READ 371

READ 371: Teaching Reading and Language Arts (3hrs) Fall 2012 Instructor: Shelia Sargent-Martin Office: PE 203 Phone: 304-327-4175 Email: ssmartin@bluefieldstate.edu Course Description: Classroom strategies for reading, listening, speaking, handwriting, spelling, grammar, and viewing. PR: READ 270 and Admissions to Teacher Education; CO: EDUC 330. Text: Ogle, D. & Beers, J.W. Engaging in the Language Arts Exploring the Power of Language, 2nd Edition, Pearson (2012). Bluefield State College Teacher Education Model: The Bluefield State College Teacher Education Model is The Cooperative Reflective Manager of the learning environment. This model is assessed through the WV Professional Teaching Standards and aligned with INTASC Standards. Faculty believe that students should engage in cooperative learning activities and model these activities in field, clinical, and teaching experiences and that reflection and feedback on these experiences increases learning. Teacher candidates are also assessed on their ability to manage the learning environment through effective teaching, planning, and assessment. Commitment to Diversity Bluefield State College and its Teacher Education Program are committed to providing a climate that embraces diversity in course offerings, faculty, students, activities, and experiences. The Standards and Dispositions incorporated in the Conceptual Framework reflect the programs commitment to providing candidates with the knowledge, skills, and dispositions needed to support the learning of all students, regardless of race, ethnicity, exceptionality, or socio-economic status. The School of Education believes that diversity must be broadly defined to include race, ethnicity, socioeconomic status, gender, and special populations. This definition also includes interactions with diverse higher education faculty, candidates, and students and faculty in P-12 schools and is found throughout the program. Broad experiences with diversity help candidates acquire and apply knowledge, skills, and dispositions to help all students learn. Commitment to Technology / ISTE Standards Faculty and school partners of Bluefield State Colleges Teacher Education Program believe that teacher candidates must model and apply the National Educational Technology Standards for students in the design, implementation and assessment of learning experiences, which both engage students and improve learning. Through required courses and professional development, candidates are afforded training and opportunities to become proficient with current technologies used in P-12 public schools. Objectives: Teacher candidates will demonstrate an understanding of:

1) curriculum and planning through knowledge of core content, pedagogy, setting goals and objectives for learning, designing instruction, and student assessment. Demonstrate a variety of word analysis strategies to meet the needs of individual learners. (A,B,D) Introduce and develop teaching strategies for the language arts. (A,B,C,D) (ISTE 1b; 2a)

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Recognize the importance of oral language development as a foundation for beginning reading instruction. (A,B) Identify stages and strategies for the writing process (A,B,C,D,E) Plan cooperative learning activities that will enhance the participation and learning of children with exceptionalities. (A,B,C,D) (ISTE 1a,b,c; 2a,b,c; 3b; 4a,b) Identify stages in the speech and language development of children. (A,B,C,D,E) Demonstrate the tools of spelling, handwriting, and grammar. (A,B,C,D,E Participating in field experience activities focused on curriculum and planning. (A,B,C,D,E) (ISTE 1a,b,c,d; 2a,b; 3b,c,d)

2) the learner and the learning environment through knowledge of intellectual/cognitive, social, and emotional development, the creation of environments of respect and rapport, establishing cultures for learning, implementing classroom procedures, managing student behaviors, and organizing the learning environment. Respect linguistic differences as they relate to the sociocultural and economic environments. (A,B,C) Incorporate the roles of language and culture in teaching language arts to children. (A,B,C) Recognize the importance of oral language development as a foundation for beginning reading instruction. (A,C) Plan cooperative learning activities that will enhance the participation and learning of children with exceptionalities. (A,B,C,D,E,F) (ISTE 1a,b,c; 2a,b,c; 4a,b; 3b) Identify stages in the speech and language development of children. (A) Participating in field experience activities focused on the learner and the learning environment. (A,B,C,D,E,F) (ISTE 1a,b,c,d; 2a,b; 3b,c,d) 3) the art of teaching focused on the importance of content, communication with students, questioning and discussion techniques, student engagement, the use of assessments in instruction, and the importance of flexibility and responsiveness. Demonstrate a variety of word analysis strategies to meet the needs of individual learners. (A,D) Introduce and develop teaching strategies for the language arts. (A,C) (ISTE 1b,2a) Identify stages in the writing process. (A) Plan cooperative learning activities that will enhance the participation and learning of children with exceptionalities. (A,B,C,D) (ISTE 1a,b,c; 2a,b,c; 3b; 4a,b) Incorporate multicultural literature in you repertoire of teaching materials. (A,B) Demonstrate the tools of spelling, handwriting, and grammar. (A,D) Participating in field experience activities focused on the learner and the learning environment. (A,B,C,D,E,F) (ISTE 1a,b,c,d; 2a,b; 3b,c,d) 4) the professional responsibility for self- renewal by engaging in professional learning, professional collaborative practice, reflection on practice and professional contribution. Introduce and develop teaching strategies for the language arts. (A,B,C,D) (ISTE 2a) Building a professional base upon the West Virginia Professional Teaching Standards. (A,D) (ISTE 1d; 2a; 3b,d; 5a,d) Participating in field experience activities focused on professional responsibilities. (A,B,C,D) (ISTE 1a,b,c,d; 2a,b; 3b,c,d; 5a,c,d)

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5) their professional responsibilities for school and community by participating in opportunities to support the larger school context including the school mission process, school-wide activities, a learner-centered culture, student support and management systems, school, family, and community connections, strategic planning/continuous improvement, teacher leadership, and ethical standards. Plan cooperative learning activities that will enhance the participation and learning of children with exceptionalities. (C) (ISTE 1a,b,c; 2a,b,c; 4a,b) Incorporate multicultural literature in you repertoire of teaching materials. (C) Participating in field experience activities focused on supporting school and community. (A,B,C,D,E,F,H,I,G) (ISTE 5a,c,d)

Standard s/Skills

WVPTS INTASC

Objective 1 1 1 1 1 1 A B C D E 1 2 4 7 8

2 A 2

Objective 2 2 2 2 2 B C D E 3 5

2 F

3 A 1

Objective 3 3 3 3 3 B C D E 4 5 6 8

3 F 8

Objective 4 4 4 4 4 A B C D 9

Objective 5 5 5BA 5I

10

ISTE Standards
1. Facilitate and Inspire Student Learning and Creativity 2. Design and Develop Digital-Age Learning Experiences and Assessments 3. Model DigitalAge Work and Learning 4. Promote and Model Digital Citizenship and Responsibility 5. Engage in Professional Growth and Leadership

a, b, c, d

a, b, c

b, c, d

a, b

a, c, d

Statement on Academic Honesty and Academic Honesty Procedures The value of a Bluefield State College education is only as good as the integrity of its students' work. Therefore academic honesty is a key pillar upon which Bluefield State College rests. Bluefield State College believes academic dishonesty includes but is not limited to cheating, falsifying records, plagiarism, giving or receiving aid during an exam, misrepresenting academic work, submitting the same work to more than one class with a willful intent to mislead. All new students at Bluefield State College will be required to complete an Academic Honesty education session and sign the Colleges Honor Code statement at that session. All Bluefield State students are subject to serious disciplinary measures if they are caught engaging in such behavior. All students found guilty of violating the academic honesty procedures will be reported to the Dean of their School and the Provost who will maintain records of all incidents. Your career at Bluefield State is cumulative. The penalty for the first offense will be decided upon by the instructor and can include such penalties as a reduced grade on the assignment or a grade of F for the course. A second offense of the statement in a students career at Bluefield State will result in a mandatory grade of F for the course and academic probation for one semester. A third offense of the statement in a students career at Bluefield State will result in mandatory grade of F for the course and expulsion from the Institution. Some programs may have additional penalties for violating the academic honesty procedures. All F grades given to students caught violating the academic honesty procedures may have a *NR designation on their transcript. The *NR designation means that grade may not be changed by repeating the course unless the student receives approval from the Provost.

READ 371 Instructors must complete and submit an Academic Honesty Violation Report form for all incidents to the Provost and appropriate line Deans and Directors with the penalty assessed. Instructors should make every effort to meet with the student to discuss the incident and explain the instructors findings. Instructors must provide official notice to the student, the appropriate line Dean, the Director of the students program, and the Provost within three school days. Students have the right to appeal the instructors finding, and must be informed of this right in the official notice. Students must indicate their desire to appeal the instructors finding within 3 school days of receiving the official notice. All appeals will be heard by the Academic Appeals Committee. The full committee need not be present to hold an appeals hearing. An appeals hearing must consist of at least three people (two faculty members and one student representative). Plagiarism includes but is not limited to: 1. 2. 3. 4. Presenting someone else's ideas as your own without attribution. Copying someone's words without providing quotation marks and citation. Paraphrasing someone's words without providing a citation. Submitting the same paper for more than one class without instructor permission.

Cheating includes but is not limited to: 1. Purchasing a term paper or assignment and presenting it as your own. 2. Selling or giving any term paper, assignment, or aid so that a student may present that material as his or her own. 3. Receiving aid or providing aid to another student during an exam or on a non-cooperative assignment. 4. Stealing a copy of a test or receiving a copy of a test before taking it. 5. Using books, notes, or any other aid during an exam or assignment unless permitted by the instructor. 6. Using a mobile device, computer, or cell phone to give or receive aid on an exam or assignment or in any way not permitted by the instructor. Bluefield State College has taken measures to help students avoid engaging in willful or unintentional academic dishonesty. All students must successfully complete an academic integrity workshop within their first semester of beginning classes at Bluefield State College. Student Honor Code Bluefield State has also implemented a student honor code which all students will sign during the Academic Honesty education session. I have read and understand the BSC academic honesty statement. I am responsible for the work that I submit and my conduct as a student at BSC. It is also the students responsibility to read the BSC catalog, and students will be informed of

READ 371 this statement at orientation.

Attendance Policy:

From the College Catalog: Students are expected to attend all classes for which they are enrolled. Regular attendance for satisfactory completion of a course is an important part of the students educational experience. The college recognizes three kinds of absences: 1) an institutional absence resulting from participation in an activity in which the student is officially representing the college; 2) an unavoidable absence resulting from illness, death in the immediate family or unnatural cause beyond the control of the student; 3) all other absences are considered willful. See page 59-60 in the College Catalog for additional information about student responsibilities concerning attendance.
Course Activities and Evaluation:

Students will be awarded points and grades as follows 1. Attendance, participation, reflection 2. Autobiography/Memoirs 3. Lesson plan 4. Handwriting sample 5. Write questions 6. Action Research 7. Four field experience activities (4 x 25 points) 8. Field Experience Journal 9. Digital Story 10. Developing questions Grading Scale: 1000-900 points 899-800 points 799-700 points 699-600 points Below 600 points

200 points 50 points 75 points 25 points 25 points 200 points 100 points 100 points 200 points 25 points = = = = = A B C D F

Late assignments will not be accepted. It is your responsibility to submit assignments by due date even if absent from class.

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Tentative Course Calendar This schedule is intended to give you an overview of the course and may change. Assignments are listed on the dates they are to be completed prior to class unless otherwise noted. Class Meetings Date and Topics August 21 Readings and Assignments Due Class introductions/syllabus Chapter 1: Introducing the Language Arts Chapter 2: Assessing Language Arts 90 Hour Evaluation Chapter 3: Supporting Diverse Learners Chapter 4: Understanding Oral Language Development Lesson Plan expectations Chapter 5: Engaging with Literature Digital Text Digital Story Chapter 5: Engaging with Literature Chapter 6: Developing Speaking and Listening Action Research Chapter 6: Developing Speaking and Listening cont. Chapter 7: Reading in the Primary Grades Chapter 7: Reading in the Primary Grades cont. Chapter 8: Reading beyond the Primary Grades Chapter 8: Reading beyond the Primary Grades cont. Chapter 9 Spelling Development Chapter 9: Spelling Development cont. Literature Circles Chapter 10: Developing Vocabulary Chapter 10: Developing Vocabulary Chapter 11: Writing Development Autobiography/memoirs Chapter 12: Writing Conventions Language and Vocabulary lessons Chapter 12: Writing Conventions Chapter 13:Exploring Writing Genres Language and Vocabulary lessons Digital Story Presentation Seminar Seminar- Action Research Presentation

August 23 August 28 August 30 September 4 September 6 September 11 September 13 September 18 September 20 September 25 September 27 October 2 October 4 November 6 December 6 Field Experience

READ 371 October 9 and 11 October 16 and 18 October 30 and November 1 November 6 Seminar November 13 and 15 November 27 and 29 December 6 Seminar Assignments 1. Attendance, participation, and reflections Students will be asked to attend and participate in classroom activities and discussions. There will also be written reflections throughout the semester. For example, students will be asked to write about language arts activities/strategies presented in class (for example, a comparison of expository and narrative). A variety of activities will be completed in class (i.e., classroom design, schedule, K-W-L, spelling inventory, graphic organizers for various genres). Additional information shared in class. 2. Writing and finding out about students Student will write an autobiography or memoirs 3. Lesson plan Students will prepare a lesson plan with a focus on the language arts. The lesson should include at least two language arts (for example, reading and vocabulary). BSC lesson plan format will be used. 4. Handwriting samples- students will write manuscript and cursive upper and lowercase alphabet 5. Developing Questions- students will select a multicultural childrens literature selection and write a variety of questions. Additional information will be provided in class. 6. Digital Story- students will work in pairs to develop a digital story. Additional information will be provided in class. 7. Action Research Students will work with mentor teacher to investigate an instructional practice for research. The student will develop and write up the problem to be researched, literature review, and methodology. Additional information will be provided. 8. Field Experience Journal Students will keep a daily record of the field experience to be submitted for EDUC 330 and READ 371. 9. Differentiated field experience activities Students will select from the provided list (and activities conducted during the semester). For example, Readers Theater, writing a mini-lesson, etc. 10. Field experience activities (4 x 25). Each student will complete a read aloud in the classroom with questions. Students will then select 3 activities from the provided list and/or activities conducted in class. October 23 and 25 November 8 December 4

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Bibliography Blachowicz, C., Fisher, P.J. (2006). Teaching Vocabulary in All Classrooms. Upper Saddle River, NJ: Pearson Education, Inc. Carnine, D.W., Silbert, J., Kkameenui, E., Tarver, S.G., Jungjohann, K. (2006). Teaching Struggling and At-Risk Readers: A Direct Instruction Approach. Upper Saddle River, NJ: Pearson Education, Inc. Clay, M.M. (2006). An Observation Survey of Early Literacy Achievement. Portsmouth, NH: Heinemann. Cunningham, P.M., Allington, R.L. (2007). Classrooms That Work: They Can All Read and Write. Boston, MA: Pearson Education, Inc. Florida Department of Education Bureau of Exceptional Education and Student Services (2004). Improving student learning through classroom action research. Project CENTRAL, University of Central Florida. Goudvis, A., Harvey, S. (2007). Strategies That Work. Portland, ME: Stenhouse Publishers. Gregory, J.M. (1989). The Seven Laws of Teaching. Grand Rapids, MI: Baker Book House. Marzano, R.J., Pickering, D.J., Pollock, J.E. (2001). Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Rasinski, T.V. (2003). The Fluent Reader: Oral Reading Strategies for Building Word Recognition, Fluency, and Comprehension. New York, NY: Scholastic Professional Books. Temple, C., Ogle, D., Crawford, A., Freppon, P. (2005). All Children Read: Teaching for Literacy in Todays Diverse Classrooms. Upper Saddle River, NJ: Pearson Education, Inc. Tompkins, G.E. (2007). Literacy for the 21st Century: PreK-4. Upper Saddle River, NJ: Pearson Education, Inc. Tyner, B. (2004). Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers. Newark, DE: International Reading Association. Zemelman, S., Daniels, H., Hyde, A. (2005). Best Practice: Todays Standards for Teaching &

READ 371 Learning in Americas Schools. Portsmouth, NH: Heinemann.