Course Requirements
Attendance, Participation and E-mail Reflection:
Each course participant should attend all
seminars. Students must assume responsibility for establishing and
developing alternative assignments to be substituted for unavoidable absences.
Course participants will be responsible for submitting weekly reflections
via e-mail to the instructor by 8:00 a.m. on Monday before each class.
These reflections should identify at least 2 questions for further inquiry
and discussion regarding issues in the seminar readings and a brief statement
describing what you thought was the most important learnings from the readings.
Unit Plan with Classroom Assessment and 8 Standards-Based Literacy Lessons in the Content Area:
Students will identify a unit of instruction for teaching a content area and incorporate a variety of literacy strategies into their unit lesson plans. All unit plans need to reference student learning outcomes to the Vermont Framework of Standards. Each unit needs to include the following components:
1) Introduction: A description of title of unit, length of the unit, unit rationale, themes and learning outcomes, Vermont Standards, and guiding questions which form the foundation of the unit;
2) Brief description and rationale for the literacy strategies students will be taught during this unit;
3) 8 standards-based lesson plans which incorporate strategy instruction into the content area;
4) Content-area inventory assessment (see pg. 123 in class text) which will provide a tool for teachers to assess their text and student learning; and
5) Bibliography of all references
and material resources needed to teach and evaluate the unit.
Class Presentation on a Reading or Writing Strategy:
Students will be required in pairs to present
(20-minutes) one literacy strategy incorporated into a content area lesson
plan to members of the class and distribute copies of their plans during
their seminar presentation. Presentations should include: (a)
a brief introductory overview of the strategy, including relevant research
and rationale; (b) demonstration and modeling presentation of the strategy
to class; (c) guided practice of the strategy to class participants on
how to teach the strategy in a content area classroom; and (d) a brief
critique of the strategy with recommendations for teachers on strengths
and weaknesses. Students utilizing PowerPoint for presenting their
strategy will be awarded 3 bonus points.
Software Review:
Students will be required in pairs to review
and evaluate one software program in a reading or written language area
that could be appropriate for teaching literacy to students in your content
area. The software review format is described in Appendix B [link]
and a template will be provided in the web site. Software for review
is available in the Department of Education Computer Lab, 499C Waterman.
Final Exam:
An in-class final examination will be given
on December 14, at noon. This examination will cover major concepts
covered over the semester and require students to respond to case study
applications.
Due Dates and Points:
1) Attendance, participation and
e-mail reflections (due weekly)
10
2) Unit Plans (due December 5th)
50
3) Class presentations and outline
of reading or writing strategy (due on scheduled seminar)
20
4) Software Review (due November
5th)
10
5) Final exam (December 14, 12 noon)
10
100
# Bonus Points ____________
Grading System:
The standard University of Vermont grading system is utilized (A = Excellent; B = Good; C = Fair; F = Failure). A more specific grading system is also used to determine various grade levels.
A+ = 97 - 100
B+ = 87 - 89
C+ = 77 - 79
A = 94 - 96
B = 84 - 86
C = 74 - 76
A- = 90 - 93
B- = 80 - 83
C- = 70 - 73
Recognition for accuracy, meeting required
timelines and professional appearance of products are all considered in
determination of grades for this course. Students are expected to
do all assigned reading and actively participate in each class. Students
who have a valid reason for submitting assignments late must negotiate
a new date with the instructor prior to the due date.
Required Readings:
Brozo, W.G., & Simpson, M.L. (1999)(3rd. Ed.). Readers, teachers, learners: Expanding literacy across the content area. Upper Saddle River, NJ: Prentice-Hall, Inc.
Keene, E.O., & Zimmermann, S. (1997).
Mosaic of thought : Teaching comprehension in a reader's workshop.
Wesport, CT: Heinemann Publishers.
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