3240 Fort Road Telephone: 509-865-8590 Toppenish, WA 98948 Facsimile: 509-865-8649 Website: www.heritage.

edu

HERITAGE UNIVERSITY UNDERGRADUATE SYLLABUS

Course Title: ED 345 Methods in Language Arts K-2 Instructors Name: Angela Johnson Telephone: (480) 399-1405 cell (509) 543-6748 ext. 5324 work E-mail: anjohnson@psd1.org johnson_a@heritage.edu
Required text: Title: Creating Literacy: Instruction for All Students Author(s): Thomas G. Gunning Edition: and/or Publication Date: 8th edition, 2010 ISBN-13: 978-0-13-268579-5 Publisher: Pearson Required readings: Course Text, Literacy Journal Articles, online readings, childrens books. 1. Conceptual Framework:

3 credits Semester/Year: Spring 2014 Campus: CBC 5 W144 Wed./5:30-8:15 Office hours: by appointment

Building Community while Constructing Knowledge to Serve a Pluralistic Society

"Knowledge Brings Us Together"

BUILDING A COMMUNITY OF DIVERSE LEARNERS

Collaboration
Service toward Social Justice

Action

FACILITATING A CONSTRUCTIVIST VIEW OF TEACHING/ LEARNING/LEADING

Empowerment

REFLECTING CRITICALLY

The facultys conception of what is important to the preparation of educators, and the relationships between the key elements, is depicted in the above figure. According to this conception, a safe, caring, and diverse community in which Angela Johnson January 2014

each is respected allows people to collaborate in the socially mediated process of constructing knowledge. This leads to a sense of individual and collective empowerment allowing one the confidence, courage, and desire to reflect on ones aims and practices, as well as the context in which these occur. This process of critical reflection is essential if one is to improve the quality and appropriateness of ones future actions or the context in which those actions will occur. Educators serve the needs of a pluralistic society by working to meet the needs of all students; they serve the needs of a just society by challenging the inequities of the status quo. 2. Course description and prerequisites: Students will address what is needed in the realm of language arts for students in grades kindergarten through second. Students will learn the foundations of reading and writing processes and instruction. In addition, students will learn how to create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments to guide instruction and prevent reading difficulties. In accordance with the National Reading panel, heavy emphasis will be placed on phonemic awareness, phonics, and fluency. The students will learn the developmental stages of spelling and early writing and its reciprocal nature to reading development. The Common Core State Standards will be an integral part of this course. 3. Learner Outcomes/WACS, Performance Indicators, and Assessment Methods:

LEARNER OUTCOMES/(KNOWLEDGE & SKILLS) WACs

HERITAGE OUTCOMES AND COMPETENCIES Please note that Heritage Outcomes are in regular print and the Endorsement Competencies are in italics. 3. Plans and implements curriculum, instruction, and assessment which facilitates learning 3e. Develop curriculum consistent with Washington State Essential Learnings. S1.1 Teacher candidates use the major concepts, principles, theories, and research related to the development of students and young adolescents to construct learning opportunities that support individual students development, acquisition of knowledge, and motivation. K.3.2 Teacher candidates know and understand content knowledge necessary for teaching elementary education K.3.3 Teacher candidates know and understand curricular goals 3a. Utilize integrated model of curriculum, instruction, and assessment 3b. Define achievement targets K2.2.1 Teacher candidates know and understand different skills and strategies used in reading. K2.2.2 Teacher candidates know and understand strategies and skills for understanding the meaning of what is read. K3.3 Teacher candidates know and understand curricular goals K3.6 Teacher candidates know and understand individual and group motivation and behavior among students at the K-8th level.

PERFORMANCE INDICATORS (EVIDENCE) (Products and PerformanceHigher levels of Blooms Taxonomy)

*ASSESSMENT METHODS/CODES

Foundational knowledge (a) Washington state learning goals and Essential Academic Learning Requirements (b) Common Core State Standards (c) Washington State Early Learning and Development Guidelines

*Multicultural Literacy K-2 Lesson Plan & Lesson Implementation *Week Long Literacy Plan Integrated With a Content Area

See Rubric See Rubric

P/ PC PC P/ S Ref PC E/ P/ S Ref E/ P/ PC

Effective teaching (m) different student approaches to learning for creating instructional opportunities adapted to learners from diverse cultural or linguistic backgrounds

Class discussion/ readings *Observations of Student Reading Behaviors; Analysis of Strengths/Needs; Plan of Instruction * Week long literacy plan integrated with a content area *Analysis of early writing using CCSS writing rubrics, developmental spelling, phonics analysis *Self-Reflection on written lesson plan and lesson implementation; week-long literacy plan; classroom observations reflections. *ESL/LD accommodations on Lesson & Week-long Literacy Plans Group work/discussions *Lesson plan In-class instruction practice *Analysis of early writing using CCSS writing rubrics, developmental spelling, phonics analysis

P P

(p) Instructional strategies for developing reading, writing, critical thinking, and problem solving skills

3b. Define achievement targets 3c. Demonstrate a variety of instructional strategies, including cooperative learning K2.2.1 Teacher candidates know and understand different skills and strategies used in reading K2.2.2 Teacher candidates know and understand strategies and skills for understanding the meaning of what is read. K3.2 Teacher candidates know and understand content knowledge necessary for teaching elementary education

PC P

P/ E PC E/ P/ S Ref/ PC

Angela Johnson

January 2014

K3.5 Teacher candidates know and understand a variety of teaching strategies that encourage elementary students development of critical thinking, problem solving, and performance skills. (q) The prevention and diagnosis of reading difficulties and appropriate intervention strategies 3b. Define achievement targets 3c. Demonstrate a variety of instructional strategies, including cooperative learning 3d. Select appropriate methods of assessment K2.2.4 Teacher candidates know and understand strategies of resetting goals and evaluating student progress to improve reading skills. K.3.2 Teacher candidates know and understand content knowledge necessary for teaching elementary education (s) Planning and management of instruction based on knowledge of the content area, the community, and curriculum goals 3a. Utilize integrated model of curriculum, instruction, and assessment 3b. Define achievement targets 3c. Demonstrate a variety of instructional strategies, including cooperative learning 3d.Select appropriate methods of assessment K.3.2 Teacher candidates know and understand content knowledge necessary for teaching elementary education K3.3 Teacher candidates know and understand curricular goals. Multicultural Lesson Plan and Lesson Implementation Week-long Literacy Plan Integrated with a Content Area In-class practice of strategies Class discussions CCSS activities Exam Use of assessment techniques: Running record, miscue analysis, fluency test, comprehension test, phonics battery, writing activities, etc. *Observations of Student Reading Behaviors; Analysis of Strengths/Needs; Plan of Instruction *Analysis of early writing using CCSS writing rubrics, developmental spelling, phonics analysis Class discussions *Self-Reflection on written lesson plan and lesson implementation; week-long literacy plan; classroom observations reflections. Professional Development (w) The opportunity for candidates to reflect on their teaching and its effects on student growth and learning 5. Critically examines ones own teaching and learning as well as the instructional context and takes action based on this reflection 6. Models professional ethics and attitudes K3.7 Teacher candidates know and understand effective verbal, nonverbal, and media communication techniques. 3g. Uses computer and other technology K2.2.3 Teacher candidates know and understand strategies for reading different materials (from the Internet and other electronic sources) for a variety of different purposes Article Reflections Assessment Reflections Mid-term reflection Group work/class discussions Week-long Literacy plan Multicultural Lesson Plan and Lesson Implementation

SR/ E/ PC/ S Ref P/ PC P/ PC/ SR/ E/ S Ref P/ Sref P/ S Ref

P/ PC/ S Ref PC PC P/ PC/ SR/ E/ S Ref

(t) Formal and informal assessment strategies for evaluation and ensuring the continuous intellectual, social and physical development of the learner

3d. Select appropriate methods of assessment K4.1 Teacher candidates know and understand formal and informal assessment strategies.

PC

PC PC P/ S Ref

E/ PC/ P/ S Ref E/ P E/ P/ SRef PC

(x) Educational technology including use of the computer and other technologies in instruction, assessment and professional productivity.

Multicultural K-2 Literacy Lesson Plan with focus on phonics instruction, spelling and the integration of reading and writing; and Lesson Implementation Week Long Literacy Plan Integrated with a Content Area Peer feedback Reflective Responses Group work; discussions

PC P/ S Ref

(y) Strategies for effective participation in group decision making

4. Collaborates K3.5 Teacher candidates know and understand a variety of teaching strategies that encourage elementary students development of critical thinking, problem solving, and performance skills. K3.6 Teacher candidates know and understand individual and group motivation and behavior among students at the k-8 level.

PC S Ref PC

Assessment methods/codes: SR=selected response; E=essay; P=performance (skills, products, presentations); PC=oral communication (interviews, conferences, oral examinations, formative questioning); SRef=self-reflection; List others Angela Johnson 3 January 2014

4. Course guidelines and expectations: A. Attendance and absence policies: Attendance will be assessed by counting your Response Notebook Entries. Please be courteous and come on time. Missing class will affect your grade. Be sure to clear any absences with the instructor. B. Assignments: A late assignment will result in a 15% reduction in your grade. Assessment will be based on two assignments that require out-of-class preparation and on three in-class assignments. All are described below. If there is anything I may do to make this assessment process a safe, comfortable, and stimulating learning experience for you, please contact me. I would be delighted to assist.

Assignment 1: K-2 Classroom Observations/ Reflection

You will observe an experienced K, 1st and 2nd grade teachers at least 3 times. Each visit should last at least 2 hours to allow you enough time to observe the class, the students and their interactions, the literacy methods implemented in the classroom, how the lessons are being taught, etc. This assignment consists of 2 parts: Part 1: 3 Classroom Observations with Notes with mentor teacher signature (document provided by instructor) Part 2: Reflection of Classroom Observation and how you can incorporate what youve learned to your teaching.

Assignment 2: Literacy Learning Segment: Week Long Literacy Plan Integrated with a Content Area
You will write a week long Literacy Plan integrated with a content area for Kindergarten, first grade or second grade. This Literacy Plan will not be presented in clas s, but well share our final drafts in class during an activity. Please follow the rubric provided to meet expectations. Your plan should follow the Heritage Lesson Plan Template and have the following components:
Your name Grade level Subject Lesson Title/Focus/ Essential Questions/ duration Content and Language Objectives: Common Core Standard, EALR, GLE, Performance Expectation, and ELD standard (Language Objectives) Learning Target (aligned with above standard) Assessment: Diagnostic Formative Summative (include the assessment instrument) Learning Experiences Describe what you will do and what your students will do. Include questions to promote critical thinking. Be specific about what students will do each day and the different ways they will be assessed to give you information on their learning. Day # 1- Pre Activity/ Pre Assessment (diagnostic) and building students background knowledge, state lesson objectives. Start you les son. Day #2 Lesson and formative assessment. Include cooperative strategy #1 to scaffold diverse learners. Day#3 Lesson and formative assessment. Include cooperative strategy #2 to scaffold diverse learners. Day #4 Lesson and formative assessment. Include cooperative strategy #3 to scaffold diverse learners. Day#5 Wrap-up the lesson revisiting objectives and home-school connections. Summative assessment and follow-up. Instructional Materials Include multicultural resources and that relate to your lesson (e.g. ethnic specific literature, pertinent websites, curriculum resources, realia, or other evidence of research into a cultural perspective). Meeting the Needs of Diverse Learners In this section, explain how your lesson is multiculturally transformative, how you will support first language development, how you will support English acquisition, how you will respect gender equity, and how you will accommodate special needs students. Home-School Connection/Plan for Two-way Communication with Families Sources from which you borrowed the idea for the lesson (cite all sources)

Assignment 3: Multicultural K-2 Literacy Lesson Plan with focus on phonics instruction, spelling and the integration of reading and writing./Instructional Plan with Differentiation and Lesson Implementation with Self-Reflection
Write a K-2 (choose one grade level) Literacy multicultural lesson plan. This lesson will be taught in class. Your lesson implementation should be taught in 30 minutes and it should include the highlights of your lesson plan, giving your classmates a whole lesson experience from beginning to end. Your classmates will be your students. Please follow the rubrics for the lesson plan and the lesson implementation to meet the expectations. A self-reflection document should be turned in the following class after your presentation. Angela Johnson 4 January 2014

Include the following components in your plan:

Your name Grade level Subject Lesson Title/Focus/ Essential Questions/ duration Content and Language Objectives: Common Core Standard, EALR, GLE, Performance Expectation, and ELD standard (Language Objectives) Learning Target (aligned with above standard) Assessment: Diagnostic Formative Summative (include the assessment instrument) Learning Experiences Describe what you will do and what your students will do. Include questions to promote critical thinking. Be specific about how the lesson will be developed with your students. Include: 1. Pre Activity/ Pre Assessment (diagnostic) and building students background knowledge, state lesson objectives. 2. The lesson itself using at least 2 cooperative learning strategies to scaffold diverse learners. 3. Formative assessment 4- Wrap-up the lesson revisiting objectives and home-school connections. (include homework in the same word document file) 5- Summative assessment (include instrument in the same word document file) and follow-up. Instructional Materials Include multicultural resources and that relate to your lesson (e.g. ethnic specific literature, pertinent websites, curriculum resources, realia, or other evidence of research into a cultural perspective). Meeting the Needs of Diverse Learners In this section, explain how your lesson is multiculturally transformative, how you will support first language development, how you will support English acquisition, how you will respect gender equity, and how you will accommodate special needs students. Home-School Connection/Plan for Two-way Communication with Families Sources from which you borrowed the idea for the lesson (cite all sources)

Assignment 4: Text Book Reading Strategies

o Reading Analysis Bookmarks (10 mins) The goal of the bookmarks is to provide an overview of the readings for each day in an efficient and interactive format. Using the bookmark template, you will work with your group to create an outline of the major themes covered in the chapters for your assigned day based on your class readings for Creating Literacy: Instruction for All Students written by Thomas G. Gunning. You and your group will use the bookmarks to cover the reading material with your classmates in an interactive minipresentation. To do this, the outline should include space for questions and/or other ways to engage your classmates. While examples will be provided, I encourage you to be creative with your approach to the bookmarks. For the review presentation: You will need to provide enough bookmarks for everyone in the class (1 page, double sided). If you send it to me at least 3 days prior to class, I can make copies for your classmates. You and your group will lead the class in a review of the bookmarks in mini-group setting (1 presenter to about 3-4 students). Students will complete the information requests on the bookmarks during the mini-group presentations. You are responsible for making a few copies of the bookmarks (enough for the small group you will be teaching), but you will only need to submit one copy via email per group (a hard copy is due in class and another by email before class). The bookmarks are worth 25 points each. (75 total points).

Cooperative Learning Strategy Presentation (10 mins)

Based on your class readings for Creating Literacy: Instruction for All Students written by Thomas G. Gunning you will create cooperative group activities to share with your peers. Your activity should emphasize the theme of the assigned chapter for that day (e.g., Assessing for Learning). The content of the activity will be based on a Cooperative Learning Strategy (Kagan folder provided in the beginning of the semester). For each activity presentation, you need to turn in a written narrative in the following format: Section I: A basic description of the strategy from the book (including the title and number of the chapter), and an outline of the activity (including supplementary materials worksheets, charts, pictures, etc.). Section II: Background information on how you could extend your activity to your specific teaching context (i.e., grade level, content area, or program emphasis). Section III: Angela Johnson 5 January 2014

Justification of how/why this activity would benefit students in a bilingual education classroom (both minority and majority language students). This is a small group assignment. On your assigned day, please bring the necessary materials to conduct your activity. You will have 10 minutes to implement the activity. After the activity, you will lead a brief discussion of how to apply the activity in a regular classroom, suggesting modifications across grade levels and content areas. Your typed assignment should include a coversheet with the following information: Name, ED 345, Name of the strategy, Chapter # and Date. You will do 3 cooperative strategy presentations. Please turn in a hard copy in class and also send the file by email before class time). Each written strategy adaptation is worth 25 points (75 total pts). You are responsible for making copies of section I for students so that they can add to their portfolios.

Input Chart Presentation (10 mins)

Based on your class readings for Creating Literacy: Instruction for All Students written by Thomas G. Gunning, you will create an input chart to present to your peers. Your activity should emphasize the theme of the assigned chapter for that day (e.g., Assessing for Learning). Your input chart should be done on poster paper and include visuals (pictures, diagrams, charts, or any kind of illustrations) and main ideas. You and your group are expected to color-chunk your information according to chapter subheadings or chapter main ideas, to scaffold learning. For each input chart presentation, you need to turn in a sketch or picture of your final poster paper on the day it is due (a hard copy is due in class and another by email before class). You are responsible for making copies of the input chart for all students so they can include in their binders, but you will only need to submit one copy via email per group. The input charts are worth 25 points each. (75 total points).

Assignment 5: Daily Response Mini Notebooks Entries (1 point/entry x 15 entries = total 15)
Assesses the Outcome: Listen and observe for better understanding At the end of each class session, select one of the critical questions and reflect on how tonights session helped or did not help you to improve your answer to that question. Ask questions, clarify issues, or contribute your insights. These responses will be assessed according to the final rubric below. You should have a total of 15 entries.

Assignment 6: - Portfolio (70 points)

You will compile all of your assignments into a course portfolio to be turned in at the end of the semester. Your portfolio will be returned to you before the last day of class. The portfolio needs to be arranged according to the following headings and have a decorated cover and side that highlight K-2 Language Arts Methods:

Table of Contents
K-2 Classroom Observations/ Reflection (Assignment 1) Week Long Literacy Plan Integrated with a Content Area (Assignment 2) Multicultural K-2 Literacy Lesson Plan with focus on phonics instruction, spelling and the integration of reading and writing + Lesson Implementation (Assignment 3) Text Book Strategies- bookmarks for all chapters, cooperative learning lesson plans, input charts pictures/ sketches (Assignment 4) Response Mini Notebook (Assignment 5)

Learning Strategies notes- description of the strategies used and learned in class. Video Notes Notebook

The portfolio needs to be compiled in a three-ring binder with dividers according to the headings listed above. The portfolio is worth 50 total points.

5. Texts and study aids:

Required text: Title: Creating Literacy: Instruction for All Students Angela Johnson 6 January 2014

Author(s): Thomas G. Gunning Edition: and/or Publication Date: 8th edition, 2010 ISBN-13: 978-0-13-268579-5 Publisher: Pearson

Additional readings (provided by the instructor):

Barbieri, M. (1998) Holding Memories, shaping dreams: Chinese children's writer's notebooks. Voices From the Middle, National Council of Teachers of English. 6(1), 41-48 Cambourne, B. (1999). Explicit and systematic teaching of reading-a new slogan?. Reading Teacher, 53(2), 126-127 Hubbard, R.S. and Shorey, V. (2003). Worlds beneath the words: Writing workshop with second language learners. Language Arts. National Council of Teachers of English. 81(1)

6. Assessment and Grading Procedures:

Assignments
K-2 Classroom Observations/ Reflection (20 points each grade level) Literacy Learning Segments- Week Long Literacy Plan Integrated with a Content Area Multicultural K-2 Literacy Lesson Plan with focus on phonics instruction, spelling and the integration of reading and writing + Lesson Implementation + Self-Reflection Text Book StrategiesGroup A- Bookmark Strategy to present Group B- Cooperative Learning Strategy presentation Group C- input chart presentation Portfolio- complete binder including Daily Response/ Attendance (15 entries) Total

Points
60 points 100 points 100 points

Percentage
10% 20% 35%

75 75+ 75 ____ 225 points 70 points 15 points 570 points

25%

10% 10% 100%

A. Percentage/weighting of each type of assessment: The six assignments will be weighted equally. Rubrics follow. B. Grading scale: A 94 100% B65 71% D+ 32 39% A87 93 C+ 57 64% D 15 31% B+ 80 86% C 49 56% D8 14% B 72 79% C40 47% F 0 7%

7. * Credit Hour Requirements:

Federal regulations require that all courses follow the Heritage University definition of a credit hour as described in HU Policy. A credit hour is an amount of work represented in intended learning outcomes and verified by evidence of student achievement that is an institutionally established equivalency that reasonably approximates not less than: (1) One hour of classroom or direct faculty instruction and a minimum of two hours of out of class student work each week for approximately fifteen weeks for one semester, or (2) At least an equivalent amount of work as required in paragraph (1) of this definition for other academic activities as established by the institution, including laboratory work, internships, practica, studio work, and other academic work leading to the award of credit. Angela Johnson 7 January 2014

8. Attendance:
* Attendance: Attendance and absence policies: 1 point will be given for every night in attendance. Please be courteous and come on time. Regular attendance and participation in classes is expected and considered essential for successful academic work. Attendance will be documented every class period. If an unavoidable absence occurs, communication is essential. Contact me in advance to make arrangements, or as soon as possible for emergencies, and take responsibility for the class work missed. Remember that Heritage University Student Affairs is ready to help solve problems that interfere with attending class. Call them at 509-865-0440, ext. 2001, or email them at studentaffairs@heritage.edu. However, if I do not hear from you, the Heritage University Catalog attendance policy states "a faculty member may recommend an administrative withdrawal [from a course] whenever a student misses two consecutive class sessions and does not contact the instructor." Prior to any such action, I will submit a Faculty Advocacy request asking Student Affairs to contact you. Your success in this class is my primary goal, and I look forward to seeing you at every class session.

9- Rubrics:

Angela Johnson

January 2014

Assignment 2: Rubric for Literacy Learning Segments- Week Long Literacy Plan Integrated with a Content Area - (100 points)

Criteria

Almost (2 pts./cell)
Standards are not listed Learning outcome not defined Activity described in the procedure does not correlate with Standards with learning outcome. Lesson is inappropriate for grade level.

Yes, but (5 pts./cell)

Learning outcome included, but poorly defined or correlates poorly with Standards Procedure correlates poorly with the learning outcome Lesson is appropriate for grade level.

Yes (7 pts./cell)
Learning Outcome correlates with some, but not all Standards. Procedure correlates well with CCSS and ELD Lesson will facilitate learning at the grade level. Lessons are conceptually accurate. All components of assessment included. Assessments well-aligned with ELDs and Common Core Standards The plan includes opportunities for students to receive feedback. Summative assessment instrument NOT included. Organization is clear and follows the prescribed format. A few spelling or grammar errors. Includes visuals/ illustrations Source listed Strategies address auditory, visual, and kinesthetic learning modalities Diverse learners are included. Plan clearly connected with students or other cultural experience.

Wow (10 pts./cell) YOUR GOAL!!!

Learning outcome clearly defined and correlates well with all CCSS and ELDs Lesson will motivate learning at the grade level. Procedure correlates well with Standards Lesson is well paced; sequence is good Constructivist methods used (e.g. problembased math; inquiry-based science; students construct their own understanding) Lessons are conceptually accurate and insightful.

Plans curricula which facilitates learning: Curricula consistent with CCSS and ELD Standards. Define learning target. Design instruction that is developmentally appropriate. (Include grade level in lesson plan.) Describe procedure. Content accuracy

Lesson turned in, but major concepts are flawed Assessment included, but incomplete (not all components diagnostic, formative, and summative included) Assessment not clearly related to learner outcome The plan does not include opportunities for students to receive feedback. Summative assessment instrument NOT included. Disorganized; grammar poor; Source not listed

Assessment-Learning Outcome Match Multiple methods Alignment with learning targets and ELDs and Common Core Standards

Major concepts are accurate, but there are minor misunderstandings in content. All components of assessment included. Assessment aligned with some, but not all of targets and ELDs and Common Core Standards The plan does not include opportunities for students to receive feedback. Summative assessment instrument NOT included. The reader can easily find each of the requisite lesson parts, but there are multiple errors. Source listed, but incomplete

All components of assessment included. Assessments well-aligned with ELDs and Common Core Standards. The plan includes opportunities for students to receive feedback. Students are provided with a variety of assessments that measure their performance relative to the learning targets. Summative assessment instrument included.

Organization and Grammar

Organization and grammar impeccable Source citation complete Includes visuals/ illustrations

Instructional strategies Candidate uses a variety of instructional strategies Plan includes transformative multicultural knowledge/Differentiated Instruction

Only one modality addressed Diverse learners not included. Plan not tied to student experience or to another cultural experience

Strategies address 2 of: auditory, visual, or kinesthetic learning modalities Diverse learners included. Plan connected with student or other cultural experience, but too general or shallow.

Strategies address three learning modalities (auditory, visual, and kinesthetic learning) Diverse learners included. Adaptations for exceptional learners included Plan clearly connected with students experience. Plan includes diverse perspective that is presented in a way that is intentional and deep (e.g. presented from an insiders point of view).

Critical thinking Assessments, Teaching Materials and Home-school Connections

no questions included Formative and Summative Assessments are NOT included in the Word document within the lesson. Home-School Connections NOT included

Questions included, but unclear Formative and Summative Assessments are NOT included in the Word document within the lesson. Home-School Connections are NOT made clear and there is NO example of what it looks like. Lesson somewhat promotes student interaction.

Interactive Lesson

Lesson doesnt promote student interaction

Questions clear, but only at knowledge level Formative and Summative Assessments are NOT included in the Word document within the lesson. Home-School Connections are NOT made clear and there is NO example of what it looks like within the lesson plan. Lesson promotes student interaction in many different levels. Only 1-2 cooperative learning strategies are included.

Questions included that promote critical thinking Formative and Summative Assessments are included in the Word document within the lesson. Home-School Connections are made clear and there is an example of what it looks like within the Word document (lesson plan)

Lesson promotes student interaction in many different levels. Students are given the opportunity to work with peers and are presented with multiple cooperative learning strategies (at least 3) to promote English Language Development, visual scaffolding, etc. The learning segment flawlessly integrate what was taught previously Learning segment is thoughtful and is designed to immerse students in a topic or unit of study, novel or sequence of lessons.

Day-by-day Integration of Lesson

The learning segment does NOT integrate what was taught previously Learning segment is disconnected

The learning segment attempts to integrate what was taught previously Learning segment attempts to immerse students in a topic or unit of study, novel or sequence of lessons. Literacy content is somewhat integrated to Social Studies, Science, Math,

Literacy Content related to Content Area

Literacy

content

is

NOT

integrated to Social Studies, Science, Math,

The learning segment integrate what was taught previously Learning segment is thoughtful and attempts to immerse students in a topic or unit of study, novel or sequence of lessons. Literacy content is somewhat integrated to Social Studies, Science, Math, etc. Reading and Writing activities somewhat connect literacy and content information.

Literacy content is flawlessly integrated to Social Studies, Science, Math, etc. Reading and Writing activities connect literacy and content information.

Angela Johnson

January 2014

Assignment 3: Rubric for Multicultural K-2 Literacy Lesson Plan with focus on Phonics Instruction,
Spelling and the Integration of Reading and writing + Lesson Implementation + Self-Reflection (100 points)

Criteria

Almost (2 pts./cell)
Standards are not listed Learning outcome not defined Activity described in the procedure does not correlate with Standards with learning outcome. Lesson is inappropriate for grade level.

Yes, but (5 pts./cell)

Learning outcome included, but poorly defined or correlates poorly with Standards Procedure correlates poorly with the learning outcome Lesson is appropriate for grade level.

Yes (7 pts./cell)
Learning Outcome correlates with some, but not all Standards. Procedure correlates well with CCSS and ELD Lesson will facilitate learning at the grade level. Lessons are conceptually accurate. All components of assessment included. Assessments well-aligned with ELDs and Common Core Standards The plan includes opportunities for students to receive feedback. Summative assessment instrument NOT included. Organization is clear and follows the prescribed format. A few spelling or grammar errors. Includes visuals/ illustrations Source listed Strategies address auditory, visual, and kinesthetic learning modalities Diverse learners are included. Plan clearly connected with students or other cultural experience.

Wow (10 pts./cell) YOUR GOAL!!!

Learning outcome clearly defined and correlates well with all CCSS and ELDs Lesson will motivate learning at the grade level. Procedure correlates well with Standards Lesson is well paced; sequence is good Constructivist methods used (e.g. problembased math; inquiry-based science; students construct their own understanding) Lessons are conceptually accurate and insightful.

Plans curricula which facilitates learning: Curricula consistent with CCSS and ELD Standards. Define learning target. Design instruction that is developmentally appropriate. (Include grade level in lesson plan.) Describe procedure. Content accuracy

Lesson turned in, but major concepts are flawed Assessment included, but incomplete (not all components diagnostic, formative, and summative included) Assessment not clearly related to learner outcome The plan does not include opportunities for students to receive feedback. Summative assessment instrument NOT included. Disorganized; grammar poor; Source not listed

Assessment-Learning Outcome Match Multiple methods Alignment with learning targets and ELDs and Common Core Standards

Major concepts are accurate, but there are minor misunderstandings in content. All components of assessment included. Assessment aligned with some, but not all of targets and ELDs and Common Core Standards The plan does not include opportunities for students to receive feedback. Summative assessment instrument NOT included. The reader can easily find each of the requisite lesson parts, but there are multiple errors. Source listed, but incomplete

All components of assessment included. Assessments well-aligned with ELDs and Common Core Standards. The plan includes opportunities for students to receive feedback. Students are provided with a variety of assessments that measure their performance relative to the learning targets. Summative assessment instrument included.

Organization and Grammar

Organization and grammar impeccable Source citation complete Includes visuals/ illustrations

Instructional strategies Candidate uses a variety of instructional strategies Plan includes transformative multicultural knowledge/Differentiated Instruction

Only one modality addressed Diverse learners not included. Plan not tied to student experience or to another cultural experience

Strategies address 2 of: auditory, visual, or kinesthetic learning modalities Diverse learners included. Plan connected with student or other cultural experience, but too general or shallow.

Strategies address three learning modalities (auditory, visual, and kinesthetic learning) Diverse learners included. Adaptations for exceptional learners included Plan clearly connected with students experience. Plan includes diverse perspective that is presented in a way that is intentional and deep (e.g. presented from an insiders point of view).

Critical thinking Assessments, Teaching Materials and Home-school Connections

no questions included Formative and Summative Assessments are NOT included in the Word document within the lesson. Home-School Connections NOT included

Questions included, but unclear Formative and Summative Assessments are NOT included in the Word document within the lesson. Home-School Connections are NOT made clear and there is NO example of what it looks like. Lesson somewhat promotes student interaction.

Interactive Lesson

Lesson doesnt promote student interaction

Questions clear, but only at knowledge level Formative and Summative Assessments are NOT included in the Word document within the lesson. Home-School Connections are NOT made clear and there is NO example of what it looks like within the lesson plan. Lesson promotes student interaction in many different levels. Only 1-2 cooperative learning strategies are included. Presentation coherent Presenter makes eye contact with audience. Voice projected well; words enunciated clearly Lesson objectives are mentioned only once during the lesson Around 30 minutes Self-Reflection includes lesson positive and negative aspects.

Questions included that promote critical thinking Formative and Summative Assessments are included in the Word document within the lesson. Home-School Connections are made clear and there is an example of what it looks like within the Word document (lesson plan)

Presentation

Presentation lacks interaction Voice is not well projected Lesson objectives are not stated in the beginning or end Presentation is too short or too long

Presentation lacks interaction Voice is not well projected Lesson objectives are mentioned only once during the lesson Presentation is too short or too long

Lesson promotes student interaction in many different levels. Students are given the opportunity to work with peers and are presented with multiple cooperative learning strategies (at least 3) to promote English Language Development, visual scaffolding, etc. Presentation coherent and dynamic Presenter makes eye contact with audience, smiling occasionally Voice projected well and inflected appropriately Words enunciated clearly and properly pronounced Lesson objectives are stated in the beginning of the lesson and revisited at the end of it. Around 30 minutes Self-Reflection is insightful and includes lesson positive and negative aspects. Demonstrates how the lesson could be changed/ adapted or improved in the future.

Post-Teaching Self- Reflection

No self-reflection

Self-Reflection is vague and lacks ideas or thoughts on how to improve the lesson.

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Assignment 5: Response Entry Rubric (up to 1 point/card; 15 cards=15 points total)

Criteria
Listening and observing for better understanding

0
Responses not submitted

0.25
Responses inarticulate

0.5
Responses are related to the presentation/ class.

3
Responses build on ideas of colleagues.

1
Responses build on ideas of colleagues, and demonstrate insight.

Class Calendar:
Class Class Topics Textbook Reading Activities Presentations/Due Assignments Readings/ Bring to class

Class #1 1/15

Course introduction/ overview- establish groups for reading activities Organizing the Classroom videoLinda J. Dorn Organizing for literacy part 1 (13 minutes)- notes & discussion 5 essential Components of Effective Readinghighlighting and tabbing documentscaffold using graphic organizer. Daily Response

o o

Syllabus Cambourne, B. (1999). Conditions for literacy- article discussionsemantic map activity
A Closer Look at the Five Essential Components of Effective Reading.

Class #2 1/22

5 essential Components of Effective Readinghighlighting and tabbing documentposter presentations & discussion Writing & Reading in the Early GradesWorkshop Model Close Reading Strategies using Chapter 12 content Daily Response

Chapter 12-Writing & Reading

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Class #3 1/29

Learning about Reading videoLinda J. Dorn Organizing for literacy part 2 (13 minutes)-notes & discussion Balanced Literacy Daily Response

Textbook Reading Activities: o o o Group A: Bookmark Strategy Group B: Cooperative Learning Strategy Group C: Input Chart

Chapter 1- The Nature of Literacy

Class # 4 2/5

Learning about Writing video- Linda J. Dorn Organizing for literacy part 3 (13 minutes)-notes & discussion Daily Response

Textbook Reading Activities: o o o Group A: Input Chart Group B: Bookmark Strategy Group C: Cooperative Learning Strategy

Chapter 2- Teaching All Students

Class #5 2/12

Learning about Words video- Linda J. Dorn-Organizing for literacy part 4 (13 minutes)-notes & discussion Reading AssessmentsRunning Records, DRA assessment, Student Data & Interventions Daily Response Classroom Management videoFountas & Pinnellmanaging the daypart 1 (15 minutes)notes & discussion Writers Workshop Peer-Revise/Edit of Literacy Lesson Plan Activity- feedback Emergent Writing In class writing project using mentor text Daily Response Classroom Management videoPlanning for effective teaching part 2 (19 minutes)notes & discussion

Textbook Reading Activities: o o o Group A: Cooperative Learning Strategy Group B: Input Chart Group C: Bookmark Strategy

Chapter 3- Assessing for Learning

Class #6 2/19

Textbook Reading Activities: o o o Group A: Bookmark Strategy Group B: Cooperative Learning Strategy Group C: Input Chart

Bring to class: DRAFT of Week Long Literacy with Content Area Lesson Plan

Chapter 4- Fostering Emergent/ Early Literacy

Class #7 2/26

Textbook Reading Activities: o o o Group A: Input Chart Group B: Bookmark Strategy Group C: Cooperative Learning Strategy

Bring to class: FINAL Week Long Literacy with Content Area Lesson Plan

Chapter 5- Teaching Phonics, High- Frequency Words, and Syllabic Analysis

Analysis of early writing using CCSS writing rubrics, developmental spelling, phonics analysis Book Clubs/

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Literature Circles Daily Response

Class #8 3/5

Guided Reading video- Fountas & Pinnell- The Skillful Teacher part 1 (25 minutes)-notes & discussion Readers Theater Daily Response

Textbook Reading Activities: o o o Group A: Cooperative Learning Strategy Group B: Input Chart Group C: Bookmark Strategy

Chapter 6- Building Vocabulary

Class #9 3/12

Guided Reading video- Fountas & Pinnell- Essential Elements- part 2 (25 minutes)-notes & discussion Writers Workshop Peer-Revise/Edit of Literacy Lesson Plan Activity- feedback Daily Response

Textbook Reading Activities: o o o Group A: Bookmark Strategy Group B: Cooperative Learning Strategy Group C: Input Chart

Bring to class: DRAFT Multicultural K-2 Literacy Lesson Plan with focus on phonics instruction, spelling and the integration of reading and writing

Chapter 8- Comprehension: Text Structures and Teaching Procedures

Class #10 3/19

Readers Workshop Model Read-Aloud Strategies Daily Response

Textbook Reading Activities: o o o Group A: Input Chart Group B: Bookmark Strategy Group C: Cooperative Learning Strategy

DUE: FINAL Multicultural K-2 Literacy Lesson Plan with focus on phonics instruction, spelling and the integration of reading and writing

Chapter 11- Approaches to Teaching Reading

Class #11 3/26

Writers Workshop Model Writers Workshop Publishing Activitypeer feedback on Classroom Observations Daily Response

Textbook Reading Activities: o o o Group A: Cooperative Learning Strategy Group B: Input Chart Group C: Bookmark Strategy

DUE: Classroom Observation Assignment due. Be ready to share your experiences!

Chapter 13- Creating and Managing a Literacy Program

Class #12 4/2 Class #13 4/9

Spring Break NO CLASS

Lesson Presentations Feedback Daily Response

Class #14 4/16

Lesson Presentations Feedback Daily Response

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Class #15 4/23

Lesson Presentations Feedback Daily Response

DUE: Turn in Binders- Class Portfolio

Class # 16 4/30

Evaluations/ Class Feedback

Important Information: If you have a documented disability and anticipate needing accommodations in this course, please contact Student Services to complete an ADA Application Form and receive a notification letter outlining your approved accommodations. Student Services is located in the Student Services Building on the Heritage University Campus, Toppenish, WA. If you have any questions or concerns, please call 509-865-853, 1-888-272-6190 or email filkowski_m@heritage.edu.

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Assignment Examples:
1-Bookmark:

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2-Cooperative Learning Activity Presentation Example:

COVER PAGE: Paola Ojeda ED 345 Pairs Check Strategy Chapter 5: Method of Teaching Reading in Spanish 07/11/12 PAGE 2:

Section I: A basic description of the strategy from the book (including the title and number of the chapter), and an outline of the activity (including supplementary materialsworksheets, charts, pictures, etc.).
I. For my Cooperative Learning Strategy Lesson, I am using the strategy called Pairs Check from Chapter 6 titled Writing Skills of High (1993). Pairs Check is a strategy that involves all students to work collaboratively in pairs and/or groups of four with two sets of pairs. First, students work in pairs to solve a problem or complete a worksheet, and then, each pair of partners can check with the other pair of two in the team. In each pair of students, it may be named person A and person B. First, person A does the first problem while the person B serves as a coach and provides positive feedback. Then, they switch roles, and when the problem or worksheet is done, they check their answers with their teammates. The use of this strategy in the classroom helps students be on task and involved in the instruction. For this activity adaptation, I will use the content from Chapter 5 titled Method of Teaching Reading in Spanish of Freeman and Freeman (2006). For this activity, the students will be grouping in pairs because of the small amount of students (8) in the class. I will have two categories of cards (red and green) representing the two general methods of teaching reading in Spanish (i.e., Synthetic Methods and Analytic Methods), and I will have three different pile of cards to indicate definition, methods, and examples. First, each pair of student has to pick a red card and a green card. Each student will read the card and write in the card what the card is asking for. Students will have two minutes for each card. For example,

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if the card says definition, the student has to write a definition about the method. After two minutes, students switch cards with their partner, read the partners card, provide feedback, and add more to complete the task or definition Then, they will work on the second category of cards (e.g. methods or examples) and repeat the process as the first time. Students change cards again to write what they know about the methods. For example, students may write an example of the alphabetic, phonetic, or syllabic method of the synthetic method and write one example related to any of those methods related to one category (i.e., alphabetic method may be written the word mam and repeat eme, a, eme and a). Once again, students switch cards, share, provide feedback, and complete. As a final step for this activity, I will have the students place their cards given on a display that I will place in front of the class to share with the whole class. Materials: Freeman and Freeman (2006) textbook, 12 red cards, 12 green cards, 3 envelopes to place different categories, and a graphic organizer to put the cards. PAGE 3:

Section II: Background information on how you could extend your activity to your specific teaching context (i.e., grade level, content area, or program emphasis).
II. This strategy may be used at any grade level and any subject. It may be used in science, mathematics, social studies, and language arts. For example, when teaching different genre of literature. Students may explore literary genres by completing a series of genre studies, and then assign different genres to different pairs and teams. Finally, students review as a class, share their writings, and complete a summary for the whole class. The Pairs Check is a useful strategy to review or check homework, check understanding or assignments, and keep a collaborative environment in the classroom, where all students are involved in learning.

Section III: Justification of how/why this activity would benefit students in a bilingual education classroom (both minority and majority language students).
III. Pairs Check is a strategy that benefit both minority and majority language students in a bilingual education classroom because it helps students stay on task, works collaboratively in pairs and teams, promotes social interaction, and verbal communication. It is a constructive way to benefit all students from helping and coaching

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each other. Pairs Check also provides students with numerous opportunities for brainstorming, discussion, gain knowledge, solve problems, and complete tasks in pairs or teams. In addition, when utilizing this strategy in the classroom, it is a way of ensuring that all students participate and get involved in the instruction, while the teacher provides a safe and cooperative learning environment. References: Freeman, Y.S., & Freeman, D.E. (2006). Teaching reading and writing in Spanish and English in bilingual and dual language classrooms. Portmouth, NH: Heinmann. High, J. (1993). Second language learning through cooperative learning. San Clemente, CA: Kagan

3- Input Chart Presentation

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