EDRG 5345

Advanced Early Literacy and Language Development

SUU / NUES 3 credits Spring 2012 Wed. 4:30-9:00 pm

Dr. Louise Jorgensen 435 722 3171

Text: Elementary: Literacy’s Beginnings: Supporting Young Readers and Writers

6th edition by Lea. M. McGee and Donald J. Richgels (for teachers who work with children ages 3 to 12)

OR

Secondary: Best Practices in Adolescent Literacy Instruction edited by Kathleen A. Hinchman and Heather K. Sheridan-Thomas (for teachers who work with children ages 13 to 18)

Supplemental texts used by the instructor: The Foundations of Literacy by Don Holdaway,

Early Literacy Instruction: A Comprehensive Framework for Teaching Reading and Writing, K-3 by John A. Smith and Sylvia Read

Handbook of Early Literacy Research Vol 3. Edited by Susan B. Neuman and David K. Dickinson

Handbook of Adolescent Literacy Research edited by L Christenbury, R. Bomer and P. Smagorinsky

Resources:

The Reading TeacherReading PsychologyReading Horizons

Reading Research QuarterlyLanguage ArtsYoung Children

Journal of Literacy ResearchChildhood EducationChild Development

Reading Research & InstructionAmerican Education Research Journal

Early Childhood Research Quarterly

Other resources:

Utah State Department of Education

American Reads

National Center for Early Development and Learning

U S Department of Education

National Right to Read Foundation

ERIC Clearinghouse on Elementary and Early Childhood Education

National Research Council

National Center for Family Literacy

International Reading Association

Course Description:

This course involves an examination of early and adolescent literacy development and an investigation of the scientific research-base for providing effective literacy instruction in the early and adolescent years.

Course Objectives:

From this course you will develop an awareness of:

1)The development nature of children and adolescent literacy learning,

2) The connection between oral language, reading, writing, viewing, visually representing, and listening skills,

3)Developmentally appropriate assessments and instructional practices.

Assignments and grading:

1)Listen to instructor present chapters, take notes on a KWLA chart and participate in class discussions. Be ready to summarize (in 2 paragraphs) and share one major concept you learned at the end of each class, if asked--- look at quiz questions on chapter material and be ready discuss at the end of each class (4 on early and 4 on adolescent literacy) (not to be handed in but to be used for reflection);

2)Practicum- Put into practice one concept learned in class into your situation and report on it in class- (early childhood teachers will report in classes 2-5 and adolescent teachers in classes 6-8) ;

(see suggested list). Write one summary paragraph and add to appendix of final response paper, (early childhood teachers will report in classes 2-5 and adolescent will report in classes 6-8) ;

3)Final Response paper. In 3 (double-spaced, New Times Roman # 12 font) pages summarize 4/5 major concepts from the early and adolescent literacy instruction you read/heard/practiced and how you may /did implement the application of these concepts.

4)5 min report on a topic of interest to you concerning early childhood and/or adolescent literacy.

Grading:

KWLA charts160 points

5 min report 80 points

Practicum/report 100 points

Final response paper160 points

______

500 points

A = 450-500 pts B - 350-450 pts C = 250-350 pts.

Standards for grading final response paper:

I look for effort, information, applicability to situation, and insights, which include the following:

1) On timeWas the work turned in on time? (2 weeks after the last class)

2) Organization. Is the work organized around topics, themes, and headings? Were the KWLA charts included?

3) DescriptivenessIs there enough description so I can visualize what you are

describing (enough details or examples)? Was the summary paragraph added to appendix of response paper?

4) ThoughtfulnessWhat are your reflections on the information? What have you

learned? What is your goal or purpose for using the information? What are modifications or adaptations you may need to do? How did the information apply to your situation?

5) NeatnessIs it legible and readable? (may be handwritten or typed)

6) EditingBe careful with spelling and grammar.

Points 1 2,5, 6 are worth 10 points each (40) and points 3 & 4 are worth 30 points each. (60).

Suggestion list for Practicum: (Choose any one from early childhood and any one from adolescent suggestions).

Chapter 1 and 2 in Early literacy text --- 1st class

Chap 1- Understanding Children’s literacy development

Chap 2-Birth to three: foundations of literacy development

  1. Observe a literacy lesson. Use your observation skills to discover what the child/children know about the four systems of written language, how they use schemas, how they use the four systems of spoken language, how they experiment with reading and writing, or how they use technology. Look at the technology tie-in links. Use figure 2.9 as a guide.
  2. Conduct a literacy lesson (see examples above)
  3. Observe and reflect on home influences on literacy learning
  4. Observe /conduct an ELL literacy lesson
  5. Listen to /audio record a conversation with an early learner. Notice what makes the conversation work (mechanics of conversation). Listen for contextual clues, pronunciations, vocabulary development and adult support.

Chapters 3 & 4 ---- 2nd class

Chap 3- three to five years: novice readers and writers in the phase of awareness and exploration

Chap 4- from five to seven years: Experimenting readers and writers

  1. Collect and analyze samples of novice writings. Listen to and analyze a novice

reader. Use figure 3.11 as a guide.

  1. Look at the technology tie-in links. Is the material applicable to your setting?
  2. Observe/conduct an ELL lesson for a preschool or kindergarten child.
  3. Informally assess a novice reader or writer (asses knowledge of alphabet, signature writing, concepts about print, phonological and phonemic awareness, vocabulary, and oral comprehension).
  4. Visit with a preschooler or kindergartener. Read a story to the child, have the child draw or write about the story, talk to the child about the story.
  5. Use the stages of spelling development list and informally assess a child ages 5 to 7(use Figure 4.9- “What experimenting readers and writers know about written language meaning, forms, meaning-form links and functions”).

Chapters 5 & 6 ---3rd class

Chap 5- from six to eight years: conventional readers and writers in early transitional, and self-generative phases

Chap 6- Literacy-rich classrooms

  1. Observe children who are examples of early and transitional readers and writers. Note observations. (Ages 6-8)
  2. Observe a child ages 6-8 and identify how s/he makes meaning using strategies in reading and writing.
  3. Using figure 5.1 as a guide- analyze a child ages 6-8 on the stages of spelling development.
  4. Look at the technology tie-in links. How is it applicable to your setting?
  5. Observe/conduct a running record.
  6. Observe/analyze a 3rd or 4th grade classroom’s physical arrangement for literacy promotion. Observe your own workspace for literacy promotion.

Chapters 7 & 8---4th class

Chap 7- Supporting language and literacy learning in preschools

Chap 8- Supporting literacy learning in kindergarten

1.Describe exemplary preschool practices. Describe your exemplary literary practices.

2. Look at the technology tie-in links. Are they applicable to your setting?

3.Look at the list of expectations of children at the end of kindergarten and observe a child informally as to mastery.

4.Obsrve/conduct a kindergarten class/ child and watch for the conventions of reading and writing.

5. Observe the use of portfolios to promote literacy in a class ages K -8. Reflect on your use of portfolios to promote literacy.

Chapters 9, 10 & 11 ---5th class

Chap 9- Supporting literacy learning in first grade

Chap 10- Supporting literacy learning in second through fourth grade

Chap 11- Meeting the needs of English Language Learners

  1. Review the expectations of children at the end of 1st grade. Observe a child informally. Reflect on your findings.
  2. Observe/conduct a Grand Conversation.
  3. Review/conduct a lexile book measure
  4. Observe/conduct an Interactive read-aloud.
  5. Using figure 10.3 -review Literacy Reading Strategies. Try one in your class or with a child.
  6. Reflect on how you foster independent reading/writing.
  7. Reflect on how you differentiate instruction or modify for diverse learners.
  8. Look at the technology tie-in links (digital storytelling, creating a pod-cast, or supporting ELL).

Chapters 1-5 Adolescent literacy text---6th class

Part 1

  1. Describe the goals of a culturally responsive lesson for adolescents and reflect on ways you make your instruction culturally responsive.
  2. Observe/conduct a culturally responsive lesson with adolescents.
  3. Discuss your own and your students’ textual lineages and the insights this information provides you on discussing texts in culturally responsive ways.
  4. Observe/conduct an ESL lesson and plan opportunities to engage with the material while they develop in the various stages of language acquisition.
  5. Survey students to learn about their experiences with everyday texts (print, aural, visual, and digital) and literacy practices in out-of-school settings.
  6. Ask students if they use technology, like , and think about ways technology is used throughout the day. How has life changed in the last 10 years because of technology?
  7. What are the six C’s and how do they apply to your literacy situation?

Chapters 6-13----- 7th class

Part 2

1.What is the meaning of word consciousness? Why is it important for both teachers and students to possess it?

2. What are 5 characteristics of a best-practice vocabulary teacher?

3. How do reading comprehension strategies matter in your day-to-day life?

4.What difficulties do adolescent readers experience when they have more than

one text to read about a particular topic?

  1. Think of a topic you would teach in your subject area. What kinds of texts/genre of literature would be a good choice for involving the students?
  2. How do you promote the multimodal approach to literacy in your setting?
  3. Review a textbook that is currently used in your content area. Determine how considerate the text is. Does it measure up in terms of content, structure, and coherence? What weaknesses does the book have?
  4. Consider what interests you and your students have about topics in science and social studies. How do /could you connect these interests to the central concepts of your subject matter?
  5. Consider two related humanities concepts (e.g.; diversity and tolerance) taught at your grade level and frame an EQ (Essential Question) that connects them “How much diversity can one nation tolerate?”
  6. Observe/conduct a math lesson for adolescents. Invite local mathematicians, engineers, biologists, chemists, historians or other professionals to share how math is used in their respective disciplines.

Chapters 14-19--- 8th Class

Part 3

  1. Reflect on your setting- do students get substantial opportunities to read? Is the environment conducive to engaged reading or is student reading mainly compliant?
  2. Inventory the school-wide literacy plan in your school. What structures are in place to ensure that all students are provided with opportunities to read and write in every class?
  3. Observe/conduct a secondary class. Analyze teacher-student interactions using the key features of classroom practices that negotiate success with adolescents. What would you do the same or different?
  4. One of the most shocking situations is the lack of consistency in how we as teachers come to understand assessment. Reflect/discuss your approaches to assessment. Do you differ from your colleagues?
  5. What would you expect new teachers of adolescents to know about teaching literacy across the curriculum? Hoe could you help them?
  6. What kind of professional development would be beneficial to you to be an effective teacher of literacy for adolescents?