New York University Department of Teaching and Learning LITC … · 2015. 5. 18. · New York University Department of Teaching and Learning LITC-UG.1177 LITC-GE.2002 Language and

New York University

Department of Teaching and Learning LITC-UG.1177 LITC-GE.2002

Language and Literacy in the Upper Grades Spring 2015

Instructors: Dr. Katherine Stahl

Office: 239 Greene St. East Building-504

Office Phone: 212.998.5204; Cell-217.721.1100

Office Hours: Tuesday 10:00am – 4:00pm and by appointment

E-mail: [email protected]

Class:

Tuesdays 6:45 – 8:25pm Georgiou Library East Building 5th floor

Course Overview This course examines the basic theories, issues, methods, and materials for a developmental K-6 language arts program. It emphasizes language arts (including reading, as well as writing, speaking and listening) as tools for learning across the curriculum. It addresses cultural diversity in language arts instruction, with emphasis on linguistic diversity. This is the second in a two-part course series. This course will focus on theories of reading instruction, vocabulary development, comprehension, and content literacy. Course Objectives The activities in this course will enable you to:

x Develop and articulate a theoretical-based philosophy of literacy development and instruction.

x Develop an understanding of the influence of linguistic and cultural diversity on the development of language and literacy.

x Use a variety of assessments to inform instruction of comprehension, and vocabulary. x Develop teaching goals that provide for a balanced language arts program. x Acquire knowledge of and practice in a wide range of methods for teaching ALL students

reading, writing, listening, and speaking for a variety of purposes.

x Develop reflective practice. Course Texts Required Texts:

x Gunning, T. G. (2013). Creating Literacy Instruction for All Children (8th Ed.). Upper Saddle River, NJ: Pearson Education.

x Bear, D. R., Invernizzi, M., Templeton, S., Johnston, F. (2008). Words their way: Word study for phonics, vocabulary and spelling instruction (4th Ed). Upper Saddle River, NJ: Pearson Education.

x McKenna M. C. and Stahl. K. A. D. (2009). Assessment for Reading Instruction, 2nd ed. NY: Guilford.

x Additional Assigned Articles, Book Chapters and Internet Resources BOOK CLUB---DO NOT PURCHASE UNTIL AFTER JAN. 27th

x Ripley, A. (2014). The smartest kids in the world and how they got that way. New York, NY: Simon & Schuster.

x Howard, T. C. (2010). Why race ad culture matter in American schools. New York, NY: Teachers College Press.

Optional Texts for Choice Reading:

Harris, K. R., Graham, S., Mason, L. H., & Friedlander, B. (2007). Powerful Writing Strategies for All Students (1st ed.). Paul H Brookes Pub Co. Daniels, H. & Zemelman, S. (2004). Subjects Matter: Every teachers guide to content area instruction. Heinemann. Daniels, H. (2002). Literature Circles. Heinemann.

Course Policies Communication Information and communication related to this class will be distributed via e-mail and the course NYUClasses site. It is important that everyone check their e-mail and the NYUClasses site for course related information on a regular basis. Collaboration is a key skill required in the teaching profession. This class requires you to work together collaboratively with your peers for most projects. Being a responsible team member, setting goals and boundaries, sharing control/decision-making, and communication are learned skills that our assignments will nurture. These skills and your knowledge of reading are important keys to your success, effectiveness and happiness as a teacher. Integrity

Please note: All work turned in for this course must be ORIGINAL. When in doubt, cite a reference. Adherence to the Academic Code of Integrity for All Students is expected. See http://steinhardt.nyu.edu/dcc/undergraduate/Statement_On_Academic_Integrity.php. Penalties for lack of adherence to the code will be enforced. Formal proceedings will be filed. Attendance Attendance at all class sessions is required. No points will be deducted for the first unexcused absence. I will deduct 2 points from your grade for each additional unexcused absence. If you are late it is your responsibility to make sure that the attendance record has been adjusted. If extenuating circumstances require additional absences you need to make special arrangements. In these approved cases, you will be responsible for writing a 5-page paper that includes a minimum of 3 empirical articles in addition to the assigned reading on the topic of the evening. While there is no way to “make-up” the knowledge from the discussion and activities of a missed class, this is an attempt to help you acquire knowledge about the topic. Accommodations Students with physical or learning disabilities are required to register with the Moses Center for Students with Disabilities, 726 Broadway, 2nd Floor, (212-998-4980) and are required to present a letter from the Center to the instructor at the start of the semester in order to be considered for appropriate accommodation. Assignments and Grading This is an intense course designed to give you a toolbox for teaching literacy to a diverse group of students in grades 2-6. As such, the workload for this course is heavy. The following table provides a brief overview of the assignments and the grading policy. More complete project descriptions and evaluation scoring rubrics can be found at the end of this syllabus. All assignments must be done using a word processing program. General writing standards, in addition to standards for specific assignments, will be considered in each evaluation. Assignment dates are found on the class schedule. **All assignments must be submitted as hard copies on the due date. Occasionally, if this is not possible, students should submit an electronic copy to show good faith and then submit a hard copy as soon as possible.

Assignment Points IRA

Standards

1

Classroom Observation – A 1-2 page written reflection addressing literacy instruction in your assigned classroom. Begin with a discussion of class organization, literacy model (workshop, basal), and classroom management system. Then address how the classroom teacher differentiates instruction to meet the academic and linguistic diversity of the students in the following areas: word study, fluency, conceptual vocabulary, comprehension, writing processes, and content literacy.

10 1, 5

2 Multicultural Literature Activity 20 2, 4

3

Book Club Discussion Leader- Prepare a summary sheet describing the discussion format, prepare any necessary materials for the discussion, and facilitate your book club discussion adhering to the assigned format. [;-) Be the teacher.]

5 2, 5

4

Application Lesson- Lesson plans and brief reflections of literacy teaching practices applied with a single student or small group of students. You must choose from techniques addressed in class, text, or other approved sources. (1) + Vocabulary + Do teach the vocabulary lesson in your field placement.

10

2, 4

5 Intermediate Student Profile- An in-depth observation, assessment, and analysis of one child

25 3

6 Integrated Content Unit 30 2, 4 Total Points Possible =100 Grading Scale A+ X B+ 88-89 C+ 78-79 D+ 68-69 A 92-100 B 82-87 C 72-77 D 60-67 A- 90-91 B- 80-81 C- 70-71 D- X Course Schedule Topic Reading Due

Viewings & website explorations

Assignments Due

Topic Reading Due

Viewings & website explorations

Assignments Due

1 1.27 Overview and Course Intro

Gunning Ch. 11-Reading Approaches M&S Ch. 9-Affective Factors with Older Readers #Bring basal anticipation guide

Pedro Noguera-Equity http://www.youtube.com/watch?v=WizJD7B0leo

Download x ELA

Common Core Standards

x Appendix A & Supp.

x Appendix B

x Appendix C

2 2.3 Critical Literacy

x Gunning Ch. 10 to p. 448

x Emmitt & Wilson (NYUC)

x Critical Literacy – Grade 1

Pedro Noguera—Ted talk

http://www.youtube.com/watch?v=uSehZPz2NoY

Garfield Attitude Inventory of Child

3 2.10 Comprehesion Theory & Assessment **Each book club plans reading assignments and facilitators.

Gunning Ch. 7 M&S Ch. 7 IES Early Comprehension Guide (NYUC)

David Pearson: CCSS and Comprehension http://www.youtube.com/watch?v=V5sl3cMhjUk

Classroom Observation Due

4 2.17 Reading Comprehension (Strategies)

x Duke, Pearson, & Billman (NYUC)

x M&S Ch. 8 x Stahl: Olds Chapter

(NYUC)

Anchor vs. Grade level standards http://www.youtube.com/watch?v=5QwNNrHE0EU

x Elem. WTW Test

Topic Reading Due

Viewings & website explorations

Assignments Due

5 2.24 Reading Comprehension (Discussion) *Book Club – Fishbowl Conversation & Student Evaluations

x Instructional Conversation (NYUC)

x Maloch – Scaffolding Student Change (NYUC)

Fishbowl Video (NYUC)

Multicultural Literature Activity Due

6 3.3 Content Literacy & Text Structure

x Gunning Ch. 8 &

Ch. 9

x EngageNY x http://www.engage

ny.org/resource/close-reading-strategies-with-informational-text-by-expeditionary-learning

x Integrated Content Unit Outline Due

Integrated Content Unit Conference

7 3.10 Reading-Writing Conn. *Instructional conversation with response journals

x Gunning Ch. 12 x Cervetti Article

(NYUC)

ELA Test Guide for Your Grade Writing Rubric/Response rubrics CCSS App. C

Expository IRI

Spring Break

8 3.24 Instruct. Materials *Anticipation Guide

x Gunning Ch. 12 x www.lexile.com

CCSS App. A & App. B

Writing Sample (Student Profile)

9 3.31 Vocabulary Intro

x Gunning Ch. 6 x “Put Reading First”-

Voc. Section

The Birth of A Word

Topic Reading Due

Viewings & website explorations

Assignments Due

10 4.7 Vocabulary Teaching *Reciprocal Teaching

x WTW Ch. 8 x Vocabulary

Instructional Activities

x Nagy: Words as Tools-Academic Vocabulary (NYUC)

77seconds: What Makes a Text Complex? http://www.textproject.org/professional-development/webinars/77-sec-on-text-complexity-what-makes-a-text-complex-/ Possible Sentences Video (NYUC)

11 4.14 Vocabulary Assessment

x Stahl & Bravo: Voc. Assess. (NYUC)

http://www.youtube.com/watch?v=onIazcK3-ho

Student Profile Due

12 4.21 Multiple Sources & Hypertext *Double Entry Journal

Folder on NYUClasses

http://www.youtube.com/watch?v=qUHC8xWg_9Y

Vocabulary Lesson Plan Due

13 4.28 Kids Who Need More and Different

Folder on NYUClasses

http://www.youtube.com/watch?v=5HU80AxmP-U http://www.youtube.com/watch?v=lVGbz4EqyGs

14 5.5 Share Units

Integrated Content Units Due

Assignment #1: Classroom Observation Due February 10, 2015 Attach EdTPA “Elementary Literacy Context for Learning” Worksheet (Childhood EdTPA pp. 48-49). Observe literacy instruction over the course of a few days in your field placement. Be sure to watch for and include the following information in your write up. However, create a cohesive story. This list of bullets should not necessarily be all that you include or dictate your organizational structure.

x EdTPA Planning: 2a and 2b x Classroom organization x Prevalent literacy model (See Gunning, Ch. 11) x Classroom management systems x Differentiation of instruction---Be Specific x EdTPA Planning: 3a, 3b, 3c x For diversity of cultural and linguistic concepts x Integration of content area literacy

* There is no such thing as a perfect classroom. Your field experiences will present you with a range of approaches and levels of expertise. Your role for this assignment is not to be judgmental as much as conduct an HONEST appraisal of the literacy instruction being conducted in your classroom. This observation will set the stage for determining what teaching strategies you can learn from your cooperating teacher and what teaching strategies you will need to learn from books, videos and other experts. (For example, your teacher may be an expert with classroom management, but may have limited knowledge about how to teach literacy or how to diagnose reading difficulties. That’s okay. With modern technology, we can work around it.)

Assignment #1: Classroom Observation Rubric Due February 24, 2015 Name__________________________ Total Score ____ /5 Element Possible

Points Actual Points

Comments

ATTACH Childhood EdTPA “Elementary Literacy Context for Learning” Pages 48-49

Observations are explicitly related to the class organization, prevalent literacy model, and classroom management system observed or derived based on conversations with the teacher.

1

Observations include specific references to the differentiation of instruction for academic diversity in word study, fluency, conceptual vocabulary, comprehension and writing processes.

1

Observations include specific references to the differentiation of instruction for linguistic and/or cultural diversity in word study, fluency, conceptual vocabulary, comprehension and writing processes.

1

Observations include specific references to the instruction of disciplinary literacy or content literacy.

1

The paper demonstrates evidence of proofreading and appropriate use of the mechanics of writing.

1

Assignment #2: Multicultural Literature Activity Due February 24, 2015 Work with 2 other people. Select 2 Cinderella books. (See-http://www.acs.ucalgary.ca/~dkbrown/cinderella.html) Describe how you would use culturally relevant teaching practices with each book. These are to be conducted as teacher read-alouds. This should be designed with fourth grade students in mind.

1. How does each book reflect a particular cultural community? (1 point) 2. How might each be a vehicle for helping your students view texts in critical ways? Please

make specific reference to how use this text to teach critical literacy as defined in the Emmit & Wilson article on our Blackboard site. (1 point)

3. Identify 3 literary objectives based on the CCS. Identify at least 1 objective related to critical literacy. Create2 objectives based on 2 NYS Social Studies Framework (4/29/14). (3 points)

4. Plan 3-5 lessons for both books that will enable the students to achieve your objectives. Some activities should be for a single book, other activities should require a synthesis of both books. (12 points)

5. Assessment- Identify how each objective will be assessed. This duplicates what is found in activities. It simply specifies it by objective, because activities may be designed to achieve multiple objectives. (3 points)

Activity Materials Objective(s) Procedure Assessment

ASAP---Please conference with your cooperating teacher or your school’s reading specialist before planning this unit. You need to look at the sample New York ELA Test Guides for Grades 3, 4, and 5 and the Released Questions With Annotations. Your objectives and activities should be designed to prepare students for the kind of thinking, planning, and writing required to be successful on their state tests. Likely literary objectives would involve genre characteristics, theme, and character analysis. Do not select ALL standards. You will probably find that anchor standards CCSS 2, 3, 6 and 9 have the most relevance to this assignment. Be focused.

Assignment #2: Multicultural Literature Activity Rubric Due February 24, 2015 Name__________________________ Total Score ____ /20 Central Focus ___________________________________________ Language Function_______________________________________

Element Possible Points

Actual Points

Comments

Description of how each book chosen reflects a particular community

1

A discussion of how each book might be a vehicle for helping your students view texts in critical ways. Please make specific reference to how to use each text to teach critical literacy as defined in the Emmit & Wilson article on our Blackboard site.

1

Identify and include: x 3 literary objectives. (At lease one of these objectives should

be related to critical literacy) x Identify 3 disciplinary objectives.

Please use ABCD format when writing objectives.

3

Lessons planned for both books (approximately 5-8 lessons) that will enable the students to achieve your objectives. Some activities included for a single book, other activities require a synthesis of both books.

12

Includes a separate section listing all of the ways each objective will be assessed. (This information is copied from each lesson plan and organized by objective. Because some lessons will be designed to address more than one objective – each objective will have more than one assessment)

3

Assignment #3: Book Club Discussion Leader For your assigned week, you will be the facilitator of a discussion with your book club on the agreed upon chapters. You will be using one of the facilitation techniques described briefly in class (the specific technique will depend upon the day you are assigned to facilitate). It will be necessary for you to do further research in order to be fully prepared to facilitate the discussion. As part of your work include a written summary sheet of the facilitation technique TO BE SHARED WITH YOUR GROUP MATES. The write up should include a purpose/rationale for the technique, the procedure to follow and references for learning more. Prepare your discussion and any accompanying materials needed. Submit the summary sheet and any supporting materials you’ve prepared on the night you facilitate the discussion.

Assignment #3: Book Club Discussion Leader Name__________________________ Total Score ____ /5

Element Possible Points

Actual Points

Comments

Written summary sheet with clearly described purpose, procedure and references for further learning

3

Prepared to facilitate a rich and complex discussion of the text

1

Adherence to prescribed procedures of facilitation technique

1

Assignment #4: Application Lessons Due: April 21, 2015 Vocabulary Lesson Plan Format Name_______________________________ Date of Lesson_____________ Gr._______ Activity/Instructional Technique/Source___________________________________________ Context________________________________________________________________ Materials: CCLS and Student Learning Objectives: (What should the students be able to DO at the end of the lesson? Please adhere to the Audience Behavior Conditions Degree format. The student will observable/measurable behavior in context/conditions to numerical mastery standard.) Be sure to include the vocabulary that you expect students to learn. Justify your vocabulary selection and justify your instructional activity. Set/Lesson Purpose: (Describe what you will say to establish a purpose for learning and to activate prior knowledge/experience. You should tell the students what they will be learning, why it is important and how it connects to previous learning or personal knowledge. I expect to see the exact words you will say to the students. There may also be an opening “hook.” But the set should always be stated.) Implementation Procedures: (Give a thorough, explicit explanation of what you will be saying and doing. This should look a lot like a script. Give a brief explanation of what the child will do. Attach a copy of any activity sheets you will be using in the lesson. Finally, describe the comprehensive plan for providing multiple exposures to the words and how this lesson fits into that larger plan.) Assessment of Student Learning: (How do you know the child has achieved the learning objectives? What evidence do you have that the child knows more than s/he did before your lesson?) Reflection and Response: (Write 1-2 paragraphs for each response below. Address: your personal thoughts and feelings, student response to the lesson, appropriateness of materials and activity, issues of logistics and management.) What went well- What I might do differently-

Assignment #4: Application Lesson

Lesson #1 Vocabulary Due April 21, 2015

Name__________________________ Total Score ____ /10

Element Possible Points

Actual Points

Comments

Student Learning Objectives: (What should the students be able to DO at the end of the lesson? Please adhere to the Audience Behavior Conditions Degree (ABCD) format. The student will observable/measurable behavior in context/conditions to numerical mastery standard.) Be sure to include the vocabulary that you expect students to learn.

1

Justify your vocabulary selection and justify your instructional activity.

1

Set: (Describe what you will say to establish a purpose for learning and to activate prior knowledge/experience. You should tell the students what they will be learning, why it is important and how it connects to previous learning or personal knowledge. I expect to see the exact words you will say to the students. There may also be an opening “hook.” But the set should always be stated.)

2

Implementation Procedures: (Give a thorough, explicit explanation of what you will be saying and doing. This should look a lot like a script. Give a brief explanation of what the child will do. Attach a copy of any activity sheets you will be using in the lesson. Finally, describe the comprehensive plan for providing multiple exposures to the words and how this lesson fits into that larger plan.)

4

Assessment of Student Learning: (How do you know the child has achieved the learning objectives? What evidence do you have that the child knows more than s/he did before your lesson?)

1

Reflection and Response: (Write 1-2 paragraphs for each response below. Address: your personal thoughts and feelings, student response to the lesson, appropriateness of materials and activity, issues of logistics and management.)

1

Assignment #5: Intermediate Student Profile Rubric Description The student profile is an in-depth study of one student in your placement. You will observe the student in class, assess the student’s reading and writing capabilities and then present instructional recommendations to support this student’s literacy learning. Please be reminded that the profile is a formal product. Please use a fairly formal objective tone. EDIT carefully. Be honest, but choose language to describe the child that is professional.

x Write a 1-2 page introduction about your child. o Who is s/he? Tell a little about the selection of the child. If s/he was

recommended by teacher, share those comments. Tell about your informal observations of the child during literacy instruction and during the assessment tasks. What about the child’s response in other subject areas that you have been able to observe? Are his interactions during those times the same or different to the response to literacy activities? How does he view himself as a reader and writer? (3 points)

x Assessments selected and justified- o List each assessment, describe the purpose of each assessment and what it

contributes to the literacy portrait. x Scored assessments with analysis of each-

o Attach each assessment, the scoring of the assessment, and a brief analysis of what you learned about the child from that task. Do this for each assessment. Be sure to include references to the developmental stages and tendencies.

o Include: Words Their Way Inventory; one expository IRI passage with wcpm, prosody rating, retelling and prompted recall (discuss each separately); one writing passage with rubric; interview of your choice (reading awareness, textbook, motivation, attitude) You may also include a student interest inventory in addition to the required tasks if time allows. (10 points)

x General Analysis (2-3 pages)- What patterns did you observe across all the measures? Use the evidence to paint a literacy portrait of your child. (7 points)

o What are his literacy strengths? What useful strategies are in place at the word level and the passage level? What are your student’s affective strengths? (2)

o What are his literacy weaknesses? What was difficult or confusing for the child at the word level and text level? What are your student’s affective challenges? (2)

o What are your recommendations for instruction? What does the evidence indicate should be the instructional focus for the child? (3)

.

Assignment #5: Intermediate Student Profile Rubric Due April 14, 2015 Name__________________________ Total Score ____ /20 Element Possible

Points Actual Points

Comments

1-2 page introduction to the student Who is s/he? Tell a little about the selection of the child. If s/he was recommended by teacher, share those comments. Tell about your informal observations of the child during literacy instruction and during the assessment tasks. What about the child’s response in other subject areas that you have been able to observe? Are his interactions during those times the same or different to the response to literacy activities? How does he view himself as a reader and writer?

3

Assessments Selected and Justified List each assessment, describe the purpose of each assessment and what it contributes to the literacy portrait.

2

Scored Assessments with Analysis Attach each assessment, the scoring of the assessment, and a brief analysis of what you learned about the child from that task. Do this for each assessment. Be sure to include references to the developmental stages and tendencies.

8

General Analysis What patterns did you observe across all the measures? Assemble the evidence to paint a literacy portrait of your child.

x What are his/her literacy strengths? What useful strategies are in place at the word level and the passage level? (Be sure to reference the child’s use of cueing systems.) (2 points)

x What are his/her literacy weaknesses? What was difficult or confusing for the child at the word level and text level? (2 points)

x What are your recommendations for instruction? What does the evidence indicate should be the instructional focus for the child? (3 points)

7

Assignment #6: Integrated Content Unit Description The goal of an integrated content unit is to plan instruction across multiple subject areas (literacy, social studies, science, math, the arts) that centers around a theme, idea, concept or instructional strand. To that end, the unit will be a lengthy document that should account for all instruction delivered in a classroom for the duration of the unit. Your design challenge: To create an integrated content unit around a theme that is addressed in the New York State Standards for social studies, science or literacy. Parameters:

- Work with a partner - Choose a theme or topic from social studies, science or literacy standards - All activities and lessons must have instructional merit and tie to standards/goals

(i.e. you can’t do a unit on “Apples” and make one of your lessons coloring in pictures of apples)

- Technology must be integrated into your unit o This includes but is not limited to:

� Social media (twitter, scoop.it) � Publishing options (blogs, wikis, websites, podcasts, animoto)

- A variety of texts should be included – books, magazines, blogs, graphic novels, feature articles, videos…

- A variety of texts should be produced by students in all subject areas– printed text, booklets, articles, infographics, photo essays, podcasts…

Unit Guidelines:

- The unit should cover 2-4 weeks of instruction - Include:

o Goals/Objectives from State Standards (and/or Common Core Standards) o Annotated list of literature to be used

� Core/Common Texts (1-2) � Additional texts (minimum 20)

o Clear overview that provides a unit at a glance o Specific lessons, goals, activities and assessments for every day o Two comprehension lessons (written in Assignment 4)

Your end product should be carefully organized for clarity and ease of use. The goal is for you to create a product that you could show during a job interview and that you can implement in your classroom. Please refer to the example units posted in blackboard under the assignments tab for ideas on how to organize and present the unit. At the end of the semester everyone will make their units available to their classmates to use in their future classrooms.

See rubric on the next page for additional parameters.

Assignment #6: Integrated Content Unit Due May 5, 2015 Name__________________________ Total Score ____ /30 Element Possible

Points Actual Points

Comments

Goals a. Identify four or five broad literacy goals. b. Identify three to five content objectives. c. Identify a few skills or strategies.

3

Literature Selection x Choose 1 or 2 grade level texts as a common text or core texts to be read

by everyone. In the upper grades this could be replaced by a single chapter book.

x Create an annotated bibliography of a minimum of 20 other books related to your theme. Please include the reading level of each text and how it will be used: student self-selected choice reading, guided reading, teacher read aloud, book club, research resource or some other choice. Consider accommodations for a range of abilities and cultural-linguistic diversity.

5

Detailed description of each activity x Identify goal, briefly describe the procedures, accommodations,

and describe the evaluation/assessment. (8) x Two Companion Comprehension Strategy Lessons (2) x Technology integration (2)

12

Assessments a. Describe how each goal will be assessed. a. Rubrics

5

Weekly Lesson Plans

5

Name __________________ VIDEO GUIDE IDEA SHEET Video:

________________________________________________________________

________________________________________________________________

________________________________________________________________

A-HA

A-HA

A-HA