University of Louisville



University of LouisvilleCollege of Education and Human DevelopmentDepartment of Teaching and LearningEDTP 420/620Reading and Writing Across the Curriculum/Adolescent Literature (3 credit hours)Catalog DescriptionExploring the processes, products and values of literacy in various areas of the curriculum, this course explores and applies literature of all forms in service to the various disciplines and societal roles. Course PurposeThe purpose of this course is to prepare teachers of all subjects in grades 5-12 to incorporate the literacy and literature that supports and extends the cores content in the subject area curriculum. It is also designed to help teachers address a range of reading and writing abilities and attitudes, support their students in developing lifelong literacy in their subject areas, and use content concepts in exploring life beyond school.Required ReadingBeers, K. (2003). When Kids Can’t Read: What Teachers Can Do. Portsmouth, NH: Heinemann.Daniels, H. & Zemelman, S. (2004). Subjects Matter. Portsmouth, NH: Heinemann.Roth, V. (2011). Divergent. New York: HarperCollins.One additional adolescent literature title (related to your content area)Additional readings as assigned by instructorOther Required MaterialLive Text SubscriptionAll students enrolled in College of Education and Human Development (CEHD) programs are required to have a LiveText account. LiveText will be utilized for submitting a Hallmark Assessment Task (HAT) in every course in addition to other requirements by program (i.e., portfolios). If you do not already have a LiveText account, you will be required to purchase one for use during the courses in which you are currently enrolled. ?A LiveText student membership may be purchased at ?or from the University bookstore. Information about LiveText and how to purchase an account are available at Framework SummaryShaping Tomorrow: Ideas to ActionThe conceptual framework, Shaping Tomorrow: Ideas to Action, embodies a unified rationale for our diverse programs that includes three constructs: Inquiry, Action, and Advocacy. Under the construct of Inquiry, and through active engagement and skilled training in methods of rigorous Research, candidates develop the knowledge, skills, and dispositions to become Critical Thinkers. Scholarship, informed practice through inquiry and reflection, is performed not in isolation but in communion with others, both within the university and in the world (Shulman, 2004). Under the construct of Action, and through continual Practice, candidates develop the knowledge, skills, and dispositions to become Problem Solvers in the community. They are encouraged to apply knowledge and change practice to solve real world problems. Under the construct of Advocacy, and through dedicated, committed Service to their peers, university, community, and world, candidates develop the knowledge, skills, and dispositions to become Professional Leaders. Our candidates are empowered to participate fully in the life of the metropolitan community in which we live, to practice social justice, and to seek equity of educational access for all the constituents. Conceptual Framework ConstructsInquiryActionAdvocacyConstructs as Learned and AppliedResearchPracticeServiceConstructs Reflected in CandidatesCritical ThinkersProblem SolversProfessional LeadersUnit Dispositions Reflected in CandidatesExhibits a disposition to inform practice through inquiry and reflectionExhibits a disposition to improve practice through information, knowledge, and understandingExhibits a disposition to affirm principles of social justice and equity and a commitment to making a differenceThis course is designed to provide a theoretical foundation of and personal experience with instructional strategies and curricular design that reflect recent advancements in reading theory, reading instruction, and reading assessment. It is intended to support preservice and in-service teachers by expanding their knowledge and skill in integrating and teaching reading and writing across all content areas.Further, this course is also designed to develop students’ abilities to critically analyze their teaching practice, collect baseline data from student work samples and adjust curriculum and instruction based on student needs. The students will also be exposed to instructional theories and practices that will equip them to enact a culturally responsive curriculum, support diverse learners and create an inclusive classroom environment.This course addresses the constructs of inquiry, action and advocacy in the following ways: Inquiry—The candidate will:Complete authentic research on a self-selected topic. (KTS 1,2,6,7,8,9,10)Action—The candidate will:Evaluate current professional literature. (KTS 1,7)Utilize current communication and information technologies to facilitate reflection and instruction. (KTS 3,7,10)Synthesize understanding of research-based literacy strategies in developing instructional uses framed within their particular content area. (KTS 1,2,3,4,6,7)Design instruction that supports the unique needs and skills of the adolescent reader. (KTS Standards 1, 2,4,11)Develop an awareness of and appreciation for adolescent texts. (KTS1, 2,9, U of L 11)Experience and apply standards-based literacy strategies to content-specific texts. (KTS 1,2,4Advocacy—The candidate will:Plan literacy lessons that utilize culturally responsive instructional strategies in an effort to support diverse learners(U of L 11)???? Student work related to academic content for K-12 students is based on the Kentucky Core Academic Standards: Learner OutcomesThe Kentucky Teacher Standards addressed most fully by this course are:Standard I: Demonstrates Applied Content Knowledge Standard II: Designs and Plans Instruction Standard III: Creates and Maintains Learning Climates Standard IV: Implements/Manages Instruction Standard V: Assesses and Communicates Learning Results Standard VI: Demonstrates Implementation of Technology Standard VII: Reflects/Evaluates Teaching/Learning Standard VIII: Collaborates with Colleagues/Parents/Others Standard IX: Engages in Professional DevelopmentStandard X:Provides Leadership in School/Community/Profession12345678910Book ClubsXXXXText Sets (Hallmark Assessment)XXXXPeer Teaching PresentationsXXXXXXX International Reading Association Standards 2010: Middle and High School Content Classroom TeacherStandard 1: Foundational Knowledge – Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction.1.1: Understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading–writing connections.-Text Set-Content Literacy Rubric1.2: Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.Not Applicable for this role1.3: Understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement.-Text Set-Content Literacy RubricStandard 2: Curriculum and Instruction – Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing.2.1 Use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum.-Text Set-Content Literacy Rubric2.2: Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading–writing connections.-Text Set-Peer Teaching-Content Literacy Rubric2.3: Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.-Text Set-Peer Teaching-Content Literacy RubricStandard 3: Assessment and Evaluation – Candidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction.3.1: Understand types of assessments and their purposes, strengths, and limitations.-Text Set-Content Literacy Rubric3.2: Select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.-Text Set-Content Literacy Rubric3.3: Use assessment information to plan and evaluate instruction.-Text Set-Content Literacy Rubric3.4: Communicate assessment results and implications to a variety of audiences.-Text Set-Content Literacy RubricStandard 4: Diversity – Candidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society.4.1: Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.-Text Set-Content Literacy Rubric4.2: Use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity.-Text Set-Content Literacy Rubric4.3: Develop and implement strategies to advocate for equity.-Text Set-Content Literacy RubricStandard 5: Literate Environment – Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.5.1: Design the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction.-Text Set-Content Literacy Rubric5.2: Design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students’ opportunities for learning to read and write.-Text Set-Content Literacy Rubric5.3: Use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another; discussions, and peer feedback).-Text Set-Peer Teaching-Content Literacy Rubric5.4: Use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.-Text Set-Content Literacy RubricStandard 6: Professional Learning and Leadership – Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility.6.1: Demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.-Peer Teaching-Content Literacy Rubric6.2: Display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors. [This element deals with positive attitudes not only with colleagues but also with community members, parents and guardians, and so forth.]-How I Learned to Read Reflection-Content Literacy Rubric6.3: Participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.-Peer Teaching-Content Literacy Rubric6.4: Understand and influence local, state, or national policy decisions-Content Literacy RubricCourse ExpectationsAttendance and Participation: By design, this course requires the attendance and participation of all students. We will engage in group work, class discussions and partner work during each class session. Because of the collaborative nature of this course, it is imperative that you come prepared to all class sessions. Students are expected to arrive to class on time for all class sessions. Preparation includes completion of reading assignments in advance of class sessions and active participation in discussion and activities. Students are responsible for all assigned work and materials covered in class unless otherwise noted.Attendance is necessary as students will be involved in activities and assignments that contribute to the development of the goals of the course. If you cannot avoid missing a class, you are still responsible for submitting work when due and for keeping up with assignments and readings. In the event of an absence, students are to notify the instructor and make arrangements to submit assignments and gather materials from the missed class. ATTENDANCE PolicyGoal: To establish a high level of professionalism for every teacher.CoursesAttendance is REQUIRED at each class sessionIf you are absent, you will not receive full participation credit for the course. The course syllabus will document the participation guidelines/requirements for each course. If you are absent, you must contact the instructor of the course, preferably prior to the class session. It is your responsibility to find out what you missed.You must be on time for class sessions. Repeated tardiness will also impact your participation credit.Absences and tardiness will be considered in assessing your dispositions.If you are absent TWICE from a course that meets once weekly, or THREE times in a course that meets twice weekly, you MUST initiate a meeting with the course instructor to determine whether you will still be able to pass the course with the acceptable grade required by your program and if you can devote the necessary time to the course. Extenuating situations will be considered on an individual basis.If you miss the course an additional time, the course instructor will schedule a meeting with you and the program director to complete a Communication of Concerns.You may be required to complete additional assignments to compensate for class sessions for which you were absent. Even with these assignments, your participation credit may still be affected as described above.When you expect a prolonged absence (out more than a week), contact CEHD Teaching and Learning Staff 852-6431 U of L Dean of Students Cardinal Angel Program, 852-5787 or DOS.louisville.edu. You will need to provide your name, student ID number, and circumstances. Assignments: This course includes various assignments designed to stimulate and foster growth in the students understanding of teaching and learning with regard to reading, writing, speaking and listening across the curriculum. All assignments are expected to be submitted on their due dates. All assignments must be typed using a word processing program with 12pt Times New Roman Font, 1” margins and left-justified, black-ink, numbered and stapled pages. Assignments are to be submitted using LiveText as required by the instructor. Follow current APA guidelines. In fairness to others, if a paper is submitted that exceeds the specified page limit, I will not read beyond the maximum number of pages.Assignments submitted late will be penalized one grade letter for each day they are late. The penalty first applies 24 hours after the end of the class in which the assignment was due. No late work will be accepted three days past the due date of the assignment.Discussions about individual work should be conducted after class or during an office meeting rather than at the beginning of class or during class.Changes in this syllabus may be made to meet the academic objectives or in the case of unanticipated events. Any changes made will be announced in class.Course AssignmentsBelow you will find a description of the various assignments you will be expected to complete throughout the semester. Additional guidelines will be discussed in class prior to the due date of each assignment. Each assignment will be assessed using a rubric that will be distributed at least one class session before the due date. All assignments must be typed using a word processing program with 12pt Times New Roman Font.All assignments must be printed out prior to class on the due date and handed in at the beginning of class.Reflective Writing: Learning to Read—This piece is expected to be a reflection on how you, as a learner, acquired the skills to read. We will discuss this further in class and a rubric will be provided to help guide you as you write. Entrance and Exit Responses—Each class period you will be asked be asked to respond to questions related to course readings and class activities. These responses should be reflective in nature and connect the reading/class activities to your practice as a teacher and your understanding of teaching and learning.Hallmark Assessment Task: Content Literacy Support Project: As a content teacher you will be responsible for supporting your students’ literacy development across the curriculum. One of the ways you will be able to do this is by providing them with texts (beyond the textbook) within your content area that are accessible and appropriate. This project is designed to help you begin the process of creating sets of accessible and alternative texts around the various topics you will be teaching. This project is aligned with the Kentucky Teacher Standards. More specifically, it will focus on KTS 1 and is expected that you will “demonstrate a current and sufficient academic knowledge of [your]certified content area” in an effort “to develop student knowledge and performance” in that area. In this project, you will create a Content Text Set that will enhance your students’ content knowledge while also supporting their literacy development. Guidelines and rubric for this assignment are attached to this syllabus.Book Clubs: You will participate in a two book clubs throughout the course. In the first, you’ll work in a group where all participants have read the same title. In the second, you will select a work of adolescent literature (or adolescent-appropriate literature) related to your content area. Groups will be assigned based upon your content area, and recommended books will be discussed in class. Rubric and assignment guidelines will be given out two weeks prior to the first book club.Peer Teaching Presentations-You will present research articles related to the literacy demands of your content area as well as literacy demands of middle and high school students. Research articles will be provided for you on Blackboard. You will sign up for the articles later in the semester.Field Experience—You will have two field experience assignments in this course that will equal to 20 hours of field work. We will discuss this more in class.(4-5hrs)Work with a librarian, literacy coach or other school personnel to develop your text set.(15-16hrs) Work with an English Language Learner in the regular classroom and complete reflective analysisAssessmentYour grade will be determined by you. You will receive a rubric or checklist for each assignment throughout the semester. These rubrics will be discussed prior to the due date of the respective assignment and will be used to determine the points you will receive. Below you will find the point distribution of each assignment.Attendance/ Entrance/Exit Slips65100%-98% A or A+ 97%-95% A 94%-90% A- Learning to Read2589%-87% B+ 86%-84% B 83%-80% B-HAT Content Literacy Support 10079%-70% C69%-60% D <59% Fail Book Clubs30Peer Teaching20ELL Reflective Analysis30Policy on Instructional ModificationsStudents with disabilities, who need reasonable modifications to complete assignments successfully and otherwise satisfy course criteria, are encouraged to meet with the instructor as early in the course as possible to identify and plan specific accommodations. Students will be asked to supply a letter from the Disability Resource Center to assist in planning modifications.CEHD Diversity Statement Diversity is a shared vision for our efforts in preparing teachers, administrators, school counselors and other professionals.? Students will be encouraged to investigate and gain a current perspective of diversity issues (race, ethnicity, language, religion, culture, SES, gender, sexual identity, disability, ability, age, national origin, geographic location, military status, etc.) related to their chose fields.? Students will also have the opportunity to examine critically how diversity issues apply to and affect philosophical positions, sociological issues, and current events in a variety of areas.? Students will examine their belief systems and be encouraged to reexamine and develop more grounded beliefs and practices regarding diversity.Title IX/Clery Act NotificationSexual misconduct (sexual harassment, sexual assault, and any other nonconsensual behavior of a sexual nature) and sex discrimination?violate University policies.?Students experiencing such behavior may obtain confidential support?from?the PEACC Program 852-2663, Counseling Center 852-6585 and Campus Health Services 852-6479. To report sexual misconduct or sex discrimination, contact the Dean of Students (852-5787) or University of Louisville Police (852-6111).Disclosure to University faculty or instructors of sexual misconduct, domestic violence, dating violence, or sex discrimination occurring on campus, in a University-sponsored program, or involving a campus visitor or University student or employee (whether current or former) is not confidential under Title IX. Faculty and instructors must forward such reports, including names and circumstances, to the University’s Title IX officer.For more information, see the Sexual Misconduct Resource Guide(). Technology UseWritten assignments are to be word-processed. Regular use of email is expected, and assignments may be submitted as email attachments unless otherwise specified by the instructor. Each student is expected to obtain a student email account and access email and the internet for resources and information throughout the course. All students enrolled in College of Education and Human Development (CEHD) programs are required to have a LiveText account. LiveText will be utilized for submitting a Hallmark Assessment Task (HAT) in every course in addition to other requirements by program (i.e., work samples or portfolios). If you do not already have a LiveText account, you will be required to purchase one for use during the courses in which you are currently enrolled. A LiveText student membership may be purchased at ?or from the University rmation about LiveText and how to purchase an account are available at Integrity and DishonestyAll contributions and assessments in this course, including any field placement requirements, will demonstrate academic integrity which means that submitted work is of high quality, is original, and represents a single submission, unless otherwise noted through explicit and appropriate citations.“Academic dishonesty is prohibited at the University of Louisville…Academic dishonesty includes, but is not limited to, the following:CheatingFabricationFalsificationMultiple Submission [the same assignment should not be submitted for more than one course]PlagiarismComplicity in Academic Dishonesty” (UofL Code of Conduct, Section 5)[Students who are not yet admitted to the teacher education professional program may jeopardize their chances for admission, since instances of academic dishonesty will be considered as part of the admission process. To apply to any teacher certification program, students must review and sign the Professional Code of Ethics for Kentucky School Personnel (704 KAR 20:680) which states that teachers (1) shall exemplify behaviors which maintain the dignity and integrity of the profession and (2) shall not knowingly falsify or misrepresent records of facts relating to the educators or those of other professionals.]* Statement: Representing the words or ideas of someone else as one’s own in any academic exercise. An academic unit that determines that a student is guilty of academic dishonesty may impose any academic punishment on the student that it sees fit, including suspension or expulsion from the academic unit.Graduate Catalog Undergraduate Student Handbook, Cell Phone PolicyStudents are not to have cell phones on “ring” during class. Text-messaging, answering or talking on cell phones is not allowed.Content Literacy Support Project – Hallmark Assessment Task?As a content teacher you will be responsible for supporting your students’ literacy development across the curriculum. One of the ways you will be able to do this is by providing them with texts (beyond the textbook) within your content area that are accessible and appropriate. This project is designed to help you begin the process of creating sets of accessible texts around the various topics you will be teaching. This project is aligned with the Kentucky Teacher Standards. More specifically, it will focus on KTS 1 and is expected that you will “demonstrate a current and sufficient academic knowledge of [your]certified content area” in an effort “to develop student knowledge and performance” in that area. In this project, you will create a Content Text Set that will enhance your students’ content knowledge while also supporting their literacy development. Please use the following guidelines to complete this project.1.????? Choose a specific topic from the Kentucky Core Content within your content area(think about how the Text Set could be used in a unit plan). Please avoid choosing a very general topic(e.g. biology, geometry). Write a brief introductory statement about the purpose of your text set that will situate it within your curricular context.2.????? Choose 10 accessible and appropriate texts to include in your text set. See the handout from class about the various texts you may use. You should have 5 websites. ?For each text you will include the following:a.?????? A paragraph description of each text. This paragraph should provide information about the contents of the text including topic(s) addressed, layout, density of text, approximate level of difficulty. **For websites, you must include usability factors(i.e. navigation, pop-ups, distracting links, subscription requirements).b.????? A statement of why you chose the text and the purpose it has within the text set(e.g. offers a different perspective, addresses a misconception, etc). c.?????? A plan of how you will use the text within your classroom and why and how you think it will support the development of your students’ content knowledge.3. Format a reference page with correct APA style.4. Design 3 (EDTP 420) or 5 (EDTP 620) learning experiences that require students to use two or more texts and incorporate multiple steps of the writing process.Describe the purpose of the learning experience. What are the learning goals for students and how do these expectations connect with your content standards?Which texts will you use? Why are these texts appropriate for this assignment Describe the progression of reading and writing strategies and explain how it deepens students’ understanding of content. How would you assess, respond to and/or use the writing produced from this activity? What would you look for in the writing and what feedback would you provide to students (this is assessment rather than grading)?Employ correct Grammar, Usage and Mechanics throughout the project.RubricExemplary (0?pt) Acceptable (0?pt) Unacceptable (0?pt) Text and Text Descriptions Topic is specific and relevant to Kentucky Core Content standards. A variety of texts are presented that represents excellent examples of content around the chosen topic. Each text description includes layout, text density, approximate level of difficulty, topic(s) addressed, and the positives and negatives of the book. The texts clearly represent real life connections and provide students excellent opportunities to consider the content from various ic is general but is related to Kentucky Core Content standards. The text descriptions are lacking detail but somewhat address the layout of the text, topics addressed and level of difficulty. The text set has some variety and presents texts that are similar in format, design and topic. The texts offer loose connections to life experiences of students and provide few opportunities to consider the content from various ic is very broad and is loosely related to the Kentucky Core Content standards. The text descriptions are minimal and reveal very little information about the text layout, topics addressed or level of difficulty. The text set lacks variety and presents texts that are the same in format, design and topic. The texts offer no authentic connections to life experiences of students and provide no opportunities to consider the content from various perspectivesRational for use The rationales give complete and detailed descriptions of why the texts were chosen and how they will be used in the regular classroom. The narrative paragraph clearly explains how the teacher will use the content within the text to connect to the life experiences of students and how the text contributes to their content knowledge. The rationales are general and lack detail of why the texts were chosen and how they will be used in the regular classroom. The narrative paragraph explains how the teacher will use the content within the text but lacks detail in how he/she will connect to the life experiences of students and/or how the text contributes to the students’ content knowledge. The rationales are minimal and provide very little information about why the texts were chosen and how they will be used in the regular classroom. The narrative paragraph does not explain how the teacher will use the content within the text, how he/she will connect to the life experiences of students and/or how the text contributes to the students’ content knowledge. Instructional Plan Descriptions of instructional plan are clear and very detailed. They are thoughtful, developmentally appropriate, and realistic with regard to time and resources. The instructional plans clearly describe how the teacher will guide students to understand the content from various perspectives and connect the content to the students’ lives. The plans show evidence of addressing common misconceptions of students with regard to the chosen topic.Description of the instructional plans are lack detail. They are developmentally appropriate, and somewhat realistic with regard to time and resources. The instructional plans describe how the teacher will guide students to understand the content from various perspectives and connect the content to the students’ lives. The plans show little evidence of addressing common misconceptions of students with regard to the chosen topic.Descriptions of instructional plan are minimal. The plans do not provide information about how the text set will be used. The instructional plans do not include descriptions of how the teacher will guide students to understand the content from various perspectives or connect the content to the students’ lives. The plans show NO evidence of addressing common misconceptions of students with regard to the chosen topic.Format/Organization/GUM Project is formatted as per the directionsAPA style is used appropriately.No spelling or grammatical errorsDirections are followed with regard to format of the assignment.Project is formatted as per the directions1-3 APA style issues1-3 grammatical errors within the projectMinor formatting issuesProject is not formatted as per the directions4-7 APA style issues4-7 grammatical errors within the projectSignificant formatting issues.BibliographyAtwell, N. 1998. In the middle: writing and learning with adolescents. (Second Edition). Portsmouth, NH: Boynton/Cook.Daniels, Harvey. 2003. Literature circles: Voice and choice in the student-centered classroom. (Second Edition). Portland, ME: Stenhouse.Gilmore, B. 2005. Speaking volumes. Portsmouth, NH: Heinemann.Harvey, S. 2003. Strategies that work. Portland, ME: Stenhouse. Laminack, L & R. Wadsworth. 2006. Learning under the influence of Language and Literature. Portsmouth, NH: Heinemann.Lesene, T. 2006. Naked Reading. Portland, ME: Stenhouse.Jetton, T. & J. Dole. 2004. Adolescent literacy research and practice. NY: Guildford Press.Moore, J. 1997. Interpreting young adult literature: Literary theory in the secondary classroom. NH: Boynton/Cook.Rasinski, T., Blachowicz, C., and K. Lems. 2006. Fluency instruction: Research based practices. NY: Guilford.Rief, L. 1992. Seeking diversity. Portsmouth, NH: Heinemann.Rosenblatt, L. 2004. Making meaning with texts. Portsmouth, NH: Heinemann.Stahl, K. & McKenna, M. 2006. Reading research at work: Foundations of effective practice. NY: pings, D. & R. McManus. 2003. Real reading, real writing. Portsmouth, NH: Heinemann.Tovani, C. 2004. Do I really have to teach reading? Portland, ME: Stenhouse.Wilhelm, J. 1997. You’ve got to be the book. NY: Teachers College Press.Wilhelm, J. 2004. Action strategies for deepening comprehension. NY: Scholastic Press.Wilson, L. 2006. Writing to live. Portsmouth, NH: Heinemann.Prepared by Dr. Amy H. Stevens, August, 2015Content Literacy Rubric Aligned to ILA StandardsExemplaryTargetDevelopingInsufficient EvidenceStandard 1: Foundational KnowledgeCandidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction.Identify and explain both the specific reading and writing expectations of content area(s) as described in national and state standards and how they are effectively interwoven in instruction (1.1)Use multiple sources of information to guide instructional planning to improve reading achievement of all students and recognize the limitations of each (1.3)Identify and explain the specific reading and writing expectations of content area(s) as described in national and state standards (1.1)Use multiple sources of information to guide instructional planning to improve reading achievement of all students (1.3)Identify and explain general reading and writing expectations of content area(s) as described in national and state standards (1.1)Use limited sources of information to guide instructional planning to improve reading achievement of all students (1.3)Identify and/or inaccurately explain reading and writing expectations of content area(s) as described in national and state standards (1.1)Use inappropriate or inaccurate sources of information to guide instructional planning to improve reading achievement of all students (1.3)Standard 2: Curriculum and InstructionCandidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing.Work with other teachers and support personnel to design, adjust, and modify the curriculum to meet students’ literacy needs based on demonstrated interests and cultural perspectives (2.1)Differentiate and integrate instructional approaches to meet students’ reading and writing needs (2.2)Demonstrate knowledge about various materials and their uses to meet individual student needs (2.3)Work with other teachers and support personnel to design, adjust, and modify the curriculum to meet students’ literacy needs (2.1)Differentiate instructional approaches to meet students’ reading and writing needs (2.2)Demonstrate knowledge about various materials and their uses. (2.3)Work with other teachers and support personnel to design, adjust, and modify the curriculum to meet some students’ literacy needs (2.1)Differentiate instructional approaches to meet some students’ reading and writing needs (2.2)Demonstrate limited knowledge about various materials and their uses (2.3)Work with other teachers and support personnel to design, adjust, and modify the curriculum to without alignment to students’ literacy needs (2.1)Provide to little to no differentiation of instructional approaches (2.2)Demonstrate little or no knowledge about various materials and their uses (2.3)Standard 3: Assessment and EvaluationCandidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction.Demonstrate an in-depth understanding of reading and writing elements of content area assessments and their purposes in assessing student performance (3.1)Select or develop assessment tools to analyze effectiveness of reading and writing instruction demonstrating understanding of effective integration of reading and writing assessment (3.2)Collaborate with reading teachers to identify critical reading and writing strategies and skills for use in the specific content areas or disciplines based on student developmental needs (3.3)Use assessment data and student work samples to discuss specific implications for the content areas or literacy instruction for individual students (3.4)Demonstrate an understanding of reading and writing elements of content area assessments and their purposes in assessing student performance (3.1)Select or develop assessment tools to analyze effectiveness of reading and writing instruction (3.2)Collaborate with reading teachers to identify relevant reading and writing strategies and skills for use in the specific content areas or disciplines (3.3)Use assessment data and student work samples to discuss implications for the content areas or literacy instruction (3.4)Demonstrate a limited understanding of reading and writing elements of content area assessments and their purposes in assessing student performance (3.1)Select or develop assessment tools to provide limited analysis of effectiveness of reading and writing instruction (3.2)Collaborate with reading teachers to identify general reading and writing strategies and skills (3.3)Use assessment data and student work samples to discuss general implications for the content areas or literacy instruction (3.4)Demonstrate little to no understanding of reading and writing elements of content area assessments and their purposes in assessing student performance (3.1)Select or develop assessment tools to provide little or no analysis of effectiveness of reading and writing instruction (3.2)Collaborate with reading teachers to identify few or no reading and writing strategies and skills (3.3)Use little or no assessment data and student work samples to discuss implications for the content areas or literacy instruction (3.4)Standard 4: DiversityCandidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society.Demonstrate an extensive understanding of the ways in which various forms of diversity interact with adolescent literacy development and content area learning (4.1)Provide differentiated instruction and instructional materials, including traditional print, digital, and online resources that capitalize on student diversity (4.2)Provide students with varied linguistic, academic, and cultural experiences that link their backgrounds with content area learning (4.3)Demonstrate an understanding of the ways in which various forms of diversity interact with adolescent literacy development and content area learning (4.1)Provide differentiated instruction and instructional materials, including traditional print, digital, and online resources that reflect student diversity (4.2)Provide students with linguistic, academic, and cultural experiences that link their backgrounds with content area learning (4.3)Demonstrate limited understanding of the ways in which forms of diversity interact with adolescent literacy development and content area learning (4.1)Provide instruction and instructional materials, including traditional print, digital, and online resources, that somewhat reflect student diversity (4.2)Provide students with limited linguistic, academic, and cultural experiences that link their backgrounds with content area learning (4.3)Demonstrate little to no understanding of the ways in which diversity interacts with adolescent literacy development and content area learning (4.1)Provide limited instruction and instructional materials, including traditional print, digital, and online resources that do not reflect student diversity (4.2)Provide students with little to no linguistic, academic, and cultural experiences that link their backgrounds with content area learning (4.3)Standard 5: Literate EnvironmentCandidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.Arrange their classrooms to intentionally provide easy access to a variety of books, other instructional materials, and specific areas designed for a variety of individual, small-group, and whole-class activities (5.1)Model and teach students a variety of appropriate ways to interact with each other and adults (5.2)Plan effective and differentiation routines for creating and maintaining positive learning environments for content area learning using traditional print, digital, and online resources (e.g., transitions, discussions, and peer feedback) (5.3)Use various practices in combination to differentiate instruction (e.g., cooperative learning, partner work, and research/investigation groups) (5.4)Arrange their classrooms to provide easy access to books, other instructional materials, and specific areas designed for a variety of individual, small-group, and whole-class activities (5.1)Model and teach students appropriate ways to interact with each other and adults (5.2)Plan effective routines for creating and maintaining positive learning environments for content area learning using traditional print, digital, and online resources (e.g., transitions, discussions, and peer feedback) (5.3)Use various practices to differentiate instruction (e.g., cooperative learning, partner work, and research/investigation groups) (5.4)Arrange their classrooms to provide some access to books, other instructional materials, and specific areas designed for a variety of individual, small-group, and whole-class activities (5.1)Model and teach students limited appropriate ways to interact with each other and adults (5.2)Plan limited routines for creating and maintaining positive learning environments for content area learning using traditional print, digital, and online resources (e.g., transitions, discussions, and peer feedback) (5.3)Use limited practices to differentiate instruction (e.g., cooperative learning, partner work, and research/investigation groups) (5.4)Arrange their classrooms to provide little to no access to books, other instructional materials, and specific areas designed for a variety of individual, small-group, and whole-class activities (5.1)Model and teach students little to no appropriate ways to interact with each other and adults (5.2)Plan few and/or ineffective routines for creating and maintaining positive learning environments for content area learning using few traditional print, digital, and online resources (e.g., transitions, discussions, and peer feedback) (5.3)Use little or no practices to differentiate instruction (e.g., cooperative learning, partner work, and research/investigation groups) (5.4)Standard 6: Professional Learning and LeadershipCandidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility.Demonstrate awareness of interactions between the factors that influence school culture (6.1) Identify specific, relevant questions and goals about literacy and the learning of content and plan comprehensive strategies for finding answers to questions (6.2)Apply learning from professional development to instructional practices and share learning with colleagues (6.3)Are informed about important, relevant, and timely professional issues (6.4)Demonstrate awareness of the factors that influence school culture (6.1) Identify specific questions and goals about literacy and the learning of content and plan strategies for finding answers to questions (6.2)Apply learning from professional development to instructional practices (6.3)Are informed about important professional issues (6.4)Demonstrate limited awareness of the factors that influence school culture (6.1) Identify general questions and goals about literacy and the learning of content and plan limited strategies for finding answers to questions (6.2)Apply limited learning from professional development to instructional practices (6.3)Are somewhat informed about important professional issues (6.4)Demonstrate little to no awareness of the factors that influence school culture (6.1) Identify general questions and goals about literacy and the learning of content and plan ineffective strategies for finding answers to questions (6.2)Apply little to no learning from professional development to instructional practices (6.3)Are minimally informed about important professional issues (6.4) ................
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