Viterbo University Graduate Programs in Education Course Syllabus

Emergent Literacy (PreK-3) EDUC 681-009.2015SUM 3 Graduate Credits

Course Location: Hillcrest Primary School, Community Room, 1410 S. Waukechon Street, Shawano, WI 54166 Course Dates: July 20-24, 2015 Course Times:

Monday Tuesday Wednesday Thursday Friday

8:00 -8:30 registration Instructor Office Hours

Instructor Office Hours

Instructor Office Hours

Instructor Office Hours

8:30 - 4:00 Class in Session, Lunch To Be Determined

Class in Session, Lunch TBD

Class in Session, Lunch TBD

Class in Session, Lunch TBD

Class in Session until 2:00, Working Lunch

4:00 – 5:00 Instructor Office Hours

Instructor Office Hours

Instructor Office Hours

Instructor Office Hours

Instructor Preferred Method/ Times for Student Contact: Feel free to e-mail me at any time at lkfehr@viterbo.edu or call 608-498-3820. Course Description: The focus of this course is the literacy development of the PreK-3 learner and implications through grade 12. The course covers the developmental process of literacy acquisition and the use of appropriate methods, models, and strategies for encouraging its growth. The role of parents, the community, and assessment tools will be explored. Texts & Readings: Tompkins, Gail E. (2015). Literacy in The Early Grades: A Successful Start for PreK – 4 Readers and Writers. New York, New York: Pearson. ISBN-13: 978-0-13-356450-1 Students may purchase books from any retail outlet. Course Objectives: Students in this class are expected to…

1. Demonstrate an understanding of the theories and research in early literacy and brain

development that informs best practices in the primary classroom. (Standards 1,2)

2. Describe the stages/levels of oral and written language including concepts of print and the

alphabetic principle, establish benchmarks for its development and identify signs of

developmental deficiencies. (Standards 1,2,3)

3. Demonstrate knowledge and understanding of the critical aspects needed for an effective,

developmentally appropriate early childhood literacy program. (Standards 1-5)

4. Demonstrate knowledge and skills necessary to integrate the teaching of reading and writing,

including phonemic awareness, phonological development, the role of phonics, and word

analysis skills and strategies, in the early learner. (Standards 1-9)

5. Create, implement, and assess learning activities and environments to promote literacy and

vocabulary growth using developmentally appropriate children’s literature and informational

text. (Standards 1-9)

6. Demonstrate knowledge and skills necessary to provide multiple approaches to reading

instruction and differentiated instruction to meet the needs of all young and struggling learners.

(Standards 1-9)

7. Demonstrate knowledge and understanding of a variety of assessments and their appropriate

use in informing the instruction of young literacy learners. (Standards 1,2,3,8,9)

Conceptual Framework: Viterbo University Programs in Education have adopted the Wisconsin Standards for Teacher

Development and Licensure, also known as INTASC (Interstate New Teacher Assessment and Support Consortium) Standards. Each course contributes to the development of one or more of the WI/INTASC Standards, and specific content standards where applicable.

Franciscan values permeate the program. The focus of every professional education course is on the learning of the PK-12 pupil. Viterbo education courses infuse constructivist practices, use of technology, PK-12 collaboration, awareness of diversity, traditional and authentic assessment, research, and real-word experiences into the professional development of the teacher. The course will utilize a blend of traditional and authentic assessments.

Graduate courses are intended to provide each learner with an opportunity to extend and broaden professional knowledge. The learner will use personal skills of listening, communication, collaboration, and inspiration to further deepen his or her knowledge and to extend his or her preparation for leadership.

Comparison of InTASC Standards, Wisconsin Teaching Standards, Iowa Teaching Standards, and Foundations of Reading Test Standards. See standards attached to objectives above. All standards

refer to Wisconsin Teaching Standards.

InTASC Standards:

Wisconsin Teaching Standards:

Iowa Teaching Standards:

Foundations of Reading Test Standards:

Standard 1: Learner Development

Standard 2: Know how children grow

Standard 4: Instruction that meets multiple learning needs of students

Standard 1: Understand phonological and phonemic awareness Standard 2: Understand concepts of print and the alphabetic principle.

Standard 2: Learning Differences

Standard 3: Know children learn differently

Standard 4: Instruction that meets multiple learning needs of students

Standard 9: Understand multiple approaches to reading instruction.

Standard 3: Learning Environments

Standard 5: Know how to manage a classroom

Standard 6: Competence in classroom management

Standard 4: Content Knowledge

Standard 1: Know subjects they are teaching

Standard 2: Competence in content knowledge

Standard 3: Understand the role of phonics in promoting reading development. Standard 4: Understand word analysis skills and strategies. Standard 5: Understand vocabulary development.

Standard 5: Application of Content

Standards 1 and 4: Know subjects and know how to teach

Standard 3: Competence in planning and preparing for instruction

Standard 6: Understand how to apply reading comprehension skills and strategies to imaginative/literary texts Standard 7: same as above in informational/ expository texts.

Standard 6: Assessment

Standard 8: Know how to test for student progress

Standard 5: Uses methods to monitor student learning

Standard 8: Understand formal and informal methods for assessing reading development

Standard 7: Planning for Instruction

Standard 7: Able to plan different kinds of lessons

Standard 3: Competence in planning and preparing for instruction

Standard 10: Prepare an organized, developed analysis on a topic related to one or more of the following: foundations of reading development; development of reading comprehension; reading assessment and instruction.

Standard 8: Instructional Strategies

Standard 4 and 7: Know how to teach and able to plan different kinds of lessons

Standard 4: Instruction that meets multiple learning needs of students.

Standard 9: Understand multiple approaches to reading instruction.

Standard 9: Professional Learning and Ethical Practice

Standard 9: Able to evaluate themselves

Standards 7 and 8: Engages in professional development and fulfills professional responsibilities

Standard 10: Leadership and Collaboration

Standards 6 and 10: Communicate well and connect with other teachers and the community

Standard 1: Implementation of school district’s student achievement goals

For the complete, revised (2011) InTASC Standards, please go to http://www.ccsso.org/documents/2011/intasc_model_core_teaching_standards_2011.pdf

Outline of Course Content:

Monday Tuesday Wednesday Thursday Friday August 7

Due today *Registration and payment

*Ch. 4, 5, 6 *Ch. 7, 8 *Read Aloud

*Ch. 9, 10, 11 *Word Wall/ Vocab Activity

*Ch. 12 *Lesson Plan Summary

*Lesson Plans *Running Record Evaluation *Reflection *Portfolio Piece

8-8:30 Registration Office Hours

Office Hours Office Hours Office Hours

8:30-4:00 *Ch. 1 *Ch. 2 *Ch. 3 *Running Record practice *Home connection *Brain research Lunch TBD

*Ch. 4 *Ch. 5 *Ch. 6 *Running Record practice *Phonics practice Lunch TBD

*Ch. 7 *Ch. 8 *Running Record Practice *Phonics Practice *Read Aloud presentations Lunch TBD

*Ch. 9 *Ch. 10 *Ch. 11 *Running Record Practice *Phonics Practice *Word Wall/ Vocab Presentations Lunch TBD

*Ch. 12 *Lesson Plan Summaries *Foundations of Reading Practice Test *Running Record in-class option Working Lunch

4:00-5:00 Office Hours Office Hours

Office Hours Office Hours Office Hours

Homework *Read Ch. 4, 5, 6 *Start Read Aloud Assignment

*Read Ch. 7, 8 *Finish Read Aloud Assignment *Start Word Wall/ Vocab. Assignment

*Read Ch. 9, 10, 11 *Finish Word Wall/Vocab Assignment *Start Lesson Plan Assignment

*Read Ch. 12 *Finish Lesson Plan

* Lesson Plans *Running Record Evaluation *Reflection

Assignments and Requirements:

1. Attendance and participation in all class discussions and activities is required. Selected readings from text and instructor handouts is expected. (Standards-ALL.) 2800 minutes

2. Read Aloud - Bring to class and read aloud a favorite picture book or a chapter from a chapter book. Include rationale for using this book, grade level standard(s) you will address with this text, and how student learning could be extended from its use. Up to 5 points awarded for each section of rationale, identified standards, reading, and extension. 20 points (Standards 1, 2, 3, 6, 7) 120 minutes

Due during week of class.

3. Do the Word Wall or Vocabulary Activity- Share with the class a Word Wall or Vocabulary Activity.

4. Create three differentiated lessons within the PK-3 curriculum that reflect best practice in early literacy instruction. Include one from each stage of literacy development (emergent, beginning, and fluent). Use a variety of instructional formats (e.g. modeled, shared, guided) and a variety of topics (e.g. oral language, reading, writing, and children’s literature.) Up to 2 points awarded for each component: standard and objective, procedure, modifications, assessment, and home connection. 30 points (Standards 1-10) 480 minutes

One lesson is due Friday of class week. Two lessons must be uploaded to Moodle or e-mailed to instructor by midnight, August 7, 2015.

5. Share one of your lessons – In 10 minutes or less, summarize one of your lessons, using the format provided and following the differentiated lesson plan rubric. 10 points (Standards 6, 9, 10)

6. Analyze a running record - Up to 5 points awarded for each of the following components: per

cent accuracy and self-correction with identification of proficiency level (independent, instructional, or frustration); analysis of meaning, structure and visual cues; brief narrative detailing strategies used and neglected; recommendations for instruction. Group option in class. 20 points (Standards 1-4, 7, 120 minutes

Assignment must be uploaded to Moodle or e-mailed to instructor by midnight, August 7, 2015.

7. Written reflection – reflect on something you learned during this course that will benefit you

and your students. 25 points (Standard 9) 60 minutes Assignment must be uploaded to Moodle or e-mailed to instructor by midnight, August 7, 2015.

8. Assessment Portfolio Reflection see specific requirements on the Viterbo website. 360 minutes

**Any citations should be done in APA style, available online at http://www.apastyle.org/. Attendance Policy

Viterbo University challenges students to be learners who assume responsibility for being part of a community of scholars. Student presence and participation in the classroom is an important component of this challenge. Each student is encouraged to develop a professional work ethic that reflects responsibility, initiative, and teamwork. In light of the above, students are expected to attend all classes. Students who are absent from class miss opportunities to contribute to the learning environment of the classroom and to learn from their colleagues. Each program has specific attendance

policies. Absences from class may result in a loss of college financial aid. Federal regulation requires that students make satisfactory progress toward a degree in order to retain federal financial aid. Please note class hour requirement: For every hour of class time, there is an expectation of two hours of work time outside of class. What does this mean?

Credits Class Time Out of Class Time

1 12.5 clock hours (750 Minutes)

1800 minutes = 30 clock hours

2 25 clock hours (1500 Minutes)

3600 minutes = 60 clock hours

3 37.5 clock hours (2250 Minutes)

5400 minutes = 75 clock hours

Methodology: This course will use whole class presentations, small group work, discussions, reflections, videos, and online resources. The facilitator and students will model best practices throughout the course. Evaluation Method: See below for grading rubrics and procedure for grading. All points will be added and the percentage determined out of a possible 180 points, then related to the Viterbo University grade scale. Please know that Viterbo University uses the A, AB, B, BC, C, CD, D, F letter grade format for reporting purposes. Grading Scale:

A 95-100% A/B 90-94% B 85-89% B/C 80-84% C 79-83% C/D 74-78% D 70-73%

Americans with Disabilities Act (ADA): If you have a disability and require auxiliary aids services, or accommodations for this class, please inform this professor and Jane Eddy, the disability coordinator (located in the Academic Resources Center in MRC 322 or at 608-796-3194 to discuss your needs.) Academic Integrity: Viterbo students are expected to follow a policy of academic honesty. The willful violation of these standards will result in actions being taken against students who are caught engaging in such unethical conduct. Violations of that integrity may include cheating, plagiarism, falsification of information, and other similar or related conduct. Please visit the Master of Education website at http://www.viterbo.edu/mae.aspx?id=11264&terms=academic%20honesty for a detailed explanation of this policy.

Rubrics and grading procedures for the assignments and course work:

In Class Read Aloud – 20 points

Rationale CCSS Standard(s) Fluent Reading Extension

Excellent (5)

Exceptional logical and educational reasoning for including the book in classroom activities.

Grade level standard clearly identified and explained and evident in reading.

Exceptional reading, including appropriate pace, phrasing, prosody and expression.

Exceptional, including a variety of immediate and future lesson ideas.

Very Good (4)

Above average logical and educational reasoning for including the book in classroom activities.

Grade level standard identified and explained.

Above average reading, including appropriate pace, phrasing, prosody and expression.

Above average, including 1-2 immediate and future lesson ideas.

Average (3)

Average logical and educational reasoning for including the book in classroom activities.

Grade level standard identified or explained.

Average reading, perhaps flawed in pace, phrasing, prosody and expression.

Average, including 1 immediate and 1 future lesson idea.

Basic (2) Basic logical and educational reasoning for including the book in classroom activities.

Grade level standard identified or explained but inaccurately or not evident in reading.

Basic reading, flawed in 2 areas of pace, phrasing, prosody and expression.

Basic, including 1 immediate or future lesson ideas.

Minimal (1)

Minimal logical and educational reasoning for including the book in classroom activities.

No standard mentioned or explained.

Minimal reading, flawed in 3 or more areas of pace, phrasing, prosody and expression.

Minimal, including 1 immediate or future lesson ideas but did not relate to the book chosen.

Copy the format below to use for sharing your Read Aloud

Name: Date: Emergent Literacy EDUC-681-009.2014SUM Instructor: Linnette Fehr Please fill in form and plan to share it with your classmates so they can add it to their “toolbox” and take note of how this book could be used in their classrooms. We learn the most from each other! Title and author of book: Rationale for using book: Grade level standard addressed: Extensions:

In Class Word Wall or Vocabulary Activity – 20 points

Rationale CCSS Standard(s) Activity Extension

Excellent (5)

Exceptional logical and educational reasoning for word wall/ vocabulary activity.

Grade level standard clearly identified and explained and evident in activity.

*Clear directions *Age appropriate *Active participation *Differentiation *Summary statement

Exceptional, including a variety of immediate and future lesson ideas.

Very Good (4)

Above average logical and educational reasoning for word wall/ vocabulary activity..

Grade level standard identified and explained.

Includes 4 of the 5 above components

Above average, including 1-2 immediate and future lesson ideas.

Average (3)

Average logical and educational reasoning for word wall/ vocabulary activity.

Grade level standard identified or explained.

Includes 3 of the 5 above components

Average, including 1 immediate and 1 future lesson idea.

Basic (2) Basic logical and educational reasoning for word wall/ vocabulary activity.

Grade level standard identified or explained but inaccurately or not evident in activity.

Includes 2 of the 5 above components

Basic, including 1 immediate or future lesson ideas.

Minimal (1)

Minimal logical and educational reasoning for word wall/ vocabulary activity.

No standard mentioned or explained.

Includes 1 of the 5 above components

Minimal, including 1 immediate or future lesson ideas but did not relate to the activity.

Copy the format below to use for sharing your Word Wall or Vocabulary Activity

Name: Date: Emergent Literacy EDUC-681-009.2014SUM Instructor: Linnette Fehr Please fill in form and plan to share it with your classmates so they can add it to their “toolbox” and take note of how this activity could be used in their classrooms. We learn the most from each other! Name of activity: Rationale for activity: Grade level standard addressed: Description of activity: Extensions:

Analysis of Running Record – 20 points

Criteria Excellent (5) Very Good (4) Average (3) Basic (2) Minimal (1)

Proficiency Level Clearly and accurately included accuracy percentage, self-correction rate, proficiency level

Clearly included accuracy percentage, self-correction rate, proficiency level, but may have mathematical error(s)

Only 2 of the required elements included

Only 1 of the required elements included

None of the required elements included

Miscue Analysis Miscues identified and analyzed clearly

Miscues identified and analyzed but may be a confusion

Miscues identified but not analyzed

Miscues misidentified and not analyzed

No miscues analyzed when present

Narrative of Strategies Used/ Neglected

Clearly articulated analysis of strategies used and neglected

Good articulation of analysis of strategies used and neglected

Listed, not explained, strategies used and neglected

Listed, not explained, strategies used or strategies neglected, not both

No narrative or list included

Instructional Recommendations

Clear and specific recommendations for future instructional steps for student and teacher, evidenced by record

Mostly clear and specific recommendations for instruction included

Somewhat clear recommendations for instruction included

Instructional recommendations included are vague

No recommendations included

Differentiated Lesson Plans – 30 points

You will need to create three lessons plans, one each for emergent, beginning or early, and fluent learners. Each lesson should include differentiation ideas for the other levels. Within the three lessons, you should include guided, shared, and modeled instructional formats. You may choose each lesson’s focus of literacy – oral language, reading, writing, or word study. Each lesson should include the following sections: Common Core State Standard addressed and objective, description of lesson and procedure, differentiation, assessment of learning, and a home connection. Copy the format below to use for sharing your Differentiated Lesson Plan 10 Points Total

Name: Date: Emergent Literacy EDUC-681-009.2014SUM Instructor: Linnette Fehr Differentiated Lesson Plan summary You may use this form to help organize your summary of a differentiated lesson plan. Please fill in form and plan to share it with your classmates so they can add it to their “toolbox.” We learn the most from each other! (1 point for each item covered)

o Lesson Focus (mark one) Oral Language Reading Writing Word Study

o Stage (mark one) Emergent Early/Beginning Fluent

o Format (mark one) Modeled Shared Guided

o Common Core State Standard and Objective:

o Materials needed:

o Procedure:

o Modifications:

o Assessment:

o Home Connection:

o Lesson shared with classmates

Reflection – 25 points

Excellent (5) Very Good (4) Average (3) Basic (2) Minimal (1)

Depth of Thought

Was thinking apparent to someone outside of class? (Score X2)

Thinking was concisely stated with details/background to make understanding clear to a non-class reader.

Thinking was evident but not concisely stated. An outsider may still get a good understanding of thinking.

Thinking was apparent, but may not follow a clear path.

Thinking was stated in a vague manner.

No clear thinking was evident.

Professional Writing

Specific professional vocabulary is present, used in

2 of 3 components are present:

1 of 3 components are present

Some components are present but may be

No professional vocabulary or examples are used.

proper context, and statements are backed with examples.

used incorrectly

Relevance to Classroom Practices

(Score X2)

Future applications are clear and easy to follow.

Future applications are somewhat clear.

Future application is hard to follow.

Future application is vague.

Future application is not evident.

Additional Print and Multimedia Resources: A Child Becomes a Reader: Birth Through Preschool (3rd Ed.). (2006). Portsmouth, NH: National

Institute for Literacy. Downloadable at www.nifl.gov.

A Child Becomes a Reader: Kindergarten Through Grade 3 (3rd Ed.). (2006). Portsmouth, NH: National Institute for Literacy. Downloadable at www.nifl.gov. Allington, R. (2001) What Really Matters for Struggling Readers: Designing Research-Based Programs.

New Jersey: Pearson Education. Boog, Jason. (2014) Born Reading: Bringing Up Bookworms in a Digital Age – From Picture Books to eBooks and Everything in Between. New York, NY: Simon and Schuster. Boushey, G. & Moser, J. (2009). The Café Book: Engaging All Students in Daily Literacy Assessment and

Instruction. Portland, ME. Stenhouse. Boushey, G. & Moser, J. (2006). The Daily 5. Portland, ME. Stenhouse. Boushey, G. & Moser, J. (2014). The Daily 5, Second Edition. Portland, ME. Stenhouse. Buehl, D. (2011). Developing Readers in the Academic Disciplines. Newark, DE: International Reading

Association. Clay, M. (2005). An observation survey of early literacy achievement. Portsmouth, NH: Heinemann. Cobb, C. & Blachowicz, C. (2014) No More “Look Up the List” Vocabulary Instruction. Portsmouth, NH:

Heinemann. Collins, K. (2004) Growing Readers: Units of Study in the Primary Classroom. Portland, ME: Stenhouse. Dodge, J. (2009) 25 Quick Formative Assessments for a Differentiated Classroom. New York, NY:

Scholastic. Dorn, L. & Jones, T. (2012) Apprenticeship in Literacy: Transitions Across Reading and Writing K-4. 2nd Ed.

Portland, ME: Stenhouse. Fletcher, R. & Portalupi, J. (2001) Writing Workshop: The Essential Guide. Portsmouth, NH: Heinemann. Fox, Mem. (2008) Reading Magic: Why Reading Aloud to Our Children Will Change Their Lives Forever. New York, NY: Houghton Mifflin Harcourt. Freeman, D. E. & Freeman, Y. S. (2004) Essential Linguistics. Portsmouth, NH: Heinemann. Fry, E.B. & Kress, J. E. (2006) The Reading Teacher’s Book of Lists, Fifth Edition. San Francisco, CA: Jossey-Bass. Harvey S. & Goudvis, A. (2007). Strategies that work: Teaching Comprehension to Enhance

Understanding. 2nd ed. Portland, ME: Stenhouse. Jensen, E. (2003). A New View of AD/HD: Success Strategies for the Impulsive Learner. San Diego, CA: The

Brain Store. Jensen, E. (2005). Teaching with the Brain in Mind. 2nd Ed. Alexandria, VA: ASCD. Jensen, E. (2009). Teaching with Poverty in Mind. Alexandria, VA: ASCD. Johnston, P. (2012). Opening Minds: Using Language to Change Lives. Portland, ME: Stenhouse. Kempton, S. L. (2007) The Literate Kindergarten: Where Wonder and Discovery Thrive. Portsmouth, NH:

Heinemann.

Lemov, D. (2010) Teach Like a Champion: 49 Techniques That Put Students on the Path to College. San Francisco, CA: Jossey-Bass.

Leu, D. J. & Kinzer, C. K. (2012) Phonics, Phonemic Awareness, and Word Analysis for Teachers. New Jersey: Pearson Education.

Miller, D. (2002). Reading with meaning. Portland, ME: Stenhouse. Miller, D. (2013). Reading with meaning, Second Edition. Portland, ME: Stenhouse. Owocki, G. (2012) The Common Core Lesson Book K-5. Portsmouth, NH: Heinemann. Owocki, G. (2010) The RTI Daily Planning Book K-6. Portsmouth, NH: Heinemann.

Parents’ Action for Children. (2008). I am your child [DVD]. Available from:

Parents’ Action for Children. (2013). I am your child: A Guide for Healthy Child Development . Available from: http://www.parentsaction.org

Parents’ Action for Children. (2012). Ready to Learn[DVD]. Available from:

http://www.parentsaction.org. Pinnell, G. & Fountas, I. (2011) The Continuum of Literacy Learning: Grades PreK-8. Portsmouth, NH:

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Pinnell, G. & Fountas, I. (1996) Guided Reading: Good First Teaching for All Children. Portsmouth, NH: Heinemann. Put Reading First: Helping Your Child Learn to Read, A Parent Guide Preschool Through Grade 3.

Portsmouth, NH: National Institute for Literacy. Downloadable at www.nifl.gov.

Serafini, F. (2006) Around the Reading Workshop in 180 Days. Portsmouth, NH: Heinemann.

Serafini, F. (2004) Lessons In Comprehension. Portsmouth, NH: Heinemann.

Sonday, A. (2004) The Sonday System: Learning to Read (4th Ed.) Minneapolis, MN: Winsor Learning.

Tompkins, Gail E. (2015) Literacy in the Early Grades: A Succesful Start for PreK-4 Readers and Writers. Boston, MA: Pearson.

Trelease, J. (2013) The Read-Aloud Handbook 7th ed. New York, NY: Penguin Books.

Weaver, B. M. (2009) RTI: Assessments & Remediation for K-2. New York, NY: Scholastic.

Zimmerman, S. & Hutchins, C. (2003) 7 Keys to Comprehension: How to Help Your Kids Read It and Get It! New York, NY: Three Rivers Press.