Arizona State University

Arizona State University

College of Teacher Education and Leadership

Department of Elementary Education

Course Syllabus – RDG-322-1004 (3 Credit Hours)

Language and Literacy 1 in Elementary Schools

FALL 2008

Instructor: Dr. Frank Serafini

Office: FAB-S274 Office Hours: Mondays 4:30 – 6:00 or by appointment

Class Meeting Times: 6:05 – 8:55 Mondays Course Location: Sands 233

Phone: E-mail: serafini@asu.edu

Catalog Description:

Instructional strategies for teaching reading using systematic, research-based phonics to aid decoding; vocabulary; comprehension development; writing; speaking; and listening skills. For education majors only. Prerequisite: Completion of core curriculum courses. Corequisite: EED 397.

Course Format:

This class will be conducted as a seminar where class members 1). Read, critically analyze, and discuss the required course materials, and 2). Generate meaningful questions concerning the purpose, content, methods, and assessment of the reading process. The course format will be a combination of lecture, small group, and whole-group class discussions of assigned readings and informal student presentations. Participants should be prepared to 1). Discuss the topic and readings for the week, and 2). Work collaboratively with other class members.

Course Texts:

1. Professional Articles: Available on-line at www.frankserafini.com

2. Tompkins, G. E. (2005). Literacy for the 21^st century.* (4^th ed.). Upper Saddle

River, NJ: Merrill Prentice Hall.

3. Blevins (2006) Phonics From A-Z. New York: Scholastic (Optional)

Course/Instructor Evaluation 

The course/instructor evaluation for this course will be conducted online 7-10 days before the last official day of classes for any given semester. The use of a course/instructor evaluation is an important process that allows our college to (1) help faculty improve their instruction, (2) help administrators evaluate instructional quality, (3) ensure high standards of teaching, and (4) ultimately improve instruction and student learning over time. Completion of the evaluation is not required for you to pass this class and will not affect your grade, but your cooperation and participation in this process is critical. About two weeks before the class finishes, watch for an e-mail with "ASU Course/Instructor Evaluation" in the subject heading. The email will be sent to your official ASU e-mail address, so make sure ASU has your current email address on file. You can check this online at the following URL: http://www.asu.edu/epoupdate/  

Standards Based Focus:

The State of Arizona has implemented Arizona Academic Standards for K-12 students

as well as Arizona Teacher Standards for the preparation of K-12 teachers. This course utilizes Arizona Professional Teacher Standards, National Educational Technology Standards and INTASC Standards in identifying course/goals objectives, course activities, assigning course requirements, and in creating course assessments. The following Course Outline identifies how and where these standards are incorporated. To save space, only the standard numbers are referenced. For a complete listing of the Standards refer to: www.ade.state.az.us/certification/bdrules.htm (#7-2-602)

Course Objectives:

Learning Outcomes

Upon completion of this course the student should be able to:

Topics for RDG 322 – Language and Literacy 1

State

and National

Standards

Assessment Products

Analyze the role language plays in reading

Language and literacy and emergent literacy and reading:

Cueing systems, print awareness, invented spelling and phonemic awareness. Speaking and listening skills.

APTS

1, 3, 4

INTASC

1, 2, 4, 8, 9

Reflection on personal literacy history; Celebration of children’s literature; Booktalks; Assessment of phonemic awareness

Differentiate among literacy approaches (meaning based, word recognition, systematic phonics instruction) that can be used effectively in reading instruction.

Traditional Reading Methods

Systematic phonics instruction

Language experience approach

Literature based instruction

Basal Series instruction

APTS

1, 3, 4, 5, 8

NETS

2, 4

INTASC

1, 3, 4, 5,

6, 7, 8, 10

Basal Critique

Literature Focus Units

Systematic Phonics Based Programs (Spalding, Zoophonics, Success for All, etc.)

Phonics lesson plans

Opportunities for hands-on instruction

Field experience requirements

Apply the elements of systematic phonics based

instruction

Critical phonetic elements review – phoneme, grapheme, consonants, vowels, digraphs, consonant blends, phonograms, etc.

Development of appropriate phonemic and phonetic awareness instructional activities. Development of appropriate syllabication and structural analysis instructional activities.

APTS

1, 3, 8

INTASC

1, 2, 4, 9

Phonemic Awareness/ Phonics Activities (analytic, analogic, synthetic approaches; onsets, rimes, etc.)

Field experience requirements

Alternatives to phonics worksheets

Phonics Daily Modules

Phonics Quiz

Phonics Research Presentations

Apply vocabulary instruction and sight word development skills to an instructional situation

Apply varied age-appropriate strategies for vocabulary and concept development – context, visual repre-sentation, categorization, fluency, feature analysis, etc.

Teaching sight words in effective manners including the teaching of phonetically irregular words.

APTS

1, 8

INTASC

1, 4

Activities for exploring words: word walls, word maps, etc.

Skill and strategy instruction

Alternatives to “Look it up in the dictionary”

Fluency activities including readers’ theater

Apply appropriate reading comprehension strategies

to younger and inter-mediate grade students

Comprehension strategies – questioning, reciprocal questioning, anticipation guides, reading guides, retellings, schema theory, DRTA framework, literature studies, etc.

APTS

1, 3, 8

INTASC

4, 5, 8

Opportunities for hands-on instruction

Field experience requirements

Before, During, and After reading comprehension strategies

Develop knowledge about gathering and evaluating

literacy information and phonics lessons

Explore Internet sources for information on phonics based literacy lessons. Evaluate phonics based reading and supplemental programs.

APTS

1, 8

INTASC

3, 4, 5, 9

Reading responses/discussions

Field experience requirements

Phonics requirements

Basal critique

Design and implement inter-disciplinary, thematic instruction

Thematic Teaching

Approaches to reading instruction and inter-disciplinary instructional units

APTS

1, 3, 5, 8

NETS

2, 4

INTASC

1, 3, 4, 6, 7, 8, 10

Literature Focus Unit

Scheduling reading/writing blocks

Collaborating in grade-level groups to design and implement effective literacy instruction

Course Requirements:

1. Attendance and Participation

Class attendance is mandatory. Attendance will be recorded at the beginning of class. Attending class on time, participating, and completing all of the course-required readings are expected of each learner. Arriving late and leaving early is disruptive to the learning of others. Given the nature of this class, learning by borrowing a colleague’s notes will be virtually impossible and ineffective. Students need to act in a professional manner and work should reflect that level of commitment. While participation styles vary, preparation and active participation are essential to the learning process. Full participation will require a careful reading of the text(s) for group discussions, completing the assigned reflections or learning experiences, and participating in the discussions or class activities.

5 Points will be deducted from final grade for any unexcused absences beyond student’ first absence.

2. Written Assignments

All written assignments must be submitted on the due date indicated. Any late assignments will be accepted for one-half the point value up until one week past the due date. No assignments will be accepted if they are more than one week late. If you submit an assignment via email, do not assume I have received it unless you receive a reply. All email assignments will be acknowledged with a reply within 24 hours as a general rule (weekends excluded). All assignments need to be typed using a 12 point font (Times New Roman or Helvetica) Papers should be spaced appropriately and carefully edited for spelling and grammar.

Course Assignments

Part 1: Non-Graded Tasks (points will be awarded for completion)

1. Effective Literacy Teacher Reflection (10 points)

Students will read and discuss a variety of perspectives on what makes an effective teacher and reflect on what would have to be in place for novice teachers to be able to teach effectively. Examples and readings will be provided in class. Students will make their “Top Ten” list of characteristics and share ideas in class.

2. Shoebox Autobiography / Reflection (10 points)

Students will gather artifacts of their literate lives into a box approximately the size of a shoebox. Each artifact should represent an aspect of one’s literate abilities (think big). After gathering artifacts, reflect on the contents and what they represent about your literate abilities. Share a 2-3 page paper with the instructor about this experience.

3. Reader Interview (10 points)

Students will find a student approximately the age you are intending on teaching and conduct an interview with the student based on the interview guide included in the course packet. Record student’s responses on the form and reflect on the answers given. Be prepared to discuss the interview on the scheduled class.

4. Professional Reading Reflections (12 x 5 points= 60 points)

Students are expected to read and respond to the assigned professional articles and the textbook readings. Articles will be provided by the instructor on the course web-site (See Calendar for assigned professional readings). Students will submit a brief analysis and reflection for each assigned professional reading (Form provided in the course packet). These reflections will be read and responded to each week by the instructor individually and as a whole group.

5. Phonics Self Study Packet & Quiz (10 points)

Teacher’s Guide to Using Phonemic Principles is a self-teaching program for learning phonics principles developed by Dr. N. J. Silvaroli and Dr. Jay Blanchard. The phonemic principles have been formatted into daily components. Students will complete the packet independently over the course of the semester. Questions and concerns will be addressed in class. A Graded Quiz will be given near the end of the semester based on the information in the phonics packet.

Part 2: Graded Tasks (points will be awarded using a rubric)

6. Decoding / Comprehension Lessons (10 points each = 20 pts)

Create or adapt a decoding or phonics, and a comprehension lesson from either required course text or any of the articles read and discussed. You will teach these two lessons in class to a small group. Directions for completing this assignment are found in the course packet along with a grading rubric.

7. Field Experience Requirement: Read Aloud & Interactive Discussion (30 pts)

You are required to complete a read aloud assignment and interactive discussion, preferably with the whole class, in a class / grade of your choice. The selection of the text and interactive discussion strategy are important considerations. Try something new! Write a reflection paper (2-4 pages) detailing this experience. A guide is included in the course packet.

8. Signature Assignment: Literature Based Unit of Study (50 points)

The Literature Focus Unit Assignment has been designated as the signature assignment for RDG 322. Students will create a series of reading lesson plans based on the Literature Focus Unit. Your week or so of reading lesson plans needs to include at least a comprehension lesson and integration of technology. When the Literature Focus Unit is completed, submit it electronically to your instructor and upload it to the Block II DRF for RDG 322. Please note: you will receive a final grade of I (incomplete) until the signature assignment has been received electronically. We will make copies and share with the class our units.

Course Evaluation

Assignment Points

Effective Teacher List 10

Shoebox Autobiography 10

Reader Interview 10

Pro Reading Reflections 60 (Due Weekly)

Phonics Packet & Quiz 10

Literature Lessons 20

Read Aloud & Discussion 30

Unit of Study 50

Total Points Possible 200

A= 185-200 B= 170-184 C= 160-169 D= 150-159 E<150

MINUSES AND PLUSES WILL BE AT DISCRETION OF INSTRUCTOR BASED ON NUMBER OF POINTS EARNED, CLASS PARTICIPATION AND PROFESSIONALISM.

The Fine Print

The instructor will respond to student assignments in most cases by the time the class meets again. Any assignments submitted via email need to be acknowledged by the instructor in return email. I try to respond to all emails in 24 hours.

This is a comprehensive, hands-on course that requires considerable outside preparation and commitment of behalf of the learner. If you find yourself unable to complete the course requirements on time, you are highly encouraged to review the withdrawal policy with subsequent dates in the ASU course catalog and schedule.

Incomplete grades are rarely given in this course and only in cases of extreme circumstances. Becoming “overloaded” or “overwhelmed” does not constitute an emergency. You will need to keep me informed if you are experiencing difficulty in meeting the given deadlines.

Academic Integrity: As stated in the ASU Course Catalog:

The highest standards of academic integrity are expected of all learners. The failure of any student to meet these standards may result in suspension or expulsion from the university and/or other sanctions as specified in the academic integrity policies of the individual academic unit. Violations of academic integrity include, but are not limited to, cheating, fabrication, tampering, plagiarism, or facilitating such activities (p. 107).

Websites on plagiarism:

http://www.hamilton.edu/academic/Resources/wc/AvoidingPlagiarism.html

http://www.indiana.edu/~wts/wts/plagiarism.html

Course Calendar

Aug 25 Topic: Introduction / Syllabus

Sept 1 No Class – Labor Day

Sept 8 Topic: Balanced Literacy Instruction / Effective Literacy Teachers

Assignment: Effective Teacher Top Ten List

Readings: Tompkins – Chapter 1

Allington – Effective Reading Instruction *

Sept 15 Topic: Building Classroom Community

Assignment: Shoebox Autobiography