EDUC 567: English and Language Arts for Elementary Social

Syll EDU 567 ElemPedB V17 9.3.10 1

EDUC 567: English and Language Arts for Elementary Social Studies September 2010

Complete the information below after your first Class Time Session. Instructor: Campus Phone: Office: Office: Email:

Course Overview This course prepares pre-service teachers to facilitate, mediate and intervene in the development of literacy and language integrated within social studies content and instruction. It begins with an in-depth look at literacy development, leading to an integrated approach for developing literacy within the context of history/social-science. Challenging perspectives that literacy is simply a collection of discrete skills, socio-cultural perspectives of literacy suggest that it is the means by which individuals make meaning and construct their understandings of the world. The integration of Language Arts within the content areas emphasizes the importance of developing language and literacy in context and provides students with authentic opportunities to develop reading, writing, speaking and listening for real audiences. The integration of literacy and language with social studies is intended to prepare participants to engage learners in the active inquiry of major and recurrent themes, concepts, values, problems, and issues of the social sciences from multiple and interdisciplinary perspectives. Participants will develop the content and pedagogical tools of “historical thinking” through inquiry into the events and accounts of history. Social Studies is comprised of many disciplines: geography, economics, anthropology, sociology, history, political science and philosophy. Each of these disciplines is circumscribed by its own purpose, language, skills, methodology and tools. The disciplines that form the social studies curriculum also is the forum for practicing and extending reading, writing, mathematics and science. The major social studies content pedagogical practices are interactive requiring students to develop critical and creative thinking skills that are manifested in formal and informal class discussions. In addition, social studies is the venue for mastering the study and research skills to access, process (take notes, draw conclusions, etc.) and evaluate resources representing varied points of view related to a single social studies concept and/or issue. The abilities necessary to recognize and creatively solve problems (define the problem, hypothesize, make assumptions, “define and sell a solution”) are fundamental to the social studies curriculum.


This course is further designed to address several overlapping objectives and competencies:

(1) To meet CCTC and NCATE guidelines including the CCTC Teacher Performance Expectations, NCATE Unit Standards, and CCTC Standards of Quality and Effectiveness for Professional Teacher Preparation Programs (Standard 7:Preparation to Teach Reading/ Language Arts);

(2) To ensure that credential candidates understand the California Reading/Language Arts Framework for California Public Schools; and

(3) To assist credential candidates in developing the knowledge base and skills needed for the Reading Instruction Competence Assessment (RICA)

Problems of Practice From thoughtful conversation with our K-12 partners, our higher education colleagues, and our review of the literature on contemporary teacher education, we have identified a significant number of “Problems of Practice” facing professionals in schools and classrooms affecting students’ language and literacy development. Using the Problems of Practice as a starting place for creating problem-centered instruction for our students, the following issues inform the content and desired student outcomes of this course:

• The failure to use theory to critically analyze and instantiate mandated curricula;

• An allegiance to preconceived ideas, theories, and methods of instruction regardless of the situation, or its effectiveness, instead of understanding a breadth of ideas, theories and methods that can be drawn upon to address individual learning needs and situations;

• Lack of knowledge among teachers of what critical thinking is and a lack of ability to think critically themselves or teach their students how to think critically;

• A lack of communication and collaboration within and across disciplines to develop coherence

around language acquisition and literacy development in general;

• The quality and quantity of previous social studies experiences students have encountered varies and must be acknowledged prior to planning the social studies curriculum for any class or grade level. Teachers need to assess the students’ readiness for learning social studies. Teachers need to develop the readiness for students to engage in the teaching and learning of social studies.

• The economic, academic, cultural and linguistic diversity among the students will affect the

appropriateness and comprehension of the social studies curriculum. The curriculum should allow students to retain their individually while comprehending the general application of the social studies content and skills to all students.

• The social studies curriculum should recognize individual differences and provide a repertoire of learning activities defined by varied pedagogical practices that facilitate all students to assimilate understanding of the same content and mastery of the same skills. Social studies require differentiated teaching and learning.

• The teaching and learning of social studies necessitates a classroom environment that encourages


paralleling and exemplifying the concepts and skills of the curriculum by providing such experiences as modeling the concepts of a democratic society and practicing the attributes of “good” leaders in a variety of classroom situations.

• The teaching and learning of social studies content and skills demands open-ended questions inclusive of the opportunities for students to express multiple perceptions and the art of argumentation.

Course Objectives/Outcomes Units 1-5 The objectives identify the competencies teachers are expected to develop as prerequisites for successful completion of the course. These objectives represent both the general objectives related to development of literacy and the teaching of social studies along with the specific objectives related to the USC MAT program’s expectation for developing teaching proficiencies. Referenced to the CCTC Teacher Performance Expectations (TPEs)

TPE #1: Pedagogical skills in teaching Reading-Language Arts--Multiple Subject, and History-Social Science

TPE #2: Monitoring Student Learning During Instruction TPE #3a: Interpretation and Use of Assessments: Classroom TPE #3b: Interpretation and Use of Assessments: State Tests TPE #4: Making Content Accessible TPE #5: Student Engagement TPE #6: Developmentally Appropriate Teaching Practices TPE #7: Teaching English Learners TPE #8: Learning About Students TPE #9: Instructional Planning TPE #10 Instructional Time TPE #11 Social Environment TPE #13: Professional Growth Candidates will:

• understand and apply sociocultural learning theory in varied instructional contexts with diverse student populations.

• understand the skills and strategies that facilitate literacy development including theoretically

sound methodological practices.

• critically analyze and instantiate mandated curricula. • substantiate and verify decisions concerning curriculum and pedagogical practices to the needs of

learners, community and society.

• comprehend state and national standards for social studies and language arts.


• understand critical thinking, the ability to think critically themselves or teach their students how to think critically.

• relate the teaching of social studies to reading and writing in the content areas. • communicate and collaborate within and across disciplines to develop coherence around language

acquisition and literacy development in general. • define the nature of the disciplines: content (facts, concepts, big ideas), critical, creative and basic

thinking skills, multiple and varied primary and secondary resources, authentic products, language of the discipline (pluralistic, multicultural, etc.), appropriate methodology and integrate these features of the discipline(s) into appropriate objectives, lessons and units of study.

Course Requirements Weeks 1-5 All required readings must be completed prior to meeting during class time and discussions. Literacy Forum Discussions: In weeks 2-5 you will be involved in on-going, in-depth discussions around course readings. Your instructor will place you in small groups for Forum discussions. On a rotating basis, one member of your group will be responsible for posting a question for discussion on Monday of each week that a Forum is assigned. Your instructor will send you an assignment roster indicating your Forum group and the week you will be serving as the leader of the discussion. Each team member will respond to the original question by Wednesday and reply to all group members' original response by the end of the week on Sunday. Your postings should be substantive and written in a professional and academic manner. Your responses to classmates must be concrete, not just an acknowledgment of their posting (see table below). It is the quality of the interaction that is important for us to learn from one another. You will receive credit each week (5 pts) for full participation. This includes posting your initial response to the lead’s question by Wednesday of each week and replying to each group members’ original posting by Sunday.

Forum Discussions: Ideas for moving a discussion forward

• analyze and/or apply course readings to fieldwork experiences • reflect on a colleague's response in a critical and inquisitive manner • move the discussion forward through thoughtful clarifying questions • compare and/or discriminate between ideas • assess the value of theories in classroom application • make choices based on reasoned arguments from course content • use old ideas to create new ones • relate knowledge from several areas and across courses • predict or draw conclusions for real world situations based on course content

Students get the most out of a forum when they use it as an on-going discussion. You are encouraged to continue your discussion to support one another’s learning. Students will NOT receive credit if the original posting is late or you do not respond to each member of your group by the end of the week. Forum participation is worth 20 total points, 5 each week.


Personal Literacy Reflection: Stemming from a socio-cultural perspective on teaching and learning, we believe that teachers need to understand who they are as learners and how they came to learn. Focusing on literacy development, you are asked to write a brief reflection that shares your understanding of how you successfully developed literacy. Think about your own personal experiences learning to read and write. What supported your development? What was the role of your home, family and community in this development? What instructional practices in the classroom helped facilitate your literacy development? Which theory or theories of learning support how learned to read and write? Prepare a personal reflection of literacy development (2-3 pages, double spaced) and upload it to the LMS for instructor review and grading. Be sure to respond to the questions above and submit your paper to the LMS by the end of week 1, Sunday, Day 7. Your reflection is worth a total of 5 points. FIELDWORK Weeks 1-5 Literacy Development: Students will be responsible for keeping a log of their field experiences in the area of literacy instruction and literacy development. This log will be a place for you to keep a running record of student performance on various assessments and fieldwork observations. These documents and observations will be used to complete a holistic literacy profile at the end of week 5. Throughout the first half of the semester students will be required to administer a wide range of language and literacy assessments on a student to gain a better understanding of literacy development and differentiating instruction. With the help of your Guiding Teacher you will select a student who requires additional support in the areas of reading, writing, listening and speaking. This can be a student who is struggling or an advanced learner who also needs support in reaching higher levels of literacy. To maintain the students’ confidentiality, you must create a pseudonym for the student to use in your write-ups. When submitting any assessments you must also delete the students name (white out, cross out) prior to scanning and uploading to the LMS. Assessments will be conducted each week. You will be responsible for scanning and uploading all your assessments to the LMS for credit the week they are assigned. Though the assessments are credit/no-credit, failure to upload an assessment the week it is due will result in point deductions on the final literacy profile paper. You should be using your personal log to make notes about each assessment you administer as well as a record of your initial analysis of the assessment results. All assessment data and anecdotal records you keep will be used for your final Literacy Profile due at the end of week 5 on Sunday, Day 35. You will not be asked to submit your log or your notes. They are a personal record of your learning about assessment and your student for your final paper and future reference as a teacher. Fieldwork will include:

a) initial observations of literacy instruction and evidence of a literacy and language rich classroom. Complete part 1 of the “effective literacy practices” observation protocol “creating a language and literacy rich environment”. Upload your completed protocol, Part 1, to the LMS for instructor review. (Credit/No-Credit)

b) administration of interest survey. Scan and upload your interest survey to the LMS for Credit. Keep a record of your analysis of your interest survey to be used for your final Literacy Profile paper. (Credit/No-Credit)

c) observation and “effective literacy practices” observation protocol, Part 2: Developing word


knowledge. Upload your completed protocol, Part 2, to the LMS for instructor review. (Credit/No-Credit)

d) administration of a word study/word knowledge assessment. Scan and upload your assessment to the LMS for Credit. Keep a record of your analysis to be used for your final Literacy Profile paper. (Credit/No-Credit)

e) observation and “effective literacy practices” observation protocol, Part 3: Reading to, with, and by students to facilitate reading comprehension. Upload your completed protocol, Part 3, to the LMS for instructor review. (Credit/No-Credit)

f) administration of a holistic reading assessment. Scan and upload your reading assessment to the LMS for Credit. Keep a record of your analysis of your reading assessment to be used for your final Literacy Profile paper. (Credit/No-Credit)

g) observation and “effective literacy practices” observation protocol, Part 4: Writing to, with, and by students to facilitate writing development. Upload your completed protocol, Part 4, to the LMS for instructor review. (Credit/No-Credit)

h) collect 3 writing samples from authentic writing tasks for analysis. Scan and upload your writing samples to the LMS for Credit. Keep a record of your analysis to be used for your final Literacy Profile paper. (Credit/No-Credit)

Due dates for each assessment are available within the course units. The “effective literacy practices” observation protocol is available in the course “toolbox”, “resources”. All fieldwork is graded credit/no-credit. However, any fieldwork assignments not completed on time will result in a 3 point deduction for each missing or late assignment on your Literacy Profile paper. In addition, any fieldwork assignments receiving No Credit will result in an automatic 2 point deduction on the final Literacy Profile paper. Fieldwork Write-up: LITERACY PROFILE DUE Day 35 Purpose: The purpose of the literacy profile is to provide a focused opportunity to engage in systematic, field-based observation that involves assessment, analysis, and reflection. The literacy profile provides a real-world anchor for class discussions with respect to teaching and learning and to observe how these factors impact a student’s learning, thinking, and academic achievement. The literacy profile is the signature assignment for this course and can be used as a resource for completing the PACT assessment. Requirements: Select a student with your classroom field partner from your field experience classroom who stands out in that they are not performing well in reading and/or writing, a student who is “at-risk” in your classroom. You may also select an advanced learner, if necessary in order to determine the most effective ways of supporting their on-going literacy development. If applicable the student should be a language minority student. This will help you complete your case study assignment in EDUC543. Try speaking with your guiding teacher about the best student for this assignment. To maintain the student’s confidentiality, you must create a pseudonym for the student to use in your write-up. When collecting samples of the student’s work, cover the name with post-it notes or black out the name prior to scanning and uploading to the LMS.


1. OUTSIDE THE CLASSROOM: INFORMAL DISCUSSION(S) Listen to the student describe his/her world. What interests him/her? Who is important to him/her? What does s/he like to do for enjoyment? What is important to the student? What are the social dynamics of this child? What language/languages are spoken at home and by whom? Do this through informal discussion. Do not probe… just listen! If you have a chance, take time to talk with the teacher about the student. Find out about his home literacy experiences and academic background. 2. INSIDE THE CLASSROOM: OBSERVATIONS & ANECDOTAL RECORDS Observe the student in class over a reasonable period and take detailed notes. The following can guide your observation: How does the student’s attention level vary? What distracts the student? Which activities does the student seem to enjoy? What type of positive or negative interactions with others does the student participate in during class? What is it that s/he believes is difficult? Specifically, address reading, writing, and English language development. What does the student enjoy reading/writing about? Does the student enjoy working in cooperative groups and/or individually? 3. ON-GOING ASSESSMENTS Each week you will be required to administer an assessment to your student. Assessments selected for administration will vary, depending upon the reading level of the student. Use the chart below to guide your assessment selection each week. All assessments will be scanned and uploaded for credit the week they are assigned. Emergent (typically grades K-1)

Beginning (typically grades 2-4)

Self-extending/Fluent (typically grades 3-8)

Reading interest survey Elementary Reading Survey Elementary Writing Survey Yopp-Singer Test of phonemic segmentation (phonemic awareness test) J. Rosner Test of auditory discrimination (auditory processing test) Concepts About Print Read aloud: Oral retell Sight Words test (San Diego Quick) Rhyming test Letter Recognition test Oral CLOZE Writing sample

Reading interest survey Elementary Reading Survey Elementary Writing Survey Shefflebine BPST (Phonics Skills test K-2) Running Record with retell and Miscue Analysis Sight Words test (San Diego Quick) CLOZE Writing sample

Reading interest survey (K-5) Interest survey (5-8) Upper Elementary-Middle School Metacognitive Reading Survey Motivation to Read Survey Running Record with Retell and Miscue Analysis Sight Word test (San Diego Quick) RCST CLOZE Writing sample

4. ONGOING OBSERVATIONS Each week as part of your fieldwork responsibilities you will be completing an “effective literacy practices” observation protocol. Use this protocol and the literacy practices observed as you prepare your literacy profile. This is just one resource for creating your instructional plan for your student. You should also refer to course readings and additional observations and strategies learned in working with your


Guiding teacher in Guided Practice. Write Up- LITERACY PROFILE (5-7 pages typed, double space, 12 inch font) Using the information gathered from #1-4 above prepare a written document to be submitted for evaluation that includes the following:

1. Information about the child (5 points) a. Include the age, grade level, and relevant background information b. Use an alias to protect the child’s identity and maintain confidentiality

2. Assessments (All assessments have already been uploaded each week. You DO NOT have to upload them again) (20 points)

a. Include a brief analysis of the assessment results. b. What information did the assessment provide you about the child’s reading and/or

writing? c. Was the assessment valuable; did it provide you with the information you wanted?

3. Implications for Instruction (20 points) a. Based on your analysis of the assessment results, what you know about the child, and your

analysis and reflections of diagnostic literacy lessons what is your instructional plan to help this student improve his or her reading and/or writing.

b. Determine some instructional goals and detail some of the specific instructional techniques, strategies, or practices you would use with this student.

c. Provide a strong theoretical foundation for your instructional plan. 4. Personal Reflection (5 points)

a. Reflect on the process of assessing and diagnosing a student. What did you learn going through this process?

b. Did anything surprise you? c. What have you come to understand about literacy development and instruction?

The Literacy Profile is worth a total of 50 points. Though point values have been identified in #1-4 above, keep in mind that failure to successfully complete assessments and observations each week will result in overall point deduction on the literacy profile. Refer to the fieldwork section above for point deduction details. Class Time During Class Time students will experience a variety of activities. Class Time is similar to the time students spend with their instructor in a regular, on-campus class. During Class Time students have opportunities to talk with their instructor about key topics and issues. You are encouraged to ask questions and actively participate in both planned and impromptu class discussions so long as the discussion forwards the purpose of the class. Effort invested during class time will reduce the effort necessary outside of class. Class Time will last approximately 90 minutes each week. You will receive CREDIT for full participation. This includes arriving to class on time and participating for the full 90-minute session. To receive full credit each week, you must also be fully engaged in all activities. You are ONLY allowed one excused absence. You must notify your instructor, via email, if you will be unable to participate. After 1 missed session you will not receive any credit for Class Time. If there are extenuating circumstances please contact your instructor to set up a make-up session. Make-up sessions will only be


granted once and must be due to an emergency or unavoidable absence from your regular Class Time session. During Weeks 1-5 Class Time is worth a total of 25 points, 5 points each week.

TEXTBOOKS AND OTHER MATERIALS For all textbooks and materials contact the University Book Store. Required Text Weeks 1-5 Chen, L. & Mora-Flores, E. (2006) Balanced Literacy for English Learners. Portsmouth, NH: Heinemann. Course Reader- Contact USC bookstore Required Text for Units 6-10 Ellis, Arthur K. Teaching and Learning Elementary Social Studies, Eighth Edition Recommended Text in Preparation for the California RICA exam *Zarrillo, J.J. (2004). Ready for RICA: Test preparation guide for California’s reading instruction competence assessment. Columbus, OH:Merrill, Prentice Hall. *Rossi, J. & Schipper, B. (2006) Case Studies in Preparation for the California Reading Competency Test. Boston, MA: Allyn and Bacon. Tompkins, G. (2009). Literacy in the 21 Century: A Balanced Approach (5th Edition). Upper Saddle River, NJ: Pearson Education. Bear, D., Invernizzi, Marcia, Templeton, Shane, & Johnston, Francine (2007). Words their way: Word study for phonics, vocabulary, and spelling instruction (Fourth edition). Upper Saddle River, NJ: Prentice Hall, Inc. Pearson Education. Walker, B. (2007). Diagnostic Teaching of Reading: Techniques for Instruction and Assessment (6th edition). Upper Saddle River, NJ:Prentice Hall. California Department of Education. Reading/Language Arts Framework for California Public Schools, Kindergarten Through Grade Twelve CA Dept. of Education, Sacramento, CA 2007. Available on line at www.cde.ca.gov


Academic Accommodations Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to your instructor of record as early in the semester as possible. DSP is located in STU 301 and is open 8:30 a.m. - 5:00 p.m., Monday through Friday. The phone number for DSP is (213) 740-7766.

Incompletes IN – incomplete (work not completed because of documented illness or some other emergency. Arrangements for the IN and its removal should be initiated by the student and agreed to by the instructor prior to the final exam); IX – lapsed incomplete. Conditions for Removing a Grade of Incomplete. If an IN is assigned as the student’s grade, the instructor will fill out the Incomplete (IN) Completion form which will specify to the student and to the department the work remaining to be done, the procedures for its completion, the grade in the course to date and the weight to be assigned to the work remaining to be done when computing the final grade. A student may remove the IN by completing only the portion of required work not finished as a result of documented illness or emergency. Previously graded work may not be repeated for credit. It is not possible to remove an IN by re-registering for the course, even within the designated time. Time Limit for Removal of an Incomplete. One calendar year is allowed to remove an IN. Individual academic units may have more stringent policies regarding these time limits. If the IN is not removed within the designated time, the course is considered “lapsed,” the grade is changed to an “IX” and it will be calculated into the grade point average as 0 points. Courses offered on a Credit/No Credit basis or taken on a Pass/No Pass basis for which a mark of Incomplete is assigned will be lapsed with a mark of NC or NP and will not be calculated into the grade point average. Academic Integrity SCampus, the USC student guidebook contains the Student Conduct Code and information on Academic Integrity. It is the student’s responsibility to be familiar with and abide by these guidelines, which are found at http://www.usc.edu/student-affairs/SJACS/docs/GradIntegrity.pdf. A summary of behaviors violating University standards can be also found at: http://www.usc.edu/dept/publications/SCAMPUS/gov/behavior.html . Distance Learning: This course is offered both on-line and on campus. The activities, expectations and requirements are identical between the two versions. The on-line course is conducted through a combination of real time and asynchronous modules, just as the on-campus version is conducted with some in-class and out-of-class sessions. About 70% of the course will occur out-of-class/asynchronously. All students will be required to complete assignments on-line, in the field and independently


along with completing related reading assignments. The time needed to complete all assignments fulfills course unit time requirements. Level of technical competence expected of students: By this point in the program, the student level of technical competence should include basic knowledge of the Internet and they should have an account on at least one site which allows people to interact with one another (Facebook, Myspace, etc.). Basic tasks will include posting attachments, posting and replying in forums, uploading assignments including video clips (though the mechanics of this will be taught), and participation in Adobe Connect Pro virtual discussions. In addition, to complete assignments and access course documents, students should have some familiarity with Microsoft Word, Power Point, Excel, and basic Internet surfing. Students will have ongoing access to the instructor and fellow classmates throughout the course. Through the course News and Events Wall, e-mails, course calendars, and Forums, the instructor will maintain ongoing communication with students. These tools also provide students a variety of ways to contact the instructor, share their ideas, comments, and questions through private and public means. In addition, students will be made aware of real-time Office Hours to engage in discussions with the instructor. The News and Events Wall provides a place for the instructor to share new information and new postings. Due dates will automatically appear on a student’s homepage as well and calendar. Email and chat will be the primary forms of immediate communication with the instructor. E-mail will be checked on a daily basis during the weekdays. The course calendar with be posted at the start of the course with all assignment due dates and real-time "Office Hours" chats. Using the Feedback button, student’s comments, or concerns may be submitted at any time during the duration of the course. Feedback is checked daily. The News and Events Wall will be the primary location for students to communicate their learning with one another. It will be open at all times for postings and reactions. All required materials will be prepared and posted prior to the start of the course but, at any point, a professor may add additional optional material. All links and attachments will be checked weekly for updates. Standards of appropriate online behavior: The protocols defined by the USC Student Conduct Code will be upheld in distance classes. Students are not allowed to post inappropriate material, SPAM to the class, use offensive language or engage in online flaming. For more information, please visit "http://www.usc.edu/student-affairs/SJACS/" In the event of technical breakdowns: Students may submit assignments to the instructor via e-mail by the posted due date. Remember to back up your work frequently, post assignments once completed, load files onto a power drive, and keep a hard copy of papers/projects.


Additional Resources for Reading/Language Arts Instruction Allen, Janet (2007). Inside Words. Portland, MN: Stenhouse Publishers. Allen, J. (2000). Yellow brick roads: Shared and guided paths to independent reading 4-12. Portland, MN: Stenhouse Publishers. Atwell, N. (2007). The Reading Zone: How to help kids become skilled, passionate, habitual, critical readers. New York, NY: Scholastic Inc. Beck, I. L., McKeown, Margaret, & Kucan, Linda (2002). Bringing words to life: Robust vocabulary instruction. New York, NY: Guilford Publications, Inc. Beck, I., McKeown, Margaret, & Kucan, Linda (2008). Creating Robust Vocabulary: Frequently asked questions and extended examples. Brand, M. (2004). Word Savvy: Integrated Vocabulary, Spelling, and Word Study, Grades 3-6. Portland, MN: Stenhouse Publishers. Calkins, L.M. (1994). The Art of Teaching Writing. Irwin Publishing, Toronto, Canada. Calkins, L.M. (2001). The Art of Teaching Reading. New York, NY: Addison-Wesley Educational Publishers Inc.

Clay, M. M. (1991). Becoming Literate: The construction of inner control. Heinemann Education a division Reed Publishing, Birkenhead, Aukland: New Zealand. Clay, Marie M. (2000). Running Records for Classroom Teachers. Portsmouth, NH: Heinemann.

Clay, M.M. (2001). Change Over Time in Children’s Literacy Development. Portsmouth, NH: Heinemann.

Clay, Marie M. (2002). An observation survey of early literacy achievement. Portsmouth, NH: Heinemann.

Coles, G. (2000). Misreading Reading: The Bad Science That Hurts Children. Portsmouth, NH: Heinemann. Culham, R. (2005). 6+1 Traits of Writing: A complete guide for the primary grades. New York, NY: Scholastic Inc. Cunningham, P. and Allington, R.I. (2006). Classrooms that work: They can all read and write. New York, NY: HarperCollins.

Cunningham, P., Hall, D., and Sigmon, C. (1999). The teacher’s guide to the four blocks: A multimethod, multilevel framework for grades 1-3. Greensboro, NC: Carson-Dellosa.


Cunningham, A. & Ruth Shagoury (2005). Starting with Comprehension: Reading strategies for the youngest learners. Portland, MN: Stenhouse Publishers. Dorn, L. & Carla Soffos (2005). Teaching for Deep Comprehension. Portland, MN: Stenhouse Publishers. Fletcher, R. (1996). A Writers Notebook: Unlocking the Writer Within You. Avon Books, NY: New York. Fletcher, R. & Portalupi, J. (1998). Craft Lessons: Teaching Writing K-8.Stenhouse Publishers, Maine: York.

Fletcher, R. & Portalupi, J. (2001). Nonfiction Craft Lessons: Teaching Information Writing K-8. Portland, MN: Stenhouse Publishers. Ada, A.F. (2003). A magical encounter: Latino children’s literature in the classroom (2nd ed) Boston, MA: Pearson Education. Fountas, I., and Pinnel, G. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann. Fountas, I. C. & G. Pinnell (1999). Matching Books to Reader: Using leveled books in guided reading, K-3. Portsmouth, NH: Heinemann. Fountas, I., and Pinnel, G. (2001). Guided Readers and Writers Grade 3-6:Teaching Comprehension, genre, and content literacy. Portsmouth, NH: Heinemann. Fountas, I. (2005). Guided Reading: Essential elements. Portsmouth, NH: Heinemann.

Graves, D.H. (1994). A fresh look at writing. Portsmouth, NH: Heinemann.

Graves, D. H. (2003). Writing: Teachers and children at work. Portsmouth, NH: Heinemann. Greenwood, S. C. (2004). Words Count: Effective vocabulary instruction in action. Portsmouth, NH: Heinemann. Hahn, M. L. (2002). Reconsidering read-aloud. Portland, MN: Stenhouse Publishers. Harvey, S. & Goudvis, A. (2007). Strategies that Work. Portland, MN: Stenhouse Publishers. Heard, G. (1999). Awakening the Heart: Exploring poetry in elementary and middle school. Portsmouth, NH: Heinemann. Keene, E.O. and Zimmermann, S. (2007). Mosaic of Thought: Teaching comprehension in a reader’s workshop. Portsmouth, NH: Heinemann.


Kucer, S.B. (2005). Dimensions of Literacy: A conceptual base for teaching reading and writing in school settings (2nd ed). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers. McCarrier, A., Pinnel, G., and Fountas, I. (2000). Interactive Writing: How language and literacy come together, K-2. Portsmouth, NH: Heinemann.

Moats, L.C. (2000). Speech to Print. Baltimore, MD: Paul H. Brooks Publishing. Mooney, M.E. (1990). Reading to, with, and by children. Katonah, NY: Richard C. Owen Publishers. Paris, S.G. & Steven Stahl (editors) (2005). Children’s Reading Comprehension and Assessment. Mahwah, NJ: Lawrence Erlbaum Associates Publishers. Parkes, B. (2000). Read it again! Revisiting shared reading. Portland, MN: Stenhouse Publishers. Pinnell, G.S. & Patricia L. Scharer (2003). Teaching for Comprehension In Reading Grades K-2. New York, NY: Scholastic Inc. Ray, K.W. (1999). Wondrous Words: Writers and Writing in the Elementary Classroom. National Council of Teachers of English. Illinois. Taberski, S. (2000). On Solid Ground: Strategies for teaching reading K-3. Portsmouth, NH: Heinemann. Tompkins, G.E. (2003). Teaching Writing: Balancing Process and Product. Merrill, NJ: Upper Saddle River.

Trelease, J. (2006). The Read-aloud handbook. 6th edition. New York, NY: Penguin Books. Trelease, J. (2008). Hey Listen To This: Stories to read aloud. New York, NY: Penguin Books. Snow, C., Peg Griffin & M. Susan Burns (editors) (2005). Knowledge to Support the Teaching of Reading: Preparing teachers for a changing world. San Francisco, CA: Jossey-Bass. Snowball, D. & Bolton, Faye (1999). Spelling K-8: Planning and teaching. Portland, MN: Stenhouse Publishers. Susan, Z. & Chryse Hutchins (2003). 7 Keys to Comprehension: How to help your kids read it and get it! New York, NY: Three Rivers Press.


Part I

Unit Overview Week 1-5

All readings must be completed prior to your class time session. Start Dates Unit Assignments

Week 1

Unit 1 Home Literacy and the Role of Oral Language in Literacy Development

Required Reading in Unit 1 Personal Reflection of literacy

development View video

Fieldwork: Observation-Part 1 Fieldwork: Administer and

upload interest survey Class Time

Week 2

Unit 2 Developing Word Consciousness

Required Reading listed Unit 2 Forum Discussion

Part 2 Developing Word knowledge

Fieldwork: Administer and upload word knowledge

assessment View Video-word study lesson

Class Time

Week 3 Unit 3

Reading as a Meaning Making Process

Required Reading in Unit 3 Forum Discussion

Fieldwork: Observations, Part 3- reading to, with, and by children

Fieldwork: Administer and upload reading assessment

View video: Reader’s Workshop View Video: Read aloud

Class Time


Week 4

Unit 4 Writing instruction and development across

the curriculum

Required Reading in Unit 4 Forum Discussion

Fieldwork: Observations, Part 4- Writing to, with, and by students Fieldwork: Collect and upload 3

student writing samples View Video: Peer conferencing

Class Time

Week 5

Unit 5 Developing Literacy across the

Curriculum.

Required Reading in Unit 5

Forum Discussion View Video: Literacy across the

curriculum LITERACY PROFILE

Class Time

UNIT 1-5 - DUE DATES

All noted assignments are due the week they are listed. Each week begins on Monday and ends on the following Sunday. With the exception of Class Time, you may post your assignments at any time during the week they are assigned unless otherwise specified and must be submitted no later than the end of the assigned week on Sundays. No late assignments will be accepted unless prior permission is granted by your instructor. All grades will be entered by Wednesday of the following week.

You must attend class time at the time you have signed up with your instructor, unless, other arrangements have been made ahead of time.


UNIT 1

Home Literacy and the Role of Oral Language in Literacy Development

INTRODUCTION This unit will present the foundations of literacy and language development. Understanding that literacy development begins in the home as students explore their environment you will learn to use the strengths children bring to the classroom to build upon and further their literacy and language development. This unit will also give you an opportunity to explore how literacy is currently being developed in your guided practice classrooms and get a sense of how to establish a classroom environment conducive for facilitating literacy development. LEARNING OUTCOMES/OBJECTIVES Upon completing this unit students will be able to:

• understand the development of literacy as a socio-cultural process. • understand the development of a reader: Emergent, Early, Transitional and Self-

Extending and the skills and strategies that support readers throughout their on-going literacy development.

• understand student diversity from a literacy perspective that begins in the home and its impact on future literacy development. This includes a look at home literacy practices, Concepts about Print, visual literacy and oral language development

• make connections between your own personal literacy development, classroom instruction, and the history of literacy instruction and its impact on student outcomes.

READINGS Chen, L. & Mora-Flores, E. (2006). Balanced Literacy for English Learners. Chapter 1-2: Language and Literacy development. These first two chapters set the context for understanding language and literacy development. It begins with a look at how we begin the process of literacy development prior to formal schooling by engaging in literate behaviors at home. It then moves into understanding that a quality literacy program involves opportunities for reading to children, with children and children reading by themselves. This concept of to, with, and by will be revisited throughout the semester to ensure that students are provided a holistic reading program. Kirkland, L. D. & Patterson, J. (2005). Developing oral language in primary classrooms. Early Childhood Education Journal, 32, 6, 391-395. This brief article presents implicit and explicit approaches for developing oral language in primary classrooms. It further explores the notion that oral language facilitates the development of literacy and ultimately school success.


Lenski, S. D. & Susan L. Nierstheimer Becoming a teacher of reading: A developmental approach. Chapter 1: Developing a theory of literacy learning. This chapter provides an overview of the application of learning theory on learning to read. It discusses various approaches to teaching literacy as a means for helping teachers understand their own experiences learning to read and their initial understanding of literacy instruction. Nebraska department of education. Language and literacy development. http://www.nde.state.ne.us/ech/ELGLL.pdf This document presents the connection between language and literacy development from birth to formal schooling. It shares benchmarks and milestones in language development along with a connection to literacy along the way. Smith, C. (2003). Oral Language Development as a Precursor to Literacy. ERIC Topical Bibliography and Commentary. ERIC Clearinghouse on Reading, English and Communication. ED482005. Bloomington, IN http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/84/62.pdf Abstract from ERIC database: Research suggests that oral language development is directly related to literacy, and is crucial for success in learning to be literate. This topical bibliography and commentary discusses language acquisition theories, components of language, phonology in literacy, and a first-grade classroom study that explored "literate talk" in the classroom context. It concludes that in the activities literate talk was involved in, the class was enhancing their social skills as well as developing their ability to understand written language. ASSIGNMENTS

• Personal Reflection: Think about your own personal experiences learning to read and write. What supported your development? What was the role of your home, family and community in this development? What instructional practices in the classroom helped facilitate your literacy development? Which theory or theories of learning support how learned to read and write? Prepare a personal reflection of literacy development (2-3 pages, double spaced) and upload it to the LMS for instructor review and grading. Assignment due: Sunday, Day 7

• View Video: Emergent literacy practices prior to your class time meeting. This is a non-graded assignment but will help guide the discussion during class time.

• Fieldwork: Observation-“effective literacy practices” protocol Part 1: Creating a

language and literacy rich environment. This week you want to take some time to get familiar with the instructional practices in place for literacy development in your Guided Practice classroom. How is the classroom set up to support literacy development? What is on the walls, what kinds of materials are available for students to explore, how are the


desks or tables organized? How does the teacher structure her day? What are your initial observations about how the teacher facilitates literacy? Complete part 1 of the “effective literacy practices” Observation Protocol and upload it to your instructor for review and grading.

• Fieldwork- Administer surveys When you begin a new year with a new group of students you want to do your best to get to know them on many levels; personal, social, emotional, academic, etc. To get started, this week you will need to administer an interest survey to your Literacy Profile student. The surveys can be sent home to be completed with families or depending on the grade level and independent level of your students can be administered in class. Keep a log of your survey results to be used for your final literacy profile paper due in week 5. Scan your survey and upload it to the LMS for instructor review and grading.

• Class Time- This week we will take time to review course requirements and overall

course design. An initial conversation about literacy development and what we understand about learning theories and their application to how children learn to read will be discussed. You will also be guided through a variety of word knowledge assessments to prepare for next weeks’ fieldwork assignments.

Assignment Due Date Grading

Reflection Sunday, Day 7 5 points

Observation Protocol Part 1 Sunday, Day 7 Credit/No Credit

Interest survey Sunday, Day 7 Credit/No Credit

View video By your class time session Non-graded

Class time Varies 5 points


UNIT 2

Developing Word Consciousness INTRODUCTION This unit will focus on understanding what is involved in developing word consciousness; helping students understand how words are constructed, how they relate to one another, and how they are combined to convey complex ideas. From phonemic awareness, phonics, morphology and content specific word knowledge, students will have a better understanding of a variety of discrete skills that children may call upon as they make meaning when reading. LEARNING OUTCOMES/OBJECTIVES Upon completing this unit students will be able to:

• understand what it means to know words. • connect word study and word knowledge strategies to meet the needs of diverse students. • understand synthetic vs. analytic approaches to word work instruction. • facilitate word consciousness. • tier vocabulary to provide explicit vocabulary instruction that leads to the development of

students’ receptive and expressive vocabulary. READINGS Chen, L. & Mora-Flores, E. (2006). Balanced Literacy for English Learners. Chapter 10 Word Work. This chapter provide an overview of word study instruction from developing phonemic awareness in emergent readers to understanding morphology and developing word consciousness. It further provides an understanding of word knowledge and what it means to know and understand word. It ends with suggestions for engaging students in word study games and activities that can develop word knowledge in creative and enjoyable ways. Anderson, R.C. & Nagy, W. E. (1992). The vocabulary conundrum. American Educator 16, 4, 14-18 and 44-47. This document provides an overview of vocabulary instruction, from traditional, ineffective methods, to suggestions for a quality and comprehensive vocabulary program. It reviews the research in the area of word learning and explains the challenges student face in retaining vocabulary. A connection between vocabulary and students’ literacy development is further discussed. Beck, I., & Margaret G. McKeown, and Linda Kucan (2002). Bringing Words to Life: Robust Vocabulary Instruction. Chapter 2: Choosing Words to Teach. Available at http://web1.d25.k12.id.us/home/title1/download/choosingwords.pdf


This chapter helps teachers identify the words to focus on for explicit vocabulary instruction. Knowing that students only learn 10% of the words they retain from direct instruction in school, teachers need to be very selective about the words they chose to teach. Through a tiering process, teachers will learn how to select high-functioning words that can transfer across content areas and beyond school. Bloodgood, J. & Pacifici, L.C. (2004). Bringing word study to intermediate classrooms. The Reading Teacher, 58, 3, 250-263. This brief article shares how teachers at the intermediate level can provide effective word study instruction that develops word consciousness in students. The authors provide four practical strategies for engaging adolescents in word study. Ivey, G. & Marianne I. Baker (2004). Phonics instruction for older students? Just say no. Educational Leadership, 61, 6, 35-39. Ivey and Baker explain the need to move beyond explicit phonics instruction when working with struggling adolescent readers. Students need to be involved in reading quality literature and taught how to strategically read text in order to move beyond reading difficulties at the word and clause level. Schlagal, B. (2002). Classroom spelling instruction: History, research, and practice. Reading Research and Instruction, 42, 1, 44-57. This article explores years of research in the area of spelling instruction. With no one approach dominating over another; the authors discuss three major positions in spelling instruction: incidental, development and explicit spelling instruction. ASSIGNMENTS • Forum discussions begin this week. You have been assigned a group through by your

instructor via e-mail. Each member of the group has been assigned one week to lead the forum discussion. As the leader you are asked to pose an open ended question to your group members related to themes or topics learned through the course readings for the week. Team leaders are responsible for posting their question to the group on Monday of the week you are assigned. Team members are to provide an original response to the question by Wednesday as well as respond to each member’s original response. This will involve a minimum of 4 total posts throughout the week Group leaders, since you posted the question you will only have a minimum of 3 responses- you don’t have to have an original posting answering your own question, just respond to your group member’s individual responses to your question. Be sure your responses are thoughtful and well supported. The discussion forum ends on Sunday evening.

• Fieldwork: Observation- “effective literacy practices” protocol Part 2: Developing

Word knowledge. In addition, you will focus on how your guiding teacher supports his/her


students’ development of word consciousness. What are the instructional practices that help students learn how words are constructed, the relationship between words, and how words work to create complex ideas? Are students understanding that word consciousness supports comprehension of texts? Is instruction embedded in content instruction or taught as isolated skills? How does the type of word knowledge instruction you are observing facilitate or impede literacy development? Which theory or theories of learning support the instructional decisions the teacher makes for developing word knowledge? Complete part 2: developing word knowledge of the “effective literacy practices” Observation Protocol and upload it to your instructor for review and grading.

• Fieldwork: Administer word knowledge assessment To better understand how students

navigate the complexity of written language, you will administer 1 word knowledge related assessment to your literacy profile student. Depending on the grade level you are teaching, you will select an assessment from those available in the course toolbox on the LMS. Keep a log of the results of your assessment to be used for your final Literacy Profile write-up. Scan your survey and upload it to the LMS for instructor review and grading.

• View Video-Word study lesson Be sure to view the video prior to your class time session

for discussion. Use the Observation protocol provided in the Toolbox to guide your viewing.

• Class Time- The focus for this week during Class Time will be on understanding students’ use of 4 cueing systems as they make meaning when reading. You will learn how to administer a running record and miscue analysis to prepare for next week’s fieldwork assignments.


Forum discussion

Around readings from weeks 1 and 2

Monday (Day 8): Leaders pose question

By Wednesday (Day 10): all group members respond

By Sunday (Day 14): respond to your classmates original posting

5 points


Word knowledge assessment Sunday, Day 14 Credit/No Credit




UNIT 3

Reading as a Meaning Making Process

INTRODUCTION This unit takes a look at comprehension processes and the role of the teacher in facilitating meaning when being read to, read with, and when reading by themselves. This unit will include a look at a variety of reading instructional methods that provide varied levels of support for diverse student populations. LEARNING OUTCOMES/OBJECTIVES Upon completing this unit students will be able to:

• understand what is means to be a good reader. • identify factors that impact students ability to make meaning when they read. • understand comprehension processes. • identify the role of the teacher in facilitating reading comprehension. • understand think-alouds and the role of the teacher as a model for developing

metacognition. • understand how to use a variety of assessment tools to better understand the learner and

their literacy experiences and attitudes. This includes a look at holistic literacy assessments such a Running records, miscue analyses, anecdotal records, portfolios and looking at student work.

READINGS Chen, L. & Mora-Flores, E. (2006). Balanced Literacy for English Learners. Chapters 4, 5, 6, 7, and 9. These chapters will provide an explicit look at methods for reading to, with and by children. They all involve developing reading instruction through the use of authentic literature as well as meeting the needs of diverse students through workshop methods and small group instruction. These include Interactive Read-alouds, Shared Reading, Guided Reading, and Independent Readers Workshop. Zwiers. J. & Marie Crawford (2009). How to start academic conversations. Educational Leadership, 66, 7, 70-73. This brief article provides practical ideas for engaging students in discussions around text. It provides support for students to begin and maintain an academic conversation with peers. ASSIGNMENTS • Forum Discussion: Group leaders for this week must post their open-ended question on

Monday. All group members are to provide an original respond to the question by Wednesday and reply to each group member’s original response by Sunday evening.


• Fieldwork: Observations-“effective literacy practices” protocol Part 3: reading to, with,

and by children. Your observations this week will focus on examples of instructional practices that involve teachers reading to children, with children and children reading by themselves. Are there varied opportunities for students to develop their literacy skills in meaningful ways? What materials does your guiding teacher use when reading to, with and by children? How does your guiding teacher facilitate the meaning making process for students at varied stages in their language and literacy development? Which theory or theories of learning support the instructional decisions the teacher makes for facilitating reading comprehension? Complete the “reading to, with, and by portion of your “effective literacy practices” Observation Protocol and upload to the LMS for instructor review and grading.

• Fieldwork: Administer reading assessment. You will be responsible for administering a

reading assessment to your literacy profile student. All materials for administering the assessment are available in the course Toolbox on the LMS.Keep a record of your results and analysis for your final literacy profile paper due in week 5. Scan and upload your assessment to the LMS for instructor review and grading.

• View videos: “Reader’s Workshop” and “Reading to Students (Read Alouds).” Be

prepared to discuss the two videos during classtime. Use the Observation protocol provided in the Toolbox to guide your viewing.

• Class Time: This weeks’ Class Time will focus on analyzing the two videos, “Reader’s

workshop” and “Reading to Students,” as a way to understand the role of reading to, with, and by children, including how to meet the needs of diverse student populations during whole class and small group settings as well as when students work independently. We will analyze student work samples as preparation for next weeks’ fieldwork assignments.


Forum discussion Monday (Day 15): Leaders pose question by Wednesday (Day 17) All group members respond by Sunday (Day 21) Respond to your classmates original posting

5 points


Reading assessment Sunday, Day 21 Credit/No Credit

View videos By your class time session Non-graded



UNIT 4

Writing instruction and development across the curriculum

INTRODUCTION This week we will focus on how students express themselves in written form as well as draw meaning when reading a variety of genres. A close look at writing expectations across the curriculum and how teachers can support diverse writers will be emphasized as well as writing for real audiences and authentic purposes. LEARNING OUTCOMES/OBJECTIVES Upon completing this unit students will be able to:

• understand the writing process and the development of a writer. • plan writing for multiple purposes with a close look at discourse and syntax to scaffold

written language. • identify and understand text structures of both fiction and non-fiction texts to use as

scaffolds for developing comprehension and writing skills. • support individual writer’s craft . • understand writing as a vehicle for change. • identify authentic writing opportunities.

READINGS Chen, L. & Mora-Flores, E. (2006). Balanced Literacy for English Learners. Chapters 8 Writer’s Workshop This chapter provides an overview of writing to, with and by children with a focus on developing independent writers. Writer’s workshop is an instructional methods that provides differentiated instruction for all students on a daily basis while holding high expectations for all students as writers. Boscolo, P. & Gelati, C. (2007). Best practices in promoting motivation in writing. In S. Graham, C. Maacarthur, & J. Fitzgerald (Eds.), Best practices in writing instruction. (pp. 202-221), New York, NY: Guilford Press. One of the challenges in developing writers is motivation. Helping students find purpose in their writing to motivate them to want to write is essential in all writing instructional programs. This chapter provides suggestions for teachers to engage students in writing that is interesting, personal and intentional. Busch, A.E. & Arnetha F. Ball (2004). Lifting Voices in the City. Educational Leadership, 62, 2, 64-67.


In this brief article students are introduced to the power of writing. It demonstrates how teachers encourage students to find their voice and sense of self-worth through writing. This includes developing writers that feel they are part of a community of writers that support and teach one another. Calkins, L. (1994). The Art of Teaching Writing. Chapter 6: The foundations of literacy-writing in the home, the nursery school and kindergarten, pgs.59-82. Lucy Calkins is a pioneer in the area of writing instruction. Her books and units of study have guided teachers to develop thoughtful, creative, independent writers. This chapter sets the stage for understanding how students begin their writing development prior to entering school. She shares how teachers need to understand their students as writers to make instructional decisions that meet the needs of all students. Mora-Flores (2009). Writing Instruction for English Learners: A focus on genre. Corwin Press, A Sage company, Thousand Oaks, CA. Chapter 1 Writing Instruction for English Learners, pgs. 1-12. This chapter helps teachers understand the strengths and challenges English learners face when developing their written English skills and strategies. Teachers will learn what ELs are able to do at different stages of second language acquisition in writing. In addition, it stresses the role of talk and oral language in facilitating written language development. Mora-Flores (2009). Writing Instruction for English Learners: A focus on genre. Corwin Press, A Sage company, Thousand Oaks, CA. Chapter 2 Narrative Writing pgs.13-41. This chapter begins the discussion of how to purposefully scaffold written English for students to write within an expected genre, in this case, narrative writing. This chapter serves as an example of how teachers can approach the teaching of writing across genres. It provides a sample lesson sequence that support students’ needs in understanding the discourse of the genre to make written English explicit for English Learners. Wood-Ray, K. (2004). When kids make books. Educational Leadership, 62, 2, 14-19. This article expresses the importance of students working towards publication. From working with our youngest writers Katie Wood Ray shows how writing with a purpose helps writers plan and execute their writing in more effective ways. ASSIGNMENTS • Forum Discussion: Group leaders for this week must post their open-ended question on


• Fieldwork: Observations- complete the “effective literacy practices”, Part 4: Writing to, with, and by students. Your observations this week will focus on students writing


development. What opportunities are the students given to write? What are they asked to write about? What instructional methods does the teacher use to facilitate writing development? Which theory or theories of learning support the instructional decisions the teacher makes for developing written literacy? Complete the writing to, with and by portion of your “effective literacy practices” Observation Protocol, Part 4 and upload it to the LMS for instructor review and grading.

• Fieldwork: Collect student writing samples. You will need to collect 3 different writing samples from the student you have been working with for your literacy profile. You will be asked to analyze the samples with attention to content, conventions, voice, word choice, discourse, and personal writing strategies. Keep a record of your analysis for your final Literacy Profile write-up. Scan and upload your writing samples to the LMS for instructor review and grading.

• View Video: Peer Conferencing Be prepared to discuss the video during Class Time. • Class Time: This week we will discuss writing across the curriculum, analyze the written

discourse of a variety of written genres and develop writing rubrics and criteria charts for analyzing student work.


Forum discussion Monday (Day 22): Leaders pose question



5 points


Reading assessment Sunday, Day 28 Credit/No Credit




UNIT 5 Developing Literacy across the Curriculum.

INTRODUCTION This unit will put all the pieces together. Understanding that literacy is most effectively developed within real contexts and throughout the content areas is essential for helping students draw meaning from text. This unit will also take you through understanding the role of assessment on instructional planning and on-going decision making before, during and after learning events. LEARNING OUTCOMES/OBJECTIVES Upon completing this unit students will be able to:

• analyze student work as a form of self-reflection on instructional planning, implementation, and decision making.

• understand the purpose of a variety of assessments, including formative, summative, and high stakes testing.

• analyze a battery of assessments to identify individual, small group and whole group instructional needs.

• identify the role of assessment to address formally and informally the misconceptions held about history.

• using data to make instructional decisions across the curriculum. • understand that literacy is a gateway to learning across the curriculum. • see and understand the role of literacy within the content areas.

READINGS Moje, E., Kathryn Kramer, Lindsay Ellis, Rosario Carrillo, & Tehani Collazo (March. 2004). Working towards third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, Available on-line at http://www.reading.org/publications/journals/rrq/v39/i1/abstracts/RRQ-39-1-Moje.html On-line abstract by Moje, Ellis, Carrillo and Collazo: In this article we analyze the intersections and disjunctures between everyday (home, community, peer group) and school funds of knowledge and Discourse (Gee, 1996) that frame the school-based, content area literacy practices of middle school-aged youth in a predominantly Latino/a, urban community of Detroit, Michigan, in the United States. Using data collected across five years of an on-going community ethnography, we present findings on the strength of various funds that shape the texts available to a sample of 30 young people in the community and school we studied. We then present the patterns that we analyzed across each of the different documented funds. We use our findings on the funds that youth have available to them outside of school to suggest possibilities for working toward third space (Bhabha, 1994; Gutiérrez, Baquedano-López, Alvarez, & Chiu, 1999; Soja, 1996) around literacy and content learning in the seventh- and eighth-grade, public school


science classrooms of these youth, and we draw implications for literacy teaching and research in other content areas. Alverman, D. (PDF) “Effective Instruction for Adolescents white paper. Available at http://www.middletownk12.org/leads/files/Alverman,%20Effective%20Literacy%20Instruction%20for%20Adolescents.pdf This paper argues for the need to place student interest and diversity at the forefront of content area literacy instruction. Alverman addresses the use of varied sources of text that connect to student’s lives and interests to develop literacy and learn content. The focus of this article is the basis for your text-set assignment. You need to be mindful of the way in which students are provided access to information. Vacca, Richard T. Let's Not Marginalize Adolescent Literacy (Literacy Issues in Focus). Journal of Adolescent & Adult Literacy, v41 n8 p604-09 May 1998. This seminal piece of literature sets the stage for the need to focus our attention on adolescent literacy. With a national focus on early literacy and teaching young children how to read, Vacca argues that the crisis has become greater at the middle and high school levels. Adolescents are not prepared to read and understand the amount of information presented across the curriculum. The field of academia must address the needs of adolescents and content area literacy. Webb, A. (2007). Digital texts and the new literacies. English Journal, 97, 1, 83-93. This article presents the Internet as a companion to the work of teachers in developing critical literacy with students. The author shares how he used on-resources to supplement core texts and engage students in literacy experiences that connect to students’ everyday lives. Hedrick, W.B. & Alice B. Pearish (2003). Good Reading instruction is more important than who provides the instruction or where it takes place, pgs. 6-24. In Mason, P. & Jeanne Shay Schumm (eds) Promising Practices for Urban Reading Instruction. Newark, DE: International Reading Association

ASSIGNMENTS • Forum Discussion: Group leaders for this week must post their open-ended question on


• Literacy Profile Paper: Refer to the comprehensive outline provided under Course Requirements.

• View Video: Literacy across the curriculum Be prepared to discuss the video during

classtime. Use the Observation protocol provided in the Toolbox to guide your viewing.


• Class Time. We will look carefully at how teachers facilitate literacy development within the content areas through a discussion around course readings and your viewing of the classroom video for this week.


Forum discussion Monday (Day 29): Leaders pose question



5 points

LITERACY PROFILE Sunday, Day 35 50 points




Part II

Social Studies – Weeks 6-10

The assignments for these five units are expected to be completed with reference to and within one of these settings: Guided Practice assigned course/class, teacher’s assigned classroom or assigned observation classroom. Note that there are required assignments that must be completed to receive credit for the course.

Overview of Modules 6 – 10 Unit 6 Interdisciplinary Curriculum and Direct

Instruction

Unit 7 Questioning Strategies and Inquiry Method of Teaching

Unit 8 Deductive/Inductive Reasoning and Learning Centers

Unit 9 Critical Thinking and Social Responsibilities

Unit 10 Museology

This diagram illustrates the three facets of the course and the expectations for each of these sections. (Course Procedures to Develop Professional Competencies can be found in the Toolbox). Introduction to Units 6-10 This section of the course focuses on social studies content, pedagogical knowledge and skills. These units have been developed to answer two basic questions: • How is social studies taught to elementary students using a repertoire of pedagogical

practices that facilitate students’ learning content and learning-how-to-learn?

• How is literature used as a resource to learn social studies subject matter and to reinforce the basic literacy skills of reading, writing and speaking?

Each unit includes videos that demonstrate the pedagogical practice with adults and/or elementary students. The pedagogical practices are reinforced by Learning Activities that require the translation from “viewing to doing”. The Learning Activities provide the practice to develop competencies needed to implement these pedagogical methods in the classroom assignment. What is learned from these units culminates in actual lessons with students in a classroom.


Course Objectives for Units 6-10

• Approach the teaching and learning of social studies by stressing the need and the role of learning and practicing the social studies curriculum assuming the roles of “historians, political scientists, anthropologists, economists, etc.”

• Develop a repertoire of pedagogical practices inclusive of inquiry, role playing, dramatic

play, problem solving, questioning and discussion strategies (Socratic Dialogue) and be able to match the appropriate pedagogy to the discipline’s content, students’ needs, interests, and abilities and contexts (small and large groups, independent study, etc.).

• Develop and or select appropriate formal and informal formative and summative assessment practices that are responsive to the academic, cultural, economic and linguistic diversity of the students as well as the state and/or district social studies standards.

• Recognize and accommodate students’ affective development of concepts particular to the discipline of social studies such as empathy, social justice, civic responsibility and social action in the teaching and learning of social studies.

• Support interdisciplinary learning in the planning of integrated social studies lessons and explain why the connections within, between, and across disciplines enhances the attainment and retention of subject matter and skills.

• Recognize the importance of planning and implementing social studies lessons and units of study that promote active learning.

• Relate the seminal works of Dewey, Bruner, Taba, and Schwab as well as the work of contemporary theorists to the planning, teaching and learning of social studies.

Resources (Links) for History/Social Science

1. National Archives -- http://www.archives.gov/ a. Educators/Students -- http://www.archives.gov/education/

i. Website contains information and lessons plans on the following topics: 1. US Constitution 2. American Conversation video clips 3. Presidential Libraries & Resources 4. Archival Research Catalogue – Resources for teachers and students

2. The History Channel -- http://www.history.com/

a. Classroom -- http://www.history.com/content/classroom i. Website contains the following information and links:


1. “This day in history” teacher resources 2. Idea Book for educators – lessons and resources for students 3. Interactive lesson plans 4. Biography exhibits 5. Oral History interview guides 6. Videos and speeches

3. National Council for Social Studies -- http://www.socialstudies.org/

a. Standards and Position Statement -- http://www.socialstudies.org/standards b. Classroom Resources -- http://www.socialstudies.org/resources

i. Website contains the following resources for teachers: 1. Lessons 2. Constitution Day 3. Teaching with Documents 4. 21st Century Skills 5. Tradebooks for students

4. California Department of Education -- http://www.cde.ca.gov/index.asp

a. Content Standards (History/Social Sciences) -- http://www.cde.ca.gov/ci/hs/ i. Website contains the following resources:

1. Content Standards 2. Curriculum Frameworks 3. External Resources 4. Instructional Materials

5. American Historical Association -- http://www.historians.org/

a. Resources for History Teachers -- http://www.historians.org/teaching/index.cfm i. Website contains the following materials:

1. Preparing future historians 2. Bridging World History

6. Center for History and New Media -- http://chnm.gmu.edu/

a. Teaching & Learning -- http://chnm.gmu.edu/teaching-and-learning/ i. Website contains the following materials:

1. History Matters – online experience 2. World History Sources 3. Women in History 4. Episodes – movie clips of famous world history events


7. National History Day -- http://www.nationalhistoryday.org/ a. Classroom Connections --

http://www.nationalhistoryday.org/ClassroomConnection.htm i. Website contains the following materials:

1. Steps to teaching historical research 2. How to create a historical documentary 3. How to utilize historical websites

8. The History Net -- http://www.historynet.com/

a. Website contains magazine articles and resources on the following topics: i. American Civil War

ii. American History iii. Aviation History iv. British Heritage v. Civil War Times

vi. Vietnam vii. World War II

viii. Wild West

9. History Matters -- http://historymatters.gmu.edu/ a. Created by the American History Social Project, this website serves as a gateway

to web resources for students and teachers. b. Materials include:

i. Primary documents, pictures, audio interviews ii. Students as historians and evaluating websites

iii. Making sense of evidence

10. Library of Congress -- http://www.loc.gov/index.html a. Kids and Families -- http://www.loc.gov/families/

i. Website includes the following topics: 1. Laces in the News 2. Music, Theatre and Dance 3. Everyday Mysteries 4. America’s Library


11. Smithsonian -- http://www.si.edu/ a. Educators -- http://www.smithsonianeducation.org/educators/ b. Students -- http://www.smithsonianeducation.org/students/

i. Website contains the following materials: 1. Everything Art 2. Science and Nature 3. Presidents 4. Digging for Answers 5. Walking on the Moon 6. History & Culture 7. People and Places

12. USC SHOAH Foundation -- http://college.usc.edu/vhi/

a. Classroom Products -- http://college.usc.edu/vhi/about/segmentsfortheclassroom/index.php

i. Website includes the following materials: 1. Testimony clips 2. Living History lesson plans 3. Creating Character

13. Council for Economic Education -- http://www.councilforeconed.org/

a. Program includes the following topics: i. Economics Challenge

ii. Economics in US History iii. Learning, Earning and Investing iv. Thinking globally

14. Anti-Defamation League -- http://www.adl.org/

a. Education -- http://www.adl.org/main_Education/default.htm i. Website contains the following materials:

1. Making Diversity Count 2. Cyberbullying 3. Curriculum Connections – lessons and activities


15. Southwest Museum of the American Indian --

http://www.autrynationalcenter.org/southwest/ a. Education and Teacher Services --

http://www.autrynationalcenter.org/teacher.php i. Website provides the following materials:

1. Online Collections – records and images 2. Teacher Passport 3. Lesson Plans 4. Stories and artifacts

16. National Geographic -- http://www.nationalgeographic.com/

a. Kids -- http://kids.nationalgeographic.com/kids i. Website contains the following materials:

1. Maps 2. Animals 3. People and Places 4. Stories 5. Science & Space

17. Public Broadcasting Service (PBS) -- http://www.pbs.org/

a. PBS Teachers -- http://www.pbs.org/teachers/ i. Website contains the following topics and materials:

1. Lessons and activities by grade level 2. Teacher-led discussion topics

18. The Museum of Tolerance --

http://www.museumoftolerance.com/site/c.tmL6KfNVLtH/b.4865925/k.CAD7/HomeMOT.htm

a. Education -- http://www.museumoftolerance.com/site/c.tmL6KfNVLtH/b.4866089/k.E83B/Education.htm

i. Website contains the following resources: 1. Oral testimonies 2. Lesson plans 3. Holocaust stories from children


19. Newseum -- http://www.newseum.org/

a. Education -- http://www.newseum.org/events_edu/education/index.aspx?style=c i. Website contains the following resources and materials:

1. Learning Centers 2. Lesson Plans 3. Video archives 4. Newspaper clips as recourses

20. United States Holocaust Memorial Museum -- http://www.ushmm.org/

a. Education for Students -- http://www.ushmm.org/education/forstudents/ b. Education for Teachers -- http://www.ushmm.org/education/foreducators/ c. Website contains the following materials and topics:

i. Holocaust Encyclopedia ii. Online exhibits

iii. Survivor testimony iv. Lesson Plans

21. The Metropolitan Museum of Art -- http://www.metmuseum.org/

a. Museum Kids -- http://www.metmuseum.org/explore/museumkids.asp?HomePageLink=museumkids_c

b. Website contains the following materials and activities: i. Explore and Learn

ii. Architecture tools and materials iii. Photography through the Years iv. Eras of Art History

22. The Anne Frank Museum -- http://www.annefrank.org/content.asp?pid=1&lid=2

a. Education -- http://www.annefrank.org/content.asp?pid=25&lid=2 b. Website contains the following activities:

i. Lesson Plans ii. Videos

iii. Pictures of the diary iv. Anne Frank around the world


UNIT 6 Interdisciplinary Curriculum and Direct Instruction Lesson(s)

INTRODUCTION The study of social studies lends itself to teaching students how to make connections within, between and across disciplines. The ability to make connections deepens the students’ understanding of the subject matter and furthers their skills to think both critically and creatively. There are many pedagogical methods teachers can implement to teach subject matter or content. This unit introduces the concept of a Direct Instruction lesson as a pedagogical practice that uses demonstration and practices to develop skill mastery. PROBLEMS OF PRACTICE • Teachers teach a topic or content as separate and discrete units rather than illustrating how a

topic or content area can be enriched by its association to activities or other topics, content areas and disciplines.

• Students have not been taught to value practice as a means to achieve both academic and personal success.

• Students do not respond to differences among students in a classroom.

PURPOSE This unit introduces students to the content areas and skills that are fundamental to the area of social studies. In addition, this unit frames the study of social studies as the centerfold of teaching and learning in both an intradisciplinary and interdisciplinary manner. One purpose of social studies is to provide opportunities for students to recognize that comprehending social studies is facilitated by the content and skills learned in other areas: mathematics, science and language arts. Within this unit, literacy will be used in three different ways: (1) Literacy can be the focal point for integrating social studies; (2) Literacy can be used as references to augment learning social studies; and (3) Literacy can be the product that provides the assessment and/or culmination of learning. The introduction of the Direct Instruction method of teaching is integral to this unit. Direct Instruction will be used to facilitate demonstration and practice as techniques for scaffolding students’ need to develop skill mastery.


READINGS/RESOURCES National, State Social Studies Content Standards and 21st Century Standards from the appropriate websites. Read Ellis, Arthur K. Teaching and Learning Elementary Social Studies, Eighth Edition

Chapter 2 – “Diversity, Multiculturalism and Pluralism in the Social Studies Classroom” Chapter 3 – “Setting Standards: The Knowledge Base for Social Studies” Chapter 12 – “Social Studies and Curriculum Connections: Integrated Studies”

Videos:

“Distinguishing between Facts and Concepts” “Understanding the Elements that Comprise an Objective” “Interdisciplinary Curriculum” “Direct Instruction”

LEARNING OUTCOMES/OBJECTIVES

Upon completing this unit, teachers will be able to: • distinguish between facts, concepts and big ideas and apply these consistently to the teaching

and learning of social studies. • develop objectives that articulate specifically social studies standards. • identify and apply a simple (Hopi Native Americans), complex (Tribes) or universal concept

(Adaptation) as an organizing element or theme to provide comprehensiveness to social studies content.

• organize and present social studies and literacy content and skills to support a selected concept, theme and/or big idea.

• make connections within, between, and among content areas that underscore or give added meaning to the theme under study. Example – In the study of Adaptation, students will apply content and skills learned from language arts, mathematics, science, art, etc.

• plan and implement an interdisciplinary unit of study based on a universal theme and big idea that incorporates all the subject areas: language arts, mathematics, science, etc.

• develop and implement a Direct Instruction social studies skill-based lesson.


REQUIRED READING Ellis, Arthur K. Teaching and Learning Elementary Social Studies, Eighth Edition: Chapters 2, 3, 12

Purpose: These chapters provide the background knowledge to explain the rationale for teaching and learning social studies and the structure of the content and skills comprising social studies. The purpose of the assignment is for candidates to respond to these questions:

A. Chapters 2 & 3 • What are the major academic language and definitions underscoring the

teaching and learning of social studies? • What are the roles of State and National standards? • What basic content areas and skills are common to the standards?

B. Chapter 12 • What are the differences between integrated and interdisciplinary learning? • What are the purposes for teaching and learning in an interdisciplinary or

integrated manner? • How does interdisciplinary learning facilitate intellectualism?

ASSIGNMENTS • National, State Standards and 21st Century Standards • Distinguishing between Facts and Concepts • Understanding the Elements that Comprise an Objective • Interdisciplinary Curriculum • Direct Instruction • Class Time • Guided Practice Learning Plan

UNIT 7


Questioning Strategies and the Inquiry Method of Teaching INTRODUCTION It has been said that questioning is an art form and an important contribution to achieve both teaching and learning success. The skill to form and apply different questions for different purposes is an aide to teachers and students to achieve the outcomes of a lesson. There is a direct relationship between the abilities to differentiate between various types and purposes of questions and competencies to seek and understand content and develop processes of thinking. PROBLEMS OF PRACTICE

• Teachers direct the learning process with only convergent questions that require a single right answer.

• Students who are not taught the differences between the use of convergent and divergent questions are inhibited in their abilities to acquire and assimilate knowledge.

PURPOSE This unit addresses the role of questioning as a means of teaching students how to be active and investigative learners. The various types of questions that initiate the teaching and learning process are fundamental to acknowledging the individual differences among learners and the various roles that students can assume to learn social studies utilizing questioning: researching, discussing, debating, etc. The importance of inquiry methods of teaching will be demonstrated to emphasize the means by which traditionally perceived lessons of social studies can be redesigned to engage students in accessing and assimilating the subject matter in a more learner-centered and student-directed manner. The inquiry method of teaching and learning has relevance for many learning theories: socio-cultural, constructivism, and socio-cognitive. READINGS & RESOURCES Read Ellis, Arthur K. Teaching and Learning Elementary Social Studies, Eighth Edition

Chapters 6 – “Strategies for Social Studies Teaching and Learning” Chapter 8 – “Inquiry, Discovery, and Problem Solving: Children as Researchers”

Videos:


“Questioning Strategies” “Inquiry” “Group Investigation: Classroom Demonstration” “Asking Different Types of Questions”

Room Environment Activity LEARNING OURCOMES/OBJECTIVES Upon completing this unit, teachers will be able to: • incorporate various types of questioning strategies and discussion techniques into a lesson. • design and implement an inquiry (Group Investigation) lesson. • utilize fiction and non-fiction literary resources to research and comprehend a social studies

concept. • indentify the ways by which classroom environments can be arranged in order to facilitate

the content and pedagogical objectives of the lesson.

REQUIRED READINGS Ellis: Chapters 6 & 8 Purpose The purpose of the selected reading is to develop a comprehensive reference regarding the strategies most aligned to teaching and learning social studies. Each of these chapters represents a significant discussion of HOW to teach social studies subject matter (pedagogical practices). The following questions should be used to guide the reading of these chapters: • What types of strategies are used to teach social studies that are aligned to strategies

identified to teach other areas of study such as reading, writing, mathematics and science? • What is the role of inquiry in developing students’ dispositions and interests regarding the

learning of history and/or social studies? • What are the salient features of an inquiry-based lesson that transcends any specific inquiry

method of teaching and/or learning? • How is inquiry culturally responsive and appropriate to acknowledge individual differences

in needs, abilities, and interests of students within a classroom?

• ASSIGNMENTS


• Questioning Strategies • Inquiry • Group Investigation: Classroom Demonstration • Room Environment • Class Time • Guided Practice Learning Plan

UNIT 8 Deductive/Inductive Reasoning and Learning Centers


INTRODUCTION Learning how accumulated facts can be organized into concepts and subsequently into big ideas is the predominant purpose of inductive reasoning. This type of reasoning enables students to make connections from acquired information and stimulates both learning and relating information. The inverse of inductive is deductive reasoning which requires students to recognize a big idea and validate or support it with prior or new knowledge. PROBLEMS OF PRACTICE • Students often are not assisted to learn various techniques to reason logically. • Students are not aware of how and why learned information can be organized and

reorganized to gain new and different meanings. • Students do not know when and why to use deductive versus inductive reasoning to attain a

learning outcome. PURPOSE This unit emphasizes deductive and inductive pedagogical practices to teach and learn social studies content. The Advance Organizer method of teaching will be used to emphasize deductive reasoning. The use of Taba’s method of inductive reasoning will also be explored. In addition, the concept of introducing students to the nature of the discipline and how to extend and enrich this understanding by “thinking like a disciplinarian” will be discussed. Biographies and autobiographies will be used to demonstrate how this genre can be used as a catalyst to introduce students to the disciplines and to form interdisciplinary connections. The need to develop learning opportunities facilitated by the classroom environment will be presented with an emphasis on designing bulletin boards and learning centers to accommodate alternative methods for students to learn. Various types of bulletin boards will be introduced: asethetic, informative, sharing and instructive. READINGS & RESOURCES Read Ellis, Arthur K. Teaching and Learning Elementary Social Studies, Eighth Edition

Chapter 13 – “Social Studies and the Literacy Connections”

Videos:


“Deductive Reasoning: Advanced Organizer” “Advance Organizer: Classroom Demonstration” “Inductive Reasoning” “Think Like A Disciplinarian: Biographies and Autobiographies”

Bulletin Boards “Think Like A Disciplinarian Frame of Reference” Learning Center LEARNING OURCOMES/OBJECTIVES Upon completing this unit, teachers will be able to: • plan and implement deductive reasoning -- Advance Organizer (David Ausabel) pedagogical

practice to teach students how to validate a big idea. • plan and implement an inductive instructional strategies lesson (Hilda Taba). • plan bulletin boards that augment social studies unit content. • understand the purposes for a learning center and create a learning center to be implemented

in the classroom.

REQUIRED READING Ellis: Chapter 13 “Social Studies and Literacy Connections”

Purpose The purpose of this assignment is to:

• identify the elements of literacy that are related to and implemented in the context of teaching social studies.

• relate the literacy content and skills developed in units 1-5 to the teaching and learning of social studies.

Directions 1. Read the chapter: Ellis, Chapter 13 2. Be able to address the questions posed to guide reading during Class Time

a. What skills of reading and writing are most predominant in teaching social studies?

b. How can social studies text be used to teach reading? ASSIGNMENTS


• Deductive Reasoning: Advanced Organizer” and “Advance Organizer: Classroom Demonstration

• Inductive Reasoning • Thinking Like a Disciplinarian • Class Time • Guided Practice Learning Plan • Learning Center Development and Implementation • Introduction to the Learning Center • Bulletin Boards

UNIT 9 Critical Thinking and Developing Social Responsibilities


INTRODUCTION Critical thinking enables students to develop both affective and cognitive skills. The skills identified with critical thinking such as prove with evidence, judge with criteria and determine the relevance are part of the set that promote independent thinkers and reinforce self-efficacy. Critical thinking skills are used to develop an intellectual disposition to acquire, review and assess learning. PROBLEMS OF PRACTICE • Students are taught more reproductive than generative thinking skills. • Teachers misunderstand being critical versus being a critical thinker. PURPOSE This unit focuses on developing students’ competencies to develop the meaning of a “historic perspective.” Students will experience the study of history as “storytelling” and recognize how context defined by philosophy, place, time, etc. provides different perspectives on the same event, situation, and problem. Basically, this unit emphasizes understanding human behavior and moral issues as they affect self, others, and institutions in a society. It requires students to use critical, creative and problem solving thinking skills and strategies to comprehend the consequences of these behaviorist and moral issues. In addition, opportunities to understand issues such as racism and stereotyping will be introduced. Literacy in this unit includes different forms of writing. READINGS & RESOURCES Read Ellis, Arthur K. Teaching and Learning Elementary Social Studies, Eighth Edition

Chapter 9 – “Making History Come Alive” Chapter 11 – “Teaching and Learning Values, Character Education and Moral Development” Chapter 14 – “Children in a Democracy: Teaching and Learning Responsible Citizenship”

Videos: “Bullying” “SHOAH Foundation” “Problem Solving”

Website Links:

• Anti-Defamation League = http://www.adl.org/ • Pyramid of Hate Lesson = http://college.usc.edu/vhi/pyramidofhate/vhfmain.htm


• SHOAH Foundation = http://college.usc.edu/vhi/

LEARNING OURCOMES/OBJECTIVES Upon completing this unit, candidates will be able to: • define the role of individuals, groups and societies to make choices that result in prejudice,

racism and stereotyping and the consequences of these choices for self and others. • identify the multiple and varied reasons and outcomes of the Holocaust and apply these

understandings to other issues representing the “infringement of civil rights in a society” to past and present events within our own country.

• present the Holocaust objectively as a means to ignite understanding of social injustice –past, present and future.

• describe the use and abuse of power within varied contexts: family, community, school, and government.

• relate historical events to current events. • develop competencies for varied forms of problem solving strategies: conventional problem

solving (define the problem, hypothesize, collect data, select a solution and defend the solution) and creative problem solving (CPS for Kids, Donald Treffinger).

• acquire and apply the skills related to the “art of argumentation”. • defend an idea by utilizing the skills of prove with evidence and judge with criteria as skills

related to critical thinking (Ennis, Marzano, and Paul). • participate in a debate (formal and informal) and Socratic Dialogue. • apply academic language: prejudice, racism, authority, fairness, obedience, indifference,

conformity, etc. • develop research skills using primary data sources. • relate literature to historic events. • integrate information from the newspaper and newscasts to augment understanding of current

events and their relationship to the past events of social injustices. • write a journal entry, expository or narrative essay. • clarify the personal and social issues prevalent in perceiving and understanding history as a

“story”. • facilitate students’ abilities to understand how the universal concepts of Change and Power

serve to provide continuity and comprehensiveness to events in history that address “what it means to be a responsible citizen” under a variety of circumstances.

• facilitate the affect development of students: moral character and decision making abilities.

REQUIRED READING


Ellis: Teaching and Learning Elementary Social Studies, Eighth Edition. Chapters 9, 11, 14. Purpose The purposes for reading these chapters are to answer the questions:

• How do we assist students in understanding the ramifications of behaviors that offend others either intentionally or unintentionally?

• What ways can the classroom mirror society in order to uncover and resolve issues related to social justice and rights of others?

Directions

1. Read the assigned chapters. 2. Relate the chapters to national or state standards at the appropriate grade level.

ASSIGNMENTS

• Bullying • Introduction to the SHOAH Foundation • Problem Solving • Class Time • Guided Practice Learning Plan

UNIT 10 Museology & Technology

INTRODUCTION


Many theorists have explained the need for students to learn through experience. Aristotle and Dewey discussed the importance of “learning by doing.” Carl Rogers believed that learning took place when the learner was involved. “Museology” or the study of museums is presented as one way to learn by virtual experiences. In addition, the use of technology as a tool to teach and learn in a digital age will be presented as theory and practice. PROBLEMS OF PRACTICE

• Teachers do not support allocating time to experiences and believe it is “play and not work.”

• Students do not know how to acquire experiences to augment their learning. PURPOSE This unit uses the museum as a resource to provide information concerning life, events and technology of the past in order to gain insight into the study of history. Students will understand how and why collections in a museum are representative of many of the National Council of Social Studies’ Standards such as Culture, Time, Continuity and Change, People Places and Environments, Cultural Ideals and Practices. Many types of natural and institutional museums will be introduced for students to “visit” in a variety of different roles: curator, docent, conservators and educators (individuals who prepare background information for exhibits) and visitors. The study of museums becomes a conduit for developing research skills through experimental learning.

READINGS & RESOURCES Read Ellis: Teaching and Learning Elementary Social Studies, Eighth Edition

Chapter 7 – “Assessing Social Studies Learning” Chapter 15 – “Reflective Teaching: The Essence of Social Studies”

Videos: “Project Method with Junk” “Virtual Museum Field Trip”

PowerPoint: Museology PowerPoint Multi-Media – Project Method LEARNING OURCOMES/OBJECTIVES Upon completing this unit, teachers will be able to:


• relate national standards and grade appropriate state and 21st Century standards to introduce and utilize museums as a reference to study history.

• describe “play” as the impetus to spark interests to learn and the procedure for learning. • introduce the pedagogical practices of:

• Role playing • Simulation

• develop students’ skills to take and produce using a virtual field trip to a museum or historic site to experience and/or research new learning.

• apply the writing process to facilitate students’ abilities to author a research paper. • discuss the variety of means to introduce and utilize technology to facilitate teaching and

learning. • define the means by which teachers assess student performance.

REQUIRED READING Ellis: Teaching and Learning Elementary Social Studies, Eighth Edition Chapter 7 – “Assessing Social Studies Learning” Purpose The purpose of this assignment is to understand the types of assessments that are most conducive to determining student performance. Chapter 15 – “Reflective Thinking: The Essence of Social Studies” Purpose The purpose of these readings is to understand how experimental learning facilitates reflective thought. The reader is to identify the many and varied methods that promote students’ abilities to think reflectively and how reflective thinking is aligned to the development of student performance. ASSIGNMENTS • Project Method with Junk • Virtual Museum Field Trip • Class Time • Guided Practice Learning Plan

OverviewofGradedAssignments

• All assignments must be submitted on time to receive full point value or credit. Full points

will be deducted per week for late assignments.


• Credit/Non-Credit assignments will be tracked. Two or more credit assignments that are not submitted for credit will result in a deduction of 10 points.

• Students must receive a grade of B on BOTH sections of the course (Language Arts & Social Studies) to pass the total course.

Unit Assignments Point Value Due Date

Unit 6 6.1 Learning Activity: National and State Standards Credit/No Credit Before Class Time

6.2 Learning Activity: Distinguishing between Facts and Concepts

4 points Before Class Time

6.3 Learning Activity: Understanding the Elements that Comprise an Objective

4 points Before Class Time

6.4 Learning Activity: Interdisciplinary Web Credit/Non-Credit Before Class Time

6.5 Learning Activity: Direct Instruction Observation Guide Credit/ No Credit Before Class Time

6.6 Class Time Participation 4 points Before Class Time

6.7 Guided Practice Lesson 10 points Before Class Time

Unit 7 7.1 Learning Activity: Questioning Strategies Credit/No - Credit Before Class Time

7.2 Learning Activity: Group Investigation Observation Sheet 4 points Before Class Time

7.3 Room Environment 4 points By next Class Time

7.4 Class Time Participation 4 points During Class Time

7.5 Guided Practice Lesson 10 points By next Class Time


Unit 8 8.1 Learning Activity: Advance Organizer Observation Sheet 4 points Before Class Time

8.2 Learning Activity: Inductive Reasoning 4 points Before Class Time

8.3 Forum - Think Like a Disciplinarian Credit/No Credit Before Class Time


8.5 Guided Practice Lesson 10 points By next Class Time

8.6 Learning Center: Development and Implementation 4 points By the end of the semester

8.7 Bulletin Boards: Development and Implementation

4 points By the end of the semester

Unit 9 9.1 Bullying 9.2 Learning Activity: SHAOH Foundation

Credit/No Credit Before Class Time

9.3 Learning Activity: Problem Solving 4 points Before Class Time


9.5 Guided Practice Lesson 10 points Next Class Time

Unit 10 10.1 Multi Media Project Method 4 points

10.2 Class Time Participation 10 points During Class time


10.3 Learning Activity: Virtual Museum Field Trip 10 points Before Class time

10.4 Guided Practice Lesson 10 points Before Class Time

Total - 104

Grades from Part I and Part II of this course will be combined to make up the candidate’s final grade. Grading Scale A 226-214 B+ 200-196 C+ 181-175 D+ 160-154 F 139-0 A- 213-201 B 195-189 C 174-168 D 153-147 B- 188-182 C- 167-161 D- 146-140