I. Identifying InformationE-mail Address: [email protected] Hours: By appointmentCourse Description1 AQUINAS COLLEGE SCHOOL OF EDUCATION The mission of the Aquinas College School of Education is to empower our students to be capable, compassionate, and committed educators with integrity. Aquinas College is rooted in the Dominican traditions of prayer, study, community and service, combined with a deep respect for truth, honesty and integrity. In this spirit, we strive to create an environment in which integrity is prized and practiced. We expect all community members to uphold these values through honesty, fairness, and respect for others. COURSE SYLLABUS AND CALENDAR EN 444 (Literacy I) Spring 2009 I. Identifying Information Location/Times: JLH 215 / Wednesdays 6:30 P.M. – 10:30 P.M. Instructor: Karen Lenz-Wallington Home Number: 231-920-7506 E-mail Address: [email protected] Office Hours: By appointment Prerequisites: Teacher Education Program admission and EN 201 (can be taken concurrently) II. Textbooks and Instructional Materials Required Texts: Frey, N., & Fisher, D. (2006). Language Arts Workshop: Purpose Reading and Writing Instruction. Upper Saddle River, NJ: Pearson Education, Inc. Hoyt, L. (2002). Make It Real: Strategies for Success with Informational Text. Newark, NJ: Heinemann Publishers. Supplemental Texts: Trade Books (7 of your choice): These do not need to be purchased, but it is strongly recommended that you begin to build your classroom libraries. If not purchasing, then2 check them out from the library (2nd floor) or resource center. You may select picture books (yes, even for upper elementary), biographies, historical fiction, realistic fiction, fantasy, poetry, expository and informational texts, short stories, and fairy tales or folktales. At least 3 of your selections should be informational texts. Additional Required Materials: (1) Small notebook III. Course Description Course Goal #1: To construct a comprehensive understanding of the language arts. Objectives: a. To understand the interrelationship of the language arts, including listening, speaking, reading, writing, and viewing. b. To understand reading as a transactional process of constructing meaning between the reader, the context, and the text. c. To develop an awareness of the components of the reading process with attention to research, theory, and application. d. To investigate a new literacy and identify its implications for reading and language arts. Course Goal #2: To build foundational knowledge, capacities, and dispositions which facilitate further study of reading (and language arts) instruction. Objectives: a. To differentiate among the approaches, techniques, materials, practices, and philosophies used in the teaching of reading. b. To identify effective strategies in developing comprehension, vocabulary, fluency, phonics and phonemic awareness, critical and creative thinking, and lifelong literacy learning skills. c. To understand the instructional role of assessment, diagnosis, and evaluation in planning instruction. d. To explore the physical, cultural, environmental, linguistic, and developmental factors that affect reading and writing. IV. Course standards/learner outcomes This course has been designed to address the following Professional Standards for Michigan Teachers: 1a. Synthesize, analyze, reflect upon, and write with clarity and structure about ideas, information, and data from a general and liberal education, and the relationships between the various disciplines.3 1f. Understand and respect the role, rights, and value of the individual in a free democratic society. 2c. Understand the connections between instructional decisions, grading, and assessment data. Use formal and informal, as well as formative and summative, assessments to evaluate learning and ensure the academic achievement of all students. 3d. Design instruction so that students are engaged in actively integrating and transferring knowledge across the curriculum; 3f. Evaluate, adapt, and modify instructional strategies, technologies, and other educational resources to enhance the learning of each student. 3g. Embrace teaching through appropriate and creative activities utilizing instructional techniques that are supported by current research. 5b. Identify and use current research to reflect on and improve one’s own practice related to content, technology, pedagogy, and other factors that impact student achievement. 7a. Understand the equity, ethical, legal, social, physical, and psychological issues surrounding the use of technology in K-12 schools and apply those principles in practice. 7g. Use technology to engage in ongoing professional development, practice, productivity, communication, and life-long learning. V. Methodology and Course Requirements Format of the course: This course includes two components (class and field). Each week, course members will be asked to attend one day of class (approximately 4 hours) and one day in the field (approximately 2 hours). As part of these components, course members are also expected to read and work outside of these two periods of time. Class Component: During this 8-week course, you will be expected to participate in and complete 3 projects: Field Blog, Differentiating Instruction for Students with Exceptionalities Project, and Instructional Resources Project. Your classroom participation is also required. Below, you will find an overview of each learning task, which includes its alignment with course goals and Michigan Teacher Standards, and total point value. (Details about each project can be found in the Appendix.)4 Course Goal / Objective MI Teacher Standard Course Requirement Description Points 1a, 1b, 1c, 1d, 2a, 2b, 2c, 2d 1a, 1f, 2c, 3d, 3f, 3g, 5b, 7a, 7g Course Participation Your participation as a listener, speaker, and thinker is important, because you bring a unique perspective and diverse experiences to our discussions. This means that you need to read the assigned materials and be prepared to listen and talk every week. Participation in every class activity and discussion is required. 30 1a, 1b, 1c, 2a, 2b, 2c 1a, 1f, 2c, 3d, 3f, 5b, 7g Field Blog This project provides opportunities to connect your readings and course-related activities with your field experience. It is a collaborative activity with other course members, focusing on three things: reflections on