First
Language Literacy
Fall
2001
Instructor:
Holbrook Mahn
Credit
Hours: 3
Place:
Montezuma Elementary School
Office: Hokona 212
Office
Hours: Tues. & Thurs. 1:30 - 3:00 & TBA
Phone
277-5887; home: 881-7981
e-mail:
hmahn@unm.edu
Course
Description and Rationale:
This
course will examine theories of first language literacy acquisition
and development. It is the first part of a two course sequence,
the second part of which is second language literacy acquisition
and development. We will examine literacy from a number of different
perspectives and then building on this understanding, we will
examine practical classroom applications that will facilitate
the acquisition and development of literacy. Initially, we will
discuss a methodological approach to study literacy and then
explore the development of literacy, as a prelude to studying
the processes at play as an individual acquires and develops
literacy at home and at school.
Objectives:
1.
To develop a methodological approach to study first language
literacy acquisition and development.
2.
To examine the historical development of literacy and construct
a definition of literacy.
3.
To examine the way that literacy develops in a child's first
five years.
4.
Based on that understanding to develop a pedagogical approach
that builds on that development.
5.
To critique current approaches to the teaching of literacy.
6.
To develop classroom practices that reflect students' own developing
conception of literacy acquisition and development.
7.
To understand the relationship between literacy and technology
and how to integrate them in the classroom.
Course
Assignments:
On-line
discussion (20%)--
Regular participation in an on-line discussion set up for this
course which is accessible by clicking Here.
This on-line discussion allows us to ask questions, make comments,
respond to questions, raise concerns, in essence to carry on
a dialogue with our peers and the instructor. Students should
make at least one contribution per week.
Tutoring
(20%)
-- Each
student will be assigned or will find on their own a low progress
reader in the primary grades to tutor for one hour a week for
ten weeks. At the end of ten weeks students will write a short
(2-3 page) reflection on the tutoring experience focusing on
what you have learned through this experience.
Inquiry
Project (25%) --
This project will give you the opportunity to explore an area
of literacy activity that is of particular interest to you. We
will use the process described in the Creating Classrooms
text to develop questions and conduct the inquiry. The report
on the inquiry should be 5-7 typed pages.
Literacy
Action Plan (35%)
-- This project will give you the opportunity to reflect on your
approach to teaching literacy and to develop a plan that you
would implement in your classroom. This plan should start with
a 2-3 page statement of the underlying theoretical approach that
will inform the way that literacy activities are constructed
in your classroom.You will then give an overview of how your
curriculum will be organized. This should include routines that
are done on a regular basis. You should also include the description
of an activity that reflects your approach to literacy instruction.
You can use this project to develop a plan that you would implement
if you were not constrained by other considerations. We will
discuss this project at greater length in class.
Graduate
Credit --
a short paper (2-3) pages reviewing two online
articles about first language literacy acquisition, that tie
in with your Literacy Action Plan. This review will be factored
into the 35% allocated to the Literacy Action Plan.
Required
Text: Creating
Classrooms for Authors and Inquirers -- Short, Harste
& Burke.
Other articles on-line or distributed in class.
Course
Schedule
Week
One -- 8/21 --Topic: Introduction to the Course and Community
Building.
Week
Two -- 8/28 -- Development of a Methodological Approach/Origins
of Literacy
Reading: Smith -- "Reading -- From Behind the Eyes"
Cambourne--"Toward an Educationally Relevant Theory of Literacy
Learning: Twenty Years of Inquiry"
Week
Three -- 9/4 -- Topic: Fundamentals of the Reading Process
Reading:
Weaver -- "How Words Are Perceived"
Teale & Sulzby -- "Emergent Literacy: New Perspectives"
Week
Four -- 9/11 -- Topic: Fundamentals of the Writing Process
Vygotsky
-- "The Prehistory of Written Language"
Reading: Murray-- "Teach Writing as a Process not Product"
Routman
& Maxim-- "Writing: Promoting Quality"
Week
Five -- 9/18 -- Topic: Fundamentals of the Writing Process
Vygotsky
-- "The Prehistory of Written Language"
Reading: Murray-- "Teach Writing as a Process not Product"
Routman
& Maxim-- "Writing: Promoting Quality"
Week
Six -- 9/25 -- Topic: Overview of Literacy in the Classroom
Reading: Creating Classrooms for Authors and Inquirers --
Ch. 1
Week Seven -- 10/2 -- Topic: Kidwatching & Framework for
Writing
Reading: Creating
Classrooms for Authors and Inquirers
-- Teacher Article One & Ch. 2 to p. 106
Week
Eight -- 10/9 -- Topic: Writing -- Authors' Circles and Folders
Reading: Creating Classrooms for Authors and Inquirers --
pp. 106-149; 387-402
Week Nine -- 10/16 -- Topic: Establishing the Reading and Writing
Classroom
Reading: Creating Classrooms for Authors and Inquirers --
Teacher Article Two & pp. 169-194; 403-410; & 516-527
Week Ten -- 10/23 -- Topic: Framework for Reading
Reading: Creating Classrooms for Authors and Inquirers --
pp. 194-228; 479-497
Week
Eleven -- 10/30-- Topic: Collaboration and Inquiry
Reading: Creating Classrooms for Authors and Inquirers --
Teacher Article Three & pp. 251-279
Inquiry
Project Due
Week
Twelve -- 11/6 -- Topic: Family Literacy
Reading:
Creating Classrooms for Authors and Inquirers -- pp. 279-301;
446-457; Teacher Article Four; & Strickland & Taylor
-- "Family Storybook Reading: Implications for Children,
Families, and Curriculum"
Supplementary: What
Is Family Literacy?
Even
Start Family Literacy
Week
Thirteen -- 11/13 -- Topic: Helping Low Progress & Special
Needs Readers and Writers
Reading:
Lyons -- "Helping a Learning-Disabled Child Enter the Literate
World"; Primeaux -- "Shifting Perspectives on Struggling
Readers"
Supplementary:
The
Differentiated Classroom
Orchestrating
the Thought and Learning of Struggling Writers
Week
Fourteen -- 11/20-- Topic: Creating the Curriculum and Classroom
Reading: Creating
Classrooms for Authors and Inquirers -- pp. 317-349;
Clay & Cazden: "A Vygotskyian Interpretation of Reading
Recovery"
Week
Fifteen -- 11/27-- Topic: Presentations of Literacy Action Plans
Reading: Creating Classrooms for Authors and Inquirers --
pp. 349-375
Graduate
Credit Reviews Due
Week Sixteen -- 12/4 --Topic: Presentations of Literacy Action
Plans
Reading: Weaver: A Balanced Approach to Reading; Smith -- "Twelve
Easy Ways to Make Learning to Read Difficult"; Labbo,
Hoffman & Roser, "Ways to Unintentionally Make Writing
Difficult"
Supplementary:
No End
to the Reading Wars
Links
on "Reading Wars"
Last
Day to Post to Online Discussion 12/4
Literacy
Action Plans Due
Week Seventeen -- 12/11 -- Topic: Presentations of
Literacy Action Plans
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