Program requirements

Prerequisites (if any):

Catalog Description:

Theory and practice of integrated literacy instruction. Covers these topics: historical perspectives on integrated language arts, different kinds of integration (within language arts, between language arts and subject areas, within and across grade levels, etc.), developing integrated units of instruction, teaching skills within themes, and assessing children's literacy progress.

Extended Description:

This course first examines the theory, philosophy and research on integrated literacy instruction. It then goes on to explore different kinds of literacy integration for use in elementary classrooms (e.g., themes. inquiries, projects.). Finally, it takes students through the various stages of creating, organizing, teaching, and assessing an integrated unit of instruction. These stages include identifying suitable topics/sub-topics, enlarging the teacher's own understanding of these topics, blocking the theme (e.g., How long will it last? How will each component be taught?), creating appropriate language arts activities (including the skills to be taught, and the resources teachers will need for the theme), and how student progress will be assessed.

Program goals:

** major goal

Pedagogical Content Knowledge

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

task difficulty: relation to student learning, independence, and development

** assessment of literacy: the value and properties of assessment methods and instruments

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

Readings

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

TOPIC 1: Literacy Integration: What Does it Mean?

• Overview of the history of integrated language arts, from the mid-19th century to the present
• Theoretical and research perspectives on literacy integration
• An analysis of the different ways in which integration is defined in the professional and research literature (e.g., within language arts, between language arts and subject areas, within and across grade levels, etc.)
• A review of different kinds of integration (theme studies, theme immersion, inquiry-based themes, project approach, etc.)

TOPIC 2: Creating themes: Selecting topics

• Overview of the different sources for themes (e.g., content areas, calendar, concepts, form, etc.)
• Techniques for exploring dimensions of topics (opening up possibilities, narrowing focus, ensuring that topics are worth exploring)

TOPIC 3: Enlarging teachers' knowledge of topics; blocking themes

• Rationale for teachers enlarging their own knowledge of themes
• Techniques for enlarging teacher's knowledge
• Techniques for blocking a theme

TOPIC 4: Teaching Themes: Activities, skills

• Creating authentic teaching and learning experiences for themes.
• Teaching literacy skills within a theme (directly, indirectly)

TOPIC 5 : Assessment of integrated literacy instruction

• Techniques for assessing content knowledge within a theme.
• Techniques for assessing the effectiveness of a theme.

TOPIC 6: Completion of a proposed/actual theme

Written assignments. Students answer questions on each course topic, related to historical, theoretical, research and practical perspectives on literacy integration.

Examples:
--Examine the way in which your own school (or grade level) integrates its elementary or middle school curriculum. In light of the class readings and discussions, what seems to be missing, and what possibilities are there for further integration?
--Read several articles on the topic of integration, and write a reaction piece on them. What are the major theoretical and practical issues?
--Examine in detail your own curriculum, and reflect on the extent to which you integrate its components. What do you think can and ought to be further integrated?

Project Assignment. Students create their own integrated instructional unit (theme) by selecting a topic and providing a rationale for it, showing why it is worthy of students’ time and energy, what its learning goals are, how it relates to the curriculum, and why a particular theme approach would be appropriate. Students “bump up” their own knowledge of the topic(s) they have chosen for their theme. They then propose how their theme is to be blocked (making decisions about the duration of a theme, the sub-topics to be covered, the overall organization, sequence and content of learning episodes). For each major component of their theme, students propose and provide a justification for: read-alouds, independent reading, guided/shared reading (if any); activities; writing; projects (if any); culminating activity (if any). Of particular importance is proposing and justifying teaching and learning experiences that will meet the needs of diverse students, and students with a range of literacy abilities. Students propose and provide a justification for how they intend to assess children’s knowledge of the content of their theme; literacy skills within the various activities. They also propose and justify how they intend to evaluate the effectiveness of the theme itself.

Adler, M, & Flihan, S. (1997). "The interdisciplinary curriculum: reconciling theory, research, and practice."   Albany, NY: National Research Center on English Learning and Achievement.

Beane, J. (1991). "The middle school: The natural home of integrated curriculum." Educational Leadership 49(2): 9-13.

Chatton, B. and L. D. Collins (1999). Blurring the edges: Integrated curriculum through writing and children's literature. Portsmouth, NH, Heinemann.

Five, C. L. and M. Dionisio (1995). Bridging the gap: Integrating curriculum in upper elementary and middle schools. Portsmouth, NH, Heinemann.

Harp, B., Ed. (1993). Bringing children to literacy: Classrooms at work. Norwood, MA, Christopher Gordon.

Jacobs, H. H., Ed. (1989). Interdisciplinary curriculum: Design and implementation. Alexandria, VA, Association for Supervision & Curriculum Development.

Katz, L. G. and S. C. Chard (1989). Engaging children's minds: The project approach. Norwood, NJ, Ablex.

Kucer, S., C. Silva, et al. (1995). Curricular Conversations. York, ME, Stenhouse Publishers.

Moss, J. F. (1994). Using literature in the middle grades: A thematic approach. Norwood, MA, Christopher-Gordon Publishers.

Moyer, P. S. (2000). “Communicating mathematically: Children's literature as a natural connection.” The Reading Teacher 54(3): 246-255.

Pappas, C. C., B. Z. Kiefer, et al. (1999). An integrated language perspective in the elementary school: Theory into action. White Plains, NY, Longman.

Strickland, D. S. and L. M. Morrow (1990). “Integrating the emergent literacy curriculum with themes (Emerging Readers and Writers).” The Reading Teacher 43(8): 604-5.

Walmsley, S. A. (1994). Children exploring their world: Theme teaching in elementary school. Portsmouth, NH, Heinemann.