EDC 347 Teaching English and Communication in the Middle School Course Syllabus – Fall 2007 Tuesday/Thursday – 1:00 – 2:50 PM Dickey Hall – Room 331 Instructor: Dr. Laurie Henry Phone: 257-7399 (Office) or (860) 933-1503 (Cell) Email: email@example.com or firstname.lastname@example.org AIM: lahenry96 Office: 310/317, Dickey Hall Office Hours: Tuesday/Thursday 10AM-12PM & by appointment Purpose The general purpose of this course is to acquaint prospective middle school language arts teachers with methods of effectively teaching and enhancing language usage in grades 5-9. The six language arts (listening, speaking, reading, writing, viewing, and visually representing) will be viewed in an integrative manner, with particular emphasis on oral and written language. The course content, readings, and assignments are designed to assist preservice teachers in meeting the Kentucky New Teacher Standards and the Standards for the English Language Arts (IRA/NCTE, 1996) within the conceptual framework for the professional education unit at the University of Kentucky, which emphasizes the theme, Research and Reflection for Learning and Leading. In addition, course activities will require access to the Kentucky Core Content for Assessment (Language Arts) and Program of Studies (Language Arts) for middle school grade levels. Finally, overarching themes throughout the course include the role of the middle school language arts teacher as a reflective decision maker, teacher as researcher, and becoming a culturally responsive educator. Academic Expectations Since this course is tied to teacher certification, the Kentucky Education Reform Act (KERA) initiatives are imbedded in the course content and experiences. This course will provide students an opportunity to advance their knowledge and mastery of the “tools” associated with KERA, including the Kentucky Learning Goals and Academic Expectations (LGAE), the Kentucky Program of Studies (POS), and the Commonwealth Accountability Testing System (CATS), which includes the Core Content for Assessment. As students carry out projects and complete assignments that involve instructional activities for P-12 students in Kentucky schools, they will address one or more components of the KERA initiatives. Specific academic expectations for students in this course include the following: 1. Plan, implement, evaluate, and reflect upon language arts instruction while in the field placement associated with this class 2. Construct a writing portfolio that meets state standards for grade 7 portfolios and reflect on the process 3. Identify and evaluate materials that may be used in teaching language arts 4. Engage in professional development through researching and sharing instructional ideas Required Texts Finders, M. J., & Hynds, S. (2003). Literacy lessons: Teaching and learning with middle school students. Upper Saddle River, NJ: Merrill Articles/chapters on supplemental reading list found at the end of the syllabus Supplemental Materials Writer’s portfolio (e.g. 3-ring binder or expandable file folder) Course Attendance, Participation, & Field Placements Attendance in class and at field placements is expected. This course includes a variety of learning engagements and activities that require your regular presence and active participation. Since we will be working collaboratively, your attendance and preparation for ALL class meetings are crucial. Regular attendance, punctuality, and participation are expected. Unexcused absences will adversely affect your grade. More specifically, your final grade will be lowered by 5 points for each class that you miss. Two tardy arrivals will constitute as one absence. Additionally, for an excused absence to be counted as such, documentation must be provided. If you must miss a class because of illness or other legitimate circumstance, PLEASE call or email the instructor before the class or as soon as possible afterwards. You are expected to participate in class discussions, ask and answer questions, and voluntarily share your thoughts and ideas. The attendance/participation component of the course grade will reflect this requirement. It is expected that you will read and reflect on all required readings PRIOR TO the specified course meeting. Students are expected to exhibit courteous, professional behavior at all times, whether in course meetings or in practicum placements. Adherence to the New Teacher Standards requires such professionalism. This is essential to becoming a successful teacher and critical to the student’s success in the course. In class, everyone’s opinion matters and may be expressed, but not to the extent that it becomes offensive to others. If serious concerns arise, documentation may be submitted to the program faculty. Further, cell phone, beepers, and pagers must be turned off or silenced during class and at field placements. Assignments This course includes a variety of experiences and assignments designed to support student growth in learning effective methods of teaching English and communication in the middle grades. As such, it is expected that all assignments will be submitted on their due dates. Late assignments will be penalized 20% of the total point value of the assignment for each successive class period past the due date. Cheating and Plagiarism Cheating and plagiarism are serious offenses that lead to significant consequences. The University views academic dishonesty very seriously. Plagiarism and cheating on any assignment or exam will receive a minimum penalty of the grade “E” for the course. Students should be aware that suspension or dismissal from the University is a possible consequence of academic infractions. See part II: Selected Rules of the University Senate, section VI – Student Academic Affairs, 6.3.0 – Academic Offenses and procedures (http://www.uky.edu/StudentAffairs/Code/part2.html) Policy on Need for Instructional Modifications Students who have a disability or condition that may impair abilities to complete assignments or otherwise satisfy course criteria are encouraged to meet with the course instructor to identify, discuss, and document any feasible instructional modifications or accommodations. The students should notify the instructor no later than the end of the second class session, or not later than the next class session after the disability is diagnosed, whichever occurs earliest. If you need an accommodation for a disability that limits your ability to participate fully and meet the expectations of this class, you must first go through the University of Kentucky Disability Resource Center, located at 42 Alumni Gymnasium (257-2754). Course Requirements and Evaluation Grades for this course will be based on 320 points: A = 296 – 320 points (93 – 100 %) B = 274 – 295 points (86 – 92 %) C = 252 – 273 points (79 – 85 %) D = 230 – 251 points (72 – 78 %) The following assignments will comprise the above points: Daily Participation and Attendance Grade – 50 points – As we are building a community of learners, learning to be teachers as reflective decision makers, and becoming professional educators who maintain the high standards set for us, attendance and participation must be high priority aims. Students will be required to participate in individual and/or group activities carefully chosen to scaffold learning. Leadership in class Discussions – 15 points – Each student will provide leadership for colleagues by taking on the role of discussion leader or facilitator. This role may be assumed by an individual or with a partner. As discussion leaders, students are responsible for: a. Reading and reflecting upon the given week’s required readings and selecting key information to emphasize in discussion. b. Locating at least one additional related source and providing the groups with information (either verbal, written, or visual) to extend the group’s understanding of the topic. c. Using appropriate literacy instructional strategies to actively engage the group in experiences to enhance understanding of the topic. Scoring Rubric for Discussion Leaders 14-15 points 12-13 points 10-11 points Presentation indicates a thorough Presentation indicates a thorough Presentation indicates a surface reading of assigned material; key reading of assigned material; some level reading of assigned material; aspects are selected to highlight innon-essential aspects are key aspects are not included in discussion. highlighted in discussion. discussion. Additional source correlates well Additional source correlates Additional source does not correlate with assigned material and clearly tangentially with assigned material with assigned material and group enhances learning for the group. and somewhat enhances learning for learning is not enhanced by it the group Literacy instructional strategies Literacy instructional strategies Literacy instructional strategies employed actively engage the group employed engage the group and employed fail to engage the group and enhance understanding of the somewhat enhance understanding of in active learning material the material Reading-Writing Connections Project – 50 points – The purpose of this project is for you to identify trade books which may be used as examples of writing for which middle school students are held responsible: personal expressive, literary, and transactive. For this project, you must identify a minimum of 12 trade books, at least 4 for each of the above types of writing that may be used to facilitate students’ understanding of the type of writing. Additionally, you should include a range of books for younger and older middle school students and at least 2 that would be appropriate for struggling readers. For each text, you must include the following information: Complete bibliographic information (APA style) Type of writing which the text links (personal expressive, literary, or transactive) Whether the text is appropriate for younger or older middle school students or struggling readers and why Brief summary of the text Description of how you would use the text during instruction The format for this assignment is flexible. You may arrange information as you wish, provided it is neat, logical, and consistent. **A master list will be created from individual submissions and distributed to class members for use in future teaching Scoring Rubric for Reading-Writing Connections Project Component Value Points Earned Personal expressive trade books (4 included) 2 Literary trade books (4 included) 2 Transactive trade books (4 included) 2 Texts appropriate for struggling middle school readers (2 included) 2 Complete bibliographic information included for each text 6 Grade/Age appropriate and why 12 Summary of text 12 Description of text use during instruction 12 Total Points 50 Fieldwork Journal – 80 points (20 @ 4 points each) – Your fieldwork journal is “designed to support the development of reflective practice by providing tools for inquiry and opportunities for guided reflection” (Finders & Hynds, 2003, p. viii). The Finders & Hynds (2003) text contains journal assignments within each chapter. These will be due according to the schedule of assigned readings (with the exception of Journal entries 3-2, 4-1, 4-2, and 6-1, which will be completed during your practicum placement). Fieldwork Journal Scoring Rubric Journal Due Points Entry Date Topic Value Earned 1-1 8/23 Becoming a Middle School English Teacher: Expectations/Assumptions 4 1-2 8/28 Middle School Experiences: Schooling for Early Adolescents 4 2-1 8/30 Artifact Analysis: Revisiting Your Teachers and Textbooks 4 2-2 8/30 Cutting the Pie: Your Approach to Literacy Teaching 4 3-1 9/4 Classroom Inquiry: Adolescent Portraits 4 3-2 * Describing Your Teaching Context 4 4-1 * Learning from Support Personnel 4 4-2 * Adapting Instruction to Support All Learners 4 5-1 9/13 Alternatives to Traditional Testing 4 5-2 9/13 Artifact Analysis: Examining Your State or District Tests 4 6-1 * Classroom Inquiry: Viewing a Lesson Through Language Lenses 4 7-1 9/25 Reading and Viewing for Multiple Purposes 4 7-2 9/25 Artifact Analysis: Stances and Strategies in Your Lessons 4 8-1 11/8 Writing Assumptions 4 8-2 11/8 Writing for Multiple Purposes 4 8-3 11/8 Writing in the Disciplines 4 9-1 11/15 Talking and Listening for Multiple Purposes 4 9-2 11/15 Classroom Inquiry: Discourse Analysis 4 10-1 11/27 A Little Detective Work Into Your Discourse Communities 4 10-2 11/27 A Letter Home 4 Total Points 80 *Due following practicum Lesson Plans – 50 points (2 @ 25 points each) – Using the approved Middle School Lesson Plan Format, you must design, implement, evaluate, and reflect upon two Language Arts lessons. One should focus on writing and one should focus on promoting oral language. An exemplary lesson plan will include the following components: 1) Setting the context that includes: a) an explanation of how the lesson relates to the unit of study or your learning goals, b) a description of the students’ prior knowledge or focus of previous lesson, and c) a description of student attributes that will affect student learning. 2) Statement of the objectives of the lesson: a) what students will demonstrate as a result of the lesson. 3) Statement that connects your goals and objectives to: a) Kentucky Core Content, b) Program of Studies, and c) IRA/NCTE Standards for English Language Arts. 4) Description of your assessment plan that includes: a) student objective(s), b) type of assessment, c) depth of knowledge level, and d) adaptations or accommodations that were made. 5) A list of the resources that were used including: a) specific materials or equipment, b) copies of printed materials, and/or c) technology resources. 6) Description of the strategies and activities including how you: a) triggered prior knowledge, b) engaged students, and/or c) made adaptations to meet individual student needs 7) An analysis and reflection following the implementation of the lesson plan that includes: a) a rubric explaining levels of student performance, b) evaluation of student performance, c) description of students’ strengths and/or misconceptions about content, d) description of modifications or differentiation of instruction to move students forward, e) reflection regarding successes and failures of strategies used during instruction, and f) plans to report or communicate learning results to students and parents. Lesson Plan Feedback Form Points Component Value Earned 1. Context: a) an explanation of how the lesson relates to the unit of study or your 3 learning goals, b) a description of the students’ prior knowledge or focus of previous lesson, and c) a description of student attributes that will affect student learning Comments: 2. Objectives: a) what students will demonstrate as a result of the lesson 3 Comments: 3. Connections: a) Kentucky Core Content, b) Program of Studies, and c) IRA/NCTE 3 Standards for English Language Arts Comments: 4. Assessment plan: a) student objective(s), b) type of assessment, c) depth of 3 knowledge level, and d) adaptations or accommodations that were made Comments: 5. Resources: a) specific materials or equipment, b) copies of printed materials, and/or 3 c) technology resources Comments: 6. Strategies and activities: a) triggered prior knowledge, b) engaged of students, and/or 3 c) made adaptations to meet individual student needs Comments: 7. Analysis and reflection: a) assessment rubric, b) evaluation of student performance, 6 c) description about content, d) description of modifications or differentiation of instruction, e) reflection on instruction, and f) report of learning results Comments: 8. Lesson plan format was followed 1 Comments: Total Points 25 Internet Text Set – 25 points – With increased attention to technology in the classroom and the many helpful websites available, teachers of all age groups will find useful online teaching tools. For this assignment, choose a theme that you predict you will be able to use in your classroom. Then, research and find at least 10 websites that will help you teach and/or present information related to that theme. Be prepared to share a few of the sites in class. The format for the assignment will be an annotated bibliography. In your annotation, include the APA style bibliographic information for the website followed by a paragraph description (including, website description, examples of the information found on the website useful to your theme, and a rationale for using the website with your target age group). Scoring Rubric for Internet Text Sets Component Value Points Earned Ten websites included 5 Complete bibliographic information included for each website 5 Summary of website content 15 Total Points 25 Writing Portfolio – 50 points – Each student will complete a writing portfolio similar to those completed by public school students as part of the statewide assessment process. The portfolio will contain evidence of taking the following types of writing through the writing process: personal expressive (narrative, memoir, or personal essay), transactive, and literary. The portfolio will also contain a letter to the reviewer (reflective writing) in which you reflect on pieces in the portfolio as well as your growth as a writer. The portfolio may contain one piece already written and graded in another course. You will be given time in class to engage in peer conferencing about your writing. Drafts containing feedback from colleagues must be submitted as part of the portfolio, along with evidence of prewriting activities. Individual writing pieces will be scored based on Kentucky’s Holistic Scoring Guide. Full portfolios will be scored using the portfolio feedback form. *Note: This assignment may be included in your Middle School TEP portfolio under NTS #8. Kentucky’s Holistic Scoring Guide 7 5-6 3-4 1-2 Distinguished Proficient Apprentice Novice Well-established Focused on a purpose; Some evidence of Limited awareness of purpose and clear awareness of audience; communicating with an audience and/or focus; strong awareness evidence of voice audience for a specific purpose of audience; evidence and/or suitable tone purpose; some lapses in Minimal idea of distinctive voice Depth of idea focus development; limited and/or appropriate tone development supported Unelaborated idea and/or unrelated details Depth and complexity by elaborated, relevant development; Random and/or weak of ideas supported by details unelaborated and/or organization rich, engaging, and/or Logical, coherent repetitious details Incorrect and/or pertinent details; organization Lapses in organization ineffective sentence evidence of analysis, Controlled and varied and coherence structure reflection insight sentence structure Simplistic and/or Incorrect and/or Careful and/or subtle Acceptable, effective awkward sentence ineffective language organization language structure Errors in spelling, Variety in sentence Few errors in spelling, Simplistic and/or punctuation, and structure and length that punctuation, and imprecise language capitalization enhances effect of capitalization relative to Some errors in spelling, disproportionate to writing length and complexity punctuation, and length and complexity Precise and/or rich capitalization that do language not interfere with Control of spelling, communication punctuation, and capitalization Portfolio Feedback Form Writing Genres Value Points Earned Personal expressive (e.g. personal narrative, memoir, personal essay) 7 Evidence of pre-writing included 2 Draft with feedback included 2 Transactive (e.g. editorial, feature article) 7 Evidence of pre-writing included 2 Draft with feedback included 2 Literary (e.g. fable, short story, recycled fairy tale, epic poem) 7 Evidence of pre-writing included 2 Draft with feedback included 2 Letter to reviewer 7 Evidence of pre-writing included 2 Draft with feedback included 2 In-class peer review 3 Portfolio presentation (mechanics, spelling, organization) 3 Total Points 50 Alignment of Course Experiences A check list depicting the congruence of course experiences with the various standards of the Department of Curriculum and Instruction and the College of Education, the Educational Professional Standards Board, the Kentucky Department of Education, and the International Reading Association/National Council of Teachers of English Standards for the English Language Arts to which we must align follows this brief narrative that explains the context for the checklist. The conceptual framework for the professional education unit at the University of Kentucky (UK) is guided by the theme, Research and Reflection for Learning and Leading. This theme is aligned closely with both the institutional vision and mission of UK and the vision and mission of the professional education unit. The theme reflects and guides how we approach preparation of professional educators within the context of a research extensive, land grant university. The mission of the Department of Curriculum and Instruction is to 1) Design, develop, and implement programs that will improve the quality of elementary, middle, and secondary education and provide educational leaders; 2) Prepare teachers and provide continuing professional development; 3) Conduct and disseminate research; and 4) Provide services in a variety of educational and professional settings. The Middle School Teacher Education Program (Middle School TEP) supports the College of Education’s focus on the teacher as a reflective decision maker. The program emphasizes the development of professionally trained specialists in teaching early adolescents. As such, the program models team teaching and collaborative learning. Active learning experiences are emphasized, as are real-world connections. Throughout the program, students are encouraged to consider their present position and make plans for improvement. Students are urged to gather data continuously and to use this data in planning effective instruction. Students are required to provide questions for reflection when writing lessons they do not teach and to provide reflective summaries as part of lesson plans, which are delivered to students. Students are provided time and resources to revise and improve curricular materials they develop within the program. Students assess their own progress through the program’s curriculum, preparing them for the continuous self-assessment required of practicing professionals. The performance standards are as follows: Standard 1. Young Adolescent Development: Middle level teacher candidates understand the major concepts, principles, theories, and research related to young adolescent development, and they provide opportunities that support student development and learning. Standard 2. Middle Level Philosophy and School Organization: Middle level teacher candidates understand the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work successfully within these organizational components. Standard 3. Middle Level Curriculum and Assessment: Middle level teacher candidates understand the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and they use this knowledge in their practice. Standard 4. Middle Level Teaching Fields: Middle level teacher candidates understand and use the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and they create meaningful learning experiences that develop all young adolescents’ competence in subject matter and skills. Standard 5. Middle Level Instruction and Assessment: Middle level teacher candidates understand and use the major concepts, principles, theories, and research related to effective instruction and assessment, and they employ a variety of strategies for a developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents. Standard 6. Family and Community Involvement: Middle level teacher candidates understand the major concepts, principles, theories, and research related to working collaboratively with family and community members, and they use that knowledge to maximize the learning of all young adolescents. Standard 7. Middle Level Professional Roles: Middle level teacher candidates understand the complexity of teaching young adolescents, and they engage in practices and behaviors that develop their competence as professionals. The UK Educator Preparation Unit Technology Standards. Standard 1: Candidates integrate media and technology into instruction. Standard 2: Candidates utilize multiple technology applications to support student learning. Standard 3: Candidates select appropriate technology to enhance instruction. Standard 4: Candidates integrate student use of technology into instruction. Standard 5: Candidates address special learning needs through technology. Standard 6: Candidates promote ethical and legal use of technology disciplines. The Education Professional Standards Board’s (EPSB) themes of diversity, assessment, literacy education, and closing the achievement gap are also imbedded in this course. The required text and supplemental readings pays attention to aspects of literacy instruction as it ties directly to the issue of diversity, paying attention to: who is privileged in literacy instruction; how literacy instruction should meet the needs of multicultural enrollments; the impact of race, poverty and power on students’ literacy achievement; culturally responsive instruction within the new literacies paradigm; preparing literacy educators for divers settings; linguistic diversity, etc. KERA has identified nine New Teacher Standards (NTS) as guides for beginning teacher preparation and certification. These standards include the following: Standard I. Designs/Plans Instruction Standard II. Creates/Maintains Learning Climate Standard III. Implements/Manages Instruction Standard IV. Assesses and Communicates Learning Results Standard V. Reflects/Evaluates Teaching/Learning Standard VI. Collaborates with Colleagues/Parents/Others Standard VII. Engages in Professional Development Standard VIII. Knowledge of Content Standard IX. Demonstrates Implementation of technology Like several of the standard sets already mentioned, the IRA/NCTE Standards for the English Language Arts are designed specifically to guide the preparation of educators in P-12 settings. These standards are, therefore, provided as an additional guiding force for the content of this course: Standard 1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. Standard 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. Standard 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). Standard 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Standard 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. Standard 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. Standard 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non- print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. Standard 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. Standard 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. Standard 10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum. Standard 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. Standard 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). NCATE/EPSB Checklist for Syllabus: EDC 347 Addressed in Course Skills and Dispositions of UK Educator Preparation Unit Functional Skill and Disposition 1: Candidates communicate appropriately and effectively. X Functional Skill and Disposition 2: Candidates demonstrate constructive attitudes X Functional Skill and Disposition 3: Candidates demonstrate ability to conceptualize key subject matter ideas and X relationships Functional Skill and Disposition 4: Candidates interact appropriately and effectively with diverse groups of X colleagues, administrators, students, and parents in educational settings. Functional Skill and Disposition 5: Candidates demonstrate a commitment to professional ethics and behavior X Middle School Teacher Education Program (TEP) Performance Standards Young Adolescent Development X Middle Level Philosophy and School Organization X Middle Level Curriculum and Assessment X Middle Level Teaching Fields X Middle Level Instruction and Assessment X Family and Community Involvement X Middle Level Professional Roles X Education Professional Standards Board (EPSB) New Teacher Standards Standard 1: Designs and Plans Instruction X Standard 2: Creates and Maintains Learning Climates X Standard 3: Implements and Manages Instruction X Standard 4: Assesses and Communicates Learning Results X Standard 5: Reflects and Evaluates Teaching and Learning X Standard 6: Collaborates with Colleagues, Parents, and Others X Standard 7: Engages in Professional Development X Standard 8: Knowledge of Content X Standard 9: Demonstrates Implementation of Technology X UK Educator Preparation Unit Technology Standards Standard 1: Candidates integrate media and technology into instruction X Standard 2: Candidates utilize multiple technology applications to support student learning. X Standard 3: Candidates select appropriate technology to enhance instruction. X Standard 4: Candidates integrate student use of technology into instruction. X Standard 5: Candidates address special learning needs through technology. X Standard 6: Candidates promote ethical and legal use of technology disciplines. X EPSB Themes Diversity X Assessment X Literacy Education X Closing the Achievement Gap X IRA/NCTE Standards for the English Language Arts Standard 1: Students read a wide range of print and non-print texts to build an understanding of texts X Standard 2: Students read a wide range of literature from many periods in many genres X Standard 3: Students apply a wide rand of strategies to comprehend, interpret, evaluate, and appreciate texts X Standard 4: Students adjust their use of spoken, written, and visual language to communicate effectively X Standard 5: Students employ a wide range of strategies as they write and use different writing process elements X Standard 6: Students apply knowledge of language structure, language conventions, media techniques, figurative X language, and genre to create, critique, and discuss print and non-print texts. Standard 7: Students conduct research on issues and interest by generating ideas and questions, and by posing X problems. Standard 8: Students use a variety of technological and information resources to gather and synthesize X information and to create and communicate knowledge. Standard 9: Students develop and understanding of and respect for diversity in language use, patterns, and X dialects across cultures, ethnic groups, geographic regions, and social roles. Standard 10: Students whose first language is not English make use of their first language to develop competency X in the English language arts and to develop understanding of content across the curriculum. Standard 11: Students participate as knowledgeable, reflective, creative, and critical members of a variety of X literacy communities. Standard 12: Students use spoken, written, and visual language to accomplish their own purposes. X Course Calendar To facilitate learning, the instructor may alter the syllabus at any time during the semester DATE TOPIC READINGS ASSIGNMENTS Aug 23 Introduction to course Journal 1-1 Defining literacy, culturally responsive teaching, and assessment Aug 28 Middle Schoolers and Middle F & H – Chapter 1 Journal 1-2 School Daniels (2005) Perlstein (2004) Williams-Boyd, et al. (2000) Aug 30 English Language Arts from Mid- F & H – Chapter 2 Journal 2-1 and century to the Millennium Foster (2000) 2-2 Loder (2006) Russo, et al. (1994) Sep 4 Planning and Adapting Instruction F & H – Chapter 3 Journal 3-1 and for Middle School Learners Hammerberg (2004) 3-2* Sep 6 Planning and Adapting Instruction Anderson (2007) (continued) George (2005) Sep 11 Including Middle School Learners F & H – Chapter 4 Journal 4-1* and with Disabilities Darling-Hammond & Ilfill-Lynch (2006) 4-2* Giangreco (2007) Sep 13 Integrating Assessment F & H – Chapter 5 Journal 5-1 and Holzberg (2005) 5-2 Sep 18 Language Lenses: Integrating the F & H – Chapter 6 Journal 6-1* Language Arts in the Middle Biondo, et al. (1999) Grades Sep 20 Language Lenses (continued) Bowser (1993) Internet Text Set McConachie, et al. (2006) Vavilis & Vavilis (2004) Sep 25 Reading and Viewing in the F & H – Chapter 7 Journal 7-1 and Middle Grades 7-2 Sep 27 Reading and Viewing (continued) Camp (2000) Miller (1998) Oct 1 Submit at least through FIELD PLACEMENTS one lesson plan Nov 2 electronically by Oct 26 Nov 6 Welcome Back! Lessons from the Lesson Plan 2 classroom Nov 8 Focus on Writing in the Middle F & H – Chapter 8 Journal 8-1, 8-2, Grades and 8-3 Nov 13 Focus on Writing (continued) Anderson (2006) Bintz & Shelton (2004) Short, et al., (2000) Nov 15 Writing Portfolio Workshop Journal 9-1 and (NCTE) 9-2 Nov 20 Talking and Listening in the F & H – Chapter 9 Reading-Writing Middle grades Goodson & Goodson (2005) Connections Schwalb (2006) Project Turner (2006) Nov 22 No Class – Holiday Nov 27 A Focus on Language Study F & H – Chapter 10 Journal 10-1 and Farris et al. (2007) 10-2 Nov 29 New Literacies: Focus on TBA (NRC) Technology Integration Dec 4 New Literacies: Focus on Coiro (2003) Technology Integration (continued) Leu, et al., (2007) Henry (2006) Dec 6 Entering the Profession F & H – Chapter 11 Dec 11 Entering the Profession (continued) Quarles (2007) Dec 13 No Class Final portfolios due by 5 PM Supplemental Reading List Anderson, J. (2006). Helping writers find power. Educational Leadership, 63, 70-73. Anderson, K. M. (2007). Differentiating instruction to include all students. Preventing School Failure, 51, 49-54. Biondo, S. M., Raphael, T. E., & Gavelek, J. R. (1999, March). Mapping the possibilities of integrated literacy instruction. Reading Online. Available at: http://www.readingonline.org Bintz, W., & Shelton, K. (2004). Using written conversation in middle school: Lessons from a teacher researcher project. Journal of Adolescent & Adult Literacy, 47, 492-507. Bowser, J. (1993). Structuring the middle-school classroom for spoken language. The English Journal, 82, 38-41. Camp, D. (2000). It takes two: Teaching with twin texts of fact and fiction. The Reading Teacher, 53, 400-408. Daniels, E. (2005). On the minds of middle schoolers. Educational Leadership, 62, 52-54. Farris, P. J., Nelson, P. A., & L’Allier, S. (2007). Using literature circles with English Language Learners at the middle level. Middle School Journal, 38(4), 38-42. Foster, J. D. (1991). The role of accountability in Kentucky’s Education Reform Act of 1990. Educational Leadership, 48, 34-36. George, P. S. (2005). A rationale for differentiating instruction in the regular classroom. Theory Into Practice, 44, 185-193. Giangreco, M. F. (2007). Extending inclusive opportunities. Educational Leadership, 64, 34-37. Hammerberg, D. (2004). Comprehension instruction for socioculturally diverse classrooms: A review of what we know. The Reading Teacher, 58, 126-137. Holzberg, C. S. (2005, October 15). Designing rubrics. TechLearning. Loder, T. L. (2006). Why we can’t leave public schools behind: The inseparable legacy of public education and American democracy. Educational Researcher, 35, 30-35. McConachie, S., Hall, M., Resnick, L., Ravi, A. K., Bill, V. L., Bintz, J., & Taylor, J. A. (2006). Task, text, and literacy for all subjects. Educational Leadership, 64, 8-14. Miller, T. (1998). The place of picture books in middle-level classrooms. Journal of Adolescent & Adult Literacy, 41, 376-381. Perlstein, L. (2004). Allies can reach middle-schoolers. Education Digest, 70, 56-58. Quarles, B. (2007). Middle school-Are you ready for the journey?, Middle Ground, 11(1), 24. Russo, C. J., Harris, J. J., & Sandidge, R. F. (1994). Brown v. Board of Education at 40: A legal history of equal educational opportunities in American public education. Journal of Negro Education, 63, 297-309. Schwalb, N. (2006). East of the river: Crossing borders through poetry in middle schools. English Journal, 96(1), 40-45. Short, K., Kauffman, G., & Kahn, L. (2000). “I just need to draw”: Responding to literature across multiple sign systems. The Reading Teacher, 54, 160-171. Turner, T. M. (2006). Using improvisational storytelling in the classroom. Middle Ground, 10(1), 32-33. Vavilis, B., & Vavilis, S. L. (2004). Why are we learning this? What is this stuff good for, anyway? Phi Delta Kappan, 86, 282-287. Williams-Boyd, P., Skaggs, K., & Ayres, L. (2000). Marriage in the middle: The art and craft of teaching early adolescents. Childhood Education, 76, 236-239.
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