ERDG 505 Practicum: Academic Literacy Across Instructional Contexts, 5-12
Program Requirements and Prerequisites: This is a required course in the Literacy Specialist 5-12 and B-12 programs. Typically, this course is only offered in the fall semester.
Practicum: 5 hours
Course Description: This course is intended for prospective and practicing consultant teachers and literacy specialists whose job is to support secondary students' subject area knowledge-building in three contexts: the general classroom, academic support classes, and small group or one-toone tutoring. The course is designed around reading and writing argumentative and explanatory texts. Students will learn knowledge-building literacy practices; assess whole class and individual literacy practices and events; and plan units of study for academic support classes. Students in the literacy programs must receive a B or better in practicum courses before being allowed to take the capstone class.
Attributes
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Literacy as Social Practice**
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Equity
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Generate Productive Learning Communities*
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Engagement*
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Reciprocal Relationships Across Modes of Communication**
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Strategic Teaching to Promote Self-Extending Learning*
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Assessment of Literacies and Their Development**
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Research Based Professional Learning*
Core Content
Instructional Contexts and Formats
Q: What is the Graduated Release Model?
Q: What are common Instructional Formats for teaching reading in science and social studies? a.
Read Aloud b.
Guided reading (whole class/sm group) c.
Shared reading d.
Partner reading e.
Jigsaw
Q: What are the coaching and teaching roles of literacy specialists in general and supplemental instruction?
Attributes
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(continued)
Respectful Representation of Students, Families and Communities*
Critical Literacies
Disciplinary Literacy/Knowledge Building**
Data Based Decision Making*
Technologies and Digital Media
Materials and Resources**
Prevention and Intervention**
Standards**
Possible Assignments
1.
Language and Learning
Asssessments
(an ongoing assignment across ¾ of the semester)
Possible Readings/Materials
Charlotte Danielson’s Framework for Teaching (2011)
Lesson Plan Template (based on edTPA and Danielson’s
Framework)
Levy, E. (2007). Gradual release of responsibility: I do, we do, you do. E. L. Achieve.
Attributes-Focused Reflection Table
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Q: How do we assess teaching and learning, within an instructional format, w/an APPR/EdTA frame?
Psychological Processes of Reading c.
Fluency d.
Vocabulary e.
Formative assessment
Q: How do we make meaning with texts? a.
Aesthetic and efferent reading (selecting attention; purposes) b.
Fostering comprehension (literal, inferential, application)
Knowledge Building/Distributed Cognition:
Building Academic Discourse Communities
Q: How can meaning making extend across individuals, groups, texts, and artifacts and aid in building academic discourse communities? a. Knowledge building, using text, talk, writing, and carefully planned tasks b. Assessing meaning made by individuals and by groups
Q: How do instructional routines facilitate knowledge building and literacy learning?
Q: How can English Language Learners’ literacy
1.
Discussion
2.
Plan and/or participate in and
Assess Reading/Writing
Lessons
1.
2.
Discussion
Participate in and assess
Knowledge Building lessons
Duke, N. K., Pearson, P. D., Strachan, S. L., & Billman, A. K.
(2011). Essential elements of fostering and teaching reading comprehension. In S. J. Samuels & J. E. Farstrup (Eds.), What research has to say about reading instruction, pp. 51-93.
Newark, DE: International Reading Association.
Fisher, D. Frey, N., & Lapp, D. (2011). What the research says about intentional instruction. In S. J. Samuels & J. E. Farstrup
(Eds.), What research has to say about reading instruction, pp.
359-378.Newark, DE: International Reading Association.
Greenwood, S. C. (2009). Making academic vocabulary learning effective and efficient: Strategies for teachers of the content areas. Journal of Content Area Reading, 8 (1), 31-54.
Rasinski, T. V. & Samuels, S. J. (2011). Reading fluency: What it is and what it is not. In S. J. Samuels & J. E. Farstrup (Eds.),
What research has to say about reading instruction, pp. 94-114.
Newark, DE: International Reading Association.
Martin, D. & Wineburg, S. S. (2008). Seeing thinking on the web. The history teacher . 41 (3), 305-319.
Graham, S. & Herbert, M. (2011). Writing to read: a metaanalysis of the impact of writing and writing instruction on reading. Harvard Educational Review, 81 (4), 710-755.
McConachie, S., Hall, M., Resnick, L., Ravi, A. K., Bill, V. L.,
Blintz, J., & Taylor, J. A. (2006). Task, text, and talk: Literacy for all subjects. Educational Leadership, 8-14.
Vaughn, S., Swanson, E. Roberts, G., Wanzek, G., Stillman-
Spisak, S., Solis, M., & Simmins, M. (2013). Improving reading comprehension and social studies knowledge in middle school.
Reading Research Quarterly. 48 (1), 77-93.
Palenscar, A. S. & Herrenkohl, L. R. (2002). Designing collaborative learning contexts. Theory into Practice , 41 (1), 26-
32.
Learned, J. E. Stockdill, D. & Moje, E. B. (2011). Integrating reading strategies and knowledge building in adolescent literacy instruction. In S. J. Samuels & A. E. Farstrup (Eds.), What
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development be supported in classroom settings?
Q: How can the CCSS be used to plan meaning-making in classroom and homework literacy practices?
Argumentative and Explanatory Writing
Q: How can we assess effectiveness of writing techniques?
Q: How can we assess writing in such a way that assessments serve students’ further writing development?
Planning instruction
Use: Danielson Framework for Teaching and edTPA framework
Q: How can we teach explanatory and argumentative writing within knowledge-building units?
Adolescents, disciplinary learning, and academic identity
Q: What range of literacy practices do students engage across academic disciplines?
Q: How is knowledge built across text and practices?
How effectively is it built? How do we know?
Q: How do academic literacy experiences affect academic identity?
Q: In what ways are CCSS evident in adolescents’ work and their discussions about their work?
1.
2.
knowledge building unit
3.
Assess own writing process during writing workshop.
4.
Assess written products , in
1.
2.
Discussion
Write an argument (or explanatory essay) during relation to purposes and audiences for writing.
Practicum
Academic Literacy and
Identity Paper
1. Write a Knowledge Building
Unit for supplemental classroom instruction research has to say about reading instruction , pp. 159-185.
Newark, DE: International Reading Association.
Monte-Sano, C. (2011). Beyond reading comprehension and summary: Learning to read and write in history by focusing on evidence, perspective, and interpretation. Curriculum Inquiry,
41(2), 212-249.
Wineburg, S. & Martin, D. (2004). Reading and rewriting history. Educational Leadership, September, 42-45.
Polite, V. C, Adams, A. H. (1997). Critical thinking and values education through socratic seminars. Urban Education , 32, 256-
278.
Wolfe, C. R. (2011). Argumentation across the curriculum.
Written Communication, 28(2), 193-219.
Dlugokienski, A. & Sampson, V. (2008). Learning to write and writing to learn in science: Refutational texts and analytical rubrics. Science Scope , 14-19.
Raphael, T. E. & Englert, C. S. (1990). Writing and reading:
Partners in constructing meaning. The Reading Teacher ,
February, 388-400.
Harmony Education Center, Describing student work. National
School Reform Faculty.
White, J. W. & Lowenthal, P. R. (2011). Minority college students and tacit “codes of power”: Developing academic discourses and identities. The Review of Higher Education , 34
(2), 283-318.
Tatum, A. (2011). Diversity and literacy. In S. J. Samuels & A.
E. Farstrup (Eds.), What research has to say about reading instruction (pp. 425-447). Newark, DE. International Reading
Association.
Utilize all course readings.
Common Core State Standards
Common Core State Standards for Literacy
Danielson Framework
EdTPA/APPR Lesson Plan
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Use: Wiggins and McTighe Unit Planning around
Essential Questions
Program Attributes 1. Weekly blog entries
Each week students post a blog entry, discussing how program attributes were reflected in the past week’s class, activities, and readings. Blog entries may be used during the final.
Attributes-Focused Reflection
A Beginner’s Guide to Text Complexity
Utilize all readings in the course for research based practices.
Final
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