Instructor telephone Office Hours
Dr. Roy E. Howard - Monday 9 am to Noon and Wednesday 1pm to 4pm and by appointment. (505) 722-3389. I. COURSE LOCATION: Gallup Classroom B
II. COURSE TIME: Tuesdays 5 pm to 9:05 pm - 9/11,18, 25, 10/2, 9, 16, 23, 30, 11/6,13, 27, 12/4
III. COURSE DESCRIPTION Current books, trends, instructional and assessment strategies, and media material for a multicultural children's literacy curriculum will be included. Emphasis will be on meeting the standards and outcomes of the New Mexico TESOL endorsement.
IV. CONCEPTUAL FRAMEWORK AND NEW MEXICO COMPETENCIES The purpose of the School of Education at Western New Mexico University is to:
The Conceptual Framework that organizes the professional education curriculum to fulfill our purpose is founded on four guiding principles: diversity, application, quality, and proactive leadership.
Based upon these four philosophical assumptions, the prospective administrator at Western New Mexico University is provided an opportunity to fulfill this purpose by experiencing a specific knowledge base. All School of Education programs 1) maximize opportunities for thinking and achievement; and 2) facilitate active, participatory decision making. The relationship between these two categories and national restructuring efforts redefine learning and the way schools are governed.
Developing advanced knowledge to enhance thinking, achievement, and decision making is only one function of the WNMU graduate education programs. The advanced program places a higher emphasis on action or applied research and expects graduates to take a leadership role in efforts to bridge differences through collaboration among the greater learning community.
This course specifically addresses "maximizing opportunities for student thinking and achievement" in many ways, to include the following...
Teachers recognize social and cultural factors in society. Graduate candidates will explore the historical, social, and cultural characteristics of literacies and multicultural literature for children and youth.
NM TESOL Competency 6: Teachers increase awareness of other languages and cultures.
Teachers should have a thorough knowledge of multicultural childrenís literature and the implications for cultural and linguistic development. Graduate candidates will read and evaluate books for children and youth, information about books, students's interest in reading, important authors and illustrators, and trends in literacies and multicultural literature for children and youth.
NM TESOL Competency 10 : Teachers understand the factors which contribute to the lifestyles of various people and which determine both their uniqueness and their interrelationships in a pluralistic society.
Teachers appreciate the significant themes, concepts, and genres of childrenís literature. Graduate candidates will explore the literature genres and develop strategies that provoke thought and lead to engagement in learning.
This course specifically addresses "facilitating active, participatory decision making," to include the following...
Teachers are skilled in developing curriculum that reflects the holistic nature of literacy. Graduate candidates will develop and organize learning activities that include long-term and daily plans for incorporation of literacies and multicultural literature for children and youth into the classroom.
NM TESOL Competency 2: Teachers will be familiar with the process of oral and written language acquisition as it concerns first and subsequent language learning and as it varies at different age and proficiency levels.
Teachers are skilled in planning individual and group activities. Graduate candidates will develop reader's workshop, conversation clubs, and other multicultural, literature-based instructional strategies.
NM TESOL Competency 8: Teachers develop English as a second language learning activities in the content areas.
Teachers are skilled in using a variety of materials and creating experiences that provoke thought and lead to engagement in learning. Graduate candidates will develop specific strategies to encourage class discussion, written responses, and various opportunities for interpretation and enjoyment of multicultural literature.
Teachers model an holistic approach to literacy. Graduate candidates will engage in varied experiences relative to literacies and multicultural literature for children and youth.
Teachers benefit from collaboration and cooperation. Graduate candidates will engage in class sessions, discussions, experiential learning, and related activities as opportunities for student collaboration.
V. OUTCOMES
VI. CONTENT TOPICS
Schedule Tuesdays: with make up day on 12/4
DATE TOPICS READINGS
1 OVERVIEW OF COURSE EXPECTATIONS Articles Incoming activity: on-line exploration of resources Syllabus Review and Discussion Jigsaw reading assignments Literature Logs, Rights and Responsibilities, and KWL Form Conversation Clubs and determine reading assignments
2 Primary Voices K-6 112 West Coal Ave., Gallup, NM 87301 Jacobs Booktalk: Native American and Hispanic Literature CH 1-4 & 15-22 Picture books for teaching skills and concepts
READER'S WORKSHOP/ MINILESSONS Development and organization Miscue Analysis Conversation Clubs: Jacobs, Miscue Analysis, and the Booktalk DUE: Preassessment
3 CURRICULUM MODELS Samway Concept Focused v. Content Driven Curriculum ALL Multidisciplinary, Interdisciplinary, and Transdisciplinary Conversation Clubs: Organizing the readings (begin NOW) Conversation Clubs: Reflections, discussion, and questions concerning Samway
4 FACILITATING THE LOW-STATUS STUDENT Cohen ISSUES IN NAVAJO LITERACY DEVELOPMENT Reflection Groups: Discuss Cohen and Equity Issues in Language Arts: What were your key reactions? Minilessons GROUP WORK ON PROJECTS
5 CHANGING WORLD OF CHILDREN'S LITERATURE Jacobs Review Historical Perspective of Children and Literature CH 5 & 6 Creating Authentic Tasks Age, Gender, and Cultural Differences Journalling GROUP WORK
6 TRADITIONAL AND MODERN FANTASY Jacobs Folk tales, Fables, Myths, Fantasy CH 7& 8 Modern Fairy tales, Science Fiction Classification of student performance according to levels of thinking CONVERSATION CLUB REQUIRED READING: Chapter Books: The Giver, Maniac Magee, Mrs. Frisby and the Rats of NIMH, Canyons, and A Girl Called Boy (Belinda Hurmence) Picture Books: Tuesday, Black and White, Lon Po Po, The Polar Express, & Jumanji
Focus Questions for Literature Logs: 1) What qualities do Fantasy, SciFi, and Fairy tales have in common? 2) Which vocabulary words would require pre-heating and other linguistic incorporation strategies? 3) What do you consider to be the most significant minilessons? 4) What are the sensitive issues in each book and how would you handle them? 5) What were your key reactions? Jacobs 6) What were the reactions from Conversation Club members? ******* DUE: Transdisciplinary Project Proposals (a brief description of project)
7 J BOOKS TO BEGIN ON and PICTURE BOOKS Jacobs Emergent Literacy Wordless Picture Books Concept Books CH 13 Toy Books Mother Goose Counting Books Beginning Readers Picture Storybooks Alphabet Books Common Experiences of the Young Child Finger Rhymes and Nursery Songs
CONVERSATION CLUB REQUIRED READING: Caldecotts and other Picture Books Focus Questions for Literature Logs: 1) What qualities draw you to a picture book? 2) Which vocabulary words would require preteaching and linguistic incorporation strategies? 3) What do you consider to be the most significant minilessons? 4) What are the sensitive issues in each book and how would you handle them? 5) What were key reactions from Jacobs?
8 FICTION, BIOGRAPHIES, & INFORMATIONAL BOOKS Jacobs Contemporary Realistic Fiction, Cultural Influences Historical Fiction CH 9-12 Biographies, Autobiographies, Informational Books
REQUIRED READING: The Indian School, Roll of Thunder Hear My Cry, Walk Two Moons, Sing Down the Moon, Baseball in April, AND a Biography. JIGSAW: Laughing Boy, The Midwife's Apprentice, My Brother Sam is Dead, Johnny Tremain, Witch of Blackbird Pond, Julie of the Wolves, The View From Saturday, Dragonwings, The Sign of the Beaver, Island of the Blue Dolphin, and OPTIONAL: Shiloh, Number the Stars, Libby on Wednesday, Bull Run, a Hillerman Novel, and/or others from my collection CONVERSATION CLUB READING: Newberrys, required fiction, read and discuss; including, Case Study : "Whose Side Are You On?"
Focus Questions for Literature Logs: 1) What qualities did you enjoy in fiction and biographies? 2) Which vocabulary words would require preteaching and linguistic incorporation strategies? 3) What do you consider to be the most significant minilessons? 4) What are the sensitive issues in each book and how would you handle them? 5) What were key reactions from Jacobs?
9 POETRY Jacobs Anthologies Single Theme Poetry Single Poem Book CH 14 Epics Story Poems Poems About Poetry ****DUE: LITERATURE LOGS with MISCUE ANALYSIS CONVERSATION CLUB REQUIRED READING: Poetry Focus Questions for Literature Logs: 1) What qualities did you find in your poetry selections? 2) Which vocabulary words would require preteaching and linguistic incorporation strategies? 3) What do you consider to be the most significant minilessons? 4) What are the sensitive issues in your poems and how would you handle them? 5) What were key reactions from Jacobs?
10 PRESENTATIONS Presentations of Transdisciplinary Projects DUE: Summative Assessment
11 PRESENTATIONS AND CELEBRATIONS Presentations of Transdisciplinary Projects Course Evaluations DUE: Learning Logs, Transdisciplinary Projects, Self, Group, and Peer Assessments
VII. ASSIGNMENTS:
A. Process Learning (50%): Process learning involves the active and responsible engagement of course members. To facilitate participatory decision making and effective communication, this course is designed as a highly concentrated experience consisting largely of small group activities. In order for the activities to proceed smoothly and successfully, EVERYONE MUST COME PREPARED!!!!!!!! The following will be considered as process learning for evaluative purposes:
C. Transdisciplinary Project (30%): Develop a project based upon the transdisciplinary model of teaching and learning, include:
D. Presentation (20%): Develop a presentation of your personal project, include:
E. All papers should be typed and double spaced. It is highly recommended that you make copies of all papers handed in. Please take pride in your papers and proofread them carefully. Remember, the papers you hand in to me are final copies, not first drafts.
VIII. EVALUATION/ASSESSMENT/GRADING CRITERIA: Final grading for this course will be based upon a mastery learning assessment system: 1) the following rubric will be applied to assignments throughout the course and 2) a final grade will be determined based upon continued growth and review of completed assignments.
Assessment Rubric for Experiential Learning
General SCORING RUBRIC
4 Exceeds Expectations. The graduate student's skills are exceptionally strong and consistently exceeds outcome expectations
3 Proficient. The graduate student's skills are strong; meets outcome expectations.
2 Minimal Performance. The graduate student's skills are weak; does not meet all outcome expectations.
1 Needs Improvement. The graduate student's skills in this area are presently inadequate for practice; inconsistent in meeting outcome expectations.
0 Unsatisfactory. Graduate student's performance reflects insufficient mastery; outcome expectations are seldom met.
GRADING SCALE: A= 4 , B=3, C=2, D=1;,and F=0 on the rubric.
IX. REQUIRED AND SUPPLEMENTAL READINGS
Text
Howard, Roy E. Packet of Readings Tunnell, M.D. & Jacobs, J.S. (2nd Edition). Children's literature, briefly. Prentice-Hall: New York. On-line resources. Topics include word study, comprehension, the writing process, emergent literacy, children's literature, visual literacy, standards, and assessment. Samway, K. & Whang, G. (1996). Literature study circles in a multicultural classroom. Stenhouse: New York. 1. "I Gotta Read It!": Literature Study Circles in Action 2. "What Did You Think of the Book?": Getting Literature Study Circles Off the Ground 3. "I Really Like Reading After All": The Influence of LSCs on Students 4. "I Think I Might Have Been a Little Bit Racist Before Coming to Hawthorne": The Influence of Literature Study Circles on Cross-Cultural Understanding 5. What Next? / Appendix A: Books That Have Been Enjoyed by Students in Fifth/Sixth Grade LSCs / Appendix B: Authors and Illustrators of Literature for Children and Young Adults Who Are Members of Underrepresented Groups / References
References
____ NCTE, (1997) Language arts journal. (vol. 74). Atwell, N. (1987). In the middle: Writing, reading, and learning with adolescents. New Hampshire: Heinemann. Calkins, L.M. (1986). The art of teaching writing. New Hampshire: Heinemann. Calkins, L.M. (1993). Living between the lines. New Hampshire: Heinemann. Cohen, E.G. (1997). Designing groupwork. (2nd). Teacher's College Press: New York. Duthie, C. (1997). True stories. New York: Stenhouse. Kucer, S.B., Silva, C. & Delgado-Larocco, E.L. (1995) Curricular Conversations. Stenhouse: New York. Goodman, K. (1997). Ken Goodman on reading. Heinemann: New Hampshire. Graves, D.H. (1989). Investigate nonfiction. New Hampshire: Heinemann. Graves, D.H. (1992). Explore Poetry. New Hampshire: Heinemann. Hall, S. (1990). Using picture storybooks to teach literary devices. Oryx Press. (Vols. I and II). Hopkins, L.B. (1987). Pass the poetry, please! New York: Harper & Row. Huck, C.S., Hepler, S. & Hickman, J. (1993). Children's literature in the elementary school. (5th ed.) New York: Holt, Rinehart, & Winston. Lurie, A. (1990). Donít tell the grown-ups: Why kids love the books they do. New York: Avon. Pappas, C.C, Kiefer, B.Z. & Levstik, L.S. (1995). An integrated language perspective in the elementary school: Theory into action. (2nd). Longman: New York. Routman, R. (1989). Transitions: From literature to literacy. New Hampshire: Heinemann. Taylor, D., Coughlin, D. & Marasco, J. (1997). Teaching and advocacy. Stenhouse: New York. Thiessen, D. & Matthias, M. (1992). The wonderful world of mathematics, Virginia: NCTM. Tompkins, G.E. & McGee, L.M. (1993). Teaching reading with literature: Case studies to action plans. New York: Macmillan. Walker, B. (1988). Supporting struggling readers. Pippin: Ontario.
Journals
Educational Leadership (ASCD) Language Arts (NCTE) Phi Delta Kappan The Reading Teacher
On-line Sources Bilingual Schools in Israel: http://hall.gresham.k12.or.us/SH99-00/israel.html
George M Jacobs and Willy A Renandya, Julian Bamford. Annotated Bibliography of Works on Extensive Reading in a Second Language
The Hudson River Center for Program Development (HRCPD) is a nationally recognized not-for-profit corporation specializing in educational resources. From emerging issues in education, technology, health, and human services, we develop teaching tools for specific audiences. Our audiences are typically, but not limited to, teachers and other personnel involved with adult education, family literacy, health promotion, homeless adults, school-to-work initiatives, and incarcerated youth and adults.
THE PROCESS ORIENTED APPROACH TO TEACHING WRITING TO SECOND LANGUAGE LEARNERS http://www.ncbe.gwu.edu/miscpubs/nysabe/vol10/nysabe103.html
LITERACY DEVELOPMENT THROUGH PROCESS DRAMA
"Process Drama: A Special Space and Place for Writing" describes the results of using process drama and writing within an elementary classroom in the US. The project classroom consisted of 25 second and third graders; information was collected through observation, writing samples, and interviews. The use of process drama accomplished a number of literacy goals: encouraging imagination, teaching about the world and diverse perspectives, teaching the functions and forms of writing. Written by Jenifer Jasinski Schneider and Sylvia A.W. Jackson, "Process Drama" appears in the September issue of "The Reading Teacher." ["The Reading Teacher," Volume 54 (1): 38-51, September 2000.] For subscription information, contact: International Reading Association 800 Barksdale Road PO Box 8139 Newark, DE 19714-8139 URL: http://www.reading.org
Adult Multiple Intelligences Study and Literacy Education
The guiding question behind the Adult Multiple Intelligences (AMI) Study is this: "How can Multiple Intelligences (MI) theory support instruction and assessment in Adult Basic Education (ABE), Adult Secondary Education (ASE) and English for Speakers of Other Languages (ESOL)?" Begun in 1996, the first phase of the AMI study centered on the work of ten researcher teachers from different parts of the United States and the specific questions they had. The AMI sourcebook, "MI grows up," is based on that work and serves as a resource for adult literacy educators who are considering integrating, or have begun integrating, MI theory into their own practice. "MI grows up" was pilot tested in Phase Two of the study. As part of the project's final phase, the following resources are being developed:
* In "MI Grows Up: Pictures of Practice" (video), AMI teachers share their experiences and introduce the viewer to MI theory in the adult literacy classroom. * "Multiple Intelligences in Practice: Teacher Research Reports from the Adult Multiple Intelligences Study" is a collection of AMI teacher research reports. * The "AMI Annotated Bibliography" includes summaries of 50 articles and books relevant to MI theory with adult learners. * The "AMI Research Report" contains the final cross-site data analysis and other findings of the study.
Find Out More
Information on the AMI study and the resources being developed are available online at: http://pzweb.harvard.edu/ami/ To go directly to stories of the ten teachers and their research projects, visit: http://pzweb.harvard.edu/ami/teacherstudies.htm
Literacy Practices for Hispanic Students
"Literacy Practices for Hispanic Students," a report by Rosalinda Barrera and Robert Jimenez (August 2000) is now available online at http://www.ncbe.gwu.edu/ncbepubs/reports/literacy/index.htm
This report presents the results of a series of focus groups with teachers of Latino children in three urban centers with significant Latino representation - Chicago, El Paso, and Washington DC. The authors describe these teachers' knowledge and understanding of school literacy practices that maximize success for Latino students. The report also identifies literacy issues that thus far have been discussed only from a partial perspective in the so-called "reading wars."
For similar materials, visit the NCBE Online Library, particularly the following sections:
* NCBE Reports: http://www.ncbe.gwu.edu/ncbepubs/reports/ * Curriculum & Instruction: http://www.ncbe.gwu.edu/library/curriculum * Language & Culture: Hispanic, Latino, Chicano http://www.ncbe.gwu.edu/library/langcult/hispanic.htm CELA Partnership for Literacy Study in Middle Schools
Working in partnership with middle schools in New York and Wisconsin, the National Research Center on English Learning & Achievement (CELA) is conducting an implementation study to "put into place in a variety of school settings the plans, programs, and processes that previous research has shown to be effective in boosting students' literacy achievement." Focusing the study are six questions:
* Have curriculum and instruction in the partner schools changed as a result of the instructional development program? * How has student achievement in writing, reading, literature, and English language usage changed over time in the experimental and comparison classrooms? * Has the achievement of struggling readers changed as a result of the intervention? * To what extent, if any, does school-based literacy learning carry over into students' lives outside school? * To what extent does participation in the "Partnership for Literacy" change teachers' thinking and teaching (and subsequently their students' performance)? * What strategies are most effective in increasing and sustaining academic discussion in low-achieving, inner-city classrooms?
To assess commonalties across sites, results from the partnering schools will be compared to results from a set of similar schools. The study is just getting started: complete results are not expected until 2003.
For more information about the "Partnership for Literacy" project, visit the CELA website: http://cela.albany.edu/. It contains links to research theory and findings that support the project, including:
* "Essential Features of Effective Fourth-Grade Teachers and Their Classrooms" * "Developing a Professional Community of Teachers" * "Participating in Classroom Dialogue Helps Struggling Readers" * "Strategies for Helping Struggling Middle School Readers"
The Office of Educational Research and Improvement (OERI), U.S. Department of Education funds the project.
USING THE NEWSPAPER IN THE BILINGUAL CLASSROOM http://www.ncbe.gwu.edu/miscpubs/jeilms/vol15/usingthe.html
More articles on bilingual education curriculum and instruction are listed at: http://www.ncbe.gwu.edu/library/curric.html
DUAL LANGUAGE CLASSROOM LIBRARIES
Libraries of dual language materials (Spanish/English) are available through Attanasio and Associates, Inc., a New York- based distribution and consulting firm. The libraries include Spanish as a second language and ESL materials for elementary grades. Titles in the libraries are selected to correspond with grade level language arts and content themes, and to promote first and second language learning. Classroom libraries can be tailored to meet the individual needs of the school district orclassroom.
For more information, contact Attanasio and Associates: 78-15 Metropolitan Avenue Middle Village, NY 11379 tel: (718) 416-1832 fax: (718) 416-1838 email: cattanasio@aol.com
marcopolo | Gateway to Education Materials on-line | International Reading Association | Educational Statistics | Read Across America Website | Aesop Fables | Teachers Helping Teachers | Help your Child Become a Reader |
X. SPECIAL NEEDS: WNMU is committed to making every reasonable accommodation to assist any student with a documented disability to meet the requirements expected of all students enrolled in this course. If accommodations need to be modified, please inform the instructor of this course by the second class meeting.
XI. CAVEAT: The schedule and procedures in this course are subject to change in the event of extenuating circumstances. CALL 1(505) 722-3389 and listen to KGAK (1330AM) 1(505) 863-4444.
XII. INFORMED CONSENT: Some students may choose to disclose personal information during class. Therefore, it is important that all classmates agree not to discuss or write about what other students have talked about in class.
XIII: QUESTIONS AND/OR COMMENTS:
Please review the WNMU Conceptual Framework and determine both YOUR rights and responsibilities as a graduate candidate and MINE as your professor:
Please review the: WNMU Conceptual Framework, ESL Competencies, topics, and outcomes to determine if they were successfully experienced and accomplished. Please explain...