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Syllabus
Reading Page in the Content Areas of Secondary Education C&I 214 (3 semester hrs.) Section 05 TR 3:30-4:45, UHS 244 Instructor: Kathleen Malone Clesson, BA/M.Ed/NBCT Students needing special accommodations should contact 438-5853 (voice) or 438-8620 (TDD). Contact Information Office: C&I Dept: E-Mail : Blackboard: UHS 239 438.8395 DeGarmo 232 438-5425 [e-mail] http://blackboard.uhigh.ilstu.edu/ Office Hours TR 1:30 - 3 or by appointment
Welcome to 214. This syllabus is written to support your efforts to complete course requirements for C&I 214, the second course required in the secondary education sequence at Illinois State University. It provides dates, times and tasks for section 05 during the spring semester of 2009. Additional assignments (including reading, quizzes, and threaded discussions) will be posted bi-weekly in Blackboard. Course Description and Rationale: "Realizing the Democratic Ideal"
This course is part of the Teacher Ed Sequence leading to 6-12 or K-12 certification (other than Special Ed). It is designed to explore communication in the content areas--how students and teachers use literacy processes, practices, and events to construct knowledge. A hallmark of the 21st Century classroom is diversity. It is home to students with diverse literacy needs (learning styles and preferences, language backgrounds, special learning needs). To meet those needs, content teachers must have an arsenal of literacy techniques and strategies. This course examines the context of the classroom and considers the use of text, artifact and conversation to promote student learning. As a professional community, we will analyze and reflect on how instructional strategies can promote meaning making, comprehension, connections, and creativity. The two fundamental questions in this course are these: How can students use literacy to improve learning? How can teachers use literacy to improve teaching? By focusing on meeting the literacy needs of all students and by stressing both the intellectual and moral virtues that undergird the university's teaching philosophy, this course fosters development of the institutional standards for professional teacher education Realizing the Democratic Ideal. Course Objectives This course has been designed so that secondary education teacher candidates will be able to:
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1. Design a classroom environment where literacy plays a significant role in developing the confidence and competence of others. 2. Practice a broad range of literacy strategies and techniques that recognize the importance of developing each learner's ability to read, write, speak, view, and listen, thereby increasing the probability of student success within the demands of the discipline. 3. Design lessons that demonstrate an understanding of the significance of literacy in teaching and its influence in developing the instructor's subject competencies and teaching confidence. Required Course Materials: o Richardson, Judy S., Raymond F. Morgan, and Charlene E. Fleener. Reading to Learn in the Content Areas. 7th ed. Belmont, CA: WADSWORTH Cenage Learning, 2009. o Stephens, Elaine C., and Jean E. Brown. A Handbook of Content Literacy Strategies : 125 Practical Reading and Writing Ideas. 2nd ed. New York: Christopher-Gordon, Incorporated, 2004. o Advice: The more you read the text, the more the text will help you complete the course tasks. o LiveText o Spiral notebook for Journaling o Blackboard http://blackboard.uhigh.ilstu.edu/ is the technology platform used to log grades, post announcements, distribute readings, and host discussions. Enter Blackboard using your ULID and the password: Blackboard. Once logged in, create your own password. Visit the site weekly as you are required to post a minimum of twenty times on the discussion board during the semester. Course Policies Tasks are 70% of your grade; quizzes 20%, class participation 10% Task credit for C&I 214 depends on the number of accepted tasks completed this semester. o Tasks (1-3) required o You select which optional tasks (4-12) to complete. Follow task deadlines. Your grade will be determined by how many total tasks are completed, reviewed and accepted. Punctuality, engagement in activities, collaborative efforts, and respect for others are all expected of professionals in the education world; the same expectations apply for this class. Please remember that your grade depends on your effort, and your attitude will play an important part in your success. All work must reflect professional quality. Proofreading is essential. As future teachers, your communications skills are critical. A portion for each task completion assessment will reflect your correct use of grammar, spelling and mechanics. Tests and quizzes may not be made up. Any unusual circumstances such as illness or attending a funeral must be confirmed, and these situations will be handled on an individual basis. Academic integrity is expected at all times. Plagiarism is defined in the Illinois State University Undergraduate Catalog: o Plagiarism is the unacknowledged appropriation of another's work, words, or ideas in any themes, outlines, papers, reports, or computer programs. Students must ascertain from the instructor in each course the appropriate means of documentation. Submitting the same paper for more than one course is considered a breach of academic integrity unless prior approval is given by the instructors (p. 63). Refer to this issue addressed in the
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Illinois State University Undergraduate Catalog (page 63) and the Student Handbook. Unethical actions are grounds for failing this course and dismissal from the education program and this university.
Minimum number of tasks accepted to receive this grade: A=10. B=7. C=5. D=4. Required Tasks 1-3. Three tasks are required to receive course credit. To receive task credit, the
required task must be completed by the posted deadline; if received after that date, it will be reviewed for course credit only. R1. Journal. Buy a spiral notebook or a to 3/4 dedicated binder, label it 214 -04 Literacy Journal: Spring 2009 - include your name on the cover and use it exclusively for writing about literacy. Number your pages. Write on one side of the page. Pencil is hard to read (the glare), so please write in pen. Write regularly until it becomes a habit. Use the journal to record your reactions to readings, classroom discussions, writing prompts and tasks. Use the journal to write about course connections made outside the classroom. Be prepared for classmates to read your entries as we will exchange journals occasionally. To receive task credit, meet the minimum page requirement of 20 pages each collection date. Journals will be collected Tuesday, March 3 and Thursday, April 23, 2009. o Advice: This is called "low-stakes writing" because it is a non-graded opportunity for you to use writing to shape your thinking. Know that I will never "correct" the writing in your journal. Imagine that we are having a conversation about the course. Which issues interest you? What are your reactions to what we are doing in class? What makes sense and what does not make sense? R2. PBA/ITPS. Submit each assignment separately to LiveText. o PBA: Literacy Assessment o ITPS E: Idea Development & Presentation Software o ITPS G: Desktop Publishing Submit each assignment no later than midnight, Thursday, March 5, 2009, for review for task credit. Email the instructor ([e-mail]) the date each assignment was submitted. PBA/ITPS assignments posted on LiveText after March 5, 2009, will receive course credit only. Consult your LiveText support group and group leader for guidance. Attend LiveText workshops if necessary. Get this done FIRST (ASAP)!
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Resources for R2. PBA/ITPS PBA: Language Arts http://www.coe.ilstu.edu/teacheredcenter/pba/downloads/literacy_assessment_language_arts_08_04.pdf
note: currently link says spring 2008
ITPS E: Idea Development http://www.itps.ilstu.edu/competencies/id&p_software.htm ITPS G: Desktop Publishing http://www.itps.ilstu.edu/competencies/desktop_publishing.htm R3. Micro Teaching Field Experience. (MT 1-3) and Observations MT 1-3: Documentation will be writing about your experiences for MT 1-3 in your journal and posting a thread on the Bb discussion board for each (you must also respond to one peer's original post for each of MT1-3). For example, you should share a description of what you learned about yourself, your subject matter and your students in each lesson. You will explain what went well and what should be improved. You must conduct a literacy audit on how time was structured for each lesson. Lesson plans and threaded discussions must be submitted by Thursday, April 21, 2009. Complete three half-hour microteaching on a subject of your You choice. select time, place, and participants. Post the three lesson plans on the class wiki no later than Thursday, April 21, 2009. MT choices may be small group (3-7) instruction, taught in an informal setting. Examples: content lessons; procedural lessons: skill instruction, cooking, driving, recreation, or construction; experiential lessons: music, theatre, video, dance, creative writing or talent. Make it fun, informal and educational. You are welcome to use a department model or discipline model for any lesson plan or you may follow the template in Bb/documents which is the one used for C&I 216 Include literacy skills of reading, writing, listening and speaking in each lesson. Work to increase the difficulty and rigor of each lesson. Observations: The focus of these observations should be on the type of literacy occurring in each situation. The student will later reflect on each of these observations. This task involves ten field hours (five hours clinical observations and five hours of reflection) focused on observations of literary events. Count these hours for CECP. The breakdown of ten hours is as follows: Observation Hour 1: community observation #1 Observation Hour 2: community observation #2 Observation Hour 3: math/science classroom observation #1 Observation Hour 4: English/history classroom observation #2 Observation Hour 5: observation in your discipline. Reflection Hour 6: compare community #1 and community #2 Reflection Hour 7: compare math/science and English /history observations Reflection Hour 8: write summary/analysis of discipline observation Reflection Hours 9-10: Based on these observations, describe how you might use literacy in your classroom.
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Classroom observations will be done at University High School. Select your own community observation sites. Observations must be completed by Friday, March 6 and reflections in Journal by April 27, 2009. Note: Additional clinical hours may be earned by tutoring in the UHS Learning Center. Forms are availale from Ms. Dixie Lewis or Ms. Debbie Hubbard.
Optional Tasks: 4-13.
Tasks 4-12 will be graded Yes or Not Yet (NY). Those graded YES will be accepted as a completed task and recorded as a check on Blackboard. Those evaluated NY will contain suggestions for improvement and an invitation to resubmit. You may submit one optional task each class period you attend. Your first try must be within the target deadline, after that, you choose when or if you resubmit. If you wish to try again, place your new version on top and staple it to the original. For written work, place task in folder and sign in with task number and date. For presentations, sign the calendar ASAP so everyone interested finishes before the due date. Last day for resubmissions is Thursday, April 30, 2009. Advice: Schedule a meeting with me when you do not know what to do next. Plan your work in advance, deciding how much work you can reasonably accomplish given your outside responsibilities. Complete the required work as soon as possible. Sign up for your triad presentation time and stick to it - no more than four presentations will be scheduled per class. Note: I am willing to negotiate on deadlines if it will benefit all students. O4. Literacy Autobiography. Write an autobiography that describes how your experiences as a learner will impact your work as a teacher. Limit your autobiography to six pages. This paper should include up to three pages describing how literacy experiences influenced your work as a student and up to three pages describing how you will use literacy to influence the work of your students. Submit by Thursday, February 5, 2009. O5. Chapter Teach. Select a chapter from A Handbook of Content Literacy Strategies: 125 Practical Reading and Writing Ideas (2nd ed) that you will teach to the class. Prepare a written lesson plan using the lesson design template: goals and objectives, materials, grouping strategies, and assessment. This activity may be done as a team-teaching activity with one/two other classmates. Work for 20-30 minute lesson. Turn in lesson plan with names of all participants to the Bb digital dropbox. Sign up in calendar for presentation time. Complete by Thursday, February 26, 2009. O6. Chapter Analysis. Select a chapter from A Handbook of Content Literacy Strategies: 125 Practical Reading and Writing Ideas (2nd ed) to analyze, synthesize and evaluate. (See Bloom's taxonomy if you are unfamiliar with these terms). Use these headings for your paper: Introduction, Analysis, Summary, Synthesis, Evaluation, and Conclusion. 1) Introduce your findings: How effective was the material in this chapter? 2) Analyze the purpose of the chapter. 3) Summarize the salient features of the chapter. 4)
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Evaluate whether this information has influenced your view of literacy. 5) Conclude with a restatement of your findings: How effective was the material presented in this chapter? Work for four-six pages. Chapters 1-4 Submit by Thursday, February 26, 2009 Chapters 5-8 Submit by Tuesday, March 18, 2009 Note: You may not do O6 for the chapter you teach for O5. O7. Strategies List. Using your text, create an annotated bibliography of fifty strategies you can use in your teaching to promote literacy. Number your strategies. 1) Annotate each item (annotation: a short ...