Instructor:  Dr. Pam Petty                                              Office:  TPH 363
Office Phone:  270-745-2922                                     Email:  pam@pampetty.com
Home Phone:  615-735-9198                                     Campus Email:  pamela.petty@wku.edu

Homepage:  http://www.pampetty.com 

Office Hours:  Tues and Thurs mornings; by appointment
Electronic Hours:  Evenings 7:00- 10:00 
 Course Calendar (tentative)

HIGHLIGHTS in YELLOW refer to options for MAY 2005

Rationale:  This course will provide elementary education majors with an introduction to reading and writing concepts appropriate for primary and middle grade children.  The content will include exposure to teaching methods, materials, and resources necessary to effectively teach reading and writing to all students.

Prerequisites:  ELED 250, PSY 310

Textbooks:  (2)

Teaching Reading in Today's Elementary Schools, 8th ed
Burns, Paul C.
Roe, Betty
Smith, Sandra
ISBN: 0618169814 © 2002

On-line materials for the text:  http://college.hmco.com/education/burns/teach_read/8e/students/index.html 
These resources include:    

Graphic Organizers Get helpful notes about the contents of each chapter using our interactive Graphic Organizers!	Web Links Included here are web links relating to the topics found in your text to enrich your understanding of literacy development.
Chapter Summaries Summaries of each chapter can be found here for easy reference and review.	Chapter Objectives Use the Chapter Objectives to help you review the key points from each chapter.
Self-Testing Site for Literacy Test yourself on your knowledge of literacy development with our ACE multiple choice tests! Questions are drawn from the Burns/Roe/Smith text as well as other Houghton Mifflin literacy texts.

The Teacher's Guide to the Four Blocks: A Multimethod, Multilevel Framework for Grades 1-3
by Patrica M. Cunningham, Dorothy P. Hall, Cheryl M. Sigmon, Carson-Dellosa Publishing Company
 

  Graphic Organizer of Course:  This graphic organizer show the tasks (assignments).

Course Objectives and Assessment:  Teacher education students can demonstrate knowledge of reading and writing concepts and developmentally appropriate instruction by providing evidence for each of Kentucky's New Teacher Standards (NTS):

            I.        Designs/plans instruction
            II.      Creates/maintains learning climates
            III.     Implements/manages learning climates
            IV.    Assesses and communicates learning results
            V.     Reflects/evaluates teaching/learning
            VI.    Collaborates with colleagues/parents/others
            VII.   Engages in professional development
            VIII.  Knowledge of content
            IX.    Technology 

Course Disposition(s) Statement:

The teacher appreciates individual variation within each area of development, shows respect for the diverse talents of all learners, and is committed to help them develop self-confidence and competence.

The teacher believes that all children can learn at high levels and persists in helping all children achieve success.

The teacher recognizes the power of language for fostering self-expression, identity development, and learning.

The teacher values ongoing assessment as essential to the instructional process and recognizes that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning.

Critical Student Performances:

Designing and Implementing Literacy Instruction
Shared Book Experience
Examining Contextual Factors in Literacy Development

Instructional Methods and Activities:

Lecture, demonstrations, discussion, group work, reading, written assignments, Web-supported, field experiences

Special Instructional Materials:

Computer disks, bookmaking materials, handwriting papers, children's literature; portable file case , hanging folders, hanging folder tabs, file folders

ELED Core Objectives
MGE Core Objectives 
Supporting Objectives 

Course Topics:

        Overview of Reading Process
        Writing Process
        Language Arts Integration
        Vocabulary
        Word Identification
        Literature Response Activities
        Assessment
        Technology

Required Components (Written work must be stored electronically for portfolio):

Task 1: Field Experience (10 hours) 

    a. Me Box (or About Me PPT - MAY 2005)
    b. Shared Literature Experience
    c. Handwriting
    d. Examining Contextual Factors in Literacy Development 
    e. Designing and Implementing Literacy Instruction and Language Arts Integration

Task 2:  Personal Literacy Development

    a. Literacy Vignette (Examine your own personal literacy development) demonstrating the ability to perform the following language arts skills and connect to how these skills are taught in the elementary grades:

• Develop and produce a personal narrative

• Maintain consistency of tone

• Structure ideas and arguments in a sustained and logical fashion

• Use precise language, including action verbs, sensory detail, appropriate modifiers, and active voice

• Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, or case study)

• Clarify and defend position with precise and relevant evidence, facts, opinions, quotations, etc.

• Address readers' concerns, counter claims, biases and expectations

• Write a bibliography for research paper adhering to designated style manual

• Continue practicing interpretive writing skills

• Become more fluent in writing by frequent formal and informal writing practice
  MAY 2005 - You may select to do one of the following instead of a formal paper:

  • "storytelling" of your literacy vignette (with props)

  • PowerPoint Presentation of your literacy vignette

    b. Critical Reading
    c. Writing Process and becoming a member of a writing community, including:

• Have an awareness of audience and purpose

• Understand and apply process writing, including:

• Prewriting techniques, such as note-taking, brainstorming, mapping

• Selecting appropriate form/genre

• Organizing ideas

• Drafting

• Revising

• Editing

• Final draft production

• Understand issues of plagiarism and learn to avoid them

• Evaluate the writings of self and others using appropriate rubrics
     
  d. Development of an Illustrated Book OR (MAY 2005) a book written in a PowerPoint Presentation

Task 3:  Literacy Resource File

    a. Synthesis of Literacy "best practices" and Organization of Materials
    b. Strategies Toolbox :  Literacy Resource File
          1.  Strategies for language arts instruction
          2.  Strategies for vocabulary development
          3.  Strategies for word recognition
          4.  Strategies for comprehension
          5.  Strategies for promoting listening
          6.  Strategies for promoting speaking
          7.  Strategies for writing instruction

Task 4:  Examinations

   a. Final

Professionalism

KERA Elements Addressed:

    Curriculum Outcomes
                Goals and Valued Outcomes
                Performance Tasks
                Integrated Curriculum
    Expanded Use of Technology
    Primary Program (Seven Attributes)

Attendance:
       Class attendance and active participation is expected.  If you miss a class you are responsible for all work missed.  More than two absences may result in the lowering of the final grade.  Two tardies amount to one absence.  Students are required to complete all field experience hours and assignments for LTCY 320 in order to receive a final grade in the course.

Evaluation and Grade Assignment:
       Assessment will include written assignments, cognitive tests, performance events, and evaluation of student plans for reading instruction.  The student must achieve minimum competency, otherwise the course must be repeated.  All assignments will be graded on spelling and grammar, as well as content.  Specific guidelines for each assignment will be given as the assignments are introduced.

                    Final grades for LTCY 320 will be based on a 590 point scale:

                            Grade    Percentages          Points
                             A            93-100                549-590
                             B            85-92                  502-548
                             C            77-84                  454-501
                             D            70-76                  413-453
                             F            69 or less            412 or less

Assignments:
         Late assignments will be penalized 10% of their possible point value if submitted within one week of their due date.  Further penalties will be assessed for assignments turned in beyond that point.  This policy is instituted primarily to prevent students from becoming overloaded at the end of the semester.
        It is expected that you will read and reflect on required readings prior to each specified class session.  Selected course readings will help you develop the knowledge and theoretical base needed for teaching diverse learners in a reading/language arts classroom.

    All work must be typed unless otherwise noted.  Word processing must be done either in Microsoft WORD or in .rtf (rich text format).  NO "Works" files - we cannot open those files on the Electronic Portfolio.  Please use the following format for all typed work (unless otherwise noted):

•     12 pt font
•     DOUBLE SPACE (I will not accept single-spaced work.)
•     Times New Roman, Arial, or San Serif fonts ONLY 
•     Include your NAME, date, and title of assignment on all work.  No attempt will be made to match ANONYMOUS papers with students.
•     Do not EVER (EVER) turn in the DRAFT copy of your work.  All work should be PROOFREAD for grammar, spelling, mechanics, and accuracy as specified by the instructions for each assignment.  
• APA Publication Manual Crib Sheet
  
  Keep a copy of all assignments in your portfolio (and backed up on your electronic portfolio).  If an assignment is lost, the burden to replace it in a timely manner rests with you.  

    For suggestions on how to take effective notes in class, please visit this site:  http://www.ucc.vt.edu/stdysk/cornell.html.  For suggestions on other Study Guides and Strategies, please visit this exceptional website:  http://www.iss.stthomas.edu/studyguides/index.htm 

Course Requirements and Evaluation: (click on each assignment for details and resources)
A graphic organizer is available for each Task.  Click on the RED "TASK" to view each organizer.  

NOTE:  New Teacher Standards in Kentucky require fluent use of many aspects of educational technology.  During this course you will be expected to demonstrate your use of technology through assignments involving the following venues:  WebQuests; CourseInfo; Email; Discussion Board; On-Line Resources.  

TASK 1:  Field Experience (10 hours)
A minimum of ten (10) hours of school-based practical field experiences is required for the course.  You are required to be in your assigned classroom under the assigned teacher's supervision for at least ten hours. (MAY 2005 - We will be at the Housing Authority of Bowling Green.  You will need transportation to the site (we can talk about carpooling when we meet on May 10.) 

    a. Me Box (25 points) 
In any field-based experience, we must be prepared to introduce ourselves to students.  To help "smooth" the process of introductions it is helpful to have a plan or strategy that is fun and helps everyone relax.  "Me Boxes" consist of a decorated box (or facsimile thereof) in which you have collected items that tell something about you that might be appropriate and of interest to your students. (Option of About Me PPT)

    b.  Shared Literature Experience (50 points) 
        The purpose of this assignment is to provide LTCY 320 students with experience in sharing and involving students in appropriate quality children’s literature as part of a balanced reading instructional program. A second purpose of this assignment is to provide experience in building oral language, sight word recognition, and enjoyment of reading by doing echo reading and choral reading of a poem.  

    c.  The Handwriting Assessment for LTCY 320 will be in conjunction with the shared poetry part of this assignment (pass/fail).

    d. Examining Contextual Factors in Literacy Development (50 points)
        The purpose of this assignment is to provide LTCY 320 students with an opportunity to observe children as they engage in literacy events and note distinguishing developmental behaviors and characteristics. (This will be done at the Housing Authority of Bowling Green and will focus on literacy resources, categorizing materials, and matching learners with reading/study materials.)

    e. Designing and Implementing Literacy Instruction (50 points)
        The purpose of this assignment is to provide LTCY 320 students with an opportunity to plan and teach a reading lesson using an appropriate text or trade book encompassing a variety of genre of literature.

    f.  Language Arts Experiences - field experiences will include planning and providing instruction in the following areas (word play):

• Use literal, connotative, and figurative meanings of words in context

• Study specified lists of roots, prefixes, and affixes

• Practice the use of analogies using more abstract and complicated ideas

TASK 2:   Personal Literacy Development 
Students in LTCY 320 are expected to demonstrate growth in their OWN literacy development and to recognize that literacy development is a lifetime quest.  

    a.  Literacy Vignette (25 points) 
Part of the challenge of teaching young children to read is understanding what the process of becoming literate is like.  By reflecting on your own early literacy experiences, you may be able to relate better to children as they learn to read and write.  (NOT doing MAY 2005)

    b.  Critical Reading (30 points) 
The purpose of this task is to increase your skills in reading critically.  Teachers of reading must be able to look critically at literature in order to plan appropriate instruction and help students appreciate quality writing.

    c.  Writing Process (20 points) 
Teachers' understanding of the writing process and having first-hand experience in using the writing process is critical for promoting literacy development with elementary students.  This assignment requires that you produce a piece of writing as you work your way through The P.O.W.E.R.S. of Writing webquest.  The writing you produce in this assignment will be a "response to literature" based on the book you selected in the "b" section of  Task 2.  The "share" section of this webquest will result in the development of an illustrated book (see section "d" below).  

    d.  Development of an Illustrated Book (50 points) 
You are required to create an original book following the specific bookmaking directions shared in class (and on-line).  The writing developed in Task 2, section "c" is used/adapted for the development of an illustrated book.  

TASK 3:  Literacy Resource File

    a.  Synthesis of Literacy "best practices" and Organization of Materials (100 points)

This assignment provides students with comprehension strategies to use with each chapter in our text.  It also provides a method for students to organize materials from this course by developing a Literacy Resource File.  There are 11 possible activities and students will be given credit for any 10 of them ... this allows for one absence or otherwise unfinished assignment.  FORMAT:  You may turn these in HANDWRITTEN.  

Click on each comprehension strategy below for complete directions.  Then use each strategy as you read the corresponding chapter in our text.  

 

Chapter in Text	Comprehension Strategy
Chapter 1:  Foundation	In preparation for our class on Tuesday, TPH 215, 12:00 - 4:00 p.m. please bring your text (Roe, Smith, Burns) and simply open it up to the questions at the end of chapter one ... there you should have drawn a vertical line down the blanks beside each of the T/F questions.  On the LEFT side of the vertical line mark your "pre-reading" answers.  AFTER you read the chapter go back to the questions at the end of the chapter and respond on the RIGHT side of the vertical line with your  a "post-reading" answers.  This will serve as our "anticipation guide" for chapter one.  To get credit for this assignment (10 points), you need only to show the page  with your pre/post answers marked on there.  If you don't want to mark in your book then you can put the answers on another sheet of paper. To read more about using Anticipation Guides, click on the resources listed below: Anticipation Guide (as of 8/23 this link appears broken ... since it could be a problem with their server I will leave it here for a few days and see if it comes back ... until then you will find this site:  http://www.westga.edu/~kidreach/antguide2.html to be valuable) Readings:   Anticipation Guides:  Pre-Reading Strategy Lessons Anticipation Guides:  4-Blocks
Chapter 2:  Emergent Literacy	KWHL:     You should read the directions at the top of the KWHL form and then fill out the K section as it pertains to chapter 2 ... what do you already know about the term "emergent literacy" ... look at the graphic of the contents of chapter two .. what else to do you already know about some of those concepts?    Then you fill out the W ... What would you LIKE to know ... here you list some questions or topics that you would like to know as it pertains to the content in chapter 2.   Then you fill out the H section of the chart ... How will you find out ... certainly your will list chapter 2 of our text as  your primary source ... you will likely list ME as another source, and possibly some on-line research that you do on your own.  You may think of other things here.   Then AFTER  (and as) you read the chapter you fill out the L section:  What you learned from reading chapter 2 ... You will want to make sure you answer as many of the items listed in the "W" section as you can.  You may also want to make notes beside the things you listed in the "K" column as you REVISE what you already knew (in case what you read is different from what you believed at first).  That's it.  You bring the completed chart to class (it may be a few pages long and can be handwritten).  We will build a JOINT one in class and discuss chapter two.  The purpose is to help you interact with the print as you read and AVOID PASSIVE reading.  Alternate:  KWHL chart
Chapter 8:  Literature	Power Thinking (NOTE:  Go HERE to see a visual representation of Power Thinking.)
Chapter 7:  Approaches	Semantic Feature Analysis Alternate:  Semantic Feature Analysis
Chapter 11:  Technology	Concept Cards Alternate:  Concept Cards
Chapter 3:  Word Recognition	Graphic Organizers  - Select concepts from chapter 3 and illustrate them using one of the graphic organizers from this page.   Alternate Site:   http://www.angelfire.com/wi/writingprocess/specificgos.html   Alternate Site:  Index of Graphic Organizers
Chapter 4:  Vocabulary Additional Resource:      Vocabulary Development!!! Frayer Model is an adaptation of the concept map	Inquiry Chart (I-Chart) Alternate (blank chart):  Inquiry Chart
Chapter 5:  Comprehension	Vocabulary Word Map Alternate:  Concept of Definition Map
Chapter 6:  Comprehension	Survey, Question, Read, Recite, Review (SQ3R) Alternate:  SQ3R
Chapter 9:  Study Aids	Question-Answer Relationships (you will need to print the form on this page)
Chapter 10:  Content Area	1. Possible Sentences Alternate:  Possible Sentences 2.  Venn Diagram Readings:  Improving Students' Understanding Of Textbook Content

    b.  Phonics Kit (25 points) 
As part of teaching reading teachers must be able to provide sound word recognition skills and strategies.  This includes a thorough understanding of the terminology and concepts related to phonics instruction.  This assignment allows you to develop hands-on phonics activities (game format) that can be used in future courses, student teaching and in your classroom.   Please download the "Phonics Tool Kit."  NOTE:  This document is very large (excess of 80 pages).  Please do not print it out from the computers in Tate Page Hall 215. 

    c.  Literacy Resource File (40 points) 
The goal is to develop a VALUABLE resource file for students to use in LTCY 420, student teaching, and the classroom.  This is a "culminating project" that will be due at the end of the semester.  Students should remain organized throughout the semester and the file will be easy to assemble and present to your instructor.  

TASK 4:  EXAMINATIONS

    a.  Midterm (50 points) 
The midterm exam will cover approximately 1/2 the content of this course.  Specific chapters and dates will be announced in class and dependent upon our progress. 

    b.  Final (50 points) 
The final exam will cover approximately 1/2 the content of this course.  Specific chapters will be announced in class and dependent upon our progress. 

Professionalism 25 points 
Professionalism is an important requirement for all teachers.  It is usually demonstrated by a set of behaviors which indicate your commitment to your profession.  Those behaviors will be expected during this class. 

NOTE:  To receive a final grade in LTCY 320 you must complete all components of the field experience and related assignments required for the course AND you must upload all critical performances to the Electronic Portfolio.

Word to the Wise:  You will get OUT of this course exactly what you put IN.  You will note that there are no points for "hard work" ... that is a given.  

Plagiarism Policy:

To represent ideas or interpretations taken from another source as one's own is plagiarism. Plagiarism is a serious offense. The academic work of students must be their own. Students must give the author(s) credit for any source material used. To lift content directly from a source without giving credit is a flagrant act. To present a borrowed passage after having changed a few words, even if the source is cited, is also plagiarism. 

Disability Accommodations Statement:
"Students with disabilities who require accommodations (academic adjustment and/or auxiliary aids or services) for this course must contact the Office for Student Disability Services, Room 445, Potter Hall.  The OFSDS telephone number is (270) 745-5004 V/TDD.  Please DO NOT request accommodations directly from the professor or instructor without a letter of accommodation from the Office for Student Disability Services."

Book Recommendations from Pam Petty:  http://edtech.tph.wku.edu/~ppetty/books.htm  

     Adams, M.J. (1990).  Beginning to read:  Thinking and learning about print.  Cambridge, MA:  MIT Press.
     Allington, R.L., & Walmsley, S.A.  (1995).  No quick fix.  New York, NY:  Teacher's College Press.
     Aston-Warner, S.  (1963).  Teacher.  New York, NY:  Simon and Shuster, Inc.
     Atwell, N.  (1987).  In the middle:  Writing, reading, and learning with adolescents.  Montclair, NJ:  Boynton/Cook.
     Calkins, L.  (1994).  The art of teaching writing.  Portsmouth, NH:  Heinemann.
     Cambourne, B.  (1988).  The whole story:  Natural learning and the acquisition of literacy in the classroom.  NY:  
               Scholastic.
     Cunningham, P.M.  (1991).  Phonics they use:  Words for reading and writing.  NY:  Harper-Collins.
     Delpit, L.  (1995).  Other people's children:  Cultural conflict in the classroom.  NY:  New Press.
     Dyson, A.H.  (1989).  Multiple worlds of child writers:  Friends learning to write.  NY:  Teacher's College Press.
     Harste, J.C., & Woodward, V, & Burke, C.  (1984).  Language stories and literacy lessons.  Portsmouth, NH:  
               Heinemann.
     Henderson, E.  (1990).  Teaching spelling (2nd Ed.).  Boston:  Houghton-Mifflin.
     Holdaway, D.  (1979).  Foundations of literacy.  Sydney:  Ashton-Scholastic.
     Jacobs, J.S., & Tunnell,  M.O.  (1996).  Children's literature, briefly.  Englewood Cliffs, NJ:  Merrill/Prentice-Hall.
     Kobrin, B.  (1988).  Eyeopeners!  New York, NY:  Penguin Books.
     Meltzer, M.  (1994).  Nonfiction for the classroom:  Milton Meltzer on writing, history and social responsibility.  
                NY:  Teacher's College Press.
     Routman, R.  (1991).  Invitations:  Changing as teachers and learners.  Portsmouth, NH:  Heinemann.

Journals:
    Elementary School
    Journal Reading Research Quarterly
    Language Arts
    The Journal for Adolescent and Adult Literacy
    Reading Improvement
    The Journal for Literacy Research
    Journal of Reading Behavior
    The Reading Teacher
    Phi Delta Kappan
    Harvard Educational Review
    Reading Psychology
    Journal of Negro Education
    Reading Research and Instruction
    Reading Horizons
    Educational Researcher

Website Addresses:
Teacher-oriented sites:
    Kentucky Department of Education:   http://www.kde.state.ky.us
    International Reading Association: http://www.reading.org
    Children's Literature Web Guide: http://www.ucalgary.ca/~dkbrown
    ERIC Clearinghouse on Reading,  English, & Communication: http://www.indiana.edu/~eric_rec/index.html
    Booklist(reviews): http://www.ala.org/booklist/

    Pam Petty's Educational Websites:  http://www.pampetty.com 

Child-oriented sites:
    Kids on the Web:     www.zen.org/~brendan/kids.html
    Jan Brett's Home Page:     www.janbrett.com
    Ann Arbor District Library Kids' Page:    www.annarbor.lib.mi.us/kidspg/kidspg2.htm

All materials on this site copyright 2002, 2003,  Dr. Pam Petty. Questions regarding this site or requests to link or copy site materials can be made by emailing Dr. Petty.