Fall 2003 E27.2275 Syllabus
E27.2275 Language and Literacy Acquisition in Middle School
Fall, 2003 - Tuesdays, 4:00-5:40 and every other week 4:00-6:00 PM (including Study Group) at Region 10 (District 6) School site:
Department of Teaching and Learning, NYU
Course Overview: This course builds on "Teaching Second Languages across the Content Areas" given in spring 2003. This course provides exploration and reflection on the processes involved in language and literacy development for English Language Learners at the intermediate school level. We will examine the instructional philosophies and perspectives involved in reading, writing, listening, and speaking across the academic curriculum to better understand a "balanced literacy" and "content-based" approach to teaching and learning. Students within teachers' own classrooms will help to develop further understanding and analysis of the teaching and learning processes, and will continually inform and guide one's own classroom practice as they pertain to English Language Learners.
Atwell Nancie. (1998). In the Middle: New Understandings about Writing, Reading, and Learning. 2nd Edition, Portsmouth, NH: Heinemann/Boynton/Cook.
Harvey, Stephanie and Gouvdis, Anne. (2000) Strategies that work: teaching comprehension to enhance understanding. York, Maine: Stenhouse
Strickland, Dorothy, Ganske, Kathy, and Monroe, Joanne (2002). Supporting Struggling Readers and Writers: Strategies for Classroom Intervention 3-6. Portland, Maine: Stenhouse
Additional readings - articles and selected chapters from professional books.
Ø Class and study group attendance and participation - Students are expected to attend and participate in both class and study groups in meaningful ways. Readings and reflections will be the basis for weekly discussion.
Ø Action Research - Continue/complete action research project started during Spring 2003.
Ø Case Study - Each student will prepare a case study of an individual student that reflects an understanding of the literacy process for ELLs, and the elements of effective literacy instruction covered in class.
Ø Literacy Mini-Lesson/Rubric - Develop and implement a reading or writing mini-lesson that exemplifies a strategy or strategies that have been discussed in class. Include scaffolds for ELLs. Prepare a rubric for peer-evaluation use by course mates. This mini-lesson will be presented to class.
Ø Lesson: Develop and implement a developmental literacy lesson (within content area) that demonstrates techniques and strategies learned. Include pre and post reflections.
Ø Intervisitation: Students will be observed by ESL coach teacher and NYU facilitator twice (beginning and end of semester); participant will observe ESL coach teacher twice each semester.
Course Goals - Through reading, lecture, active participation, and observation, you will:
Ø develop an understanding of study groups and develop ground rules for implementation.
Ø develop increased awareness of literacy as a tool for learning across curriculum areas.
Ø develop an understanding of balanced literacy as a "gradual release of responsibility model" in both reading and writing.
Ø analyze your own students' strategic learning, and explore strategies that facilitate construction of meaning on the part of students.
Ø Continue to develop and bring to completion action research project for presentation at the Winter 2004 NYU Conference.
|#1 - 9/16/03||- Course Overview and Requirements
- Principles and Practice
"Teacher Study Groups" Kathy G. Short
|#2 - 9/23/03||- ELL Principles of Language and Learning/Cambourne's Conditions of Learning
- 2nd Language Acquisition
|"Supporting Struggling Readers and Writers" Strickland, Ganske and Monroe,Chapters 1-3|
|#3 - 9/30/03||ELLs and English as a Second Language Standards
||"Learning Standards for English as a Second Language"|
|#4 - 10/07/03||Case Study: Approach to Connect Theory and Practice
|#5 - 10/14/03||Strategic Learning - What successful readers do to construct meaning
||"Strategies That Work" - Harvey and Goudvis
|#6 - 10/21/03||Making Powerful Connections - Developing Schema||Harvey and Gouvdis - Chapter 6|
|#7 - 10/28/03||
|"Strategies That Work" - Harvey and Goudvis
|#8 - 11/4/03||
Small Group Instruction, Flexible Grouping, and Differentiated Instruction
|Strickland, Chapters 4 and 5|
|#9 - 11/11/03||Balanced Literacy - The gradual release of responsibility model
Constructing Meaning in the workshop model
|"Leadership for Literacy" - Selected Handouts, Bartolo and Brantly
"In The Middle", Atwell
Chapters 4 and 5
|#10 - 11/18/03||"The Mini-Lesson" - The heart of balanced literacy in reading and writing||Atwell, Chapter 6
Strickland, Ganske, and Monroe - Chapters 8 and 9
|#11 - 11/25/03||
The Reading Workshop
|Atwell, Chapter 8
Strickland, Chapter 8
|#12 - 12/2/03||
The Writing Workshop
|Atwell, Chapter 7
Strickland, Chapter 9
|#13 - 12/9/03||Exploring Words - The Importance of Vocabulary||Strickland, Chapter 6|
|#14 - 12/16/03||
Standards-based Instruction and Assessment to Inform Instruction
|Atwell, Chapter 9
Harvey and Goudvis, Chapter 12
|#15 - 12/23/03||