades? -What strategies support student development in these areas in particular and what is their relation to literacy development in general? -What is the role of assessment? Spelling Inventories Literature Circle meeting 4 Writing Workshop Organizational Meeting PDG groups Reading : GRW ch. 3, & 22, e-packet Bromley Miller Appendix Classroom clip 3 reading

February 23

FIELD

February 28

FIELD

March 1

FIELD

Dr. McKool ELD 308 Spring 2012

March 6 Class 12:20-2:10 Class focus: Writing the literacy link -How do we help children develop as writers? -What are the tools for navigating writers workshop? -What is the role of assessment? Literature Circle Reflection due Writing Workshop Due: Lesson plan set 2 PDG meeting 1 March 8

10

FIELD Class focus: Developing writing skills Workshop Reading: GRW ch. 25 PDG meeting 2

Reading: GRW ch. 5, 10 e-packet Wilson & Helsel & Greenberg Classroom clips 1 & 6 - writing March 1216 SPRING BREAK RIDER

March 20

Class focus: Constructing a Literacy Program -How do we put the different pedagogical pieces together to create an effective and comprehensive literacy program? Reading: GRW - ch. 6, 26, e-packet Fisher & Frey classroom clip 7 writing

March 22

FIELD

PDG meeting 3 March 27 FIELD March 29 FIELD Due: Assessment Portfolio

April 3

Focus: The Role of Standards &Assessment -How do our standards work? -What role do summative and formative assessments play in understanding our students and our work? Reading: GRW 27-28, Choose a clip of interest,

April 5

Focus: Content Area Reading and Writing

Dr. McKool ELD 308 Spring 2012

e-packet Kersten & Pardo, Hornoff Due: PDG Reflection

11

April 10

Focus: Content Area Reading and Writing

April 12

Class focus: Contexts and Constructs: Positioning New Literacies -How does the community situate our work with students? -How do we use students interest in multimodal literacy events to support learning? -What counts as text? Reading: GRW ch. 14, 24 e-packet Barone & Wright EXAM

April 17

Class focus: Understanding differentiation as responding to differences -What does it mean to differentiate instruction to support all learners? -How does RTI (Response to Intervention) support our work with children? Reading: GRW Ch. 27, 28 and special feature Classroom clip 7 reading

April 19

FIELD

April 24

FIELD Due: Thank you note to teachers

April 26

Class focus: Whats next? Considering your pedagogy, philosophy, and practice -Revisit initial conversation on What is literacy? Due: Writers Workshop paper A time of sharing, conversation, and reflection Due: Final Field Portfolio

April 30

Exit interviews

Exit interviews

**NOTE: Sept. 21 is one-hour orientation to field. Classes will be held as follows: AM Classes: 8:30-10:20 Field Orientation: 10:20-11:20 PM Classes: 12:20-2:10

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Standards for the English Language Arts Sponsored by NCTE and IRA

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The vision guiding these standards is that all students must have the opportunities and resources to develop the language skills they need to pursue life's goals and to participate fully as informed, productive members of society. These standards assume that literacy growth begins before children enter school as they experience and experiment with literacy activitiesreading and writing, and associating spoken words with their graphic representations. Recognizing this fact, these standards encourage the development of curriculum and instruction that make productive use of the emerging literacy abilities that children bring to school. Furthermore, the standards provide ample room for the innovation and creativity essential to teaching and learning. They are not prescriptions for particular curriculum or instruction. Although we present these standards as a list, we want to emphasize that they are not distinct and separable; they are, in fact, interrelated and should be considered as a whole. 1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

2. 3.

4. 5. 6.

Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. 10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum. 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

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New Jersey Language Arts Literacy Core Curriculum Content Standards and Strands

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There are five language arts literacy standards, each of which has lettered strands and learning expectations for each grade level in grades K-8, as well as a combined cluster for grades 9-12. The standards and strands are outlined below: STANDARD 3.1 READING ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION. A. Concepts about Print B. Phonological Awareness C. Decoding and Word Recognition D. Fluency E. Reading Strategies (before, during, and after reading) F. Vocabulary and Concept Development G. Comprehension Skills and Response to Text H. Inquiry and Research STANDARD 3.2 WRITING ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES. A. Writing as a Process B. Writing as a Product C. Mechanics, Spelling, and Handwriting D. Writing Forms, Audiences, and Purposes STANDARD 3.3 SPEAKING ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES. A. Discussion B. Questioning (Inquiry) and Contributing C. Word Choice D. Oral Presentation STANDARD 3.4 LISTENING ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF SITUATIONS. A. Active Listening B. Listening Comprehension STANDARD 3.5 VIEWING AND MEDIA LITERACY ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO PRINT, NONPRINT, AND ELECTRONIC TEXTS AND RESOURCES. A. Constructing Meaning B. Visual and Verbal Messages C. Living with Media

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Interstate New Teacher Assessment and Support Consortium (INTASC)

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Principle # 1 Content Pedagogy The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students Principle #2 Student Development The teacher understands how children learn and develop, and can provide learning opportun ities that support a childs intellectual, social, and personal development. Principle #3 Diverse Learners The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. Principle #4 Multiple Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills. Principle #5 Motivation and Management The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interactions, active engagement in learning, and self motivation. Principle #6 Communication and Technology The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. Principle #7 Planning The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. Principle #8 Assessment The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. Principle #9 Reflective Practice: Professional Growth The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parent, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. Principle #10 School and Community Involvement The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students learning and well-being.

Dr. McKool ELD 308 Spring 2012

New Jersey Professional Standards for Teachers (NJPST) STANDARD 1: SUBJECT MATTER KNOWLEDGE Teachers shall understand the central concepts, tools of inquiry, structures of the discipline, especially as they relate to the NJ Core Curriculum Content Standards (CCCS), and design developmentally appropriate learning experiences making the subject matter accessible and meaningful to all students. STANDARD 2: HUMAN GROWTH AND DEVELOPMENT Teachers shall understand how children and adolescents develop and learn in a variety of school, family, and community contexts and provide opportunities that support their intellectual, social, emotional, and physical development. STANDARD 3: DIVERSE LEARNERS Teachers shall understand the practice of culturally responsive teaching. STANDARD 4: INSTRUCTIONAL PLANNING AND STRATEGIES Teachers shall understand instructional planning, design long- and short-term plans based upon knowledge of subject matter, students, community, and curriculum goals, and shall employ a variety of developmentally appropriate strategies in order to promote critical thinking, problem solving, and the performance skills of all learners. STANDARD 5: ASSESSMENT Teachers shall understand and use multiple assessment strategies and interpret results to evaluate and promote student learning and to modify instruction in order to foster the continuous development of students. STANDARD 6: LEARNING ENVIRONMENT Teachers shall understand individual and group motivation and behavior and shall create a supportive, safe, and respectful learning environment that encourages positive social interaction, active engagement in learning, and self motivation. STANDARD 7: SPECIAL NEEDS Teachers shall adapt and modify instruction to accommodate the special learning needs of all students. STANDARD 8: COMMUNICATION Teachers shall use knowledge of effective verbal, nonverbal, and written communication techniques and the tools of information literacy to foster the use of inquiry, collaboration, and supportive interactions. STANDARD 9: COLLABORATION AND PARTNERSHIPS Teachers shall build relationships with parents, guardians, families, and agencies in the larger community to support students learning and well-being. STANDARD 10: PROFESSIONAL DEVELOPMENT Teachers shall participate as active, responsible members of the professional community, engaging in a wide range of reflective practices, pursuing opportunities to grow professionally and establishing collegial relationships to enhance the teaching and learning process.

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