“Those within literacy research will best serve the interests and integrity and the future of learning if they attend to those points where the arts and literacy meet.  Those points are abundant:  drawing in collaboration with writing, creative writing for production or complement to the visual arts, and dramatic renderings of children’s literature and young adult publications.”

-Shirley Brice Heath

 

MANHATTANVILLE COLLEGE

EDU 3369 Methods for Teaching Literacy and Language Arts II

 

Dr. Jane Gangi                                                                                                  Fall 2007

Phone: 914-798-2713                                                                                       Mon. and Thurs. 10:45-12

Rm.: ELI 10

Email: gangij@mville.edu                                                                                  Department Chair: Dr. Levin

Office hours:  M 7-7:30 pm; Th 1-3:30 (or by appointment).                  Office Room #: C219

 

COURSE DESCRIPTION

This course is the second of a pair of courses that provides a research-based introduction to literacy teaching and learning for children in the elementary grades. The course examines in depth the theories, approaches, and methodology of teaching reading and writing in the elementary classroom, with a special focus on literacy teaching in the upper elementary grades (3-6). Emphasis will be on helping students develop an informed, integrated, and balanced approach to the planning and instruction of reading, writing, listening, and speaking, and on extending their knowledge of children’s literature in a diverse society.

 

This syllabus and selected course materials can be located at www.mville.edu/library

Click on ERES electronic reserves

Click on ERES electronic reserves course material

Click on Instructor and find “Gangi”

Click on course name: Methods of Teaching Literacy II

Password to course: 3369

 

REQUIRED TEXTS

Available in the Bookstore:

Allington, R. & Johnston, P.  (2002).  Reading to learn:  Exemplary fourth-grade classrooms.  New York: Guilford.

Gangi, J. M.  (2004).  Encountering children’s literature:  An arts approach.  Boston: Allyn & Bacon. 

 

Required, for participation in literature circles, Junior Great Books shared inquiry, and for the children’s literature log:

Babbitt, N.  (1975).  Tuck everlasting.  New York: Farrar.  (fantasy novel)

                American Library Association (ALA) Notable Book Award

                1976 Christopher Award

Brooks, L.  (2001).  Devon’s hurt.  Woodstock, IL: Dramatic Publishing. (drama)

                1998 Aurand Harris Memorial Playwriting Award

Ellis, D.  (2002).  Parvana’s journey.  Toronto: Douglas & McIntyre. (contemporary realistic fiction novel). This is the second book in Ellis’s Breadwinner Trilogy; you may wish to read The Breadwinner, the first book and Mud City, the third book.

2003 Jane Addams Book Award for Older Children

The “Breadwinner Trilogy”:  2004 Jane Addams Children’s Book Award Special Commendation

Freedman, R. (1987). Lincoln: A photobiography. New York: Clarion. 

1988 Newbery Medal Winner

Ihimaera, W.  (2003 [1987]).  The whale rider.  San Diego: Harcourt. (fantasy/film)

                The film has won awards at the Toronto International Film Festival, the Sundance Film Festival, and the Rotterdam Film Festival; the author has won the Nielsen BookData New Zealand Booksellers’ Choice Award

Taylor, M.  (1976).  Roll of thunder, hear my cry.  New York: Dial. (historical fiction novel)

1977 Jane Addams Honor Book

                1977 Newbery Medal Winner

1977 Boston Globe-Horn Book Award for Excellence in Children’s Literature Honor Book/Fiction

Zhang, A.  (2004).  Red land, yellow river:  A story from the cultural revolution.  Toronto: Groundwood. (illustrated biography)

                2005 Bologna Ragazzi Award for Nonfiction

 

REQUIRED, ON ERES

Boyd-Batstone, P.  (2004).  Focused anecdotal records assessment: A tool for standards-based, authentic assessment.  The Reading Teacher, 58 (3), 230-239.

Gangi, J. M. (2005).  Inclusive aesthetics:  The vanguard of small, multicultural presses.  Children’s Literature Association Quarterly, 30 (3), 243-264.

Guastello, E. F., & Lenz, C.  (2005).  Student accountability: Guided reading kidstations.  The Reading Teacher, 59(2), 144-156.

Heath, S. (2004).  Learning language and strategic thinking through the arts.  Reading Research Quarterly, 39 (3), 338-341.

Ladson-Billings, G.  (2002). I ain't writin' nuttin: Permissions to fail and demands to succeed in urban classrooms.  In L. Delpit (Ed.), Skin that we speak. New York, NY: The New York Press.

 

REQUIRED, ONLINE

Literature Circles Resource Center: http://www.litcircles.org/

New York State Education Department: www.emsc.nysed.gov/ciai/pub.html 

                Learning Standards for ELA

Peréz Hogan, C. A. The teaching of language arts to limited English proficient/English language learners: A resource guide for all teachers.  Albany: New York State Department of Education: http://www.emsc.nysed.gov/biling/resource/res.html

 

For participation in leading a Professional Literature Review, by yourself or with a classmate, CHOOSE ONE, to borrow from a library, interlibrary loan, or purchase elsewhere.  To help make your decision, you can consult the publisher’s description of the book at the publisher’s website (on Google, type the publisher’s name in quotations).  Whatever books you do not choose, I will introduce in class.  If, after making good faith effort, you cannot find the book I will loan it to you if I have it.  Some are to be shared on specific days (see schedule); others can be fitted in throughout the semester, with no more than three Reviews on one day.  This assignment must be completed by Nov. 15 (with Still Learning to Read)—see course schedule for the specific dates specific books are due.

 

Allington, R. L.  (2001).  What really matters for struggling readers:  Designing research-based programs.  New York: Longman.

Anderson, Carl.  (2005).  Assessing writers.  Portsmouth, NH: Heinemann.

Bear, D.R., Invernizzi, M., Templeton, S.R. & Johnston, F.  (2004).  Words their way: Word study for phonics, vocabulary, and spelling instruction.  (3rd Ed.).  Upper Saddle River, NJ: Prentice Hall.

Brand, Max.  (2004).  Word savvy:  Integrated vocabulary, spelling, & word study, grades 3-6.  Portland, ME: Stenhouse.

Duke, N. & Bennet-Armstrong, V. S.  (2003).  Reading and writing informational text in the primary grades. New York: Scholastic.

Edwards, S. A., Maloy, R. W. & Verock-O’Loughlin.  (2003).  Ways of writing with young kids: Teaching creativity and conventions unconventionally.  Boston: Allyn and Bacon.

Fountas, I. C. & Pinnell, G. S.  (2001). Guiding readers and writers:  Teaching comprehension, genre, and content literacy.  Portsmouth, NH: Heinemann.  This one is LONG; it takes at least two people.

Harvey, S. & Goudvis, A.  2000.  Strategies that work:  Teaching comprehension to enhance understanding.  Portland, ME: Stenhouse. Or, the new edition.

Klug, B. J. & Whitfield, P.T.  (2003).  Widening the circle:  Culturally relevant pedagogy for American Indian children.  New York: RoutlegeFalmer.

Ladson-Billings, G.  (1994).  The dreamkeepers:  Successful teachers of African American children.  San Francisco: Jossey-Bass.

Mantione, R. D. & Smead, S.  (2003).  Weaving through words:  Using the arts to teach reading comprehension strategies.  Newark, DE: International Reading Association.

Saldaña, J.  (1995).  Drama of color: Improvisation with multiethnic folklore.  Portsmouth, NH: Heinemann.  

Sibberson, F & Szymusiak, K.  (2003).  Still learning to read: Teaching students in grades 3-6.  Portland, ME: Stenhouse.

 

OPTIONAL, ON ERES

Applegate, A. J. & Applegate, M.D.  (2004). The Peter effect:  Reading habits and attitudes of preservice teachers.  The Reading Teacher, 57(6), 554-563.

Bell, Y.R., & Clark, T. R. (1998).  Culturally relevant reading material as related to comprehension and recall in African American children.  Journal of Black Psychology, 24(4), 455-475.

Gangi, J.M. (2006).  Childhood readers of the classics:  A narrative and biographical account.  National Council of Teachers of English: Women in Literature and Life Assembly Journal (WILLA), XIV, 18-25.

Gangi, J.M. & Ferguson, A. (2006, Spring/Summer).  African American literature:  Books to stoke dreams.  The Tennessee Reading Teacher, 34(2), 29-38.   

Gee, J. P.  (2003).  Discourses in and out of school:  Looking back.  A paper prepared for an international forum at Hofstra University.

McNair, J.  (December, 2005).  Innocent though they may seem…A critical race theory analysis of Firefly and Seesaw Scholastic book club order forms.  Paper presented at the meeting of the National Reading Conference, Miami, FL. Forthcoming in MultiCultural Review, 2008.

Reese, D., et al.  (2001).  Fiction posing as truth:  A critical review of Ann Rinaldi’s My heart is on the ground: The diary of Nannie Little Rose, a Sioux girl.  Rethinking our classrooms, vol. 2, 57-62.

Rosenblatt, R.  (1991).  Literature-S.O.S.!  Language Arts, 68, 444-448.

Ruddell, R. B. (1997).  Researching the influential literacy teacher: Characteristics, beliefs, strategies, and new research directions.  In C. K. Kinzer, K. A. Hinchman, & D. L. Leu (Eds.), Inquiries in literacy theory and practice.  The National Reading Conference.

Scroggins, M. & Gangi, J.  (2004).  Paul Laurence who? Invisibility and misrepresentation in children’s literature and language arts textbooks.  MultiCultural Review, 13(3), 44-53.

 

OPTIONAL, ONLINE

Books to Avoid. http://www.oyate.org/books-to-avoid/index.html

National Reading Panel (NRP).  (2000).  Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of scientific research literature on reading and its implications for reading instruction.  Washington, D. C.: National Institute of Child Health and Human Development.  http://www.nationalreadingpanel.org/

 

JOURNALS AND ONLINE RESOURCES

See Manhattanville College Department of Literacy Resources for Children’s Literature and Manhattanville College Department of Literacy Resources for Literacy: Associations, Journals, Websites documents.  These are posted on ERES and on my website, where links can be easily followed: http://faculty.mville.edu/gangij.

 

VIDEOS

We will view some videos/video clips in class.  However, since there is not enough time to view more in-class, please consider viewing outside of class time the following wonderful videos.  You’ll do yourselves a favor; these are exemplary teachers who share with you how to organize and conduct effective classrooms that bring about high levels of literacy, and they are real confidence-builders! 

 

In the Manhattanville Library:

                An Observation Survey, Marie Clay  (concepts of print and running record)

                Strategies Instruction in Action, Stephanie Harvey and Anne Goudvis, authors of Strategies That Work

A Touch of Greatness, Albert Collum, author of Push Back the Desks

 

In the Department of Literacy offices:

                Words Their Way, Donald Bear, et al.

                Thoughtful Literacy, Dick Allington

 

Online (posted in the fall of 2005):

Annenberg/WGBH Educational Foundation, Teaching Reading Workshop, Grades 3-5:

http://www.learner.org/resources/series204.html#program_descriptions.

These videos are free, although you will have to register.

 

COURSE REQUIREMENTS

On time attendance is expected at all class sessions unless you are sick or have a family emergency.  We engage in experiential learning every session, which cannot be “made up.”  If you must miss a class—I don’t expect (or want) you to come to class when you are sick—it is your responsibility to find out from your “buddy” what you missed.  More than 2 unexcused absences will negatively affect your grade.  Students who miss 3 classes may be asked to withdraw from the course.  Excessive tardiness will lower your grade.

 

Assignments are due on the date indicated, unless I have agreed to an exception in advance. 

 

Academic Integrity:  I abide by the Manhattanville College and School of Education policies by reporting and documenting all cases of plagiarism to the appropriate administrators. 

 

In any and all written work for this class, you must use quotes when quoting.  Do not quote without citation from published works (including book jackets), Amazon, or any other Internet source.  Plagarized work receives a zero.  Also, submitting an assignment that one has written during a previous semester or submitting the same assignment for more than one class simultaneously is typically considered to be plagiarism. 

 

GRADING

PLEASE ATTACH RUBRIC WHEN YOU SUBMIT YOUR WORK.

Manhattanville Conceptual Framework standards are identified in individual assignments as indicated below.

20%                *Literacy Profile/Field experience log (12 hours for undergrads; 8 hours for grads).  1b., 1c., 1d., 1e., 2b., 3e., 4b., 5b.

10%        *Lesson plan and demo. 1b., 1d., 1e., 2 a., 2b., 2c., 2d., 2.e., 3a., 3d., 5b., 5e.

If you incorporate parts of lesson plans available over the Internet, you must cite and quote; otherwise, it’s plagiarism.

20%        In lieu of a final and midterm: **Children’s literature mini-log. 1d., 2a., 2c., 2d., 2e., 3a., 3c., 3e., 5a.

20%                Professional literature review and demo lesson. 1a., 1d., 3a., 4a., 5a., 5d., 5.e.

30%                Methods Notebook. 1a., 1b., 1d., 2b., 2c., 3a., 3d., 3e., 4a., 4b., 5b., 5d.

For the first entry, feedback will be provided with no grade.  Scoring will begin on the second entry. 

*Gateway assignments

**We will arrange to go on an optional field trip together to the nearby Perrot Library in Greenwich, CT, to work on the children’s literature log together.  Kate McClelland, children’s librarian extraordinaire and winner of the New York Times librarian of the year award in 2006, is at Perrot.  We will also arrange an optional time to meet in the Education Resource Center of Manhattanville Library; librarian Lynda Hanley, the education liaison, has done a wonderful job building up the children’s and young adult collection.

 

OPTIONAL:  The Whale Rider, the book, is required.  Before or after reading it, view The Whale Rider and email the class your response.  As you will see in Allington & Johnston’s book, several of the exemplary teachers have their students compare and contrast books and films.  Robert Marzano, who has studied extensively schools that work, reports that comparing and contrasting is one of the most powerful forms of teaching in effective schools (so is drama).  Perhaps we can find a time to view the film together.

 

CLASS SCHEDULE:

 

Session 1                Introduction and Overview: Syllabus and Course Materials                            

8/27                      Literacy and literature:  How did you learn to read and write?  What favorite books do you remember during grades 3-6?

 

                                Review what’s expected for the Professional Lit Review

______________________________________________________________________________________

 

Session 2                Children’s literature focus: folklore (fables, folktales, fairy tales)

8/30                      Review what’s expected for the Literacy Profile (ASSESSMENT).

 

Read course syllabus and related documents, Gangi, Ch. 7, and Boyd-Batstone, “Focused Anecdotal Records

________________________________________________________________________

 

NO CLASS 9/3, LABOR DAY

_____________________________________________________________________________________

 

Session 3                Storytelling Workshop

9/6                         How can storytelling build comprehension through synthesis?

 

Select a story you’d like to learn—read it over several times; do not try to memorize!  Storytelling is internalization and visualization which will happen as you participate in the workshop.

 

Optional: View Annenberg, Teaching Reading 3-5, Wkshp 3, Comprehension

______________________________________________________________________________________

 

Session 4                How can tableaux assess student learning?

9/10     

                                Children’s literature focus: folklore (myths, legends, tall tales, epics)

 

Review what’s expected for the Lesson Plan: I will lead a lesson plan demonstration.

Get a head start on the children’s literature due later in the semester.  The order in which they are due: Devon’s Hurt; Lincoln; Roll of Thunder, Whale Rider, Red Land, Parvana’s Journey; Tuck Everlasting

_____________________________________________________________________________________

 

Session 5                Is teaching a profession? How do exemplary teachers teach?

9/13                      What are the CONTEXTS AND ORGANIZATION for literacy?

 

In class, view Annenberg tape, Jeanne Paratore on contexts and organization

Review what’s expected for the Methods Notebook.

 

Read Allington & Johnston, Foreword, Chs. 1 & 2

                                Optional:  Read Applegate article

Sign-up for Professional Lit Review

______________________________________________________________________________________

 

Session 6                CONTEXTS AND ORGANIZATION, continued

9/17                      How does knowledge of genre contribute to building a classroom collection?

                                How can families and communities foster literacy?

                                How to differentiate instruction?

 

Read Gangi, Chs. 1 & 2, and Allington & Johnston, Ch. 7, exemplary teacher Mary Ellen Quinlan

______________________________________________________________________________________

 

Session 7                How to select and evaluate children’s literature?

9/20                      What is the proficient reader research?  How to build COMPREHENSION: ACTIVATING PRIOR KNOWLEDGE with all children?  Why do “mirror” and “window” books matter?

 

Read Gangi, Ch. 3, and Gangi, “Inclusive Aesthetics”

Optional: Bell & Clark, “Culturally relevant reading material as related to comprehension,” McNair, “Innocent though they may seem,” Scroggins & Gangi, “Paul Laurence Who?”, De Cortes, “Justice”; View Annenberg, Teaching Reading 3-5, Wkshp 7, Diversity

Due: Methods Notebook Entry:  CONTEXTS AND ORGANIZATION.  Based on Sessions 5 & 6.  Cite Allington & Johnston, chs. 1, 2 and/or 7, Gangi, chs. 1 and/or 2, and class activities (which can include hand-outs), including Jeanne Paratore’s workshop (Annenberg video).  Throughout the semester, note MOTIVATION (the methods notebook entry on motivation is due later in the semester).

______________________________________________________________________________________

 

Session 8:                How to teach the WRITING process?  What about boys’ writing?  Children of

9/24                      color and writing?  What does a SOCIOCULTURAL perspective offer?

                               

                                Professional book reviews on writing:

                                Edwards, et al., Ways of writing with young kids

                                Anderson, Assessing writers

Or, any by Atwell, Calkins, Graves, Lensmire, Romano, Newkirk, Ray, Fletcher, Harvey, and Spandel

 

Read Allington & Johnston, Ch. 8, exemplary teacher Tracey Bennett, and Ladson-Billings and Heath articles

 

Due: Methods Notebook Entry:  COMPREHENSION: ACTIVATING PRIOR KNOWLEDGE.  What can teachers do to help children build comprehension by activating prior knowledge?  Based on Session 7 readings and activities; cite Allington and Gangi (“Inclusive aesthetics” and/or “The unbearable whiteness of literacy: Realizing the implications of the proficient reader research”).

 

Optional:  View Annenberg, Teaching Reading 3-5, Wkshp 4, Writing

______________________________________________________________________________________

 

Session 9                WRITING, continued

9/27

Read Allington & Johnston, Ch. 11, “The Nature of Good Fourth-Grade Teaching”

 

Professional Storyteller Lot Therrio will perform on Thursday, September 27 from 5:30-6:30 in the East Library.  The event is free and open to all. ______________________________________________________________________________________

 

Session 10                Why read aloud?

10/1                      How to build VOCABULARY and background knowledge?

                                How to teach WORD STUDY?

 

Professional book reviews:

Beck, et al., Bringing words to life: Robust vocabulary instruction

Brand, Word savvy

Bear, et al., Words Their Way

 

Read Allington & Johnston, Ch. 5 exemplary teacher June Williamson

 

Due: Methods Notebook Entry:  SOCIOCULTURAL ASPECTS OF LITERACY.  Cite Allington, ch. 11, and Ladson-Billings, and class activities (and/or hand-outs) from Sessions 7-9 . Throughout the semester, note WRITING (the methods notebook entry on writing is due later in the semester).

Methods Notebook Entry:  WORD STUDY hand-out goes into that section (nothing written required)

______________________________________________________________________________________

 

Session 11                Children’s literature focus: Picture Books

10/4                      Review what’s expected for the Children’s Literature Mini-log

 

Read Gangi, Ch. 4

 

Come prepared to read a 3-5 minute picture book, or excerpt from a picture book

______________________________________________________________________________________

 

NOTE: NO CLASS 10/8, COLUMBUS DAY.  WE WILL, HOWEVER, MEET TUES. 10/9 (Tuesday classes are cancelled to allow Monday classes to meet.)

 

Session 12                What does exemplary literacy instruction look like in inclusive classrooms?

10/9                                      What does choral reading offer children, especially English Language Learners (ELLs)?

                                                               

Professional book reviews:

Mantione and Smead, Weaving through words

Hadaway, Literature-based instruction with English language learners, K-12               

 

Read Allington & Johnston, Ch. 4 exemplary teacher Kim Duhamel, and and Peréz Hogan online reading: http://www.emsc.nysed.gov/biling/resource/res.html

 

Due: Methods Notebook Entry: VOCABULARY.  Based on Sessions 10 & 11 readings and class activities.  Why read aloud?  Why look at the elements, styles, and media of art in children’s picture books? Cite Allington & Johnston, ch. 5 and Gangi, ch. 4

______________________________________________________________________________________

 

NOTE: NO CLASS 10/11; use the time to work on your Literacy Profile.  I will be attending and presenting at the New England Multicultural Education Conference in Hartford, CT.  Consider coming with me.  To register: http://www.nameorg.org/conferences/New%20England/Oct11NECME2007.pdf

If you register before 9/1, the cost for students is between $25-$75, depending on the options you choose.

______________________________________________________________________________________

 

Session 13                How can poetry build comprehension through visual imagery?

10/15                    What is Balanced Literacy?

How can poetry contribute to phonemic awareness?

                               

                                Children’s literature focus: poetry

                               

Read Gangi, Ch. 5

______________________________________________________________________

 

Session 14                What does exemplary literacy instruction look like in a bilingual classroom?

10/18                    How does drama (which can include readers theater, story dramatization, puppetry, mask-making, and story theater) contribute to the development of FLUENCY?

 

                                Professional book reviews:

Allington, What really matters for struggling readers:  Designing research-based programs

Saldaña, Drama of color: Improvisation with multiethnic folklore

 

Read Allington & Johnston, Ch. 6 exemplary teacher Sandy Kniseley (note also her assessments)

 

Optional:  View Annenberg, Teaching Reading 3-5, Wkshps 2-Fluency and Word Study, 6-ELLs, and 8-Assessment

______________________________________________________________________________________

 

Session 15:                Children’s literature focus: Drama explored through readers theater, story

10/22                    dramatization, and/or mask-making

 

Read Gangi, Ch. 6, and Brooks, Devon’s Hurt

______________________________________________________________________________________

 

Session 16:                What is inquiry learning?  How can it promote literacy?

10/25                    How to structure GUIDED READING?

Comprehension: How to help children determine importance?

               

Professional book reviews:

Duke, Reading and writing informational text in the primary grades.

Harvey, Nonfiction matters: Reading, writing, and research in grades 3-8

Fountas and Pinnell, Guiding readers and writers:  Teaching comprehension, genre, and content literacy. 

 

Read Allington & Johnston, Ch. 3 exemplary teacher Joan Backer, and Guastello article on kidstations

 

Due: 2 Methods Notebook Entries:  FLUENCY based on Session 14 & 15 readings and activities.  Cite Allington & Johnston, ch. 6, and Gangi, ch. 6.

and

ENGLISH LANGUAGE LEARNERS (ELLs).  Based on recent readings and class activities.  Cite Allington & Johnston, ch. 4, Gangi, ch. 5, and Peréz Hogan

 

Optional:  View Annenberg, Teaching Reading 3-5, Wkshps 13-Content Area, and 16-nonfiction

______________________________________________________________________________________

 

OCTOBER 25-27 RABBIT HILL FESTIVAL OF CHILDREN’S LITERATURE IN WESTPORT, CT

THE THEME THIS YEAR IS FANTASY.  THERE WILL BE NO CLASS NOV. 8.  INSTEAD, ATTEND 1 and ½ HOURS (OR MORE) OF THE FESTIVAL, which can be chosen over the three days.  You must register: http://www.westportlibrary.org/rabbithillfestival/ (I will hand out the form in class as well).

______________________________________________________________________________________

 

Session 17:                Children’s literature focus: informational texts

10/29                    What is Curriculum Compacting?  How can it help gifted students?

               

Read Gangi, Ch. 8

 

Optional:  View Annenberg, Teaching Reading 3-5, Wkshps 13-Content Area, and 16-nonfiction

______________________________________________________________________________

 

Session 18:                Why integrate literacy instruction?  How does integration foster differentiation?

11/1                      Integrating Literature and the Social Studies

 

                                Professional book review: Strategies that work

 

Read Allington, Ch. 9, and Freedman, Lincoln

 

Due: Methods Notebook Entry:  GUIDED READING/GROUPS (small, large, pairs, individuals).  Based on Session 16 readings and activities. Cite Allington & Johnston, ch.3, and Guastello & Lenz article.

______________________________________________________________________________________

 

Session 19:                Children’s literature focus: Historical Literature

11/5     

Read Gangi, Ch. 9

 

______________________________________________________________________________________

 

NO CLASS NOV. 8.  (see note on Rabbit Hill above).  I will be attending and presenting at the New York State Reading Association in Saratoga Springs.  Consider attending: http://www.nysreading.org/Conferences/index.html

________________________________________________________________________

Session 20:                How can using literature circles increase comprehension?

11/12                    COMPREHENSION: ASKING QUESTIONS AND MAKING INFERENCES

                               

Read online the Literature Circles Resource Center: http://www.litcircles.org/

 

By this date, have read: Red Land, Yellow River, Roll of Thunder, Hear My Cry, The Whale Rider, and Parvana’s Journey.  Choose one of these to participate in a literature circle. 

 

Optional:  View Annenberg, Teaching Reading 3-5, Wkshp 10, Book Club

______________________________________________________________________________________

 

Session 21:                Children’s literature focus: Biography and Autobiography

11/12   

                                Read Gangi, ch. 10

 

Due: Methods Notebook Entry:  COMPREHENSION: ASKING QUESTIONS AND MAKING INFERENCES.  Based on Sessions 19 & 20 readings and activities; cite Gangi, ch. 10, and online reading by Schlick and Noe on literature circles (http://www.litcircles.org/ NOTE: THIS IS NOT AN ARTICLE BUT A GUIDE FOR STRUCTURE).

______________________________________________________________________________________

                                               

Session 22                How to deal with censorship?

11/19                    How to teach comprehension: synthesis and prediction?

Children’s literature focus: Contemporary Realistic Fiction

                                Mini-author study: Deborah Ellis

                               

Professional book review: Sibberson and Szymusiak, Still learning to read

Ladson-Billings, The dreamkeepers:  Successful teachers of African American children

 

Some share Lesson Plans.

 

                                Read Gangi, Ch. 11

______________________________________________________________________________________

 

NO CLASS NOV. 22, THANKSGIVING

______________________________________________________________________________________

 

Session 23                What are the literate achievements of fourth graders?

11/26                    A look at the New York state tests

 

Some share Lesson Plans.

 

                                Read Allington & Johnstion, ch. 10

______________________________________________________________________________________

 

Session 24:          

11/29                    What kinds of assessments do exemplary teachers use?

 

                                Some share Lesson Plans.

 

Read Tuck Everlasting, and Walpole and McKenna article

 

Due: Literacy Profile.  Be prepared to speak briefly on your experience this semester with assessment.

______________________________________________________________________________________

 

Session 25:                How to lead Junior Great Books shared inquiry?

12/3                      Children’s literature focus: Fantasy and science fiction

                               

                                Some share Lesson Plans.

 

Read Gangi, Ch. 12

______________________________________________________________________________________

 

Session 26:                Melodrama: Homophone Fun

12/6

                                Children’s literature focus: Celebrations books

 

                                Some share Lesson Plans.

 

Read Gangi, Ch. 13

Due: 2 Methods Notebook Entries:  WRITING. Cite Allington & Johnston, ch. 8 (Tracey Bennett), and anything you have learned and/or are eager to try from course readings, activities, and professional literature reviews.  Based on Sessions 1-13 readings and activities.

and

MOTIVATION.  Reflect on course readings, activities, and classmates’ contributions: What has been motivational to you?  What have you learned about what motivates upper elementary grade children?  Based on the semester.

 

Bring completed Methods Notebook in a LARGE 3-ring binder with all sections completed (except the last entries on motivation and writing).  I will not collect the notebooks; you will show me how you have organized the material by section, including your and your classmates’ Professional Literature Reviews, and class hand-outs.

______________________________________________________________________________________

 

Finals week        Optional--view The Whale Rider.  Compare and contrast fiction and film (as several of the exemplary teachers had their students do).

 

In lieu of midterm and final exams, Children’s Literature Mini-Log due on or before Thurs., Dec 13.  Leave in my mailbox in the SOE office, or in the basket on my door.

 

BIBLIOGRAPHY

Akhavan, N. L. (2004).  How to align literacy instruction, assessment, and standards and achieve results you NEVER dreamed possible.  Portsmouth, NH: Heinemann.

Allington, R. L.  (2001).  What really matters for struggling readers:  Designing research-based programs.  New York: Longman.

Anderson, C.  (2005).  Assessing writers.  Portsmouth, NH: Heinemann.

_________. (2000).  How’s it going? A practical guide to conferring with student writers.  Portsmouth, NH: Heinemann.

Angelillo, J.  (2002).  A fresh approach to teaching punctuation.  New York: Scholastic.

______.  (2005).  Writing to the prompt: When students don’t have a choice.  Portsmouth, NH: Heinemann.

Antonacci, P. A., & O’Callaghan, C.  (2006).  A handbook for literacy instructional and assessment strategies, K-8.  Boston:  Allyn and Bacon.

Atwell, N.  (1998).  In the middle:  Writing, reading, and learning with adolescents.  (2nd Ed.).  Portsmouth, NH: Heinemann.

______.  (2002).  Lessons that change writers.  Portsmouth, NH: Heinemann.

Au, K.  (1993).  Literacy instruction in multicultural settings.  Fort Worth, TX: Harcourt Brace.

Bear, D.R., Invernizzi, M., Templeton, S.R. & Johnston, F.  (2004).  Words their way: Word study for phonics, vocabulary, and spelling instruction.  (3rd Ed.).  Upper Saddle River, NJ: Prentice Hall.

Beaver, J.  (2006). DRA2 Developmental Reading Assessment, Grades 4-8.  Parsippany, NJ: Celebration Press.

Beck, I., McKeown, M. G. & Kucan, L.  (2002).  Bringing words to life:  Robust vocabulary instruction.  New York: Guilford.

Booth, D.  (2000).  Even hockey players read: Boys, literacy, and learning.  Portland, ME: Stenhouse.

__________.  (2001).  Reading and writing in the middle years.  Portland, ME: Stenhouse.

Brand, M. (2004). Word savvy.  York, ME:  Stenhouse Publishers.

Burns, M. S., Griffin, P. & Snow, C.  (1999).  Starting out right:  A guide to promoting children’s reading success.  Washington, D. C.: National Academy Press.

Caldwell, J. S., & Leslie, L.  (2005).  Intervention strategies to follow informal reading inventory assessment.  Boston: Allyn and Bacon.

Calkins, L. M. (2001). The art of teaching reading. New York: Longman.

Calkins, L. M. (1994). The art of teaching writing. Portsmouth, NH: Heinemann.

Calkins, L. M., Montgomery, K., Santman, D. & Falk, B.  (1998).  A teacher’s guide to standardized reading tests:  Knowledge is power.  Portsmouth, NH: Heinemann.

Chapman, G.  (1991).  Teaching young playwrights.  Portsmouth, NH: Heinemann.

Collins, M. & Tamarkin, C.  (1990).  Marva Collins' way.  New York: Jeremy P. Tarcher.

Cooper, J. D., & Kiger, N. D.  (2005).  Literacy assessment: Helping teachers plan instruction.  (2nd Ed.). Boston: Houghton Mifflin.

Cunningham, P. M. & Allington, R.  (2003).  Classrooms that work:  They can all read and write.  3rd ed.  Boston:  Allyn and Bacon.

Davis, J. & Hill, S.  (2003).  The no-nonsense guide to teaching writing:  Strategies, structures, and solutions.  Portsmouth, NH: Heinemann.

Delpit, L.  (1995).  Other people's children:  Cultural conflict in the classroom.  New York: The New Press.

Delpit, L., & Dowdy, J K. (Eds.).  (2002).  The skin that we speak: Thoughts on language and culture in the classroom.  New York: The New Press.

Edwards, S. A., Maloy, R. W. & Verock-O’Loughlin.  (2003).  Ways of writing with young kids: Teaching creativity and conventions unconventionally.  Boston: Allyn and Bacon.

Ernst, K.  (1994).  Picturing learning: Artists and writers in the classroom.  Portsmouth, NH: Heinemann.

Farstrup, A. E. & Samuels, S. J.  (2002).  What research has to say about reading instruction.  Newark, DE: International Reading Association.

Fletcher, R. (1993).  What a writer needs.  Portsmouth, NH: Heinemann.

Fletcher, R. & Portalupi, J. (1998). Craft lessons: Teaching writing K-8. York, ME: Stenhouse.

Fountas, I. C. & Pinnell, G. S.  (2001). Guiding readers and writers grades 3-6:  Teaching comprehension, genre, and content literacy.  Portsmouth, NH: Heinemann.

González, M., Huerta-Macías, A. (2002).  Educating Latino students: A guide to successful practice.  Lanham, MD: Scarecrow Press.

Graves, D. (1983).  Writing: Teachers and children at work.  Portsmouth, NH: Heinemann.

______.  (1994).  A fresh look at writing.  Portsmouth, NH: Heinemann.

Gunning, T. G.  (2005).  Creating literacy instruction for all students.  Boston:  Allyn and Bacon.

Hadaway, N. L., Vardell, S.M. & Young, T. A.  (2002).  Literature-based instruction with English language learners, K-12.  Allyn and Bacon.

Harvey, S.  (1998).  Nonfiction matters: Reading, writing, and research in grades 3-8.  Portland, ME: Stenhouse.

Heard, G.  (1999).  Awakening the heart: Exploring poetry in the elementary and middle school.  Portsmouth, NH: Heinemann.

______.  (1989).  For the good of the earth and sun: Teaching poetry.  Portsmouth, NH: Heinemann.

Harvey, S. & Goudvis, A.  (2000).  Strategies that work:  Teaching comprehension to enhance understanding.  Portland, ME: Stenhouse.

Harwayne, S.  (2000).  Lifetime guarantees:  Toward ambitious literacy teaching.  Portsmouth, NH: Heinemann.

Hindley, J.  (1996).  In the company of children.  Portland, ME: Stenhouse.

Johnston, P.  (1997).  Knowing literacy: Constructive literacy assessment.  York, ME: Stenhouse.

Keene, E. O. & Zimmerman, S.  (1997).  Mosaic of thought:  Teaching comprehension in a reader’s workshop.  Portsmouth, NH: Heinemann.

The central tenets of this book on comprehension have found their way into state and national standards.  A concern, however, is the use of Knots on a Counting Rope as a touchstone book; this book is hugely disliked by American Indians, the group about whom the book is supposed to be; it is neither culturally specific nor authentic.

Klug, B. J. & Whitfield, P.T.  (2003).  Widening the circle:  Culturally relevant pedagogy for American Indian children.  New York: RoutlegeFalmer.

Koch, K.  (1990/1973).  Rose, where did you get that red? Teaching great poetry to children.  New York: Vintage.

______.  (1999/1970).  Wishes, lies, and dreams: Teaching children to write poetry.  New York: HarperPerennial.

Ladson-Billings, G.  (1994).  The dreamkeepers:  Successful teachers of African American children.  San Francisco: Jossey-Bass.

Lapp, D., Block, C., Cooper, E., Flood, J., Roser, N. & Tinjero, J.  (2004).  Teaching all the children:  Strategies for developing literacy in an urban setting.  New York: Guilford.

Lensmire, T. J.  (2000).  Powerful writing, responsible teaching.  New York: Teachers College.

______.  (1994).  When children write: Critical re-visions of the writing workshop.  New York: Teachers College.

Leslie, L. & Caldwell, J.  (2006). Qualitative Reading Inventory, 4.  Boston: Pearson.

Manley, A. & O'Neill, C. (Eds).  (1997).  Dreamseekers:  Creative approaches to the African American heritage.  Portsmouth, NH: Heinemann.

Mantione, R. D. & Smead, S.  (2003).  Weaving through words:  Using the arts to teach reading comprehension strategies.  Newark, DE: International Reading Association.

McCaslin, N.  (2006).  Creative drama in the classroom and beyond.  (8th Ed.).  Boston: Allyn and Bacon.

Morrow, L. M., Gambrell, L.B. & Pressley, M. (Eds.) (2003).  Best practices in literacy instruction. (2nd Ed.). New York: Guilford.

Newkirk, T. (2002).  Misreading masculinity: Boys, literacy, and popular culture.  Portsmouth, NH: Heinemann.

Optiz, M. and Rasinski, T.  (1998).  Good-bye round robin:  25 effective oral reading strategies.  Portsmouth, NH: Heinemann.

Owocki, G.  (2005).  Time for literacy centers: How to organize and differentiate instruction. Portsmouth, NH: Heinemann.

Portalupi, J., & Fletcher, R. (2001). Nonfiction craft lessons: Teaching information writing K-8. York, ME: Stenhouse.

Preston, B.  (2003).  A sense of wonder: Reading and writing through literature.  New York: Longman.

Rasinski, T. & Padak, N.  (2005).  3-Minute reading assessments: Word recognition, fluency and comprehension.  New York: Scholastic.

Ray, K. W.  (1999).  Wondrous words: Writers and writing in the elementary classroom.  Urbana, IL: NCTE.

Livo, N. J. & Rietz, S. A.  (1987).  Storytelling activities.  Littleton, CO: Libraries Unlimited.

Roe, B. D. & Burns, P. C.  (2007).  Informal reading inventory: Preprimer to twelfth grade.  (7th. Ed.).  Boston: Houghton Mifflin.

Romano, T.  (2000).  Blending genre, altering style: Writing multigenre papers. Portsmouth, NH: Heinemann.

______.  (2004).  Crafting authentic voice.  Portsmouth, NH: Heinemann.

Roser, N., & Martinez, M., Eds. (2005).  What a character! Character study as a guide to literacy meaning making in grades K-8.  Newark, DE: International Reading Association.

Routman, R.  (2005).  Writing essentials.  Portsmouth, NH: Heinemann.

Saldaña, J.  (1995).  Drama of color: Improvisation with multiethnic folklore.  Portsmouth, NH: Heinemann.  

Serafini, F. & Giorgis, C.  (2003).  Reading aloud and beyond:  Fostering the intellectual life of older readers.  Portsmouth, NH: Heinemann.

Sibberson, F & Szymusiak, K.  (2003).  Still learning to read: Teaching students in grades 3-6.  Portland, ME: Stenhouse.

Sklar, D. J.  (1991).  Playmaking:  Children writing and performing their own plays.  Teachers & Writers Collaborative.

Spandel, V.  (2005).  Creating through 6-trait writing assessment and instruction.  Boston:  Allyn and Bacon.

Stewig, J. & Buege, C.  (1994).  Dramatizing literature in whole language classrooms.  (2nd Ed.).  New York: Teachers College Press.

Swartz, L.  (2002).  The new dramathemes.