In this course, we will explore the uses of literacy as something more than mere practical skills that one needs in order to function in society. We will broadly define literacy to include the user’s purpose. We will explore the use of content literacy through reading, writing, and technology in a set of lessons/unit that you will create for your content area. We will also look at literacy as socially constructed and part of this exploration relates to your own development as a reader and writer, which you will analyze through writing and electronic media. Concepts or ideas you will learn from the class include the following:
- literacy in the content area
- writing in the content area
- content strategies
- the reading and writing connection
- comprehension and assessment strategies (Running Record, etc.)
- the Common Core
- multiple intelligences and literacy
Required Texts:
Bull & Kajder, "7 Elements of Digital Storytelling"
Harvey, S. & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance understanding. Portland, ME: Stenhouse Publishers. (Chapter Excerpts)
Standards (National Middle School Association, Communications/Vital Results)
Middle level teacher candidates:
§ understand how to integrate state-of-the-art technologies and literacy skills into their teaching fields
§ demonstrate knowledge of research-based principles and processes underlying literacy development, and the components of effective literacy instruction
§ demonstrate knowledge of the reading and writing processes as complex and interactive
§ integrate reading and writing in the content area instruction
§ use a variety of appropriate methods and materials for literacy instruction
Course Assignments
Ø Literacy Assessment of a Middle Grades Learner
Learn to administer and evaluate the Running Records (literacy assessment for fluency and comprehension) to a middle grades learner. The final product will be your analysis of the test, recommendations for your student, and reflection of the general test administration and process.
(You can upload all of the materials for this test under "Running Records" and "QRI Packet")
Ø Digital Story of Literacy Autobiography
Create a 3-4 minute digital story that captures a moment in your literacy development and develop it into a general theme about literacy learning. If applicable, select this moment from your literacy timeline.
§ Select appropriate images/photos for your narrative
§ Create a folder to organize your images/photos
§ Copy the URLs for each image you download
§ Use music from your own CDs or free downloads off the web (include the copyright information in your final digital project)
Step 3: Practice reading aloud your piece with expression.
Vital Results: 1.4 Reading Range of Texts
Criteria:
§ Expressive reading in your digital storytelling
Ø 1-3 page(s) description of Instructional Method/Approach in your Content Area and Demonstration
Identify and explore an instructional method or approach that is commonly used to support your content area (content methods). Read about it, write a 1-3 page description of the rationale and benefits of using this method, and then present a 5-7 minute, mini-demonstration of this method in class.
Ø Literacy Integration in your 260 Unit
Demonstrate literacy in your unit by integrating communicative skills (reading, writing, speaking) and technology in your unit. 6 lessons from your unit will be assessed for literacy integration. At least, one lesson plan should include a plan for leveled texts (fiction and/or non-fiction) and a rationale for differentiating texts.
Ø Readings, Attendance, and Participation
Teaching is a profession with high expectations for modeling, cooperative learning, and establishing presence in the classroom. Moreover, teaching is a human endeavor that requires dialogue. Good dialogue depends a great deal on the open-mindedness and consideration of all participants. This course is designed to be highly interactive and will be based on new knowledge that we all create rather than on lecture or instructor recitation. Your active participation is critical and therefore you must come prepared each week to talk about the readings. This includes probing questions, exhibiting collegiality, being prompt to class, considering different perspectives, meeting assignment deadlines, and engaging in all those behaviors that will foster a positive literacy class.
Evaluation
Readings, Attendance and Participation: 20%
Digital Storytelling Project: 15%
Literacy Assessment of a Middle Grades Learner: 20%
1-3 Page Content Area Instructional Method: 20%
Literacy integration in your 260 Unit: 25%
Total: 100%
Additional Information:
* Course Accommodations: If you have a documented disability that warrants accommodation this course, please make an appointment with us at your earliest convenience. We are committed to facilitating your success and will make appropriate accommodations that will increase your learning opportunities in this class. If you have not already contacted ACCESS, please do so. They are located at A170 Living/Learning: 656- 2233.
* UVM Learning Cooperative Information: Your ability to communicate through writing is an essential skill and required for success in this course. For one-one assistance with any stage of the writing process (including proofreading and technical assistance) as well as help with study skills such as time management and organization, please contact the Learning Cooperative at 244 Commons Living/Learning, 656-4075
Course Schedule
Dates
Topics
Assignments Due
August 30
What are our course expectations for this semester? What are your responsibilities?
What is the social construction of literacy?
What is the connection between constructivism & literacy?
Literacy Autobiography Assignment
September 6
Introduce Digital Storytelling (i-movie or photo story 3 for windows)
Share literacy autobiography with writing partner(s) and class
Select one event from your autobiography to “explode”
Literacy Autobiography Timeline
Bull & Kajder, “7 Elements of Digital Storytelling”
September 13
Preparing for Running Records & Instructions
Clay, M. Running Records for Classroom Teachers
Daniels & Zemelman, Subjects Matter; Chapters 1-3
September 20
Defining literacy in your content area
Approaches to Content Area Literacy
Decide on an instructional method/approach that you would like to investigate further.
Harvey & Goudvis, Strategies that Work; Chpt. 2 Strategic Reading
September 27
Exploring the social and cultural tenets of literacy
Jigsaw Chapters
Finn, “Literacy with an Attitude”
October 4
Bring in Running Records Results/Collaborative Analysis
Focus on a plan for literacy improvement
Running Records Results
(If applicable)
October 11
Examine which literacy strategies are appropriate for your content area
Qualitative text analysis
Harvey & Goudvis, Strategies that Work; Chapter 5 Book Selection & Chapter 9 Analyzing Text
Bring a text that you would use in your content area
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