Spring, 2003

Dr. Nancy Lee Cecil                                                 Language & Literacy I

EDTE309A                                                                              e-mail:   booklady@csus.edu

Class meetings: Friday 8:00-10:50                                          Phone: 278-7027

Office: 413B hours: M 2:30-4:30; T 10:00-11:30

                         

 

Course Objectives

 

After this class, students will be able to:

·        Define “literacy” and create a personal theory of practice to support this definition. [R:I-2.2/S7-A(a)/T1A] 

·        Plan, organize, and manage literacy instruction  for ALL children based upon current ELD research and in compliance with state standards [T:1A/S:7-A1/S:7-A(a)] STANDARD 13

·        Demonstrate knowledge and application of pedagogical theories, principles, and practices for ELD STANDARD 13

·        Articulate how the acquisition of first and second languages are similar and describe appropriate pedagogy for each stage of second language development STANDARD 13

·        Explain how environmental, cognitive, pedagogical and individual factors impact language acquisition. STANDARD 13

·        Select instructional strategies based upon current empirical evidence and in compliance with state standards [T:1A/ S:7-A(a)/S:7-A(d)]

·        Create developmentally appropriate  lessons for early readers addressing issues such as concepts about print, phonemic awareness, and systematic, explicit phonics instruction, providing access for EL learners. [R:II-3.2, 3.3, 5.2,4.3/S:7-A (d)/S:7-A(f)] STANDARD 13

·        Select among appropriate materials for literacy instruction, including realia, and multisensory  and SDAIE adaptations for EL learners, featuring a variety of  quality children’s literature (different cultures, genres, levels), decodable, and predictable text. [S:7-A(d)] STANDARD 13

·        Define reading comprehension and metacognition and choose appropriate instructional activities to enhance these skills[R:III7/T:IA(2)(7)(8) ]

·        Demonstrate how to make instruction comprehensible for second language learners [R:IV-13/S:7-A(A)] STANDARD 13

·        Provide differentiated instruction appropriate for ALL learners [R;I-2.1/S:7-A(f)] STANDARD 13

·        Explain how being aware of the stages of spelling development can inform literacy instruction for ALL learners. [ R:II-6/S:7-A(d)]

·        Plan lessons to increase vocabulary knowledge by direct teaching of strategies for gaining and extending meaning of words using specific techniques to ensure comprehensible input. [R:IV-12.1-3/S7-A-(c-ii)/TIA:2,5] STANDARD 13

·        Administer and interpret a variety of assessment instruments to monitor literacy strengths, needs, interests, attitudes,  language development (CELDT) and use of cueing systems. [R:I-1/T:1A (9)] STANDARD 13

·        Understand the importance of family and cultural beliefs on the literacy development of ALL learners. STANDARD 13

·        Consider environmental factors that stimulate  ALL learners’ motivation to read, write, and become lifelong readers. [R:III-10/S:7-A(b)/T:1A-4,2]

 

Required Texts

 

Cecil, N. L. Striking a balance: Positive practices for early literacy. Holcomb Hathaway,             2003, second edition.

Cecil, N.L. Striking a Balance: Best Practices for Intermediate Literacy. Holcomb          Hathaway, 2003.

Cecil, N.L. Teaching of Reading Hand-outs. Hornet Publication.

California State Department of Education. Framework for the English Language Arts.        (Purchase or download)

 

Suggested Reading

 

Adams, M. J., Foorman, B. R., Lundberg, I., and T. Beeler. Phonemic awareness      activities. Creative Teaching Press, 1995.

Adams, M. J. Beginning to Read: Thinking and learning about print. MIT Press, 1995.

Au, K. H. Literacy instruction in multicultural settings. Orlando, FL: Harcourt Brace,      1993.

Bear, D., et al, Words their way: Word study for phonics, vocabulary & spelling. Merrill, 1995.  

Cecil, N. l. The Art of inquiry. Peguis Publishers, 1994.

Cecil, N. L. Activities for striking a balance in early literacy. Holcomb Hathaway, 1999.

Cunningham, P. M. and Allington, R. I. Classrooms that work: They can all read and          write. Longman, 1998.

Cunningham, P. M. Phonics they use: Words for reading and writing. HarperCollins,         1993.

Morrison, I. Keeping it together: Linking reading theory to practice. Wright Group,         1998.

Peregoy, S. F., & Boyle, O. F. Reading, writing and learning in ESL: A Resource book for K-8 teachers.  New York: Longman, 1999.

Tompkins, G. E. Literacy for the 21st century: A balanced approach. Merrill, 2002.

 

Assignments

 

1.)    In-class and in-field presentation of one of the following instructional activities designed to be inclusive of ALL learners :

      Sound-effect Story [R:II-5.1,5.2/S:7-A(f)]

      Guided Reading/ (Directed Reading/Thinking Activity) [R:III-       7.1,7.3,7.5;8;9/T:1A-2, 7,8/S:7-A ©]

      Language Experience Approach [R:II-5.2,5.4,5.5;IV-11.3,11.4,12.2,12.4, 13.2/S:7-A(d),©]

      Structured Listening Activity [R:IV-11.2,11.4,III-7.3/S:7-A-2]

      Phonemic Awareness Activity [R:II-3.1,3.2,3.3/S:7-A(f),(d)]

      Basal Reader prediction Strategy [R:III-7.3,7.5;IV-11.3/S:7-A-2/T:1A-2]

      Reciprocal Teaching [R:III-7.3,7.4.7.5/T:1A-8/S:7-A(C-j)]

 

Each instructional strategy will be demonstrated in class, exhibiting how each will foster language growth of EL learners. . Then you will select a small group and an activity that corresponds to your current grade placement. You will create a lesson plan for your instructional activity, design it so that it is accessible to EL learners, [STANDARD 13] correlate it with the state content standards that it addresses, and present it first to your colleagues in class and then at your field site. Your lesson will be evaluated on the basis of:

·        Stated rationale—What is the purpose of this lesson?

·        Organizational design—What are your procedures?

·        Motivational appeal—How will you engage  ALL learners?

·        Accessibility to ALL children—Comprehensible input? Realia? Visuals?

·        Presentation---In-class and at your school site

·        Reflection statement—What went well/ not so well? How did you modify          the lesson to meet the needs of the EL learners?

·        Correlation with State Content Standards—What has been addressed?

Your collaborating teacher must see & sign off on this activity! (200 points).

                              [S:5-(a-c)]

 

2.)    Collaborative case study of one primary-aged child, administering all of the following (all in your text):

·        Knowledge of Sounds and Letters Checklist

·        Monster Test (optional)

·        Yopp-Singer Test of Segmentation

·        Phonics Mastery Survey

·        Assessments for Phonological Awareness

·        Primary reading Attitude Survey

·        Reading Interest Inventory

·        A summary of the child’s cultural context

 

You and a partner will assess the child and write up a summary of the child’s strengths, needs, attitudes, and interests with suggestions as to how the results should inform subsequent instruction. (200 points)

      Additionally, we will go through an entire Informal Reading Inventory in class and you will interpret it in small collaborative groups. (50 points)

                  [ R: 1-1.1,1.2,1.3,2.1/T:1A]

 

3.)    Phonics pre- and post-tests. (100 points)

      [R: II-5.6/ T: A-2/S7-A(d)]

 

4.)    Review two instructional videos outside of class and participate in a threaded discussion about them, using Taskstream:

                  “The Report of the National Panel on Reading”

                              [R: II, III, IV/S:7-A(d)]

                  “Inside Literature Circles: Managing Diverse Groups”

                              [R:III-7.3,7.5,10.1,10.2,11.4,12.3/S: 7-A(c-i)/ T: 1A-4; 7,8]

5.) In-class video of the administration of the CELDT assessment with follow-up     discussion and analysis

6.)    Midterm examination (100 points)

7.)    Intermittent quizzes on text readings (100 points)

8.)    RICA presentation (100 points)

                  [R:I, II,III, IV]

 

Grading Policy

 

Assigned grades will be based upon your performance on the above assignments as well as on your participation in in-class simulations and other activities, quizzes, evidence of assimilation of text reading, attendance and punctuality.

     As this is a pivotal class in your professional program, every absence will result in a lowered grade. Two absences will result in a failing grade. Unless you have an extreme emergency or illness, please do not miss this class!

                                                                                                          

Course Outline  & Calendar

 

1)  RESEARCH ON PLANNING & ORGANIZING INSTRUCTION.

                  [R: I-2.1,2.2/S:7-A(a),(f)/T:IA]

What is your definition of literacy? How is literacy currently defined by researchers and practitioners in the field? How does one plan a comprehensive program of systematic, explicit instruction based upon research and aligned with the state-adopted content standards for the language arts? How can specific grouping strategies help children to learn a second language? What is the history of evidenced-based instruction in reading in this country? What was the “great debate”?

                                                      SAB: 1 & 2, study phonics terms, App. H, p. 317

                                                      VIDEO: “Report of the National Reading Panel”

·        Primer for Parents                     Threaded discussion on Taskstream

____________________________________________________________________

2)        BEGINNING READING: PHONEMIC AWARENESS.

                  [R:II-3.1,3.2,3.3,3.3,4.1,4.2,4.3/S:7-A(f), (d)/TI2,9]]

How do children learn how to read? What are concepts about print? What is the phonological structure of the English language?  What sounds are NOT in the other languages? What is the role of phonemic awareness in predicting success with decoding? How is the alphabetic principle related to phonics instruction? How are concepts about print and phonemic awareness assessed?

·      Phonemic awareness activities.

·      Phonemic awareness songs

                                                      SAB: 4, study phonics terms app. H, p. 317

_____________________________________________________________________

 

3)        BEGINNING READING: PHONICS INSTRUCTION

                 R: II5.2,5.4,5.5,5.6,5.1/S:7-A(d)T:2,9]]

What is meant by explicit, systematic phonics instruction? How is it taught? How effective is articulatory monitoring? What are decodable texts? Why are they used for phonics instruction? How are predictable texts used in a comprehensive early literacy program? How are sight words taught? What is environmental print? How can print found in children’s home and community be used to teach phonics and sight vocabulary? How is mastery of phonics assessed? What is morphology//structural analysis? How is it related to phonics?

·        Sound Effect Stories.

·        Language Experience Approach

                                                                              SAB: 5

                                                                              QUIZ: 4, 5

___________________________________________________________________

 

4)  READING  COMPREHENSION INSTRUCTION.

                                              [R:III-7.1,7.3, 7.5/ S:7-A(c-ii)/T:IA 2,9]

How is reading comprehension currently defined by reading researchers? How does such a definition inform instruction? What is Schema Theory? What is metacognition and why is it important? How does prior knowledge and culture affect comprehension? What are the strategies skilled readers employ to help them construct meaning from text? How can they be explicitly taught to children for whom English is a second language?

·        QARs & other questioning strategies

·        Guided Reading/ DRTA

·        Dyad Reading

·        Think Aloud Strategy

                                                                                          Phonics pretest

                                                                                          SAB: 8

____________________________________________________________________

 

 

5)  READING COMPREHENSION & INDEPENDENT READING.

                   [R: III-7.4,7.5,8.1,8.2/S: 7-A(c-i)/TIA-7,8,9]

What are the components of an effective program for reading comprehension? How can children become engaged with, and respond to, quality literature? How can it be made accessible to EL learners? What literature should be contained in an elementary classroom? How can comprehension be measured? (retelling, Running Records,)  What are the four levels of questioning and how can they be utilized?

·  Reciprocal Teaching

·   Read a Book in an Hour

·  Probable Passages          

                                                                                 QUIZ: 8

                                                                                 SAB: 10

 

 

 

6)   SUCCESS FOR ALL  READERS.

                     [R: III,10.2;IV-11.2,11.4,12.2,12.3,13.3/S:7-A(a,b,e)/T:7-A2]

What is differentiated instruction? How can systematic, explicit instruction meet the needs of ALL learners? How are first and second languages acquired? What are the stages of language acquisition and which instructional activities are appropriate at which level?What are some prototypical strategies (SDAIE) that incorporate listening, speaking, reading, and writing especially for EL learners? How can proficient readers be challenged? How do the role of the family’s cultural background and experiences impact literacy? How can books and readers be matched (Readability formulae, Rule of Thumb)?

·        Structured Listening Activity

·        Literature Circles

·        Individual Book Contracts

·        SSR/ DEAR/ RIB

                                                                              SAB: 12; SAB (Int):

                                                                              VIDEO: “Inside Literature Circles”

                                                                              Threaded  discussion

_____________________________________________________________________

                                                                             

7)   ONGOING ASSESSMENT.

                    [R:I-1.1,1.2,1.3/S:7-(e)/T:9]

How can assessment inform instruction? How can assessment be aligned with state standards? How does a blend of formal and informal assessment offer a truer picture of growth? How should standardized reading tests be interpreted? What cautions should be used when interpreting standardized test results of culturally/and/or linguistically different children? How can the progress of English learners be measured? What are the three reading levels? What are the four cueing systems and why are they important? Why is an Informal Reading Inventory the most accurate measure of a child’s reading? Why should assessment be on-going and dynamic?

·        in-class Informal Reading Inventory

·        examination of a standardized reading test

·        CELDT video

                                                                                          SAB: 11

                                                                                          SAB (Int.)

                                                                                          Phonics posttest

_____________________________________________________________________

 

8)   SPELLING INSTRUCTION: ENGLISH ORTHOGRAPHY

                [R:II-6.1,6.2,6.3/S:7-A(d)/]

Why are the stages of spelling development important? What are the components of an effective spelling program? What interventions are necessary for EL learners? How can experimental spelling, or “sound mapping,” be used to help children understand the alphabetic principle?  How does spelling hold a synergistic relationship with phonics? How can spelling be assessed?

·        Word Sorts (open and closed)

·        Word Hunts

·        Word Walls

·        The Monster Test

      

                                                                                             SAB: 6

                                                                                             Study for midterm

 

 

9)                                     ~Midterm Exam~

                               ( on notes, SAB 4,5,6,8,10,11)

 

FLUENCY.

[R:II-5.3/S:T: II]

Why is fluency important? How is fluency related to comprehension? How rapidly should a child read at each grade level? How can fluency be measured? How can fluency be increased without losing comprehension?

·  Drama (ensures comprehensible input)

·  Repeated readings

·  Poem memorization

 

 

10)                                                                                   CONTENT READING & STUDY SKILLS.

                                                 [R:III9.1,9.2,9.3/S;7-A(e)/T:6,9]

How does content area reading differ from other reading? What is the difference between narrative and expository text? What are expository text frames and how do they provide scaffolding for EL learners?? What makes reading “difficult”? How can academic language be taught to EL Learners? How can CALLA learning strategies help EL students to study? How should reading rate differ with different types of material and/or purposes for reading? Why should every student be taught a specific study technique?

·        SQ3R

·        I-Search

·        Expository Frames

                                                                              SAB (Int.):

 

 

11)          ~Presentations of Instructional Strategies~

                                                   Oral critiques by instructor

 

 

 

     12)~ Presentations of Instructional Strategies~

                                                 Oral critiques by instructor

                                                                                    SAB: 13

 

 

12)          VOCABULARY DEVELOPMENT.

                  [R:IV-12.1,12.2,12.3/S:7-A(e)/T:2,7,9]

How can vocabulary be developed? How many words do children need to learn? What is an ideal program to develop vocabulary? How can morphology  and other word analysis skills be used to help children understand the structure of words? How can children be made aware of verbal relationships and the etymology of words? How can dictionary skills be developed in a positive way?  How can vocabulary be enhanced for second language learners? How can code-switching, or linguistic borrowing, help EL learners to make the transition to English? How can  ALL children develop a love for words and language?

 

·        Semantic gradient

·        Dictionary activities

·        Class dictionary

·        Morphology activity

·        Word map

                                                                              SAB:7, (int.),

                                                                              Prepare for RICA presentation

                                                                              Lesson evaluations due.

 

    14)  ~Rica Presentation, Discussion, & Debriefing~

You will present, in groups, your graphic, multisensory response to one of the five RICA essays. Your presentation will be followed by questions and comments by your colleagues, and a synthesizing, transactional responses from your instructor.

 

                                           SAB: 1, 2, 4-8, 10-13