DINÉ COLLEGE
COURSE SYLLABUS
COURSE NUMBER:
COURSE TITLE & (CREDITS):
SEMESTER:
CLASS MEETING TIME(S):
MEETING LOCATION:
INSTRUCTOR:
OFFICE LOCATION:
OFFICE PHONE NUMBER:
E-MAIL:
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BEST CONTACT METHOD:
PREREQUISITE (If any):
EDU 354
Emergent Literacy, Language Learning, &
Assessment in Bilingual/ESL Settings (3 credits)
Fall 2014
Tuesdays, 5:00-8:00pm
510
Geraldine Garrity
6th floor-inner circle 601G
(928) 724-6814
ggarrity@dinecollege.edu
Tuesdays & Thursdays
Appointments only
Acceptance in the Center for Diné Teacher
Education B.A. Elementary Education program.
COURSE DESCRIPTION:
In this course, pre-service teachers are introduced to ways of understanding home and school
languages and literacy as a part of self-expression. Literacy across the disciplines and in
Language Arts K-8 classrooms will be studied. Particularly, the focus is on how the emergent
literacy and language acquisition of non-English-language-background students can be observed
and supported by elementary teachers in Navajo Nation schools. Topics covered include
language and literacy learning, developing and organizing instruction, self-understanding and
self-expression, feedback, and assessment of learning.
COURSE RATIONALE:
Course is required for a BA degree in Elementary Education.
COURSE OUTCOMES:
The course integrates the Diné holistic teaching in accordance with the to Sa’1h Naagh17 Bik’eh
H0zh00n pedagogical paradigm. The course is aligned with the Navajo and Western perspective.
Candidate teachers will:
Nitsáhákees:
1. Analyze and respond effectively during class discussions
2. Define emergent literacy and language learning
3. Identify several literacy and language learning theories and practice
Nahat’á:
4. Develop and organize instructional strategies
5. Create literacy instruction lesson plans
6. Work collaboratively to present strategies and activities
Íiná:
7. Observe and record observation made during apprenticeship
8. Reflect on readings required by instructor
9. Identify when struggling students need intervention
10. Identify appropriate uses of feedback and assessments
Siihasin:
11. Complete all assignments outlined in syllabus
12. Create a resource binder for full time student teaching
Page 1 of 6 INTASC/NCATE STANDARDS:
Standard #1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning
and development vary individually within and across the cognitive, linguistic, social, emotional,
and physical areas, and designs and implements developmentally appropriate and challenging
learning experiences.
Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities
to ensure inclusive learning environments that enable each learner to meet high standards.
Standard #3: Learning Environments
The teacher works with others to create environments that support individual and collaborative
learning, and that encourage positive social interaction, active engagement in learning, and self
motivation.
PROFESSIONAL KNOWLEDGE LICENSURE OBJECTIVES:
The following Professional Knowledge Objectives taught in EDU 353 are REINFORCED
in this course:
INSTRUCTIONAL PLANNING AND MANAGEMENT
5. Understand curriculum development and instructional planning, and apply this
knowledge to describe instruction that promotes achievement of Arizona academic
standards and other instructional goals.
6. Understand how to use formal and informal assessment to learn about students, plan
instruction, monitor student understanding, and modify instruction to enhance student
learning and development.
7. Understand principles and techniques associated with various instructional strategies
and approaches, and use this knowledge to promote achievement of Arizona academic
standards and other instructional goals.
8. Understand a variety of methods for teaching literacy skills that support and promote
student achievement.
9. Understand strategies that encourage motivation and positive behavior necessary to the
structure and management of a classroom environment that promotes student learning and
positive social interactions.
SUGGESTED ASSESSMENTS:
Terminology Test
http://www.aepa.nesic.com or http://www.nestest.com
SUGGESTED TEXT & RESOURCES:
Caldwell, J. (2008). Reading assessment: A Primer for teachers and tutors, 2nd ed.
New York, NY;Guilford Press.
Kucer, S. & Silva, C. (2006). Teaching the dimensions of literacy, Mahwah, NJ; Lawrence
Erlbaum Associates.
Page 2 of 6 COURSE CALENDAR: Navajo language will be used 40% of the time in the classroom.
Dates
Day 1
8/19/14
Day 2
8/26/14
Day 3
9/02/14
Topic/Objective:
Readings:
Introductions
Course Syllabus
Teacher expectation
AZ reading Standards vs. Common Core
How does language work? (KWL chart)
MI Learning style inventory
APA style writing
Read Aloud practice
Create your own Alphabet book.
Common Core Standards and lesson plans
Discuss Graphic Organizer for GMI
*Language Standards
Read aloud practice (Alphabet book)
Discuss reading inventory
What is Blooms Taxonomy? KWL
Discuss Graphic Organizer for Blooms
taxonomy
Board game for literacy as a process
Read Ch. 1 Teaching
the Dimensions of
Literacy pp.1-6
Assignments:
Due the following mtg.
-Write a 300 word reading
reflection on Ch. 1 (due 8/26)
Read Ch. 1 Reading
Assessment pp. 1-13
-Bring Alphabet book next class
- Do Activities for
Understanding (due 9/02)
Read Ch.2 Teaching
the Dimensions of
Literacy pp. 7-27
-Write a 500 word reading
reflection on Ch.2 (due 9/09)
-Complete book share form
-Complete reading Inventory
App.#1
Sept. 8-19, 2014
Read aloud 2 books and book forms are due 9/23/14
Field experience activity: How did a teacher whose class you were working in or observing try
to bridge different cultures to form a productive and cohesive classroom?
(Journals)
Day 4
*Literature and Informational text
Share Picture book
Define Early literacy
The developmental dimension and
Instruction
Lesson plan
*Foundational Skills
-Assessment as Part of Instruction: How can
we assess as we teach?
-3 cueing system, effective questioning &
sound system activity
*Writing Standards
-Predictable books (all)
-Origami Activity (paired)
-Board game share
9/09/14
Day 5
9/16/14
Day 6
9/23/14
Day 7
9/30/14
Day 8
10/07/14
App.#2
*Speaking and listening
Wordless picture book share (all)
Discussion on article
Teaching the Linguistic Dimension of
Literacy
Read Ch. 3 Teaching
the Dimensions of
Literacy, pp. 29-46
-Write a 500 word reading
reflection on Ch.3 (due 9/16)
-GMI Graphic Organizer Due!
Read Ch. 2 Reading
Assessment pp. 15-29
-Do Activities for Understanding
on Ch. 2 (due 9/23)
Article “Cold versus
warm close reading:
Building students
stamina for
struggling with text”
Read Ch. 4
Teaching the
Dimensions of
Literacy, pp. 47-94
--Write a 250 word reading
reflection on the Article
-Predictable books (Book share
form due 9/30)
-Write a 700 word reading
reflection on Ch.4 (due 10/14)
-Select a grade level appropriate
activity, designed a direct
instruction lesson plan and
present to the class. (100pts.)
Mid term self designed lesson plan
Oct. 13-24, 2014
Read aloud 2 books and book forms are due 10/28/14
Field experience activity: From your classroom observations, identify several ways of
Page 3 of 6 instruction that was differentiated to meet individual learner needs in the context of a lesson.
Which way do you believe will be most effective for your grade level or content area? (Journals)
Apprenticeship reflection paper is due. 10/28/14
Day 9
10/14/14
Day 10
10/21/14
Day 11
*literacy in History/Social Studies
-The Informal reading inventory process:
How does it address the four purposes of
Reading Assessment?
-Lesson plan share (3 students)
Read Ch.3 Reading
Assessment pp. 27-42
-Do Activities for Developing
Understanding on Ch.3
(due 10/01)
-Wordless picture book (Book
share form)
*Literacy in Historical/Social Studies,
Science, Technical subjects
-Recorded book share (All)
-Early Literacy: What do we need to know
about beginning reading?
-Lesson plan share (3 students)
-Teaching the cognitive dimensions of
literacy.
Read Ch. 4 Reading
Assessment pp. 45-67
-Do Activities for Developing
Understanding on Ch.4 (10/03)
Read Ch. 5
Teaching the
Dimensions of
Literacy, pp. 95-113
Read Ch. 5 Reading
Assessment pp.69113
-Write a 500 word reading
reflection on Ch.5 (10/08)
10/28/14
Day 12
11/04/14
Day 13
11/11/14
App. #3
Day 14
-Culturally relevant books (all)
Present Lesson plan in class
-The need for a program to build academic
vocabulary.
-Teaching the selected terms
11/03/14-11/14/14
Read aloud 2 books and complete read aloud forms. (Due 11/18/13)
1. Field experience activity: From a lesson you have observed, provide an example of task
relevant prior learning that would need to be taught prior to your observation. From your
observation of student behavior, do you believe this knowledge was adequately taught? Why
or why not?
Teaching the socio-cultural dimension of
literacy.
11/18/14
Day 15
12/02/14
Day 16
12/09/14
Read Ch. 6 Teaching
the Dimensions of
Literacy pp. 115-234
-Self-designed Lesson plan
-Do Activities for Developing
Understanding on Ch.3
-Recorded books (Book share
form due 11/11)
- Write a 700 word reading
reflection on Ch.6 (due 11/18)
-Review activities & games
-Read Krashen’s speech
Discuss how Activities & games contribute
to learning
-A dimensional literacy curriculum
-Select a strategy and create a direct lesson
plan for that activity.
Read “Prediction of
Early literacy by
Analogical thinking
modifiability among
KG children”
Read Ch.7 Teaching
the Dimensions of
Literacy pp.235-246
Read “Early home
languages use and
later vocabulary
development”
-Culturally relevant book (Book
share form due 12/02)
Read “Knowing what
to teach provides a
roadmap for Early
literacy instruction
-Write a 250 word summary
reflection on article. (Due 12/09)
-Write a 750 word reading
reflection on Ch.7. (Due 12/09)
-Write a 250 word summary
reflection on article. (Due 12/09)
-Picture book
-Create an game activity for
apprenticeship
Final Exam (Direct Instruction lesson plan)
*Assignments are subject to change, this is based on formative assessments.
Page 4 of 6 STUDENT WORK/ASSIGNMENTS
Work/Assignment
Attendance & Participation (16 @ 50pts)
Literacy Resource Notebook (2 @ 50pts) Checked at Mid-term and Finals
Chapter Reading reflections ( 7@ 30pts)
Article Reading reflections (4 @ 25pts.)
Activities for Developing Understanding (5 @30pts)
Book share forms/read aloud (6 @ 25pts)
Apprenticeship assignments, fieldwork (3@ 75pts.)
Activities: Graphic Organizer for blooms & Gardner’s Multiple
intelligences (2@ 100pts.)
Projects: Self-designed activity & lesson plans (3 @ 100)
Mid Term Exam and Final Exam (2@100) (Direct Instruction lesson plans)
TOTAL
Points
800
100
210
100
150
150
225
200
300
200
2435
ADDITIONAL REQUIREMENTS:
1. Attendance and full participation in every class meeting. If weather or other circumstance
forces us to cancel a class meeting, we will reschedule.
2. Textbook reading and preparation for every class meeting. Class assignments are to be
completed before class begins. This is part of your class preparation. Homework
assignments that are completed in class will be marked “late” and will have 10% of their point
value deducted.
3. Resource Notebook divided by tabs into sections.
• Standards (AZ Reading & Common Core English Language Arts & Literacy
framework)
•Book share forms—Alphabet book, Predictable book, Picture book, Wordless picture
book, recorded book and culturally relevant book(Book share)
•Completed Reading reflections
•Self designed lesson plans
•Activities & projects
•Apprenticeship Experiences—apprenticeship field-experience activity
•Tests, Quizzes and other Assignments
3. Other assignments to be completed during apprenticeship weeks with students and/or
mentor teacher.
4. In-class assignments, including quizzes and tests
ATTENDANCE POLICY:
Candidates are expected to attend all sessions. A sign in sheet will be provided each class
meeting to record attendance. Tardiness or absences will be noted each session as follows:
o +50 points for attendance/participation
o +10 points if late or leave early
GRADING CRITERIA:
Page 5 of 6 A pre-determined number of points are given for all activities, projects, quizzes, and exams. All
assignments are expected to be turned in on the date designated. A late assignment will be
reduced by 10% for each week day until it is turned in. (See above)
GRADING SCALE: (passing grade is “C” or better)
A = 90-100% (1920)
B = 80-89%
C = 70-79%
ACADEMIC INTEGRITY:
Students are responsible for the integrity of their academic work. Academic dishonesty includes
the following:
• Obtaining unauthorized assistance in any academic work
• Cheating on a test
• Plagiarism: Defined as a student using another student’s or another author’s work or
ideas i.e. magazine, newspaper, web site, book, or other source(s) and submits it without
giving that person or source proper credit. This is not allowed and students who commit
plagiarism will be dealt with according to the Student Code of Conduct.
Some of the penalties that may be imposed include, the choices of penalties are the decision of
the instructor:
• warning (written or oral)
• reducing the grade for the assignment, test, or project
• reducing the grade for the course
• assigning a failing grade for the course
• dismissing the student from the course and issuing a grade of “W”
• academic probation or suspension; expulsion; and recording the decision in the student’s
academic record
Students who have been academically dishonest (including plagiarism) will fail the course.
Prepared by Instructor
Date
Reviewed by Chair
Date
Page 6 of 6