COURSE SYLLABUS Course Credits: Spring 2017 Warren...

RLL 6120 / RLL 4430: Dr. van Belle, Spring 2017

COURSE SYLLABUS I. Division: Teacher Education Division

Program Area: Elementary Education Course # and Title: RLL 4430 Developmental Reading Comprehension RLL 6120 Teaching Reading Comprehension Section #: 001 Course Credits: 3 credit hours Term/Year: Spring 2017 On-Campus Meetings: Room 200 College of Education (COE) Off-Campus Clinical Work: Frederick Douglass Academy for Young Men, 2001 W. Warren Ave., Detroit Day: Tuesdays & Thursdays Time: 11:30-2:00p.m.

II. Instructor: Dr. Leah van Belle, Director of School Partnerships and Clinical Practice

Office Location: 221 COE Traditional Office Hours: following class and by appointment Digital Office Hours: Skype username: leahvanbelle Office Phone: (313) 577-1644 Email: [email protected] Secretary: Mrs. Susan Orr Susan’s Email: [email protected] Susan’s Phone: (313) 577-9880 FREDERICK DOUGLASS CONTACT INFORMATION Principal: Mr. Berry Greer Office Phone: (313) 596-3555 Parking: Free parking in school’s parking lot School Closing Information: In the event of inclement weather or other unforeseen circumstances, please check the school’s website for closing information: http://detroitk12.org/schools/douglass/

Course in Collaboration with Campaign for Black Male Achievement Promise of Place Manager, Detroit: Ms. Sheba Rogers

Email: [email protected]

Website: https://blackmaleachievement.org

III. COURSE DESCRIPTION Development of comprehension in literature and informational material, instructional

strategies and material with emphasis on integrated instruction. Evaluation of the development of comprehension and writing through formal and informal measures and reporting to parents and other professionals. Implications of multiculturalism, special needs, and English language learners.


IV. COURSE OUTCOMES

Course Outcomes: Teaching candidates will…

Evidence of Teaching Candidate Learning: Course assignments aligned with and evidencing these outcomes…

Corresponding State Educator Standards

• Articulate their professional identities as readers and reflective educators.

• Critical Response Entries • Clinical Teaching Reflections

MRS:1

• Describe the integrated nature of the language arts. Design and carry out instruction in literacy across the curriculum to provide opportunities in all aspects of literacy for diverse learners.

• Critical Response Entries • Clinical Work with Middle School

Students

MRS: 3, 4, 13 MEES 1.1.14

• Describe theories of reading comprehension and writing development across language arts and how they apply to instruction and evaluation.

• Critical Response Entries • e-Portfolio of Reading

Comprehension Strategies

MRS: 19 MEES 1.8

• Describe the social, cultural, and dynamic nature of language and the impact of these factors on literacy development.

• Critical Response Entries MRS: 10, 15 MEES 1.1.16

• Identify the special needs of individual learners. Plan instruction that addresses those needs by using a variety of texts and instructional methods.

• Clinical Work with Middle School Students

• Clinical Teaching Reflections

MRS: 12, 14, 16, 17, 18

• Select and use a variety of means of assessment, both formal and informal; communicate results to children’s families and other professionals.

• Critical Response Entries MRS: 20, 21, 22, 23, 24, 43

• Select a variety of print and non-print texts to promote learning and increase reading engagement and comprehension. Identify the strengths and/or weaknesses of those texts.


• Clinical Teaching Reflections • Critical Response Entries

MRS: 26, 32 MEES 1.1.20, 1.1.8, 1.1.10, 1.1.11

• Employ a variety of strategies for developing vocabulary and spelling through reading and writing.


• Clinical Teaching Reflections • Critical Response Entries

MRS: 30, 36 MEES 1.1.6

• Plan instruction that helps children understand the conventions appropriate for the different systems of language and different languages in order to promote comprehension (reading & listening) and communication with others (speaking & writing).

• Critical Response Entries MRS: 27, 28, 33, 34 MEES 1.1.2, 1.8

• Identify and implement a variety of literacy instructional strategies appropriate for diverse learners of varying languages to promote comprehension in both literary and informational texts.

• e-Portfolio of Reading Comprehension Strategies

• Modeling and Dialogue on Reading Comprehension Strategy



MRS: 31, 38, 39, 40, 41 MEES 1.1.7, 1.8

• Integrate process writing across the curriculum for a variety of purposes and diverse learners.



MRS: 35, 37, 42 MEES 1.1.8, 1.1.9, 1.1.13, 1.8

• Plan for strategies to include children’s families as partners in the literacy development of their children.

• In-Class Critical Response Entries MS: 44

• Use digital resources for professional development and instruction.

• e-Portfolio of Reading Comprehension Strategies

MEES: 1.1


V. OUR COURSE AS A COMMUNITY OF LEARNERS

The methods of instruction in this class are informed by theories of social constructivist teaching and learning. Students in this course are not positioned as passive learners, or “sponges,” who simply “soak up” knowledge from lectures. The instructor is not positioned as the sole source of knowledge. Instead, we will be a community of learners who construct knowledge through shared commitment to teaching, collaboration in purposeful activities, shared inquiry, dialogue, and a commitment to improving our teaching practice. In order to support teaching candidates’ active construction of deep understanding, this course is structured as an interactive seminar with hands-on clinical experiences at the heart. Discussion, both as a whole class and in small groups, will play a major role in our community of learners.

VI. COURSE TEXTS AND TOOLS

Required Professional Texts

Duke, N.K. (2014). Inside information: Developing powerful readers and writers of informational text through project-based instruction. New York, NY: Scholastic.

Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for

understanding and engagement (2nd ed.). New York, NY: Stenhouse.

Required Digital Resources

Council of Chief State School Officers. (2011). InTASC model core teaching standards: A resource for state dialogue. Washington, DC: Author. Available at http://www.ccsso.org/Resources/Publications/InTASC_Model_Core_Teaching_Standards_A_Resource_for_State_Dialogue_(April_2011).html

Michigan Department of Education curricula for K-5 subject areas. Available at http://www.michigan.gov/mde/0,4615,7-140-28753_64839_65510---,00.html

National Governors Association for Best Practices, & Council of Chief State School Officers. (2010). Common core state standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: National Governors Association for Best Practices & Council of Chief State School Officers. Retrieved from hhttp://www.corestandards.org/ELA-Literacy/.

Additional required texts and multimedia will be made available as digital links in the course syllabus and PDFs through the course Blackboard site.


Required Digital Tools & Technology Support

• If you’re able to bring a laptop or tablet to bring to class weekly, it will be a helpful tool for in-class activities and discussions.

• You will need to gather digital artifacts for various assignments; these will include digital photographs, videos, and/or audio files. You may do this with a smart phone, iPad, tablet, etc. If you need support with these technologies, please contact Computing & Information Technology (C&IT) Help Desk via their website http://computing.wayne.edu/helpdesk/ or by phone (313) 577-4778.

• You will need a membership to website hosting platform of your choice for your College of Education e-portfolio. Many sites offer free memberships; examples include, but are not limited to, www.weebly.com, www.wix.com, www.googlesites.com, and www.wordpress.com.

• Students will be expected to use Dropbox (www.dropbox.com) and Blackboard (www.blackboard.wayne.edu) in order to access course documents, assignments, and announcements.

VII. ATTENDANCE AND ACTIVE PARTICIPATION IN OUR COMMUNITY OF LEARNERS

We need to be here every week engaging with, supporting, and challenging each other’s thinking in order to have a vibrant classroom community. Attendance is important because dialogue, group activities, and shared inquiry are powerful tools for learning throughout the course. It is expected that we will all come to class having read the weekly texts and ready to actively participate with responses to the readings, questions, and critical thinking.

Important Note on Class Absences

Every absence or tardy means that you will be unable to earn full participation points for the class; this will result in the lowering of your grade for the course, as will lack of participation during class. Please note that three (3) or more absences during the semester will result in failure of the course. This is not about a policy to play “gotcha,” but because the course is taught as an interactive seminar, not a lecture. Excessive absences indicate that you need to take the course another semester when you’re able to engage more fully in it.

In the Rare Event You Need to Miss a Class Seminar

We’re committed to being here for every class; however, life sometimes intervenes in unexpected ways. It’s a good idea to exchange contact information with several classmates at the beginning of the course so that, in the event of an absence, you will have a few people to contact about sharing notes, handouts, updates on homework assignments, etc. Please do not email me asking, “What did I miss in class?” as it is your responsibility to seek out notes, handouts, resources, etc. in order to get yourself caught up. After you have had a chance to read through the class notes and materials, I’ll be happy to meet with you to discuss anything you’d like to explore more in-depth.

In the Event You Can’t Avoid Missing Our Clinical Work with the Children at Douglass

We are committed to consistent attendance, punctuality, and dependability at our school partner site. We know that when teachers plan for us to be there to work with students, it can present a hardship to them if we must be absent. However, life sometimes intervenes in unexpected ways and there may be a day where you may not be able to be at the school; this should be an extremely rare occurrence in our class. As a school principal at another building once told us, “If a volunteer isn’t going to be dependable to show up every week on time, then it’s better they don’t come at all to our school.” The key takeaway here is: be dependable, show up every week


on the planned day, be prepared, and be on time. This is a professional context: professional behavior and dispositions are expected. The mentor teacher and students are counting on you. Our community of learners is committed to being at Frederick Douglass with the middle school students, but life sometimes intervenes in unexpected ways. Just as you will be responsible for a substitute teacher in your own classroom when you need to be out of school, in the event of your absence from our clinical time at Douglass, you’re responsible for making arrangements with a classmate to take your student(s) into his/her instructional group for that day. This will mean you need to contact your colleague before our clinical work begins that day in order to get get any necessary lessons and materials to him/her. It is your responsibility to make sure that your colleague and the middle school students in your group have what they need for the session. After you’ve made the appropriate arrangements with a colleague, please contact the instructor to him/her know you won’t be there, but that you’ve taken care of things and made arrangements. Religious Observance Policy

Because of the extraordinary variety of religious affiliations represented in the University student body and staff, the Wayne State University calendar makes no provision for religious holidays. It is University policy, however, to respect the faith and religious obligations of the individual. Students who find that their classes or examinations involve conflicts with their religious observances are expected to notify their instructors well in advance so that alternative arrangements as suitable as possible may be worked out.

VIII. FEEDBACK TO CANDIDATES AND EVALUATION OF CANDIDATES’ LEARNING

Mastery Learning

This course emphasizes mastery learning. Written work will be developed through a professional writing workshop model, with revision at the heart of this process. Because each assignment serves as an important tool for constructing deeper understanding about literacy, instruction, and assessment, all assignments must be complete in order for you to receive a passing grade for the course.

ASSIGNMENTS Points Possible

A. Active Participation in Our Community of Learners 50

B. In-Class Critical Responses and Activities (10 written response x 20 pts. each) 200

C. Clinical Work in a Middle School Classroom in Detroit 150

D. Clinical Teaching Reflections (6 written reflections x 20 pts. Each) 120

E. Modeling and Dialogue on Reading Comprehension Strategy 50

F. e-Portfolio of Reading Comprehension Strategies 130

TOTAL POINTS 700


Assignment Scoring Rubrics

Each of the course assignments is described in detail later in the syllabus, including a scoring rubric. Each rubric indicates one overall score, but is broken down into detailed scoring by criteria. The goal is for students to self-evaluate their work meaningfully and to allow the instructor to provide focused feedback.

Teacher Education Division Grading Policy

Teacher Education Division faculty members strive to implement assessment measures that reflect a variety of strategies in order to evaluate a student's performance in a course. For undergraduates and post-bachelor students, C grades will be awarded for satisfactory work that satisfies all course requirements; B grades will be awarded for very good work, and A grades will be reserved for outstanding performance. For graduate students, B grades will be awarded for satisfactory work that satisfies all course requirements; B+, grades will be awarded for very good work, and A grades will be reserved for outstanding performance. Please note that there is a distribution of grades from A-F within the College of Education and that plusses and minuses are recorded and distinguish distinct grade point averages.

Undergraduate Grading Scale Percentages & Letter Grades

A = 93 – 100 B- = 80 – 82 D+ = 69-67 A- = 90 – 92 C+ = 77 – 79 D = 66-64 B+ = 87 – 89 C = 73 – 76 D- = 63-60 B = 83 – 86 C- = 72-70 F = 59 or below

Graduate Grading Scale Percentages & Letter Grades

B+ = 87 – 89 C+ = 77 – 79 A = 93 – 100 B = 83 – 86 C = 73 – 76 A- = 90 – 92 B- = 80 – 82 F = 72% or below

Note on Incomplete Grades

The mark of "I" (Incomplete) is given when a student has not completed all the work for a class and it is determined by the student and the course instructor that the student will be unable to complete the work prior to the date that semester course grades are due to be submitted to the university. Please note that instructors have the right to make the final decision about awarding an “Incomplete.” The use of the grade of Incomplete (“I”) is not routine and is limited to only those extreme circumstances that cause disruptions that are beyond the student’s control so that s/he could not complete the required course work by the end of the semester.

Withdrawal Grades

• WP will be awarded if the student is passing the course (based on work due to date) at the time the withdrawal is requested.

• WF will be awarded if the student is failing the course (based on work due to date) at the time the withdrawal is requested.

• WN will be awarded if no materials have been submitted as a basis for a grade.


Plagiarism Wayne State University’s Libraries have created a helpful resource for understanding and avoiding plagiarism: http://library.wayne.edu/blog/instruction/tag/plagiarism/ The official University policy regarding plagiarism can be found on the Dean of Student’s website: http://www.doso.wayne.edu/academic-integrity.html. Academic misbehavior means any activity that tends to compromise the academic integrity of the institution or subvert the education process. All forms of academic misbehavior are prohibited at Wayne State University, as outlined in the Student Code of Conduct. Students are expected to be honest and forthright in their academic studies. Students who commit or assist in committing dishonest acts are subject to downgrading and/or additional sanctions as described in the Student Code of Conduct. Faculty and students are responsible for knowing the different forms of academic dishonesty as well as for being aware of the Student Code of Conduct.

IX. ASSIGNMENTS & SCORING RUBRICS

A. Active Participation in Our Community of Learners

We need to be here every week engaging with, supporting, and challenging one another in order to have a vibrant classroom community. Attendance is important because dialogue, group activities, and shared inquiry are powerful tools for learning throughout the course. It is expected that we will all come to class having read/viewed/listened to the course texts and ready to actively participate with discussions, questions, and critical thinking. This kind of participation is often evidenced by the following behaviors:

• Being active and contributing members of discussions and activities, whole class and small group • Sharing our experiences/perspectives relevant to course content and discussion topics • Asking for assistance and/or clarification when we need it • Following up on others’ questions/comments with probing questions for deeper understanding and

critical thinking • Engaging in respectful, civil dialogue, even when we disagree with one another • Taking notes on important information • Contributing to the lesson/discussion/activity at hand, not side conversations that distract classmates

from learning • Using personal computers, electronic devices, and smart phones to engage in the class, not

disengage

Criteria Distinguished 50-48 points

Proficient 47-34 points

Basic 33-22 points

Unsatisfactory 21-0 points

Critical Thinking

Is actively engaged in class meetings. Contributes consistently to class dialogue and activities with substantial critical thinking.

Is actively engaged in class meetings. Contributes often to class dialogue and activities, sometimes at critical thinking levels.

Is sometimes engaged in class meetings. Contributes infrequently to class dialogue and activities, rarely at critical thinking levels.

Is disengaged from class meetings. Does not contribute to dialogue and activities. Disengages from class with distracting use of technology.

Collaboration Contributes consistently and in-depth in small group activities and/or work with partner.

Contributes consistently in small group activities and/or work with partner.

Contributes minimally in small group activities and/or work with partner.

Does not contribute to small group activities and/or work with partner.

Preparation

Comes prepared with readings, written work, and materials.

Comes prepared with readings, written work, and materials.

Comes partially prepared with readings, written work, and/or materials.

Not prepared with readings, written work, and/or materials.


B. In-Class Critical Response Entries

Throughout the course, we will engage with a variety of texts relevant to course content. One tool for constructing richer meaning from these texts will be in-class written critical responses. These responses will not be mere summaries of the texts. The goals are to: a) evidence your engagement with and critical thinking about the ideas presented in the texts; b) make connections to your clinical work in an urban school; and c) make connections to your developing teaching practice as an urban educator. You will select 10 of these graded entries to count at the end of the course toward your final grade. Entries are completed as part of in-class discussions and activities; therefore, they may not be “made up” in the event of an absence. The rubric below will be used to assess each entry. Note that spelling, grammar, and mechanics are not graded for these entries because they are a form of “quick writes” to stimulate and evidence understanding; they do not serve as formal pieces of academic writing.



Basic 13-12 points


Critical Thinking

Evidences substantial critical thinking and substantial engagement with ideas suggested by the course texts

Evidences critical thinking and engagement with ideas suggested by the course texts

Evidences critical thinking in some portions and very limited engagement with ideas suggested by the course texts

Does not evidences critical thinking or engagement with ideas suggested by the course texts

Connections Draws rigorously upon specific examples from these texts Connects extensively to our clinical work in an urban school and effective literacy education, with numerous, specific examples

Draws upon examples from these texts Connects to our clinical work in an urban school and effective literacy education, with multiple, specific examples

Draws upon these texts vaguely, without examples Connects to our clinical work in an urban school and effective literacy education with specific examples

Does not draw upon these texts Does not connect to our clinical work in an urban school or effective literacy education with specific examples

Professional Writing

Because in-class critical responses are a form of quick-writes to engage and evidence thinking informally for in-class discussions and activities, the focus is on the content. Grammar, mechanics, and spelling will not be scored for these entries. However, careful attention will be paid to other forms of writing in the course.

C. Clinical Work in Middle School Content Area Literacy

Learning to teach is best learned in the context of authentic practice, not by simply reading about it in textbooks. In order to learn about literacy as a tool for reading comprehension, writing, and social justice, and to do so in an authentic context, we will be engaged in clinical work at Frederick Douglass Academy for Young Men, Detroit Public Schools Community District. You will work with a small group of middle schoolers for content area literacy lessons. While you are working with your group of students, I will be circulating, providing feedback, and coaching you. In between sessions with the students, our university class will co-plan for the next meeting with them and practice together some of the language, activities, and instructional moves that will support your success in teaching. We will invite Douglass teachers and staff to be an active member of our university course community of learners. The literacy work at Douglass is in collaboration with the Campaign for Black Male Achievement (https://blackmaleachievement.org); we will connect with representatives from the organization during the course.

Think of this as an educational rotation, similar to how medical school interns participate in numerous rotations to develop skills in different areas of medicine under the tutelage of experienced practitioners. Our clinical work together for this course will focus on teaching


middle school students to use multiple modes of literacy as they engage with informational texts in a project-based model. This clinical work will mean adding new tools to your teaching tool belt and will challenge you to learn and grow professionally. You will use clinical tools such as observational records and digital videos of your teaching practice to engage in teaching self-study and professional growth.

Criteria Distinguished 150-135 pts.

Proficient 134-120pts.

Basic 119-90 pts.

Unsatisfactory 89-0pts.

Professional Preparedness

Comes prepared with all materials and plans for clinical work. Prepared work is of a professional quality.

Comes prepared with all materials and plans for clinical work. Prepared work needs some improvement in quality.

Comes prepared with all materials and plans for clinical work; however, prepared work needs substantial improvement in quality.

Does not come prepared with all materials and plans for clinical work. OR unacceptably low quality of prepared work.

Professional Collaboration & Initiative

Collaborates rigorously with peers and instructor. Takes strong initiative and follows through will all responsibilities.

Collaborates with peers and instructor. Takes initiative and follows through will all responsibilities.

Collaborates minimally with peers and instructor. Takes little initiative and doesn’t follow through will all responsibilities.

Does not collaborate with peers and/or instructor. Does not take initiative and/or follow through will all responsibilities.

Professional Dispositions

Engages with teachers, staff, families, and students in highly professional and constructive manner in all interactions.

Engages with teachers, staff, families, and students in professional and constructive manner in all interactions.

Engages with teachers, staff, families, and students in professional and constructive manner in most interactions.

Engages with teachers, staff, families, and students in unprofessional and/or unconstructive manner.

Professional Reflection

Contributes substantially, and with critical thinking, to collegial reflective dialogue following work in classrooms.

Contributes consistently to collegial reflective dialogue following work in classrooms; however, contributions are not substantial and/or reflective or critical thinking.

Contributes minimally to collegial reflective dialogue following work in classrooms.

Does not contribute to collegial reflective dialogue following work in classrooms.

Professional Attendance

Arrived for every scheduled session. Arrived early for every scheduled session in order to prepare in advance of start time with the students.

Arrived for every scheduled session. Arrived just in time for scheduled sessions to begin with students.

Arrived for vast majority of scheduled sessions; gave advance notice of any absence. Arrived on time for vast majority of scheduled sessions; was no more than 5 minutes late for 1-2 sessions.

Did not arrive for every scheduled session; did not give notice of an absence. Arrived more than 5 minutes late for than three (3) sessions; OR arrived more than 15 minutes late for two (2) sessions.

D. Clinical Reflections on Teaching Practice

On Thursdays, following your work in the middle school classroom, you will take a few minutes to write observational records about what has happened in the classroom with your group of students that week; these notes will help you write a formal reflection for each week of clinical work. These 5 reflections should serve as a vehicle for you to consider: 1) students’ successes and struggles, as based on evidence and data from the week; 2) ways you actively engaged students with informational texts, literacy tools, and literacy as a tool for social justice; 3) new understandings you’re constructing about literacy teaching and learning; 4) connections to course readings and discussions; and 5) things you’re still wondering about or puzzling over.

Criteria Distinguished 20-18

Proficient 17-14

Basic 13-12

Unacceptable 11-0

Observations About Learners’ Successes and

Rich and detailed observations about students’ successes

Multiple observations about students’ successes and

An observation about students’ success and

Lacks observations about students’ successes and


Struggles with Informational Texts

and struggles; supported rigorously by evidence and data

struggles; supported strongly by evidence and data

struggle; supported by evidence and data

struggles; OR lacking evidence or data

Observations About Engaging Learners

Rich and detailed observations about ways in which you actively engaged students with the content

Multiple observations about ways in which you actively engaged students with the content

An observation about ways in which you actively engaged students with the content

Lacks observation about ways in which you actively engaged students with the content

Professional Growth: Looking Ahead to Constructing New Understandings

Rigorous, in-depth discussion of new understandings you’re constructing about literacy as a tool for learning in the content areas

Discussion of new understandings you’re constructing about literacy as a tool for learning in the content areas

Little discussion of new understandings you’re constructing about literacy as a tool for learning in the content areas

Does not discuss new understandings you’re constructing about literacy as a tool for learning in the content areas

Connections to Course Content

Rich and detailed connections to course readings and seminar discussions

Multiple connections to course readings and seminar discussions

A connection to course readings and seminar discussions

Does not make connection to course readings and seminar discussions


It is expected that the writing throughout the assignment will follow the conventions of spelling, grammar, and mechanics appropriate for the academic English required of teachers. Points may be deducted for these errors. However, if the assignment needs substantial improvement in these areas, it will not be accepted for grading.

E. Modeling and Dialogue on Reading Comprehension Strategy

With a teaching colleague you will select one of the reading comprehension strategies on which we will focus in the course (see list below) and sign up to co-facilitate a discussion and modeling of a lesson on how to teach this strategy to students. This will be an interactive modeling, during which you engage our community of learners as active participants. The goal is for us to all engage in thinking deeply about each of the reading strategies and how to teach them, not simply for the class to sit through presentations; the modeling will be highly interactive and dialogic, as is our regular course seminar. You and your teaching colleague will be responsible for uploading documents and handouts for your activity to our course Dropbox folder before class and having all physical materials you need ready. I have things like chart paper, markers, scissors, trade books, etc. that you can borrow from my office; you just need to make arrangements in advance. We will all have our digital of devices in class, so we will be able to access things you put in Dropbox and you can (and should) make technology a seamless part strategy lesson as much as possible.



Basic 33-22 points


Description of Strategy

Is accurate, very detailed, and summarized in a way that will allow teachers and/or students to work easily from the resources and presentation as a guide

Is accurate, detailed, and summarized in a way that will allow teachers and/or students to work easily from the resources and presentation as a guide

Is mostly accurate, but lacks details, and is summarized in such a way that it be challenging for teachers and/or students to work from the resources and presentation as a guide

Is accurate, detailed, and summarized in a way that will allow teachers and/or students to work easily from the resources and presentation as a guide

Metacognition Strongly emphasizes metacognition (“name it and claim it”) to support students’ independent use of the strategy

Emphasizes metacognition (“name it and claim it”) to support students’ independent use of the strategy

Little emphasis on metacognition (“name it and claim it”) to support students’ independent use of the strategy


Graphic Organizer

Provides a well-designed tool (such as a graphic organizer) for using the strategy

Provides a tool (such as a graphic organizer) for using the strategy

Provides a tool (such as a graphic organizer) for using the strategy, but the tool may not be well-developed





F. e-Portfolio of Reading Comprehension Strategies

Throughout the course and in our clinical work together you will be learning about, practicing, and implementing various literacy strategies that support student’s reading comprehension. You will select 8 of these comprehension strategies that you believe have the potential to be most relevant to your future teaching practice. You will add a section about content area reading comprehension strategies to your WSU teaching candidate e-portfolio in order to: 1) evidence of your learning in this course; 2) provide an authentic artifact for your WSU program portfolio; 3) provide an authentic artifact for a job interview; and 4) have a future tool for your own teaching. Because this addition to your e-portfolio is intended to serve multiple purposes and to be an authentic tool for you, there is tremendous flexibility in how you choose to design it. The goal is to use the technology as a means of conveying and sharing literacy strategies that support reading comprehension. While the project needs to be professional in design, the content is the most important part.

Criteria Distinguished

130-117 points

Proficient

116-104 points

Basic

103-78 points

Unacceptable

77-0 points

Description of Each Strategy

Is accurate, very detailed, and summarized in a way that will allow teachers and/or students to work easily from the document as a guide

Is accurate, detailed, and summarized in a way that will allow teachers and/or students to work easily from the document as a guide

Is mostly accurate, but lacks details, and is summarized in such a way that it be challenging for teachers and/or students to work from the document as a guide

Is accurate, detailed, and summarized in a way that will allow teachers and/or students to work easily from the document as a guide

Metacognition Strongly emphasizes metacognition (“name it and claim it”) to support students’ independent use of the strategy


Little emphasis on metacognition (“name it and claim it”) to support students’ independent use of the strategy


Graphic Organizer


Provides a tool (such as a graphic organizer) for using the strategy

Provides a tool (such as a graphic organizer) for using the strategy, but the tool may not be well-developed


Professionalism All parts are of a professional quality so that they can be used as an authentic classroom teaching tool and as part of your professional portfolio

All parts are of a professional quality so that they can be used as an authentic classroom teaching tool and as part of your professional portfolio

Most parts are of a professional quality so that they can be used as an authentic classroom teaching tool and as part of your professional portfolio, but many parts need revision

Needs substantial revision throughout in order to be of a professional quality for authentic use as a classroom teaching tool and as part of your professional portfolio




X. ADDITIONAL COURSE INFORMATION

Supporting You as a Learner in This Course It is my hope that all students will be successful in this course, and I will work hard to both challenge and support you as a learner. If you require special support, please discuss this with me at the beginning of the course. Please feel free to set up a time to meet with me and discuss this in private. If you have a documented disability that requires accommodations, you will need to register with Student Disability Services (SDS) for coordination of your academic accommodations. SDS’ mission is to assist the University in creating an accessible community where students with disabilities have an equal opportunity to fully participate in their educational experience. SDS will work with you to complete official paperwork you need for course accommodations. Their office is located in room 1600 of the Undergraduate Library. You can reach them at (313) 577-1851 or (313) 577-3365 (TDD only), or find them online at http://studentdisability.wayne.edu. Please be aware that a delay in getting an official accommodation letter may hinder the availability or facilitation of accommodations in a timely manner; it is in your best interest to meet with SDS as early in the semester as possible. Support for Academic Writing

Writing Center: The Wayne State University Writing Center is a wonderful resource for students who would like some additional support with their academic writing. If you would like more information about scheduling a writing tutor, you can reach the center at (313) 577-2544, or make an appointment online at: http://clas.wayne.edu/writing/OnlineSchedulingInstructions

The Warrior Writing Research and Technology Zone: The WRT Zone (2nd floor, Undergraduate Library) provides individual tutoring consultations, research assistance from librarians, and technology consultants, all free of charge for graduate and undergraduate students at WSU. The WRT Zone serves as a resource for writers, researchers, and students’ technology projects. Sessions are run by undergraduate and graduate tutors, last up to 50 minutes, and tutors will work with students from initial idea development for an assignment all the way to the final draft of the assignment. Tutoring sessions focus on a range of activities in the writing process – considering the audience, analyzing the assignment or genre, brainstorming, researching, writing drafts, revising, editing, and preparing documentation. The WRT Zone is not an editing or proofreading service; rather, tutors work collaboratively with students to support them in developing relevant skills and knowledge, from developing an idea to editing for grammar and mechanics.

Support for Written Academic English

There are many dialects of spoken and written English, and no particular dialect should be considered more valid than another. However, as future teachers, you will be responsible for supporting all of your students in developing skills in reading and writing academic English, sometimes called Standard American English (SAE). As teachers, we must be fluent in oral and written SAE ourselves. In order to support this, all assignments for this course must be written in SAE, with careful attention to grammar, mechanics, and spelling. If you need any help writing in this dialect, the Writing Center resources (listed paragraphs) are places for additional support. Support for Professional Electronic Communication There are a variety of discourses (ways of using language and symbols) for electronic communications, and each is appropriate for its context and purpose. For example, the spelling, capitalization, and punctuation of texting is not “bad” English. Writing without the use of


standard spelling, capitalization, or punctuation is completely appropriate for texting. Things like “ttyl” or “brb” are the norm in that context and for its purposes. In fact, writing out “Talk to you later” or “I’ll be right back” would be odd in a text message. With that being said, it is important to realize the differences between informal written discourse and professional written discourse. This course is a professional setting, and in professional settings, like P-12 schools, people are expected to use a professional writing style. This means that e-mails written to your professors and mentor teachers should not resemble text messages. They should be similar in style, format, and content to the kinds of e-mails that you will send in your professional career as an educator. This doesn’t mean that e-mails need to be excessively formal, but they do need to be professional. Consider this helpful practice for your future professional communications as a teacher.

Other Support Pursuing a university education is an exciting time in one’s life, but it can also be stressful. If you would like support, the University’s Counseling and Psychological Services (CAPS) provides free and confidential counseling for registered students. You can reach them during daytime hours at (313) 577-3398, and through their CAPS After Hours Crisis Line at (313) 577-9982 during evenings, weekends, and holidays. They are located at 5221 Gullen Mall, Room 552 Student Center Building. Their website is http://www.caps.wayne.edu. Their motto is “We are here if you need to talk... about anything.”

XI. ADDITIONAL RESOURCES

Optional Resources for Learning More About Effective Literacy Instruction

Dorfman, L.R., & Cappelli, R. (2007). Mentor texts: Teaching writing through children’s literature, K-8. Portland, ME: Stenhouse.

Dorfman, L.R., & Cappelli, R. (2009). Nonfiction mentor texts: Teaching informational writing through children’s literature, K-8. Portland, ME: Stenhouse.

Opitz, M.F., & Rasinski, T.V. (2008). Good-bye round robin reading: 25 effective oral reading strategies (Updated ed.). Portsmouth, NH: Heinemann.

Optional Resources for Learning More About Urban Education and Teaching for Social Justice

Ayers, W., Ladson-Billings, G., Michie, G., & Noguera, P.A. (2008). City kids, city schools: More reports from the front row. New York, NY: The New Press.

Delpit, L. (2006). Other people’s children: Cultural conflict in the classroom. New York, NY: The New Press.

Delpit, L. (Ed.). (2008). The skin that we speak: Thoughts on language and culture in the classroom. New York, NY: The New Press.

Edmin, C. (2017). For White folks who teach in the hood… and the rest of y’all too. Boston, MA: Beacon Press.

Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American children (2nd ed.). Hoboken, NJ: Wiley, John & Sons.


XII. COURSE CALENDAR

The goal of the course is not to simply “cover” material. Effective teachers know that students construct understanding. The goal is to facilitate critical thinking, problem solving, and deep content understanding as related to the effective teaching and learning of language arts. Given this goal, it is important that the course instructor is responsive to students’ ongoing understandings and instructional needs; this may mean slight modifications to the course calendar throughout the semester.

Date Readings, Digital Media, & Assignments to Complete Before This Class Meeting Texts or media listed in this column must be read/viewed/listened to BEFORE class.

Guiding Questions & Topics for In-Class Discussions, Activities, Readings, Texts, Digital Media Texts or media listed in this column will be read/viewed/listened to during class.

Class 1 Thursday May 11 Meet WSU COE Room 200

Welcome to our class community of learners! I’m so excited to have you here!

• Teaching apprentice information sheets • Introductions • Course overview: power of a clinical model • Identifying our strengths and areas of needs as literacy educators • What is reading comprehension and how do we teach it? • Stepping into clinical work: I Notice / I Wonder “How Do We Talk About Poverty in Schools?” from Edutopia http://www.edutopia.org/blog/educators-need-understand-about-poverty-william-parrett-kathleen-budge?utm_source=twitter&utm_medium=socialflow%20

Class 2 Tuesday May 16 Frederick Douglass Academy

Bring: Common Core State Standards; bring to every class meeting now Bring: copy of content area grade level curriculum to every class meeting now Digital reading from Blackboard

Clinical Work in Content Area Literacy: session 1 • What makes the comprehension and composition of informational

text different than other kinds of text? How might factors related to educational equity/opportunity gaps impact this?

• Role of informational text in children’s lives in and out of the classroom. How do children learn to read/write informational text?

• CCSS shift away from a genre focus to emphasis on critical thinking about and across texts

• Literacy as currency, capital, and life Class 3 Thursday May 18 Frederick Douglass Academy

Due: upload to class DB folder a literacy lesson plan you’ve previously designed; upload to DB folder titled “Apprentices’ Previous Lesson Plans” Due: plans & materials for clinical session Digital reading from Blackboard

Clinical Work in Content Area Literacy: session 2 • Weaving together standards, curriculum, materials, instruction,

and assessment for meaningful teaching and learning • How do we plan for meaningful, effective literacy instruction? • Backward design, UbD • WSU framework for effective instructional design • Literacy as currency, capital, and life • Culturally sustaining pedagogy for literacy


Duke ch. 1 Strategies ch. 1-2 Due: plans & materials for clinical session Due: Clinical Reflection #1

Clinical Work in Content Area Literacy: session 3 • Reading is thinking. • Reading is strategic. • Culturally sustaining pedagogy for literacy • Reading tasks, activities, and strategies are not synonymous. • Project-based literacy instruction: power & potential

Class 5 Thursday May 25 Frederick Douglass Academy

Duke ch. 2 Strategies ch. 3 select pages Strategies ch. 4 select pages Strategies ch. 5 select pages Due: plans & materials for clinical session

Clinical Work in Content Area Literacy: session 4 • Elements of effective comprehension instruction • Scaffolding reading comprehension • Explicit comprehension instruction • Selecting texts for comprehension instruction • Project-based literacy instruction: informational units


Duke ch. 3 Strategies ch. 6 Due: plans & materials for clinical session Due: Clinical Reflection #2

Clinical Work in Content Area Literacy: session 5 • Reading Strategy: Monitoring Comprehension • Project-based literacy instruction: the launch


Class 7 Thursday June 1 Frederick Douglass Academy

Duke ch. 4 Strategies ch. 7 Due: plans & materials for clinical session

Clinical Work in Content Area Literacy: session 6 • Reading Strategy: Activating Background Knowledge • Reading Strategy: Making Connections • Project-based literacy instruction: reading and research

Class 8 Tuesday June 6 Frederick Douglass Academy

Duke ch. 5 Strategies ch. 8 Due: plans & materials for clinical session Due: Clinical Reflection #3 Due: very early draft e-Portfolio of reading comprehension strategies

Clinical Work in Content Area Literacy: session 7 • Reading Strategy: Questioning • Project-based literacy instruction: writing and research • Informal feedback on e-portfolio very early drafts


Duke ch. 2, 3, 4, 5 Strategies ch. 3 select pages Strategies ch. 4 select pages Strategies ch. 5 select pages Strategeis ch. 6 Due: plans & materials for clinical session

Clinical Work in Content Area Literacy: session 8 • Elements of effective comprehension instruction • Scaffolding reading comprehension • Explicit comprehension instruction • Selecting texts for comprehension instruction • Project-based literacy instruction: informational units; the launch;

reading and research; writing and research • Reading Strategy: Monitoring Comprehension (modeling)


Duke ch. 6, 7 Strategies ch. 11 Due: plans & materials for clinical session Due: Clinical Reflection #4

Clinical Work in Content Area Literacy: session 9 • Project-based literacy instruction: presentation and celebration • Project-based literacy instruction: revising and editing • Ion • Reading Strategy: Summarizing (co-constructing)


Duke ch. 8 Due: plans & materials for clinical session

Clinical Work in Content Area Literacy: session 10 • Project-based literacy instruction: managing it


Strategies ch. 8 Strategies ch. 10 Due: plans & materials for clinical session Due: Clinical Reflection #5

Clinical Work in Content Area Literacy: session 11 • Reading Strategy: Questioning • Reading Strategy: Determining Importance in Text • Checking in on e-portfolios: What is your professional narrative? • Reflecting on our clinical work and professional growth • Sign up for e-portfolio feedback 1:1 with Leah


Strategies ch. 7, 9 Due: note of encouragement to students whom you’ve mentored Due: thank you note for Principal Greer

Clinical Work in Content Area Literacy: session 12 • Reading Strategy: Activating Background Knowledge • Reading Strategy: Making Connections • Reading Strategy: Visualizing • Reading Strategy: Inferring • Reading Strategy: Synthesizing Information


Words Their Way Mastering the Mechanics Due: full draft e-Portfolio of reading comprehension strategies Due: Clinical Reflection #6

Clinical Work in Content Area Literacy: session 13 • Spelling instruction in meaningful contexts • Teaching grammar, mechanics, and conventions in meaningful

contexts • Honoring linguistic diversity

OPTIIONAL FEEDBACK MEETING Thursday June 29 WSU COE room 221 Dr. van Belle’s office

Due: revised e-portfolio is reading comprehension strategies NOTE: Everyone’s final e-portfolio is due on this date; this is not optional. What is optional is the 1:1 feedback and coaching conversation with Dr. van Belle. Hopefully, all teaching candidates will sign up for a meeting!

• Individual conferences with Dr. van Belle to review final e-portfolio

• Final coaching conversation related to clinical practice and future professional growth and goal-setting

COURSE SYLLABUS Course Credits: Spring 2017 Warren...

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