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 practice knowledge to think about issues of practice. Through engaging inquiry units, teachers will become active participants in developing a strong foundational base for literacy instruction for all learners in their classrooms.
The objectives for this course correspond with ILA Standards for Reading Professionals 2010 and InTASC Model Core Teaching Standards, as listed below. In addition, student learning outcomes supporting the course objectives will be specified at the beginning of the week for each module.
Threaded Discussions
Online discussions provide participants with opportunities to make meaning of new theory, key concepts, and applications of theory to practice. Participants contribute to the intellectual development of the class by offering insights, synthesizing understandings, and responding to the posts of others. Students are expected to post an initial response and respond to at least two classmates each week.
Annotated Bibliography on Reading Development
In this assignment, conduct research on best practices in foundational aspects of reading instruction including comprehension, phonemic awareness, phonics, vocabulary, fluency, and concepts of print. Create an annotated bibliography of resources to inform and improve your instructional practice and advance your professional growth.
Communication of Expectations Letter to Parents
In this assignment, write a letter to the parents/guardians of a select student communicating expectations for their child based on his/her level of reading development. The letter serves a dual purpose of not only communicating teacher expectations and encouraging parental support, but also building teacher credibility.
Lesson Plan on Using Questioning and Discussion
Select a text for your content area or grade. Design a lesson plan that uses discussion and questioning to deepen comprehension of the text. The lesson plan should be sufficiently detailed that it could be submitted to a substitute or guest teacher, including information about the selected text, goals and objectives, classroom procedures/rules for discussion, differentiation strategies, and a plan for evaluating its effectiveness.
Reflection on Teaching for Transfer
As part of a mock end-of-year review, complete an informal self-evaluation of your teaching, focusing specifically on teaching for transfer. In your reflection, refer to the reading, supplementary resources and your own classroom experience to explain the relevance of transfer, classroom conditions that promote transfer, and personal areas of strength and opportunities for improvement in your teaching practice.
Intentional Teaching Plan for Supporting Diverse Literacy Learners
In this culminating assignment, create a slideshow presentation for a group of new teachers to share your knowledge and expertise in supporting diverse literacy learners in the classroom, incorporating learning from throughout the course. In your presentation, describe research-based approaches for addressing the needs of learners at different proficiency levels, including strategies for creating a literate classroom environment, addressing specific reading development issues, differentiating instruction, promoting learning transfer, and determining the impact of teaching. Presentations will be shared with colleagues through the discussion board, and students will have an opportunity to provide feedback in the following week’s discussion.
Your grade in this course will be determined by the following criteria:
Assignment | Point Value (total 100 points) |
---|---|
Weeks 1-6 and 8: Discussions (3 pts. each) | 21 |
Week 2: Annotated Bibliography on Reading Development | 15 |
Week 3: Communication of Expectations Letter to Parents | 10 |
Week 5: Lesson Plan on Using Questioning and Discussion | 15 |
Week 6: Reflection on Teaching for Transfer | 10 |
Week 7: Intentional Teaching Plan for Supporting Diverse Literacy Learners | 29 |
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 |
1 Jan 2 – Jan 6 |
Introductions and Creating a Literate Classroom Environment |
Discussion Read Roskos and Neuman (2011) (elementary) or Allen, et al. (2013) (middle and high school) |
Due: Sunday, January 6, 2019, at 11:59 pm. EST *Note: Initial discussion responses should be posted by FRIDAY night |
2 Jan 7 – Jan 13 |
Laying the Groundwork for Literacy Learning |
Discussion Read Building a Foundation: A Suggested Progression of Sub-Skills to Achieve the Reading Standards Read Reading and Writing Milestones: How and When Children Develop
Assignment: Annotated Bibliography on Reading Development |
Due: Sunday, January 13, 2019, at 11:59 pm. ET *Note: Initial discussion responses should be posted by WEDNESDAY night |
3 Jan 14 – Jan 20 |
Challenge, Self-Efficacy and Motivation to Learn |
Discussion Read Fisher, Frey, and Hattie (2016) p. 21-33 Assignment: Communication of Expectations Letter to Parents |
Due: Sunday, January 20, 2019, at 11:59 pm. ET *Note: Initial discussion responses should be posted by WEDNESDAY night |
4 Jan 21 – Jan 2 |
–Supporting Gifted and Advanced Learners |
Discussion Read Fisher, Frey, and Hattie (2016) p. 133-142 Read one article from the choices listed in the learning module |
Due: Sunday, January 27, 2019, at 11:59 pm. ET *Note: Initial discussion responses should be posted by WEDNESDAY night |
5 Jan 28 – Feb 3 |
Using Questioning and Discussion to Deepen Students’ Comprehension |
Discussion Read Fisher, Frey, and Hattie (2016) chapter 3 View textbook companion video 3.2 Assignment: Lesson Plan Using Questioning and Discussion in the Classroom |
Due: Sunday, February 3, 2019, at 11:59 pm. ET *Note: Initial discussion responses should be posted by WEDNESDAY night |
6 Feb 4 – Feb 10 |
Setting the Stage for Transfer of Learning |
Discussion Read Fisher, Frey, and Hattie (2016) chapter 4 View textbook companion video 4.1 Assignment: Reflection on Teaching for Transfer |
Due: Sunday, February 10, 2019, at 11:59 pm. ET *Note: Initial discussion responses should be posted by WEDNESDAY night |
7 Feb 11 – Feb 17 |
Creating an Intentional Teaching Plan to Support a Variety of Learners |
Read Fisher, Frey, and Hattie (2016) chapter 2 Final Assignment: Intentional Teaching Plan for Supporting Diverse Literacy Learners |
Due: Sunday, February 17, 2019 at 11:59 pm. ET |
8 Feb 18 – Feb 24 |
Feedback and Course Reflection |
Discussion |
Due: FRIDAY, February 22, 2019, at 11:59 pm. ET *Note: Initial discussion responses should be posted by WEDNESDAY night |
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Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.
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Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements
Course surveys are one of the most important tools the University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.
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The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.
Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.
The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.
Academic dishonesty includes, but is not limited to the following:
Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.