EDEL 4309-50 - University of Wyoming

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EDEL 4309: Developing Competent & Democratic Professional


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UWCC COLLEGE OF EDUCATION









Instructor:
Dr. Keonghee Tao Han


Phone
: (W) 307
-
268
-
2056




Office Hours
: Mon. & Wed.







1:00
-
3:30 PM

Office
: Tate Museum 122

Other times by appointment





Class Meeting Times and Location:
Monday & Wednesday (9:00
-
11:30 a.m.)
Tate 108


Prerequisites:
2.75 GPA; successful completion of EDST 3000 (grade C or better and
portfolio
).


Course Description
:
Designed to develop the reflective practitioner for teaching literacy in the
elementary school by exploring curriculum; theory translated into planning an
d practice;
practices that promote effective learning; behavior and relationships; and teaching strategies.



Student Responsibilities:


1. Attendance

and Participation

It is expected that you will attend all class sessions and arrive prepared and on time.

Late
arrivals and early departures not prearranged with the instructor will be counted as absences.
Unexcused absences will affect your final grade.
Two or more unexcused absences will result in
your final grade being lowered one letter grade.

In additi
on, each unexcused absence is the
equivalent of 1/3 of a letter grade (3 absence=1 whole letter grade). This includes unexcused
practicum attendance.

University sponsored absences are cleared
through
the Office of Student
Life
.

Refer to the section in the
General Bulletin regarding excused absences. You will be
responsible for making up any course work missed during an excused absence, including a two
page summary and synthesis of any reading assigned for the time missed; however, as a
practicing teacher yo
u will soon find that it is impossible to duplicate a class experience. It is to
your benefit to attend all class sessions. Participation and demonstration are vital to this course.
Though it is highly recommended that you contact the instructor prior to a
n absence, the
instructor will not excuse an absence. An excused absence is cleared through the Office of
Student Life. My awareness of your absence is not the same as an excused absence.

2. Practicum Attendance and Participation

Be prompt and attend all
practicum sessions. If an absence is unavoidable during your practicum
you must contact your mentor teacher
prior

to the absence. You must make arrangements to
LITERACY METHODS

EDEL


4309, Section 50

(5 credits)

Fall 2010

EDEL 4309: Developing Competent & Democratic Professional


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make up time missed. Please speak directly to your mentor teacher. It is not acceptable to leave

a
message with the school office.


This is a vital component of Literacy Methods. You will attend your placement classroom
according to the schedule agreed upon with your mentor teacher. It is essential to be present
during reading/writing instruction to
observe and practice the targeted course activities. Please be
prepared to interact and work with the students and your mentor teacher in order to maximize
your experience in the classroom.


3. Arrive Prepared

Read assignments prior to class and be prepar
ed to share your thoughts, questions and insights.


4.
Development as a Professional


Your
peers and the professional learning community will notice your attitude, appearance, and
demeanor
. Appropriate dress as a professional should be observed at all ti
mes. Professional
communication (face
-
to
-
face as well as email and on
-
line), conduct and self
-
reflection are also
expected. Please turn your cell phones off and other electronic devices before entering class. See
“Dispositions Statement” below.


5. Observ
e Due Dates

Assignment dates are not negotiable. Assignments must be turned in during the class period on
the day they are due. Late assignments will have points deducted
-
10% of possible points. The
instructor reserves the right to refuse an assignment tha
t is more than two class meetings late.


6.
Academic Dishonesty


The University of Wyoming is built upon a strong foundation of integrity, respect, and trust. All
members of the university community have a responsibility to be honest and the right to ex
pect
honesty from others. Any form of academic dishonesty is unacceptable to our community and
will not be tolerated. Teachers and students should report suspected violations of standards of
academic honesty to the instructor, department head, or dean. Ot
her University regulations can
be found at
:
http://uwadmnweb.uwyo.edu/legal/universityregulations.htm
.


Dispositions Statement

The University of Wyoming Teacher Education Program
dispositions are used for measuring
student progress towards standards for professional conduct as future teachers in an educational
settin
g. Throughout the semester you will be participating in a variety of in
-
class projects
,
demonstrations, discussions,
active listening, peer teaching/coaching, quick writes, etc., as well
as participating in a practicum experience at your assigned school. Your positive, professional
participation and preparedness is vital to the success of these experiences. The quality o
f your
participation and preparedness will enhance your learning and your peers’ learning as well. The
Dispositions Rating Form will be used to assess your participation and potential for success as a
teacher. The evaluation using this form will include a
self evaluation, a peer evaluation and an
evaluation during foundation and methods courses. During the mid
-
term period around October
11
-
15, we will self
-
and
-
peer evaluate using the Dispositions Rating Form. The instructor will
enter
student performances

i
n a central database and updated as growth becomes evident in
areas where the student has been identified as less than proficient.

The inclusion of peer
EDEL 4309: Developing Competent & Democratic Professional


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evaluation and self evaluation in the process enhances the level of feedback, providing for a
multitude

of possible actions to be used to improve on student potential for professional growth.


Disability Statement

-

If you have a physical, learning, or psychological disability that requires
accommodations, please let me know as soon as possible. You will n
eed to register with and
provide documentation of your disability to
Ann Loader, Individual Learning Specialist, at
Casper College.

Contact info:

PH. 268
-
2557 or office AD112A.



Course Outcomes


Specific course outcomes and related principles/purposes are

listed with specific assignments.
Please also visit the university website and click on College of Education and click on
Conceptual Framework. The 10 INTASC Principles are included as you scroll down the page
with the “
Aligned Candidate Proficiencies
Ini
tial

teacher preparation programs.”


Required Text and Supplemental Article Resources:


Authors

Title

PUBL

Donald R. Bear,
Marcia Invernizzi,
Shane Templeton, and
Francine Johnston


Words Their Way:

Word Study for Phonics,
Vocabulary, and Spelling Instruction (4th Edition)

*Required Text

Pearson: Prentice
Hall (200
8)

ISBN
-
10:

013223968X

ISBN
-
13:

978
-
0132239684


Lois A. Bader and
Daniel L. Pearce

Bader Reading and Language Inventory (6
th

Edition)

*Optional Text

On
-
Reserve:
Available at the Library


Pearson: Allyn &
Bacon (2009)

ISBN
-
13: 978
-
0
-
13
-
500553
-
8

Gail Tompkins

Literacy for the 21
st

Century

(5
th

Edition
)

*Optional Text

(If you do not have an access code with your text, you
may also find the companion site for the 4
th

edition at,
http://www.prenhall.com/tompkins/
)

Prentice Hall

(2009)
, Upper
Saddle River, NJ,
http://www.myedu
cationlab.com

Helpful Websites

readwritethink.org

writingfix.com

http://wiki.ed.uiuc.edu/index.php/Wiki in a K
-
12

classroom

APA refers to
American
Psychological
EDEL 4309: Developing Competent & Democratic Professional


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For children’s books and other media texts
/materials to be assigned, there will be course
copies available in the classroom. Please see the last pages of the syllabus

f
or the reference
list.


Course Assignments:

These assignments serve as your body of evidence for successful completion of Literacy
Methods. Each assignment correlates with INTASC Principles to be achieved during the Teacher
Education Program.

Course Goals



Develop understanding of the developmental
foundations of literacy development;



To bridge literacy acquisition theories and practice in diverse contexts;



Understand the groundwork of language/literacy assessments to become skilled at
designing developmentally appropriate language/literacy instructi
ons;



Learn to develop and implement differentiated instructions for different needs of
struggling students;



Recognize the importance of critical and visual literacy and employ literacy strategies
using critical/visual/technology
-
based literacy activities;



Be able to address global, demographic, and technical changes and adapt to the New
Literacies and differentiated instruction needs of all students including diverse
learners;

www.newhorizons.org/strategies/

multicultural/higgins.htm.

www.sandi.net/d
epts/instructional_materials/

10ways.pdf.

http://www.Itscotland.org.uk/literacy/findresource
s/graphicnovels/section/intor.asp

http://comicsin
theclassroom.net/

http://owl.english.purdue.edu/owl/resource/56
0/01/ (for APA style)


Association

E
-
Reserve articles

Electronic articles will be available on
-
line reserve
at

http://uwcatalog.uwyo.edu/search~S1?/phan/phan/
1%2C1%2C2%2CB/frameset&FF=phan+keonghee+tao
&2%2C%2C2
.

Or

Go to the UW Libraries’ homepage
U瑴p://睷w
-
汩b⹵睹o⹥.u/
, clicking the red “Course Reserves”
bu瑴on⁩渠瑨攠m楤d汥lo映fUe⁰慧攬e慮d⁳ a牣r楮g⁢礠
敩瑨敲emy慳琠nam攠⡈慮⤠o爠rUe⁣ou牳攠numb敲

⡅(EL 4309)
.


EDEL 4309: Developing Competent & Democratic Professional


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To become familiar with and understand national and Wyoming State standards and
being to
align standards with instructional purpose; and



Grow to be both a learner/researcher and a reflective practitioner for self
-
development and one who strives for the success of
ALL

students.


Course Assignments (Methods Of Assessment)

This course i
s based on 200 points. These points are earned by completing the following
assignments. You will be provided a rubric for each assignment.


Participatio
n

4
0 Pts.

In
-
class
activities

Quick
Writes

36

Pts.

Mini Lesson
Presentation

20 Pts.

Case Study:

Assessment/

Inte
rvention

54 Pts.

Print
-
based
& Digital
Storytelling

Choice

Assignment
s

20 Pts.

Final Exam

30 Pts.

Class
discussion,
reading
,
writing
, and
viewing
projects

12 In
-
class

Writing

assignments

Individual

Presentation

Sign
-
Up for
dates/topics

Individual
Work

Due:

5
PM

Monday,
November 29

Individual or
pair work

Due: Friday,
December 3


Final exam
date will be
scheduled
during
the
week of

12
-
13~12
-
16


1.

Participation (discussion, reading, viewing, writing, &
collaboration) in
-
class and
following out
-
of
-
class activities (40 pts.)

Active, constructive participation at all class meetings and participation is expected
(Standard 1: Discipline Knowledge; Standard 2: Developmental Theories; Standard 3:
Diverse Learne
rs/Differentiated Instruction; Standard 4: Instructional Strategies;
Standard 5 Democratic Learning; Standard 6: Communication Techniques; Standard
7 Planning; Standard 8: Assessment; Standard 9: Reflective Practitioner).
All written
in
-
class activities (
some are out
-
of
-
class assignments, e.g., Primary or Elementary
Spelling Inventory and IRI with your case study focus student) will be collected and
graded. Each of the following in
-
class projects is assigned 5
-
10 points.

Individual and Group spelling proje
cts (5 pts.)

Informal Reading Inventory (IRI, 5 pts.)

Chil
dren’s literature selections (5

pts.)

(Literature Circles discussions including a
one
-
page

reflection for each half of the
book)

Anime (Emotion Graph, 5 pts.)

Graphic Novels (Book Club) and Movie (5 pts.):

Answer questions after reading the novel and viewing movies

Poetry Party (5 pts.):
At the end of each activity, students write a reflection

describe
your experiences and opinions after being exposed to this
material and discussion

On
-
line reflections (10 pts.)

EDEL 4309: Developing Competent & Democratic Professional


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2. Quick Writes on

Reading Assignments (36 pts.)

To receive full credit (3 points for each Quick Write): First, provide brief summaries of
the running themes of the articles. In this summary part, ide
ntify and discuss the ideas
that you consider to be main points in the readings for the week. Choose the key
themes/issues that are most important to you that cut across the set of readings for the
week and if applicable previous weeks. Then describe why t
hese particular points,
themes, and issues are important to you for your teaching practice. Please use informal
voice, use your own words.
You will write 12 quick writes in class, one
-
page in length,
and once a week this semester. You can use the texts (bu
t not your notebook) to use as a
reference but not to copy word to word
(Standard 1: Discipline Knowledge; Standard 9:
Reflective Practitioner).



3. Mini
-
Lesson Presentation (20 pts.)


Present a mini
-
lesson or spelling lesson that is an appropriate level
for your focus
student(s) or the grade level you teach in the fall and work with during your internship in
the spring. You can choose one of the options:


1) Spelling, word study, and stage feature lessons;

2) A mini
-
lesson to develop vocabulary/spelling

(word study) and literacy strategies and
follow up activities; or

3) Technology
-
based literacy activities and follow up with activities



If you choose to present spelling lessons, use the required textbook (Bear et al., 2008)
chapters 4
-
8. You can choos
e one chapter and present i) Explain spelling stage features;
ii) Word study or word sorts; and iii) word game and vocabulary extension activity for
that stage. For the spelling lessons, you should
sign up for September 20, 22, 27, and 29
.
The mini
-
lesson presentation dates will be marked in the sign
-
up sheet.


The follow
-
up activity for options #2 and 3 is to develop reading and writing teaching
skills with hands
-
on demonstrations, so your peers can readily implement the strategy in
their
(practicum, internship, or future) classrooms.



Use the lesson plan template (see the back pages of this syllabus) to write up your lessons
and provide an electronic copy for your peers and me via email attachment 24 hours prior
to your presentation. Your

lesson presentation should be well prepared! I strongly
encourage you to engage your peers in your follow
-
up activity with new, innovative
strategies, not the one you devised and used in other literacy courses.


Following your presentation, write a reflection of why you selected the book/materials
and lesson. Provide justifications for your selection/grade level from the text and/or other
professional sources and how you felt your presentation was received. Includ
e your
thoughts on the lesson itself and how you might change and/or adjust it for use with your
students.
*Written Reflection on your Mini
-
lesson Presentation: Reflection paper is due
EDEL 4309: Developing Competent & Democratic Professional


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on the next class meeting after you teach the lessons (1 page, single
-
s
paced). See
rubrics in the back of the syllabus.


Please sign up for one day for about 25
-
30 minutes of class time. You are responsible to
bring relevant texts/materials needed for the lesson. The sign
-
up sheet will be circulated
in class and you need to s
pecify the topic and the grade level in the sign
-
up sheet
.
NOTE:
This lesson should count
for one of the three

lessons required for your case study
assignment.


(Standard 1: Discipline Knowledge; Standard 2: Developmental Theories; Standard 3:
Diverse Lear
ners/Differentiated Instruction; Standard 5 Democratic Learning; Standard 7
Planning; Standard 9: Reflective Practitioner).


4. Case Study: Assessment and Intervention (Total 54 pts.=Paper 44 pts. + Digital
Storytelling 10 pts.)

You will use a variety of t
ools to assess one or more elementary reader(s) to determine
children’s strengths and needs in reading and writing. Some assessment tools will be
introduced in class before you assess the child, interpret the data, and write up your
results. However, you a
re also encouraged to explore and practice the assessment tools
used in your practicum. The Case Study rubric will be handed out separately in class.
(Standard 1: Discipline Knowledge; Standard 2: Developmental Theories; Standard 3:
Diverse Learners/Differ
entiated Instruction; Standard 4: Instructional Strategies;
Standard 5 Democratic Learning; Standard 6 Communication Techniques; Standard 7
Planning; Standard 8 Assessment; Standard 9: Reflective Practitioner; Standard 10
Fostering Relationships).


At you
r practicum cite, you (individually or with one partner) will observe and work with
one or two student(s) that your mentor teacher recommends. Work with this student
several occasions this semester about 30
-
45 minutes each time: The first two meetings,
you

should plan to conduct an informal interview and spelling and reading assessment;
Five
-
to
-
seven other occasions, you should be closely observing and working with the
student during whole or small group instruction times and plan administering on oral and
written assessments; Three to four other times, you should schedule one
-
on
-
one lessons
with your focus student.

To start this project, first ask your mentor teacher at your practicum site to help identify
one student (or two students) with whom you or you
r partners are to work. If you do not
have enough time during your practicum hours, ask your mentor teacher if you can come
to work with the focus student on different days for 30
-
60 minutes.

Then: informal interview your focus student, administer PSI or E
SI (Primary Spelling
Inventory/Elementary Spelling Inventory), oral and written evaluation (use Bader text on
-
reserve), IRI (Informal Reading Inventory), Observe, and Teach lessons:

EDEL 4309: Developing Competent & Democratic Professional


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A) Interview the student and the teacher (and parents/guardians if possibl
e) about the
student’s interests, hobbies, current and past literacy habits and development, & home
life and literacy practices. Interview questions will be available in the Bader Text
on
reserve
. Record what you found about the student’s literacy history and his/her current
development (e.g., the student’s literacy history and developmental level at home and at
school. For oral language

the kinds of talk your focus students use in class or with
p
eers, reading at home, that is, if you can find home information: being read at home,
writing regularly at home, parents frequently model reading/writing behaviors, and Socio
Economic Status of the family);

B) Administer the spelling inventory, IRI (see B
ader text), oral language (Bader, 2009, p.
131) and writing (Bader, p. 135) assessment to find out his/her developmental spelling
stage and literacy level;

If you work with Kinders, first graders, or emergent readers, you should plan on
administering PSI,
phonemic awareness test (Bader, p. 78), letter recognition (p. 82
-
85),
and Pre
-
literacy assessment record (Bader, p. 130). Check Bear et al. texts for Emergent
and Letter Name Stage features and test your student whether s/he can demonstrate
knowledge of t
hose features.

C) Observe him/her closely during whole/small group/individual instruction and work
periods for the entire semester;

D) After identifying the spelling stage (PSI or ESI results) and reading level (IRI results)
of your student, you should pre
pare for thematically integrated three lessons to work with
your focus student. You share one of these lessons with your peers in class for mini
-
lesson presentations as specified above. Each lesson should have the three components
below:

a) Pre
-
reading/w
riting activity: An appropriate pre
-
reading and during
-
reading
vocabulary lesson for this student before you introduce reading/writing activity;

b) During Reading and follow up with writing: Read and write with the student. Read
with the student for 8
-
10
minutes, then, write with him/her for another 15
-
20 minutes,
and

c) Wrap up your study session by conducting a word study and word study games (10
minutes or so).

If time does not allow you to do all Reading/Writing, and Word Study lessons at one
meeting, you should break them into two or three as you see fit.

Finally, you need to write up your report what you learned about this student’s
background information, st
rengths, and needs. You should document:

EDEL 4309: Developing Competent & Democratic Professional


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A) A brief introduction (1 page): Why did you choose this particular student? Describe
your focus student’s literacy, demographic, and home background (e.g., grade, age, male
or female, literacy development level
as you find out yourself and from interviewing the
teacher (and the parent). Find out about whether your focus student is low functioning, or
advanced as shown in the standardized assessments. When talking with your mentor
teacher, inquire about the studen
t’s past and current literacy performances and
experiences at school, home literacy practices, social behaviors, and general family
information including Socio Economic Status (SES).


B) The Main Body (Findings and Analysis: 3 page): Report the findings o
f the focus
student’s academic and social behaviors

How did you identify and diagnose the
student’s strengths, needs, spelling stage, reading level, oral and writing patterns, and
social behaviors? How do you know? When you justify your reasons for determi
ning the
literacy level, student needs and strengths, support your claims and descriptions with
evidence. Evidence may include:

documents/samples of the assessments and
observations such as: 1) identified spelling stage (spelling test results) and reading
level
(with IRI results); 2) oral language and writing patterns discerned after evaluating the
student’s writing samples and other writing tests (e.g., state wide writing tests, Bader
writing evaluation; 3) discussions/interviews with the mentor teacher (o
r with other
professionals or guardians; and 4) observations. Again the important thing about this
finding section is that your report has to be based on assessment data (the students’
current literacy level and social behaviors based on observation, vario
us assessments, and
interviews with the teacher (and/or guardians). Your diagnosis and analysis of the
student’s strengths and needs are NOT to be based on your assumptions.
Throughout this
section, you are strongly encouraged to connect what you learned i
n the field to
theories/research. I look for ways you analyzed the raw data from the field and
interpreted the data using theories and research to narrate your particular student’s
needs and strengths. In this process, please cite the relevant texts/author
s as you see
applicable.


C) Conclusion (2 page): Based on the findings described in B above, what can you
conclude about this student’s literacy development level? Briefly recap this student’s
level and explain why. Then, the rest of the paper should de
vote to the instructional
design and intervention for this student. Solidly based on your data evaluation and
analysis, what instructional modification or differentiation should you recommend for
this student?
Justify why these strategies may work best for

this student, point out why
this is the best enrichment strategies for him or her as you relate your description to the
student’s literacy traits, interactional patterns, and work samples. Whenever applicable,
cite your writing to the reading materials/l
iteracy experts we discussed over the semester.




For this case study project, you are
to write a print
-
based paper and also

create a digital
storytelling version. The print
-
based report is not to exceed 6 pages total, Times New
Roman font, 12 in size, double
-
spaced, and reference the authors’ works as you see
relevant throughout your report. When citing and listing references,

please follow the
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APA 5
th

edition (see the reference list I used in the last pages of this syllabus and also
visit the website
http://owl.english.purdue.edu/owl/resource/560/01/
). When sub
mitting
the report to me, you should attach appendices including: a) three lesson plans. It is
highly recommended that you design a thematically integrated unit (pre
-
, during
-
vocabulary, reading/writing, and word study lessons).
Use the lesson plan templat
e

(see
the back pages of this
syllabus
)
; b) copies of oral and writing evaluation, spelling test,
and IRI results you administered; and c) most relevant student work samples. These
documents serve as evidence for me to gauge how you evaluated the raw data,

analyzed
them, and came to identify your focus student’s developmental academic/literacy levels
and social interactions. Once data evaluation and analysis are completed, you can
diagnose his/her strengths and needs, which in turn inform your instructional

decisions
including modification, differentiation, and enrichment lessons for your focus student.


You are required to create your case study digitally, you may use You Tube, IPod,
or other digital means to produce and publish your work about your focus
student.
For this technology
-
based literacy activity
, we will have a guest speaker, Dr. Christi
Boggs
,

the University of Wyoming Instructional Designer, on Monday, November 1
. On
this day, we will meet in the computer lab in the Administration Bldg. room #
5 at 8:45 to
prepare for our technology
-
based literacy event. For this project, you are encouraged to
bring: 1) your own laptop

it is ok if you do not have your own; you can use a PC in the
computer lab; 2) your rough draft of the case study student so far
; 3) story boards based
on your writing of your focus student; and 4)
scanned

pictures, videos, music, or other
electronic graphics or sounds

you want to incorporate in your digital storytelling.


Due date for the case study project is
5 PM
Monday, November 11
-
29 to me in
person
and

on eCompanion

Case Study Drop Box
.
You can share your digital
storytelling of your focus student with the rest of the class for about 20 minutes on
12
-
06 or 12
-
08.



5. Choice of Assignments (20 pts.): Choose one

of the following options.
This assignment can
be presented and prepared as individual or pair work.

(Standard 1: Discipline Knowledge; Standard 2: Developmental Theories; Standard 5
Democratic Learning; Standard 6 Communication Techniques; Standard 9: Ref
lective
Practitioner).


A) Professional Development:
The following activities will combine to earn up to or
beyond points for professional development:

Membership in the International Reading Association (IRA)
reading.org
, the National
Council of Teachers of English (NCTE)
ncte.org
, American Educational Research
Association (AERA)
aera.net
, and National Reading Conference/Literacy Research
Association (NRC/LRA)
nrconline.org


Attendance (attend 6
-
8 sessions) to one of the
above and following professional
conferences covering at least three aspects of literacy sessions

e.g., vocabulary,
spelling/reading/writing, English Learners, Struggling Learners, Gifted/Talented,
EDEL 4309: Developing Competent & Democratic Professional


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Special Education, the link between poverty
-
education, rac
e
-
education,
visual/digital/media literacy, critical literacy, New Literacies, or Technology
-
based
literacy events, etc.:



University of Wyoming Annual Literacy Conference, Sept., Laramie;



Wyoming Early Childhood Association (WECA) Conference;




Professional

development focusing on liter
acy at your practicum s
ite;



Other? (see me for approval)



For course credit, you need to participate in at least 6 sessions and three
community service activities at B/G Club or After School Literacy Programs.
Obtain signatures

from the session speakers and from community service
supervisors when attending conferences and serving after school programs.
Provide a written review of updated research and practice (2
-
3 pages double
-
spaced). In this review, highlight key ideas, knowle
dge, and experience you
gained from conference and community service activities.


B)
Book Talk about Classic Literacy Works


Select one of the recommended texts
(talk to me about the references) and prepare an oral presentation highlighting the key
ideas,
features, and recommendation of the author for effective literacy practices. Provide
a written review (2
-
3 pages, double
-
spaced) to accompany your oral presentation.


C)
Parent Literacy Brochure



In this brochure you develop ways to communicate with
your

parents and create an informative document related to

promoting children’s literacy
skills
.
Research about 5
-
6 recent articles (published after 2005) and synthesize
information about building relationships with parents and illustrating 3 literacy
strategies
for the family members to use with their children at home (2
-
3 pages, double
-
spaced)
.


D) Technology
-
B
ased Literacy Activity

Design two literacy lessons using technology. Teach them in your practicum classroom
and share them
step
-
by
-
step

with yo
ur peers in class. Write a reflection paper. Use the
Lesson Plan Template provided in the back of the syllabus.



The Choice of Assignment is
due on Friday, December 3rd. Present and share your new
learning experience in class about 20
-
25 min. on 11
-
15 an
d 11
-
17

(and 11
-
22 if needed)
.
See
the grading criteria and rubric for this assignment in the back.


6. Final Exam (30 pts.):
In
-
Class open
-
noteboo
k exam
will be scheduled
on one of the days
during finals week 12
-
13~12
-
16
.
Details will be discussed in clas
s.


Grading Standards:

This is a competency
-
based course; your grade is based on assignment of your performance of
specified course outcomes, based on designated criteria, not in comparison to other students.
While content is the most important of the three, organization and mec
hanics are essential in
professional work.


Grading Scale
:

To calculate your grade= Your points/Total points (200) x100

EDEL 4309: Developing Competent & Democratic Professional


|

12


93


100

=

A (exceptional work)

86



92

=

B (very good work)

76


85


=

C (good work)

68


75


=

D (unacceptable w
ork)

below 67

=

F (failing work)

EDEL 4309: Developing Competent & Democratic Professional


|

13


*
TENTATIVE

COURSE CALENDAR


*The instructor reserves the right to change the syllabus as needed for practicum
scheduling purposes or other instructional reasons.
If necessary, these changes will be
announced in
advance
.


Weeks /
Dates

Course Topics/Goals

Reading Assignments (RA)

Acti
vities/

Assignment Due Dates


Week 1:

8
-
30 & 9
-
01

Creating

Expectations & Community of
learners and teachers

What is Literacy?


RA:

Merriam, Caffarella
, &
Baumgartner (2007)

Chapter 11


8
-
30

Introductions, syllabus and course
overview

Read the
course syllabus

Community learning environment and
expectations





9
-
01

Show & Tell: Bring i
n 2
-
3 artifacts
that represent
your cultural identity
and “the teacher, you”


Theory Land: Foundational Theories

Language & Literacy Development




Week 2:

9
-
06 & 9
-
08



Theories of Reading, How did
you learn to read and write?


RA: Wohlwend (2009)

Christi, Enz, & Vukelich

(2010) Chapter 2


Goals:

Articulate theoretical influences in
classroom practice


Become familiar with some “big
ideas” that guide our
teaching
practices


Understand Developmental
Spelling Analysis (DSA)





9
-
06

Labor Day, No Classes



9
-
08

Theory Land continues...

Theory time line and classroom
application

Overview of the Developmental
Nature of Spelling Sages




EDEL 4309: Developing Competent & Democratic Professional


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14


Week 3:

9
-
13 &

9
-
15


RA: Bear Ch. 1
-

2
“Developmental Word
Knowledge”, “Getting Started”
a湤⁁灰n湤楸⁁Ⱐ灰⸠㈶㐠


㈷O



t楬汩a浳⁥琠m氮
㈰〹l


Goals:

Become familiar with DSA,
assessment &

diagnosis



Develop understanding of
Emergent Stage Learners:
Concepts of Print,
Phonemic
Awareness


9
-
13


Bear et al. text ch. 1



9
-
15

Bear et al. ch. 2 & Williams et al.


Spelling Stage Features

& related word sorts

Administering Spelling Inventories

Primary Spelling Inventory (PSI)

Elementary Spelling Inventory (ESI)

Upper Spellin
g Inventory (USI)

Scoring, Identifying spelling stage


-
Review Lesson Plan

Template and
Rubric



Week 4:

9
-
20 & 9
-
22







Wyoming

Book Festival


*School visit

-
Talk with
your mentor
teacher about
the case study
project


& set the
date for
administering

PSI or ESI


RA: Bear et al. Chapters 3, 4, 5

& Appendix D, pp. 320
-

331


Goals:

Practice administering a spelling
assessment tool at your practicum
sites


Understand Emergent &
Alphabetic Letter Name Stage
Learner features


Review of Phonics, Word
Study,

Within Word Patterns
spellers (i.e., Transitional
Readers) and Spelling
Development



Understand and articulate the
interwoven nature of assessment
and instruction



9
-
20: Bear ch. 3
-
4

Circle Seat Center

Design Developmentally appropriate
Spelling/Reading

lessons


Mini
-
lesson Presentation:

Spelling 1

Emergent Stage Features

Appropriate spelling, reading, &
vocabulary lessons for this stage


9
-
22: Bear Text Ch. 5

Spelling Group Work

Spelling
-
Reading Connection


Mini
-
lesson Presentation:

Spelling 2

Alphabetic Letter Name
s
tage feature
spelling, reading, vocabulary lessons
for this stage




Week 5

9
-
27 & 9
-
29


RA: Bear et al. Chapters 6,

7,
8, & Templeton (1983)


9
-
27

Bear
Ch. 6 & 7


EDEL 4309: Developing Competent & Democratic Professional


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15


* School
Visits: TBA



School
Visits:
Practice
giving PSI
or ESI
spelling test

and bring
results on
Wed., 10
-
06


Goals
:

Develop a thorough understanding
of the spelling stages



Understand the connections
between oral and written language


Devise a word study plans for
transitional & advanced stages



Mini
-
lesson
Presentation:

Spelling 3

& 4


Within Word Pattern (WWP) &
Syllable Affix Stage Features

Appropriate spelling & vocabulary
lessons for these stage



9
-
29

Ch. 8 Derivational Relations &
Templeton article

Complete Spelling Group Work


Mini
-
lesson Presentation
: Spelling 5


Derivational Relations Features

Appropriate spelling & vocabulary
lessons for this stage



Week 6:

10
-
4 & 10
-
06


NCSD Guest
Speaker

Literacy
Coordinator



Practice IRI
Running
Records,

& Spelling
test



RA:

Avalos et al. (2007),

Bader Text
(TBA)

Guastello et al. (2005)

Tompkins Ch. 8 “Facilitating
Students’ Comprehension:
oea摥爠cac瑯牳

Tompkins Ch. 9, “Facilitating
Students’ Comprehension: Text
Factors”

Hand out Gill’s Comprehension
䵡瑲楸




䝯d汳l


䅳獥獳⁲sa摩dg敶e汳⁵l楮i
fn景f浡氠剥m摩dg f湶e湴潲y
EfofF


䑥癥汯瀠
畮摥牳瑡湤楮n映瑨f
c潭灲o桥湳楯n⁰牯ce獳


Provide “Guided Reading” :
pca晦潬摩ng⁳瑲 瑥g楥猠C
摩晦e牥湴nate搠楮獴牵r瑩潮⁴漠

-
㐠䝵4獴⁓灥a步爿

呯浰歩湳⁃栮‸

Ba摥爠瑥x琺
fof⁤ 浯湳瑲a瑩潮

o畮湩湧⁒ec潲摳

m牡c瑩ce fof a湤⁒畮湩湧⁒ec潲o

-
PPT: Reading Theories


-
Practice IRI with your
practicum
student & bring in IRI and spelling
test

results

on Wed., 10
-
06


10
-
6

Tompkins Ch. 9


Avalos et al (2007): Guided vs.
Gu
astello et al. (2005)

Modified Guided Reading


Small group/pair discussion with IRI
& spelling test results

Guastello et al. article

Bring NSCD and Wyoming State
Standards to class


-
Review Choice of Assignments &
Rubric

and Lesson Plan Format
s

EDEL 4309: Developing Competent & Democratic Professional


|

16


support reading development


Teach With Standards and
Lesson Design


Bring NSCD and
Wyoming
State Standards to class

B物rg
瑨攠tra摥敶e氠y潵⁡re
楮ie牥獴敤⁩渠景s y潵爠o牡c瑩c畭u
a湤⁩湴e牮獨楰


If there is conflict about
scheduling & practicum
placements, we will swap Week 6
with Week 7 activities


* 10
-
4 or

10
-
6:


Mini
-
Lesson Presenta
t
ions

A


____________________________


Week 7:

10
-
11& 10
-
13



School Visit:
Practice IRI
or Running
Records



RA: Children’s Literature S

⡓Ee⁴桥楳琠t渠瑨攠扡c欩

i楴era瑵牥⁃楲iles

䝯d汳l

Evaluate an assortment of
programs

for literacy instruction


Explore uses of literature in the
classroom


Understand how to organize and
utilize various strategies


Appreciate the importance of
literature for developing life
-
long
readers


Become familiar and conscious
of critical literacy themes in
children’s literature




-



Children’s literature selections (10 pts.

total
)

(Literature Circles discussions
including a one page reflection for
each half of the book)


10
-
13

Children’
s literature selections

(Literature Circles discussions
including a one page reflection for
each half of the book)




*Disposition self and peer
evaluation
s





Week 8:

10
-
18 &

10
-
20


10
-
16~18 (?)

WECA
Conference,
Casper
College


RA: Read various poetry in
class

Writing poetry and creating our
own “texts”

Hassett & Curwood (2010)

Vocabulary

Baumann et al.

(2003
)

Beck et
al. (2007)

Coxhead (2000)



10
-
18

Integration of literacy and other
content areas in lesson design &
implementation (Hand
-
out)

Poetry Party

Emotion Graph


10
-
20


Poetry Party (cont.)

Emotion Graph with Short Children’s
EDEL 4309: Developing Competent & Democratic Professional


|

17


Continue
gather
ing

data and
start
drafting and
bring your
raw data &
your draft
to class for
your case
study on

10
-
27


Goals:

Use what you know about students
understand individual needs and
motivation


Explore Literature (poetry and
other modes) and technology to
motivate all learners


Integrate

Literacy Instruction

Understand the different gen
res,
approaches, and the importance of
vocabulary
for “reading to learn”
across the curriculum



Apply ideas for integrating
instruction

in lesson design and
implementation


Interpret data from field to derive
understanding of student needs for
instruction


books

Bring one of your favorite multimodal
and/or
technology
-
based literacy tools.

Share with class.


At the end of each activity, students
write a reflection

describe your
experiences and opinions after being
exposed to this material and
discussion


*10
-
22: The Special Needs
Accommodations/Modifications

Seminar
for Pre
-
Residency/Residency

Students

At
the Outreach Building


9 AM to Noon



Mini
-
Lesson Presenta
t
ions

B


____________________________



Week 9:

10
-
25 &

10
-
27



10
-
25 Gathering Case Study
Data Day

No Classes




RA: Jig Saw Reading

Kelley et
al. (2010)

Lane et al. (2010)

Storyboard (TBA)


Understanding Comprehension
Instruction

Goals:

Understand different levels and
processes of comprehension
including the crucial importance of
vocabulary


Use assessment & observation
tools for comprehension


Become familiar with writer’s
workshop components and the
writing process

Be at your practicum sites as much
as possible on Monday and Tuesday

gather data for Case Study as needed

(Observation, Design lessons for the
focus student, Teach lessons

瑡汫⼠
牥a搯睲楴支摯⁷o牤⁳瑵ry⁷楴栠 桥
獴畤敮琩



-



C桲楳瑩e⁥琠慬⸠t栮‸

䭥汬
ey⁥琠慬⸠t㈰㄰F

iane⁥琠慬⸠⠲〱EF

呂A

-
Discuss Storyboards

-
Drafting
the
case st
udy write
-
up
process based on

the raw data
gathered


-
Review Choice of Assignments &
Rubric, check progress, and sign up
for presentation


-
Review Case Study Rubric

EDEL 4309: Developing Competent & Democratic Professional


|

18



Linking Assessment to Instruction:
Review of Case Study Data so far,
analyze, interpret the case study
student’s literacy strengths and
improvement needs areas



Bring Ca
se Study Raw Data

Bring your laptop if needed: Discuss
with your partner analyzing and
diagnosing the strengths and needs of
Linking Assessment to Instruction:
Review of Case Study Data so far
--

Work individually or with peers to
understand your case study student’s
湥e摳⁡湤⁳n牥ng瑨献t



Week 10:

11
-
01 &

11
-
03


11
-
01

Bring your
case study
draft, story
boards,
electronic or
scanned
pictures
,
graphics,
music,
and
your lap top
(if you wish
to use

your
own
computer)




RA:

Sylvester et al. (2010)

Bass et al. (2008)
Comprehension Windows
Strategy

Chall (
1983;
2003)

Duke (2003)


Comprehension and Different
Kinds of Texts

Writer’s workshop: Digital
p瑯ty瑥汬t湧


Goals:

Designing lessons and
activities to
promote & monitor comprehension
development


Become familiar with Digital
Natives by incorporating writer’s
workshop components and the
writing process

digitally


Linking Assessment to
Instruction: Review of Case
Study Data
--

Interpret data f
rom field to derive
understanding of student needs for
instruction



11
-
01

Sylveste
r et al. (2010)

Literacy & Technology

(Guest Tech. Specialist, Dr. Christi
Boggs)

Meet at the computer lab:
Administration bldg. Rm. #5


11
-
03

Bass et al (2008), Chall’s (
ㄹ㠳…
2003), & Duke’s (2003) articles


Ctp㨠C潭灲o桥湳楯n⁗楮摯睳i
p瑲t瑥ty


-
Review Case Study Rubric


Mini
-
Lesson Presenta
t
ions

C


__________________________


____________________________



Week 11:

11
-
8 &

11
-
10



Working with Struggling

Readers &

English Learners

RA:

Carlo et al. (2004)

Han (2010a)

Han & Scull (2010)

11
-
08


Strate
gies that work for ELs and
struggling

learners

Book Club format


EDEL 4309: Developing Competent & Democratic Professional


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19


Christian & Bloome (2004)

Rist (1970/2000)

Yoon (2008)


Goals:

Book Club strategy around
critical themes:


Understand Other’s world
癩敷s


Use media literacy and
multimodal text to
incorporate
literacy instruction and enhance
student interest


Understand the impact of
teacher’s pedagogy,
扥汩e晳⽥x灥c瑡瑩潮tⰠ,湤n
楮ie牡c瑩潮猠潮⁳o畤u湴ea牮楮r




-
㄰N
m牡ct
i
ce B潯欠o汵l⁳瑲 瑥gy
畳楮u

a牴楣le猠


p瑲t瑥t楥猠景f⁤楶敲se敡牮r牳




Mini
-
Lesson Presenta
t
ions

D

& E

__________________________
____________________________






Week 12:

11
-

15 &

11
-
17





RA:

Berne et al. (2008)

Han (2010b)

Han & Scull
(2010)

Hart & Risley
(1995)
Ch. 6 & 7

Heath (1982)

Jacobs (2007)

Lewison et al. (2002)

Morgan & York (2010)

Critical Media Article (TBA)


Revisit writer’s workshop
摲d晴楮gⰠ灥e爠r潮oe牥nci湧Ⱐ
牥癩獩湧ⰠC⁥摩d楮g

ca浩ly i楴e牡cy

C物瑩捡氠i楴eracy

C物瑩捡氠䵥摩l i楴e牡cy


Goals:

Be familiar with the writing
process with your own writing


Use media literacy and
multimodal text to incorporate
diverse literacy instructional
11
-
15

Family Literacy

B
erne et al. (2008)
:
Literature
Discussion Groups

Han & Scull (2010
)

Hart & Risley

(1995)

Heath




11
-
17

Viewing anime and engage in
Viewing Club activity

Critical Media Topics

Lewison et al. (2002)

Han (2010 b
)

Jacobs (2007)

Article (TBA)



Cho
ic
e
Assignment

Presentations

11
-
15 &
11
-
17

(also

on 11
-
22?)


_______________________________
EDEL 4309: Developing Competent & Democratic Professional


|

20


practices and enhance student
interest & motivation


_______________________________




Week 13:

11
-
22 &

11
-
24

THANKSGIVING BREAK

NO CLASSES

on 11
-
24


11
-
22

Writing Day

Work on Case Study Final Write
-
Up
Digital and
print
-
based versions


Bring your laptop and other materials
to write in class


Choice Assignments presentation?


Case Study Due: 5 PM on 11
-
29 in
pers
on to my office and/or via
eCompanion


Week 14:

11
-
29 &

12
-
01



12/1~5

NRC/Litera
cy Research
Association

Fort Worth,
Texas


RA: Yang (2008)

Persepolis Vol. 1

ABC

American Born Chinese

Indian by Choice

by Amit
Dasgupta

Seedfolks

by Paul Fleischman

The Circuit

by Francisco
Jiménez

Mous Vol. I or II

by Art
Spiegleman


Visual literacy

Critical Media Literacy


Goals:


Use media literacy and
multimodal text to incorporate
literacy instruction and enhance
student interest & motivation


Understand Other’s world
癩敷s


11
-
29
through 12
-
03

On
-
Line Peer
Discussion

First read and view multimodal
materials. Then, l
og o
n to Online
UW

and
post your reflections
responding to

prompts provided in
the discussion board:

1)

Read
two of the
Graphic Novels
listed on the left co
lumn and watch
two

movie
s
, Crash,
Save the Last
Dance, or Snow Falling on Cedars,
etc.;

(see

other movie
s listed in the
references in the last pgs. of the
syllabus
)

2)
Then answe
r some questions posted
on

eCompanion
; and

3)
Finally, engage in
on
-
line
discussions and

inte
ract with your
peers anytime during the week

of

Monday, 11
-
29
through Friday,
and
12
-
03
.



Week 15:

12
-
6 & 12
-
8





12
-
6

& 12
-
8
:

Digital Case Study Sharing (
15
-
20

min.

presentation
)

and other
presentations

if needed

EDEL 4309: Developing Competent & Democratic Professional


|

21





* 12
-
02 NCSD Mentor Workshop

Pre
-
residency/Residency students,
please report to Central Services from
1:00
-
3:30 for
orientation, compliancy,
etc. Pre
-
resident/Residents, Mentors,
and Supervising Faculty will be
involved 4
-
6:30 PM


Week 16:

Finals Week

12
-
13~12
-
16


Finals

open notebook

in
-
class
examination
:
The specific date and
time will be scheduled by the Casper
Coll
ege


EDEL 4309: Developing Competent & Democratic Professional


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22


Criteria for Grading:

Each major course assignment is graded according to the standards
identified in the rubrics below. The case study rubric will be distributed separately in class.
When not specified, the following rubric will be used as a
general guide for grading journals,
presentations, reflections, and in and some out
-
of class assignments

5 (or 3 for Quick Writes
)


All points covered on the assignment. The learner has a strong understanding of the information, reflects
upon their own l
earning and can apply it to their teaching as shown by the work produced. The work is
professionally completed.

3


All points are covered on the assignment. The learner has an understanding of the
information and offers some reflection and application t
o their teaching as shown by the work
produced. The work is professionally completed.

2

-

Some points are missing in the assignment. The learner has an understanding of the
information but little or no reflection or application to their teaching as shown

by the work
produced. Presentation/submission of the paper does may not be professional.

0


The assignment is incomplete, missing, or cannot be accepted as turned in. Participant does
not address the points of the assignment.


EDEL 4309: Developing Competent & Democratic Professional


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23


Lesson Plan Template


Your Name:

Grade Level of your students:

School Site:





Topic of Lesson (i.e. Reading Comprehension, Narrative/Expository/Persuasive
Writing, etc…):




Purpose of Lesson and Standards Addressed:




Materials Needed:




Introduction to Lesson
-

How will you set
the stage for the learner?:




Body of Lesson:




Closure Activity
-
How will you wrap up the lesson and review your purpose
with students?:




Assessment
-

How will you measure what was learned? How will you know
what may need re
-
teaching?:




Correctives
-

How will

you plan for students who are struggling with content
during the lesson and/or need re
-
teaching following the lesson?:




Enrichments
-

How will you extend the lesson for students who quickly grasp
the content?:


EDEL 4309: Developing Competent & Democratic Professional


|

24


Scoring Rubric for Lesson Plans for
Mini
-
Les
sons & Presentation
s


Lessons

15
points

-
Topic of lesson appropriate for
grade level and needs of students

-
All elements of lesson plan
included and detailed

-
Lesson plan could be shared with
other teachers as an example
and/or is ready for submission to a

teaching site


Presenta
-
tion


5 pts.

Oral presentation, relevant
materials, and procedures were
powerfully demonstrated with
appropriate use of technology or
other audiovisual aids.

The hands
-
on demonstration
enhanced powerful learning and
active peer participation.

13

points

-
Topic of lesson appropriate for
grade level and needs of students

-
Missing one element and/or
lacking details in one area

3 pts.

Oral presentation with relev
ant
technology was satisfactorily
presented.


Engaged classmates in one
meaningful

hands
-
on
activity
, but
missing thorough, clear, and
detailed
step
-
by
-
step

procedures
and/or content.

1
1

points

-
Topic of lesson may not be
appropriate for grade level and
needs of students and may need
further examination

-
Missing more than one element
and/or lacking details in more than
one area

2 pts.

Exclusive oral presentation and
m
ostly
t
eacher
-
centered
rather
than
using
hands
-
on and
small
group work format to c
over co
ntent
.

9
points

-
Topic of lesson not appropriate

-
Missing elements and lacking
details in several areas


















EDEL 4309: Developing Competent & Democratic Professional


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25


Choice of Assignments Scoring Rubric




Presentation

(5 pts.)


Exceptional

(
13

pts.)


Acceptable

(
11

pts.)


Incomplete

(9

pts.)

Conventions

(2 pts
.)

O
utstanding!

O
ral presentation,
was clearly and
effectively delivered.


The information

enhanced one or two
meaningful literacy
research
and
/or
practice to the teacher
candidates’
toolboxes

and learning
repertoire.

5 pts.

Content
C
oherence

There is

clear
evidence of the
background
knowledge.

Concisely executed
key points
,
summary,

and the
author’s thoughts

the structure and
logic hang together
coherently.


New information is
related and cross
-
referenced to the
readings covered in
class.



Content
C
oherence

There is
developing
understanding of
the

information.
Key points and
summary are well
documented.


There are some
explanation
s and
attempt to relate
new information
to the writer’s
current
understanding
based on course
readings, but does
not show a
coherent
focus/logic
throughout.

Content
C
oherence

There is little

understanding
of the new
information of
literacy
research and
pr
actice
.


Thoughts fade
in and out.

Followed the
APA 5
th
,
checked
conventions,
spelling
,

and
grammar

2 pts
.

Satisfactory!

Engaged classmates
in a few meaningful

literacy strategy
and/or research, but
missed thorough,
clear, and detailed
content delivery.

3

pts.

Implications
for
practice are related
to both personal
inquiry and
reflections on
teaching in general.

Implications

f
or
practice are
satisfactorily
suggested and
recommended.

Implications

Little or no
implications for
practice listed.

Occasional
conventions,
grammar, and
spelling errors.


I pts.

Oral presentation was
not prepared well and
the content was very
general.


1.5 pts.

Relationships
between the
readings and
personal reflections
are related directly
and specifically
back to the writer’s
own development.

The paper relies
only on personal
reflection with
little evidence for
a search for
implications.

There is no
search for
implications for
practice or
personal
development as
a future
teacher.

Lengthy and
Over the page
limit and

in
accurate

c
onventions

0

pt.


EDEL 4309: Developing Competent & Democratic Professional


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26


References of Recommended Titles

for Class Literacy Events:


Children’s literature selections

(Emotion Gtaph
)
:

Richard Wright and the Library Card

by William Miller

When Marian Sang

by Pam Muñoz Ryan

Wilma Unlimited: How Wilma Rudolph
Became the World’s Fastest Woman

by Kathleen
Krull

Coolies

by Yin

Harvesting Hope
(Cesar Chavez)

Smokey Nights

by Eve Bunting

The Story of Ruby Bridges

by Robert Coles


Graphic Novels (comics) & Picture Books (Response Journals):

Persepolis Vol. 1

ABC

American Born Chinese

Indian by Choice

by Amit Dasgupta

Mous Vol. I or II

by Art Spiegleman


Esperanza Rising, Pam Muñoz Ryan (Literature Circle)

Scorpion by Walter Dean Meyers

The Circuit

by Francisco Jiménez

Seedfolks

by Paul Fleischman


Movies (eith
er online response or questions to answer)


Crash

Save the Last Dance

Something New

Grand Torino

Snow Falling on Cedars

In White Man’s Image


Poetry

Haiku in the News

Musical Chair (Read around the room)

Scrambled Egg poetry

Intro to new books of poetry

Poetry Performance


The Dream on Blanca’s Wall

Cool Salsa

My Chinatown

Suitcase of Seaweed

Poetry for Young People: Langston Hughes




EDEL 4309: Developing Competent & Democratic Professional


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27




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31


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