Syllabus

Master of Science in Education

EDU 740: Supporting Literacy Development for All Learners – Summer B 2016

Credits - 3

Description

This course will address the foundational knowledge that teachers of literacy need in order to understand the reading and writing process for students. In this course, teachers will be exposed to major theories, research, and best practices in the literacy field. Teachers will be asked to draw upon this theoretical and practical knowledge to think about issues of instructional practice. Through engaging inquiry experiences, teachers will become active participants in developing a strong foundational base for literacy instruction for all learners in their classrooms.

 

A required course in the MSEd with a concentration in Literacy program or Reading Specialist program or may be taken as a Certificate of Advanced Graduate Studies

Will be delivered asynchronously on-line

Materials

Learning Objectives and Outcomes

Overall Course Objectives

(module specific objectives will be specified throughout the course)

Course Objectives

For each course in this program there are overall program goals. Below is a chart of how the overall program goals match the key assessments for this course. In addition, in each module there are smaller learning objectives. These will be specified at the beginning of each week’s introduction along with how these match the broader program goals.

Course Objectives	Student Learning Outcome	Key Assignments	IRA Standards for Reading Professionals	Connection   to INTASC
Students will articulate foundational knowledge about literacy instruction as it relates to reading development, differentiation, and motivation.	Students will demonstrate their understanding of the foundation of reading by completing a quiz. Students will read research articles and summarize main points for others in their group.	Quiz 1, 2, & 3Research Jig Saw	Standard One: Foundational Knowledge	Standard 4 (j,k,l,m,n)
Students will select and implement instructional approaches based on evidence-based rationale, student needs, and purposes for instruction.	Students will demonstrate that they can create instruction based on the principles of learning to read by creating an Instructional Connection Showcase.	Instructional Connection	Standard Two: Curriculum and Instruction	Standard 10(f,g,h)NETS-T Standard 5Standard 3
Students will explore the role of creating a literate which environment supports literacy development for all students.	Students will synthesize material from various sources to make recommendations and engage in discussion based on a case study.	Case Study	Standard Three: Literate Environment	Standard 5(a, c, f I, k, n,o)Standard 8(a,e,g,h,j,k,l,m,n,o)
Students will be active and contributing members of a learning community to learn new content and further understanding about the foundation of literacy for all students.	Students will create a timeline marking moments of their own learning development as a foundation for learning. Students will engage in a discussion where they synthesize their learning from the chapter.	DiscussionPersonal Timeline		Standard 10(a,b,d,e,f,g I, )

Assignments

Timeline of Your own Literacy Development (10 Points)

In this class we will be covering the foundation of literacy development. For this first assignment you will be asked to create a timeline documenting some significant moments in your own personal literacy development. You will be sharing this with others in order to establish a learning community. You will also be drawing upon this reflection as you learn about how children learn to read and write.

Quizzes 3 quizzes each at 5 points (15 Points)

There will be three quizzes during this course. The first two quizzes will cover foundational knowledge and terms that you need to know when discussing early reading and language development. The third quiz will be more practical based. These quizzes are meant to mirror the types of questions that you would see on PRAXIS or licensing exams to test your knowledge. They are a good opportunity for you to demonstrate what you have learned in a more objective fashion (and mirror the types of assessment that we often require of our students).

Discussions   2 each at 4 Points (8 Points)

You will work in grade level groups to discuss the text and class material. An expectation guide will be provided. This is an opportunity to share your reading and experiences while also considering your classmates’ thoughts and viewpoints. These class discussions are a wonderful way to process information and deepen our learning.

Case Study    2 each at 10 points (20 Points)

The case studies are designed to help you think more deeply about a literacy concept. Each case study has multiple parts that will engage you in working through a literacy issue. You will be working in your group to complete the case study. Each case study will last one week. A specific case study description will be found in the Learning Activities folder of the module where you will be engaging in this case study.

Instructional Connections  (22 Points)

While it is imperative that we understand the foundation of literacy development, our job as teachers is to take this knowledge and then create meaningful learning experiences for our students. In this assignment you will be asked to take what you are learning and share how you would use this knowledge to plan instruction. You will be given an assignment description and will share this with the whole class.

Research Jig-Saw (25 Points)

This assignment is based on a jig-saw technique where learning is distributed amongst group members and then shared in different groups. You will be members of two groups—an Expert Group- where you will share similar content, and Your Grade Level group where you will share what you have learned with others who have taken on different articles.

Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown

Assignment	Point Value (total 100 points)
Timeline	10
Quizzes	15
Discussions	8
Case Study	20
Instructional Connection	22
Research Jig-Saw	25

Grade Scale

Grade	Points Grade	Point Average (GPA)
A	94 – 100%	4.00
A-	90 – 93%	3.75
B+	87 – 89%	3.50
B	84 – 86%	3.00
B-	80 – 83%	2.75
C+	77 – 79%	2.50
C	74 – 76%	2.00
C-	70 – 73%	1.75
D	64 – 69%	1.00
F	00 – 63%	0.00