Forgan, Harry W., Charles T. Mangrum II (1989).



5516880-249555SHORTWOOD TEACHERS’ COLLEGEBACHELOR OF EDUCATION ADVANCED STUDIES IN LITERACY 1 (ASIL 1)NUMBER OF CREDITS:3NUMBER OF HOURS:45 hoursCOURSE DESCRIPTIONLiteracy pedagogy has been an integral part of the Jamaican teacher education programme. Developing pre-service teachers’ awareness of the historical and current trends in literacy as well as principles and practices for developing children’s competencies is an extremely important dimension of the teacher education programme. The course, Advanced Studies in Literacy is essential in as it is aligned to the emphases of Jamaican educational authorities that advocate that teachers need to be able to make sense of theories and practices in literacy in order to effect specified literacy improvement benchmarks for Jamaican schools.This course stands out as an advanced area of study because it entails exploration of literacy not primarily a “how to” perspective but from through analytic and creative processes. Student teachers who successfully complete this course should have greater understanding of the processes and principles involved in the development of literacy and are able to relate more meaningfully to literacy concerns in the Jamaican educational environment.COURSE CONTENTUNIT 1: An Overview of Literacy Personal definitions of literacyTheories of literacy to include:- Constructivist - Jean Piaget; Interactive Learning Rumelheart, Marie Clay Socio Linguistic - Heath, Vygotsky, Goodman Transactionalist / Reader Response Learning Theories - RosenblattTypes of Literacy including technology and media Understanding how children learnUNIT 2: The Role and Effectiveness of the Literacy TeacherSituational Analysis – Discussion and role play based on experiential background as well as observation related to class size, multi-grade classrooms, resources , Curriculum demandsPolicy issues – (e.g., new trends – Education authorities); Availability and accessibility of resources, Teacher competenceRoles of the 21st Century Jamaican literacy teacher guided by the following: MotivatorEvaluator, Resource Person, Researcher, Facilitator, TechnophileLiteracy Models - Bearing in mind that Excellent Literacy Educators providing morecoaching and scaffolding, reading and writing experience, small group instruction, more engagement, more independent reading, assessment procedures to document learning UNIT 3: Early Literacy Perspectives on Literacy acquisition Early Literacy skills/behavioursEarly Literacy Programmes/Initiatives within the schools e.g., Reading Recovery, Success for All, Jolly Phonics, First StartLiteracy and other areas of development: Socialization, Literacy and emotional Development, Literacy and the Creole Speaker Oral Language Development, Meta-linguistic awareness, Best PracticesUNIT 4: Integrating Literacy - The Reading/Writing ConnectionWhat is the Reading/Writing connection?Research on reading/writing connection- BenefitsCognitive strategies that underpin the reading and writing process – tapping into prior knowledge, asking question, making predictions, monitoring the process, reflecting, relating, evaluatingDescription of the Reading/Writing lesson formatReinforcing Reading/Writing connection through scaffolding and demonstration lessonUNIT 5: Approaches to the development of literacyA look at the following approaches:-Basal, Literature based, Whole language, Language Experience, Balanced Literacy, Computer Aided Instruction, Phonetic, EclecticUNIT 6: Lesson PlanningLesson Planning: Writing objectives, Creating activities, Assessment, EvaluationEmploying Strategies – suitable for:- Narrative texts, Expository textsReading Approaches: Basal, Literature based, Thematic, Technology Aided, EclecticMaterials and Equipment (roles and types); Word cards, activity card, Evaluating and selecting appropriate material (including software) benefits and cautionsWriting Process: Drafting, Editing, Revising, publishingCourse Work Weighting 60%Coursework pieces include:Research Paper20%Micro Teaching15%Oral presentations (groups)15%Mock exam10%Written Examination Weighting40%Two hour exam (answer 2 questions – 20% each)RECOMMENDED TEXTSBurns, Paul C., Roe, Betty D., Smith Sandy H., (2002). Teaching Reading in Today’s Elementary Schools. Houghton Mifflin Company, Boston.Dixon Mary, Barbara Matalon (1999) Exceptional Students in the Classroom. Joint board of Teacher Education: JamaicaEkwall, Eldon E., James L. Shanker (1989). Teaching Reading in Today’s Elementary School Merrill Publishing Company, Ohio.Fearn, Leif. and Farnan, Nancy. (2001). Interactions: Teaching Writing and the Language Arts. Houghton Mifflin Company, Boston.Forgan, Harry W., Charles T. Mangrum II (1989). Teaching Content Area Reading Skills: A modular Programme for Preservice and Inservice Teachers. Merrill Publishing Company, Ohio.Gunning, Thomas G., (2005). Creating Literacy: Instruction for all Students. Allyn and Bacon, MA.Heilman, Arthur W., Blair, Timothy R., Rupley, William H., (2002). Principles and Practices of Teaching Reading. Merrill Prentice Hall, Ohio.Leu, Donald J., Kinzer, Charles K., (1987). Effective Reading Instruction in the Elementary Grades. Merrill Publishing Company, Ohio.Olson, Carol Booth (2003). The Reading/Writing Connection: Strategies for Teaching And Learning in the Secondary Classroom. Allyn and Bacon, MA.Rinsky, Lee Ann, (1997). Teaching Word Recognition Skills. Prentice Hall, Inc. New JerseyRasinski, Timothy,; Nancy Padak(2004) 3rd.Ed. Effective Reading Strategies Merrill Prentice Hall; Ohio.Robb, Laura (2003). Teaching Reading in Social Studies, Science and Math: Practical Ways to weave Comprehension Strategies into your Content Area Teaching. Scholastic Inc. N.Y.Soderman, Anne K., Gregory Kara M., O’Neill, Louise T., (1999). Scaffolding Emergent Literacy: A Child-centered Approach for Preschool through Grade 5. Allyn and Bacon, Boston. Tompkins, Gail E., (2000). Teaching Writing: Balancing process and product. Merrill Publishing Company, Ohio.Tompkins, Gail E., (2003). Literacy for the 21st Century. Merrill Prentice Hall, New Jersey.Walker, Barbara J. (2000). Diagnostic Teaching of Reading: Techniques for Instruction And Assessment. Merrill Publishing Company, Ohio. ................
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