faculty guide--msm 658€¦ · web viewwarner pacific college. department of education. wisdom...

WARNER PACIFIC COLLEGEDepartment of Education

Wisdom ✦ Purpose ✦ Calling ✦ Excellence

ED 575A LITERACY IN THE CONTENT AREASyllabus

Instructor: Amanda McDermottCohort(s): 6-7 &6-8Semester/Year: Summer 2016Office Hours: By AppointmentWPC Email: [email protected] gmail: [email protected]

COURSE DESCRIPTION

This course will review current theory and teaching practices on reading and written communication for students in middle and high school classrooms. This course will integrate pedagogical knowledge with literacy development theory for secondary, K-12 physical education (PE), and K-12 music education majors. It will include presentations of effective literacy descriptions, research, and application strategies for integrating literacy throughout the curriculum and for diverse learners.

STATE AND NATIONAL STANDARDS

This course supports the development of knowledge, skills, abilities, and professional dispositions for the Oregon Initial Teaching License, as provided in Oregon Administrative Rule 584-018-0105, and the Interstate Teacher Assessment and Support Consortium (InTASC) standards.

COURSE TOPICS

Common Core Literacy Standards Formal and Informal Literacy Assessments Reading Processes for Expository Text Strategies for Literacy Across the Curriculum Evaluation of Readability of Textbooks Writing Process, Issues, and Strategies Community, Culture, and the English (Language) Learner (EL/ELL) Limited English Proficiency (LEP) Students: Issues and Challenges ELL Reading and Writing Strategies

COURSE OUTCOMES

Upon successful completion of this course, each student will be able to:

1.1: Articulate the importance of reading and writing across all disciplines specializations.

1.2: Articulate the implications of Oregon’s/Washington’s literacy standards for secondary and content literacy in the classroom.

1.3: Draw on a variety of strategies for incorporating and teaching reading and writing in the content area classroom.

1.4: Cite and explain experts’ primary and secondary research discussions of reading and writing in general and in the student’s specific content area.

1.5: Assess readability and predict learners’ problems with typical content area textbooks.

1.6: Define LEP, English as a Second Language (ESL), Specifically Designed Academic Instruction in English (SDAIE), and Sheltered Instruction Observation Protocol (SIOP).

1.7: Articulate the sociopolitical issues and literacy challenges faced by the EL and the teacher.

1.8: Incorporate EL-inclusive elements into specific content areas.

1.9: Describe the impact of Adequate Yearly Progress (AYP) across the curriculum

1.10: Connect a text to informal assessments of literacy

TEXTBOOKS

Fisher,D., Brozo, G.W., Frey N., & Ivey, G. (2011). 50 Instructional routines to develop content literacy. (2nd Ed.). Pearson. ISBN-13: 9780137057191

Unrau, N. (2008). Content area reading and writing: Fostering literacies in middle and high school cultures. (2nd Ed.). Pearson. ISBN-13: 9780132298544

ASSESSMENTS

1. Personal Literacy History: (In Class) You will write an autobiography depicting your reading history. (5 points)

2. Common Core State Standards (CCSS) for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (2): (In Class AND Homework) The Northwest is now a Common Core region. All content area subjects are expected to integrate Language Arts. In Part 1 of this assignment, you will review the Language Arts Common Core Standards. These standards were first explored in ED535 Curriculum Planning and Instruction.

LITERACY IN THE CONTENT AREA 2

In Part 2 of this assignment, you will design a scavenger hunt that will familiarize your audience with the Language Arts standards that pertain to your chosen content area.

Here is the ODE website for Literacy Standards for content area subjects http://www.ode.state.or.us/teachlearn/real/newspaper/Newspaper_Section.aspx?subjectcd=ELA

Further instructions will be given later in the course. (10 points)

3. Content Literacy Strategies (6): (In Class) Content literacy strategies are designed to foster sustained thought and reflection on materials read. Each week you will choose a content literacy strategy and use it to teach the class content of a chapter you have read. For class session #4 (June 28), you will record a video of yourself teaching the literacy strategy. You will submit the video by 8pm the night before class (8pm June 27). Your classmates will critique your video (and you will critique theirs) by the end of the week (Friday, July 1). (6 x 5pts each = 30 points)

4. Annotated Articles (3): To enhance your professional development throughout your career, you will need to remain current with the professional literature available to you in your content area. Over the course of the semester you will select three articles from professional journals on topics decided upon in class. You will annotate and discuss this article with your small group. (3 x 3 points each = 9 points)

5. Individual Lesson Plans Presentation (2): The purpose of the class is to help you apply content literacy strategies as needed to your content area curriculum. You will complete two lessons plans. In the first lesson plan, you will incorporate vocabulary-building strategies as presented in Chapter 5 of the Unrau text. In the second lesson plan, you will incorporate comprehension-building strategies as presented in Chapter 6 of the Unrau text. You will need to use the WPC/SIOP Lesson Plan format. See at the end of this syllabus for the template of the lesson plan format. (2 x 8 points each = 16 points)

6. Curriculum Planning and Instruction Portfolio: You created a portfolio in your ED535 course that you will revisit and build upon throughout your program. You will need to have access to your portfolio for this course, and you will modify your portfolio lessons to include literacy strategies. Incorporate at least 10 strategies for teaching literacy in content areas. You may use more than one strategy per lesson. However, be sure that you don't overuse literacy strategies to the point that the lesson doesn't make sense. A rule of thumb would be no more than 2 literacy strategies per 50 minute class or no more than 4 literacy strategies per 90/110 minute class. (10 x 3 points each = 30 points)


http://www.ode.state.or.us/teachlearn/real/newspaper/Newspaper_Section.aspx?subjectcd=ELA

COURSE CALANDAR

DATE TOPICS HOMEWORK DUE NEXT CLASS (all homework is due at the beginning of class)

Pre-Reading Content Area Reading and Writing: Chapters 1 & 2

Week #1

Course Outcomes:1.1, 1.2, 1.3, 1.4, 1.9

Literacy Definitions: Academic, Cultural, Personal, and Critical

Common Core Literacy Standards

Strategies for Literacy Across the Curriculum

1) Common Core Scavenger Hunt, Part 2 (First Draft): Create Your Own Content Area Specific Scavenger Hunt

2) Practice Video: In preparation for the video you will submit for Week 4, create a 3-minute video and email it to the class. (Topics will be discussed in class.)

3) Content Area Reading and Writing: Chapters 3 & 4

4) 50 Instructional Routines:

Adjunct Displays Anticipation Guides Concept Maps Dictoglos Directed Notetaking Activity Directed Reading-Thinking

Activity Echo or Choral Reading Exit Slips

Week #2

Course Outcomes:1.5, 1.10, 1.3, 1.4, 1.1

Formal and Informal Literacy Assessments

Evaluation of Readability of Texts


Reading Processes for Expository Text

1) Common Core Scavenger Hunt, Part 2 (Final Draft): Create Your Own Content Area Specific Scavenger Hunt

2) Annotated Article (#1)



Fishbowl Discussions


Found Poems Generative Reading Guest Speakers Independent Reading Interest Surveys, Questionnaires,

and Interviews Jigsaw KWL

Week #3

Course Outcomes:1.1, 1.3, 1.4

Reading Processes for Expository Text


1) Individual Lesson Plan (#1: Vocabulary Strategies)

2) Content Area Reading and Writing: Chapter 7


Language Experience Approach Mnemonics Modeled Writing Modeling Comprehension Opinionnaire Pattern Guide Poems for Two Voices Popcorn Review

Week #4

Course Outcomes:1.1, 1.2, 1.3, 1.4

This week’s session will be conducted digitally; we will not be meeting in person.

Writing Processes, Issues and Strategies






Professor Know-It-All Questioning the Author Question-Answer Relationship RAFT Writing Read-Alouds Readers’ Theatre Read-Write-Pair-Share Reciprocal Teaching


Week #5

Course Outcomes:1.1, 1.3, 1.4

Strategies for Literacy Across the Curriculum (Critical Reading)

Reading Processes for Expository Texts

1) Individual Lesson Plan (#2: Comprehension Strategies)


3) 50 Instructional Routines: ReQuest Response Writing Shades of Meaning Shared Reading SPAWN Writing Split-Page Notetaking Student Booktalks Student Questions for

Purposeful Learning

4) Portfolio

Week #6

Course Outcomes:1.3, 1.4, 1.6, 1.7, 1.8

Strategies for Literacy Across the Curriculum (Group Strategies)

Community, Culture, and the English (Language) Learner (EL/ELL)

Limited English Proficiency (LEP) Students: Issues and Challenges

ELL Reading and Writing Strategies

1) Portfolio (cont’d)


3) 50 Instructional Routines: Text Impressions Text Structures Think-Alouds Tossed Terms Vocabulary Cards Vocabulary Self-Awareness Word Grids/ Semantic Feature

Analysis Word Scavenger Hunts Word Sorts Word Walls4) Complete Course Evaluation in

Moodle

Week #7

Course Outcomes:1.3, 1.4

Strategies for Literacy Across the Curriculum (Content-Specific Strategies)


ACCOMMODATIONS FOR DISABILITIES: ADA Policy

Any student who has a documented disability that may require accommodation to fully participate in this class should contact Jann McCaul, Disabilities Services Coordinator at 503-517-1577 or [email protected] as soon as possible.

Students with an Accommodation Plan through Disabilities Services who would like to discuss the plan with me should make an appointment. Students who wish to discuss emergency medical information or special arrangements in case the building must be evacuated should also make an appointment to meet with me.

TECHNOLOGY POLICY

Because this class relies heavily on the continuity of discussion, please silence all cell phones, pagers, and beepers, and do not take or make calls during class.

Use of laptop computers in class to take notes, organize comments, or do research related to class discussions is encouraged. Abuse of this privilege by checking personal e-mail, instant messaging, playing games, doing homework in class, excessively using computers during discussion time, or surfing the Internet creates disruptions to the learning environment and will not be tolerated.

The course intentionally and authentically integrates technology into teaching and learning, incorporating the ISTE/NETS Standards. Teacher and student tools include the internet, web applications, software, and hardware, in any or all of the following activities:

• Display of information• Storage of information• Exploration of content, materials, and ideas• Collaboration• Skill development• Application of skills• Organization of information• Problem solving• Design and construction of projects

Students will learn with and through technology, thus increasing their technology literacy and

their ability to design and develop curriculum and teaching strategies in their own classrooms; build connections with their tech-savvy, internet-native students; and conduct future research in areas of interest


OAR 584-018-0100

INTASC Standards InTASC Performances, Knowledge, and Critical Dispositions

1(b) Learning Differences (InTASC 2)

2) Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Performances2(e) The teacher incorporates tools of language development into planning and instruction, including strategies for making content accessible to English language learners and for evaluating and supporting their development of English proficiency.

Essential Knowledge 2(i) The teacher knows about second language acquisition processes and knows how to incorporate instructional strategies and resources to support language acquisition.

2(a) Content Knowledge (InTASC 4)

4) Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

Performances 4(h) The teacher creates opportunities for students to learn, practice, and master academic language in their content.

2(b) Application of Content (InTASC 5)

5) Application of Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Performances 5(h) The teacher develops and implements supports for learner literacy development across content areas.

3(c) Instructional Strategies (InTASC 8)

8) Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Performances 8(h) The teacher uses a variety of instructional strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes.

Essential Knowledge 8(m) The teacher understands how multiple forms of communication (oral,


written, nonverbal, digital,visual) convey ideas, foster self expression, andbuild relationships.

Critical Dispositions 8(q) The teacher values the variety of ways people communicate and encourages learners to develop and use multiple forms of communication.

WRITTEN ASSIGNMENTS RUBRIC

100-90% of points 90-80% of points 80-70% of points 70-60% of points 60-0% points

Thoroughly describes topic. Includes thoughtful analysis, related to textbooks and other professional resources. Applies insights to own future classroom. Offers suggestions for changes when appropriate.Provides sufficient length for the topic in APA style, with no or few errors in conventions.

Completely describes topic. Includes analysis, related to textbook. Applies discoveries to own future classroom.May offer suggestions for changes. Provides sufficient length forthe topic in APA style with few errors in conventions.

Describes topic. Includes analysis, related to textbook. May apply discoveries to own classroom.May offer suggestions for changes.Provides sufficient length for the topic in APA style. Errors in conventions do not hinder readability.

Describes topic. Analysis may be shallow or incomplete. May or may not apply discoveries to own classroom or offer suggestions for changes. May notprovide sufficient length for the topic.

Attempts to describe the topic andanalyze learning, but incompletely or thoughtlessly.Other components may or may not be present.


WPC and SIOP Lesson Plan Template

Note: Sections in the lesson plan have been labeled with a number. Match the number with the numbers under Instructions and Explanations (found after the lesson plan template) for further details of content required for each section.

Topic: Class: Date:

1 State Standards/Common Core:

2 Essential Questions:

3 Content Objectives: Language Objectives:

Key Vocabulary: 4 Materials (including supplementary and adapted):

High-Order Questions:

Time: Activities

5 Planned Adaptations, Modifications, and Extensions

Building Background

Links to Experience:

Links to Learning:

Key Vocabulary:


Student Activities (Check all that apply for activities throughout lesson):

Scaffolding: ___Modeling ____ Guided _____ Independent

Grouping: ____Whole Class ____Small Group ____ Partners ____Independent

Processes: _____Reading ____Writing ____Listening _____ Independent

Strategies: _____Hands-on _____Meaningful ____ Links to Objectives

6 Lesson Sequence:

Review and 7 Assessment (Check all that apply):

____ Individual _____ Group _____ Written ____Oral

Review key Vocabulary:

Review Key Content Concepts:

Reflection:


Rubrics and Scoring Guides

INSTRUCTIONS and EXPLANATIONS

1) State StandardsInclude those content, literacy, technology, social/behavior standards to be addressed in this lesson.

2) Essential QuestionsList the essential questions that relate to the standards and outcomes in this lesson. Use “kid language” so you can pose these questions to the students

3) Learning Outcomes

List the learning outcomes that will be addressed in this lesson. They may be organized sequentially, by category (content, literacy, technology), or by Bloom – your choice.

4) MaterialsInclude everything needed to conduct the lesson --- sources of knowledge and information (textbooks, articles, websites, etc. – and write in APA style), materials to be used, equipment and technology, etc.

5) Planned Adaptations, Modifications, and ExtensionsList any differentiated strategies planned for individuals or groups and what learning they address. This includes planned activities for students who are high-achieving or who finish classwork quickly

6) Lesson SequenceDescribe what will happen in each part of the lesson: the introduction, the activities, the transitions, and the closing. Use outline form, a table, or a brief narrative, as fits your style. Include the number of minutes expected for each section, in order to guide your lesson pacing.

7) AssessmentsInclude and explain informal/formal, formative and summative assessments for this lesson (also include any unit assessments to which this lesson will contribute).


Attachments

Useful checklists and rubrics examples

Checklist (Checking for Understanding)

Student:________________________________________Has good understanding

Has basic understanding – monitor

Needs assistance

Role in group

Overall project

Individual assignments in project

Process to complete individual assignments

How and where to find resources for assignments

Cooperative Learning Group Skills Rubric

4 3 2 1

Contribution to group goals

Consistently and actively works toward group goals; willing accepts and fulfills individual role within group

Works toward group goals without prompting; accepts and fulfills individual role within group

Works toward group goals with occasional prompting

Works toward group goals only when prompted

Consideration of others

Shows sensitivity to the feelings and learning needs of others; values the knowledge, opinion, and skills or all group members and encourages their contribution

Shows sensitivity to the feelings of others; encourages the participation of others

Shows sensitivity to the feelings of others

Needs occasional reminders to be sensitive to the feelings of others

Contribution of knowledge

Consistently and actively contributes knowledge, opinions, and skills without prompting or reminding

Contributes knowledge, opinions, and skills without prompting or reminding

Contributes information to the group with occasional prompting or reminding

Contributes information to the group when prompted

Working and sharing with others

Helps the group identify necessary

Willingly participates in needed changes;

Participates in needed changes

Participates in needed changes


changes and encourages group action for change; always does the assigned work without having to be reminded

usually does the assigned work and rarely needs reminding

with occasional prompting; often needs reminding to do the assigned work

when prompted and encouraged; always or often relies on others to do the work

Newspaper Group Project Rubric

90-100 points 80-89 points 70-79 points 60-69 points

Content

All required sections are present in the newspaper. Students added extra articles/features/ and or graphics. All content fits the historical timeframe.

All required sections are present in the newspaper. All content fits the historical timeframe

Some required sections may be missing or minimal. Content may not fit the historical timeframe.

Required sections are missing. Content does not fit the historical timeframe.

Details

The articles, ads, editorials, and illustrations give details that are effective, vivid, explicit and historically accurate.

The articles, ads, editorials, and illustrations give details that are elaborate, appropriate and historically accurate.

The articles, ads, editorials, and illustrations may not include much detail, but are historically accurate.

The articles, ads, editorials, and illustrations may lack detail and/or are historically inaccurate.

Organization

The students organized the newspaper in a way that is very appealing to the reader, easy to follow and read. Headlines, bylines, photo credits, and captions are included.

The students organized the newspaper in a way that is easy to follow and read. Headlines are included.

The newspaper was organized in a way that is easy to follow and read.

The newspaper may not be organized in a way that is easy to follow and read.

Creativity

Newspaper exhibits lots of creativity in style and includes interesting graphics and design.

Newspaper exhibits creativity in style and content.

Newspaper shows some creativity in style and content.

Newspaper shows no real creativity in style and content.

Conventions

The newspaper contains no errors in usage, mechanics and grammar.

The newspaper contains a few minor errors n usage mechanics and grammar.

The newspaper contains some errors and/or patterns of errors are evident.

The newspaper contains multiple errors in usage, mechanics and grammar.


Teamwork

Excellent – each member fulfilled the chosen role. Students worked well together and finished on time

Good – each member fulfilled the chosen role. Students had a few disagreements about topics and or responsibilities, but finished on time.

Fair – members may have needed guidance to fulfill their roles. Students may have had disagreements and may have need redirection to finish on time.

Poor – members may have not been able to fulfill roles, work together, or finish on time.


faculty guide--msm 658€¦ · web viewwarner pacific college. department of education. wisdom...

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