First
Language Literacy
Fall
2001
Instructor:
Holbrook Mahn
Credit
Hours: 3
Place:
Bernalillo Middle School
Office: Hokona 212
Office
Hours: Tues. & Thurs. 1:30 - 3:00 & TBA
Phone
277-5887; home: 881-7981
e-mail:
hmahn@unm.edu
web page: http://www.unm.edu/~hmahn
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 -- 8/22 --Topic: Introduction to the Course and Community Building.
Week
Two -- 8/30 -- 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 -- 9/6 -- Topic: Fundamentals of the Reading Process
Reading:
Weaver -- "How Words Are Perceived"
Teale & Sulzby -- "Emergent Literacy: New Perspectives"
Week
Four -- 9/13 -- Topic: Fundamentals of the Writing Process
Reading: Murray-- "Teach Writing as a Process not Product"
Routman
& Maxim-- "Writing: Promoting Quality"
Week
Five -- 9/20 -- Topic: Overview of Literacy in the Classroom
Reading: Creating Classrooms for Authors and Inquirers -- Ch. 1
Week Six -- 9/27 -- Topic: Kidwatching & Framework for Writing
Reading: Creating
Classrooms for Authors and Inquirers
-- Teacher Article One & Ch. 2 to p. 106
Week Seven -- 10/4 -- Topic: Writing -- Authors' Circles and Folders
Reading: Creating Classrooms for Authors and Inquirers -- pp. 106-149;
387-402
Week
Eight -- 10/11 -- 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 Nine -- 10/18 -- Topic: Framework for Reading
Reading: Creating Classrooms for Authors and Inquirers -- pp. 194-228;
479-497
Week Ten -- 10/25 -- Topic: Collaboration and Inquiry
Reading: Creating Classrooms for Authors and Inquirers -- Teacher
Article Three & pp. 251-279
11/1 -- No Class
Week Eleven -- 11/8-- 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
Inquiry
Project Due
Week
Twelve -- 11/15 -- 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"; Clay
& Cazden: "A Vygotskyian Interpretation of Reading Recovery"
Supplementary:
The
Differentiated Classroom
Orchestrating
the Thought and Learning of Struggling Writers
THANKSGIVING
Week
Thirteen -- 11/29 -- Topic: Literacy and Native American Students
Guest Lecturer -- Chris Sims
Graduate
Credit Reviews Due
Week
Fourteen -- 12/6-- Topic: Presentations of Literacy Action Plans
Reading: Creating
Classrooms for Authors and Inquirers -- pp. 317-375
Last
Day to Post to Online Discussion 12/6
Literacy
Action Plans Due
Week
Fifteen -- 12/13-- 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"
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