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Viewing: LTC 4120W kubyc : Emergent and Developing Literacy in Early Childhood - Writing Intensive

Last edit: Tue, 20 Sep 2016 21:15:57 GMT

Proposal Type

Writing Intensive

Contact Information

 
 
 
 
 
 
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
kubyc
Candace
Kuby
kubyc@missouri.edu
573/882-2965
Learning Teaching & Curriculum
Subject Area’s Department Chair/Director:
 
 
 
 
 
 

Term for Proposal

 
 

Course Catalog Information

EDUC
Learning, Teaching, & Curriculum (LTC)
Learning, Teaching, & Curriculum
4120W
6
 
25
Emergent and Developing Literacy in Early Childhood - Writing Intensive
Strategies for assessing and supporting young children's literacy development. Graded on A-F basis only.
 
Lecture/Standard
A-F Only
 
LTC 4210 and LTC 4124.
 
Admittance to Phase II.

Instructor Information

kubyc
Candace
Kuby
kubyc@missouri.edu
573/882-2965
Learning Teaching & Curriculum
(numbers only)
Tenure Line Assistant Professor
303 Townsend Hall
 
 

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply

Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.
 

Honors Course Information

 
 
Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.
 

 
 
 

 
 
 
 
 
 

Writing Intensive Course Information

This five-hour course will examine the development of literacy in young learners, mostly in K-3 classrooms. We will explore literacy theories and their application to classroom teaching, specifically instructional and assessment strategies. We will write, confer, and inquire together to better understand how to design, implement, and evaluate learning experiences that foster children's literacy development as well as their creativity and curiosity. This course is taken concurrently with the 2-credit K-3rd grade field experience (LTC 4124). Reading/Writing Responses (due on Mondays) 5% of final grade By each Monday you will read and write responses to the readings. Here are three main reasons I use reading/writing responses: to deepen your thinking about the course readings, to elicit questions and comments to share during class, and to model possible comprehension strategies to use with children. If you've read the assigned chapters/articles thoroughly, none of these responses should take a long time to complete. If you are spending hours on a response -- that is too long. I read these responses as a way to have a window into your current thinking about topics discussed in class as well as to see what misconceptions and questions you have. It is OK for these responses to be handwritten (as long as it is neat and legible). See the section "Alternate Reader Response Strategies" at the end of the syllabus for specific explanations of R/W response strategies. No drafts shared for this assignment. Typically 2-4 pages long for each response. Weekly Connections Paper (Due on Fridays) 5% of final grade The purpose of this weekly paper is for you to reflect on your field experiences and classroom notes and thoughtfully CONNECT your observations and experiences, your coursework topics, discussions, readings, and your future teaching envisioning and questioning. The paper should be approximately 2-3 pages typewritten, double-spaced. You should cite specifically the readings for the week (Monday and Thursday of LTC 4120 with Dr. Kuby) as you make connections in addition to drawing on readings from previous weeks' readings or other classes. Think of these responses as a place to reflect and synthesize the readings from the week with observations/interactions in your field placement. No drafts shared for this assignment. 2-3 pages long each week. Literacy Unit of Study Curriculum Plan 12.5% of final grade As a teacher of literacy, you need to be able to plan lessons that meet diverse students needs (i.e. gifted, ELL, or students striving to make sense of print). Using a workshop and/or playshop approach, you'll create an overall framework and mini-lessons for one literacy unit of study for a K-3 grade. As a teacher it is important to collaborate with co-workers, so for this assignment you will work in small groups to plan, brainstorm, gather materials and create the unit of study. In class on November 18, we will use a jigsaw format in sharing these units of study with each other. No drafts shared for this assignment in a formal way. However, this assignment is a group project so they are expected to each read all aspects of the assignment and give feedback to peers before turning it in to me. This assignment is about 20-30 pages long. Participating as a Professional Learner 15% of final grade Midway and at the end of the semester you will complete a self-evaluation of your participation in the course. These should serve as a guide and check point for you and me. No drafts shared for this assignment. This is about 4 pages long total (including both mid-term and final evaluations).
There are no changes to the course.
Face-to-face
Self paced?

 
 
Should this course be considered for funding?

Large Enrollment Courses:
 
 
 

Writing Intensive Assignments

Pages
All assignments
Unpacking my Histories, Cultures, and Experiences in Relation to Literacy Teaching 10% of final grade In this assignment you'll critically reflection on your beliefs, memories, experiences and ideologies that shape your pedagogical decisions as a literacy teacher. Teaching is not neutral so we need to examine the self in relation to how we plan instruction and interact with children. You will use multiple modes (writing, artistic, digital, performative, etc.) of collecting memories/artifacts to represent your learning and analysis about the self. - Students bring in one draft to discuss in class with a peer. The length depends on the mode they use (some it is written 4-8 pages, others artistic sketches, etc. -- page equivalent to 4-8 pages). Peers evaluate the draft. Writer's Notebook and Published Piece of Writing 12.5% of final grade In order to be effective teachers of writing, it is important that we participate in the writing process on a regular basis to understand what it feels like to be writers and to more deeply understand the actions/decisions that writers make. Throughout the semester, you will keep a writer's notebook as a place to collect thoughts, ideas, reflections, observations, artifacts, and quickwrites on a weekly basis. You will be expected to make entries in your notebook at least 2 times throughout each week. During the semester, you will be talking with peers about this experience as a writer. You will select a seed idea(s) from your writers' notebook to take through the publishing process. In class, we will have peer conferences on editing and revising this selected piece. On October 10 you will turn in your final writing notebook piece (along with conferencing notes and the drafts -- I want to see the process not just the finished product). The final piece will be shared and celebrated during class on October 10. - Students share weekly with a peer the seed ideas collected in their notebooks. Students keep the same partner throughout this assignment (to meet with each week). There is one day set aside for students to bring in a draft copy of their final piece to elicit feedback on editing and revising from a peer. Lengths vary on this assignment depending on mode chosen (written, artistic, performative, digital, etc.). Typically around 4 pages (or page equivalent). Peers evaluate the draft. Audit Trail Journey: Case Studies of Literacy Learning 15% of final grade At the heart of literacy learning is assessment, which guides instruction. Conferences during reading and writing workshop serve as a space to assess and teach children individually. Many times I have heard pre-service as well as experienced teachers comment, "I don't know what to say to a child during a conference." This assignment is designed to give you space and time to explore assessing and teaching young children through individual conferences. You will choose one child at your field placement (LTC 4214) to assess and instruct through conferences. This learning engagement gives you the opportunity to actively make decisions to assess and instruct multiple learners -- to actively "try-out" teaching strategies to help diverse learners. Instead of a traditional research or inquiry paper, you will create an Audit Trail to explore and record your conferencing experience. A detailed handout will be given at a later date. Some of the items you'll want to "try-out" and include in your audit trail are: Several informal assessments such as observing the child's literacy behaviors and giving a literacy inventory to help you know the child better running records to help you formally document the child's reading miscues, intonation and fluency patterns, and their retelling ability writing and spelling analyses of students' writing reading and writing conferences - Most students choose to do a digital audit trail such as a website, blog, etc. They begin the project within the first few weeks of the semester and then update their writing each week after field placement. Towards the end of the semester, a peer does read through the entire draft and offers feedback before the final project is due. Lengths vary on this assignment depending on mode chosen (written, artistic, performative, digital, etc.). Typically 20-30 pages or page equivalent. Peers evaluate the draft. "Flexible" Literacy Lesson Plans, Teaching and Reflections (to teach in field placement LTC 4124) Each plan is 12.5% of grade for a total of 25% of final grade As pre-service teachers, it is important to not only read about literacy theories and current teaching practices, but also have a chance to "try-out" teaching in your field placement. Two times throughout the semester you will create literacy lesson plans, collaborating with your field placement teacher. Before teaching the lesson, you'll bring a draft of the lesson to our class to get peer feedback and talk-through your plan. As soon-to-be teachers it is important to understand how to design effective and engaging lessons to meet diverse students' interests and needs and know learn how to be flexible -- listening to students in the moment of teaching and adjusting to their inquiries. These lessons will give you the opportunity to be creative and reflective in your teaching. I encourage you to think about ways to incorporate a broad range of texts -- not just books, but technologies and media as well. You will need an audio recorder for these assignments, as you are expected to listen to yourself teach. We will transcribe 10 minutes of teaching, analyze your talk, and write a general reflection for each lesson. - Two during the semester students teach two lessons in their K-3 field placement. Each time they bring a draft of the lesson plan to class for peers to offer feedback. They use this feedback to edit and revise for the final paper. Lengths vary, but typically the lesson plan section is about 4-6 pages in addition to transcribing 10 minutes of their lesson, a written analysis (2-5 pages), and general reflection (2-5 pages). This process happens twice -- for two lessons -- so double the page estimates. Peers evaluate the draft.
Length of assignment:
52
 
20
 
72

Total pages for all assignments:
First drafts:
52.00
Revisions:
20.00
72.00
 

Writing Intensive Teaching

Peer review
Instructor provided feedback
Other
Peer review - For all assignments above, students engage in feedback with various peers. Peers give oral and written feedback for the assignments. Instructor - All assignments students give peer written and oral feedback in small conferences (informal oral presentations). The instructor (I) sit-in the conferences to support students in giving feedback orally to each other. I take notes on what I hear students sharing, I look over drafts, and offer specific questions and recommendations for them to consider as they revise. So in the end, students get feedback from both peers and me.
 
All assignments allow for more than one interpretation. Unpacking my histories, cultures, and experiences in relation to literacy teaching -- students explore their own histories in relation to unpacking position, privilege, and power -- and how this shapes literacy teaching practices. Reading/Writing Responses -- the format of each week's response invites students to take passages from the readings and critique, question, and connect to their own lives. Connection Papers -- weekly the students are reflecting on incidents they observe in a K-3 classroom and put it in conversation with theoretical ideas we are reading about literacy. Writer's Notebook (WN) -- Students have the choice of topic and genre for this assignment. They are allowed to explore pretty much any idea and interpret in a variety of ways. Unit of Study Curriculum Plan -- Students are allowed to take a broad topic (unit of study) for reading and writing and create the curriculum map and lessons. This assignment allows students to live-out and demonstrate their philosophical beliefs on teaching literacy to young children. Audit Trail of Literacy Case Study -- students document teaching interactions with one child and put it in conversation with readings from the semester. "Flexible" Lesson Plans and Reflections - students document teaching interactions with a whole class of children (twice) and put it in conversation with readings from the semester. Participation -- I am soliciting students' feedback on their participation -- how do they see themselves as a learner?
Generally speaking, the following is an outline from one semester of when these assignments were due (this is a fall semester): Unpacking my histories, cultures, and experiences in relation to literacy teaching -- September 12 Reading/Writing Responses -- weekly on Mondays Connection Papers -- weekly on Fridays Writer's Notebook (WN) -- Weekly bring in seed ideas and draft. Final product due October 10 Unit of Study Curriculum Plan -- November 18 Audit Trail of Literacy Case Study -- December 2 "Flexible" Lesson Plans and Reflections -- First one due October 18; second one due November 22 Participation -- first one due 8 weeks into the semester; final one due the week before exams.
62.5
%
 
0
 

Course Syllabus

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Administrative Information

Education and Social Sciences
 
1.23.15: Asked if meant for Fall 2015.

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