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!Literacy: Interactive Read Aloud Across Genres!

Syllabus!!

Instructor: Elise Hall !Number of Credits: 4 or 5 Department: CI Course Number: 810!

!The Graduate School of Education’s Conceptual Framework!

The PSU program will prepare leaders in:!Diversity & Inclusiveness

• to work effectively with diverse populations! • to promote inclusive and therapeutic environments! Research-Based Practices & Professional Standards! • to critically analyze and implement research-based practices! • to demonstrate appropriate professional knowledge, skills, and dispositions!!

Impact on Learning and Development! • to ensure all learners and clients succeed! • to use technology to enhance learning!

• to influence policy and provide leadership for organizations!Evidence-Informed Decision Making!

• to use evidence to solve problems of practice and make educational and!therapeutic decisions!

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         All of the courses offered through the NW Teacher's Learning Center are based on the same philosophical approach as expressed above. This supports consistency in our courses and ensures we are presented the most successful theories and strategies to increase teacher effectiveness and encourage accelerated life-long learning in students. When educators strive for improvement, we often work to transform our learning environments. However, classrooms often remain the same because our own beliefs about teaching stay the same. For real change to occur, we must refine our own thinking. If we want our students to evolve, we must examine our own beliefs and be willing to adapt to meet the pressing needs at hand. All of our courses strive to provide you with this knowledge where you become empowered.    Empowerment is the desire and ability to continue the journey. Desire is kindled with excitement and encouragement through the development of personal interests. Personal interests are central to teaching and learning. Teachers and students who are aware of learning processes, strategies, and multiple intelligences, and employ these elements toward developing their interests, will become powerful players in shaping their lives as well as their communities.            1. Course Description: This course is designed for teachers who are looking to improve their knowledge of

literature by reading and exploring a variety of books, reading about accountable talk, thinking about texts

through the lens of planning read aloud lessons as well as the speaking and listening standards within English Language Arts Common Core Standards.  

  You have one year to complete the course from the time you registered. If the end of the quarter for which

you registered comes before you complete the course, you will receive an incomplete until the work is completed. (PSU rarely grants extensions beyond the one-year you are given to complete the course.) Offered cooperatively by PSU and Teachers' Learning Center. Register any time and take up to 12 months to complete course from time of registration.  

 2. Prerequisites: None    3. Course Outcomes:     Throughout this course students will demonstrate proficiency in:    

• Analyzing important aspects of genre and how to use texts as read alouds in the classroom. Evaluating how to best use texts in their classroom.  

 • Applying the main characteristic of genre to the analysis of each text.    • Synthesizing all of the above information into a useful read aloud format that can be used to plan for an  

effective read aloud.    

The course is organized in an easy-to-follow format. Participants work their way through eight steps  that are clearly delineated. Your final grade will be determined using a rubric with categories of  Below Standard, Approaching Standard, At Standard or Exceeds Standard  

 4. Instructional Format: Online, demonstrations, student presentations, readings, assignments, email feedback    5. Required Readings:    

You will be choosing books based on your interest level and the reading level of your students within the different genres of literature you will be studying in this course.  

 Suggested Readings: Literacy Helping Students Construct Meaning- J. David Cooper, Nancy D.  Kiger, Michael D. Robinson, and Jill Ann Slansky. ISBN-13: 978-1-111-29810-4 ISBN - 10:  1-111-29810-6  

   6. Course Topic Outline:    

This course is divided into 8 sections:    Section One, Fiction (character, setting and plot)    * Main Idea/theme  * Areas that might need clarification    How to evaluate children's literature-  * Read, analyze, and record fiction texts  * Pick one of those fiction texts to focus on the following parts of a read aloud lesson plan; identify  

main idea/theme, and areas that might need clarification    

Section Two, Non-fiction (Dip in and out, Cover to cover, Story version, Biography and  Autobiography)    * Possible teaching points based on CCSS expectations and attributes of the text  * Identify types of non-fiction 1. dip in and out 2. Cover to cover 3. Story version 4. Biography  

5. Autobiography  * Read, analyze, and record non-fiction texts; identify type of text (1-5 above).  * Pick one of those ten texts to focus on the following parts of a read aloud lesson plan; identify the  

theme/main idea, items of clarification, make a list of possible teaching points that the text uses, pick one of those teaching points and identify and what essential learnings from the state that match up with those teaching points.  

 Section Three, Traditional Literature (Fairy tales, folk tales, myths, legends, tall tales)    * Breaking the text into three meaningful chunks based on meaning and the teaching point and  

modeling thinking and asking questions to gradually release the responsibility of the thinking  (using the teaching point) to navigate the meaning of text.  

* Identify attributes of the following genres: fairy tales, folk tales, myths, legends, tall tales  * Read, analyze, and record 15 texts (3 from each of the traditional literature types mentioned) labeling

their specific genre.  * Pick One of those 15 texts to focus on the following parts of a read aloud lesson plan; identify the  

main idea/theme, areas of clarification, possible teaching points and essential learnings, break it into three meaningful chunks. Write the questions that will release responsibility of the teaching point to the learners.    

Section Four, Poetry    * Using discussion to deepen understanding.  * Identify attributes poetry may possess  * Read, analyze and record poems by 15 different authors  * Pick ONE of those poems or a complimentary/contradictory pair to focus on the following parts of a

read aloud lesson plan; identify the main idea/theme, areas of clarification, possible teaching points and essential learnings, break it into three meaningful chunks. Write the questions that will release responsibility of the teaching point to the learners. Identify goals for the discussion and write some leading prompts that you could interject with to steer the conversation in that direction.  

 Section Five, Accountable Talk/ Discussion in the classroom    * Research accountable talk and using discussion in the classroom  * Read two articles from Google Scholar about accountable talk or discussion in the classroom  * Write a 2-3 page paper indicating what you learned from your reading and research and how you can use

that information to improve instruction in your classroom as well as the standards being addressed through these lessons.  

   Section Six, Mysteries    * Identify attributes of mysteries  * Read, analyze and record mysteries  

* Write a read aloud lesson plan, including all of the components to go with ONE of those mysteries.    Section Seven, Your Choice (Fantasy, Historical Fiction, Westerns, Romance, Comedy, Graphic  Novels, Picture Books, etc.)    * Choose a genre-any of the above or one of your own choice that you might use in your classroom  * Research and record the attributes of the genre  * Read, analyze, and record books from that genre.  * Chose one of those texts and write a read aloud lesson plan for that text.    Section Eight, Reflection    Write a 2-3 page paper explaining what you learned from this course and how it will impact your  teaching in the classroom. Include insights, questions and wonderings in your text. Include at least  five ways you will be able to access texts to use for read aloud in your classroom. Also include a list  of resources or a plan that will help you improve one or two areas from the Art of Accelerated  Learning word web mentioned in the beginning of this syllabus.      

Fifth Credit Option:  To receive the fifth credit for this course you need to complete additional work. You may expand your work within one of the genres covered in the course by reading more, developing additional lesson plans, developing additional units, develop assessment rubrics of your choice etc. You may also complete a project that is of interest to you within the context of this course as long as you receive prior permission of the instructor.