EDLT 385: Critical Issues in Language and Literacy 3 Credits CRN: 93874 University of VermontFall 2014Thursday 4:00-7:00Middlebury Union Middle SchoolInstructor: Jane E. Mekkelsenjmekkels@uvm.edu802-578-4964Office hours: by appointment

COURSE DESCRIPTION This course is designed to provide experienced literacy educators with knowledge and expertise related to critical issues in language and literacy acquisition and the implications for students, teachers, educational systems, and parents. Participants will read broadly from contemporary research to learn about various contexts and their influence on language and literacy acquisition including: socio-cultural, linguistic and the influence of learning English as a second language. We will closely examine implications from contemporary research and practice for instruction, assessment, and policy. Participants will apply knowledge of research and practice through collaborative action research and the development and implementation of professional development.

Goals 1. Increase knowledge of contemporary research and practice related to literacy

and language acquisition, assessment, instruction, and related policy.

2. Increase knowledge of the impact of diverse cultural, linguistic, and community characteristics and how each contributes to literacy and language acquisition

3. Increase leadership skills through application of knowledge of systemic influences by designing and implementing professional development related to language and literacy, based on local data

4. Recognize how diverse cultural, linguistic, and community characteristics contribute to existing practice and influence the course of change, and use this information to plan professional development and school improvement.

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Learning Outcomes/Objectives

As a result of active participation in this course, students will:

1. Construct a knowledge base about language, literacy, and the role of varied research methodologies in providing direction to instruction, assessment and policy

2. Use knowledge related to socioeconomic, cultural and linguistic variables to better understand the context of school assessment and achievement

3. Apply knowledge of contemporary research to: examine local data, identify systemic areas of need in language and literacy, develop and implement an action plan to increase student performance in those areas

4. Develop and practice leadership skills through developing and implementing professional development with colleagues at school or district level

5. Use principles derived from research and theory to evaluate and develop criteria for assessment tools and instructional programs in language and literacy.

General Course InformationParticipants in the course are experienced literacy educators who share an interest in and passion for literacy and language learning. This course is designed to consolidate and extend knowledge of contemporary research in literacy and language assessment, literacy and language instruction, and literacy leadership. The culminating work, requires extensive research and use of collaborative consultation skills to research, design, and implement embedded professional development.

Course Policies/Expectations and Attendance ExpectationsThe expectation is that is that teachers will attend and participate actively in all classes. This course provides an opportunity to both enhance and synthesize research and practice from courses throughout your graduate program at UVM so it will be important to bring those resources to bear on the work in this course. There will also be opportunities to pursue intensive study of individual interests and to support colleagues as they pursue their areas of interest. As such, collaboration among colleagues will be a significant aspect of the course.

Attendance Policy for Personal Holidays The official policy for excused absences for religious holidays: Students have the right to practice the religion of their choice. Each semester students should submit in writing to their instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Faculty must permit students who miss work for the purpose of religious observance to make up this work.

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Contributions in ClassClass members will participate in discussions on-line, among colleagues at your school, and among colleagues in the course. These discussions are intended to enrich and extend your understanding and ability to apply the information in the course. It is also intended as a time to practice literacy leadership skills and strategies with your colleagues.

Code of Academic Integrity Policy StatementThe University should provide an environment that encourages all students (undergraduate, medical, graduate, and continuing education) to learn, create, and share knowledge responsibly. As society entrusts our students and faculty to pursue knowledge and report their discoveries truthfully, any deliberate falsehood or misrepresentation undermines the stature of the University. The following standards of academic integrity are deemed necessary for fulfilling the University’s mission, as well as its motto: Studiis et Rebus Honestis. These standards are also necessary for evaluating the quality of student work in a fair manner.

Academic Honesty & Professionalism:All students are required to be familiar with and adhere to the “Academic Honesty Policy Procedures” delineated in the most recent edition of “The Cat’s Tale”. (http://www.uvm.edu/~dosa/handbook/).

Accommodations:Accommodations will be provided to eligible students with disabilities. Please obtain an accommodation letter from the ACCESS office and see one of the instructors early in the course to discuss what accommodations will be necessary. If you are unfamiliar with ACCESS, visit their website at http://www.uvm.edu/access to learn more about the services they provide. ACESS: A-170 Living Learning Center, University of Vermont, Burlington, VT 05405. PH: 802-656-7753, TTY: call 711 (relay), Fax: 802-656-0739, Email: access@uvm.edu, Instant Messenger: UVMaccess. General office hours: 8:30am – 4:30pm Monday through Friday. Call to make an appointment.

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REQUIRED TEXTPeter, Johnston.(2012). Opening Minds: Using Language to Change Lives. Pearson.

REQUIRED AND/OR RECOMMENDED READINGS AND VIEWING

Johnston, Peter. (2007). Choice Words: How Our Language Affects Children's Learning. Pearson.

Comprehension and DiscussionBeers, Kylene. (2012) Notice and Note: Strategies for Close Reading. Heinemann.

Cummins,Sunday,Stallmeyer-Gerard, Cate .(2011). Teaching for Synthesis of Informational Texts With Read-Alouds. The Reading Teacher.Volume 64, Issue 6, March 2011, Pages: 394–405, International Reading Association Inc.

Wasik, B. and Hindman, H. (2013). Realizing the Promise of Open-Ended Questions (pages 302–311)Barbara A. Wasik and Annemarie H. Hindman. Dec 2013.The Reading Teacher Vol. 67 Issue 5 pp. 389–399. International Reading Association

Fang, Z. (2014). Preparing Content Area Teachers for Disciplinary Literacy Instruction: The Role of Literacy Teacher Educators (pages 444–448).Journal of Adolescent & Adult Literacy 57(6) March 2014 doi:10.1002/JAAL.269. International Reading Association (pp. 444–448)

García-Madruga, J.A. et al. (2013). Reading Comprehension and Working Memory's Executive Processes: An Intervention Study in Primary School Students (pages 155–174)Reading Research Quarterly, 48(2)pp. 155–174. International Reading Association.

Lepola, J. (2012). The Role of Inference Making and Other Language Skills in the Development of Narrative Listening Comprehension in 4–6-Year-Old Children (pages 259–282). Reading Research Quarterly • 47(3) • pp. 259–282 • doi: 10.1002/RRQ.020. International Reading Association

Monahan, M.B. Writing “Voiced” Arguments About Science Topics: Answering The CCSS Call for Integrated Literacy Instruction (pages 31–40). Journal of Adolescent & Adult Literacy 57(1) September 2013 doi:10.1002/JAAL.204 © 2013 International Reading Association (pp. 31–40)

Cunningham, A. E., & Stanovich, K. E. (2003). Reading can make you smarter! Principal, 83, 34-39.

Language and VocabularyBeers, K. (2014). What Matters Most: Considering the Issues and the Conversations We Need to Have (pages 265–269). Journal of Adolescent & Adult Literacy 57(4) Dec 2013 / Jan 2014 doi:10.1002/JAAL.245. International Reading Association (pp. 265–269)

Crosson, A. C. and Lesaux, N. K. (2013). Connectives: Fitting Another Piece of the Vocabulary Instruction Puzzle (pages 193–200). The Reading Teacher Vol. 67 Issue 3 pp. 193–200 DOI:10.1002/TRTR.1197. International Reading Association

Graves, M.F., Baumann, J.F. et al (2014). Words, Words Everywhere, But Which Ones Do We Teach?The Reading Teacher. Volume 67, Issue 5, pages 333–346, February 2014. IRA.

Kingsley, T. et al (2014). REVOICING A Tool to Engage All Learners in Academic Conversations INTERNET INQUIRY Fundamental Competencies for Online Comprehension . Reading Teacher Vol. 67 Issue 5 pp. 353–357 DOI:10.1002/TRTR.1220. International Reading Association

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Toth, A. (2013). Not Just for After Lunch: Accelerating Vocabulary Growth During Read-Aloud(pages 203–207). The Reading Teacher Vol. 67 Issue 3 pp. 203–207 DOI:10.1002/TRTR.1193. International Reading Association.

Pacheco, M. B. and Goodwin, A. P.(2013). Putting Two and Two Together: Middle School Students' Morphological Problem-Solving Strategies For Unknown Words (pages 541–553). Journal of Adolescent & Adult Literacy 56(7). International Reading Association (pp. 541–553).

Intervention Cunningham, A. E., Zibulsky, J., Stanovich, K. E., & Stanovich, P. J. (2009). How teachers would spend their time teaching language arts: The mismatch between self-reported and best practices. Journal of Learning Disabilities, 42, 418-430.

Frey, D. and Frey, N. (2014) Close Reading as an Intervention for Struggling Middle School Readers (pages 367–376)Douglas Fisher and Nancy Frey. The Reading Teacher. IRA.

Roberts, G. et al (2013). Effects of a Response-Based, Tiered Framework for Intervening With Struggling Readers in Middle School (pages 237–254). Reading Research Quarterly, 48(3) pp. 237–254 | doi:10.1002/rrq.47.International Reading Association.

Stanovich, K. E. (2005). The future of a mistake: Will discrepancy measurement continue to make the learning disabilities field a pseudoscience? Learning Disability Quarterly, 28, 103-106. LDQ 05.pdf

Wixson, K, & Lipson, M. (2012). Relations between the CCSS and RTI in literacy and language. The Reading Teacher, 65, 387-391. International Reading Association Inc

Diversity: Implications for Literacy Learning and Teaching Dweck, C. S. Mindset: The new psychology of success.246–263. New York: Random House, 2006.

Blackwell, L. S., Trzesniewski, K. H., and Dweck, C. S. Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention. Child Development 78, 1 (2007),

Yeager, D. S., Paunesku, D., Walton, G. M., and Dweck, C. S. How Can We Instill Productive Mindsets at Scale? A Review of the Evidence and an Initial R&D Agenda. A White Paper prepared for the White House meeting on Excellence in Education: The Importance of Academic Mindsets, 2013.

Growth Mind Set link to TED talk https://www.youtube.com/watch?v=pN34FNbOKXc

Stanovich, Keith E..(2008/2009). Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy. Journal of Education . 2008/2009, Vol. 189 Issue 1/2, p23-55. 33p.

GenderBrozo, William.(2010). Alternative Texts and Practices to Engage Male Readers.Ch 6. From To Be a Boy, To Be a Reader Engaging Teen and Preteen Boys in Active Literacy (Second Edition)

Korman, Gordon “Guy Reader” Is Not an Oxymoron (pages 164–168)Gordon Korman.The Reading Teacher Vol. 67 Issue 5 pp. 389–399 DOI:10.1002/TRTR.1223 © 2013 International Reading Association.

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Roswell, J. and Kendrick, M. (2013) Boys’ Hidden Literacies: The Critical Need for the Visual (pages 587–599)Journal of Adolescent & Adult Literacy 56(7) April 2013 doi:10.1002/JAAL.184 © 2013 International Reading Association (pp. 587–599).

Van Duinen, D.V.(2013). Teen Boys' Overlooked and Undervalued Literacy Practices (page 20). Journal of Adolescent & Adult Literacy 57(1) September 2013 doi:10.1002/JAAL.214 © 2013 International Reading Association (p. 20)

ELL LearnersDreher, Mariam Jean, Gray,Jennifer Letcher. (2009). Compare, Contrast, Comprehend: Using Compare-Contrast Text Structures With ELLs in K-3 Classrooms. Volume 63, Issue 2, October 2009, Pages: 132–141. International Reading Association Inc.

Ernst-Slavitt, G., Carrison, C., & Spiesman-Laughlin, J. (2009). Creating Opportunities for “Grand Conversations” Among ELLs With Literature Circles. In J. Coppola, & E.V. Primas (Eds.), One Classroom, Many Learners (pp. 91-118). Newark, DE: International Reading Association.Echevarria, J. J. , Vogt, M. (2013). Response to Intervention (RTI) and English Learners: Using the SIOPP Model Edition2. Pearson.

Vogt, MaryEllen. (2013). Teaching Content and Academic Language Concurrently - See more at: http://researchnetwork.pearson.com/nextgen-learning-and-assessment/teaching-content-and-academic-language-concurrently#sthash.0EAHq7Xg.dpuf

Zhang,Jie, Dougherty Stahl. (2011). Collaborative Reasoning: Language-Rich Discussions for English Learners. Volume 65, Issue 4, December 2011 / January 2012, Pages: 257–260. International Reading Association Inc.

Technology, 21st Century Skills, Literacy and LanguageBeavis, C. (2014). Games as Text, Games as Action: Video Games in the English Classroom (pages 433–439). Journal of Adolescent & Adult Literacy 57(6) March 2014 doi:10.1002/jaal.275.International Reading Association (pp. 433–439)

Burwell, C. (2013). The Pedagogical Potential of Video Remix: Critical Conversations About Culture, Creativity, and Copyright (pages 205–213). Journal of Adolescent & Adult Literacy 57(3) November 2013 doi:10.1002/JAAL.205 © 2013 International Reading Association (pp. 205–213)

Castek, J. and Beach, R. (2013). Using Apps to Support Disciplinary Literacy and Science Learning (pages 554–564)Journal of Adolescent & Adult Literacy 56(7) April 2013 doi:10.1002/JAAL.180 © 2013 International Reading Association (pp. 554–564).

Ebner, R.J. and Ehri, L.D. Vocabulary Learning on the Internet: Using a Structured Think-Aloud Procedure(pages 480–489). Journal of Adolescent & Adult Literacy 56(6) March 2013 doi:10.1002/JAAL.169. International Reading Association (pp. 480–489)

Ehret, C. and Hollett, T. (2013). (Re)placing School: Middle School Students' Countermobilities While Composing With iPods (pages 110–119). Journal of Adolescent & Adult Literacy 57(2) October 2013 doi:10.1002/JAAL.224 © 2013 International Reading Association (pp. 110–119)

Kapp, K. M. The gamification of learning and instruction: game-based methods and strategies for

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training and education. San Francisco, CA: Pfeiffer,2012.

Leu, D. et al. (2013). New Literacies: A Dual-Level Theory of the Changing Nature of Literacy, Instruction, and Assessment. Donald J. Leu, University of Connecticut.

Miller, S. M. (2013). A Research Metasynthesis on Digital Video Composing in Classrooms: An Evidence-Based Framework Toward a Pedagogy for Embodied Learning. Journal of Literacy Research December 2013 45: 386-430. LRA.

Ranker, J. and Mills, K. (2014). New Directions for Digital Video Creation in the Classroom: Spatiality, Embodiment, and Creativity (pages 440–443). Journal of Adolescent & Adult Literacy 57(6) March 2014 doi:10.1002/JAAL.278 © 2014 International Reading Association (pp. 440–443)

Scott Curwood, J. et al (2013). Writing in the Wild: Writers’ Motivation in Fan-Based Affinity Spaces (pages 677–685) Journal of Adolescent & Adult Literacy 56(8) May 2013 doi:10.1002/JAAL.192 © 2013 International Reading Association (pp. 677–685).

Motivation and EngagementConradi, K. et al (2013). Measuring Adolescents' Attitudes Toward Reading: A Classroom Survey (pages 565–576).Journal of Adolescent & Adult Literacy 56(7) April 2013 doi:10.1002/JAAL.183 © 2013 International Reading Association (pp. 565–576)

Malloy, J. A. (2014). Assessing Motivation to Read: The Motivation to Read Profile–Revised (pages 273–282).Jan 2014Article first published online: 2 DEC 2013 | DOI: 10.1002/trtr.1215. IRA.

Schiefele, U. et al (2012) . Dimensions of Reading Motivation and Their Relation to Reading Behavior and Competence (pages 427–463). Dimensions of Reading Motivation and Their Relation to Reading Behavior and Competence (pages 427–463)Reading Research Quarterly • 47(4) • pp. 427–463 • doi: 10.1002/RRQ.030. International Reading Association

Schaffner, E. et al (2013). Reading Amount as a Mediator of the Effects of Intrinsic and Extrinsic Reading Motivation on Reading Comprehension (pages 369–385). Reading Research Quarterly, 48(4). Oct.nov.dec.2013. IRA.

Literacy Leadership and CollaborationFisher, Doug and Frey, Nancy. (2013) Common Core English Language Arts in a PLC at Work™, Grades K-2. IRA.

Fisher, Doug and Frey, Nancy. (2013) Common Core English Language Arts in a PLC at Work™, Grades 3–5. IRA.

Fisher, Doug and Frey, Nancy. (2013) Common Core English Language Arts in a PLC at Work™, Grades 6-8. IRA.

Frost, S., & Bean, R. (2006). Qualifications for literacy coaches: Achieving the gold standard. Retrieved May 17, 2010, from Literacy Coaching Clearinghouse website: www.literacycoachingonline.org/briefs/LiteracyCoaching.pdf

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Galloway, E.P. and Lesaux, N.K. (2014). Leader, Teacher, Diagnostician, Colleague, and Change Agent: A Synthesis of the Research on the Role of the Reading Specialist in This Era of RTI-Based Literacy Reform (pages 517–526). Reading Teacher: 27 MAR 2014.International Reading Association.

International Reading Association. (2000). Teaching all children to read: The roles of the reading specialist [Position statement]. Newark, DE: Author. Available:www.reading.org/General/AboutIRA/PositionStatements/ReadingSpecialistPosition.aspx

International Reading Association. (2004). The role and qualifications of the reading coach in the United States [Position statement]. Newark, DE: Author. Available:www.reading.org/General/AboutIRA/PositionStatements/ReadingCoachPosition.aspxInternational Reading Association. (2009). Response to Intervention: Guiding principles for educators from the International Reading Association. Newark, DE: Author. Available: www.reading.org/Libraries/Resources/RTI_brochure_web.pdf

International Society for Technology in Education. (2008). The ISTE national educational technology standards (NETS-T) and performance indicators for teachers. Eugene, OR: Author. Available:www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm

McKenna, M.C., & Stahl, K.A.D. (2009). Assessment for reading instruction (2nd ed.). New York: Guilford.

Vogt, M.E., (2011). Reading Specialists and Literacy Coaches in the Real World. Pearson. 

Literature for Children and Youth Gray, Erika Swarts. (2011). The Importance of Visibility: Students' and Teachers' Criteria for Selecting African American Literature. Nov. 2011. Reading Teacher. International Reading Association.

Lehman, Christopher and Roberts, Kate. (2013)Falling in Love with Close Reading: Lessons for Analyzing Texts--and Life. Heinemann.

Leitich-Smith, Cynthia. Link to her website and list of links to many US State’s awards and high quality Books for children and young people http://www.cynthialeitichsmith.com/lit_resources/awards/stateawards.html

Morgan, Denise N. ,Rasinski,Timothy V. (2012). The Power and Potential of Primary Sources. The Reading Teacher. Volume 65, Issue 8, May 2012, Pages: 584–594. International Reading Association Inc.

Mesmer H.A., Cunningham, J.W., Hiebert Elfrieda H. (2012). Toward a Theoretical Model of Text Complexity for the Early Grades. Reading Research Quarterly. Volume 47, Issue 3, July/August/September 2012, Pages: 235–258. International Reading Association Inc.

Roberts, K. L., Norman, R. R. Duke, Nell K. et al. (2013).Diagrams, Timelines, And Tables—Oh, My! : Fostering Graphical Literacy. The Reading Teacher.

Stephens,Kathy E. A Quick Guide to Selecting Great Informational Books for Young Children. The Reading Teacher. Volume 61, Issue 6, March 2008, Pages: 488–490. International Reading Association Inc.

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Vasquez, Vivian. (2010). Setting the Context: A Critical Take on Using Books in the Classroom. Getting Beyond “I Like the Book”: Creating Space for Critical Literacy in K–6 Classrooms (Second Edition) International Reading Association.

Yopp ,Ruth Helen,  Yopp, Hallie. (2012). Young Children's Limited and Narrow Exposure to Informational Text. Vol. 65 Issue 7. Reading Teacher. International Reading Association. Inc.

Selected Web ResourcesCommon Core Standards http://www.corestandards.org/

American Library Associationhttp://www.ala.org/

Read Like a Historian, 75 lesson plans and resources http://sheg.stanford.edu/?q=node/45

International Reading AssociationReading.org

National Association for the Education of Young Childrenhttp://www.naeyc.org/

National Association of Teachers of Englishhttp://www.ncte.org/

Children’s and Young Adult Literature: Resourceshttp://www.reading.org/Resources/ResourcesByTopic/ChildrensYALiterature/Resources.aspx

Text Project Resources on Text Complexity including webinars by Elfrieda Hiebert http://www.textproject.org/

At the Choice Literacy Site, http://www.choiceliteracy.com/public/department30.cfm

Guys Read site by John Scieszckahttp://www.guysread.com/books/lists

Tales Told Tall: website of Michael Sullivan, librarian with special focus on books for boyshttp://www.talestoldtall.com/

Bridging Close Reading and Accountable Talk into an Interactive Read Aloud of Gorillas (3-5)http://vimeo.com/55965891

The Ensuing Accountable Talk Discussion of Bugs! Bugs! Bugs! (K-2)http://www.youtube.com/watch?v=2lSpp2ls9bg

The Reading and Writing Project at Teachers’ Collegehttp://readingandwritingproject.com/

Text Project and Elfreida Hiebert: webinars, professional development resources,http://textproject.org/professional-developmentSuggested and Additional Readings and Viewing

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EXPECTATIONS AND ASSIGNMENTS:

Student Evaluation/AssessmentSee attached assignment descriptions and specific rubrics correlated to IRA national standards and course projects.

DESCRIPTION OF CLASS ASSIGNMENTS

15% Focused Review of Professional LiteratureYou will be assigned an area of study and an initial set of research papers and articles for this topic. You will also be assigned to a study group, which will work together to read, summarize, cite, and synthesize this information in a formal literature review. This completed summary and implications for instruction in our classrooms, school, district will be presented to the class.

50% Individual Inquiry Project: Using local and district data on literacy and language learning to improve student successPart I 15% Data Collection and Analysis Interview at least 3 local administrator(s) to identify and summarize local data related to language and literacy learning in your school and district(e.g. NECAP, AIMSweb, Fountas & Pinnell, student grades, graduation rates, etc.). Identify and summarize strengths and needs for groups of students in your school or district. Select an area of student learning to study in depth in order to develop a plan for improving student success in that area. Part 225% Research ReviewConduct a research review relevant to your identified area of need. Use at least 30 references including both research and journal papers. Develop a written summary of our research conveying deep understanding of the area of need. Conclude with potential implications for this learning challenge at your school/district.

Part 3 10% Literacy Research and Leadership Using your work in Part 1 & 2, design and implement a piece of professional development for your colleagues (grade level team, school, department, district) with a goal of sharing research and strategies that will increase student learning in language and literacy in your school/district.

35% Response to Professional Reading Read and respond to required books, articles, webinars, and online resources. Participate in on-line discussions.(see our reading list).

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Instructional Sequence and Schedule for EDLT385 Fall 2014 ARC Initial meeting during In-service Week 8/25-8/27 TBA

*4:00-8:00

Instructional Focus Assignments Due

*8/21

-Orientation to scope of course content and work -Reading and responding to research -Bringing prior course content, skills, and knowledge to bear

*8/28

Language influences learning in very specific ways: aspects of language in teaching & learning

Read and respond on line to Opening Minds by Peter Johnston

9/4 Professional Sources that inform our understanding of literacy & language learning, our teaching practice, policy

Read set of research & practice articles assigned to your study group, bring proposed theses, summary notes and citations, implications for instruction in our classrooms and school to use with your study groups

9/11 Strategies for collecting, interpreting, using local data to inform teaching practice, professional development, and policy

Using professional resources to inform our practice

Study group Project: bring draft of literature review , individual summary notes and citations, implications for instruction in our classrooms and school to use with your study groups. Individual Project: Bring local data on literacy and language achievement, preliminary analysis & observations from meeting with your administrator

*9/18

Oral language, discussion & comprehension as the basis for high level thinking, writing, and comprehension in our shift toward the CCSS ELA

Study Group: Submit Completed Literature Review to share with other Study GroupsIndividual Inquiry Project: Submit Complete data analysis, area of focus

9/25 The challenge and critical importance of vocabulary learning and teaching: oral, written

Inquiry Project: Submit completed Part One including professional resources and people resourcesRead and respond to selected articles in the Vocabulary collection

*10/2

Formative assessment and classroom practiceCCSS ELA and Performance Assessment

Read and respond to Performance Assessments from varied sources and SBAC for your grade level at our Google doc site

10/9 Literacy Leadership: developing your skills, knowledge, role Planning/Implementing PD of Inquiry Project

Read and respond to selected collection of articles and videos titled: “Literacy Leadership” Inquiry Project: Submit Completed Part 2

10/16

English Language Learners and Cultural Influences in Literacy & Language Learning

Read and respond to selected collection of articles and videos titled: “ELL and Multiple Perspectives”

10/23

Text Complexity and Multiple Perspectives: Implications from the Common Core for our selection of texts, literature, primary sources

Bring lists of texts you are currently using in your classroom instruction;Bring 3 texts that you are using now: at least one fiction, one expository non-fiction

10/30

Implications for your teaching and children’s learning; Developing a collaborative stance to using and sharing professional information

Full Inquiry Project and PD results; 1/3 of class presents, submits and receives feedback from colleagues

*11/6

Next Steps: your professional development and Developing a collaborative stance to using and sharing professional information

Full Inquiry Project and PD results; 1/3 of class presents, submits and receives feedback from colleagues

*11/13

Final submission: Review feedback from colleagues, course assignments for implications for your teaching, leadership and PD next steps

Full Inquiry Project and PD results; 1/3 of class presents, submits and receives feedback from colleagues

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GRADING RUBRICS FOR EDLT385 ASSIGNMENTS

35% Evaluation of Reading Responses for EDLT385

Name:_____________________________________I will read your response logs to observe your interaction with information, ideas and how you are identifying and integrating these. You will not be making all of these connections as significantly in each entry, but over the span of your entries each of these should show up in substantive ways.

0 1 2 2.5MAKES CONNECTIONSTo ideas & information across readings Between professional

readings and children's literature

To work, school, current events, daily experiences

No connections Connections are inferred or mentioned in some of these areas but are not clearly identified or elaborated. Some general connections to your teaching and your role as teacher

Clear, insightful connections across many of these elements with elaboration about your growth as a teacher with a strong voice and awareness evolving in your thinking about your role

Clear, insightful, specific connections across all of these elements with concepts clearly elaboratedConsistently Specific and thoughtful reflections that consolidate learning and next steps with practical action plans

ASKS QUESTIONSEvidence of a thoughtful attempt to identify & grapple with tough concepts

Describes Ideas but does not interact with the ideas and information

Accept or rejects ideas, stances etc. but does not see or look at multiple perspectives to consider tough issues related to the readings.

Sees and considers at least one other perspective but does not pose multiple perspectives, tough questions, solutions

Sees and considers multiple perspectives and considers at least one tough question with possible resolutions.

CRITICALExplicitly views the school and school knowledge as political constructs and analyzes the dimensions of schooling in light of social, political, and historical forces at work

doesn’t name what political contexts might be at play.

doesn’t explore who does / doesn’t benefit

general sense of a larger issue but does not specifically identify what it is

has a global social issue but doesn’t integrate it with the heart of the matter (above)

describes social, political, and/or historical factors might be at play.

Describes what it reveals about the moral and political dimensions of school?

Describes who benefits? Who is burdened?

NEXT STEPSMaking real connections to your work and your developing knowledge of self as teacher

little evidence of connections to work in the classroom and your growth as a teacher

some general descriptions and connections to work in the classroom and your growth as a teacher

specific examples of connections to work in the classroom and your growth as a teacher with a strong voice and awareness evolving in your thinking about your role

real, specific connections to work in classroom and your growth as a teacher with strong voice & awareness consistently evident in thinking about your role & responsibilities for learning

SUMMARY REFLECTION PAPER

.5 1 2

Review of all entries shows ability to reflect on current and growing knowledge and identifies clear next steps for your learning and for your next set of responses

Little reflection on individual entries with vague or non-specific evidence of growing knowledge or next steps in learning or for next set of responses.

Good general reflection with some specifics on individual entries and the collection as a whole that shows good understanding of growing knowledge and next steps for entries and for own learning

Consistently Specific and thoughtful reflections on individual entries and the collection that consolidates learning and next steps with practical action plans for learning and for next set of entries

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15% Focused Review of Professional Literature Evaluation for EDLT385You will be assigned an area of study and an initial set of research papers and articles for this topic. You will also be assigned to a study-group that will work together to read, summarize, cite, and synthesize this information in a formal literature review. This completed summary and implications for instruction in our classrooms and school will be shared with other study groups

Literature Review Grading Guide to Accompany Rubrics for Paper and PresentationEDLT 385 Fall 2014

CRITERIAResearch is summarized accurately and clearly to provide the basis for this small school improvement project in language and literacyIncludes at least 4 primary research papersAnd 8 journal articles from selected list provided

Strong:Strong Control

Proficient:

Some Control

Developing:

Little Control

Introduction Thesis previews arguments and takes an evaluative stand based on the research question

/2Body of the Review: Clear, coherent, logicalbegins with a clear topic sentence -clear organization

/7-primarily written in your own words with more commentary and/or analysis than quotes or paraphrasingQuality of analysis of the literatureSynthesizes the studies and selects relevant parts of studies for this reviewCompares & contrasts ideas from studiesRelevance of studies is clear & compellingIdeas flow logically across the studiesQuotes and paraphrased material are used purposefully:to illustrate or explain an opinion or idea,to assert a fact, to provide authority for an assertion made, to provide a focal point, to show many opinionsConclusion Synthesizes what you have learned about your question and the purpose for doing this literature review in a coherent manner and draws conclusions that extend our understanding of this topic and possible next steps for research

/2

Format-Conventions-MechanicsWriting is easy to understand and logicalUses subheads with transitional statementsDouble-spaced, numbered pagesFree of mechanical errors:____Spelling/typos ____punctuation ___grammar____References within & at end of paper in APA format

/2

Each member of the team attaches a minimum of 2 research and 3 journal article summaries

/2Paper and Group Presentation of this work includes all members of the team

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RUBRIC FOR LITERATURE PAPER EDLT 385 15%

Criteria Just Beginning this Type of

Work

Beginning to Show Knowledge/Skill

Ready to Share with Colleagues

Think About Publishing

Introduction Introduction absent or not relevant

Some introduction present, but does not establish clear purpose or clarify ideas

Rationale and introduction of concepts present.

Convincing personal/professional rationale; Good clarification and definitions of concepts

Research Question(s)

Statement of research question and its importance are absent

Some evidence of research question and significance present

Research questions are clear, but could be improved through greater specificity and by noting significance

Clear research questions linked specifically to subsequent paper. Significance clearly evident

Literature Review

Literature review inappropriate or absent

Some literature reviewed; but is missing seminal work or provides incomplete coverage

Literature review good, but limited in scope. Conclusive findings not clearly linked to the research cited.

Comprehensive and relevant lit. review. Effective use of historical or significant research. Acknowledges contributions of field leaders

Findings/Implications/Conclusions

No implications or conclusions drawn from the review

Some discussion, but weak linkage to lit. review and/or research questions.

Findings are discussed. Could be strengthened by clearly linking to research questions or to major issues in the field. Implications are not fully realized.

Main findings from lit. review are clearly summarized and linked to research Qs. Implications and future recommendations are described for learning/literacy

Bibliography No references provided

Some references provided, but little evidence of appropriate citation.

Appropriate citation of references but limited in scope or not used in the body of the text.

Thorough citation of references from the body of the text. Citations are consistently and appropriately referenced using recognized publication guide

Mechanics Errors in grammar, usage, spelling, etc. interfere with communication of meaning

Some editing is required to improve the appearance and readability.

Few mechanical difficulties – paper is relatively easy to read and understand.

Error-free, with appropriate usage and conventions and effective language.

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RUBRIC FOR PRESENTATION OF LITERATURE REVIEW PAPER EDLT385

Criteria Just Beginning this Type of

Work

Beginning to Show Knowledge/Skill

Ready to Share with Colleagues

Take it On the Road!

Clarity of Topic Introduction absent or not relevant. Unclear what is being explored/discussed

Some introduction present, but does not establish clear purpose or clarify ideas

Topic is explained, but clarity not maintained throughout.

Convincing clarification and definitions of concepts – establishes coherence for entire presentation

Research Question(s)

Statement of research question and its importance are absent

Some evidence of research question and significance present

Research questions are clear, but could be improved through greater specificity and by specifying significance

Clear research questions linked specifically to subsequent paper. Significance clearly evident

Clarity of Presentation

Difficult to follow the main ideas of the talk.

Portions of the presentation are effective, but weak conclusions and/or poor linkage to the topic/questions.

Clear presentation. Conclusions and bibliography may not be clearly linked to major ideas presented.

Clear focus maintained throughout, easy to follow major ideas and citations. Findings & conclusions clearly linked to research Qs

Support Materials (AV, etc.)

No support materials provided.

Bibliography is presented, but not others.

Some additional support materials to improve effectiveness of presentation.

Effective materials are employed which enhance comp. and clarity

Reference to Citations (Bibliography)

No citations and/or references provided

Some references provided, but little evidence of appropriate citation.

Adequate citation of references – used to support major ideas. Bibliography used as hand-out

Citations are used to effectively support presentations major ideas and conclusions.

Range & Control over Information

Limited range of knowledge & information provided

Some depth and breadth shown, but the topic is not fully explored.

Acceptable level of information shared with colleagues

Comprehensive presentation of relevant, appropriate and useful information.

Responsiveness to Questions

Little ability to respond to questions

Listens carefully to questions and attempts to answer them.

Responds fully and appropriately to questions.

Comfortable and responsive in answering questions and linking them to earlier or additional ideas.

Overall Preparation and Effectiveness of Presentation

Presentation reflects little preparation or, is not effectively shared.

Some preparation evidenced and some ability to speak to others in public setting.

Effective presentation with good preparation.

Presentation is well-prepared and reflects extensive control over the skills & strategies needs to make presentations to colleagues and other professionals

15

50% Individual Inquiry Project: focused research and leadership

Aspects of this project Comments and next steps15% Part 1 Focused Data Analysis: Written summary of data analysis and collaborationFocused use of local data:District and School summative data(NECAP, Fountas & Pinnell, AIMSweb etc.) used to identify student strengths and needsData is specifically identified and analyzed

/5

Collaboration with local/district administration and colleagues

/5

Clearly identified area of student need in literacy and language based on data

/5

25% Part 2 Rationale, Plan, ResearchRationale is clear, reflects research and practice, and is based on data and school context

/5

Research is summarized accurately and clearly to provide the basis for this small school improvement project in language and literacyIncludes at least:4 primary research papers6 journal articles from selected list provided

/15

10% Part 3 Literacy Research and Leadership Method and materials selected for PD is appropriate to the context and informationPlan for Prof Dev integrates current research and practice as well as lit leadership strategies

/8

Feedback from colleagues participating in PD provides helpful feedback Reflection on feedback and identification of next steps for your learning are clear, practical, and based on feedback and your observations

/7

Grade for this full project and next steps for you..

/50

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