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
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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
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| The
focus in this course is on building the capacity to accelerate the literacy
acquisition of students encountering difficulty with schooled literacy.
Emphasis is on developing the skills and dispositions necessary for self-improving,
critical and responsive teaching, and the community building necessary
to sustain it.
Key = *
Literacy Learning
What children need to know to develop and expand literate competencies:
Comprehension
Critical Literacy
Strategic Reading and Writing
Self-Extending Learning
Writing
Word Study
Phonemic Awareness
Phonics
Word Identification
Vocabulary
Spelling
Listening/Speaking
Engaging in conversations
Fluency
Stamina
*Motivating Struggling Readers
Literacy Teaching
Responsive teaching based on sensitive observations and productive
organization.
*Acceleration versus Remediation*
*"Roaming the Known"
*Focusing on Strengths/Advocating Strengths
*Teaching to meet the needs of diverse learners
*Strategic Instruction
*Responsive Teaching Practice
*Engaging in instructional conversation
*Organizing to solve and prevent problems
*Examining the instructional and assessment circumstances
Analyzing assessment and systemic responses to difficulties in reading
and writing
Communicating assessment results to parents, caregivers, and school personnel
*Role of the Literacy Specialist
Instructional and Assessment Materials/Tools
Taking and Analyzing Running Records
Observation Survey
Leveling Texts
Spelling Assessment
Contexts of Learning
*Cultural contexts
*Funds of knowledge
*Home/School Connections
Instructional Environments
e.g. special education, AIS, remediation
Discourse Patterns within and across contexts
Teaching/Learning as Inquiry
Ways of organizing for ongoing professional development
*Collaborating for problem solving and examining assumptions
*Teachers as Lifelong Learners
*Reflective Teaching
*Developing a culture that promotes self-extending learning
*Roles of the Literacy Specialist
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Tutoring:
--Teachers will tutor one child two hours per week for the semester.
During summer sessions teachers will tutor students for four/five hours
per week.
--The teachers will also work with children in groups of two to three
to gain experience with small group instruction.
Documenting Student Learning/Teaching and productive reporting:
--Lesson Logs: Planning for instruction, documenting instruction
--Initial Assessment
--Written Updates
--Final Assessment
Literacy Teaching:
Feedback/Analysis of Teaching:
--Daily structured personal reflection on tutoring session and regular
immediate debriefing/analysis sessions with instructor.
--Videotape/Audiotape (minimum of one videotape, 2 audiotapes). Audiotapes
self-analyzed within research-based framework. Videotapes self-analyzed,
incorporating group discussion and feedback.
--Transcript Analysis: 3 pages per audiotape/videotaped assignment
--Reflective Essay
Seminar Sessions:
--Sessions are case and research-based collaborative problem-solving.
Teachers are required to connect research and careful observation to
cases and to interact in ways, and with language, that lead to productive
solutions and ways of checking the value of solutions.
Communication between Contexts
--Requirement of regular productive communication with students’ families.
Reports written in accessible language.
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Clay,
M.M. (1993). Reading Recovery: A guidebook for teachers in training.
Portsmouth, NH: Heinemann.
Routman, R. (2000). Conversations. Portsmouth, NH: Heinemann.
Lyons, C., Pinnell, G., Deford, D., (1993). Partners in learning.
New York: Teachers College Press.
Clay, M. (2000). Running Records for Classroom Teachers. Portsmouth,
NH: Heinemann.
OR
Johnston, P. (2000). Running records: A self-tutoring guide.
York, ME: Stenhouse.
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.
Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers
of African American children. San Fransisco: Jossey-Bass.
Compton-Lilly, C. (2003). Reading families: The literate lives of
urban children. New York: Teachers College Press.
OR
Shockley, B., Michalove, B., & Allen, J. (1995). Engaging families:
Connecting home and school literacy communities. Portsmouth, NH:
Heinemann.
OR
Kyle, D.W., McIntyre, E., Miller, K., Moore, G. (2002). Reaching out:
A K-8 resource for connecting with families. CA: Corwin Press.
Cunningham, P. (2004).Phonics they use. NY: Pearson.
Bigelow, B., Christensen, L., Karp, S., Miner, B., & Peterson, B.
(Eds.). (1994). Rethinking our classrooms: Teaching for justice (Vol. 1). Milwaukee,
WI: Rethinking Schools.
OR
Bigelow, B., Christensen, L., Karp, S., Miner, B., & Peterson, B.
(Eds.). (2001). Rethinking our classrooms: Teaching for justice (Vol. 2). Milwaukee,
WI: Rethinking Schools.
Anderson, C. (2000). How's it going: A practical guide to conferring
with student writers. Portsmouth, NH: Heinemann.
Bear, D., Invernizzi, M., Templeton, S. & Johnston, F. (2000). Words
their way: Word study for phonics, vocabulary & spelling instruction
(3rd. ed). Upper Saddle River NJ: Merrill/Prentice-Hall.
Cunningham, P.M. (2004). Phonics they use: Words for reading and writing
(4th ed). New York: Longman.
A range of articles from Language Arts, The Reading Teacher, and
related professional journals.
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