EDUC_294

EDUC 294 Adolescent Literacy Development

Winter 2017

Wednesday 4:00-7:00

Guadalupe Hall, Room 260

Section 46204

“Today a reader, tomorrow a leader.”

W. Fusselman, 1926

Instructor: Cheryl McElvain, Ed.D.

Santa Clara University Department of Education

Office: Guadalupe Hall, Room 246

455 El Camino Real

Santa Clara, CA 95053

408 828-1671 (cell)

Office Hours: Mondays-Thursdays: 1:00 PM – 3:00 PM, or by appointment

E-mail: cmcelvain@scu.edu

Mission and Goals of the Department of Education

The mission of the Department of Education is to prepare professionals of competence, conscience, and compassion, who will promote the common good as they transform lives, schools, and communities. Rooted in the Jesuit tradition at Santa Clara University, core values of reflective practice, scholarship, diversity, ethical conduct, social justice, and collaboration guide both theory and practice.

Department of Education goals:

• 1. To prepare professionals who will work competently with individuals who have a variety of strengths; experiences and challenges, those with diverse backgrounds, and those in greatest need;

  2. To develop positive habits of mind, identify and apply best practices in the field, and engage in critical reflection on practice;

  3. To demonstrate mastery-level knowledge and skills in teaching and learning; and

1. To become leaders sensitive to the ethical and social consequences of their decisions.

COURSE DESCRIPTION

Credential candidates will explore theories, major trends, and principles in the fields of reading and writing that render effective instruction for particular purposes. Attention will be given to what, why, when, and how specific components of reading and writing are taught to promote communicative, reading, and writing competence in linguistically diverse classrooms and for individuals within a broad range of experiential and ability levels. This course, required of all single subject teaching credential candidates, does not require concurrent enrollment in a Clinical Practicum placement or a full time teaching position in a Catholic school. (3 units)

REQUIRED TEXTS

1. Allen, J. (2004). Tools for teaching content literacy. Portland, ME: Stenhouse Publishers ISBN: 1-571110-380-5 $18.95 on Amazon

2. Allen, J. (2014). Tools for teaching academic vocabulary. Portland, ME: Stenhouse Publishers ISBN: 978-1-57110-4083

$19.40 on Amazon

3. Daniels, H. & Zemelman, S. (2004). Subjects matter: Every teacher's guide to content-area reading. Portsmouth, NH: Heinemann. ISBN: 0-325-00595-8

4. Hinchman, K.A. & Sheridan-Thomas, H. (2014). Best practices in adolescent literacy instruction. New York, NY: The Guilford Press. ISBN: 978-1-4625-1534-9

5. Weinstein, C.E., & Palmer, D.R. (1990). Learning and study strategies inventory: High school version. Clearwater, FL: H & H Publishing Company, Inc.

Pay $4.00 to Dr. McElvain to use the following online link: http://www.hhpublishing.com/lassihs/

Enter - School Number: 68020 User Name: aggy

User Password: kwxy

ONLINE RESOURCES

California Dept. of Education. California Common Core and Content Standards. Retrieved December 2016, from http://www.cde.ca.gov/be/st/ss/index.asp

California Dept. of Education (2001). Recommended literature: Kindergarten through grade twelve. Retrieved December 2016, from http://www.cde.ca.gov/ci/cr/rl/

International Reading Association - http://www.reading.org

All About Adolescent Literacy - http://www.adlit.org

COURSE OBJECTIVES

Candidates will:

1. Understand the linguistic, psychological, physiological, and cultural concerns involved in reading instruction for striving adolescents including ELLs (SB2042, Standards 7-B, 8-B, 12; TPE1, S3, TPE6).

2. Learn specific literacy strategies in the major literacy domains of oral and written language, vocabulary, comprehension, study strategies, and strategic reading of narrative and expository text. (SB2042, Standards 7-B, 8-B; TPE1, S5, TPE4, TPE6 )

3. Systematically assess student literacy and learning skills using an informal reading attitude/interest inventory, the Learning and Study Strategy Inventory, and the Assessing Comprehension Thinking Strategies Inventory. (SB2042, Standards 7-B, 8-B; TPE1, S3, S12, TPE3, TPE6).

4. Summarize assessment results in a detailed Literacy Development Plan that includes recommendations for research-based instruction involving learning strategies, word identification, fluency, concept development, vocabulary learning, reading comprehension or writing strategy instruction for individual students, including students who are English language learners, or students with special needs. (SB2042, Standards 7-B, 8-B, 12; TPE1, S3, S5, S12, S14, TPE3, TPE 5-8)

5. Develop an online WebQuest that integrates inventory results with recommended literacy instruction in engaging, purposeful reading and writing activities. (SB2042, Standards 7-B, 8-B, 11, 12)

ATTENDANCE AND CLASS PARTICIPATION

Attendance is critical to your understanding of course material. A percentage of the total points earned in this course will be deducted from your final grade UNLESS the instructor has been notified and make up work is completed. Make up work must be prearranged with the instructor.

Absence Policy

· 1 absence – 5% point deduction

· 2 absences – 10% point deduction

· 3 or more absences – You will be dropped.

Course Meeting Schedule

This course incorporates a blended learning experience. Please make note of the following meeting times.

* Key Assignment

COURSE ASSIGNMENTS

1. LITERATURE CIRCLE Role Sheet: DUE Each Class Meeting (50 points)

Individually, you will participate in a literature circle of your choice. Each literature circle should have no more than 4 members.

The Literature Circle is a common book discussion routine used during content area reading instruction. Students come together in small temporary groups formed by book choice that meet on a regular and predictable schedule to (re) read and discuss readings. Students use notes to guide both their reading and discussion and this discussion is generated by students. The teacher’s role in literature circles is that of facilitator.

For this assignment you will:

1. MEET with your literature circle to review the reading schedule below for the Subjects Matter book and the Best Practices in Adolescent Literacy Instruction book.

* Read & discuss in content specific literature circle.

2. READ the explanation of literature circles and roles uploaded on Camino.

3. CHOOSE what role you will have in each meeting’s discussion. You must alternate between the following 7 roles: summarizer, discussion director, connector, illustrator, word wizard, literary luminary, and activity director.

NOTE: Each week there MUST be a discussion director AND an activity director.

You will complete ONE role sheet each week that will be a response to ALL of the reading from both books.

4. UPLOAD your role sheet on Camino (5 total for the quarter)

Literature Circles Discussions = 1 hour for each of the above class sessions.

2. TEXT COMPLEXITY STRATEGY INSTRUCTION: DUE 2/1 (25 points)

3. Video record a presentation of the strategy to include the strategy’s:

a. Name

b. Purpose

c. Example of how it can be used within your subject area

4. Upload your video on your Vialogue account and share it with our class.

5. View and post comments on at least 3 other Vocabulary Vialogues uploaded by our class.

You will be evaluated using the Literacy Assessment and Instructional Plan Rubric and Feedback Form uploaded on Camino.

5. WEBQUEST PROPOSAL: DUE 3/1 (40 points)

This group ONLINE assignment helps candidates plan for the culminating assignment for this course. It will aid in the development of an online WebQuest that will be customized to meet the instructional needs for students defined in the group’s Literacy Instructional Plan. To prepare for the final assignment each group must first propose a subject specific topic/theme/problem to investigate and present on your WebQuest. *Each group is required to meet with the instructor to review and receive feedback on their proposal at some point during Week 8.

For this online assignment you will:

1. View WebQuest 101 in Module 3.

2. Register an account on Quest Garden. Add the following group code in 2 places: first, in your profile and second when you set up your free trial account.CA171SC4

3. Complete the following sections on the WebQuest Proposal Template:

A. Standards and Objectives

List the California State Common Core and Content Standards (CSCCS) associated with the activities in your WebQuest.

Define the literacy objectives, and rationale for choosing these objectives based on your Literacy Instructional Plan. Your literacy objectives should focus on areas of need identified in the L.A.S.S.I. and Comprehension Thinking Strategies assessments. *Remember – the purpose of this WebQuest is to develop subject specific literacy skills through strategy instruction.

B. Introduction

Explain what the problem is by defining it and indicating how it might be observed. Provide an explanation of the main theory framing your thinking about the problem and the one or two most important competing theories. Provide an introduction to the official policy, empirical research literature, and documented resistance or response to the problem.

An effective introduction does two things: it relates directly to what is about to be learned by foreshadowing it. Second, it engages interest by pointing out the importance of the topic, or the mystery of it, or the relevance. This is where you hook the learner's interest.

* Remember that your Literacy Instructional Plan should drive the literacy strategies used during the WebQuest (i.e., reading level, vocabulary, and comprehension ability should be strongly considered when selecting a relevant text). The Introduction appears as the first section of the Student Page.

C. Task

Explain what you want the learner to have accomplished by the time they have finished the lesson.

Don't include the intermediate steps that lead to accomplishing the Task. Those will end up in the Process section. The Task description will be short, but it will represent the results of higher-level thinking. It should be written in the second person and in language accessible to your targeted learners. That is, address the learner as you rather than talking about them as: the learners will...

* Remember, the written description of the end/culminating product must describe clearly the goal of the WebQuest. Task should require synthesis of multiple sources of information (transformative thinking) and it should be highly creative, going beyond memorization, and engaging. In addition, the task should be realistic, doable, and appropriate to the developmental level and other individual differences (age, social/culture, and individual differences) of students with whom the WebQuest will be used.

D. Process

Explain what you want the learner to do to accomplish the task.

The Process section comes closest to looking like a traditional lesson plan. It spells out step-by-step what the learners will do, how they'll interact with you, each other, and with information. This is where you take advantage of your knowledge of how to craft collaborative work. Do you assign roles? Do you jigsaw it? Remember that you are addressing the students directly in this section since it appears in the Student Page. Use 'you will' rather than 'the learners will'. The Process is the section that will take the longest to develop, since it is here that you'll intersperse relevant online resources that are at your learners’ reading level. There are three phases to the process. In Phase 1, you provide learners with the information they'll need to perform the task. You may want to have everyone reading one set of pages, and then break them into groups with separate roles, each with a different set of links to look at. In Phase 2 of the Process, the thinking work takes place. Your students have now examined the information and now they need to transform it in some way. Here is where they play with ideas, make decisions, and so on. In Phase 3 of the Process, learners actually produce something that reflects the thinking they did. They may be writing a position paper, preparing a debate, creating a model... the end result was described in the Task section and might take many forms. Will they need help in producing this result? You might want to provide some literacy or learning strategy instruction to help them act more skilled than they presently are.

* Remember, the Process page should be divided into sections or pages where each group/team or student would know exactly where they were in the process and what to do next. Every step should be clearly stated. Activities should be clearly related and designed from basic knowledge to higher-level thinking. Also, ensure that different roles are assigned to help students understand different perspectives and/or share responsibility in accomplishing the task.

E. Evaluate

Describe the evaluation criteria needed to meet the learning goals.

Describe to the learners how their performance will be evaluated. There are many tools available at ZUNAL for evaluating students' learning. You can create a quiz, rubric, Google map activity, project evaluation report or a game activity. You can include them all if you want (some tools might require account upgrade). However, whatever the tools you chose, you need to explain clearly what the process for the evaluation is.

* Remember, on this page, criteria for success should be clearly stated. There should be strong connection between the learning objectives to be accomplished at the end of the WebQuest. The evaluation instrument should clearly measure what learners must know and be able to do to accomplish the task.

F. Conclusion

Ask learners to reflect and consider future learning about the subject related problem you have posed.

The Conclusion section serves two purposes. First, obviously, it brings the lesson to a close. Ask the learners to reflect back on what they learned and about their own process of learning. If there's a bottom line to the topic, this is a good place to put it. A second purpose for the conclusion is to look ahead. There will always be someone in the room whose interest was piqued by this lesson and is eager to learn more. In developing the WebQuest you probably found more good links than you had time to use. This is a good place to put them. In effect you'll be saying, 'That's all the time we have for this topic, but if you'd like to pursue it more on your own check these resources out.' What better way to encourage self-directed lifelong learning.

G. Teacher Page

Include credits, acknowledgements, or dedications.

Your WebQuest is probably built on the works of others at least to some extent. This is the section in which you tip your hat to them. Were there particular websites, books or people who helped you line up the content or produce the lesson? Did you make use of images (with permission) from other sites? Want to thank the instructor who guided you in your WebQuest creation? Or cite the class where you learned how to do it? Mention them here, along with appropriate links so that others can follow your wisdom back to its roots.

NOTE: Don't include a list a bunch of URLs you used within the WebQuest. You do not need to list them.

You will be evaluated using the WebQuest Proposal Rubric and Feedback Form uploaded on Camino.

6. WEBQUEST INQUIRY PROJECT: DUE 3/15 (40 points)

• 1. How would you describe your feelings toward school? 1 2 3 4 5

  2. How do you feel about learning in a classroom? 1 2 3 4 5

  3. How would you like learning outside the classroom? 1 2 3 4 5

  4. How much do you enjoy watching movies? 1 2 3 4 5

  5. How much to you enjoy reading a magazine? 1 2 3 4 5

  6. How much do you enjoy reading a textbook? 1 2 3 4 5

  7. What about a novel? 1 2 3 4 5

  8. Graphic novel (such as a comic book)? 1 2 3 4 5

  9. Newspaper? 1 2 3 4 5

  10. Digital Media (websites, facebook, text messaging) 1 2 3 4 5

Use the following scale to indicate your habits of reading in everyday life:

• 1. How often do you read a book for pleasure? 1 2 3 4 5

  2. How about a magazine? 1 2 3 4 5

  3. How about a newspaper (paper or online)? 1 2 3 4 5

  4. How about any other type of media? 1 2 3 4 5

  5. How often are you required to do reading for school? 1 2 3 4 5

  6. How often are you reading online? 1 2 3 4 5

  7. How often do you go to a book store for fun? 1 2 3 4 5

  8. How often do you watch movies? 1 2 3 4 5

  9. How about TV? 1 2 3 4 5

  10. Were you read to as a child? (if you remember) 1 2 3 4 5

Name things you read the most. It can be receipts at your job, or calories on food boxes, or even picture books you read to younger family members.

Name a movie you find interesting and tell why you found it interesting. If you can’t think of one, name a type of movie that you would find appealing (such a movie depicting wars, prison stories, romance, gang life, comedy, science fiction).

Do you have a favorite book from childhood that you remember? Is that book still locatable?

Do you have a favorite book? What is it?

Describe below: what is your earliest memory of either liking or disliking reading (or both)?

COURSE CALENDAR

Date Topic Assignments

1/11 Syllabus Review Due: 1/18

Assessing Learning Read: Subjects Matter

* L.A.S.S.I. Assessment Procedures Chapter 1: The Core Purposes of Reading

Chapter 2: How Smart Readers Think

Literature Circle Meeting #1 Best Practices

Chapter 1: Texts and Adolescents

Do: Literature Circles

1. Reading

1. Read literature circles doc. on Camino 2. Role Sheet #1

2. Select chapters to read

3. Choose Roles

Vialogue Account Set Up

Video = Thoughtful Reading, “No Magic Formula”

*1/25 FINISH ASSESSING THIS WEEK Due: 2/1

Online Class Session: Module #1 Read: Best Practices

English Learners & Complex Text Chapter 3: The Role of Motivation…

Chapter 4: Using Discourse Study…

Chapter 5: Teaching Literacy…

Finish: Module #1

Do: Literature Circles

1. Reading

2. Role Sheet #2

*3/8 FINISH WEBQUEST THIS WEEK Due: 3/15

Online Class Session: Module #4 Finish: Module #4

Constructing A WebQuest

Read: Best Practices (choose one chapter)

Chapter 11: Fostering the Acquisition of Math…

Chapter 13: Teaching History and Literacy

Chapter 14: Literacy Support in ELA Classrooms

Chapter 17: Traveling Together Over Difficult Ground: Negotiating Success with a Profoundly Inexperienced Reader in an Introduction to Chemistry Class

Do: Literature Circles

1. Reading

2. Role Sheet #5