Dr. Linda Wedwick llwedwi@ilstu.

edu 309-438-8863

Early Adolescent Literacy Learning Spring 2012 C&I 306 sec 01 http://306contentreading.pbworks.com/w/page/28679777/FrontPage Office hours by appointment DeGarmo 236

OUR ESSENTIAL QUESTIONS What is literacy? What are the literacy practices in your content area? How will you support your students literacy practices? Course Description Study of early adolescent literacy learning and instruction. This class requires twenty hours of clinical experience. Course Overview The purpose of early adolescent literacy learning is to acquaint teacher candidates with the role of reading and literacy in the middle grades. Emphasis is placed on factors that influence students reading and learning from content texts and adolescent literature. Students examine, apply, refine, and reflect upon various strategies designed to enhance literacy at the middle school level. Realizing the Democratic Ideal: Illinois State University has a historic and enduring commitment to prepare teachers and other school personnel who will be responsive to the ethical and intellectual demands of a democratic society. To teach in a democracy is to consciously take up the challenge of improving the ethical and intellectual quality of our societal dialogue by including in it as many educated voices as possible. This course fosters the intellectual virtues reflected in Realizing the Democratic Ideal. Students demonstrate and apply knowledge concerning the appreciation of the diversity among learners and consideration of appropriate teaching strategies. For more information about ISU s Conceptual Framework, please visit: http://www.teachereducation.ilstu.edu/councilforteachered/democratic-ideal.shtml Equal Access for Individuals with Disabilities Any student in need of a special accommodation should contact 438-5853 (voice) or 438-8620 (TDD). In addition, students in need of special assistance or an accommodation regarding any of the course requirements are advised to notify me as soon as possible. Required Texts Plaut, S. (2008). The right to literacy in secondary schools: Creating a culture of thinking. Teachers College Press.

Wedwick, L., Seglem, R., & Meyer, B. (2012). Broadening the lens of literacy in the content areas. Kendall Hunt. Other readings as assigned (in class or on-line) Optional Text Fisher, D., Brozo, W.G., Frey, N., & Ivey, G. (2010). 50 content area strategies for adolescent literacy. 2nd edition. Prentice Hall. Electronic devices for accessing course texts during class are highly encouraged. Critical Reading I expect you to come to class having read the assignments and prepared to interrogate and put to use the ideas in the texts. The ways you prepare for class are essential for what we can accomplish when we are together. When you read the texts in this course, endeavor to apply principles of critical literacy. Reading critically, put simply, is reading beyond surface impressions and easy conclusions. As you read, ask yourself the following kinds of questions: 1. What meanings and messages in this text seem to be most important to the author, and by what evidence can I judge the author s conclusions? Do I find the message believable or compelling? Why or why not? 2. Who is the intended audience for this text and how do I know? 3. Whose knowledge does this author appear to value? 4. Whose knowledge is marginalized, devalued, or left out and why? 5. How does my race/ethnicity, social class, gender or other identity features affect my response to this text? Course Objectives Through a variety of performance events, each student will apply her or his knowledge of and competency with the course content. Class activities will be centered on the acquisition of course objectives listed below. Students will: 1. explain the significance of literacy instruction in the content areas while understanding the relationships among cognitive processes, cultural conditions, personal characteristics, and effective reading and writing; (IRA 1.1; ISBE 1.1A; NMSA: 4K1, 4D4, 4P5; RDI: EC1, EC4, IC2) 2. identify and present learning strategies to teach literacy in content areas in the middle school environment as an active process of constructing meaning; (IRA 2.2, ISBE 3.3B; NMSA: 1P10, 3D2, 3D4, 5D6, 5K9; RDI: IC3) 3. develop and demonstrate a range of content area instructional strategies that support literacy growth among students from a range of backgrounds, needs, and levels of success; (IRA 2.2; NMSA 3K10; RDI: EC1, IC1, IC2, IC3) 4. examine the reading process as an extension of language and cognitive development; (IRA 1.4; RDI: IC1) 5. realize the types of learning environments that motivate students to read and learn; (IRA 4.4; RDI: IC3)

6. explain the relation between vocabulary knowledge and reading comprehension, as well as strategies for developing; (IRA 1.4; RDI: IC1, IC3) 7. understand the role of prior knowledge in reading and strategies for building and accessing background knowledge; (IRA 1.4; RDI: IC1, IC3) 8. reflect upon one s instructional behaviors; (NMSA: 5K6; RDI: EC3, IC4, IC5) 9. design, plan, and implement instruction based on assessment data; (IRA 3.1, 3.3, 4.1; ISBE 2.2C; NMSA: 1K3, 1K2, 5K2; NMSA: 3P1; RDI: EC4, Ic1, IC2, IC3, IC4) 10. read, evaluate, and discuss literature for adolescents. (IRA 4.3; RDI: IC5) Grading Procedures Letter grades will not be used to assess your work in this course. Rather, you will be assessed holistically, using the 3P grading system. This system is designed to look at your overall performance in the course rather than taking an average of individual grades. Specifically, it looks at your participation, progress, and performance throughout the entire semester. Individual work will be assessed through a variety of methods including feedback from myself and your peers, as well as through self-reflection. In addition to written commentary, I will often use the plus (+), check ( ), and minus (-) system, where a plus (+) means you have exceeded the requirements and expectations for the assignment, a check ( ) means you have met the requirements and expectations for the assignment, and a minus (-), means you have not yet satisfied the assignment requirements or expectations. Your final grade for the course will be determined by your participation, progress, and performance using the following definitions of each letter grade: "A" means "Above and beyond" "B" means "Basically fine" "C" means "Could've done better "D" means "Didn't try" "F" means "Forget about it!" Please note that most of us are "B" and "C" performers in most of the things we do. Most employees are "B" and "C" workers. Most of us attain "B"- and "C"-level skills in our favorite hobbies. A grade of "A" is reserved for excellence "above and beyond" the norm. My expectations regarding your participation, progress and performance, as well as each category s assigned weight, follows. Participation 50% of your final grade Participation is the biggest factor in achieving success. Engaged students can t help but learn. So, to reach a rich understanding of literacy ideas and practices, you must be well prepared for class and participate as an active learner through both the interactive components of the digital textbook and the face-to-face learning environment. This means that I expect you to y Follow directions the first time they are given. y Come to class every day; don't be late! y Turn in work on time. y Share regularly. Give good feedback. Ask good questions.

y y y

Take ownership of your results; be accountable; don t blame. Ask for help when you need it; use the advice I give you. Engage in ideas outside of class when required, including in our online forum.

Progress 30% of your final grade Progress is most simply defined by what you have learned over the course of the semester. I expect you to leave the class at the end of the semester with ideas and skills you did not have when you entered the class. Otherwise, why bother taking the class? This means that progress will be assessed differently for every student because each of you enters this class with your own sets of experiences and skills. I will be looking at how well you can articulate the answers to our essential questions, as well as how your skills as a future teacher have progressed. Performance 20% of your final grade Performance is the quality of the work you do for this class. Obviously, this means that at the very least, you meet the criteria set forth for each assignment. High quality projects also demonstrate the willingness to take risks and to thoughtfully explore the ideas behind the purpose for each assignment. It is apparent that the assignment was not rushed at the last minute in an effort to just get it done. The Process You will be an active participant in assigning your final grade. This means that you need to keep all of your work, as well as the feedback provided by your peers and me. Your final for the course will require you to write written reflections that address your participation, progress, and performance. You will be asked to assign yourself a grade for each of these areas and to provide evidence to back up your scores. In turn, I will review your collection of work, and reflections, and will assign a letter grade for each of the three areas, as well. I will then calculate your final grade by averaging the two scores in each category, weighing each category according to the above criteria, and adding each of the scores to arrive at your final letter grade. The following chart demonstrates what this might look like. Participation (50%) A (4.0) B (3.0) (4.0 + 3.0) / 2 = 3.5 3.5 x .5 = 1.75 1.75 + 1.05 + .6 = 3.4 (B) Progress (30%) B (3.0) A (4.0) (3.0 + 4.0) / 2 = 3.5 3.5 x .3 = 1.05 Performance (20%) B (3.0) B (3.0) (3.0 + 3.0) / 2 = 3 3 x .2 = .6

Student Grade Teacher Grade Average Multiply by Weight Final Overall Grade

Using the traditional 4.0 grading scale, an A would fall between 3.67 4; a B would fall between 3.66 2.67; a C would fall between 2.66 1.67; a D would fall between 1.66 - .67. For more information on the 3P Grading System, check out the Teaching That Makes Sense website: https://ttms.box.net/shared/static/9mz5bkrdze.pdf

Required Tasks
You must successfully complete each of the assignments listed here in order to pass the course. Specific details for each of the required tasks will be provided in class via discussion and/or detailed handouts.

Online Tasks Clinical Experience Portfolio LAPBA Observations Choice Projects (2) with one presentation Strategies Portfolio ITPS I: Database Final: Reflective Evaluation Choice Projects
These tasks have been broken down into four categories. Only one task per category may be selected.

CATEGORY 1: ADOLESCENT LITERACY 1. Book Talk: Select an adolescent novel that ties in with your content area to share with the
class. 2. Think Aloud: Demonstrate this effective reading strategy with a reading you would use with your content. 3. Connections: Design a 5 to 10 minute lesson that connects popular culture to either a class topic or a topic in your content area.

CATEGORY 2: LITERACY & TECHNOLOGY 1. Plain English: Using the popular Internet series that uses the whiteboard to explain concepts
in plain English design a lesson that requires students to explain a concept in your content area in plain English. Provide your own example. 2. Screencast: Research one of the popular new technologies and determine how to integrate it into your classroom. Then using screencasting software such as Jing, prepare a screencast introducing your students to the technology and how it will be used in your classroom. 3. At the Movies: Develop an assignment that integrates movie-making software such as Windows MovieMaker, iMovie, or Xtranormal into your content area.

CATEGORY 3: WRITING ACROSS THE CURRICULUM 1. RAFT: Design a lesson and example using the RAFT strategy that you could use in your
classroom. 2. Poetry: Choosing from the various poetry formats, design an assignment that utilizes poetry to demonstrate understanding of a concept. Include an example. 3. SPAWN: Design a lesson and examples using the SPAWN strategy that you could use in your classroom.

CATEGORY 4: REFLECTIVE PRACTITIONER 1. Response Journal: Observe people engaged in a literacy activity outside of school and then
write an analysis of what you observed. 2. Book Review: Read and review a book about someone whose life was greatly impacted by

literacy.

3. Article Summary: Read, summarize, and respond to two discipline specific journal articles
or book chapters that contribute to your understanding of literacy in your content area.

Presentation Component As part of a community of learners, you will be responsible for instructing us about a particular aspect of the course as it relates to your discipline and your interests. Since we encompass a variety of content areas and vast interests, each of you will share the product from one of your choice projects. These presentations are relatively short; however, they help to bring more practical examples to the theoretical concepts of the course. Sign up for your presentation date through SignUp Genius at this link: www.SignUpGenius.com/go/8050D44A9AA2E5-choice Course Policies Submitting Assignments In a continued effort to reduce paperwork and to keep us organized, each of you will create a DropBox account. This is a free online tool that allows you to not only access your work from any computer anywhere, but to also share specific files and folders with others. Once you create your account, create a folder labeled with YOUR NAME and C&I 306 (LWedwick C&I306). You should load your finished work into this folder by the assignment due date. Please share this folder with me at llwedwi@ilstu.edu. Once you share this folder with me, I will be able to access it at any time over the course of the semester. This will serve as a working online portfolio to help you keep track of your progress over the semester. To help me keep track of your assignments, please title them in the following format: First & last name, assignment name, and date submitted: LindaWedwickBookTalkMarch12. Should you at any point in the semester make revisions to your work that you would like me to look over please do the following. 1. Create a folder entitled Revisions and place it inside your dropbox course folder 2. Retitle (to reflect date change and resubmit) a. Do not delete comments made in the margins b. Highlight changes you have made (I would suggest that you track changes) c. Make note of any deletions Revisions should be completed within two weeks of date I returned the graded assignment. Open Communication I look forward to getting to know each of you. While I do not schedule set office hours, I am always open to finding time to meet with you. Please make an appointment to meet with me in my office DeGarmo 236. While I make every effort to respond promptly to emails, please allow 24 hours for a response. Professional Behavior Since this course is a part of the professional preparation core for teacher candidates, students are expected to behave in a manner consistent with standards for professional environments. This means:

Communicating in an open, positive, respectful attitude with peers, field site mentors and students, the course instructor, faculty, staff, and administration. Communication in this course and clinical field experiences includes spoken, nonverbal, digital, written, and electronic media. Appearing in professionally accepted attire that reflects a commitment to the profession of teaching when working in school settings and conducting school/field experience duties.

Being a professional takes practice! You are expected to communicate with me and your peers as you would communicate with administrators and teachers. In written communication, specifically in email and any other electronic communication, show respect by addressing the individual as you would in a formal written letter. Use titles like Mr., Ms. or Dr. until directed otherwise. Use a subject when sending an email. In the body of the email, use clear, succinct language and avoid IM abbreviations and spelling errors. Academic Integrity Academic Integrity is expected in all classroom endeavors. Students are expected to be honest in all academic work. A student s placement of his or her name on any academic exercise shall be regarded as assurance that the work is the result of the student s own thought, effort, and study. Plagiarism is the unacknowledged appropriation of another's work, words, or ideas in any themes, outlines, papers, reports, or computer programs. Students must ascertain from the instructor in each course the appropriate means of documentation. Submitting the same paper and/or presentation for more than one course is considered a breach of academic integrity unless prior approval is given by the instructors. Classroom Behavior Students are expected to behave in a manner consistent with being in a professional environment. Open discussion and disagreement are encouraged in a respectful manner. Open hostility, rudeness, and incivility are discouraged and will result in appropriate action. Students acting in a disruptive or uncivil manner may be dismissed from the class for the remainder of the class period. If necessary, referrals may also be made to Community Rights & Responsibilities for violations of the Code of Student Conduct. Performance Based Assessments & Livetext: Failure to satisfactorily complete and/or post documents to Livetext will place a BLOCK on your student teaching. Tentative Course Calendar This schedule is intended to give you an overview of the course and may change. It is subject to change as each class is unique in its pace and path. Assignments are listed on the dates that they are to be completed before class begins unless otherwise noted. To each class meeting, bring the syllabus and the assigned readings.

WEEK 1 Jan. 17-19

TOPIC Introductions to class and each other

Due Dates & Assigned Readings Purchase required texts Bring syllabus to class (electronically or in printed form) Read Chapter 1, The Right to Literacy (RTL) Read Section 1, Chapter 1, Broadening the Lens of Literacy (BLL) Read Xu Bing text

What is literacy? 2 Jan. 24- 26

What is literacy? What is reading?

3 Jan. 31- Feb. 2

What is reading? What is reading?

Finish Ch. 1, BLL

4 Feb. 7-9

What is text? What is text?

Read Ch. 3, BLL

5 Feb. 14-16

What counts as (quality) text? How do we assess a text? Bring 2 content texts to class

Read Ch. 2, RTL

6 Feb. 21-23

What do I need to know about my students and their literacy skills? What do I need to know about my students and their literacy skills?

Read Ch. 2, BLL

Read Chapters 9 & 10, RTL

7 Feb. 28-Mar. 1

What role does technology play in the classroom and in literacy? What role does technology play in the classroom and in literacy?

Read Ch. 9, BLL Schedule a Mid-term conference using SignUp Genius Read Ch. 8, BLL

What role does academic

March 6-8

language play in the classroom?

Read Ch. 3, RTL write out 5 discussion questions

How does literacy impact learning in various contexts? 9 March 13-15

Relevant chapter from Part II of RTL Due: Choice Project#1 March 8 NO CLASS

SPRING BREAK

SPRING BREAK 10 March 20-22 How do we activate and connect to learning? How do we activate and connect to learning? 11 March 27-29 How do we monitor and check learning? How do we monitor and check learning? 12 April 3-5 How do we consolidate and reconnect learning?

NO CLASS Read Ch. 4, BLL

Read Ch. 4, RTL

Read Ch. 5, BLL

Read Ch. 6, BLL

How do we consolidate and reconnect learning? 13 April 10-12 How do we help our students become critical readers? How do we help our students become critical readers? 14 April 17-19 How do we help our students extend and reflect on their learning? How do we help our students

Read Ch. 11, RTL

Read Ch. 10, BLL

Due: Choice Project #2 April 12

Read Ch. 7, BLL

extend and reflect on their learning? 15 April 24-26

DUE: Strategies Database April 19 (and Middle Level Majors post on LiveText)

Choice Project Presentations DUE: Clinical Experience Portfolio (and Middle Level Majors post LAPBA to Livetext)

Choice Project Presentations 16 May 1-3

Choice Project Presentations Choice Project Presentations Due: Reflective Grade Essay

FINAL TBD

Bibliography Allan, K. K., and Miller, M. S. (2005). Literacy and Learning in the Content Areas Strategies for Middle School and Secondary School Teachers (2 ed). Houghton Mifflin. Alverman, D. and Phelps, S. (2005). Content reading and literacy: Succeeding in today s diverse classrooms. Boston: Allyn and Bacon. Daniels, H. and Zemelman, S. (2004). Subjects matter: Every teacher s guide to content area reading. Portsmouth, NH: Heinemann. Hooker Topping, D. and McManus, R.A. (2002). Real Reading, Real Writing: Content-Area Strategies. Portsmouth, NH: Heinemann. Irvin, J. L. (1998). Reading and the middle school student: Strategies to enhance literacy. Boston: Allyn and Bacon. Irvin, J. L., Buehl, D.R., Radcliffe, B.J. (2005). Strategies to enhance literacy and learning in middle school content area classrooms. Boston: Pearson. Lenski, S., Wham, M, & Johns, J. (1999). Reading & learning strategies for middle & high school students. Dubuque, IA: Kendall/Hunt. McKenna, M., & Robinson, R. (2006). Teaching through text. (4th ed). New York: Pearson. Rycik, J. & Irvin, J. (2005). Teaching reading in the middle grades: Understanding and supporting literacy development. Boston: Pearson. Rycik, J. & Irvin, J. (2001). What adolescents deserve: A commitment to students literacy learning. Newark, DE: International Reading Association. Stephens and Brown (2005). A handbook of content literacy strategies: 125 practical reading and writing ideas (2 ed). Christopher Gordon. Tiedt, I. M. (2000). Teaching with picture books in the middle school. Newark, Delaware: International Reading Assn. Vacca and Vacca (2005). Content area reading: Literacy and learning across the curriculum. Boston: Allyn and Bacon.