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Download Art Ed 635 Syllabus [DOC]

Education T&L 853: Critical Reading in the Content Field

Marie E. Boozer, Ph.D.
boozer.1@osu.edu
Office: 210B Arps
(614) 447-8168
Mail: 333 Arps
Office Hours by appointment

Course Overview & Objectives One source of curriculum has been the content areas – science, mathematics, social studies, etc. Yet the questions children ask and the tools they need to explore those questions cut across all content areas. This course supports the M. Ed. curriculum in Language, Literacy and Culture by providing models for linking learning and instructional planning across content areas in preschool and K-3 classrooms.

Through this course M. Ed. students will gain theoretical understandings and practical strategies for helping their children approach reading and writing across the curriculum. We will investigate the nature of literacy and the ways in which it supports content area learning through an interactive format. Not only will we consider the critical potential for using children’s literature and its relationship for supporting inquiry, but we will also examine strategies for supporting readers’ abilities to understand and organize information from different kinds of texts. In particular, students will be able to:

1. Recognize the importance of teaching reading and writing as tools for a.) exploring all areas of the curriculum, and b.) personal and social transformation. (853 & 739)
2. Recognize the importance of embedding literacy instruction in a meaningful context for the purpose of accomplishing specific, authentic tasks or for pleasure. (853 & 739)
3. Understand an inquiry-based framework, how it might be utilized to support student learning across subject areas, and how it pertains to assessment (853 & 739)
4. Use a planning to plan model for developing a cross-curricular unit plan. (853)
5. Choose strategies for understanding and engaging with texts that empower students to pursue and respond to reading and writing for personal & social fulfillment and that address standards and indicators of the Ohio department of Education. (853)
6. Develop, implement and reflect upon the process of an inquiry of a particular literacy learner. (739)
7. Critique, analyze, and adapt assessment tools that support instruction in literacy as well as across the curriculum. (739)

Required Readings¹

Readings on Carmen.

Heffernan, L. (2004). Critical Literacy and Writer’s Workshop: Bringing purpose and passion to students writing. IRA: Newark, DE.

Pike, Kathy & Mumper, Jean. (2004). Making Nonfiction and Other Informational Texts Come Alive. Boston: Pearson Education, Inc.

Strickland, K., & Strickland, J. (2000). Making Assessment Elementary. Portsmouth, NH: Heinemann. (ISBN 0-325-00200-2)

¹ Textbooks and other books (Young Adult and Picture book selections) – Available from Cover to Cover Bookstore, 3560 N. High Street, Columbus, OH (614) 263-1624. MWFS: 10:00 am – 6:00 pm; T & Th: 10:00 am – 8:00 pm

Please note
The following percentage grading scale will apply:

94 - 100% = A		84 - 86% = B		74 - 76% = C		64 - 66% = D
90 - 93% = A-		80 - 83% = B-		70 - 73% = C-		60 - 63% = D-
87 - 89% = B+		77 - 79% = C+		67 - 69% = D+	   	 less than 59% = E

• All assignments should use grammatical conventions, be stylistically appropriate, and typed unless specifically noted on the syllabus. There is a 24 hour grace period for all assignments. Anything turned in after that period will result in an automatic reduction of one letter grade. Please make arrangements early in the course to gather data or other information you will need for assignments so you are not left scrambling at the last minute.
• With major assignments in the literacy block, it is my intention that you work toward meeting the standard (even if this means revising and resubmitting the work – multiple times). In the unlikely event that the student chooses not to revise work thereby progressing toward the expressed standard for A work, the instructor reserves the right to assign a grade based upon the % of the assignment that meets the stated standard.
• The course instructor reserves the right to make copies of your assignments for use with future students. All such copies will have identifying information removed. Please notify the instructor if you choose not to have your work used in this way.
• Course Incompletes should only be requested in extreme and unique circumstances. Arrangements for an incomplete must be made before the last class of the quarter. Students wishing to take an incomplete must create a contract for completion of the materials and have said contract approved by the professor before the incomplete will be granted. Failure to complete the agreed upon work within the terms of this contract will result in failure of the course.
• Your presence and participation is vital to success in this course. A repeated lack of preparation ( missing 6 or more contact hours of each 30 hour course, repeated lack of preparation, or consistent non-participation in other ways) may result in failure of the course. An unprofessional attitude toward the instructor, course, or peers (as noted by instructor records) will result in a deduction of points from your final grade. You will be expected to complete make-up assignments to help you learn some of what may have been missed in any classes for which you are absent. It is expected that you will contact the instructor before class begins as well as w/in 24 hours after the class missed to arrange make-up work. Missing
• If you have special needs or circumstances that may affect your performance in this course, please identify yourself to me at the beginning of the course or as soon as the need arises. This includes personal or family crises/illness and learning or writing difficulties.

  Requirements/Evaluation

  Online Dialogue	25%  of 853 grade	Post Online Dialogue by Midnight the Wednesday before class; minimum of 5 postings due over the course (excluding those required for the 739 case study inquiry)
  Final Synthesis (Growth) paper		March 14
  Strategy Demonstration & Lesson Plan	25% of 853 grade	Due as assigned by topic
  Focused Study	50 % of 853 grade	Due March 7
  Elementary Case Study	50% of 739 grade	Due Feb. 29

Assignments

1. Online Dialogue (25% of 853 grade)
   Enter into an online dialogue with M.Ed. peers regarding your course readings via Carmen. Push and extend each other’s thinking. Raise & ponder questions from multiple perspectives, wrestle with ideas, relate readings to your field experience , your personal learning experiences, or to readings and ideas from other courses. You are required to read and contribute to the online discussion by midnight the Wednesday before each Friday Class. The direction of the online discussion will be negotiated by participants. You may want to print sections of the weekly reflection for your own notes. The instructor will monitor and participate in these discussions. Although it is not required that you read all postings, it is expected that you will read a significant number.
   At the end of the quarter reread your weekly reflection notes and the online dialogues. Create a final reflection for the course (3-5 pages). Consider but do not limit yourself to the following:
   • What “big” issues about literacy do I find across reflections? What beliefs about teaching or learning keep coming up?
   • What do these means to me in terms of how I interact w/ the world?
   • How have these changed me as a person?
   • What “big” issues do I find about teaching and learning across reflections?
   • What do these mean to me in terms of curriculum planning and classroom community?
   • How have these changed me as a teacher?
   Your final response should be emailed to me by 5:00 PM March 14.

   Rubric for Reflections on Readings, Course Activities & Course Content	A	B	C	D or E
   Interaction w/ text or topic	Entries reveal a thoughtful & insightful discussion between you & the text or topic. Demonstrates deep understanding of material. Engagement with course literature obvious through “talking to” or “back to” the author(s).	Entries reveal a thoughtful discussion between you & the text or topic.   Demonstrates clear understanding of material. References to course literature.	Entries reveal a more generic discussion between you & the text or topic.   Demonstrates some understanding of material, Little use of course literature.	Entries reveal a discussion that has little relationship between you & the text or topic.   Demonstrates vague understanding of material. Vague use of course literature.
   Application	Clear & thoughtful articulation of ways topic or text is useful. OR Poses multiple & detailed possibilities for application	Clear articulation of ways topic or text is useful. OR Poses multiple possibilities for application	Articulation of ways topic or text is useful. OR Tentative links to possible applications	Ambiguous articulation of ways topic or text is useful. OR Poses few if any applications

2. Demonstration Lesson (25% of 853 grade)
   This is an opportunity to research & demonstrate a technique for teaching reading/writing in the content area. You may want to explore a strategy you see in your field placement or one mentioned in Making Nonfiction and other Nonfiction Texts Come Alive. Find high quality resources to help you think about this teaching technique. Resources should include the following:
   • At least 2 research articles from peer reviewed journals
   • 2 methods articles or texts
   I encourage you either try or to observe the technique/method in practice and/or interview a teacher that has experience with the technique.
   Create a handout describing the technique you will demonstrate, research conducted on the technique, and full bibliographic citations on materials consulted. Bring enough copies on the day of your demonstration for all class members and the instructor.
   
   Share your learning with the class. Choose an appropriate and interesting way to demonstrate the technique (follow the Gradual Release Model). You might want to demonstrate the technique with our class readings, show a video of the technique in action, or create and share a lesson plan. Demonstration Lessons should provide high quality resources in a thought provoking manner and take no more than 15 minutes. Sign up for Demonstration Lessons across the 7 weeks of the quarter. ***This is a collaborative, small group assignment.***
   
   Possible strategies include but are not limited to those below:

   Comprehension Strategies	Perspective Talking	Vocabulary Strategies	Activating Prior Knowledge	Organizing for understanding
   Think Alouds Question Answer Relationships, Reciprocal Teaching, Questioning the Author, Quick Writes, Guided Questions	Cloning the Author Image Analysis Tableaux Corridor of Voices Paired Texts	Self-collection Word maps Concept circles Magic squares Semantic feature analysis	Anticipation Guides ReQuest Guided Imagery	Webbing Investigations Graphic Organizers Text Feature Analysis

   Turn in a binder with the following sections (due the class period after your presentation):
   1. Research articles or texts or full bibliographic citation of texts w/thorough annotations
   2. Methods articles or texts or full bibliographic citation of texts w/thorough annotations
   3. Lesson Plan (either of presentation itself or of what you would do w/ children)
   4. Handout
   5. Reflection on & Evaluation of Presentation & Group Process
   
   

   Rubric for Demonstration Lesson	A	B	C
   Academic Texts Research articles include those which describe how the strategy was “tested”; it gives some kind of analysis of the learning that took place. Methods articles describe how to use the strategy without such an analysis. A research article might describe the method as well as give an analysis.	2 or more referred research articles and 2 or more methods articles that explicitly inform your understanding of the teaching & learning of the strategy of your choice. Consistent, organized citations that contain adequate information for locating texts.	2 referred research articles and 2 or more methods articles that inform your understanding of the teaching & learning of the strategy of your choice. Organized citations that contain adequate information for locating texts.	2 referred research articles and 2 or more methods articles that only tangentially relate to the teaching & learning of the strategy of your choice OR articles that relate but that do not meet the referred research criteria. Citations that contain adequate information for locating texts.
   Lesson Plan       This explanation includes how the lesson links to the particular students’ needs and interests. (It is insufficient to say the lesson addresses content standards cited in the goal and objectives section; how does it relate to these particular students?)	Fully developed notion of what you want your students to know and do with respect to strategies & content. Full explanation of why you are teaching what you are teaching in the way you are teaching it. This explanation includes a critical perspective. Explicit & full delineation of how you will move your students to the point of knowing and doing what you want them to do with respect to strategies & content. Identified materials required for this teaching & learning. Explicit plan for documentation & analysis of student learning of both strategy & content.	Developed notion of what you want your students to know and do with respect to strategies & content.   Full explanation of why you are teaching what you are teaching in the way you are teaching it.     Explicit delineation of how you will move your students to the point of knowing and doing what you want them to do with respect to strategies & content.   Identified materials required for this teaching & learning. Clear plan for documentation & analysis of student learning of both strategy & content.	Clear notion of what you want your students to know and do with respect to strategies & content. Clear explanation of why you are teaching what you are teaching in the way you are teaching it.     Clear delineation of how you will move your students to the point of knowing and doing what you want them to do with respect to strategies & content. Identified materials required for this teaching & learning. Appropriate plan for documentation & analysis of student learning of both strategy & content.
   Handout	Logically organized and includes: Name of technique Clear description of purpose of technique and how it is used Brief summary of research (Rather than summarizing each article, synthesize information across articles.) Full bibliographic citations	Includes: Name of technique Clear description of purpose of technique and how it is used Brief summary of research Full bibliographic citations	Missing pieces such as: Name of technique Description of purpose of technique and how it is used Brief summary of research Full bibliographic citations
   Presentation	Effectively engages class members in using the strategy. Class members gain a solid understanding of why and how the strategy might be used. Adheres well to time limit.	Clear & helpful but not as engaging. Class members gain an introductory understanding of why and how the strategy might be used. Slightly over/under time limit.	Lacks detail, cohesion, or clarity. Class members gain an introductory understanding of why and how the strategy might be used. Slightly over/under time limit.
   Reflection	Clear & thoughtful articulation of what you learned and how your group interacted. Poses detailed evaluation of the presentation	Clear articulation of what you learned and how your group interacted. Gives some evaluation of the presentation	Vague articulation of what you learned and how your group interacted. Little evaluation of the presentation w/ few details
   Group members’ contributions	All group members contribute actively & equally (albeit differently) to group work & presentation.	All group members contribute to group work & presentation, but perhaps more reluctantly & less equitably.	Group members contribute unequally but all seem to know more about the trend/issue than before the project.

3. Developing a Focused Study: Using the Planning to Plan Format (50% of 853 grade)
   As teachers, we are responsible for careful thinking and planning of possibilities. We need to look for as many ways as possible to engage children in what is being learned, to help them take responsibility for their learning, and to use what they are learning in real and authentic ways. One way these conditions are met is through focused studies. The point of a focus study is to help children think deeply about a particular issue.
   Through this assignment you will create a plan for a focus study that would be appropriate for your field placement classroom. We encourage you to design a focus study that you can then bring to life during student teaching. This assignment gives you the opportunity to put course readings and activities to work while you have support and feedback (from the course instructor and your mentor teacher) . You are welcome to work collaboratively w/ other M.Ed. students.
   In the planning process you will work through the following steps. Document your work over time in a Focus Study Folder. Be sure to clearly label elements within the folder using the bold headings found below.
   
   Developing a Focus Use the graphic, Curriculum Development… Focus Study to begin your planning.
   1. Rather than starting w/ curriculum guides, start with the values you want your students to have or develop when you leave your classroom. It doesn't matter if you think they will actually attain them, only that you identify what those are. These are NOT related to standards or the curriculum guide, but are those ethical values that transcend and guide all of your teaching.
   2. Next consider the children. Through conversations with the teacher as well as your own observations, note interests or needs of the children. Again, look beyond standards and curriculum guides. (Although it may seem as if we should address students interests when they are “hottest”, curriculum restraints do not always allow for this. If a child is interested on a topic in September, she is likely to still be interested in it in June.)
   3. Now work with curriculum guides and standards guides. Browse through the topics “required” for your grade level. Make a list of those that interest you as well as those your ”expects” you to teach during your student teaching. You may want to document these negotiations in your notes (share the pen).
   4. Look across all of your notes so far. Brainstorm overarching questions or ideas. Choose a topic that is of interest to you and your students and about which you expect to find a variety of resources. You may also choose to extend the Social Studies unit you began in Autumn '07 w/ Dr. Tyson.
   5. The topic you choose is perhaps the most important part of your planning. (You may want to rephrase the topic as a question or short series of questions.) If you choose a topic that is trivial, your study will be trivial. Look for topics that open up critical possibilities, room for conversation and exploration of social issues in which the narrower questions are embedded. Share your question and brainstorming work with your mentor teacher and course instructor for written feedback (Post on Carmen by Jan. 28).
      Examples: See Graphic sample.
      • What does it mean to take on the perspective of others?
      • What does it mean to be safe? …to be homeless?
      • What is the nature of work? … of freedom? … of discovery?
      • What does it mean to live in a democracy? … in a community?
      • What kinds of systems influence our everyday lives?

Reflective Learning Experiences and Systematic Doing

1. Brainstorm or web activities you might use to engage and immerse children in the topic. . Include activities that will help students in understanding or organizing information from the informational texts they are using. These should be listed or in a chart or web. See graphic sample. Due by Feb. 1.
2. Choose at least one experience as an initiating event, a lesson that gets children thinking about the topic and introduces them to its multiple aspects. Develop a lesson plan as to how you might implement it. (See outline attached to Curriculum Development graphic.) Due Feb. 8
3. Brainstorm tools you might use to organize and share information.
   Examples: webs, charts, word walls, journal, etc. Choose at least 3 and write 1-3 sentences on how you will use each. Due Feb. 8 4. Develop an annotated bibliography of a text set related to your question. Each entry should include the full APA reference and a 3-5 sentence summary for each text. Due Feb 15.
   The entire set should meet the following criteria:
   • include a variety of genres: fiction/ non-fiction, prose/poetry, illustrations/photographs/diagrams, biography, etc.
   • consist of a variety of reading levels
   • represent a variety of cultural, economic, and social perspectives
   • convey sound and accurate content
   • provide potential for varied response
   • be composed of at least 7-10 picture books and at least 2-3 chapter books
4. Develop a list of 3-5 other resources a teacher or adult might use related to the question. You may use Web sites, professional texts, magazines or journals, etc. Due Feb 15.
5. Choose 2-4 other experiences that broaden and deepen understanding of the topic. (You may decide to focus all of these on just one area of your web, but they should address multiple content areas.) Write lesson plans for how you might use these. One of these must include a strategy for working with informational texts (either reading or writing). Another must include a critical literacy strategy. If possible, present these lesson plans to your cooperating teacher for written feedback. Be sure to turn in the lesson plan drafts with notes on teacher feedback as well as any revisions you make. Document this conversation /negotiation process in your notes or with sticky notes on the plans. Due Feb 22

Plan for Documentation

1. Using the Documentation Grid presented in class on 1/11/07, note your anticipated main learning events for the unit and identify possible types of documentation for each. (See Documentation Grid on Carmen Content.)
2. Complete the grid and turn it in w/ the lesson plans. Due Feb 22

Plan for Individual Inquiry
Since each of us differs in our interests and needs, it is impossible to plan a focus study that addresses those differences. Develop a plan where each child can engage in an inquiry related to both the topic and their own questions about the topic. Answer the following questions in your plan :

1. How will students generate his/her questions?
2. How will you help students develop a plan to collect information/data?
3. How will students keep track of what they are learning?
4. What opportunities for collaboration will be present?
5. How will you help students decide how to share what they learn?
6. How will you document & analyze student learning?
   Due Feb 29

General Notes:

• Consider working in collaborative groups.
• Keep all of your notes and drafts on the planning process in your Focus Study binder or folder. These notes, ideas, written conversations, and points of feedback will provide documentation of your thinking throughout the planning process.
• Be sure to clearly label and include your name on work (Invitation Folder, Focus Study Binder.)
• Use dividers in your binder and label each section with the headings above.
• Brainstormed lists, webs, and mentor/peer feedback does not need to be word processed; all other pieces do.
• Lesson plans must follow the ECC format

Focus Study Notebook Table of Contents

SECTION	DUE DATE
Developing a Focus Question: Notes & Feedback	Jan. 28 (Carmen: Discussion)
Brainstorm/Web of Events	Feb. 1
Lesson Plan on how you will Initiate the Unit (typed)	Feb. 8 (Carmen:DROPBOX)
Annotated Bib. & Teacher Resources (typed)	Feb. 8 (Carmen:DROPBOX)
Brainstorm List of Devices for Organizing & Sharing (typed) Brief Descriptions of Devices (typed)	Feb. 15 (Carmen:DROPBOX)
2-4 Lesson Plans for Learning & Doing (typed)	Feb. 22 (Carmen:DROPBOX)
Documentation Grid	Feb. 22
Plan for Individual Inquiry (typed)	Feb. 29 (Carmen:DROPBOX)
Plan for Culminating Experience (typed)	Feb. 29 (Carmen:DROPBOX)
Sharing Invitations (in class & posted on Carmen) & Lesson Plans (posted on Carmen Discussion section so others may download as desired)	March 7 (Carmen:DISCUSSION)
Focus Study Binder w/ revisions as needed (revisions on Post-Its or alternate color ink)	March 7

DOCUMENTATION GRID for Focus Study	Person Designated to Collect Documentation
	Equipment or Materials Needed
	Possible Types of Documentation
	Anticipated Main Event(s)  (Main Activity in Lesson)

4. Elementary Literacy Case Study: Inquiry of a Literacy Learner (50% of 739 Grade)
“When teachers understand the ways in which children make sense of their lives, the things that inspire and motivate them, and the ways in which they connect with others they are in a much better position to begin to construct curriculum and learning opportunities that support their growth and well-being.” (Captsone Theme #2 – Making Decisions Through Case Studies 2008).
The goal of the case study is to develop a whole picture of a child, primarily as a literacy learner, but also with the understanding that he/she is an individual within a socio-cultural setting. In doing so, you will also learn about yourself as a teacher, how you go about observing an assessing, how you form and test inquiry questions about a child or children, and what you might do with that information in terms of curriculum development. This process can provide a firm foundation for your literacy practice in your elementary placement and in your future teaching career.
To enhance your understandings and planning, you will share your questions and processes with a small group. Each group will have each own discussion section on Carmen so that you may post and respond to each other’s questions and ideas.

Step 1 – Create a Case Study File.  This should be a space (notebook, composition book, folder, etc.) dedicated to recording thoughts and questions, collecting/organizing data, making connections to course readings, recording analysis notes, etc. across your case study inquiry.  Keep the contents of your file organized. Date all entries and additions as these may become data resources).

Step 2 – Who will you study?  Consult your mentor teacher and observe your students before selecting a case study student (or two).  Observe the children carefully for a week or two. Who intrigues you? Why? Try making a socio-gram of the classroom: Who plays/works with whom? Who seems to be “on the outside”? (See example at the end of the syllabus.)
Select a student you genuinely want to learn more about (not simply the most accessible or cooperative student). Be sure to record (and date) notes on these initial conversations, observations, and questions in your file.
Post on Carmen a brief description of your child(ren) and why you selected him/her/them.

Step 3 – Focusing
a.) Consider the overarching questions for this inquiry.  Through the inquiry process, identify your own questions about the case study child.  Record these in your case study file. In addition, record also what you already know or suspect about this child in relation to the questions below: 
What does this child know and believe about literacy?

• How does the child define reading & writing?
• How does he child see him/herself as a literacy learner?
• How do these beliefs shape the child’s engagement w/ literacy activities?
• What does this child know alphabetic principal, hearing and recording sounds in words, spelling, phonemic awareness, reading strategies, writing processes?

How does this child construct meaning (related to literacy)? 

• What strategies does the child use to make sense of text?
• What kinds of experiences seem to most benefit this child?  Why?
• What is the interplay between the classroom environment and the child as a literacy learner?

b.) Plans for data collection (concurrently w/ 3a). 
What assessments and observation techniques will help you address your questions as well as the questions listed above?  Depending on the current literacy capacity of your case study student and your specific research questions you may want to use several of the assessments/research techniques listed below:

Clay’s Observation Survey             Running Records             Hearing Sounds in Words (Dictation)             Writing Vocabulary             Letter ID             Concepts About Print Owocki & Goodman: Kidwatching Forms Evaluating Print Awareness Child’s Concepts of Reading Bookhandling Print Conventions Concepts of Written & Pictorial         Representations Spelling Knowledge Profile of Writing Knowledge Phonemic Awareness             PASS test             DIBELS Writing samples

Anecdotal Records On-the-Run Records Reader Interview Writer Interview Parent Questionnaire Informal Miscue Analysis (Owocki & Goodman) Writing Analysis Columbus Public Rubrics Developmental Writing Assessment About the Authors p. 125; ch. 7 gray boxes Retellings Oral Dramatic Written Iconic

 

Many of the assessments and research tools listed above have been addressed/used during Literacy 1 & 2.  Others will be introduced and analyzed in class during winter quarter. In this way, I will support your ability to independently select methods for data collection/analysis that make sense given the questions you are asking and the literacy capacity of your case study student.  You are welcome to also use any tools used in your placements or with which you have had experience in other courses/contexts. Choose tools that inform the questions you are addressing.
Post on Carmen a brief description of what you know about the child(ren) what you want to know, and your plans for finding out the latter.

Step 4 – Data Collection and Analysis
a. Collect and analyze data.  I recommend that you analyze data as you collect it. Successful execution of this case study is NOT dependent upon the completion of a list of required data sources.  At this point, your challenge is that of a practicing teacher: to identify questions of concern, collect data that helps you answer these questions, analyze data, and relate your findings to instructional planning and interactions. Analysis of initial data often leads to the refinement of your inquiry questions and richer data collection.  You may find it helpful to use a chart like the one below:

Possible Pattern/Behavior that Repeats Itself	Evidence for pattern: List date & type of data	Possible Interpretation: What emerging knowledge, skill, or disposition do you suspect?	Ways I might “test” my interpretation OR Further evidence I might gather

b. Group Sharing (Required) Post on Carmen a brief synopsis of your findings as they develop. Respond to others’ synopses offering counter or additional interpretations of their data and using their responses to rethink your own data.

c. Consultation (Highly Encouraged - Not Required) You are encouraged (not required) to set up an appointment to share questions/thoughts about your case study student and discuss plans for data collection/data management.  Before you do so, make sure to look back at your files and analysis charts. Inquiry Consultations will be held in February.

Step 6 – Share your Findings  -           Due On or before February 29
            Create a way to share your learning through this inquiry project.  Specifically address the three learning domains listed below:

1.  - What have you learned about this case study student as a literacy learner?  Be sure to address the overarching questions listed in step three as well as questions you raised through the process.  Assertions made should be backed by multiple and confirming pieces of evidence.

2.How has (or will) your inquiry findings influence your instructional plans for
this student? 

1. What have you learned about inquiry, literacy, and/or yourself as a teacher? How will (or has) your participation in this inquiry and as a collaborator in other’s inquiries influence(d) your understandings of the relationship between assessment and curriculum development?

 

The following rubric will be used to assess your Elementary Literacy Inquiry.  Note the criteria listed for this assignment align with criteria used in the Capstone Case Study.

Observations of classroom	Week of Jan 7 & 14
Carmen posting on child selected	Jan. 18
Carmen posting on questions you have about child & potential data sources	Jan. 25
Respond to group members’ postings; include questions you have about their student as well as w/ further suggestions for data sources	Jan. 28
Carmen postings & Responses on data analysis	At least 2 of each from Feb. 1 – Feb. 22
Case Study Sharing	Feb. 29, 11 am – 1 pm

Elementary Literacy Case Study – Rubric
1.  - What have you learned about this case study student as a literacy learner? 

Correlated to Questions #1 &# 2 -  Capstone Case Study Rubric

Improvement Needed Does Not Meet Expectations (1)	Progressing – A Quality Work Meets Expectations (2)
Identifies few physical, cognitive, social, emotional, and cultural factors influencing the child as literacy learner.  Resulting picture of the child as literacy learner is vague and demonstrates little understanding of interactions among factors.	Identifies enough multiple influences on child’s literacy development and learning (i.e., physical, cognitive, social, emotional, and cultural factors) so that a clear picture of interactions among these factors emerges.
Uses few data sources to determine influences on child’s literacy development and learning.	Uses multiple data sources to determine influences on child’s literacy development and learning.
Insufficient evidence that candidate completely and/or correctly administered assessment tools.	Clear evidence that candidate completely and correctly administered assessment tools.
Insufficient evidence that candidate competently  interpreted assessment data	Clear evidence that candidate competently interpreted assessment data.
Choice of methods and tools do not provide evidence of an orientation toward assessment as inquiry.	Choice of methods and tools show evidence of an orientation toward assessment as inquiry.
Insufficient evidence that assessment was on-going.	Clear evidence that assessment was on-going.

2. How will (or has) your inquiry findings influence(d) your instructional plans for this student?
Correlated to Questions #3 and #4 -  Capstone Case Study Rubric

Improvement Needed Does Not Meet Expectations (1)	Progressing Meets Expectations (2)
Decisions demonstrate little or no alignment among assessment data, instructional goals, and teaching strategies.	Decisions clearly demonstrate alignment among assessment data, instructional goals, and teaching strategies.
Insufficient evidence that decisions demonstrate respect of child’s culture, individual characterizes, and needs.	Decisions demonstrate respect of child’s culture, individual characteristics, and needs.
Research support for decisions is vague or absent.	Decisions are supported with some connection to research.
Insufficient evidence that decisions include attention to the classroom environment and routines.	Decisions include attention to the environment and routines.
Insufficient evidence that decisions include opportunities to learn through play and social interaction	Decisions include opportunities to learn through play and social interaction.
Insufficient evidence that decisions demonstrate efforts to move child to self-regulation.	Decisions demonstrate efforts to move child toward self regulation.

3. What have you learned about inquiry, literacy, and/or yourself as a teacher? How will (or has) your participation in this inquiry and as a collaborator in other’s inquiries influence(d) your understandings of the relationship between assessment and curriculum development?
Correlated to NAEYC Standard 5: Becoming a Professional

Improvement Needed Does Not Meet Expectations (1)	Progressing Meets Expectations (2)
Discussion demonstrates little or no reflection on own work or analysis of practice and own learning.	Discussion demonstrates a reflective approach to own work, analyzing practice and own learning.
Discussion demonstrates little or no evidence of understandings regarding the complex interplay between assessment and curriculum planning.	Discussion clearly demonstrates evidence of understandings regarding the complex interplay between assessment and curriculum planning.

Sample Sociogram

Date:	Assignments due this date	Strategies possibly used in class
Class #1 F: Jan. 4   9:00 -12:00 Arps 002 What Education as Inquiry Is & Isn’t	1. Read Ch.4, Short. Harste & Burke (Carmen). As you read, stop periodically to mark a quotation, rethink, reread, or ask a question. Record your thinking or question on a sticky note or index card. 2. Read Haddix, Margaret P. 1998. Among The Hidden.  After you read p. 1-83, Summarize the chapter in 1-2 sentences Generate 1-2 questions you have about the story Clarify a confusing part by forming explanations, making an analogy, or giving an example Make a hypothesis regarding what will occur next. When you are finished with the book, create a literature response. (May be written, drawn, sculpted, sung, etc.)	I-Chart Reciprocal Teaching Save the Last Word Generating Questions Invitations
Class #2 F: Jan. 11 9:00 -1:00 Arps 002 What inquiry processes are used to judge the merits of product and process?	Read Ch.5, Short. Harste & Burke (Carmen) Bring Whitin Appendices (Carmen) Read Harste: What inquiry Is & Isn’t  (Carmen) FYI: Hoyt Ch. 20 (Carmen) Possible Carmen posting	Assessment as Inquiry Investigations Tableau Textbooks as springboards
Class #3 F: Jan. 18 9:15 -12:00 Field trip to Indianola Informal School @ Everett 100 W. 4th Avenue Columbus, OH 43201 Phone: (614) 365-5579	1. Read Primary Voices: Asking Questions/Making Meaning (Carmen) 2. Possible Carmen posting 3. Optional reading: Helm & Wilson: ch. 6 (Carmen) 4. Choose Case Study child & post on Carmen a bit about the child. (M.Ed. only)	Tracey Biggler-McCarthy, Marlene Robbins, Meredith Whittaker
Class #4 F: Jan. 25 Class will not meet	1. Required Carmen postings synthesizing, critiquing, questioning inquiry-based curriculum, visit to Indianola, own experiences, etc. 2. Reserve or purchase The Gold Cadillac by Mildred Taylor. 3. Work on your 739 Case Study data collection or visit a school of your choosing 4. Respond to other Carmen postings about case study kids & data collection.
Jan. 28	Required Carmen posting on Focus Study Question
Class #5 F: Feb 1 9:00 -1:00 Arps 002 In what ways is Critical Literacy conceptualized and enacted?	1. Bring visual “powerful instances of literacy”: photos, work samples, advertising, etc. that demonstrate literacy tools being used in powerful ways 2. Read: (all on Carmen) a. Vasquez ch. 1 b. McLaughlin & DeVoogd ch. 1 c. Lewison, Flint, & Van Sluys 3. After you have read the readings, write one quotation that on each of four 3”x5” cards. Bring these to class. (Quotes reflect what was new & exciting for you, what gave you problems, or points at which you stopped to rethink.) 4. Brainstorm list or web 5. Possible Carmen posting 6. Possible Case Study Carmen posting & response re: data analysis (M.Ed. only)	Anomalies Connection Stems (McLaughlin & DeVoogd p. 44) Still Images + Thought Tracking
Class #6 F: Feb 8 9:00 -1:00 Arps 002 What is the nature of the relationship between texts and our thinking?	1. Bring a copy of The Gold Cadillac by Mildred Taylor 2. Read: (all on Carmen) a. Bomer & Bomer, ch. 3 b. Vasquez, ch 3 OR ch. 6 c. Harste: Supporting Critical Conversations 3. Possible Carmen posting 4. Focus Study Lesson Plan, Annotated Bib & T. Resources due in Carmen Dropbox 5. Possible Case Study Carmen posting & response re: data analysis (M.Ed. only)	Say Something or Turn & Talk or Patterned Partner reading (McLaughlin & DeVoogd p. 42
Class #7 F: Feb 15 9:00 -1:00 Arps 002 What is the relationship between the texts we read w/ & to children and the writing they produce?	1. Read Heffernan book. 2. Skim Morgan & Saxton (Carmen) 3. Skim Pike & Mumpers ch. 5 (optional) 4. Skim ch. 4 (M.Ed.’s) 5. Possible Carmen posting 6. Focus Study Brainstorm & Descriptions of Devices for Organizing & Sharing due in Carmen Dropbox 7. Possible Case Study Carmen posting & response re: data analysis (M.Ed. only)	Storyboards or Writing in Role Question-Answer-relationships (QAR)
Class #8 F: Feb 22 9:00 -1:00  Arps 002 How do we help children learn to think critically about media and popular culture?	1. Read: a. Alverman & Xu (Carmen) b. Williams (Carmen) c. Core Principles (http://www.amlainfo.org) d. Hobbs (optional- Carmen) 2. Possible Carmen posting (Try using the 2 column-notes approach, Pike & Mumpers p. 132) 3. Focus Study 2-4 Lesson Plans & Documentation Grid due in Carmen Dropbox 4. Possible Case Study Carmen posting & response re: data analysis (M.Ed. only)	Signal Words Concept Definition Map
Class #9 F: Feb 29 9:00 -1:00 Arps 002 In what ways can we further support functional as well as critical literacy?	1. Read choice of ch. from Pike & Mumpers  2. Possible Carmen posting 3. Focus Study Plan for Individual Inquiry & for Potential Culminating Experience(s) due in Carmen Dropbox 4. 739 Case Study sharing
Class #10 F: Mar 7 9:00 -1:00 Arps 002 How does the language we use reflect what we know about children’s learning?	1. Focus Study Sharing & Binder 2. Read: (M.Ed.’s only) a. Tuten (Carmen) b. Strickland & Strickland, ch. 6 3. Bring sample report cards from placement (M.Ed.’s only)
Class # 11 (M.Ed.’s only) F: Mar. 14 9:00 -1 or TBA What do T’s and S’s need to know to about standardized rdg tests?	1. Final Synthesis Growth paper due by 5:00 pm email 2. Read: Calkins, L., Montgomery, K., & Santman, D.  Ch. 4 (Carmen) 3. Browse www.fairtest.org