EDC G 656 Teaching the English Language Arts at the Fall ... · Pre-K to 5, IRA 2.3, MA SMK 1b1a, 1b1c, 1b1d, edTPA 2013 Elem ELA Rubrics 1,4,7] 2. Understand and analyze the text

EDC G 656 Teaching the English Language Arts at the Elementary Level Syllabus

Fall 2014

Syllabus Subject to Change Page 1

Instructor Information

Professor: Patricia C. Paugh, PhD

Email: [email protected]

Phone (Office): 617 287 7586

Office Hours: Mondays 3:00 pm to 4:00 pm (or by appointment)

Office Location: Wheatley Hall, Second Floor, Room 143-03

Class Location: Wheatley Hall, First Floor, Room -00054

Note: The following link will assist you in forwarding your UMB email account to your personal account:

http://www.umb.edu/it/getting_services/email/logging_on_for_the_first_time/ - forward. Throughout the

semester, I will communicate with you via your UMB email account. You may have e-mail redirected from

your official UMass Boston address to another e-mail address at your own risk. The University will not be

responsible for the handling of e-mail by outside vendors or by departmental servers.

Course Information

Course Title: Teaching the English Language Arts at the Elementary Level

Prerequisites: EDC G 646 Understanding Reading: Principles and Practices or permission of instructor

Prerequisite

Skills: See above

Course

Description:

This course addresses the subject matter knowledge necessary for integrating the English Language Arts

when teaching in an elementary classroom where learners have different academic needs and are socially,

culturally and linguistically diverse. It prepares pre-service elementary teachers to address three of the four

areas important to the Common Core State Standards (and related MA ELA Curriculum Frameworks):

Reading Literature, Reading Informational Text, and Writing. The class will focus on teaching students to

become critically literate as they analyze, comprehend, and compose genres important to academic and social

success in the 21st century including children’s literature, informational texts found in content area

disciplines, and multimodal texts. This is the second of a two course literacy sequence required for the

Graduate Program leading to initial licensure as an Elementary teacher.

You are advised to retain a copy of this syllabus in your personal files for use when applying for future

degrees, certification, licensure, or transfer of credit.

Technical

Requirements: The course will require you to: 1) access texts through the E-books database provided on the

Healey Library website [http://www.umb.edu/library/journals]. You will need to obtain a

mailto:[email protected]

http://www.umb.edu/it/getting_services/email/logging_on_for_the_first_time/#forward

http://www.umb.edu/library/journals


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library barcode to access this resource; 2) sign into the course site through Blackboard

Learn. You will need your UMASS email and password to access this site.

[https://umb.umassonline.net/]

Required

Text(s): Duke, N., Caughlan, S., Juzwik, M., & Martin, N. (2012). Reading and Writing

GENRE with Purpose in K-8 Classrooms. Portsmouth,NH: Heinemann - will need

to be purchased online or in the UMB bookstore.

Barone, D. (2010).Children's Literature in the Classroom: Engaging Lifelong

Readers. New York, NY: Guilford Press. – access through Healey Library Ebooks or

purchase in UMB bookstore.

Required Children’s Novels (purchase in UMB Bookstore or online):

Rosado, R. & Aguirre (2012) Giants beware!.New York, NY: First Second Press.

Palacio, R.J. (2012). Wonder. New York, NY: Knopf.

Electronic Reference Documents

National Reading Panel (2000). Putting Reading First: The Research Building Blocks for Teaching Children

to Read. Can be retrieved online at: http://www.nationalreadingpanel.org/Publications/researchread.htm

Massachusetts Tests for Educator Licensure (MTEL). Foundations of Reading (90) Practice Test. This

document can be retrieved at: http://www.mtel.nesinc.com/MA_PT_opener.asp

Massachusetts Curriculum Frameworks for Language Arts and Literacy (March 2011)—pages 3-44. Can be

retrieved online at: http://www.doe.mass.edu/frameworks/ela/0311.pdf [You are required to bring a print or

electronic copy of this document to all classes]

World Class Instructional Design and Assessment (WIDA). Can be retrieved online at: http://www.wida.us/

Recommended Texts

The following texts used in the EDC G 686 Seminar may be helpful in lesson design and assessment

for this course and in your student teaching:

Saphier, J., Haley-Speca, M. & Gower, R. (2008). The Skillful Teacher: Building your teaching

skills (6thEdition). Acton, MA: Research for Better Teaching.

Course Objectives:

By fully participating in this course, you should be able to:

https://umb.umassonline.net/

http://www.nationalreadingpanel.org/Publications/researchread.htm

http://www.mtel.nesinc.com/MA_PT_opener.asp

http://www.doe.mass.edu/frameworks/ela/0311.pdf

http://www.wida.us/


Fall 2014


1. Understand and analyze the genres and literary devices used by authors in order to teach PreK-5 age

students to read and comprehend literature (including stories, dramas, and poetry) at the high end of

developmentally appropriate levels of text complexity. [MA ELA/CCSS Reading Standards for Literature

Pre-K to 5, IRA 2.3, MA SMK 1b1a, 1b1c, 1b1d, edTPA 2013 Elem ELA Rubrics 1,4,7]

2. Understand and analyze the text types and features used by authors in order to teach PreK-5 age students

to read and comprehend informational texts including history, soc sciences, science, and technical texts at the

high end of developmentally appropriate text complexity [MA ELA/CCSS Reading Standards for

Informational Text Pre-K to 5, IRA 2.3, MA SMK 1b1a, 1b1c, 1b1d, edTPA 2013 Elem ELA Rubrics 1,4,7]

3. Understand tools and practices for classroom writing instruction in order to teach PreK-5 students to write

routinely over extended time frames (time for research, reflection, revision) and shorter time frames (on

demand) for a range of discipline specific tasks, purposes, and audiences.[MA ELA/CCSS Writing Standards

PreK-5, IRA 2.2, MA SMK 1b1e, 1b1f, edTPA 2013 Elem ELA Rubrics 1,4,7]

4. Create and engage with instructional approaches and materials, especially children’s literature needed to

engage PreK-5 student in literacy practices that develop awareness of how literacy works in society,

including connections to the disciplinary knowledge as well as understanding, respect and a valuing of

differences. [IRA 4.1, 4.2, 4.3, edTPA 2013 Elem ELA Rubrics 6,7]

5. Understand discourse, sentence and word level language features* of writing for multiple academic

purpose in order to plan, develop and utilize evidence-based assessments for monitoring classroom progress

of PreK-5 students.[MA ELA/CCSS Writing Standards PreK-5, MA SMK 1b1d, 1b1f, edTPA 2013 Elem

ELA Rubrics 11, 14]

6. Be familiar with, utilize and participate in online resources such as: Google and Google Scholar databases,

Pinterest, Ebooks, Author Websites, School District Websites, Professional Organization Web Resources,

Teacher Blogs, Department of Education Web Information etc. as part of the larger professional community

of educators.

* Aligned with WIDA (World Class Instructional Design and Assessment) English Language Development

Standards – 2012 Amplification. WIDA ELD Standard 2 – The Language of Language Arts. This objective

will be extended further in the EDC G 650 RETELL course.

Course Rubric:

Assignment/Deliverable Grade %

1. Course Participation – attendance (all 13 sessions), preparation,

evidence of completion of in-class assignments, completion and

maintaining a thorough record of weekly readings and activities in

notebook (15 pts) which is handed in twice during the semester.

Notebook Check: 10/20/14

Final Due: 12/8/14

20%

2. Academic Language Text Analysis (2 part assignment):

2a: Identify one fictional narrative text useful to your intended

40%


Fall 2014


classroom. Complete an academic language feature analysis of a

narrative with a summary that includes 2 teaching point ideas for

each. (Due 10/6/14, 20%)

2b: Identify one informational text on a theme of study useful to

your intended classroom. Complete an academic language feature

analysis with a summary that includes 1 anticipation guide and 1

teaching point idea. . (Due 11/10/14, 20%)

3. Lesson Planning and Student Engagement: Develop, teach, and

critique an edTPA aligned lesson on analyzing language features of

a literature or informational text used in target classroom. Submit

Draft if comments needed by: 12/1/14

4. Due: Final w. reflection 12/15/14.

30%

5. In Class Student Writing Analysis: Analysis of two sets of student

writing samples (one a persuasive letter AND one science lab

report) using academic language rubrics developed in class. In

class: 12/1/14 and 12/8/14 (group project).

10%

100%

Required Assignments:

Appendix A includes directions and rubrics for all assignments (will be distributed in class)

#1: Ongoing Reading and Class Activity Notebook

#2: Academic Language Text Analysis (a and b)

#3: Lesson Planning and Reflection

#4: Student Writing Analysis

Course Policies:

Participation: Full preparation and participation in weekly course activities includes having read

and taken notes on readings due for the class, taking responsibility within groups for facilitating and

recording activities, completing all individual assignments on time, keeping weekly reading and

activity notebook, and using electronic devices for the purpose of the class activity. Please respect

your colleagues’ and the professor’s efforts in the same way you expect your elementary ed students

to attend and participate when you are teaching!

Attendance Policy: It is not possible to get an A in this class if you miss more than one class

session. After one absence 5 points will be deducted for ALL sessions missed. (11/12 = 0 points,

10/12 = 10 points, 9/12 = 15 points, etc.) If you are needed at a school related event such as Family

Night you will not be penalized, however, you are required to obtain a note from the principal

verifying the event and times he/she is requesting your presence. When you know you need to be

absent please contact the professor. You will be responsible for handing in an in-depth, summarizing

set of notes for the assigned readings for that day that shows you have done a close read and

understand the essential content. You are also responsible for contacting a willing colleague to learn

about the course session, completing and handing in the activity individually using a different text (if

applicable). You are also responsible for signing in on the circulating attendance sheet each week.


Fall 2014


Please plan to remain in class for the entire session as team members depend on your expertise to

complete the activities. If you need to arrive late or leave early please contact me ahead of time.

Group Work: In most classes there will be an in-class assignment that will be expected to be

completed and handed in by each team and recorded in your weekly notebooks. Working in groups

yourselves will help you to reflect on how you will expect your own students to work in partners or

groups in the elementary classroom. You will be asked to periodically share what works in this

setting as the course progresses.

Grading

Grading: Grade type for the course is a whole or partial letter grade. (Please see table below)

Note: the lowest passing grade for a graduate student is a “C”. Grades lower than a “C” that

are submitted by faculty will automatically be recorded as an “F”.

Please see the Graduate Catalog for more detailed information on the University’s grading

policy.

UMass Boston Graduate Grading Policy

Letter

Grade Percentage Quality

Points A 93-100% 4.00

A- 90-92% 3.75

B+ 87-89% 3.25

B 83-86% 3.00

B- 80-82% 2.75

C+ 77-79% 2.25

C 73-76% 2.00

F 0-72% 0.0

INC Given under very restricted terms and only when satisfactory work has been accomplished in

majority of coursework. Contract of completion terms is required. N/A

IF Received for failure to comply with contracted completion terms. N/A

W Received if withdrawal occurs before the withdrawal deadline. N/A

AU Audit (only permitted on space-available basis) N/A

NA Not Attending (student appeared on roster, but never attended class. Student is still responsible for

tuition and fee charges unless withdrawal form is submitted before deadline. NA has no effect on

cumulative GPA.)

N/A

Accommodations


Fall 2014


The University of Massachusetts Boston is committed to providing reasonable academic accommodations for

all students with disabilities. This syllabus is available in alternate format upon request. If you have a

disability and feel you will need accommodations in this course, please contact the Ross Center for Disability

Services, Campus Center, Upper Level, Room 211 at 617.287.7430.

http://www.umb.edu/academics/vpass/disability/ After registration with the Ross Center, a student should

present and discuss the accommodations with the professor. Although a student can request accommodations

at any time, we recommend that students inform the professor of the need for accommodations by the end of

the Drop/Add period to ensure that accommodations are available for the entirety of the course.

Academic Integrity and the Code of Student Conduct

Syllabi should contain information about expectations around academic honesty. If your course includes

group projects, the syllabus should make clear your expectation for group work versus individual work.

Syllabi for courses that include fieldwork should also make clear any ethical obligations to the site. The

following is standard language on academic honesty –

Code of Conduct and Academic Integrity

It is the expressed policy of the University that every aspect of academic life--not only formal coursework

situations, but all relationships and interactions connected to the educational process--shall be conducted in

an absolutely and uncompromisingly honest manner. The University presupposes that any submission of

work for academic credit is the student’s own and is in compliance with University policies, including its

policies on appropriate citation and plagiarism. These policies are spelled out in the Code of Student

Conduct. Students are required to adhere to the Code of Student Conduct, including requirements for

academic honesty, as delineated in the University of Massachusetts Boston Graduate Catalogue and relevant

program student handbook(s). UMB Code of Student Conduct

You are encouraged to visit and review the UMass website on Correct Citation and Avoiding Plagiarism:

http://umb.libguides.com/GradStudiesCitations

Other Pertinent and Important Information Incomplete Policy: Incompletes are only given if the candidate has completed the majority of the

coursework and there are extenuating circumstances. In this case the incomplete will follow policy guidelines

as explained in the Graduate Studies Catalog.

Coursework Difficulties: Please discuss all coursework matters with me sooner than later.

Withdrawing From This Course: Please refer to the written policies and procedures on formal withdrawl

and add/change dates listed in the Graduate Studies Catalog.

http://www.umb.edu/academics/vpass/disability/

http://www.umb.edu/life_on_campus/policies/code/

http://umb.libguides.com/GradStudiesCitations


Fall 2014


Course Schedule

Session Topic and Plan Readings/

Assignments

Due on this

Date

Session1

9/8/14

Course overview

Understanding the Content necessary for teaching ELA

specifically reading and writing literary and informational

texts.

Exploring the interaction between culture, context, and content

within classroom pedagogy effective for diverse learners.

Understanding textual authority students need to participate in

global society.

Topic: Genre Studies

EQ: What are the genres and literary devices used by authors in

English Literature?

What is the expanded meaning of “genre” for the 21st century?

Focal texts: Click Clack Moo: Cows that Type and The Jolly Postman

Before Next

Week:

Purchase

Course Texts:

Duke et al.;

Barone

Download an

electronic or

hard copy:

CCSS/MA

ELA 2011

Curriculum

Frameworks

BRING

ASSGND

TEXTS and

STANDARDS

TO CLASS

EACH

WEEK.

Session 2

9/15/14

Topic: Genre and Language

EQ: What are the differences in genres found in Literary and

Informational texts?

Focal texts: The Little Chestnut Tree and Eyewitness book TREE

Duke et al.

Chapters 1, 2,

Skim 4.

Set up weekly

notebook.

Session 3 Topic: Narrative Genres and Literary Interpretation

EQ:What are the structural and language features used to organize a

Barone Ch. 3, 5

Revisit Duke et


Fall 2014


9/22/14 narrative?; What criteria can be used by teachers and students to

analyze the genre of a fictional narrative? What are some literacy

activities to teach about organization of meaning and specific

language features of narrative texts?

Focal Text: Each Kindness

Read Aloud and Think Aloud of a Fictional Narrative Picture Book

Group Work:

Be a Language Detective! Each Kindness Narrative Text Analysis

and Potential Critical Literacy Activities using Each Kindness as a

Mentor Text

al. Ch 2

Session 4

9/29/14

Topic: Multicultural Literature

EQ: Why is it essential that classroom texts mirror the cultural and

linguistic diversity found in society?

Group Work:

What are controversies around use of AAVE in academic settings? What are

the implications of recognizing students’ home languages/cultural practices

in the classroom? What are the implications of ignoring these? How can a

teacher incorporate primary culture and language and retain focus on

academic language needed for school success?

Planned Visitor Lecture and Q & A Session

Theme: What does “identity” mean in a culturally responsive classroom?

Why is it important to connect the literacy curriculum with students’

home/family lives? What are the criteria for high-quality literature with

multicultural content?

Revisit Barone,

Ch. 3 (pp. 71-

73 only)

Holladay, 2012-

13 (online, see

supplementary

bibliography)

Wheeler &

Swords, 2004

Session 5

10/6/14

Topic: New Literacies/Multiliteracies

EQ: What is meant by “New Literacies? What essential knowledge is

developed by students who are guided to engage with NL text forms

(popular culture, digital, graphic)? Why are NL needed in 21st century

elementary curriculum?

PPT Lecture/Dialogue on “New Literacies”

Focal Texts: The Three Pigs – Traditional and Postmodern

Group Work:

Complete

Graphic Novel:

Giants Beware

Dallaqua, 2012

Bring Fisher &

Frey article to

class.

Assignment


Fall 2014


General Book Club Discussion of Giants Beware

Mark up text w/post-its: Questions, Surprises, Connections

Classroom connections for Teaching NL texts.

#2a Due

10/13/14

Columbus Day Holiday – No University Classes Session 6

10/20/14

Topic: What is a classroom literature discussion? Where does reading

discussion fit into Reading Workshop model?

Model of Student Participation in a Literature Discussion – Video Judith

Langer

http://www.learner.org/libraries/engagingliterature/signposts/

EQ: How can text dependent questions be used to facilitate a classroom

literature discussion?

Group Work:

Develop text dependent questions that might help you prepare for a

book discussion of Wonder with grade 4-5 class.

Fisher & Frey

2012

Complete read

of novel:

Wonder

Mid-term

Notebooks Due

Session 7

10/2714

Topic: Lesson Planning with focus on “How Texts Work”

EQ: What is a mentor text? How can analyzing mentor texts with my class

help students develop academic habits for reading and writing in school?

Group Work:

Lesson Planning Workshop

Turning a lesson idea into a PLAN.

Criteria for edTPA lesson planning process

Formative assessment as part of ELA lessons.

edTPA

handbook for

elementary

ELA – BRING

TO CLASS

Look at Lesson

Planning

Rubrics, Read

Glossary

Section on

Academic

Language

Session 8

11/3/14

Topic: Informational Genres

EQ: What are the different types of informational genres? How are meanings

organized to communicate information for different purposes and audiences?

What types of language are useful for different purposes and audiences?

Focal Text: The Life and Times of the Peanut

Barone Ch. 4

Duke et al. Ch.

3 & 4

http://www.learner.org/libraries/engagingliterature/signposts/


Fall 2014


Group Work: Be a Language Detective! Informational Text Analysis

Session 9

11/10/14

Topic: Writing Workshop

EQ: What does writing workshop look like in a classroom? Modeling,

Sharing, Guiding, Applying

Group Work:

Connecting Reading and Writing -- Genre Sort

Modeling Organization and language use through mentor texts

Decide on a mentor text(s) and a focus for your lesson plan.

Dudley-Marling

& Paugh, Ch.

1,2

Assignment

#2b Due

If you have a

mentor text you

want to use for

LP bring to

class. Pat will

provide some

texts as well.

Session 10

11/17/14

Topic: Genre Writing – Informational Texts

EQ: What are characteristics of school-focused informational texts such as

factual recount, procedural recount, procedure, report? How can they be

identified and taught for writing across subject areas?

Growing Language Awareness PPT and Videos

Group Work:

Using “everyday” texts as mentors for “how language works”

Video on teaching “Recount” writing (Creating Anchor Charts for

Writing, Building on Writer’s Notebooks)

Video on “Author’s Chair” (Group Conferencing)

Analyze “before” and “after” from “Recount of the Tomato Plant”

Duke et al.

Review Ch. 3

and Ch. 4

Paugh &

Moran, 2013

Session 11

11/24/14

Topic: Informational Writing in Science

EQ: How can a science teacher connect inquiry based science content with

writing?

Group Work:

Defining components of “Claims, Evidence, Reasoning”

o Analyze student science lab reports using CER (Assignment

#5a: In class Student Writing Analysis, Hand-in with

Group at end of class)

Zembal-Saul,

McNeil &

Hershberger

Session 12 Topic: Lesson Planning Workshop

Review edTPA

ELA Handbook


Fall 2014


12/1/14 Work with your group to prepare a final draft of your lesson plan using

edTPA rubrics as guidelines.

Finalize plan for teaching your plan and completing the reflection.

Rubrics

Draft of Lesson

Plan Due for

Class

Notebooks

Due: Please

complete and

upload

notebook

rubric on BB

so I can grade

you online.

Session 13

12/8/14

Topic: Genre Writing

EQ: How does a classroom teacher use mentor texts and assessment of

children’s writing in a BPS persuasive writing unit?

Focus: Mary Moran, BPS Grade Four and Five/Persuasive Letter Project

Group Work:

Critique Martin Luther King’s Letter as mentor text

Organizer for Persuasive Writing

Analyze sample of student’s persuasive writing (Assignment #5b:

In class Student Writing Analysis, Hand-in with Group at end of

class)

Duke et al. Ch.

6 especially

“Common Char

of Persuasive

Texts”

Final Lesson

Plan and

Reflection

Uploaded to

BB by 12/15/14


Fall 2014


Web Resources:

Annenberg Learner

Inside Writing Communities Video Library. Retrieved online:

http://www.learner.org/resources/series205.html#

Engaging with Literature Video Library: Retrieved online:

http://www.learner.org/libraries/engagingliterature/

CAST: Transforming Education through Universal Design for Learning:

http://www.cast.org/index.html

This is the organizational home for Universal Design for Learning, the website is rich in

resources for differentiating instruction for diverse learners from a non-deficit perspective.

CCBC book choices: http://www.education.wisc.edu/ccbc/books/detailBook.asp?idBooks=1650

Council on Interracial Books for Children

“Ten Quick Ways to Analyze to Analyze Children’s Books for Racism and Sexism. Retrieved

online:

http://www.uua.org/documents/derman sparkslouise/1206_233_review_books.pdf

Choice Literacy: What are the Seven Comprehension Reading Strategies:

http://www.choiceliteracy.com/public/144print.cfm

CSI: Cognitive Strategy Instruction: http://www.unl.edu/csi/

Dr. Lisa Green: Dialects and the Marketplace: Language, Education, Identity & Attitudes (Scroll

down to Vimeo Lecture): http://lingeducator.com/2011/03/02/resources-dr-lisa-green-explains-how-

dialects-are-rule-governed/

This is a lecture of interest to educators who teacher students for whom African American

Vernacular English (AAVE) is the primary language.

IRA (International Teachers of Reading):

IRA Standards for Reading Professionals: http//:www.reading.org

Massachusetts Department of Elementary and Secondary Education: http://www.doe.mass.edu/

http://www.learner.org/resources/series205.html

http://www.learner.org/libraries/engagingliterature/












http://www.education.wisc.edu/ccbc/books/detailBook.asp?idBooks=1650

http://www.uua.org/documents/derman%20sparkslouise/1206_233_review_books.pdf














http://www.unl.edu/csi/










http://lingeducator.com/2011/03/02/resources-dr-lisa-green-explains-how-dialects-are-rule-governed/

http://lingeducator.com/2011/03/02/resources-dr-lisa-green-explains-how-dialects-are-rule-governed/

http://www.doe.mass.edu/


Fall 2014


This site contains the MA Curriculum Frameworks for English Language Arts as well as

information about professional licensure/MTEL Foundations of Reading test items. and

MCAS test items and scoring rubrics

National Association for the Education of Young Children: http://www.naeyc.org/

NCTE (National Council of Teachers of English): http//:www.ncte.org

NCTE: Read, Write, Think: http://www.readwritethink.org/

This site contains a large database of lesson plans and resources on all topics and levels

pertinent to literacy education, a good source for group presentations

Response to Intervention (RTI) Resources:

Coleman, M.R. Words can shape the destiny of children in the RTI process. Retrieved

online at the Council for Exceptional Children Website:

http://www.cec.sped.org/AM/Template.cfm?Section=Home&TEMPLATE=/CM/ContentDi

splay.cfm&CAT=none&CONTENTID=9666

Professionally Helpful RTI Websites:

MA Tiered System of Supports at: http://www.doe.mass.edu/mtss/).

A District Implements UDL at: http://udlspotlight.wordpress.com/category/bcsc-district-udl-

initiative/

UDL and Celebrating Co-teaching at:

http://udlspotlight.wordpress.com/category/lisa-parisi-co-teaching/

Reading Rockets

Great source of all types of literacy teaching information, lesson ideas, etc.;

http://www.readingrockets.org/

Supplementary Books and Articles:

Botelho, M.J., & Rudman, M. (2009). Critical multicultural analysis of children’s literature: Mirrors,

Windows, and Doors. New York: Routledge.

Dallaqua, A. (2012). Exploring literary devices in graphic novels. Language Arts, 89 (6), 365-378.

http://www.naeyc.org/

http://www.readwritethink.org/








http://www.cec.sped.org/AM/Template.cfm?Section=Home&TEMPLATE=/CM/ContentDisplay.cfm&CAT=none&CONTENTID=9666

http://www.cec.sped.org/AM/Template.cfm?Section=Home&TEMPLATE=/CM/ContentDisplay.cfm&CAT=none&CONTENTID=9666

http://www.doe.mass.edu/mtss/

http://udlspotlight.wordpress.com/category/bcsc-district-udl-initiative/

http://udlspotlight.wordpress.com/category/bcsc-district-udl-initiative/

http://udlspotlight.wordpress.com/category/lisa-parisi-co-teaching/

http://www.readingrockets.org/


Fall 2014


DeJong, E., & Harper, C. (2005). Preparing mainstream teachers for English-language learners:Is

being a good teacher good enough? Teacher Education Quarterly, 32(2), 101-124.

Derewianka, B. (1990). Exploring how texts work. Newtown, Australia: Primary EnglishTeaching

Association.

Dudley-Marling, Curt and Paugh, Patricia. (2009). A genre approach to writing instruction. In A

Classroom teacher’s guide to struggling writers (pp. 64-87). Portsmouth, NH: Heinemann.

Duke, N. & Pearson, D. (2002). Effective practices for developing reading comprehension. In What

research has to say about reading (3rd Edition). (pp. 205-242).

Fountas, I.C. & Pinnell, G.S. (2006). Teaching for Comprehending and Fluency: Thinking, Talking, and

Writing about Reading, K-8. Portsmouth, NH: Heinemann Publishers. ISBN: 0325003084

Gebhard, M., Harman, R., & Seger, W. (2007). Reclaiming recess: Learning the language of persuasion.

Language Arts. 84 (5), 419 – 430.

Gibbons, P. (2009). English learners, academic literacy, and thinking. Portsmouth: Heinemann.

Hall, S. (2002). Using picture books to teach literary devices (Volume3). Westport, CT: Oryx Press.

Holladay, J. (2012-13). The character of our content: A parent confronts bias in early elementary literature.

Retrieved online at: http://www.rethinkingschools.org/archive/27_02/27_02_holladay.shtml

Hoyt, L. (2009). Revisit, Reflect, Retell: Time-tested strategies for teaching reading comprehension.

Portsmouth: Heinemann.

Leland, C. & Lewison, M. (2012). Teaching children’s literature: It’s critical. New York, NY: Taylor and

Francis. Available through Healy Library e-brary.

Moss, B. & Lapp, D. (2009). Teaching New Literacies: K-3: Resources for 21st Century Classrooms. New

York, NY:Guilford Press.

Moss, B. & Lapp, D. (2009). Teaching New Literacies in Grades 4-6: Resources for 21st Century

Classrooms. New York, NY: Guilford Press.

Nieto, S. & Bode, P. (2011). Affirming diversity: The sociopolitical context of multicultural education (6th

edition). New York, NY: Pearson.

Paugh, P. & Moran, M. (2013). Growing Language Awareness in the Classroom Garden. Language Arts. 90

(4). 253-267.

Paugh, P. (2012). Closing editorial: statement: New literacies new learning. The Educational Forum. 76 (4).

536-537.

http://www.rethinkingschools.org/archive/27_02/27_02_holladay.shtml


Fall 2014


Ranker, J. (2006). “There’s fire magic, electric magic, ice magic or poison magic”: The world of

video games and Adrian’s compositions about Gauntlet Legends. Language Arts 84 (1). 21-33.

Scott, R. (2003). Building an inclusive society: Why it matters. ESL Miniconference. Retrieved

online at: http://www.eslminiconf.net/latesummer08/pdfs/inclusion.pdf

Stead, Tony (2002). Is that a fact?: Teaching non-fiction writing. Portland, ME: Stenhouse.

Vardel, S. Hadaway, N. & Young, T. (2006). Matching books and readers: Selecting literature for

English learners. The Reading Teacher . 59 (8), 734 – 741.

Wheeler, R., & Swords, R. (2004). Codeswitching: Tools of language and culture transform the

dialectically diverse classroom. Language Arts, 81 (6), 470 - 480.

Wilson, C. (2010). Using comic literature with elementary students. In Moss. B. & Lapp, D. (Eds.).

Teaching new literacies in grades K-3: Resources for 21st century classrooms. (pp. 119-133). New

York: Guilford Press

Wilson, C. (2010). Using comic literature with older students. In Moss. B. & Lapp, D. (Eds.).

Teaching new literacies in grades 4-6: Resources for 21st century classrooms. (pp. 125-135). New

York: Guilford Press.

Youngs, S. & Barone, D., (2007). Writing without boundaries: What’s possible when students combine

genres. Portsmouth: NH: Heinemann.

Zembal-Saul, McNeil, K. & Hershberger. (2012). What’s your evidence?: Engaging K-5 children in

constructing explanations in science. Pearson Professional Development.

Zwiers, J. (2010). Building Reading Comprehension Habits: A Toolkit of Classroom Activities.

Newark, DE: International Reading Assoc.

http://www.eslminiconf.net/latesummer08/pdfs/inclusion.pdf

EDC G 656 Teaching English Language Arts at the Elementary Level Notebook**

Assignment #1

The major artifact for assessing the depth of learning (and for the participation grade) will be

your course notebook. This notebook will be collected twice during the semester. Once about

mid-semester and once near to the end. Grades will be determined by the organization of the

notebook and the depth and detail of the notes (see rubric below). The PURPOSE of this

notebook is to create a clear record that you can use or build upon as you student teach later on

so the information should be well-organized and easily referenced. The notebook should contain

the artifacts listed below.

An electronic copy of this organizer will be available on Blackboard Learn. You are asked to

complete this form and upload it saved as: YOURLASTNAMENotebook.doc on 12/1/14 – the

day you hand in your notebook for grading. Notebooks will be returned to you after grading.

Notebook Contents

Class Session Agenda and Handouts Class Notes Reading Notes

Session 1

9/8/14

Session 2

9/15/14

Duke Ch. 1 & 2

Session 3

9/22/14

Barone Ch. 3, 5

Session 4

9/29/14

Council on Interracial

Books for Children

Guidelines (TNY)

Halladay (Campus)

Wheeler & Swords

Session 5

10/6/14

Dallaqua

Session 6

10/20/14

**Notebook Check**

Fisher & Frey 2012

Session 7

10/27/14

edTPA ELA

Handbook/Glossary

Session 8

11/3/14

Barone Ch. 4

Duke et al. Ch.3 & 4

Session 9

11/10/14

Dudley-Marling &

Paugh, Ch. 1,2

Session 10

11/17/14

Paugh & Moran, 2013

Session 11

11/24/14

Zembal-Saul, McNeil

& Hershberger

Session 12

12/1/14

**Notebooks Due**

Session 13

12/8/14

Duke et al. Ch. 6

Points

Total = 15 Points

Agendas and

Handouts

Class Notes Reading Notes*

5 All agendas/handouts

are present, well

organized for easy

reference.

Notes for each class

are dated and in order.

Notes are highly

specific and indicate

participation in group

activities/attention to

lectures. Well

organized for easy

reference.

Notes are identified

through APA

information:

Author(s), Date, Title,

Journal or Publisher,

Page numbers.

Notes include:

Key points in the

reading (e.g. clearly

labeled and defined

language features in

Duke chapters, or

clearly labeled

theories and rationale

in journal articles)

AND Ideas found for

Classroom Teaching 4

when applicable.

Depth of notes makes

them useful for future

reference AND

Comments, Reactions,

Questions

3 Most

agendas/handouts are

present and easy to

reference.

Notes are dated and in

order. Notes basically

outline class activities

and attention to

lecture.

Notes are identified

clearly with Author,

Title.

Notes include clearly

labeled Key Points

and Teaching Ideas

useful for future

reference.

0 Many

agendas/handouts are

missing. AND/OR

they are disorganized.

Notes are not in order,

are slim in content.

AND/OR missing

sections that indicate

minimal attention to

class activities or

lecture.

Notes do not clearly

identify the reading.

AND/OR are hastily

compiled/

demonstrate minimal

attention to the

reading.

*Reading Notes can be included in your notebook in several ways: handwritten notes, copy

article or chapter and mark up with highlights AND margin notes.

**Notebook can be either constructed using a binder or online.

9/7/2014 Rubric Detail

https://umb.umassonline.net/webapps/rubric/do/course/gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=_826985_1&course_id=_51258… 1/3

Proficient NewColumn2

NewColumn3

NewColumn4

NewColumn5

NewColumn6

Purpose andGenre

3 (15%)For NarrativeAnalysis:GenericQuestions forDiscussing Textcompleted in-depth.

2 (10%) 1 (5%) 0 (0%) 0 (0%) 0 (0%)

OrganizationalFramework

2 (10%)OrganizationalFramework:analysisincludeselements of thetext (1) and howthey areorganized by theauthor (1) (e.g.narrative wouldhave a storygrammarexplained)

1 (5%) 0 (0%) 0 (0%) 0 (0%) 0 (0%)

LanguageCharacteristicswithin the text

6 (30%)LanguageCharacteristicswithin the Texta.RegisterFeatures andExamples:analysis listsfeatures that fitthepurpose/genre

5 (25%) 4 (20%) 3 (15%) 2 (10%) 1 (5%)

Rubric Detail

You can interact with a rubric to grade in Grid View or List View. More Help

Name: Assignment #2a Academic Language Text Analysis - NarrativeDescription: Identify one fictional narrative (3a) on a theme of study in target classroom,complete the Generic Questions for Discussing Text and the Teachers as LanguageDetectives analysis form with summary sections completed.

Exit

Grid View List View

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purpose/genreof the text aswell asexamples fromthe chosen text.Criteria fromDuke et al.criteria areaddressed. (5)b.Graphic orMultimodalFeatures andExamples:analysisidentifies non-print featuresthat contribute tomeaning in thetext. (1)

Author'sPurpose

2 (10%)Clearexplanation ofhow thelanguagefeatures used bythe author helpto communicatemeaning for thereader (1).Explanationconnectsfeatures to showthat analystunderstandshow languageworks in thistext. (1)

1 (5%) 0 (0%) 0 (0%) 0 (0%) 0 (0%)

Mini-Lessons 5 (25%)At least two ormoreinstructionalideas for mini-lessons forexplicit teachingof language andmeaning Fullcredit if two ofthe three thefollowing arepresent: •Atleast one idearefers toteaching aboutorganization ofmeaning in thetext.(2) •At leastone ideaexplicitlyteaches about aregister feature(language withinthe text) (2) •At

4 (20%) 3 (15%) 2 (10%) 1 (5%) 0 (0%)



the text) (2) •Atleast one ideathat taps acritical literacyapproach toteaching thisstory (2)•References forsources(Source, Date,Page number orURL) of theteaching ideasare listed. (1)

Connections toStandards

2 (10%)Full credit if atleast two MAELA (CCSS)2011 CurriculumFrameworksStandards forReadingLiterature and/orReadingInformationalText areprovided to fitinstructionalideas above.Standard, GradeLevel,Description areincluded.

1 (5%) 0 (0%) 0 (0%) 0 (0%) 0 (0%)

Name:Assignment #2a Academic Language Text Analysis - NarrativeDescription:Identify one fictional narrative (3a) on a theme of study in target classroom,complete the Generic Questions for Discussing Text and the Teachers as LanguageDetectives analysis form with summary sections completed.

Exit



Proficient NewColumn2

NewColumn3

NewColumn4

NewColumn5

Purpose and Genre 3 (15%)OrganizationalFramework:NavigationalFeatures areidentified anddescribed.

2 (10%) 1 (5%) 0 (0%) 0 (0%)

OrganizationalFramework

3 (15%)OrganizationalFramework:StructuralFeatures areidentified anddescribed.

2 (10%) 1 (5%) 0 (0%) 0 (0%)

LanguageCharacteristicswithin the text

3 (15%)LanguageCharacteristicswithin the Textare identifiedand purposeexplained.Examplesgiven.

2 (10%) 1 (5%) 0 (0%) 0 (0%)

Graphical and Multi-modal

3 (15%)GraphicCharacteristicswithin the Textare identifiedand purposeexplained.

2 (10%) 1 (5%) 0 (0%) 0 (0%)

Rubric Detail

You can interact with a rubric to grade in Grid View or List View. More Help

Name: Assignment #2b Academic Language Text Analysis – InformationalDescription: Identify one informational text on a theme of study in target classroom,complete the Teachers as Language Detectives analysis form. Please complete andattach the Extended Aniticipation Guide along with the Language Detectives analysis.

Exit

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explained.Examplesgiven.

Anticipation Guide 4 (20%)Includedselectedstatementsfrom text -and/oradaptedstatements forT,F.Referencesections arecomplete.StandardsIncludedbelow.

1 (5%) 0 (0%) 0 (0%) 0 (0%)

Minilesson/TeachingPoint

4 (20%)Genre specificteachingpoints isdescribed in aparagraph andconnected toMA ELAStandards

3 (15%) 2 (10%) 1 (5%) 0 (0%)

Name:Assignment #2b Academic Language Text Analysis – InformationalDescription:Identify one informational text on a theme of study in target classroom,complete the Teachers as Language Detectives analysis form. Please complete andattach the Extended Aniticipation Guide along with the Language Detectives analysis.

Exit

EDC G 656 Teaching ELA at Elementary Level Fall 2014

Assignment #3: Lesson Planning and Student Engagement

Develop, teach, and critique an edTPA aligned mini-lesson where you guide students in a

specific focus area using a mentor text – either fictional or informational. This should be a

sample of a lesson that is part of a larger unit of instruction that connects reading with writing.

(e.g. working on “language detective” exploration of a mentor text with the goal of informing a

later writing project).

1. Read Task 1 Planning in the edTPA ELA Handbook. You will be expected to provide

three related lesson plans from an ELA unit when you student teach. Your planning will

be assessed using the Task 1 rubrics.

2. Mentor text mini-lesson should have a clear and specific goal. It is a lesson where you

analyze a mentor text with your students to prepare them for a current or future writing

activity (they do not have to complete the whole writing project in this lesson).

3. . For example, you may analyze a page from an informational book that discusses the

classification of different types of bees as a model for how to organize a set of facts or a

report that classifies reptiles, cars, rocks, etc. OR you might look at a book with lots of

examples of descriptive language to examine how authors build noun groups to create

rich images when they write personal narratives or fictional stories.

4. Teach the lesson to a group of students and create a videotape for your own practice and

later reference. You do not have to hand in the video – but you will get only get full

credit if you include examples or quotes (what you said, what students said) taken from

the video in your Part II Analyzing Teaching. Make sure you have permission from your

classroom teacher and principal and/or parents.

5. Reflect on the lesson using the Analyzing Teaching prompt in Part II of the assignment.

Lesson Planning Assignment #3: Rubric

Teaching Goal

Summary or I statement: Contains a clear statement of the purpose of the

lesson and a very brief introduction that includes what the teacher will do. It

includes how this lesson supports a future writing activity.

2

Content Objectives and Language Objectives: The lesson plan explains the

central ELA content goal of the mini-lesson in a student-friendly language

(Students will be able to do) with accompanying MA ELA standard. It also

includes standards for each language domain that students will employ to

2


demonstrate understanding during the lesson. (Listening and Speaking,

Reading, Writing).

Lesson Vocabulary is listed. This includes BOTH Tier 2 and 3 vocabulary

relevant to the reading of the selection AND vocabulary related to knowledge

about the genre and/or language features of the text. .

2

Assumed Prior Knowledge: Includes background and textual schema that

students are expected to know in order to be successful with this content.

2

Instructional Strategies and Learning Tasks

Materials:

Focus Text(s) and materials are listed and any worksheets, charts or

assessments artifacts are provided with the lesson plan as an appendix.

1

Launch or “I do”

Lesson Plan will describe how the teacher will start the lesson. This section

should contain clear expectations as well as motivation. Full credit given only if

what teacher says and does is described clearly and procedurally.

E.g. Stories, Questions, Interactive Moves that will engage and involve the

students – be specific.

3

Guided Practice or “We do”

Lesson Plan will describe the steps in the lesson after the launch. It will contain

a description of what the teacher will do to guide students in a close reading or

language detective practice using the focus text(s) with the lesson goal in mind.

It will describe prompts that may help teacher scaffold students during the

discussion – e.g. Modelling (think aloud) or Shared Discussion

It will describe any specific graphic organizers or charts that will help make

visible important ideas during the discussion.

3

Independent Practice and Application or “You Do”

This is the place for independent or small group/partner practice.

What students are expected to do is described specifically.

3


Closure

The lesson will consist of some type of summary or closure.

Full credit given only if what teacher and students say and do is described

clearly and procedurally

How will you wrap up the lesson, provide group feedback, set up the next mini-

lesson in the unit.

2

Differentiation

Lesson plan will describe at least three ideas for differentiating the lesson for

diverse learners in your classroom – cultural differences linguistic differences,

learning differences. Sources for ideas include: EDC G 630 SIOP and UDL

methods, CAST, RTI, Reading Rockets website listed in syllabus, Methods

books available from professor, Class readings (e.g. Contrastive Analysis from

Wheeler article, Duke et al. examples, WIDA Handbooks.)

2

Theory/Research Connection: Lesson plan will present reasons from ELA

theory related to comprehension or composition that connects to the main

activities of this lesson and explains how they connect to this lesson and why

they are important. These could be:

Fisher & Frey’s Close Reading of Text, Bloome’s Taxonomy, Rosenblatt’s

Reader Response Theory, Keene & Zimmerman Text Connections Theory,

Halliday’s Systemic Functional Lingustics (Text in Context), Luke & Freebody

Four Resources Model, Graves’ Writing Process

2

Assessments: Assessment section includes a description of the assessment(s)

and evaluation criteria (use ELA standards from the lesson).

Include:

1) What are the assessement you will develop and use for this particular

mini-lesson? (observational and/or work sample)

2) What are the specific criteria for each assessment example?

2

Analysis of Teaching: Reflection on the lesson includes: 1) evidence described

or quoted from the video and 2) your ideas for ongoing learning. All four

sections of edTPA Analysis of Teaching are addressed.

4


Total: 30

points