CTL 7000H Curriculum and Teaching in Literacy
CTL 7000H Curriculum and Teaching in Literacy
Master of Teaching
Course Outline 2014-2015
Junior/Intermediate
Course Instructor: Clare Kosnik
ckosnik@oise.utoronto.ca
Office: 10-156
Office Hours: By appointment
Phone: 416-806-8532
Teaching Assistant: Lydia Menna
lidia.menna@utoronto.ca
(Please notify us either by email or phone if you are unable to attend class.)
Those of us who have the privilege and responsibility of teaching literacy teachers are charged with designing learning experiences that support their development of the knowledge, skills and dispositions needed to work confidently with culturally and linguistically diverse children and families, especially those from economically disadvantaged backgrounds. This charge has never been more pressing. Rebecca Rogers
COURSE OVERVIEW
In this literacy course, we will explore many issues of literacy development spanning fourth grade through eighth grade. The big question that will guide the course is “what does it mean to be literate in the 21st century?”
• We will look closely at the research on reading and writing to gain an understanding of the complexity of reading and writing and identify strategies for effective teaching practices.
• You will be asked to draw on your own experiences of reading, writing, speaking, listening, viewing and representing. Your personal history as a reader and writer will affect your work as a literacy teacher.
• You will draw on the work being done in your practice teaching classes in order to understand some of the issues facing teachers in the 21st century. This connection will help us bridge the theory-practice gap.
This course is intended to help you gain an understanding of the language acquisition process; learn skills for program development; explore theoretical issues; and acquire strategies to support students’ language learning. One of the key emphases in the course will be content area literacy which addresses literacy teaching and learning in the content areas (e.g., science, history).
The format for our classes will be varied: lectures, workshops, discussions, reading and writing. Your participation is vital! Whenever possible please share interesting materials and insights with us. Use the course Wiki! Participation, attendance, and punctuality in all in-class activities are required. In addition to completing the in-class tasks you will be invited to contribute to discussions. In one course, we cannot fully address all literacy-related topics. We have chosen topics that we believe, based on extensive research, are relevant and appropriate for junior/intermediate students. If there is a topic that you feel we should address (either individually or as a class) please contact us.
REQUIRED TEXTS
• Gantos, J. (1998). Joey Pigza swallowed the key and Deborah Ellis (2007) The heaven shop by (purchase on your own)
• Fisher, D. and Frey, N. (3rd edition) (2012). Improving adolescent literacy: Content area strategies at work. Toronto: Peason (purchase at Bob Miller book on Bloor Street)
• Course readings will be distributed in class and/or posted on Blackboard
• There is a course Wiki – MT Literacy 2011. You are encouraged to visit it, contribute to it, and offer suggestions on how to make the Wiki a key part of the literacy course.
COURSE OUTLINE
The following outline is tentative. We will regularly review the course direction and modify it to meet your needs. If you have a question or concern do not hesitate to contact me.
|Date |Tentative Topics and |
| |Tentative List of Readings |
|Sept. 9 |Defining Literacy |
| |- Course organization |
| |- What does it mean to be literate in the 21st century? |
|Sept. 16 |Cueing systems |
| |Fisher and Frey - Chapter 1+ 2 |
| |Literacy Diet 6th grade CR |
| | |
|Sept. 23 |Comprehension |
| |Fisher and Frey – Chapter 5 |
| |Fisher on Close Reading Part 1 |
| | |
| | |
| |Annenberg – 5th gr class – using post it note strategy – good view of CR and tchr talking |
| | |
| |Wiki Scavenger Hunt |
|Sept. 30 |Reading strategies |
| |Fisher and Frey – Chapter 3 + 4 |
| |Fisher on Close Reading Part 2 |
| | |
| | |
| |The Arrival by Shaun tan |
|October 7 | MOE PDF – Janette Hughes |
|Poetry |Drama Themes |
| |My Grandma – Unit plan |
|Oct. 21 | All About Me Books due |
| |Class to be held at Clare’s house |
| | |
|Nov. 25 |Post PT debrief |
| |Sharing and analyzing photos from PT identifying sources of literacy – Be a Literacy Detective |
| |Components of literacy programs |
|Dec. 2 |Spelling and Seasonal Literature |
|Jan. 6 |Novel study |
| |Responding to Literature |
| |The Heaven Shop by Deborah Ellis |
| |- Organize literature circles |
| |Fisher and Frey – Chapter 6 |
|Jan 20 |Literature circles |
| |Joey Pigza by Jack Gantos |
| |Fisher and Frey Chapter 7 |
|Feb. 3 | Writing |
| |Fisher and Frey – Chapter 8 |
|March 24 |Post PT Debriefing |
| |Non fiction |
|March |Sharing of books on writing |
| |Schedule will be organized during last class |
Be a Literacy Detective
During your first PT look for sources of literacy – these could be conventional practices or not. Take photos of at least 6 places where “literacy is occurring.” Try to identify practices that are both positive and negative and look for instances where the activities truly engage the students. These practices can relate to reading, writing, speaking, and listening.
Take photos of these literacy places. At our first class after practice teaching you will be in a small group where you will talk about your photos. Your photos can be on your phone, computer, iPad, hard copy …. In your sharing of your photos you will talk about why these were good/poor literacy practices.
Please reassure your Associate Teacher that we will NOT be posting any of these photos on social media sites. If he/she is uncomfortable with you taking some photos, only take pictures without the children (or just from behind them – not their faces). Since you will be explaining the significance of the photos, it is not necessary to actually have the students in them.
ASSIGNMENT SUMMARY
Do NOT slip your assignment under Clare’s office door. Leave it in Clare’s mailbox on the 11th floor.
1. Literacy autobiography – Due Tuesday, September 23
2. All About Me book - Due – October 21
3. Critique and response to a professsional text on reading –Due – Week of Dec. 8
4. Critique and response to a professsional text(s) on writing – Due – Tuesday, March 24 - schedule of presentations will be arranged
1. Literacy Autobiography
Think about yourself as a reader and writer. Briefly describe your reading and writing habits – what do you like to read, what do you dislike about writing, and so on. Your reading and writing habits were formed by many factors. Identifying them will help you understand your attitudes towards being a literacy teacher.
You have had many experiences with literacy, some positive and some negative, all of which will affect you as a literacy teacher. Select 1 or 2 literacy experiences you had (either in or out-of-school) that had a significant effect on you. BRIEFLY describe them and then talk about how they have impacted on you.
Give three very practical suggestions for what you wish had occurred in your schooling regarding literacy teaching/learning. All teachers from kindergarten to grade 12 must teach reading and writing!
The paper is to be 5 pages double-spaced with 2.54 cm borders in font size 12.
Due Date: Tuesday, September 23
Grading: A,B, F
20% of grade
2. All About Me Book
The creation of this book about you fulfills a number of purposes:
* it celebrates who you are
* it provides your colleagues with an opportunity to get to know you
* it celebrates the diversity of individuals in our class
* it allows your creativity to emerge and through exploration may prove new potential to you
* it provides a good resource for you to use with your students as an artifact, a way of introducing you to your students, a good lesson to use with them and ....
* it allows you to come to understand first-hand the complexity of the composing and publishing processes. It allows you to consider how various literacy formats/genres can be used with students
* it introduces you to children’s/adolescent’s texts in another way
* it is fun
Criteria
a. Meaning
The All About Me text must communicate in some way who you are - it could be descriptive, autobiographic, a metaphor, .... but it must say, “This is me!” It is important to identify your intended audience; therefore, the book must match your intended audience. If, for example, you are writing it for young children, the pictures are very important and the text must be simple and accessible to them. If on the other hand, you are writing it for an audience of adolescents, the tone, structure and theme would be very different. Use structure/format appropriate for the age group you choose as models.
b. Structure
The All About Me text must be:
* illustrated in some way (use your imagination and ingenuity here). Any format is fine – text based, artifacts, digital …..
* durable for use in the classroom
* well planned
* well written (adhering to the convention of grammar and spelling)
Possible formats and genres for your book…
|Acompanying Story on Tape |Shape Books |
|Fairy tale, mystery, make believe |Poetry Book |
|Banners |Pop-up Books |
|Shape Book |Wheel Book (using paper fasteners) |
|Accordion Book |Picture Books |
|ABC book |Books with Bookmarks |
|Books with Pictures and Clipart |Book in a box |
|Books with Photographs |Puppet Books |
|Characters from a Movie or Novel |Chart Books |
|Dioramas |Flip Books |
|Graphic novel/story; Comic format |Television Box |
|Newspaper |Momento book |
|Series of memos |Menu |
|Series of photographs with captions |Counting book |
|I Book |Other …..(e.g. rap, song) |
Grading: Pass/Fail
Due Date: Tuesday, October 21st
The books will be shared with colleagues at Clare’s house
3. Critique and Response to a Professional Text on Reading
Select and read a professional text about reading in general or one particular aspect of reading that interests you. Write a paper (approx. 5-6 pages) that both critiques and responds to the text. Do not feel that you need to be critical but be thoughtful in your response. A response to the text should let us know what you learned from reading the book and your assessment of it (which could be completely positive!).
Please use the following to guide the writing of your paper:
1. The title and bibliographical information of the book you have selected.
2. A brief summary of the book which should be NO MORE THAN 2 PARAGRAPHS IN LENGTH. Everyone must reproduce the Table of Contents and attach it as an Appendix. YOU MUST ATTACH THE EVALUATION CRITERIA RUBRIC which is at the end of this outline.
3. A response to a text is not a retelling of the book. Provide sufficient information so that we have a sense of what the book is about but do not devote significant space to retelling the book. You can either respond to the whole book or focus on a few chapters and tell why these chapters are significant. Identify the strengths of the book? Identify the weaknesses? Explain why you agree or disagree with the author? In your response, try to relate the book to professional reading, research, course work, practicum, etc. In some cases this is not possible but wherever possible do bring in a connection to what else you have read or seen in classrooms. Describe insights you have had into the topic. What did you learn? What must you be mindful of in your practice as a teacher?
Please note that this is an academic paper and organization, flow, and presentation are important, as well as adherence to APA Style.
Here is an example of APA format.
Dudley-Marling, C., & Paugh, P. (2004). A classroom teacher’s guide to struggling readers. Portsmouth, NH: Heinemann
Due Date: week of December 8th
Grading: A,B, F
40% of grade
Do NOT slip your assignment duirng Clare’s office door. Leave it in Clare’s mailbox on the 11th floor.
4. Responding to a text on writing
Pick one aspect of writing that interests you (spelling, grammar, narrative writing, expository writing, writing workshop, assessment of writing, strategies for supporting struggling writers, etc.). Look through some academic journals and/or texts to gather information on the topic. Find at least three to five peer reviewed articles OR one strong text on the topic. If you choose to use articles they should be from peer reviewed journals. Read between 3-5 articles depending on the length --3 longish articles or 5 short to medium length articles.
Rather than do a written response you will do an oral presentation and use 1 digital technology. You will present to a small group of students (possibly 5 students). You will give a brief overview of the book talking about some of the following:
• Main ideas/key concepts
• What you learned
• Research base
• Limitations of the book
• Questions you have for the author
• Strengths of the book
• A connection to what you have in the MT academic program
Include in your presentation what you learned about being a teacher of writing. You must link the information to your practice teaching class (e.g. was the writing process being implemented, would this particular strategy work for my students…).
• In your presentation you MUST use a digital technology; for example, PowerPoint, iMovie, Prezi, a graphic organizer, a web quest, a comic book template, Wordle, Word Puzzle, digital photos, music, podcast, something from the Read, Write, Think site, or.... You can use any digital technology you want to support your presentation.
• You must discuss the technology you used in the presentation (how and why you used it to support the audience’s learning)
• You must present 1 or 2 practical strategies that teachers can use.
You will have a total of 10 minutes for your presentation.
Submit a synopsis of the book, the Table of Contents, and full bibliographic information for your book or articles. Your grade will be based on the content of your presentation and the use of a digital technology. YOU MUST ATTACH THE EVALUATION CRITERIA RUBRIC which is at the end of this outline.
Due Date: The presentations will be organized and scheduled during last day of the course which is Tuesday, March 24. The presentations will be held on a day AFTER the 24th probably the 25th
Grading: A,B, F
40% of grade
HIGHLY RECOMMENDED TEXTS
*** Allington, R. (2006). What really matters for struggling readers: Designing reseach-based programs. Toronto: Pearson.
Alverman, D. & Phelps, S. (1998). Content reading and literacy; Succeeding in today’s diverse classrooms. Toronto: Allyn and Bacon.
Atwell, N. (1998). In the middle: New understanding about writing, reading and learning. Toronto: Irwin.
Ball, A. (2006). Multicultural strategies for education and social change: Carriers of the torch in the United States and South Africa. New York: Teachers College Press.
Banks, J. et al. (2005). Teaching diverse learners. In L. Darling-Hammond & J. Bransford, Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 232-274). San Francisco: Jossey-Bass.
*** Beers, K. (2003). When kids can’t read: What teachers can do. A guide for Teachers 6-12. Porstmouth, NH: Heinemann.
***Booth, D.,& Lundy, K. (2007). In graphic detail Markham: Pembroke.
- Available from Scholastic Trade and Education. It can be ordered at 1 800 268 3848.
Booth, D. (1998). Guiding the reading process: Techniques and strategies for successful instruction in K-8 classrooms. YOU CANNOT USE THIS BOOK FOR YOUR BOOK CRITIQUES
Booth, D. (1996). Literacy techniques for building successful readers and writers. Markham: Pembroke. YOU CANNOT USE THIS BOOK FOR YOUR BOOK CRITIQUES
*** Booth, D. (2002). Even hockey players read: Boys, literacy and learning.
Markham: Pembroke Publishers.
Braunger, J. & Lewis, J.P. (2001). Building a knowledge base in reading. Newark DE: International Reading Association.
Calkins, L., Hartman, A., and White, Z. (2005). One to one: The art of conferring with young writers. New Hampshire: Heinemann
Cary, S. (2000). Working with second language learners: Answers to teachers’ top ten questions. Portsmouth: Reed Elsevier Inc.
***Cunningham, P., & Allington, R. (2007). Classrooms that work: They can ALL read and write. Toronto: Pearson. (Second edition is much better than the first edition)
Dudley-Marling, C., & Paugh, P. (2004). A classroom teacher’s guide to struggling readers. Portsmouth, NH: Heinemann
Fletcher, R., & Portalupi, J. (2001). Writing workshop: The essential guide. Portsmouth, NH: Heinemann.
***Fountas, I.& Pinnell, G. S. (2001). Guiding readers and writers: Teaching comprehension, genre, and content literacy. Portsmouth, NH: Heinemann.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.
Graves, D. (1994). A fresh look at writing. Portsmouth, NH: Heinemann.
Graves, D.H. (1991). Build a literate classroom: The reading/writing teacher’s companion. Portsmouth, NH: Heinemann.
International Reading Association (1996). Standards for the English language arts. Newark, DE: International Reading Association.
Jobe, R., & Dayton-Sakari, M. Info-Kids:How to use nonfiction to turn reluctant readers into enthusiastic learners. Concord, ON: Irwin Publishing.
Kosnik, C. (1998) . Spelling in a balanced literacy program. Scarborough:
Nelson. Peterson, S. (2003). Guided writing instruciton: Strategies to help students become better writers. Winnipeg: Portage and Maine Press.
Schwartz, S. & Pollishuke, M. (2005). Creating the dynamic classroom: A handbook for teachers. Toronto, ON: Pearson Publishing
*** Smith, M. & Wilhelm, J. (2002). Reading don’t fix no chevys: Literacy in the lives of young men. Portsmouth, NH: Heinemann.
Strickland, Dorothy and Morrow, Lesley, Mandel Eds.(1989). Emerging literacy: Young children learn to read and write. Newark, DE: International Reading Association.
Swartz, L. (2002). The new dramathemes ( 3rd edition). Markham: Pembroke
Publishers.
Swartz, L. (1993). Classroom events through poetry. Markham: Pembroke
Publishers. *** Taffe, S. & Gwinn, C. (2007). Integrating literacy and technology: Effective practice for grades K -6. New York: Guilford Press.
*** Tatum, A. (2005). Teaching reading to black adolescent males: Closing the achievement gap. Portland, Maine: Stenhouse Publishers.
Thomas, P.L. (2005). Teaching writing. New York: Peter Lang.
Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
Tompkins, G. E. (2005) Literacy for the 21st century: A balanced approach. (4th ed.). Toronto, ON: Pearson Canada.
Tovani, C. (2000). I read it, but I don’t get it: Comprehension strategies for
adolescent readers. Maine: Stenhouse Publishers.
Warschauer, M. (2006). Laptops and literacy. New York: Teachers College Press.
Weaver, Constance (1996). Teaching grammar in context. Portsmouth, NH: Heinemann.
Vacca, R., Vacca, J., & Befory D. (2005). Content area reading: Literacy and learning across the curriculum (Canadian Edition). Toronto: Pearson
Zemelman, S., Daniels, H. and Hyde, A. (1998). Best practice: New standards for teaching and learning in America’s schools. Portsmouth: Heinemann.
RELEVANT LITERACY JOURNALS
All can be found in the OISE/UT Library
*** - Very technical
++ - Excellent resource
1. English Journal ++ (very good for J/I)
2. Journal of Literacy Research
3. Journal of Research in Childhood Education
4. Language and Education ***
5. Language ***
6. Language Arts ++
7. The Language Educator ++
8. Language Teaching Research ***
9. Modern English Teacher
10. Reading and Writing
11. Reading and Writing Quarterly
12. Reading Improvement
13. Reading Research and Instruction
14. Reading Teacher ++
15. Reading Research Quarterly ++
16. Research in Drama Education
17. Research in the Teaching of English
18. Teachers and Writers
Evaluation Criteria
Critique of a Professional Text on Reading
Name: _________________________
| |Superior |Proficient|Adequate |Limited |Development Not|
| |Demonstrat|Demonstrat|Demonstrat|Demonstrat|Demonstrated |
| |ion |ion |ion |ion | |
|Paper is organized (Examples are provided as appropriate) | | | | | |
| | | | | | |
|Writing is clear and at appropriate academic level | | | | | |
|Makes connections to resources, classes, practicum, and/or personal expriences (as | | | | | |
|appropriate) | | | | | |
|Identifies strengths and weaknesses of the text | | | | | |
|Evidence of thoughtfulness | | | | | |
|Evidence of understanding the central issue(s) of the text | | | | | |
|Describes how the text has advanced understanding of being a literacy teacher | | | | | |
|Comments: |
| |
|Grade: |
| |
| |
| |
| |
| |
| |
|Grade: |
Evaluation Criteria
Using a Digital Technology for Response to a Professional Text on Writing
Name: _________________________
| |Superior |Proficient|Adequate |Limited |Development Not|
| |Demonstrat|Demonstrat|Demonstrat|Demonstrat|Demonstrated |
| |ion |ion |ion |ion | |
|Presentation is organized (Examples are provided as appropriate) | | | | | |
| | | | | | |
|Use of digital technology supports presentation (findings, position, critique, | | | | | |
|response) | | | | | |
|Makes connections to resources, classes, practicum, and/or personal expriences (as | | | | | |
|appropriate) | | | | | |
|Identifies strengths and weaknesses of the text | | | | | |
|Discusses the use of the digital technology - strengths and weaknesses | | | | | |
|Evidence of understanding the central issue of the text | | | | | |
|Engages the audience | | | | | |
|Comments: |
| |
|Grade: |
| |
| |
| |
| |
| |
|Grade: |
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