FAIRLEIGH DICKINSON UNIVERSITY
(Gloucester County College Campus)
Course: EDUC 6818 Language Development & Literacy I
Fall 2017 Wednesdays, 5:30 pm
Classroom: UC 908
Instructor: Nancy D. Broz, Ed. D.
Telephone (home) 856-795-0697
(cell) 609-314-1257
E-mail address :
Required Texts:
Cohen, V.L. and Cowen, J.E. (2011) Literacy for children in an information age Teaching reading, writing and thinking:. Belmont, CA: Thomson Wadsworth.
ISBN – 978 0495809531
Johns, J. (2008) Basic Reading Inventory, Dubuque, Iowa: Kendall/Hunt Publishing Co.
Optional:
*Fountas and Pinnell: Guided Reading (2008): Portsmouth, NJ
Heinemann. ISBN0-435-08863-7
*We will use this book in class
Course Requirements:
Weekly children’s book/questions/ response journal
Newberry and Caldecott Winners Project
Administration of IRI
Reading Tutoring Project (30 hours)
Unit Plan: Reading Comprehension lessons
Personal History of Reading & Writing (2 essays)
Grammar & Phonics
Course Description
Recent research and findings in language development and literacy and its applications in elementary education will be the focus of this course. Literacy skills in reading and language arts across grade levels will be included.
Course Standards:
Upon completion of this course, all participants will demonstrate knowledge of three cross-cutting literacy education themes: Learning how to learn, multicultural perspectives and accuracy, and technology. This course supports the New Jersey Professional Standards for Teachers (NJPST) and the New Jersey Core Content Curruculum Standards (NCCCS) which can be found at:
http://www.state.nj.us/njded/profdev/profstand/standards.pdf
http://www.state.nj.us/njded/njcccs/standards
This course also supports the NCTE/IRA reading literay standards (2010).
This course supports the following International Reading Association’s 2010 (edited) Standards for Reading Professionals on which all candidates will be assessed:
The five International Reading Association standards are:
1. Candidates have knowledge of the foundations of reading and writing processes and instruction.
2. Candidates use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction.
3. Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction.
4. Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, sue of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.
5. Candidates view professional development as a career-long effort and responsibility.
Course Outcomes:
1. The candidate will administer an informal reading inventory to a student and develop a diagnosis and intervention to meet the student’s needs, reflecting on how reading is a developmental process and how this procedure can be used in the classroom for more effective instruction. (NJPST 1,5)
2. Tutoring Project (30 hours) (See #3)3.
3. The candidate will develop a unit plan to teach reading which includes at least 4 lesson plans which incorporate the latest research-based strategies and methods in phonics/word study and comprehension and which provide instructional opportunities adapted to diverse learners and thinkers. (NJPST 1,2,3,4,5,6,7,8)
(Linked to BRI student test outcome)
4. The candidate will explore different resources available on the Internet that support literacy development for all children in the classroom and evaluate these resources reflecting research-based criteria. (NJPST 1,2,3,4,7,8) This will include exploring the CCCS and the state Literacy Frameworks.
5. The candidate will compile an annotated bibliography of quality award-winning children’s books that can be used in the elementary /middle school classroom that promote global/multicultural understanding and awareness. (NJPST 1,2,3,7,8)
6. The candidate will read and respond to a weekly children’s chapter book while developing an understanding of the scope of children’s literature.
7. 2 Essays: Reading and Writing Historis
Big Ideas for Literacy I* - final exam1. Emergent Literacy
2. Balanced Literacy
3. The role of vocabulary in reading instruction
4. What comprehension means
5. How to teach/improve comprehension
6. The importance of questioning and why higher order questions are important
7. The structure of a balanced literacy lesson
8. Guided Reading
9. Reading & Writing assessment and the role of the Informal Reading Inventory
10. How to evaluate a learning strategy/technique
11. How to use Children’s Literature
12. Language Structure & What you need to know to teach
13. How to evaluate & incorporate multiple intelligences in your classroom
Literacy I Syllabus: Dr. Broz
Fall 2017
HOMEWORK
Class / Date / Class Focus / Reading Assignment due / Writing Assignment Due
1 / August 28 / What is literacy?
Bloom’s Taxonomy
HOTS
Grammar Introduction / Cohen & Cowan Chapters 1, 2
2 / Sept. 6 / Chapter 2
Balanced Literacy
Stellaluna
Caterpillar etc
Begin Video 1 / C & C -
Chapter 3 / My Reading History – a personal essay
3 / Sept. 13 / Chapter 3 – Emergent Literacy
Blooms activity
“Crap Detecting”
article / C & C Chapter 4
4 / Sept. 20 / Chapters 3,4
Reading Comprehension
Polar the Titanic Bear
(Video: Elements) / C & C- Chapter 7 / My Writing History (not handwriting) –a personal essay
Caldecott and Newberry Books
5 / Sept. 27
(NC) / Chapter 5 – Word Study
Guided Reading
30 million word study / C & C Chapter 5
6 / Oct. 4
(NC) / Chapter 6 –
Vocabulary / Johns book due on November 1 !
7 / Oct. 11 / 5,6 Review
Video: #2 The Skilled Teacher
(Speaking: mystery) / C & C ,6
8 / Oct. 18
(NC) / Chapter 13 – Units
Understanding and administering the BRI
Polar the Titanic Bear / Read Johns 1-3
For Nov. 1
9 / Oct. 25 / Reading Approaches
Guided Reading (Video 3 : Managing the classroom)
Pink & Say / Johns 119-124
C & C – 9
10 / Nov. 1
(NC) / Writing, Listening & Speaking
(Reader’s Theater) / C & C 8
11 / Nov. 8 / Literature
Grandfather’s Journey
(Video 4) / C & C – 11
12 / Nov. 15 / Presentation of BRI’s to class
Informational Text class
13 / Nov. 22 / Thanksgiving
14 / Nov. 29 / Literature
Review / C & C - 12 / 5 books to level
15 / Dec. 6 / FINAL EXAM DUE
* Please note: Carelessly done writing will not be graded. ALL writing should be a finished product that has been proofread and edited. There should not be structural or punctuation/grammatical errors – there will be a penalty for errors, with a significant deduction for errors which have been taught in class.
STUDENT EVALUATION
Student assessment and evaluation will be performance-based, and will include the following criteria:
Demonstration of an understanding of theory and concepts related to the topics covered in this course;
Demonstration of the ability to think critically;’
Creativity and development of strategies and procedures that reflect an understanding of the teaching/learning process;
Effective written and verbal communication skills, including correct usage and expression.
Note: It is important that you take an active role in each class period, demonstrating your understanding of the material you have read and what is being discussed. Your questions and comments serve as part of your evaluation.
Rating Scale:
A = exemplary performance, excellence, and demonstrated mastery of the knowledge and skills presented.
B= above average performance, good understanding of the knowledge and skills presented.
C= average/adequate performance, understanding, and demonstration of the knowledge and skills presented.
D= inadequate performance, failure to demonstrate an understanding of the knowledge and skills presented.
F= failure to demonstrate an understanding of the content of the course missing or incomplete assignments; poor class attendance.
Academic Integrity
“Fairleigh Dickinson University will not condone academic dishonesty in any form. To do so would be unfair to those students who perform honestly. Academic dishonesty undermines the confidence of the student in his or her ability to learn and perform and casts a shadow on the value of the academic process, past and present.”
FDU. (19566) Faculty Manual. Madison, NJ: Fairleigh Dickinson Universit