ERDG500: Introduction to Literacy Teaching and Learning, B-6 (3 credits)

Course Template

 

Last Updated: May 18, 2006

 

Program requirements

Prerequisites (if any):

 Core course in all MS programs in the Reading Department. Taught every semester, both online and on campus. No prerequisites.

Catalog Description:

Introduces instruction and development in reading, writing, listening, and speaking from Birth through 6th grade, focusing on Kindergarten to grade 2. Teachers will learn productive research-based strategies, materials, and assessment practices, and reflect on their own literacy as a resource for understanding children's literacy development. The course involves 10 hours of practical literacy experiences with children.

 

Extended Description:

 

Introduces instruction in reading, writing, listening, and speaking development from birth to grade 6 with specific reference to the New York State Standards. Teachers will learn productive research-based strategies, materials, and assessment practices, and reflect on their own literacy as a resource for understanding children's literacy development. Involves practical literacy experiences with children. 10 practicum hours.


Program goals:

** major goal

Pedagogical Content Knowledge

** language and literacy development: the nature, breadth, and depth of and the overt markers of that development
individual and cultural differences: knowledge of economic, academic, social, and cultural diversity; use of this knowledge to inform instructional decisions
** methods and materials: the range of techniques and materials appropriate for literacy instruction
literacy in society: societal changes in literacy usage, and implications for teaching and learning both inside and outside the classroom
**task difficulty: relation to student learning, independence, and development
**assessment of literacy: the value and properties of assessment methods and instruments
**prevention and solution of literacy difficulties: management of the classroom context to prevent difficulties in the acquisition of literacy as well as to solve learning difficulties when they occur
technology: understand the nature and functions of information technologies in contemporary literacy practices; use relevant information technologies for teaching and assessment
organization of instruction: organization, regulation, and reform of literacy instruction

NYSED standards and core curriculum: knowledge of English Language Arts, Social Studies, Mathematics, Science and Technology
self-extended learning: how to engage critically with professional text and research to extend learning, including success with their own professional reading and writing

 

Teaching Skills

** basic teaching routines: nurturing children's language and literacy abilities individually and in groups. Includes appropriate strategies for developing specific reading and writing competencies such as comprehension, critical reading, studying, vocabulary knowledge, word knowledge (phonological insight, spelling, and analysis), composing, revising, and editing

**children's literacy development: documenting and analyzing reading, writing, speaking and listening, both through observational practices and through more formal techniques such as the Early Literacy Profile and standardized tests

**instructional decisions: matching learners with appropriate materials and creating independent learners; analyzing and solving instructional problems that arise in the regular or instructional support classroom, especially as they relate to learners who are struggling, or whose literacy abilities are so advanced that they need additional challenges

** learning communities for students: generating productive contexts such that children learn from one another as well as from the teacher

learning communities for teachers: generating productive contexts for independent and collaborative learning among educators.

**prevention and solution of literacy difficulties: managing the classroom context to prevent difficulties in the acquisition of literacy as well as to solve learning difficulties when they occur

communication: collaborating with colleagues, other specialists, parents, and the public on literacy issues showing sensitivity to different perspectives and different language

 

Themes/Content

Assignments

(Note: these are suggested assignments—actual assignments in this course will be listed in the current course outline)

Readings

(Note: these are suggested texts--actual readings in this course will be listed in the current course outline)

 

Literacy Learning
What children need to know to develop and expand literate competencies:
Comprehension
Critical Literacy
Strategic Reading and Writing
Self-extending learning
Content Area Literacy
Writing
Word Study
Phonemic awareness
Phonics
Word identification
Vocabulary
Spelling
Listening/Speaking
Engaging in conversations
Fluency
Stamina
Motivation


Literacy Teaching
Responsive teaching based on sensitive observations and productive organization:
Creating a Comprehensive/Balanced Literacy Program
Read Aloud
Shared Reading
Guided Reading
Independent Reading/Silent Reading
Writer’s Workshop
Modeled Writing
Independent Writing
Content Area Writing
Organization/Classroom Management
Strategy Instruction
Responsive Teaching
Engaging in Instructional Conversations
Cambourne’s Conditions of Learning
Assessment

Instructional and Assessment Materials/Tools
Running Records
Leveling Texts
Concepts About Print

DIBELS, PALS
Early Literacy Profile
NYS Grade 3rd Grade ELA Test
NYS Standards
Record Keeping Techniques/Strategies
Textbook Materials
Books

Contexts of Learning
Cultural contexts
Home/School Connections
Instructional Environments
e.g. special education
Discourse Patterns
within and across contexts
What counts as productive learning spaces?

Teaching/Learning as Inquiry
Ways of organizing for ongoing professional development
Collaboration, Problem Solving and Examining Assumptions
Reflective Teaching
Ways of organizing for ongoing development
Self-extending learning
Accessing and evaluating technology related resources 


There are two assignments within the 10 hour practicum requirement for this course:
Assignment 1. Work with a student from 3 years old to 2nd grade (10 hours).
1) Interview/Literacy Conversations
2) Reading
3) Writing
4) Reflection

Note: Teachers will work with each child on more than one occasion. Audiotape the sessions. Frame each assignment focusing on the strengths of the child.

Part 1: Interview/Literacy Conversations. Interview the child and the parent/guardian of each child and show how what you learned from the interviews informed your reading and writing choices.

Part 2: Reading interaction.
Prepare for the interactions by developing: book introductions prior to the interaction, conversational prompts to discuss the text, and a possible follow-up to the interaction.

Share a book/several books with a child. Audiotape the interactions.

Transcribe a key 3 page section of the interaction (i.e. book introduction, talk around text, responses). Analyze the way(s) you supported the child’s engagement with the text(s).

Evaluate what occurred. What did you learn about the child’s literate competencies? What did you learn about your teaching? Develop a follow-up to the interaction based on insights gained and the course readings.

Part 3: Writing Interaction.
Prepare for the writing component based upon the interests/level of the child.

Write with the child. Transcribe a key 3 page section of the interaction. Analyze the ways in which you supported the child’s engagement with writing.

Evaluate what occurred.
What did you learn about the child’s literate competencies? What did you learn about your teaching? Develop a follow-up to the interaction based on insights gained and course readings.

Part 4: Reflection
Write a reflection on each experience. What did you learn from the experience about the learner’s literate competences? about your teaching? Connect this experience/ your reflections to the required readings for the course. What are the implications for the classroom? For assignment 2, consider what you learned across the two experiences. Connect both experiences and your reflections to the required readings for the course.

Other possible assignments:
Write a Letter to Parents (for students in your classroom) describing your literacy philosophy. This letter can be revisited in 600/620.

Running Records
Teachers will take, score, and analyze Running Records as part of their practicum assignments and final examination.

Inquiry Project
Teachers will develop an inquiry-based project aligned with a topic of interest from the course outline.Students are expected to read a minimum of 4 professional books and many articles from journals. In each module, student complete learning logs that summarize, critique, and reflect on the readings, relating them to the student’s prior knowledge and teaching experience, making connections to other texts, and drawing implications for integrated literacy instruction.


Clay, M. (2000). Running Records for Classroom Teachers. Portsmouth, NH: Heinemann.
OR
Johnston, P. (2000). Running records: A self-tutoring guide. York, ME: Stenhouse.

Clay, M.M. (2002). An Observation Survey of Early Literacy Achievement, 2nd ed. Hong Kong: Heinemann. (Also one of Booklets - Sand , Stones or Follow me , Moon for Concepts About Print Task)

Fountas, I. & Pinnell, G. (1997). Guided Reading: Good first teaching for all children. Portsmouth, NH: Heinemann.
OR
Fountas, I. & Pinnell, G. (2001). Guiding Readers and Writers: Grades 3-6.
Portsmouth, NH: Heinemann.

Fountas, I. & Pinnell, G. (1999). Matching books to readers: Using leveled books in guided reading, K-3. Portsmouth, NH: Heinemann.
OR
Pinnell, G. & Fountas, I. (2002). Leveled books for readers grades 3-6. Portsmouth, NH: Heinemann.

Cunningham, P. (2004). Phonics they use. NY: Pearson.

OR

Bear, D., Invernizzi, M., Templeton, S., Johnston, F. (2003).  Words Their Way.  Prentice Hall.

OR

Fountas, I. & Pinnell, G (1998).  Word Matters.   Portsmouth, NH: Heinemann.

Johnston, P. (2004) Choice Words: How Our Language Affects Children's Learning. Stenhouse.

Wood Ray, K. & Cleaveland, L. (2004).  About the Authors: Writing Workshop with our Youngest Authors. Portsmouth, NH: Heinemann.

A range of articles from Language Arts, The Reading Teacher, and related professional journals.