ERDG623: Capstone Practicum and Seminar, 5-12 (6 credits)

Course Template

 

Last Updated: October 11, 2006

 

Program requirements

Prerequisites (if any):

 Core course in the MS Literacy Specialist B-12 and 5-12 programs in the Reading Department. Offered on campus and only in the Fall. Prerequisite: RDG 505 & 605.

Catalog Description:

Involves an intense collaboration with one to three adolescents and one or two other graduate students in an after-school program twice per week, followed by a seminar. Teachers work with small groups of students to assess literacy in collaborative activity. Emphases include reflection on teaching, teacher’s understanding of teaching, learning and research. (25 practicum hours; 6 credits)

 

Extended Description:

 

[in preparation]

 

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
• Strategic reading and writing


• Comprehension


• Writing (to learn; for publication)


• Word study (word parts; vocabulary; spelling)


• Speaking/Listening (discourse appropriacy: language use in specific contexts; participation in specific activities: awareness of roles, positions, and positioning)


• English as a second language

Literacy Teaching for Ongoing Development
• Organizing instruction

• Reading/writing workshop

Contexts of Learning
• Inside/Outside/Marginals in activity

• Instructional environments (LINC)

Activity Assessment
• Uses of texts and ideas

• Arrangements

• Knowledge building

Assessment
• Informal and ongoing


(These assignments don’t correspond directly to the topics at left; rather, they integrate topics)

1. 25 sessions in LINC (Literacy in Collaboration, an after school program)

2. Initial assessments
a. genre assessment
b. writing-to-learn assessment
c. interviews with student, parent and teacher
d. IRI

3. Lesson plans
a. demonstration and guided participation in reading and writing strategies suited to specific texts and purposes for using them
b. informal assessments: assessment of guided participation in strategy use and assessment of writing development

4. Activity Assessment Tool (AAT)

5. Reaction papers to course readings

6. Literacy profile/letter to parents
a. draft 1: initial assessments
b. draft 2: assessment of literacy practice using AATs, lesson plans, and reaction papers
c. draft 3: literacy profile/letter to parents  

 

Rogoff, B. (1990). Apprenticeship in thinking. New York: Cambridge University Press.

Roth, W-M. & Tobin, K. (2002). Redesigning an “urban” teacher education program: An activity theory perspective. Mind, Activity & Culture, 9 (2). 108-131

Vacca, R. & Vacca, J.A.. (2002). Content area reading: Literacy and learning across the curriculum, 6th Ed. New York: Longman.