EDCI_362C - College of Education - Purdue University

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Purdue University

Curriculum and Instruction



Block III

EDCI

362

C: Literacy

in

the

Elementary

School

I

Fall 2007




Instructor
:






Office

Hours
:


Dr. Ruby Sanny

BRNG
4170

49
4
-
6056

rsanny
@purdue.edu


To be announced

Instructor
:






Office

Hou
rs
:


Wei
-
Chun Liu

BRNG
41
69

49
6
-
3028

liu90@purdue.edu


To be announced



School
:



Prairie

Crossing

Elementary

School


2758 S.

400 E.

Oxford, IN 47971

Jae Ann Brier
, Principal

School phone:
765
-
884
-
3000

<http://otterbein.benton.k12.in.us/prairiecro
ssing/>



Meeting Time
:

Mondays and Wednesdays from 8:00 a.m. to 11:30 a.m.


Meeting Place
:

PFEN 103
on
August 20 and August 22
,

BRNG B206

on October
24

and
Prairie Crossing
Elementary School the remainder of the semester.



Required Reading

and Materials


Bear
,

D
.
R.
,
Invernizzi
,

M
.,
Templeton
,

S
.,
&
Johnston
,

F
.
(
200
8
).

Words
t
heir
w
ay: Word

s
tudy
for
p
honics,
v
ocabulary, and
s
pelling
i
nstruction

(
4th

ed.). Upper Saddle River, NJ:

Merrill/Prentice Hall.


Cunningham, P. M., & Allington, R. L. (
2007
).

Classrooms that work: They can all r
ead

and

w
rite

(
4th

ed
.
)
.
Boston
:
Allyn and Bacon
.


Derewianka, B. (1990).
Exploring how texts work
. Newtown NSW, Australia: Primary English
Teaching Association.


Dorn, L. J., French, C., & Jones, T. (1998
).
Appr
enticeship in
l
iteracy
:
Transitions
a
cross

r
eading and
w
riting
.
Portland
, ME
:
Stenhouse
.


Hackney, C. S. (1996).
Handwriting course
. Columbus, OH: Zaner
-
Bloser.


Leu, D. J.
, Jr.,
Kinzer, C. K., Wilson, R. M., & Hall, M. (
2006
)
.

Phonics, phonemic awar
eness,
and word analysis for teachers: An interactive tutorial

(8th ed.). Upper Saddle River, NJ:
Merrill/Prentice Hall.


2

Norton, T., & Land, B. L. J. (2008
).
50
l
iteracy
s
trategies for
b
eginning
t
eachers, 1
-
8

(
2
nd

ed.).
Upper Saddle River, NJ: Merrill
/Prentice Hall.

(Highly recommended, but optional.)


The

course Reading Packet
[RP] should be purchased at Copymat in the Chauncey Hill Mall.


D
escriptions of the course assignments

are
available
on
WebCT
Vista.


If you do not have one, a

software license

to use Task
S
trea
m for storage and assessment
of

portfolio assign
ments should

be purchased at the BoilerCopyMaker l
ocated in Room 157
of

the

Purdue Memorial Union.


See the
College
of Education website for important information regarding your
Teacher

Educa
tion program: <
http://www.education.purdue.edu
/
>.


Also see the following website for state standards (including Indiana):
<http://edstandards.org/standards.html>.



Course Description


In this course, students will study how children

s oral language dev
elops, how they learn to
read

and write, and the teacher

s role in this process. Using a balanced approach to literacy
instruction, students will learn how to appropriately select materials; employ strategies to meet
the cognitive and affective literacy n
eeds of all children; and create, integrate, and use data
from

various forms of assessment to inform teaching and learning processes. EDCI 362 includes
a field
-
based experiential component in elementary school classrooms.



Rationale for Course


To succes
sfully meet the needs of today

s learners, prospective teachers need to develop:
(1)

a

sound background in theory and research about children

s language and literacy

development and learning; (2) theoretical knowledge and practical techniques for developi
ng
sound practices of literacy and language instruction and assess
ment in classroom contexts;
and

(3) information about how literacy learning, teaching, and as
sessment can be effectively
and

systematically integrated

and diversified to meet individual or g
roup needs.

Specifically,
students will study sociocultural and cognitive aspects of

literacy learning; conditions of learning
that promote engagement; the development of literacy

from emergent to upper elementary
conventional levels; the design of readin
g and writing lessons within research
-
based literacy
frameworks; various types of texts, literacy
-
related technologies, and their use in the classroom;
the design of developmentally and culturally appropriate instruction; and the continuous
assessment of s
tudents


learning and use of this information to inform future teaching and
learning activities. These concepts are critical to effective litera
cy learning and pedagogy.
EDCI

362 has been designed according to a spiraling and experiential model of learni
ng.

Fundamental issues and concepts will be introduced and revisited in different contexts and at
different levels of difficulty over the course of the semester. Revisiting concepts through a
spiraling approach, coupled with an experiential model that su
pports opportunities for feedback,
reflection, skills, and scaffolding is a research
-
based, systematic teaching method that helps
students consolidate knowledge, skills, and strategies more effectively.


3

Interstate New Teacher Assessment and Support Consor
tium (INTASC)

Principles Addressed


The following table indicates the specific INTASC Principles addressed in EDCI 362.


INTASC Principle

How the Principle Is Addressed

1.

The teacher understands the central
concepts, tools of inquiry, and structures
of t
he discipline(s) he or she teaches and
can create learning experiences that make
these aspects of subject matter meaningful
for students.

Preservice teachers are introduced to the
philosophy and research undergirding basic
concepts, tools of inquiry, and s
tructures of

language/literacy development and the social
studies. Stud
ents then use this knowledge

to

construct
(a)
a
n Integrated Literature Unit
,
which includes lessons and

activities designed
to develop strategic readers and writers
;

(b)

two Emergent L
iteracy Lesson Plans
; and
(c)

a

Lesson Plans Analysis
.

2.

The teacher understands how children
learn and develop, and can provide
learning opportunities that support
their

intellectual, social, and personal
development.

Preservice teachers learn about chi
ldren


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4

4.

The teacher understands and uses a variety
o
f instructional strategies to encourage
students


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摥癥汯灭e湴慬敶n汳l



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also
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5

8.

The teacher understands and uses formal
and informal assessment strategies
to

evaluate
and ensure the continuous
intellectual, social, and physical
development of the learner.

Preservice teachers learn about and evaluate
various formal and informal assessment
strategies designed to determine students


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-
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Purdue University Teacher Education Council Form D
-
1 Dispositions to Be Assessed


Students will be assessed on the follow
ing dispositions:

1.

Is sensitive to community and cultural norms, and engages in and supports appropriate
professional practices for self and colleagues. (
INTASC Principles:
3
,
9)

2.

Demonstrates

a willingness to work with other professionals to improve

the overall learning
environment for students. (
INTASC Principles:
7
,
9
,
10)

3.

Takes responsibility for establishing a positive classroom climate and recognizes the
importance of peer relationships in establishing a climate of learning. (
INTASC Princi
ples:
3
,
5)

4.

Respects students as individuals and respects students


privacy and confidentiality of

information. (
INTASC Principles:
3
,
10)

5.

Treats all students fairly and equitably, valuing individual differences and experiences.

(
INTASC Principle
s:
2
,
3
,
5
,
6
,

8
,

9)

6.

Demonstrates an awareness of all aspects of a child

s well
-
being (cognitive, emotional,

social, and physical). (
INTASC Principles:
3
,
6
,
10)


6

7.

Shows commitment to adapting instruction to students


responses, ideas, and needs in

order
to facilitate the development of students


critical thinking, independent problem solving, and
performance capabilities. (
INTASC Principles:
1
,
4
,
5
,
9)

8.

Demonstrates flexibility and is open to adjustment and revision based on needs and
changing

circumstances. (
INTASC Principles:
1
,
4
,
7)

9.

Exhibits

behaviors that show a commitment to planning, reflection, assessment, and learning
as on
-
going processes. (
INTASC Principles:
1
,
5
,
7
,
8
,
9)

10.

Demonstrates thoughtful, effective verbal and nonv
erbal communication and responsive

listening.

(
INTASC Principle:
6)

11.

Demonstrates enthusiasm for the discipline(s) taught, keeps abreast of new ideas and

developments in the field, and sees connections to everyday life. (
INTASC Principle:
1)



Learn
ing Goals


As a result of active participation in EDCI 362, students will be able to do the following:

1.

Understand current models and theories of language and literacy development, learning,

assessment, and responsive teaching. Identify and analyze curr
ent (and often controversial)
issues in literacy development, learning, assessment, and instruction. (INTASC Principles:
1, 2, 3, 9)

2.

Identify patterns of language, and reading and writing development among elementary school
children. (INTASC Principl
es: 2, 3, 6)

3.

Understand and evaluate a continuum of approaches to teaching language development,

reading, and writing; this continuum is anchored by explicit skills and strategies
-
based and
whole language instruction. Students will work toward an inte
grated, balanced approach to
literacy learning and teaching that includes explicit minilessons, literature
-
based instruction,
reading/writing workshops, and concomitant strategies. (INTASC Principles: 1, 2, 4, 7, 9)

4.

Understand the specific skills and
strategies involved in the development of students


language, reading and writing abilities for different purposes, goals, and audiences, and the
role of motivation and interest in students


learning. (INTASC Principles: 3, 4, 5, 6)

5.

Critically examine

and evaluate literacy curricula, technologies, programs, and practices that
are employed in public schools. (INTASC Principle: 9)

6.

Develop, teach, and reflect upon lesson plans and a literature focus unit that integrate reading
and language arts instr
uction with instruction in other subject areas; these lessons infuse
appropriate technologies and are based on sound reasoning, current research, and best

practice. (INTASC Principles: 1, 2, 3, 4, 5, 6, 7, 8, 9)

7.

Understand and implement formal and inf
ormal assessment tools (e.g., analysis of reading
and writing samples) and how the results of these tools influence instructional decisions;
critique selected informal assessment tools (e.g., portfolios) to determine the potential

strengths and possible we
aknesses of these tools in documenting students


literacy learning.
(INTASC Principles: 1, 2, 7, 8)

8.

Develop a dynamic program of assessment and instruction in a classroom setting that meets
the needs of students from diverse cultural backgrounds and w
ith different sets of strengths
and weaknesses. (
INTASC

Principles: 5, 7, 8, 9)


7

The following model
*

grounds the learning goals of the course.



Requirements and Assignments


1.

Theory Into Practice or the TIP

(
total 3
7
0 points
). The TIP
is the applic
ation component
of

EDCI 362; some assignments and activities in the TIP
are shared between EDCI 362
and

EDCI 361. In the EDCI 362 TIP,
teams of two to three
Purdue teachers will
work in

one

classroom for approximately 14 weeks
. Purdue teachers will work
in classrooms each

day the university class meets at the school site for 45
-
60 minutes, helping individual children
or small groups of students as they engage in literacy events and learn skills and strategies.
The Mentor Teacher will
assess

each Purdue t
eacher on his or her daily teaching practices

(worth 100 points). Each Purdue teacher will keep a weekly
T
IP

Reflection Journal

that will

be turned in at midsemester and
again
at the end of the semester
and be
worth 50 points each
time (15 points for the
Reflection Journal, 25 points for the Summary Paper, and 10 points

for

the S
ummary
L
ist
)

or 100 total points. In
addition, students may be spontaneo
usly asked
by the instructor to share their TIP Reflection Journals orally for discussion and critique.
Pu
rdue teachers will develop and teach two
Lesson Plans

during the classroom practicum.
One lesson will focus on literacy; the other will integrate social studies and literacy.
A

student may earn up to 85
points

for each Lesson Plan Packet (45
points for
e
ach

Lesson
Plan, 20 points for
each

Reflection Paper, and
2
0 points for
each
Mentor Teacher evaluation
)

or
a total of 170 points
. [For more detailed information on each

task,

see Vista, TIP.]




*
From: Cairney, T. H. (1995).
Pathways to literacy.

London: Cassell.


8

2.

Attendance, Participation, Class Presentations, Response to

Reading
s, and Miscellaneous
Instructor Assignments or Observations

(
100 points
);
Quizzes

(
up to

40 points
); and
Six

Genre Assignments

(
10 points each or 60 total points
). The success of this course
depends in large part on the amount of sharing, dialogue
, and debate that goes on among
all

of

us. Part of any educational experience, and particularly one aimed at professional
socialization, involves building a community of active, engaged, reflective participants.

To

this end, all of you are asked to becom
e full members of our classroom community from
the beginning. This means that you will come to each class having
completed all assigned
readings
, that you will be
prepared to engage in classroom discussions and activities
, and
that you will have
prepared
responses/questions about concepts

and issues assigned via
reading guides or that you found difficult to understand or simply wish to discuss further.

Prepared responses and presentations may be required daily or weekly at the discretion of
your instructo
r
.

Quizzes: One or
both

of the following p
repared quizzes may be required at the discretion of
your instructor. The quizzes may be objective, short answer, or essay, again, at

the discretion
of your instructor (
up to

4
0 points).

Genres

................................
................................
.........


20 points


Emerg
ent and Primary Literacy


................................
..


20 points


Six Genre Assignments: Each student is required to read the assigned chapters in
Derewianka’s
Exploring How Texts Work

and then independently create a brief (1 to 1½
page)
original

example of the targeted genre. The

genre’s structural stages and typical
language features should be identified in the example text. Each of the six written genre
examples is worth 10

points for 60 total points. [For more detailed information, see Vista,
Assignments, Week

1.]


3.

Zaner
-
B
loser Handwriting Module

(
20 points
). You will complete all the practice
and

test

pages for both manuscript and cursive writing in the Zaner
-
Bloser handwriting
program

prior

to

coming to class on the due date.
Any student who chooses to complete
a

Zaner
-
Bloser assignment in class (unless permission is granted by the instructor) may lose
up to 10 participation points per instance.
All practice and test pages will be turned in to
your

instructor on the dates listed in
the syllabus and on
Vista. All test p
ages will be sent to
Zaner
-
Bloser for evaluation. Any pages turned in late are the responsibility of the individual
student to mail (at

his or her own expense) to Zaner
-
Bloser.


4
.

Phonics Self
-
Study Module

(
25 points
). Beginning teachers in Indiana and
other states
across the nation are being asked to demonstrate knowledge about word analysis, phonemic
awareness, phonics, and instructional strategies for working with words. To prepare for this
(in part), you will complete an independent self
-
study modul
e (Leu, Kinzer, Wilson, & Hall).
The self
-
study chapters will be turned in at different times throughout the semester. (See the
syllabus schedule for due dates.) Careful, timely, and full completion of all nine assigned
chapters is worth 25 points (3 po
ints each for Chapters 1 to 7,

2 points each for Chapters 8

and 9).

In addition to the self
-
study module, you will also work with another text (Bear, Invernizzi,
Templeton, & Johnston) to learn more about word work. The Bear et al. chapters will be
discu
ssed in class. You should (a) keep a notebook describing each of the developmental
stages in Bear et al., and (b) be familiar with the activities Bear et al. suggest are

developmentally appropriate.


9

Part B of your Final Examination
, administered

during Fi
nals Week
,

will cover the material in
both Leu et al. and Bear et al. and be worth 120 points. [For more detailed information about
the Final Examination and Part B, see #8 in this “Requirements and Assignments” section.]


5
.

Emergent Literacy Project and

Artifact Analysis

(
2
25

points
). Each Purdue student will
conduct a four
-
part Emergent Literacy Project with a kindergarten emergent literacy learner.
The Project is your Artifact for TaskStream. Part 5 is your Artifact Analysis paper.

The

five

parts a
re

described below
:



Part 1,

g
et
-
a
cquainted”
a
ctivity. For 2
-
3 days, you will meet with the kindergartener
assigned to you for approximately 10 minutes. During this time, you will read aloud
to

him/her or do some other brief activity the teacher suggests
.



Part 2, assessment of emergent literacy. You will meet with your assigned child for

approximately 25
-
30 minutes and assess the child’s “Concepts About Print” (CAP) and
emergent writing and emergent reading attempts. Hopefully, you will also be able to

collect an independent writing sample that was accomplished in the classroom under the
teacher’s direction.

Immediately after completing your assessments, begin transcribing
the

following: (a) any talk by the child during his/her writing attempt, (b) the

child’s
two

rereadings of his/her own writing, and (c) the child’s emergent reading.



Part 3, analyze your observations. You will use Clay’s “Concepts About Print” (CAP)
and

Sulzby’s “kid
-
watching” guidelines for emergent writing and emergent reading to
a
nalyze your interview observations. You will analyze the classroom writing sample
using

Bear et al.’s stages
, and then complete the final assessment forms as
drafts
. All
transcriptions, writing samples, and all the completed final assessment forms (as dr
afts)
should be brought to class for conferencing and workshops. After conferencing and

workshops, you will construct a class profile.



Part 4, using your observations. You will use your observations to develop two multilevel,
developmentally appropriate,

and IALAS
-
driven Emergent Literacy Lesson Plans that build
on the children’s strengths (with a special focus on your assigned child).

Be sure to check
the Gate C Rubric as your Lesson Plans must be able to be explained and defended against
all the items
on that Rubric.



Part 5, Artifact Analysis paper.
You will write an introductory paper that includes the

Artifact Analysis (i.e., the analysis of your instructional decisions as demonstrated in your
two
L
esson
P
lans).

The first section of this paper shoul
d introduce the school, community,
classroom, and your target child.

The second section should

analyze and explain how the
two Emergent Literacy Lesson Plans address your assessment observations and the needs

of

the whole class based on the
c
lass
p
rofile,

and meet or address all

the criteria and goals
listed in the Gate C Rubric.

Parts 2 through 5 listed above will be turned in sequentially for grading. (See the syllabus
schedule for due dates.) This allows you to monitor how well you are accomplishing t
his

“highly qualified teacher” task and get feedback from your instructor in order to demonstrate
steady growth and independence (or its lack) in your performance. The final part of

the

assignment is to organize your Emergent Literacy Project and submit i
t to TaskStream
(50

points) for final approval (or rejection) by your instructor.

You will receive two grades for the Emergent Literacy Project: (a) For EDCI 362, you will
receive the percentage of the 2
25

points that are available on the rubrics that are

designed

for

the class; and (b) for the TaskStream Professional Portfolio, you will receive a designation
of
Beginning
,
Developing
,
Proficient
, or
Expert

based on the Gate C Rubric.


10

For the class,
whatever points you earn on your first submission will not

be changed,
even though you may be required to revise the document(s) in order to pass Block III
.
In order to pass Block III, you must receive a designation of
at least

Developing
.

A

designation of
Beginning

is not considered acceptable for TaskStream i
n Gate C. You

will

have
only one chance

to make revisions. If your documents are not acceptable for
TaskStream, you will fail Block III (not just EDCI 362) and will have to retake the Block

regardless of what you earn on other Block III assignments. [
Fo
r more detailed information,
s
ee Vista, Assignments, ELP.]


6
.

Writing Workshop and Bookmaking

(
3
5 points
). Each Purdue teacher will participate in

one

of two forms of Writing Workshop: (a)
Either
work with a small grou
p of elementary
students for a 4
-
da
y Writing Workshop practicum
,

or (b) participate in a Writing Workshop
in

the Purdue classroom in which each student experiences the
steps of the writing process
in

order to produce and publish a book that will be given to his/her Mentor Teacher

s class.
[For more detailed information, the evaluation procedures, and the Bookmaking Assignment,
see Vista.]


7
.

Integrated Literature Unit

(
225 points
). Purdue teachers will work with a partner to create
an

integrated topic
-
driven literature unit for children a
t a particular grade level. Emphasis
should be placed on selecting an engaging and appropriate unit, selecting a variety of texts
and media to develop content concepts, and designing instructionally sound activities that
develop children

s literacy skills

and strategies and social studies knowledge through diverse
literacies (e.g.,

books, student writing, discussion, art, technology, etc.). [For more detailed
information and the scoring rubric, see Vista, Assignments, ILU.]


8
.

Final Examination

(
200 poin
ts
). A
F
inal
E
xamination will be administered during Finals
Week. It will have two separate parts that fo
cus on the content listed below:



Part A (80 points) will focus on course content studied from Week 8 to Week 16.
The

overall focus of this section i
s on theory, research, and instruction that work
in

the

following areas: comprehension, vocabulary, writing, and content reading

(with

a

substantive focus on upper elementary).



Part B (120 points) will focus on content from the phonics self
-
study module (
Leu et al.)
and word work knowledge about assessment, instructional stages, and appropriate
instruction (Bear et al.).

On Part B, we expect students to achieve 80% (96 out of the 120 points) or better in order
to

earn a
Certificate of Phonics and Word Stud
y Proficiency

associated with this part of

the

Final
.


Failure to turn in any assignment will result in an Incomplete for the course.


11

Grading


Your final grade in EDCI 362 will be determined by the total number of points earned on

the

TIP

and class assign
ments. A total of 1300 points is possible. These points are distributed
across assignments as indicated below.


Assignments

Points




1.

Theory Into Practice (TIP)

................................
....


Daily practicum work and Mentor Teacher

assessments (100 points)

TIP Reflection

Journal

with Summary Paper and
Summary List for each half of the semester
(50

points each [15 for the Reflection Journal,
25 for the Summary Paper, and 10 for the

Summary List] or 100 total points)

Literacy Lesson Plan Packet with Reflection
Paper and Mentor Teac
her evaluation
and

Integrated Lesson Plan Packet with
Reflection

Paper and Mentor Teacher
evaluation (85 points each [45 for the
Lesson

Plan, 20 for the Reflection Paper,

and

20 for the Mentor Teacher evaluation
]
or

170 total points

370



A

B

C

D

F


=

=

=

=

=


1170
-
1300

1040
-
1169

910
-
1039

780
-
909


<
780

2.

Attendance, Participation, Class Presentations,
Response to Readings, and Miscellaneous
Instructor Assignments or Observations
(10
0

points); Quizzes (
up to

40 points)
; and
Six

Genre As
signments (10 point
s each or
60

total points)

................................
......................







200





3.

Zaner
-
Bloser Handwriting Module
.......................


20





4.

Phonics Self
-
Study Module

................................
..


25





5.

Emergent Literacy Project

and Artifact Analysis
*


................................
...........



225





6.

Writing Workshop and Bookmaking

....................


35





7.

Integrated Litera
ture Unit

**


................................
..


225





8.

Final Examination

(Part A, 80 points;

Part B, 120 points)

................................
................




2
00





Total

1
300








*
Indicates the assignments (Emergent Literacy
Project

and
Artifact
Analysis) that

must

become
part

of

yo
ur TaskStream Professional Portfolio.

**
Indicates the assignment (Integrated Literature Unit) that is
suggested

to become part of your

TaskStream Professional Portfolio.


12

University/Course Policies


Emergency Statement
.
In the event of a major campus emergency, course requirements,
deadlines, and grading per
centages are subject to changes that may be necessitated by a revised
semester calendar or other circumstances. Here are ways to get information about changes
in

this course: Vista web page or your instructor. (Instructor contact information is provided

on

the first page

of th
is

syllabus
.)


Adaptive Programs Statement
.
Students with disabilities must be registered with Adaptive
Programs in the Office of the Dean of Students before classroom accommodations can be
provided. If you are eligible for academ
ic accommodations because you have a documented
disability that will impact your work in this class, please schedule an appointment with your
instructor

as soon as possible to discuss your needs.


Academic Dishonesty Statement
.
Purdue prohibits “dishonest
y in connection with any
University activity. Cheating, plagiarism, or knowingly furnishing false information to the
University are examples of dishonesty” [Part 5, Section III
-
B
-
2
-
a,
University Regulations
]
.

Furthermore, the University Senate has stipul
ated that “the commitment of acts of cheating,
lying, and deceit in any of their diverse forms (such as the use of substitutes for taking

examinations, the use of illegal cribs, plagiarism, and copying during examinations) is dishonest
and must not be tole
rated. Moreover, knowingly to aid and abet, directly or indirectly, other
parties in committing dishonest acts is in itself dishonest” [University Senate Document 72
-
18,
December 15, 1972]
.


Elementary Education Course Completion
Statement
. Elementary Ed
ucation majors have two

opportunities to enroll in and pass required EDCI, EDPS, and EDST

courses with a minimum

grade of C.

Withdrawal from a course (W or WF) constitutes one of the two opportunities.

Failure to successfully meet these requirements will

result in dismissal from the

Elementary
Education Program.
Courses repeated to improve a grade must be taken at the West Lafayette
campus.

[Approved by the Elementary Teacher Education Committee, April 20, 2007.]


Attendance
.
Clearly, attendance is cri
tical for your success in the class and practicum.
If you

do

not attend class, you cannot complete the requirements for the practicum. If you miss
practicum time, you must arrange with your Mentor Teacher to make it up. Thus, a very
strict attendance po
licy has been instituted. It is as follows: You are expected to attend
every class and be on time for class. You will be allowed one absence for illness. You will
lose 10 points for each subsequent absence (illness, etc.). You will lose 5 points each
time
you are tardy for class. For anyone accumulating more than 3 instances of tardiness,

5

points per minute late will be deducted.

If you will be absent for
more than
5

days and
have not been able to reach the instructor
in

person or by telephone or thr
ough leaving notification of your circumstances with the

instructor’s

secretary, you or your representative should notify the Office of the Dean of Students
(765
-
494
-
1747
) as soon as possible after becoming aware that the absence is necessary.
Be

advised,

you may be asked to provide documentation from an authorized professional

or

agency that supports an explanation for your absence.



13

Assignments
. For each week, access Vista, download the appropriate week’s materials, and
bring them to class.
Failure to

do so will result in the loss of up to 10 participation points
for

each instance.

Assignments are due at the beginning of class on the date listed in the

course
syllabus.
If an assignment is turned in late, 5% of the points allocated to the task will be

deducted for each “late day.” Assignments will not be accepted if they are over 1

week late.

This policy will apply to all students, even those absent from class.

If you have questions about any assignment, you may ask them before or after class or duri
ng
workshop, or you may email your instructor; but you
must do so

at least 48 hours before the

assignment is due.
No

questions will be considered the day or night before a due date.

If you receive a grade that you question or are concerned about, you must

wait at least 24 hours
before scheduling a conference.


14

Schedule of Topics, Readings, and Assignments



WEEK 1

Meet on Campus
.

1 (
Monday
,
August 2
0
)

2 (
Wednesday
,
August 2
2
)

Topic
(s)



Introductions
.



General Literacy Introduction
.



Syllabus.



Dispositions
Assessment

[Vista, Week 1]
.



Survey of Beliefs About Reading/Writing

[
handout].



Historical Perspectives on Literacy
Learning

[Vista, Resources]
.



Praxis II.

Reading
(s)



None.


Assignment
(s)



Survey of Beliefs About Reading/Writing
or

Concept Map About Literacy

Instruction
(
Purdue I
nstructor

s choice,
in

class)
.



Begin Autobiographical

Poem
and/
or

About

Me Poster
(due
8/2
7
)
.



Pick up
the
EDCI 362
Reading Packet

[RP]

at Copymat.

Bring
all

textbooks and
the Reading Packet
to class on
8/2
2
.



Recommend

p
urchasing

two
notebooks

or

folders: one

for
G
enre notes and one
for

TaskStream
E
mergent

L
iteracy

Project
notes
.

Topic
(s)



Classrooms That Work
.



Professionalism Agreement

[handout]
.

Reading
(s)



Cunningham & Allington
, Chapter 1

Creating Classrooms That Work
.

Reference
(s)



Leu, Kinzer, Wilson, & Hall

independent
self
-
study module.

(Chapter 1
is
due on
8/2
7
.)



Indiana Language Arts Standards.



TIP and Assignments [
Vista, TIP
].



Zaner
-
Bloser Handwriting Module [
Vista
].



Gift Book [
Vista
].



Integrated Literature Unit [
Vista,

Assign
ments
,

ILU
].


Assignment
(s)



Bring
all

textbooks and
the Reading

Packet

for EDCI 362 to class.



Purdue Teacher Questionnaire [
Vista
;

print

out and bring to class on
8/2
7
].



Block III Teacher Interview [
Vista
;

print

out and bring to class on
8/2
7
].



G
enre
Assig
nments [Vista, Assignments,
Week 1].
(The first
G
en
r
e
A
ssignment is
due on
8/
29
.)



Write learning indicators based on Indiana
Standards
(in
-
class worktime)
.



Discuss selection of themes for Integrated
Literature Units.




15

WEEK 2

Meet at
Prairie

Crossing

El
ementary School
;

T
IP Begins on
Monday
,

August

2
7
.

3 (
Monday
,
August

2
7
)

4 (
Wednesday
,
August

29
)

Topic
(s)



Introduction to your Host Elementary
School.



Effective Reading Instruction.



Functional Approach to Language
,

Genres
,

and Registers.



Func
tional App
roach to Language

for

Teachers.

Reading
(s)



Cunningham & Allington, Chapter
2

Creating
Enthusiastic
,

Independent
Readers
.



Fountas & Pinnell (1996), Chapter 11
Selecting and Introducing Books

[RP].

Reference
(s)



Derewianka, Chapter 1
A Functional

Approach to
Language
.



Classroom Management Tips [Vista,
Assignments, Week
2
; print
out and

bring

to class
].



Bloom

s Taxonomy [
Vista, Resources
;

print

out and bring to class
].


Assignment
(s)



Autobiographical

Poem
and/
or About Me
Poster
due
.



Zaner
-
Bloser #1

due
.



Leu et
al.,
Chapter 1

due
.



Meet with Mentor Teacher

before or
after

school

(before
8/3
1
)

t
o
interview
her/him and to
discuss
theme for

Integrated Literature Unit
(due
9/
1
0
)
,

Literacy Lesson Plan
(to be taught
no
later

than
10/
1
7
)
,
and
I
ntegrated Lesson
Plan
(to

b
e taught no later than
11/1
4
)
.



Purdue Teacher Questionnaire [
Vista
].



Block III Teacher Interview [
Vista
].



Genre Assignments

[
Vista, Assignments,
Week 1
].



Introduce Lesson Plan format for

Block

III
.

Topic
(s)



The
oretical Base of the
Read
ing/Writing
Process
es
.



Emergent Literacy Project.

Reading
(s)



Derewianka, Chapter 2

Recounts
.



Dorn, French, & Jones,

Chapter

1

T
he

Right to Literacy
.



Dorn et al., Chapter 2
A Cognitive

Apprenticeship Approach to Literacy
.


Assignment
(s)



“Recount
s
” Genre Assignment
due

[Vista,
A
ssignments, Week 1].
(Place all notes
on basic elementary genres in your
G
enre
notebook or folder.)



Overview and b
egin Emergent Literacy

Project, Part 1
[Vista, Assignments, ELP,
Part 1]
(
due

9/1
2
)
.



Guest speaker: Kindergarten Teacher

(tentative, Purdue
Instructor

s option)
.




16

WEEK 3

5 (
Monday
,
September
3
)

6 (
Wednesday
,
September

5
)

Labor Day Holiday
(no classes)
.

Topic
(s)



Emergent Literacy Project
(continued)
.



Genres
.



Building a Foundation for Literacy.

Reading
(s)



Derewianka, Chapter 3
Instructions
.



Derewianka, Chapter 4
Narratives
.



Holdaway, Chapter 3

Literacy Learning
Before School

[RP].

Reference(s)



Continuum of Children’s D
evelopment
in

Early Reading and Writing and

Example Center Activity [RP].


Assignment
(s)



“Instruction
s
” Genre Assignment
due

[Vista, Assignments, Week 1].




“Narrative
s
” Genre Assignment
due

[Vista,

Assignments, Week 1].



Leu et al., Chapter 2

due
.



Kindergarten get
-
acquainted read
-
aloud #1.



Overview guidelines for grading and

revision of TaskStream Emergent Literacy
Project docum
ent
.




17

WEEK 4

7 (
Monday
,
September

1
0
)

8 (
Wednesday
,
September

1
2
)

Topic(s)



Genres

(continued)
.



Youn
g Children and Language

Development
.

Reading(s)



Cunningham & Allington, Chapter 3

Building the Literacy Foundation
.



Derewianka, Chapter 5
Information

R
eports
.

Reference(s)



Children’s Literature Genres [RP].


Assignment(s)



“Information Report
s

Genre Assignment

due

[Vista, Assignments, Week 1].



Integrated Literature Unit proposal
due
.



Leu et al., Chapter 3

due
.



Kindergarten get
-
acquainted read
-
aloud #2
.



O
verview and begin Integrated Literature
Unit, Step 1

[Vista
, Assignments, ILU,

Step 1
]
(due 9/2
6
)
.

Topic(s)



Genres

(continued)
.



Leveling Texts
: Levels and Lexiles
.



Emergen
t Literacy Project, Part 2
.

Reading(s)



Derewianka, Chapter 6
Explanations
.



Fountas &
Pinnell (1996), Chapter 10

Using a
L
eveled Set of Books

[RP].

Reference(s)



Fountas & Pinnell (2001),
Text Difficulty
figure and Text Gradient figure

[RP].



Refere
nce Leveled Book Lists:
Levels

A
-
R and Levels S
-
Z
[
RP
].



Emergent Literacy Project, Part 2.


As
signment(s)



“Explanation
s

Genre Assignment

due

[Vista, Assignments, Week 1].



Emergent Literacy Project, Part 1
due
.



Overview
and begin
Emergent Literacy

Project,

Part
2

[Vista, Assignments, ELP,
Part 2]

(due
9/2
4
)
.



Workshop:



P
ractice leveling books
.



S
elect picture storybook for CAP
.



Prepare CAP score sheet and email it
to

your Purdue Instructor before 9/1
7

for

approval.



No later than 9/1
2
, the Purdue
Student
Teacher

and Mentor Teacher should
con
firm dates

to tea
ch Social Studies,
Literacy (by

10/
1
7
)
, a
nd

Integrated

(by

11/1
4
)
Lessons.




18

WEEK 5

9 (
Monday
,
September

1
7
)

10 (
Wednesday
,
September
19
)

Topic
(s)



Emergent Literacy
Project: Reading and
Writing
Assessment.

Reading
(s)



Sulzby, Barnhart, & Hieshima [RP].



Sulzby [RP].


Assignment
(s)



Leu et al.,
Chapter 4

due
.



Review
Emergent Literacy Project
, Part 2
directions, as needed

(due
9/2
4
)
.



Workshop: Evaluate emergent writing and
emergent reading samples
(in class)
.



Assign groups to multilevel and
differentiated instructional presentations
(due 10/
1
)
.
Please see readings listed

on

10/
1
.

Topic
(s)



Genres.



Learning to Read
.

Reading
(s)



Derewianka, Chapter 7
Arguments
.



Dorn et al., Chapter 3
Learning to Read
.


Assignment
(s)



“Argument
s

Genre Assignment

due

[Vista, Assignments, Week 1].



Zaner
-
Bloser #2

due
.



R
equired revision and resubmission of
Emergent Literacy Project, Part 1
due
.



Conduct Emergent Literacy Project,

Part

2.

Collect assessment data
(tentative)
.



Begin

to transcribe and evaluate
e
mergent
l
iteracy data
(due
9/2
4

for “checking in”
and
9/2
6

for
wo
rkshop conferencing

or
1

week after data collection)
.




19

WEEK 6

11 (
Monday
,
September

2
4
)

12 (
Wednesday
,
September

2
6
)

Topic
(s)



Emergent Literacy
: Word Work and

Basic

Concepts.

Reading
(s)



Bear,

Invernizzi,

Templeton,

& Johnston,
Chapter 4

Emergent

(sta
ge).



Dorn et al., Chapter 4
Guided Reading
,

pp.

41
-
49.



Clay

s Precursors for Reading Success

[RP].


Assignment
(s)



Emergent Literacy Project, Part 2
due
.



Leu et al., Chapter 5

due
.



“Genres” Quiz.



Overview and begin Emergent Literacy

Project, Part 3 [Vista,
Assignments, ELP,
Part 3]
(due 10/
3
)
.



Finish transcribing and evaluating
emergent literacy assessment data at

home.



Workshop, Emergent Literacy Project,
Part 3: Bring draft transcriptions,

tentative

evaluations (
draft forms

for final
assessments [Vista, A
ssignments, ELP,

Part 3]), and emergent writing sample(s)
to

class for “checking in” and early

conferencing.



Video: Phonemic Awareness, tape 1

(tentative, in class)
.
Phonemic Awareness
Activity Guide [Vista, Assignments,

Week

6].

Topic
(s)



Word Work
.

Read
ing
(s)



Bear et al., Chapter 5

Alphabetic Name

(stage).



Cunningham & Allington, Chapter 4

Developing Fluent Decoders and Spellers
.


Assignment
(s)



Integrated Literature Unit, Step 1
due
.



Workshop

for conferencing

on Emergent
Literacy Project, Part 3
:

Bring
transcribed
Emergent Literacy Project assessment

data, draft of final assessment forms, and
writing samples to class.



Overview and begin Integrated Literature
Unit, Step 2 [Vista, Assignments, ILU,

Step 2]
(due 11/1
4
)
.



Optional approved references for
W
ord

W
ork in Emergent Literacy Project

or

Integrated Literature Unit lessons:
Dorn et al., Chapter 7
Developing
Phonetic Skills
; or Norton & Land,

50

Literacy Strategies
for
Beginning
Teachers
, 1
-
8
.



Video: Phonemic Awareness, tape 2

(tentative, in class)
.
P
honemic Awareness
Activity Guide [Vista, Assignments,

Week

6].




20

WEEK 7

13 (
Monday
,
October

1
)

14 (
Wednesday
,
October

3
)

Topic
(s)



The Concepts of Multilevel and

Differentiated Instruction in Kindergarten

and Primary Grades
.

Reading
(s)



Cunningham & All
ington, Chapter 8

Multilevel Instruction
, pp. 174
-
185.



Group Work



Group 1: Cunningham & Allington,

Chapter 1
1

A Day in a Building Blocks
Kindergarten
Classroom
.



Group 2:
Dorn et al., Chapter 9
A Day
With Angela and Her First Graders
.



Group 3:
Dorn et al., Chapter 8

Establishing Routines and Organizing
the C
lassr
oom
.



Group 4: Cunningham & Allington,

Chapter 12
A Day in a
Four Blocks

Primary
Classroom
.


Assignment
(s)



Email

draft of Literacy Lesson Plan
due

to

Purdue Instructor for feedback.



Required revision and resubmission of
E
mergent Literacy Project, Part 2

due
.



Leu et al., Chapter 6

due
.



Workshop, Emergent Literacy Project,

Part 3
:

Using assessment data, construct
a

class

profile
(in class)
.



Assign and b
egin group presentations
of

Emergent Literacy
Modules (
Lesson
Plans
)

[Vista, Assignments, Week 7].

Finis
h at home
(due 10/1
5
)
.

Topic
(s)



Writing Instruction
.

Reading
(s)



Dorn et al., Chapter 5
Assisted Writing
.


Assignment
(s)



Emergent Literacy Project, Part
3

due
.
This includes class profile, CAP score

sheet, two writing samples, transcriptions
of child

s rer
eading of his/her own writing
and emergent reading, and completed final
assessment forms for each assessment.



Take Midsemester Assessment to
Mentor

Teacher [Vista, TIP] and ask
Mentor Teacher to put it in Purdue

mailbox by
10/1
0
.



Overview and begin Emergen
t Literacy

Project, Part 4 [Vista, Assignments, ELP,
Part 4]
(due 1
0/1
7
)
.




21

WEEK 8

15 (
Monday
, October
8
)

16 (
Wednesday
, October 1
0
)

Purdue University October Break
(no classes)
.

Topic(s)



Understanding Writing: Transitions From
Oral to Written Forms.

Reading(s)



Graves, Chapter 1
Roots of Non
-
Fiction

[RP].



Graves, Chapter 2
Transitions From Oral
Forms to Reading and Writing

[RP].


Assignment(s)



Corrected

Literacy Lesson Plan
due

to

Mentor Teacher for feedback.



Zaner
-
Bloser #3

due
.



Required revision and
resubmission of
Emergent Literacy Project, Part 3
due
.



Workshop:



Examine text set.



Focus on oral and written registers.



Midsemester Assessment by Mentor

Teacher

due in Purdue mailbox
.



WEEK 9

17 (
Monday
,
October 1
5
)

18 (
Wednesday
,
October 1
7
)

Topic(s)



Writing
Instruction.

Reading(s)



Dorn et al., Chapter 6
Indep
endent
Writing
.


Assignment(s)



Leu et al., Chapter 7

due
.



Group presentations of Emergent Literacy
Modules (
Lesson Plans
)
.

Topic(s)



Comprehension

Instruction
.

Reading(s)



Cunningham & Allington, Chapter 6

Developing Thoughtful Comprehenders
.


Assignment(s)



Emergent Literacy Project, Part 4
due
.



Teach Literacy Lesson Plan no later

than

10/
1
7
.



Overview and begin Emergent Literacy

Project, Part
5

[Vista, Assignments, ELP,
Part
5
]
(due 1
0/
29
)
.




22

WEEK 10

Meet on Campus
Wednesday
, October 2
4
.

19 (
Monday
, Octobe
r 2
2
)

20 (
Wednesday
, October 2
4
)

Topic(s)



Word Work.

Reading(s)



Bear et al., Chapter 6
Within Word

Patterns
.


Assignment(s)



TIP Reflection Journal with Summary
Paper and Summary List for first half

of

semester [Vista, TIP]
due
.



Leu et al., Chapter
8

due
.



Video: Word Walls, Tape 1 Viewing

Guide [Vista,

Assignments, Week 10].



Evaluation of Literacy Lesson Plan

presentation
by Mentor Teacher
due
.

Topic(s)



Word Work
: Vocabulary
.

Reading(s)



Cunningham & Allington, Chapter 5
Building Vivid, Vital, and Valuable

Vocabularies
.


Assignment(s)



Required revision and resubmission of
Emergent Literacy Project, Part
4

due
.



Workshop
:
Develop a Word Work Lesson
(vocabulary, phonemic awareness,

phonics, spelling)
for

Integrated Literature
Unit, Step 2
(begin in class, fin
ish at
home
)
.



Video: Word
Walls
, Tape 2 Viewing

Guide [Vista,

Assignments, Week 10].



WEEK 11

2
1 (
Monday
,
October

29
)

2
2

(
Wednesday
,

October
31
)

Topic(s)



Dramatic Activities.

Reading(s)



Tompkins, pp. 359
-
367 [RP].


Assignment(s)



Literacy Lesson Plan
Packet

due
.



Emergent Literacy Project, Part
5

due
.



Leu et al., Chapter 9

due
.



Workshop:

Develop
D
ramatic
I
nstruction
for
Integrated Literature Unit
, Step 2

(
begin in class, finish at home
)
.

Topic(s)



Multil
evel Instruction
.



Special Needs Students.

Reading(
s)



Cunningham & Allington, Chapter 8

Multil
evel Instruction
, pp. 185
-
1
99.



Read
either
:



Cunningham & Allington, Chapter 10
Extra S
upport for Students Who Need
It

Most
;
or



Dorn et al., Chapter 10
Supplementa
ry

Literacy Lesson
s With Carla
.



Special Needs Learners [RP].


Assignment(s)



Email

Integrated Lesson Plan
due

to

Purdue Instructor for
grading.



Zaner
-
Bloser #4

due
.



Workshop: Develop instruction for
S
pecial
N
eeds
S
tudents (ADD, ADHD)
and

describe clearly how you would

address
S
truggling
R
eaders for Integrated
Literature Unit, Step 2
(begin in class,

finish at home)
.


23

WEEK 12

2
3

(
Monday
,
November
5
)

2
4

(
Wednesday
,
November

7
)

Topic(s)



Teaching Basic Elementary Genres
.



Writing Instruction: Formal Reports.

Reading(s)



Graves, Chapter 5
Formal Reporting

[RP].



Martin/DSP Model of Genre Literacy
Pedagogy [Vista, Assignments, ILU,

Step

2].


A
ssignment(s)



Required revision and resubmission of

Emergent Literacy Project, Part 5
due
.



Once

all parts of your Emergent Literacy

Project have been approved, organize and
submit it to
TaskStream

for final approval
(or rejection) no later than 11/1
4
.



Works
hop:
Develop

a 5
-
day Genre
Workshop
A
ctivity
for

Integrated
Literature Unit
, Step 2

(
begin in class,

finish at home
)
.

Topic(s)



Writing Instruction.



Fiction.

Reading(s)



Graves, Chapter 3
How Writers Work

With

Fiction

[RP].



Graves, Chapter 4
Experiment Alon
g

With

Children

[RP].



Conferencing Strategies [Vista,

Assignments, Week 1
2
].


Assignment(s)



Corrected

Integrated Lesson Plan
due

to

Mentor Teacher for feedback.



Workshop:



Examine a text set for aspects
of fiction
(e.g., first lines, leads, endings).



Pr
actice writing selected aspects of
fiction; share and critique. Note
potential connections to Gift Book

A
ssignment.



Practice conferencing strategies with
sample texts

[Vista,
Assignments,
Week

12]
.




24

WEEK 13

2
5

(
Monday
,
November 1
2
)

2
6

(
Wednesday
,
N
ovember

1
4
)

Topic(s)



Upper Elementary Word Work.



Reading/Writing Workshop.

Reading(s)



Bear et al., Chapter 7
Syllables and

Affixes
.



Cunningham & Allington, Chapter 7
Developing Ready, Willing, and Able

Writers
.


Assignment(s)



“Emergent
and Primary
Literac
y” Quiz.



Reintroduce/Review Gift Book

Assignment [Vista].



Begin
Writing Workshop
cycle, Day 1:
Brainstorm
ideas for Gift Book, begin

drafting text/illustrations.



Vi
ew Vi
deo

or
DVD

of

Writing Workshop
(in class)
.



Study for your Word Work P
ractice Test
and
the Final Examination
.
(Reference
s
:

Bear et al. and Leu

et al.
)

Topic(s)



Upper Elementary Word Work

(continued)
.



Organizing an Upper Elementary
Classroom.

Reading(s)



Bear et al., Chapter 8
Derivations
.



Cunningham & Allington, Chapter 1
3

A

Week in a Big B
locks
Intermediate

Classroom
.


Assignment(s)



Zaner
-
Bloser #5

due
.



Integrated Literature Unit, Step 2
due
.



Last day

to
submit organized
Emergent
Literacy Project to TaskStream

for final
approval, unless your instructor has

granted an extension
.



Teach Integr
ated Lesson Plan no later

than

11/1
4
.



Writing Workshop
, Day 2
: Continue
brainstorming

or begin drafting the text

for

your Gift Book.



Worksh
op: Construct a Word Work
game

from Bear et al. to include in your
Integrated Literature Unit.



Overview and begin I
ntegrated Literature
Unit, Step 3 [Vista, Assignments, ILU,

Step 3]

(due
11/2
6
)
.




25

WEEK 14

27 (
Monday
,
November

19
)

28 (
Wednesday
,
November

2
1
)

Topic(s)



Content Area Reading and Writing.

Reading(s)



Tompkins

(2006)
, Chapter 14
Reading

and

Writing in th
e Content Areas

[RP].


Assignment(s)



Writing Workshop, Day
3
: Draft the
text

for Gif
t Book. Share it with peers
or

Purdue Instructor for feedback

(conferencing)
.



Prepare, in unit groups, Content Area
Reading and Writing Strategies for
class

presentation
s

(due 11/2
8
)
, using the

Tompkins


(2006) compendium [RP] to
include in your Integrated Literature Unit.



In class or at home, complete practice test
in Leu et al.
(11/
19

or 11/2
6
,
Purdue
Instructor

s option)
.



Evaluation of Integrated Lesson Plan

presentatio
n by Mentor Teacher
due
.

Purdue University Thanksgiving Vacation
(no

classes)
.



WEEK 15

29 (
Monday
,

November

2
6
)

30 (
Wednesday
,
November

2
8
)

Topic
(s)



Upper Elementary Literacy Frameworks
.



Basals.

Reading
(s)



Fountas & Pinnell (2001), Chapter 2
Achievin
g Literacy With a
Three

Block

Framework

[RP].



Tompkins (2006), Chapter 10
Teaching

With Basal Reading Textbooks

[RP].


Assignment
(s)



Integrated Lesson Plan Packet
due
.



Integrated Literature Unit, Step 3
due

(submit in a 3
-
ring binder, organized as
a

comple
te unit)
.



Revised and approved Emergent Literacy
Project must be uploaded
to TaskStream

by
no later

than

11/2
6
.



Writing Workshop, Day
4
: Conferencing,
revising, editing, polishing, and publishing.

Topic
(s)



Content Area Reading and Writing

Strategies
.

Read
ing
(s)



None.


Assignment
(s)



Class presentations of Content Area

Reading and Writing Strategies.



Author

s Chair: Share your completed
and bound Gift Books with the Purdue
class.



Take Final Assessment to Mentor Teacher
[Vista, TIP] and ask Mentor Teacher to

put it in Purdue mailbox by 12/
3
.


26

WEEK 16

31 (
Monday
,
December
3
)

32 (
Wednesday
,
December
5
)

Topic
(s)



Critical Listening.

Reading
(s)



Tompkins (2002), pp. 310
-
323 [RP].


Assignment
(s)



TIP Reflection Journal with Summary

Paper and
Summary List for seco
nd half
of

semester [Vista, TIP]
due
.



Evaluate advertisements or television
commercials for persuasion and

propaganda and discuss how you would
teach this to upper elementary children.



Final Assessment by Mentor Teacher due
in Purdue mailbox
.

Topic
(s)



Ment
or Teacher Appreciation Day.

Reading
(s)



None.


Assignment
(s)



Appreciation reception for Mentor

Teachers.



Gift Book presentations

to elementary

classrooms
.



Fill out “Purdue Instructor Course
Evaluation Service” (PICES) form
.

(B
ring

a #2 pencil.
)


27

Quick Re
ference for
Selected
EDCI 362 Due Dates

Fall 2007




Literacy Lesson Plan
:


To Purdue Instructor

................................
...........................


due
9
10/
1

To Mentor Teacher

................................
.............................


due
10
/1
0

Teach Literacy Lesson

................................
.......................



by 10/1
7

Literacy
Lesson Plan Packet

................................
...............


due 10/
29



Integrated Lesson Plan
:


To Purdue Instr
uctor

................................
...........................


due

10/31

To Mentor Teacher

................................
.............................


due
9
11/
7

Teach Integrated Lesson

................................
....................



by 11/1
4

Integrated
Lesson Plan Packet

................................
............


due 11/2
6



Emergent Literacy Project
:


Part
1


.....................


due
9
9/
12


....................


resubmission due
9
9/19

Part 2

.....................


due
9
9/2
4


....................


resubmission due
9
10/1

Part 3

.....................


du
e
9
10/
3


....................


resubmission due
10/10

Part 4

.....................


due 10/1
7


....................


resubmission due
10/24

Part 5

.....................


due 10/
29


....................


resubmission due
9
11/5

Organize and submit to TaskStream

................................
....


by

11/14



Integrated Literature Unit
:


Proposal

................................
................................
...............


due
9
9/1
0

Step 1

................................
................................
..................


due
9
9/2
6

Step 2

................................
................................
..................


due 11/1
4

Step 3

................................
................................
..................


due 11/2
6*


*Submit

in
a
3
-
ring binder, organized as a complete unit
.