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Cross-curricular Literacy Materials and Resources

EDRE 4870.002, Spring 2013

Classroom: 114 Matthews Hall Time: Monday/Wednesday, 11:00 – 12:30

Instructor: Dr. Janelle Mathis Office Hours: M/W 12:30 to 3:30 or by appt.

Office: 206 P Matthews Hall

Phone: 940-565-2754

Email: Janelle.mathis@unt.edu

Catalogue Course Description:

This course prepares preservice teachers within both EC-4 & 4-8 certificate programs to examine a variety of developmentally appropriate resources for cross-curricular classroom use, appropriate strategies for evaluation and selection of those resources, and current issues that affect curriculum decisions. Likewise, literacy strategies that create independence in reading and writing across the content areas are also emphasized.

Welcome to EDRE 4870!!

During this semester we are going to explore materials and resources to use in all content areas--resources that invite our students to be part of our literacy community and support them as they use reading and writing as tools for thinking, learning, and living. While the emphasis is on the resources, we also know that these resources must be accompanied by powerful instructional strategies to accomplish our goals of creating confident, critical thinkers and literacy users. This course is built upon the literacy knowledge base you are gaining in other reading classes and will help prepare you for other cross-curricular courses as well as your future classrooms.

As we respond to and integrate children’s literature, technology, and literacy strategies across content areas, a goal of this course is to become reflective about how we respond, create meaning from text, and internalize strategies that help us learn about the world and understand the society in which we live. As a result, insight into your own learning processes will hopefully enhance your personal critical and creative thinking as well as help you become a teacher who incorporates response based engagements to inform your instruction. Therefore, our focus is on ourselves as learners, readers, and teachers as we learn about resources and strategies to involve our students. You and your contributions are a vital part of the literacy community we create.

Required Texts:

Hancock, M. (2004). A Celebration of Literature and Response: Children, Books and

Teachers in K-8 Classrooms, 3rd ed., Merrill.

Fleischman, P. (2004). Seedfolks. New York: HarperCollins.

*Other resources, such as handouts, posted information and professional journal articles both posted on Blackboard.

*Web Sites: Numerous sites identified throughout course and listed on WebctVista

*Children’s books that you access from public/school/UNT libraries, bookstores, etc.

*One other chapter book besides Seedfolks for a literature discussion, loaned by instructor

Course Objectives:

This course is designed to empower each participant to gain knowledge and skills and to develop dispositions to make instructional decisions in the following areas:

Response to Literature

1. Use texts to stimulate interest, promote reading growth, foster appreciation for the written word, and increase the motivation of learners to read widely and independently for information and for pleasure. [PPR: 1.2K,1.3K, 1.4k, 3.4k,1.2S, 1.3s, 1.4s, 1.5s 3.4s] [TEKS: K-8=1, 2]

2. Understand the influence of cultural, ethnic, and linguistic backgrounds on the reading process. [PPR: 1.5k, 1.6k, 1.5s, 2.1k 1.10k,1.11s,1.3s, 1.4s] [TEKS: K=6;1=7; 2=3,6; 5=3; 6, 7, 8=9 ]

Integrating Materials and Resources for Literacy Instruction

3. Understand how to design, select, and evaluate materials that reflect curriculum goals, current knowledge, and the interests, motivation, and the needs of individual learners; develop the ability to modify curriculum materials to meet the needs of diverse learners. [PPR: 1.8k, 1.10k,3.6k, 3.8s ] [TEKS: 6, 7, 8 = 9]

4. Recognize the importance of using a wide variety of print representing diverse perspectives throughout the curriculum, including high-quality children’s/adolescent literature and diverse expository materials appropriate to the age and developmental level of learners. [PPR: 3.5k, 3.7k, 3.8k, 3.5s, 3.9s] [TEKS: K=6;1=7;2=3, 6; 5=3; 6, 7, 8=–9]

5. Understand the structure, content, and genre of various texts used for instruction within content areas. [PPR: 1.10k] [TEKS: K=6,7,8,9,10; 1=7, 8, 9, 10, 13, 14; 2=7,8,9,10; 3=5,6,7,8,9,10; 4=3,4,5,6,7,8; 5=4,5,6,7,8; 6=3,4,5,6,7,8] 7=3,4,5,6,7,8,9] 8=3,4,5,6,7,8,9]

6. Demonstrate an ability to plan cross-curricular instruction which addresses the needs of all learners in content classrooms. [PPR: 1.10k ] [TEKS: 1-8=24 ]

7. Gain knowledge of principles and strategies for planning and implementing instruction via

themed study units in content subjects. [PPR: 1.8k, 1.11k, 2.3s] [TEKS: 5=3, 6, 7 ]

8. Use diverse sign systems for student engagement with and response to text. [PPR: 1.26k, 1.26s, 2.7k, 3.9k, 3.9s, 2.3s, 4.10-4.12k] [TEKS: K=12; 1=6; 2=16; 3=16; 4=14; 5=14 ]

Professionalism and Reflective Teaching

9. Develop a reflective mind set about his/her learning and teaching in order to make decisions about curricular engagements based on an understanding as to its purpose in the curriculum. [PPR: 1.25k, 1.28k, 1.29k, 4.6s, 4.10s, 4.14s, 4.15s]

10. Recognize professional journals, publications, and Internet Sites that are a significant source of information concerning literacy resources and processes. [PPR: 4.5k, 4.6k, 4.13s]

Course Requirements:

More specific instructions on each of these will be given via individual handouts and postd on Blackboard.

1. Response to text chapters. These responses will vary in form, reflect several strategies you can use in teaching and will be completed prior to coming to class or during class. It is expected that you will read, or at least, skim, the chapter for each session. In most cases there is a different chapter per week. An Early Literacy Memory assigned for Jan. 16 and is considered the first response. The other responses will be described when assigned. (40 points for 4)

January 16: Early Literacy Memory

January 23: Hancock, Chp.1 & 2-- Double Entry Journal Response to 3-4 ideas in each chapter

February 18: Hancock, Chp. 5-- Poetic Response to chapter

April 15: Hancock, Chp. 12 & 13—Respond in some visual arts format to one or both chapters.

Also, there will be three quizzes that reflect both chapter and class content during the semester. These will not be long and will only take a portion of a session but they will reflect information that you should know from readings and lectures. (30 points)

February 11

March 20

April 24

2. Reading Record: “Top Thirty!” As you read many books in class and outside class, you will find ones that especially appeal to you. As each genre is explored and evaluative criteria discussed, students will be required to read and respond to at least “30 plus” books in your reading record that cut across various genre and topics. These books must be published no later than 2000. Your response should include a few sentences that reflect your growing knowledge of the criteria for each genre or other category. These should be recorded in an electronic file that can be shared on Blackboard—either a word document or an excel file. You should be working on this as the semester progresses. I will check your reading record twice during the semester just to see that you are adding regularly and not trying to complete it prior to its due date. The list may reflect books you have read in class but it should represent different books than in your author inquiry or your text set. Due April 24 (30 points)

3. Inquiry and presentation of an author or illustrator of children’s literature. You will include biographical information, information about his/her works/writing, and strategies for using this person in class. More information will be provided on webct vista. This project is due March 6 . (40 points)

4. Creation of a text set on a topic that will be the focus of further explorations of strategies and engagements. These topics will focus on issues/themes/subjects that have multiple perspectives and, if possible, include international and/or global titles as well. You will pick a theme or topic early in the semester and we will use this theme to develop our sets and strategies throughout the various sessions as we learn more about the concept of “text set.” This assignment will be posted on webct as well as TK20. More specific information will be given. We will share these on April 29 & May 1 (75 points)

5. Literature Circles. We will discuss Seedfolks in small groups as well as consider experiences to use with this novelette, and we will also read and respond to another chapter book in a literature discussion. The discussions are important as we consider the role of discussion in critical literacy, perspective, and creating voice around issues in literature and life. While this is part of class participation, there will be some extra items accompanying the book read. April 3 (25 points)

6. Participation in all aspects of class is paramount as your participation is needed to gain the most from the experiential basis of this class. There will be a number of in –class experiences/assignments as strategies are modeled and you have the opportunity to experience them both individually and as a group. These will be informally assessed and counted in participation points. (35 points)

7. WebctVista participation. We will use vista to support our class, and if ever necessary, it will be our class gathering. It is expected that you will participate if we have a discussion or if you are to post assignments and then visit those assignments of others. Assignment details, articles, and websites will also be added throughout the semester. (15 points)

8. Final Reflection: This will be completed outside class and emailed to me by the examination date. This is not a long bit of writing but it must be completed even if you can afford to lose the points it offers. Due May 8. (10 points)

A few basic rules to remember:

Talking while the instructor or others are presenting or talking during group work that is not in keeping with the activity or is disruptive of others will result in points subtracted from the participation grade an ultimately a report sent to the ARR committee.

All assignments are due at the beginning of class on the day designated in the assignment outline. Late assignments are not accepted except in situations that have been previously discussed with me.

Laptops are not necessary in this class. If you have need of one for taking notes, you can discuss this with me prior to class and sit in a designated seat or provide evidence of the notes you took. (If we need to access the Internet during class, we will use the computer cart from our technology lab.) Obviously, reading email and other Internet activities as texting during class are not acceptable, can be disruptive to those around you, and will result in a lower final grade. You should be participating and practicing professional behavior. I do apologize for having to state this so strongly—hopefully it is an unnecessary paragraph for this class.

Frequent absenteeism, tardiness and/or obvious lack of familiarity with readings or materials which have been assigned for class discussion will result in a lowering of the final grade. More specifically, after two absences--at the third absence--the earned final average will be lowered one grade. At the fourth absence it is lowered a letter grade and at the fifth absence, another letter grade which would be a D (if you began with an A) and not passing even if work was completed. There are no excused absences beyond the first two which don’t result in subtraction of points. They are not meant as an entitlement for this course but to allow for emergencies and illnesses--these are not in addition to whatever emergencies or illnesses occur. Three tardies equal one absence. If you are tardy, it is your responsibility to be sure that I have not counted you absent. It is also your responsibility to get assignments, handouts, or other information from a classmate. If you know ahead of time that you will be absent please email or call. Otherwise, if emergency situations exist that demand further absences that the two allowed, I will deal with them on an individual basis, providing, you are concerned enough to develop a plan to cover what you have missed for this “emergency.” If you are ill, while you should not expose others to your illness, you have to take the responsibility for planning a course of action regarding missed classes.

Professional conduct is expected at all times. The overall context of this class is hopefully that of a community and of an informal, participatory nature. Participants in a community are expected to be considerate of others and the instructor by participating, listening, and abiding by the expectations given above. Otherwise, it is highly possible that names of individuals will be filed with the ARR committee. As in keeping with the department, college, and university standards, plagiarism in any form will not be accepted as work and evidence of such will lower your grade or keep you from passing in spite of existing grades/points.

Assessment:

The following point system provides an overall summary of the weight of each requirement. More specific grading guidelines will be provided early in the course since the grade of A represents excellence—not just accomplishing the task but going beyond—and not everyone will earn an A. A grade of B is not a bad grade and represents average work, accomplishing what is required in the syllabus.

Response to Chapters: strategies 40 points

quizzes 30 points

Reading Record 30 points

Author Inquiry 40 points

Text set-final (to include strategies & presentation) 75 points

Literature Circle Participation 20 points

Class participation in daily/weekly individual 40 points

and small group strategies

Blackboard participation (some of the credit for

for this is included in individual project grades) 15 points

Final Reflection 10 points

Course Schedule:

(This is a flexible schedule, subject to change due to the needs of the class, content requirements, unanticipated needs of the professor, or other. These topics are general and a more specific schedule will be provided weekly. The chapter readings for each session are in italics.)

1/14 Introduction to course and ourselves

1/16 Sharing our literacy stories; introduction to Hancock, Chp. 1

1/21 MLK Day – No Class

1/23 Transactional Theory of Reader Response

Hancock, Chp. 1 & 2 continued

Due: Double Entry Journal Response to 4 ideas in each chapter

1/28 Award Winning Books

1/30 Award Winning Books and exploring some important terms such as “What is a text set?”

2/04 The Art of the Picture Book, Continued

Hancock, Chp. 3

2/06 The Art of the Picture Book, continued

2/11 Quiz; Traditional Literature

Hancock, Chp. 5

2/13 Traditional literature & Contemporary Fantasy

2/18 Poetry

Hancock chp 5

Due: Poetic Response to chapter

2/20 Poetry, continued

2/25 Fiction, Realistic

Hancock, chp. 6

Discuss Seedfolks Due: Response to Seedfolks—Extend story

(Hancock, chp. 9(219-228) by creating another chapter.

2/27 Fiction: Seedfolks

Due: Read Seedfolk and create another chapter (examples on Blackboard)

3/04 Historical Fiction.

3/06 Author / Illustrator Presentations formational Books and Biography

3/11 Spring Break

3/13 Spring Break

3/18 Informational Books, Biography

` Hancock, Chp. 7 & 13

3/20 Quiz: Informational Books/biography

3/25 Multicultural literature

Hancock, Chp. 8

3/27 Multicultural for ELL learners

Continued focus on authenticity, perspectives, a critical stance and especially ELL

4/01 Text Sets—exploring the process of creating and examples

4/03 Literature Discussions and Response through writing

Hancock, Chp. 9 & 10

4/08 Response strategies through writing

Chp. 10 & 11

4/10 The arts and literacy --response through the arts

Sign Systems and Hancock, Chp.12

4/15 The arts, continued

Hancock, Chp. 12

Due: Respond in some visual arts format to one or both chapters.

4/17 International/global literature

4/22 Online Class WOW Stories

Instructor at IRA Convention, San Antonio

4/24 Quiz.

Share findings from WOW Stories – ELL focus

4/29 Share text sets

5/01 Share text sets

5/08 Finals week - final response due via Blackboard

SIGNIFICANT TERMS AND IDEAS THAT STUDENTS ARE EXPECTED TO KNOW UPON COMPLETING EDRE 4870

1. Transactional Theory of Reader Response and Louise Rosenblatt

2. Response- based teaching

3. Definition and description of a “picture book”

4. Artistic design in picture books: book jackets, endpapers, front and back matter, borders, lettering and type; artistic style, media, technique

5. Literary genre and the criteria of each: traditional literature, contemporary fantasy, science fiction, realistic fiction, historical fiction, poetry, informational book, biography.

6. Response through art and music

7. Response through dramatic techniques--readers theater, choral reading, process drama, etc.

8. Multicutural literature

9. Global and international literature

10. Authenticity

11. Gender Issues

12. Censorship

13. Multi-genre research project

14. Interdisciplinary themes

15. Text sets

16. Multiple perspectives

17. Critical Literacy

18. Literature Discussion Groups

19. Literature response journals

20. 6 Traits of Writing

21. Character Journal

22. Assessment of response based instruction

The Educator as Agent of Engaged Learning:

Improving the quality of education in Texas schools and elsewhere is the goal of programs for the education of educators at the University of North Texas. To achieve this goal, programs leading to teacher certification and advanced programs for educators at the University of North Texas 1) emphasize content, curricular, and pedagogical knowledge acquired through research and informed practice of the academic disciplines, 2) incorporate the Texas Teacher Proficiencies for learner centered education, 3) feature collaboration across the university and with schools and other agencies in the design and delivery of programs, and 4) respond to the rapid demographic, social, and technological change in the United States and the world.

The educator as agent of engaged learning summarizes the conceptual framework for UNT's basic and advanced programs. This phrase reflects the directed action that arises from simultaneous commitment to academic knowledge bases and to learner centered practice. "Engaged learning" signifies the deep interaction with worthwhile and appropriate content that occurs for each student in the classrooms of caring and competent educators. "Engaged learning" features the on-going interchange between teacher and student about knowledge and between school and community about what is worth knowing. This conceptual framework recognizes the relationship between UNT and the larger community in promoting the commitment of a diverse citizenry to life-long learning. In our work of developing educators as agents of engaged learning, we value the contributions of professional development schools and other partners and seek collaborations which advance active, meaningful, and continuous learning.

Seeing the engaged learner at the heart of a community that includes educators in various roles, we have chosen to describe each program of educator preparation at UNT with reference to the following key concepts, which are briefly defined below.

1. Content and curricular knowledge refer to the grounding of the educator in content knowledge and knowledge construction and in making meaningful to learners the content of the PreK-16 curriculum.

2. Knowledge of teaching and assessment refers to the ability of the educator to plan, implement, and assess instruction in ways that consistently engage learners or, in advanced programs, to provide leadership for development of programs that promote engagement of learners.

3. Promotion of equity for all learners refers to the skills and attitudes that enable the educator to advocate for all students within the framework of the school program.

4. Encouragement of diversity refers to the ability of the educator to appreciate and affirm formally and informally the various cultural heritages, unique endowments, learning styles, interests, and needs of learners.

5. Professional communication refers to effective interpersonal and professional oral and written communication that includes appropriate applications of information technology.

6. Engaged professional learning refers to the educator's commitment to ethical practice and to continued learning and professional development.

Through the experiences required in each UNT program of study, we expect that basic and advanced students will acquire the knowledge, skills, and dispositions appropriate to the educational role for which they are preparing or in which they are developing expertise.

A broad community stands behind and accepts responsibility for every engaged learner. UNT supports the work of PreK-16 communities through basic and advanced programs for professional educators and by promoting public understanding of issues in education.

Teacher Education & Administration

Departmental Policy Statements

Disabilities Accommodation: “The University of North Texas complies with Section 504 of the 1973 Rehabilitation Act and with the Americans with Disabilities Act of 1990. The University of North Texas provides academic adjustments and auxiliary aids to individuals with disabilities, as defined under the law. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring accommodation, please see the instructor and/or contact the Office of Disability Accommodation at 940-565-4323 during the first week of class.”

Academic Integrity: Students are encouraged to become familiar with UNT’s policy on academic integrity: . Academic dishonesty, in the form of plagiarism, cheating. or fabrication, will not be tolerated in this class. Any act of academic dishonesty will be reported, and a penalty determined, which may be probation, suspension, or expulsion from the university.

Student Conduct: Expectations for behavior in this class accord with the Code of Student Conduct: “Student behavior that interferes with an instructor’s ability to conduct a class or other students' opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Center for Student Rights and Responsibilities to consider whether the student's conduct violated the Code of Student Conduct. The university's expectations for student conduct apply to all instructional forums, including university and electronic classroom, labs, discussion groups, field trips, etc.” See unt.edu/csrr.

Acceptable Student Behavior: Student behavior that interferes with an instructor’s ability to conduct a class or other students' opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Dean of Students to consider whether the student's conduct violated the Code of Student Conduct. The university's expectations for student conduct apply to all instructional forums, including university and electronic classroom, labs, discussion groups, field trips, etc. The Code of Student Conduct can be found at deanofstudents.unt.edu.

Attendance: See course syllabus for specific requirements.

Eagle Connect: All official correspondence between UNT and students is conducted via Eagle Connect and it is the student's responsibility to read their Eagle Connect Email regularly.

Cell Phones and Laptop: Students should turn off cell phones when they are in class unless the phones are being used for learning activities associated with the course.

SETE: The Student Evaluation of Teaching Effectiveness (SETE) is expected for all organized classes at UNT. This brief online survey will be made available to you at the end of the semester, providing you a chance to comment on how this class is taught. I am very interested in the feedback I get from students, as I work to continually improve my teaching. I consider the SETE to be an important part of your participation in this class.

Collection of Student Work: In order to monitor students' achievement, improve instructional programs, and publish research findings, the Department of Teacher Education and Administration collects anonymous student work samples, student demographic information, test scores, and GPAs to be analyzed by internal and external reviewers.

TK20: Some undergraduate and graduate education courses require assignments that must be uploaded and assessed in the UNT TK20 Assessment System. This requires a one-time purchase of TK20, and student subscriptions are effective for seven years from the date of purchase. Please go to the following link for directions on how to purchase TK20: . Announcements regarding TK20 will also be posted on this website.

Comprehensive Arts Program Policy. The Elementary Education program area supports a comprehensive arts program to assist preservice and inservice teachers to design and implement curricular and instructional activities which infuse all areas of the arts (visual, music, theater, and movement) throughout the elementary and middle school curriculum.

Technology Integration Policy. The Elementary, Secondary, and Curriculum & Instruction program areas support technology integration to assist preservice and inservice teachers to design and implement curricular and instruction activities which infuse technology throughout the K-12 curriculum.

TExES Test Preparation. To meet state requirements for providing 6 hours of test preparation for teacher certification candidates, the UNT TExES Advising Office (TAO) administers the College of Education TExES Practice Exams. Students who want to take a practice exam should contact the TAO (Matthews Hall 103). Students may take up to two exams per session that relate to their teaching track/field at UNT. Students should also plan accordingly, as they are required to stay for the entire testing period. Current students must meet the following criteria in order to sit for the TExES practice exams: Students must (1) be admitted to Teacher Education, (2) have a certification plan on file with the COE Student Advising Office, and (3) be enrolled in coursework for the current semester. For TExES practice exam registration, go to: . If you need special testing accommodations, please contact the TAO at 940-369-8601 or e-mail the TAO at coe-tao@unt.edu. The TAO website is coe.unt.edu/texes. Additional test preparation materials (i.e. Study Guides for the TExES) are available at texes..

“Ready to Test” Criteria for Teacher Certification Candidates . Teacher certification candidates should take the TExES exams relating to their respective certification tracks/teaching fields during their early-field-experience semester (i.e. the long semester or summer session immediately prior to student teaching).

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points final grade

270-300 A

240-269 B

210-239 C

180-209 D

below 180 F

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