Kentucky Adult Educators Literacy Institute
LTCY 444/444G
July 2006 - May 2007
Western Kentucky University

Electronic Hours:  Evenings 7:00 - 10:00 (pam@pampetty.com)

WKU KAELI Homepage:  http://edtech.wku.edu/~kaeli/kaeli.htm

Required Textbook:

Teaching Reading to Adults: A Balanced Approach
by Pat, Dr. Campbell

• Paperback: 170 pages
• Publisher: Grass Roots Pr; (January 2003)
• ISBN: 1894593189
•  

Optional Course Reading(s):

Cross, P.  Adult learning.  http://tip.psychology.org/cross.html. 

Fielding, L.G., & Pearson, P.D. (1994). "Reading comprehension:  What works."  Educational Leadership, 51 (5), 62-68.

Inquiry Learning Forum.  Indiana University:  http://ilf.crlt.indiana.edu/. 

Lewis, W.  Whole language and adult education.  http://www.indiana.edu/~eric_rec/www/digbib/digprint.cgi?filename=d125.txt . 

Martinello, M. L.  Pathways for inquiry.  http://www.pathwaysforinquiry.com.

Miller, S. M. Vygotsky and education:  The sociocultural genesis of dialogic thinking in classroom contexts for open-forum literature discussions.  http://psych.hanover.edu/vygotsky/miller.html.

Reinking, D. (1994).  Reading and writing with computers:  Literacy research in a post-typographic world.  Plenary Research Address presented at the National Reading Conference, San Diego, California, December 3, 1994.

Simpson, A. (1996).  Critical questions:  Whose questions?  The Reading Teacher, 50 (2), 118-127.

Spencer, D.  The Freirean approach to adult literacy education.  http://www.cal.org/ncle/digests/FreireQA.htm. 

Spiegel, D. L. (1992).  Blending whole language and systematic direct instruction.  The Reading Teacher, (46), 1.  

Strickland, D. S. (1994).  Reinventing our literacy programs:  Books, basics, balance.  The Reading Teacher, (48), 4.  

Summary of essential practices.  http://www.sasked.gov.sk.ca/docs/ela/e_literacy/summary.html.  

VanDuzer, C.  Reading and the adult English language learner.  National Center for ESL Literacy Education:  http://www.cal.org/ncle/digests/Read.htm 

Wells, G.  Dialogic inquiry in education:  Building on the legacy of Vygotsky.  http://www.oise.utoronto.ca/~gwells/NCTE.html. 

Course Description: Principles, psychology, and methodologies for teaching both the general and specialized reading skills in the secondary grades. This course is required for secondary English.

Rationale: LTCY 444/444G will provide secondary education majors with an overview of the instructional strategies for teaching and integrating reading into the content areas at the secondary levels. Students will develop a conceptual understanding of reading processes and appropriate instructional strategies, which emphasize reading skills necessary for the learning content area information in secondary schools.

The goal of this course is to present information on various aspects connected with secondary reading instruction and develops both conceptual and practical perspectives appropriate for teaching in secondary schools. The course objectives are stated corresponding to Kentucky New Teacher Standards for Preparation and Certification.

The course objectives and suggested instructional methods and activities to meet these objectives are listed with suggested assessment strategies. However, additional methods/activities and assessment strategies that meet these course objectives could be employed.

Kentucky New Teacher Standards

 

KERA Standards:   Goal 1:  Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives. Goal 5:  Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations.   Goal 6:  Students shall develop their abilities to connect and integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build on past experiences to acquire new information through various media sources.

Course Objectives, Instructional Methods, and Assessment

Mission
The mission of KAELI is to design and deliver research-based, innovative, professional development in literacy that advances the knowledge and instructional practices of adult educators in Kentucky. KAELI educators are dedicated to adult learners attaining personal literacy goals in the workplace, family and community.

Core Concepts of the KAELI Initiative
KAELI will provide a sound foundation in adult literacy instruction through professional development that:

1. Applies theory and research to understand the reading and writing processes
2. Designs and manages a learner-centered approach that incorporates multi-faceted literacy instruction, including technology
3. Identifies processes and strategies for teaching word recognition, reading comprehension and critical thinking skills using a variety of texts and technologies
4. Uses formal and informal assessments to guide instruction
5. Models collaborative and flexible infrastructures to support learners
6. Addresses the experience and knowledge of the adult learner including their impact on learner persistence
7. Supports the literacy goals and expectations of the learners in order to prepare them for success in the workplace, family and community
8. Addresses equity and diversity issues and their impact on literacy instruction

The objectives for the KAELI students are to develop:

• a concept of reading comprehension and strategies for instruction
• a concept of vocabulary and strategies for instruction
• an understanding of the reading process
• an understanding of the writing process
• strategies for supporting adult learners
• the ability to use inquiry based instruction
• the ability to use technology and literature in literacy instruction
• a concept of reading/study skills and strategies for instruction

Kentucky Adult Education Practitioner Standards Being Addressed in the KAELI course:
(for a list of all the practitioner standards, contact the Kentucky Adult Education’s Professional Development staff.)

• Standard: Demonstrates Knowledge of Content
  Competency:
  • Develops and maintains an in-depth knowledge base in primary content area and in other relevant areas (i.e., literacy)
     
• Standard: Plans, Designs. and Delivers Instruction
  Competencies:
  • Uses a variety of instructional strategies and tools appropriate to the needs of the learner, including individual and group instruction
  • Creates and utilizes learning experiences that challenge, motivate and actively involve the learners
  • Effectively integrates current and appropriate media and technology as tools for instruction
     
• Standard: Assesses and Monitors Learning
  Competencies:
  • Interprets initial formal and informal assessment results with learner and develops appropriate education plan
  • Uses formal and informal assessment data to monitor and document learner progress
     
• Standard: Demonstrates Professionalism
  Competency:
  • Exhibits a positive attitude toward teaching as a vocation and values the well-being and achievement of each learner
     

KAELI provides professional development in reading instruction that:

• Emphasizes sound theory and practice in literacy
• Reflects current theories of adult learning
• Recognizes the relationship between reading and writing
• Demonstrates culturally relevant practices
• Includes a variety of contexts – family, workplace and community
• Supports intergenerational connections to literacy
• Invites collaboration
• Promotes active, enjoyable participation
  (http://www.kyvae.org/KAELI/about_KAELI.asp - accessed:  May 9, 2004)

The goal of this course is to present information on various aspects connected with adult literacy and develops both conceptual and practical perspectives appropriate for teaching adults to read and write. 

The course objectives and suggested instructional methods and activities to meet these objectives are listed with suggested assessment strategies. However, additional methods/activities and assessment strategies that meet these course objectives could be employed.

Objectives:

The student will:

1. develop a concept of reading comprehension and strategies for instruction
2. develop a concept of vocabulary and strategies for instruction
3. develop a concept of reading/study skills and strategies for instruction
4. develop an understanding of the reading process
5. develop an understanding of the writing process
6. develop strategies for supporting adult learners
7. develop the ability to use inquiry based instruction
8. develop the ability to use technology and literature in literacy instruction

Methods and Activities:

1. On-line discussion boards, reflective entries, electronic presentation, on-line resources review, WebQuest, case studies, field visits, culminating sharing event

Assessment:

Scoring guides/rubrics

Topics Relevant to the Course:

Writing and reading processes
Cultural diversity and the teaching of reading
Literacy assessments: formal and informal measures of assessment
Reading comprehension: curriculum, instruction, strategic reading, student learning
Vocabulary development 
Study skills and reading strategies for comprehension
Integrating literature into reading methods 
Technology and literacy

Course Disposition Statement(s)

The teacher recognizes her/his professional responsibility for engaging in and supporting appropriate professional practices for self and colleagues.

The teacher is committed to the continuous development of individual students’ abilities and considers how different motivational strategies are likely to encourage this development for each student.

The teacher is committed to using assessment to identify student strengths and promotes student growth rather than to deny students access to learning opportunities.

The teacher has a well-grounded framework for understanding cultural and community diversity and knows how to learn about and incorporate student’s experiences, cultures, and community resources into instruction.

The teacher is committed to continuous learning and engages in professional discourse about subject matter knowledge and children’s learning of the discipline.

Assignments

All assignments for this course must be submitted to the instructor to receive a grade for the course.  This means that even if you have received enough "points" to fall within a grade range on this syllabus, no passing grade will be issued until all assignments are submitted as minimum completion of the course depends upon ALL assignments being completed and submitted to the instructor of record.  The grant tied to this course (KAELI) requires that all meeting dates must be attended or arrangements made to make up those hours. 

It is expected that ALL assignments will be submitted on their due dates. Late assignments will be penalized 20% of their possible point value if submitted within two consecutive days 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.

The previously-stated policy on late work applies even in circumstances when the student is given an incomplete ("X") for failure to upload an assignment to the Electronic Portfolio System. Students requesting an incomplete for another reason must contact the instructor to ask for an incomplete, which may or may not be granted, depending on the instructor's judgment regarding the circumstances of the student's request. According to the catalog on Undergraduate Catalog p.28/Graduate Catalog, p.13, “A grade of ‘X’ (incomplete) is given only when a relatively small amount of work is not completed because of illness or other reason satisfactory to the instructor. “An ‘X’ received by a student will automatically become an “F” unless removed within twelve (12) weeks of the next full term (summer excluded). The grade of ‘X’ will continue to appear as the initial grade on the student’s transcript, along with the revised grade.

Keep a copy of all assignments electronically. If an assignment is lost, the burden of proof that you completed the assignment rests with you. You will be instructed at the end of the semester as to which assignments must be submitted to your WKU Electronic Portfolio.  All materials for this course must be submitted electronically to the Instructor.  

Drop date:  The last date to drop this course is October 17, 2006.  Speak to your instructor for details concerning this process and your obligations to the university and the CCLD. 

Evaluation and Grade Assignment

Assessment will include written assignments,  performance events, and evaluation of student plans for reading instruction. 

Final grade LTCY 444/444G will be based on a 1000 point scale:

                             Grade    Percentages          Points
                             A            93-100                930-1000 
                             B            85-92                  850-929
                             C            77-84                  770-849
                             D            70-76                  700-769
                             F            69 or less           699 or less 

Professionalism, Attendance, Participation, Collegiality (50 points)

Attendance and participation in class are mandatory! This also includes punctuality, participation, collegiality, effort, etc.  If you miss a class you are responsible for the work missed. Two tardies (arriving late or leaving early) in class amount to one unexcused absence from class.  Professionalism is expected at all times. 

Pre-Seminar Packet - (50 points) 

Prior to the 3-Day Seminar in July  you should read these articles, making notes and written comments.  These materials should be brought to day one of the 3-Day Seminar.  Beginning activities during the three days in July are based on the materials from these readings.  

KAELI 3-Day Seminar in July - (3 days x 50 points = 150 total points)

July 26, July 27, July 28, 2006:  Each day at the Institute will be worth 50 points.  Specific tasks for those days will be outlined during the Seminar.

Statewide Networking Seminar, DATE???  (Marriott in Lexington, KY) - (50 points)

Discussion Board - (7.1 points each x 7 = 50 points total)

To facilitate students’ ability to become reflective educators, decision makers, and to construct meaning for an understanding of the interrelationships and application of educational theory into classroom practices, students will engage in Discussion Board entries responding to the assigned prompt.  The purpose of this assignment is to allow students to reflect, explore and dialogue with the university instructor and with each other concerning topics and issues discussed in class or as these issues relate to the experiences of the student. 

Tenet #1: Reading is more than a set of skills. 1.  Learning to Love Reading 2.  There's Reading ... and Then There's Reading 3.    Chapter 2, pp. 13-28:  Foundations of Reading Tenet #2:  The product of reading is comprehension.   1.  Chapter 5, pp. 93-110:  Comprehension     Tenet # 3:  Learning to read is social and a lifelong process.  Tenet #1: Writing is a process.  1.  Chapter 4, pp.  82-83:  LEA Word Recognition       Tenet #2:  There is no competition between ideas and skills.  Writers need both. Assumptions we Make:  How Learners and Teachers Understand Writing  Tenet # 3:  Writing is MORE than "story" writing. The Language Experience Approach and Adult Learners

On-Line WebQuest - (400 points)

• Task 1 -  Literacy Autobiography  (50 points)
• Task 2 - Matching of comprehension and learning strategies with reading materials.  (50 points)
• Task 3 - Annotated Bibliography  (50 points)
• Task 4 - Matching of writing strategies with reading materials (50 points)
• Task 5 - Case Study (100 points)
• Task 6 - Generative Themes:  The Learner Leads the Way - Case Studies (100 points) 

Follow-Up Days and Peer Visits- (50 x 4 = 200 points)

One follow-up day in the fall will be scheduled (50 points) - ???

One follow-up day in the spring will be scheduled (50 points) - Tentative Dates you should mark on your calendar NOW:???

Fall 2006 - Peer visits/instructor visits  will be conducted with specific guidelines for observations, conversations, and sharings.  (50 points)
http://edtech.tph.wku.edu/~kaeli/peervisitrequirements.htm

Spring 2007 - Peer visits/instructor visits  will be conducted with specific guidelines for observations, conversations, and sharings. (50 points) http://edtech.tph.wku.edu/~kaeli/peervisitrequirements.htm

Culminating Day (50 points) 

Students are expected to attend a Culminating Day in the Spring of 2007 (???).  Students will be asked to participate in round-table discussions and share any projects or artifacts from their work this semester that represent successes in literacy instruction (if they desire).  You will have 15 minutes to share, demonstrate, or otherwise highlight one of your many accomplishments you have had this year in KAELI.  This sharing time should consist of something you did during Tasks 1-6 or in relation to any of the topics you will see listed. You don't make or do anything "new" to prepare for this day - you simply put something you have done in a presentation "format" (with NICE handout) and share it with your colleagues. 
 Culminating Project format and information will be provided by the instructor. (50 points) 

Graduate Requirements (those enrolled in LTCY 444G)

All graduate students must submit a LITERACY ACTION PLAN as a minimum competency for graduate credit for this course.  There are no points associated with this assignment and it is scored "pass/fail," with students having an opportunity to resubmit work if not successful on the first attempt. 

Website Address: (for your resource file)

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 Clearing on Reading, English & Communication: http://www.indiana.edu/~eric_rec/index.html

Booklist (reviews): http://www.ala.org/booklist/

Instructional Framework:  Introduction to Teaching Strategies:  http://edservices.aea7.k12.ia.us/framework/strategies/ 

Instructional Framework:  Introduction to Teaching Strategies

Pam Petty's Education Site:  http://www.pampetty.com 

Adult Literacy Resources:

Kentucky Department of Adult Education and Literacy

LINCS

National Institute for Literacy

Adult Literacy Action

The Adult Literacy and Technology Network

National Center for the Study of Adult Learning and Literacy 

National Assessments of Adult Literacy 

U.S. Department of Education
Office of Vocational and Adult Education (OVAE) Homepage 

Literacy Volunteers of America

National Center on Adult Literacy

National Center for Family Literacy

The Adult Literacy Resource Institute 

Laubach Literacy

The Language Experience Approach for Adult Learners

KYVAE - Resources for Adult Education Community

Supplementary Resources:

Allington, R.L., & Walmsley, S.A. (1995). No quick fix. New York: Teacher’s College Press.

Dewey, J. (1916 or 1966). Democracy and education: An introduction to the philosophy of education. NY: Macmillan.

Gay, G. (1994). At the essence of learning: Multicultural education. NY: Macmillan.

Gay, G. (2000). Culturally responsive teaching. NY: Teacher’s College Press.

Powell, R. (1999). Literacy as a moral imperative: Facing the challenges of a pluralistic society. Maryland: Rowman 
     and Littlefield.

Roe, B.D., Stoodt, B.D., & Burns, P.C. (1998). Secondary school literacy instruction: The content areas. Boston: 
     Houghton Mifflin Company.

Vacca, R.T., & Vacca, J.A.L. (1998). Content area reading: Literacy and learning across the curriculum. New York: 
     Harper Collins College Publishers.

Learning to Listen, Learning to Teach : The Power of Dialogue in Educating Adults by Jane Vella	The Complete Theory-To-Practice Handbook of Adult Literacy : Curriculum Design and Teaching Approaches (Language and Literacy, No 1) by Rena Soifer (good first chapters, but dated otherwise)
Now We Read, We See, We Speak : Portrait of Literacy Development in an Adult Freirean-Based Class by Victoria Purcell-Gates, Robin Waterman	Literacy in the Cyberage by R. W. Burniske
Tips at Your Fingertips : Teaching Strategies for Adult Literacy Tutors by Ola M. Brown (Editor)	Web-Based Training : Using Technology to Design Adult Learning Experiences by Margaret Driscoll, Larry Alexander
Enriching Our Lives : Poetry Lessons for Adult Literacy Teachers and Tutors by Pat Rigg, Francis E. Kazemek	What Is Literacy : Selected Definitions and Essays from the Literacy Dictionary : The Vocabulary of Reading and Writing by Richard E. Hodges (Editor)
In Forsaken Hands : How Theory Empowers Literacy Learners by LA Vergne Rosow	Mentor : Guiding the Journey of Adult Learners (Jossey-Bass Higher and Adult Education Series) by Laurent A. Daloz
Training Through Dialogue : Promoting Effective Learning and Change With Adults (Jossey-Bass Higher and Adult Education Series) by Jane Kathryn Vella	A Guide for Planning and Implementing Instruction for Adults : A Theme-Based Approach (Jossey-Bass Higher and Adult Education Series) by John M. Dirkx, Suzanne Prenger (Contributor), G. Erlandson (Editor)
Rethinking Literacy Education : The Critical Need for Practice-Based Change (The Jossey-Bass Higher and Adult Education Series) by B. Allan Quigley	Locating and Correcting Reading Difficulties by James L. Shanker, Eldon E. Ekwall, Judith A. Shanker ("recipe"-type book to serve as a reference/resource for adult literacy educators)
Other People's Words : The Cycle of Low Literacy by Victoria Purcell-Gates, Victoria Purcell- Gates	The Call of Stories : Teaching and the Moral Imagination by Robert Coles

 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.
 

 Western Kentucky University

By Dr. Pam Petty - pam@pampetty.com
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Exception:  2005-2006 WKU LTCY 444/G students, LTCY  421/G students have permission to print these materials for purposes of university course participation. 
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 07/06/06 06:40:08 PM