Office Hours:

Tuesdays: 8:30-9:30; 11:30-12:30; 3:00-5:00

Wednesdays- Caldwell (off-campus hours)

Fridays: 11:30-1:30

Office: EDH 201 F

CLASS HOURS: T, F 9:30-11:20 EDH 113A (433)

W 6:00-9:30 Caldwell Cohort

Course Description: This course further develops issues covered in RE 3030, Foundations of Literacy, with special attention to upper elementary grades (3-6). In RE 3030 preservice teachers learned the development of learning to read and write. In RE 4030 preservice teachers will learn about upper elementary students and their focus on vocabulary, comprehension, and writing. The texts these students read include not only literature, but also informational texts for science, social studies and mathematics. Topics explored in this class include reading comprehension and vocabulary development, instructional strategies to promote development in all language arts (reading, writing, listening, speaking, visually representing), effective methods to integrate language arts across the curriculum, and reading/writing assessment. An assessment project will be developed for implementation during the field experience to put into practice concepts and strategies learned in the course.

Course Overview

Beginning readers and writers need to develop an understanding of the alphabetic principle and begin to use their knowledge of how letters represent sounds and how those letters and sounds make up words, in order to decode words. Through shared, guided, and independent reading and writing, they build an understanding about written language. This is the foundation for using literacy—reading and writing-- to learn. As students solidify their decoding skills (decoding accurately and automatically) and make meaning from the text, they are becoming more proficient readers. When students reach grades three though six, they are ready to focus their attention on comprehension, discussion, vocabulary, and writing. The texts they read include both fiction and non-fiction.

How do you assess students’ reading fluency and word knowledge? How can you support students in their efforts to understand, interpret, and respond to literature and expository texts in meaningful and creative ways? What kinds of assignments do you create, and how do you assess the work that students do? How do you determine the appropriate instructional-level material that students should be reading?

This course is designed to help you begin developing answers to these questions, and, through a field placement, to try out those answers with students. It is also an opportunity for you to participate in a social constructivist learning environment, a setting in which student effort--individual and collaborative--to construct meaning is the primary focus.

Course Goals and Objectives:

To work as members of a community of learners who care about and enjoy our collaboration
To begin building a deeper understanding of the kinds of texts that students in grades three though six are expected to read
To become familiar with the kinds of teacher and student resources used to teach reading/language arts
To become familiar with the North Carolina Standard Course of Study for English/Language Arts, and North Carolina writing assessments
To begin building an understanding of instructional strategies, including questioning/discussion, that support student comprehension of texts
To begin building an understanding of vocabulary development and instructional strategies to support that development, including elements of word study such as word roots and affixes
To begin building a deeper understanding of writing and aspects of the craft of writing, including the conventions of grammar, mechanics, and usage
To develop thoughtful and motivating language arts assignments and rubrics related to children’s literature and content-area texts, including integrated unit plans and weekly lesson plans for before, during, and after reading
To become aware of specific assessments that help teachers determine students’ reading levels and the kinds of resources and participation structures that allow all students to read at their instructional levels
To become aware of professional resources and organizations that support and inspire language arts teachers
To develop an understanding of how to integrate language arts across the curriculum.
To develop an understanding of how to weave technology into language arts.
To become familiar with the Social-Constructivist nature of comprehension.

NCATE STANDARDS

READING ASSESSMENT

NC- North Carolina DPI Elementary Education Specialty Area Standards

Standard : Standard 1: Elementary teachers have a broad knowledge and understanding of the major concepts in English Language Arts and Literacy.

Indicator : Indicator 1: Teachers know the developmental stages of language acquisition.

Standard : Standard 7 : Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.

Indicator : Indicator 7: Teachers develop and use a variety of formal and alternative assessment strategies as an integral part of instruction and learning appropriate for assessing individual, peer, team, and collaborative skills.

Standard : Standard 16: Elementary teachers develop as leaders in their schools and communities by staying informed about educational policy issues and supporting professional development. Elementary teachers participate in co-curricular activities, provide leadership in student and curriculum involvement, and connect these activities to the development of citizenship ideals in their students.

Indicator : Indicator 4: Teachers participate in the selection of textbooks and resource materials that augment the elementary curriculum such as atlases, maps, children’s literature, and software.

MULTI-TEXT STUDY

NC- North Carolina DPI Elementary Education Specialty Area Standards

Standard : Standard 1: Elementary teachers have a broad knowledge and understanding of the major concepts in English Language Arts and Literacy.

Indicator : Indicator 3: Teachers know and understand a diverse range of historical and contemporary literatures, including various genres of American, British, and World, as well as literatures written by women and authors of colors and works written for children and young adults.

Indicator : Indicator 4: Teachers understand the elementary school child’s social, cultural, linguistic, cognitive, and affective backgrounds as they relate to the ability to develop effective communication processes (listening, speaking, reading, and writing).

Indicator : Indicator 5: Teachers know and understand that reading is taught as a process of constructing meaning through the interaction of the reader’s existing knowledge, the information suggested by the written language, and the context of the reading situation.

Indicator : Indicator 6: Teachers understand the importance of literacy for personal and social growth.

Standard : Standard 7 : Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.

Indicator : Indicator 2: Teachers understand and use an interdisciplinary approach to teaching by connecting and integrating language arts, mathematics, science, social studies, healthful living, and arts concepts and processes, with appropriate technologies to enhance their teaching.

Indicator : Indicator 3: Teachers promote new learning by using students’ prior knowledge, misconceptions, and interests when designing lessons.

Indicator : Indicator 5: Teachers assist students in developing multiple learning strategies to address discipline specific content, critical thinking, and problem solving skills.

Standard : Standard 8: Teachers design instructional programs and strategies that build on students’ experiences and existing language skills to help students become competent, effective users of language.

Indicator : Indicator 3: Teachers guide and encourage students to think critically about what they write and read.

Indicator : Indicator 4: Teachers encourage students’ enjoyment of reading.

Indicator : Indicator 5: Teachers provide students opportunities to explore the use of different genres of writing and speaking to a variety of audiences.

Indicator : Indicator 6: Teachers model Standard English.

Electronic Resources:

We will have a course web site to use for assignments and resources.

North Carolina Standard Course of Study: (on-line) http://www.ncpublicschools.org/curriculum/

See English/Language Arts Curriculum

Standard Course of Study (Curriculum Approved 2004)

Grade Level Curriculum grades 3-5 (all parts)

Also, language arts resources

http://www.ncpublicschools.org/curriculum/languagearts/elementary/

You will need to print a copy of Pirate Interdisciplinary Study, Reading Assessment and Multi-Text Study. I will let you know when you need to print each assignment and connected texts.

Required Books- YOU MUST PURCHASE THESE OUR FIRST WEEK OF CLASS!!!

On-Campus Students Purchase at Black Bear Books:

Love That Dog (Paperback) by Sharon Creech

Brown Angels: An Album of Pictures and Verse (Paperback) by Walter Dean Myers

All the Small Poems and Fourteen More by Valerie Worth

This is Just to Say: Poems of Apology and Forgiveness (Hardcover) by Joyce Sidman

Purchase at ASU Bookstore:

The Not-So-Jolly Roger by Jon Scieszka and Lane Smith

What If You Met a Pirate? by Jan Adkins

Peter and the Starcatchers by Dave Barry, Ridley Pearson

Pirate Diary Journal of Jake Carpenter by Richard Platt, Chris Riddell

Pirates by John Matthews

Notebook Know-How: Strategies for the Writer's Notebook by Aimee Buckner

Course Requirements

Attendance, Disposition and Participation: The learning that I aim for in this course (clarifying, testing, and justifying ideas) depends largely on your attendance and active participation. Attendance is expected for all classes. This class will involve much student participation, thus it is particularly important that you come prepared for class--complete readings and other writings--because class and group discussions will generally be based on them. Your participation in our class activities and discussions is important not only for your learning but also the learning of others. Participation and attendance are essential. You cannot participate if you are not here and if you are not prepared. Each of you is responsible for developing a professional disposition, and each of you is responsible for involving yourself in the class activities and discussions. In-Class Assignments cannot be made up. You just can’t make up a discussion that you missed in class. Included in this professional disposition is the attitude which you choose to embrace. I expect you to be excited and enthusiastic about this course. Cell phones and anything else that generates noise should be turned off during class. Instant messaging is inappropriate. Please be respectful of others.

You are strongly encouraged to be prompt for each class. 2 times tardy equals 1 absence. More than 1 absence will result in the lowering of your grade. For every class absence after 1, you will have 5 percentage points deducted from your final course grade average.

Academic honesty and integrity are expected of all students. Any work that you or your team submits must be your own work. Any ideas, information, approaches, or formats that you use based on the work of others must be acknowledged by citing the appropriate sources. Please review the Appalachian State University Academic Integrity Code (http://www.AcademicAffairs.appstate.edu/academic_integrity_index.htm).

Appalachian State University is committed to making reasonable accommodations for individuals with documented qualifying disabilities in accordance with the Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. Those seeking accommodations based on a substantially limiting disability must contact and register with The Office of Disability Services (ODS) at http://www.ods.appstate.edu/ or 828-262-3056. Once registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations.

All assignments must be submitted on time in order to be eligible to be awarded maximum credit. I reserve the right to lower your grade for late assignments.

ASSIGNMENTS POINT VALUES
1. Attendance, Disposition, and Engagement in class activities; this includes your Writer's Notebook and Poems Me Map	40 points 25 points
2. Individual Blog	48 points
3.Pirate Study Interdisciplinary Unit	52 points
4. Multi-Text Study*	75 points
5. Reading Assessment*	60 points
Note: * Indicates an assignment that will be placed on Task Stream and will be part of the student portfolio.	300 points

A standard expectation for homework during a week is 2 to 3 hours of work outside of class

for every 1 credit hour. You should plan for 6 to 12 hours of homework every week, just for this class.

We will have a course web site to use for assignments and resources.

GRADING CRITERIA

Grading Scale (given as a percentage of the total points):

A = 94 -100
A- = 90-93
B+= 87-89
B = 83-86
B- = 80-82
C+ = 78-79
C = 76-77
C- = 74-75
D = 69-73

Grading Criteria

Block guidelines are used in determining grades: A work shows excellence in depth of thought as the expectations of the assignment are met; shows creativity, critical thinking; is technically superior; and well organized. A work is exceptional. B work meets the expectations; is technically accurate; and organized. C work meets the basic requirements but has some problems with technical expertise (mechanics) or organization. D work (or lower) does not meet the minimum requirements and/or has significant problems with technical expertise and organization.

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Methods of Teaching

Teaching methods will include a combination of lecture and discussion, demonstration of instructional strategies, application of instructional strategies, hands-on practicum experiences, and observed or videotaped examples of strategies in the classroom. Students are encouraged to share concerns via e-mail and/or discussions with me.

Course Topics--Thematic Syllabus

Building a Framework for Literacy Instruction

Creating an Environment for Balanced Literacy Instruction

Marinating Children in Literature (Fiction and Non-fiction)

Reading to Children (Read Aloud); Shared Reading; Guided Reading; Independent Reading

Providing Books in Your Classroom—Choices and Levels

Designing a Classroom and Literature Activities to Support Diverse Instructional Levels

Indirect and Explicit Instructional Approaches to Teaching Literacy

Whole language, basals, strategy expansion, supporting skills, using the basal as a resource, guided reading, discussion groups, leveling materials, instructional level, independent level, frustrational level, process writing

Integrating Technology into Language Arts Instruction

Writing Workshop

Reading Fluency: Assessment and Instruction

North Carolina Curriculum: English Language Arts

Developmentally Appropriate Reading Instruction

Reading aloud, partner reading, guided reading, silent reading, repeated reading,

Lesson Structures

Whole Class—Small Group (Leveled & Cooperative)—Paired—Individual

Supporting Skills through Direct Instruction: Word Study

Word Study—Spelling Instruction

Grammar

Supporting Skill Development in Context

Vocabulary Instruction

Comprehension

Responding to Literature (Discussion and Questioning)

Literature Circles

Literary Elements and Author's Style

Figurative Language

Writing Process Instruction

Content Area Literacy

Strategy instruction, reciprocal teaching, structure of expository texts

Integrating Reading and Writing Instruction with Content Areas

Formal and Informal Approaches to Assessment and Diagnosis

Developmental Spelling

WRI/IRI

(Note: This is not an exhaustive list of topics. It indicates both topics and themes. Some will be taken up in the order suggested here; others will be woven throughout the course. Specific assignments will be made in class, and classes will be adjusted based on developing needs and interests.)